279 10 3494 https://omeka.ibu.edu.ba/files/original/58d6501f5e07eb436dc10c0371636642.pdf f7f14dea20ba4db41baacbe4012e46fe PDF Text Text The Effects of Globalisation and Technological Improvements on Vocational and Technical Education Birol AKYÜZ Bilecik University Faculty of Engineering TÜRKİYE birol.akyuz@bilecik.edu.tr Gülşen ÇETİN AKYÜZ Bilecik University Vocational and Technical Education TÜRKİYE gulsen.cetin@bilecik.edu.tr Abstract: At the beginning of the 21st century, it’s seen that countries find themselves in a competition of information and technology and that they have taken a long distance on the way of becoming communities of knowledge. In line with the added to the importance of the need for education “Globalisation”, “re-construction” and “integration with the world” are among concepts which are used to describe especially post-industry information societies. The fact that information gains importance adds to the responsibilities of the whole educational organisation from the sources where information is produced to the structure, operation, administration and programs of educational institutions. Educational organisations must lead to the modernisation of the society because educational organisations have the chance to have influence on other systems by the way they lead. Main condition of rapidly improvements of developing countries depends on improving education qualifications and training qualified person. In this study, the effects of globalisation and technological improvements on the quality of vocational and technical educations were examined and given some suggestions about the subject. Introduction Today the world is in a process of rapid change and development. The main force of the improvement is the industrial technology which is changing every day related to knowledge (TÜBİTAK 1990). Human, education and technology are in a harmony today. In the 21st century, the professional human source will be the main rivalry reason for the companies (MESS 1997). The most significant features of the companies which are not effected from these rapid changes having the high quality workforce (Ceyhun ve Çağlayan, 1997). It is a fact that in the developing world, the education system should meet the new demands of technology, economy and the structural changes and it should assist to these processes. Today the innovations in the communication and transportation areas accelerate the international rivalry (Erkan, 1997). For the reason of the others before they join the cost of knowledge that has an economic value. For this reason, the investment on the education is the most expensive investment (Drucker, Trans.:Üçcan,1996). Technology is the mass of knowledge that changes raw materials, energy and information into goods and it serves to people. global developments, the vocational and technical education schools should give their students the ability of rivalry skill and the necessary knowledge (TİSK, 1997). In today's world, there is a very close relation between the success in education and the increase in economy (The Economist, 1997). The main condition of development for the developing countries is that they have to give more importance to the quality of education and to educate skilful personnel for the industry. Knowledge is one of the important values in the developing world (Erkan, 1997). Steam machines are the engines of industrial society and the computers are the main devices of knowledge and technology. New computer technologies are developed to use, store and create new information (Balkır, 1992). 234 �Today, the knowledge is the biggest force. The countries that produce technology and knowledge do not give these two elements to Technology and qualified work force are two main factors in production (Kozlu, 1996). The Innovations of the Knowledge Period and Globalisation Globalisation means the grooving interdependence and interconnectedness of modern world. Economic globalization is precisely defined within international trade theory as the ever increasing integration of national economies into a giant one size fits all global economy through trade and investment rules and privation, aided by technological advances, and driven by corporate power (Woodin and Lucas, 2004; Beck, 2000). Global integration has led to substantial economic growth and, at the same time, an uneven allocation of the fruits from economic growth. Supporters of globalisation focus on productivity and growth (Homann et al., 2007; Williams, 2001). Globalisation is the process of corporate structuring that focus a company’s core competency on a single worldwide market, creating growth and profit opportunities (Held, 2004). According to globalisation, in the worldwide market, customer requirements and satisfactions are getting improved day by day. Customer’s expectations are always bigger than customer’s perceptions. Because of this, customer satisfactions are important for competitive economies or firms (Özevren, 1997). The developments in the communication technologies not only make the knowledge transfer quicker and simpler for industrial production but also it increases the effectiveness and efficiency of production (Cooper, 2000). For this reason, the companies management systems are changed, too. The use of robots in industry are became widely-known by microelectronic and computer technologies. All these developments are also effected the mechanic technologies used in industry (Erkan, 1997). Within the innovations in technology, new materials (plastics, ceramics), new processing methods (Computer Numerical Control CNC, Computer Aided Design and Computer Aided Manufacturing CAD/CAM) and new jobs are appeared, too. Some qualities of workforce have changed in the period of knowledge if we compare it within the past. The qualities that are wanted in the workforce of producing goods and services are increased the level of skills and responsibilities. It is important to give a necessary education. These determine the human force profile: To be in a harmony with the technological developments and the changes and always renew yourself, To have life-long learning, To have good relation with others, To join the group works, To take responsibilities and risks, To have not only the job qualifications but also the knowledge of socials subjects. The developments in communication technology caused some changes in the methods, techniques, principles and the sources of education. The main targets of vocational and technical education schools are to create a high performance workforce (Moran and Rumble, 1996). The industry of future is needed qualified workforce (The Economist, 1997; Güleç, 1994). The past three decades have seen a dramatic transformation in the world of work, changing not only the foundations of economies and social life but also the knowledge, skills and competencies that people require in almost very field of endeavour (Şimşek, 2002). Vocational and technical education occupies a central place in social and economic policy throughout the world (Moran and Rumble, 2004). The driving forces are familiar; dramatic shifts from agrarian or industrial eras to a knowledge age, accompanied by equally dramatic changes in the nature and structure of work; the progressive globalisation of trade and communications; technological advances that encourage constant and rapid change in economic and social life (Şimşek, 2002). As the world moves ineluctably into a technology dominated knowledge age the nature of work is changing profoundly. The skills of learning, the ability to process information, and the capacity to adapt rapidly change, are fast becoming determining factors in personal, corporate and national survival and prosperity (Uzun ve Vatansever, 2005; Moran and Rumble, 2004). The constant state of turbulence in employment and the world of work, means that education system cannot educate and train people in the expectation that their work activities will remain stable or that they will remain in the one job throughout their working life (Moran and Rumble, 2004). The World Competitiveness Scoreboard presents the 2008 overall rankings for the 55 economies covered by the WCY. The economies are ranked from the most to the least competitive and the results from the previous years scoreboard (2007) are shown in brackets. The Scores shown 235 �to the left are actually indices (0 to 100) generated for the unique purpose of constructing charts and graphics, seen Fig.1. Figure 1: World Competitiveness (The World Competitiveness Year Books, 2008) Defining Vocational And Technical Education In this study, we use the term “vocational and technical education”, or VTE, to describe the acquisition of knowledge, skills and competences for job performance. Use of this term is different for the countries, such as South Africa and the United Kingdom “further education and training”, Pacific “technical and vocational education and training”, an Australian “technical and further education” and elsewhere, terms such as “technical education”, and “training” are common vocational and technical education is the preferred appellation of bodies such as the World Bank and European Union (Moran and Rumble, 2004).. Vocational and technical education comprises all more or less organized or structured activities, whether or not they lead to recognized qualification, which aim to provide people with knowledge, skills and competences that are necessary and sufficient in order to perform a job or set of jobs (Özsoy, 2007). Trainees in initial or continuing training thus undertake work preparation or adapt their skills to changing requirements. Vocational and technical education is independent of its venue, the age or other characteristics of participants, and of their previous level of qualification. The content of vocational and technical education could be job specific, directed to a broader range of jobs or occupations, or a mixture of both, vocational and technical education may also include general elements (Moran and Rumble, 2004). The Factors That Effects the Quality on Vocational and Technical Education What can be done to improve the quality of education in vocational and technical education schools? First of all, we have to define the word quality: the property of a product qualification that reacts to the customer needs at the present or future. According to this definition, the customer determines the dimensions of quality (Öztürk, 1996). The qualities in vocational and technical education schools are that to educate the technical educated employers for the needs of industry (Güleç, 1994). The present or the new knowledge used in industry should be easily used by these people. The success of vocational and technical education schools are correlated with the qualifications gained with the help of education and the qualification that the job required. 236 �‰ ‰ ‰ ‰ ‰ The quality of the students and the teachers The quality of technical equipments and the physical environments The management system The capacity of social-cultural academic activities Finance. The Effects of Technologic Developments to the Quality of Vocational and Technical Education To improve of the vocational and technical education quality, the following subjects are important: ‰ The machines and devices used in workshops and laboratories must be developed and renewed according to the new technologies, ‰ Use the computer technologies for the new product signs and their productions (Computer Aided Engineering CAE, Computer Aided Design/manufacturing CAD/CAM, Computer Numerical Control-CNC, and Computer Integrated Manufacturing-CIM) to search the new production methods and to teach its usage, to use the new technologies about the production design, ‰ Reaching the knowledge by using the communication technologies, ‰ The development in educational devices (TV, Video, Computer, CD-DVD etc.), ‰ The developments in education technologies (Internet, Tele-Conference, Simulation Programs), ‰ Determining the standards of job, ‰ Changing the management system, ‰ Improving the opportunity of using libraries and the sources. Suggestions Some suggestions for improvements of the quality on vocational and technical education quality are those: • Duties, authorities and the responsibilities should be determined, • The problems of titles should be solved, • The standards of job should be determined, • It should be given importance to the system of certificate, • Industry should be participate in all steps of education training, • The system of education should be changed according to the changes at work and also the possibilities of finance should be provided, • Seminars should be held, • The physical quality of education properties should be developed, • The changing education methods should be followed, • There should be information offices or foundations that is made up off representatives of industry, • To form a database and have to cooperate with other vocational and technical education schools should be financed by the companies The personnel of education should be used in industry as on advisor, • Have to make necessary changes in the curriculum of colleges that is available for the expectations of industry, • The teachers should be encouraged to make researches, • The quality systems that are used by the companies should be also used in education, • The students should make practices in industry, • The graduates of technical colleges should be followed by a central system. 237 �Result Knowledge is the main factor of production in today's world. The companies that are using the technology created by knowledge on the companies which have the personnel using the technology should stay forever in the global world. If the vocational and technical education schools are interested in more closely to the developments of technology and develop suitable education programs and methods that they should easily graduate the personnel that is looked for the companies. The developed societies are called the society of knowledge. For this reason it is necessary to educate a human who knows the universal values, works and uses the technology in useful way for the knowledge society. Education is the most important factor in becoming developed society. As a Vocational and Technical Education schools, we have to go forward to become a developed society by using the knowledge and technology. References Balkır, N.(1992). Türkiye’de Çağdaş Eğitim ve Çağdaş Üniversite, T.C Başbakanlık Yayınları. Beck, U.(2000). What is Globalization?, Polity, UK. Ceyhun, Y. ve Çağlayan, M.U. (1997). Bilgi Teknolojileri Türkiye İçin Nasıl Bir Gelecek Hazırlamakta, Türkiye İş Bankası Yayınları, Ankara. Cooper, R. G. (2001). Winning at new products: accelerating the process from idea to launch, New York, Basic Books, USA. Drucker, F.P.(1994). Gelecek İçin Yönetim, (Çev: Üçcan, F.)Türkiye İş Bankası Yayınları. Erkan, H. (1997). Bilgi Toplumu ve Ekonomik Gelişme, Türkiye İş Bankası Yayınları, Ankara. Güleç, K.(1994). Türkiye’de ve Dünyada Teknolojik Gelişmeler, DPT, Ankara. Held, D.(2004). A globalizing world? Culture, economics, politics, Routledge, UK. Homann, K.; Koslowski, P. and Luetge, C. (2007). Globalisation and Business Ethics, Ashgate UK. Kozlu, C.(1996). Türkiye Mucizesi için Vizyon Arayışları ve Asya Modelleri, Türkiye İş Bankası Yayınları, Ankara. Moran, L. and Rumble, G.(2004). Vocational Education And Training Through Open And Distance Learning, RoutledgeFalmer, New York, USA. Özevren, M. (1997). Toplam Kalite Yönetimi ve Temel Kavramlar ve Uygulamalar, Alfa Basım, İstanbul. Özsoy, C. (2007). Türkiye’de Mesleki ve Teknik Eğitimin İktisadi Kalkınmadaki Yeri ve Önemi, A.Ü. Yayın No.1780, Eskişehir. Öztürk, S. A. (1996). Hizmet İşletmelerinde Kalite boyutları ve Kalitenin Artırılması, MPM yayını, 1996/2. Şimşek, M.(2002). Toplam Kalite Yönetiminde Başarının Anahtarı, Babıali Kültür Yayıncılık, İstanbul. Uzun, A. ve Vatansever F.(2005). Eğitimde Kalite ve Sanayicinin Beklentileri, MTET2005, İstanbul. Williams, O. F.(2000), Global codes of conduct, University of Notre Dam Pres, Woodin, M. and Lucas, C. (2004), Gren alternatives to Globalisation, Pluto press, London. -----: (1990). TÜBİTAK, 1.Bilim ve Teknoloji Şurası, 1990. -----: (1997). MESS, Dünyada ve Türkiye’de Rekabet, Mayıs 1997 -----: (1997). The Economist, “Education and The Wealth of Nations”, Vol:342, March 29th- 4 April 1997. -----: (1997). Türkiye’de ve Dünyada Mesleki Eğitim, TİSK Raporu , İnceleme Yayınları, No:20, Ankara. -----: (2008). The World Competitiveness Year Books, USA. 238 � 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. 406 Title A name given to the resource The Effects of Globalisation and Technological Improvements on Vocational and Technical Education Author Author AKYÜZ, Birol ÇETİN AKYÜZ, Gülşen Abstract A summary of the resource. : At the beginning of the 21 st century, it’s seen that countries find themselves in a competition of information and technology and that they have taken a long distance on the way of becoming communities of knowledge. In line with the added to the importance of the need for education “Globalisation”, “re-construction” and “integration with the world” are among concepts which are used to describe especially post-industry information societies. The fact that information gains importance adds to the responsibilities of the whole educational organisation from the sources where information is produced to the structure, operation, administration and programs of educational institutions. Educational organisations must lead to the modernisation of the society because educational organisations have the chance to have influence on other systems by the way they lead. Main condition of rapidly improvements of developing countries depends on improving education qualifications and training qualified person. In this study, the effects of globalisation and technological improvements on the quality of vocational and technical educations were examined and given some suggestions about the subject. 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/f5a4f6fd515ea4b6564ccb1f287fb207.pdf 65856e2c8554fb9031f560393afe5243 PDF Text Text The Effects of Initial Boron Concentration on Energy Consumption in Boron Removal by Electrocoagulation Alper Erdem YILMAZ Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum, TURKEY, aerdemy@atauni.edu.tr Recep BONCUKCUOĞLU Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum, TURKEY, rboncuk@atauni.edu.tr M. Muhtar KOCAKERĐM Atatürk University, Engineering Faculty, Department of Chemical Engineering 25240, Erzurum, TURKEY, mkerim@atauni.edu.tr Baybars Ali FĐL Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum, TURKEY, baybars@atauni.edu.tr Serkan BAYAR Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum, TURKEY, sbayar@atauni.edu.tr Abstract:In this study, it was investigated initial boron concentration affecting energy consumption in boron removal from boron containing wastewaters prepared synthetically, via electrocoagulation method. Initial boron concentration of solution was selected as experimental parameter affecting energy consumption. The other parameters such as solution pH, current density and temperature of solution were kept constant during reaction time. Experiments were carried out with different initial boron concentrations ranging from 100, 250, 500 and 1000mg/L. Increasing initial boron concentration caused to increase specific conductivity of solution. Specific conductivity of solution was a important parameter on energy consumption of electrocoagulation system. The higher specific conductivity of solution caused to the lower energy consumption values. While energy consumption value was 49,87 kW-h/m3 for 100 mg/L initial boron concentration, this value was decreased to 14, 3 kW-h/m3 for 1000 mg/L initial boron concentration under 3.0 mA/cm2 of current density, pH 8.0, 293 K of solution temperature and 150 rpm of stirring speed. Keywords: Electrocoagulation, energy consumption aluminum electrode, boron removal 1. Introduction High levels of boron are obtained in groundwater in some Mediterranean countries, such as Turkey, which has the largest boron reserves in the world. Boron pollution is a severe problem for Turkey. Wastes from the boron mines and boric acid plants are the main sources of the pollution. In addition to this, geothermal waters contain high levels of boron concentration in west Anatolia in Turkey. The recent European Union (EU) drinking water directive defines an upper limit of 1mg B/L. A minimum of boron in irrigation water is required for certain metabolic activities, but at only slightly higher concentration, plant growth will exhibit effects of boron poisoning, which are yellowish spots on the leaves and fruits, accelerated decay, and ultimately plant expiration[1]. Boron is a naturally occurring element throughout the environment. Boron has a number of minerals, in nature mostly calcium and/or sodium borates, such as colemanite 79 �(2CaO.3B2O3.5 H2O), ulexite (Na2O.2CaO.5B2O3.16H2O), tincal (Na2O.2B2O3.10H2O), etc. The main boron-bearing end products in the industry are insulation and textile- grade fiber, borosilicate glass, fire retardants, enamels, glazes and agricultural products [2]. Boron is an essential element for plant growth however, and if present in a larger amount, it is necessary to remove from effluents due to its toxic effectivity [3]. A minimum boron concentration in irrigation water is required for some metabolic activities of plants, such as cellular multiplication, the metabolism of nucleic acids. Deficiency in boron level will result in poor budding, excessive branching, and in general, inhibits plant growth. On the other hand, boron concentration in irrigation water which is only slightly higher than the minimum will be negative for plant growth and will exhibit signs of “boron poisoning” yellowish spots on the leaves and the fruit, accelerated decay, and ultimately plant expiration [4]. Boron is important in the metabolism and utilization of calcium in humans. Other benefits of boron include improvement of brain function, psychomotor response, and the response to estrogen ingestion in postmenopausal women. In humans, the sign of acute toxicity include nausea, vomiting, diarrhoea, dermatitis and lethargy [5.Therefore, removal of boron from water and wastewater is a crucial problem for environmental control. There are several methods suggested for boron removal from aqueous solutions. Several methods have been investigated for removal of boron, including ion exchange [6-7], adsorption[8-9], electrocoagulation[10-11], membran techniques like, nanofiltration and reverse osmosis [12-13], electrodialysis[14-15]. EC (electrocoagulation) is an emerging water treatment technology and could be good choice to remove boron from water: the amount of required chemicals is much lower, a smaller amount of sludge is produced, no mixing of chemical is required, coagulant dosing as well required overpotantials can be easily calculated and controlled, operating costs are much lower when compared with most of the conventional technologies [16]. During the last two decades, a special research field, environmental electrochemistry has been developed. Electrocoagulation involves the generation of coagulants in situ by dissolving electrically either aluminum or iron ions from respectively aluminum or iron electrodes. The metal ion generation takes place at the anode; hydrogen gas is released from the cathode. Also, the hydrogen gas would help to float the flocculated particles out of the water. This process sometimes is called electroflocculation. The electrodes can be arranged in a mono-polar or bi-polar mode. The materials can be aluminum or iron in plate form or packed form of scraps such as steel turnings, millings, etc. The most widely used electrode materials in electrocoagulation process are aluminum and iron. I When aluminum used as electrode materials, the chemical reactions are as follows; • At the cathode: 3H2O + 3e− → 3/2H2(g) + 3OH(aq)− • At the anode: Al(s) → Al(aq)3+ + 3e− • In the solution: Al(aq)3+ +3H2O → Al(OH)3(s) +3H(aq) + The H2 produced as a result of the redox reaction may remove dissolved organics or any suspended materials by flotation The purpose of the present study is too asseses the performance of EC on the treatment of boron, by exploring the effects of parameter such energy consumption on boron removal efficiency. 2. Experimental Wastewater samples used in the experiments were prepared synthetically using Na2B4O7 having 99.99 of purity from Merck. The solution with boron concentration of 100 mg/L was prepared by dissolved 459.1 mg borax dried at 105 ◦C in distilled water and completed with distilled water to 1 L. The same operations were repeated for the solutions with boron concentrations of 100, 250, 500 and 1000 mg/L with different Na2B4O7 weights. The pH of the solution was adjusted by adding either sodium hydroxide or nitric acid. 80 �A laboratory-scale reactor (16 cm × 8cm × 8 cm), made of plexiglass, was used in all experiments (Fig. 1).Two groups of alternating electrodes being cathodes and anodes (by eight plates of each type) made of aluminum were arranged vertically. The net spacing between the aluminum electrodes was 5 mm. They were connected to terminals of a direct current power supply characterized by the ranges 2–10A for current and 0–30V for voltage. At the beginning of each run the solution of boron of the desired concentration fed into the reactor. Each run was timed starting with the dc power supply switching on. The analytical determination of boron was done potentiometrically by means of mannitol, which forms a complex compound with boric acid. For this purpose, boron analyses were carried out following: Solution pH was adjusted to 7.60 after sample was filtered. Then, 5 g mannitol was added to solution. The solution was titrated with 0.5N KOH until solution pH became 7.60. Boron amount was calculated from KOH consumption. 1ml 0.5N KOH is equal to 17.41 mg B2O3[17]. This method was selected in order to prevent aluminum interference in boron detection done by spectrophotometric methods such as Carmin, Azomethine-H and Curcumin methods [18] Figure 1. Schematic view of the experimental system ((1) dc power supply, (2) electrocoagulation cell, (3) magnetic stirrer, (4) pump, (5) circulator, (6) pH and conductivity meter, (7) ampermeter, (8) voltmeter and (9) pH control unit) 3. Result and discussions The effect of initial boron concentration on the boron removal was examined with solutions including boron of 100, 250, 500 and1000 mg/L. Current density of 2, 4, 6, 8 and 10 A, optimum pH of 8.0 and stirring speed of 150 rpm were kept constant in the experiments. Boron removal efficiency decreased with increasing boron concentration. This can be explained as following; although the same amount Al+3 passed to solution at the same current density for all boron concentration, Al+3 was insufficient for solutions including higher boron concentration. The results obtained were shown graphically in Figure 2. 81 �100 removal efficiency, % 90 80 2A 70 4A 6A 60 8A 10 A 50 0 200 400 600 800 1000 1200 concentration, ppm Figure 2. The effects of initial boron concentration on removal efficiency (pH 8.0, 293 K of solution temperature and 150 rpm stirring speed) The effect of initial boron concentration on electrical energy consumption was examined with solutions including boron of 100, 250, 500 and 1000 mg/L. Current density of 2, 4, 6, 8 and 10 A, optimum pH of 8.0 and stirring speed of 150 rpm were kept constant in the experiments. Increasing initial boron concentration increased amount of ions in solution. As a result of this case, the solution conductivity increased with increasing boron concentration. Increasing of amount of ionized species in solution obtained more transmission for electric applied under constant current density. 82 �Figure 3. The effects of initial boron concentration on energy consumption (pH 8.0, 293 K of solution temperature and 150 rpm stirring speed) In order word, this situation caused to decrease total resistance in electrocoagulation cell. Because of increasing boron concentration, potential applied to solution and energy consumption decreased. In Figure 4, the change of boron removal and energy consumption for 500 mg/L was demonstrated as a function of reaction time. As seen in Figure 3, energy consumption increased constantly with increasing boron removal during reaction time. Other initial boron concentrations had the same tendency. The results obtained were shown graphically in Figure 3. As seen in Figure 3, the lowest energy consumption curve was obtained in the experiments carried out with 1000 mg/L of initial boron concentration solution because it had the highest conductivity. When specific conductivity of solution with 1000 mg/L of initial boron concentration reached to 5245 mS/cm, specific conductivity of solution with 100 mg/L of initial boron concentration remained at 835 mS/cm. The solutions which are given conductivity values had pH 8. The effect of conductivity on electrical energy consumption could be explained with following equations: (1) where W is the electrical energy consumption (kW h/m3), V the potential (V), I the current (A), t the time is the volume of solution (m3). Applied potential could be explained with the equation: (h) and (2) where R is the resistance (Ώ). From Eqs. (1) and (2), following equation could be obtained: (3) Electrical conductivity is a measure of how well a material accommodates the transport of electric charge. Electrical conduction is an electrical phenomenon in which a material (solid or otherwise) contains movable particles with electric charge, which can carry electricity. When a difference of electrical potential is applied to a conductor, an electric current appears. Conductivity stated as the inverse of electrical resistivity, is defined as the ratio of the current density to the electric field strength and has the SI units of Siemens per meter (S/m). Electrical conductivity caused to decrease energy consumption because there was a relationship between electrical conductivity and resistance. The decreasing initial boron concentration of solution caused to rise of electrical conductivity. Thus, high conductivity values of solution caused to low resistance values and low energy consumption. 83 �25 400 20 300 15 200 10 100 5 0 0 0 5 10 20 30 40 50 60 75 90 105 energy consumption, kW-h/m3 concentration, mg/L 500 120 time, min Figure 4. The change of boron removal and energy consumption for 500 mg/L as a function of reaction time 4. Conclusions The present study clearly demonstrated the applicability of electrocoagulation process using the aluminum electrode for boron removal. The effects of operational parameters such as initial boron concentration on boron removal efficiency and energy consumption were studied in detail and explained as well. When effect of initial boron concentration on energy consumption was investigated, the obtained results shown that increasing boron concentration increased conductivity of solution. Thus, solution with higher boron concentration had more ions at the same volume. The higher conductivity values decreased energy consumption. References [1] Kavak, D., Removal of boron from aqueous solutions by batch adsorption on calcined alunite using experimental design, Journal of Hazardous Materials 163 (2009) 308–314 [2] G.I. 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Öztürk and D. Kavak, (2004),Boron removal from aqueous solutions by adsorption on waste sepiolite and activated waste sepiolite using full factorial design, Adsorption 10 245–257. [9] Y. Fujita, T. Hata, M. Nakamaru, T. Iyo, T. Yoshino, T. Shimamura, (2005),A study of boron adsorption onto activated sludge, Bioresource Technology, 96(2), 1350-1356 [10] A. E. Yilmaz, R. Boncukcuoglu, M. M. Kocakerim, B. Keskinler (2005) The investigetion of parameters affecting boron removal by electrocoagulation method, J. Hazard. Mater. 125 160-165. [11] A. E. Yilmaz, R. Boncukcuoğlu, M. M. Koc akerim, M. T. Yilmaz, C. Paluluoğlu, (2008), Boron removal from geothermal waters by electrocoagulation, J. Hazard.Mat., 153(1-2), 146-151 [12] P. Dydo, M. Turek, J. Ciba, J. Trojanowska, J. Kluczka, (2005), Boron removal from landfill leachate by means of nanofiltration and reverse osmosis, Desalination, 185 1-3 131-137 [13] E. Huertas, M. Herzberg, G. Oron, M. Elimelech, (2008),Influence of biofouling on boron removal by nanofiltration and reverse osmosis membranes, Journal of Membrane Science, 318( 1-2), 264-27. [14] Z. Yazicigil, Y. Oztekin, (2006), Boron removal by electrodialysis with anion-exchange membranes, Desalination, 190( 1-3), 71-78 [15] Y. Oren, C. Linder, N. Daltrophe, Y. Mirsky, J. Skorka, O. Kedem, (2006), Boron removal from desalinated seawater and brackish water by improved electrodialysis, Desalination, 199( 1-3), 9 52-54 [16] G.C. Cushnie, Electroplating Wastewater Pollution Technology, Noyes Publications, NJ, USA (1985). [17] A.A. Nemodurk, Z.K. Karalova, Analytical Chemistry of Boron, Israel-Program for Scientific Translations, Jerusalem, 1965, p. 33. [18] R.N. Sah, P.H. Brown, Microchem. J. 56 (1997) 285–304 85 � 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. 337 Title A name given to the resource The Effects of Initial Boron Concentration on Energy Consumption in Boron Removal by Electrocoagulation Author Author YILMAZ, Alper Erdem BONCUKCUOĞLU, Recep KOCAKERİM, M. Muhtar FİL, Baybars Ali BAYAR, Serkan Abstract A summary of the resource. In this study, it was investigated initial boron concentration affecting energy consumption in boron removal from boron containing wastewaters prepared synthetically, via electrocoagulation method. Initial boron concentration of solution was selected as experimental parameter affecting energy consumption. The other parameters such as solution pH, current density and temperature of solution were kept constant during reaction time. Experiments were carried out with different initial boron concentrations ranging from 100, 250, 500 and 1000mg/L. Increasing initial boron concentration caused to increase specific conductivity of solution. Specific conductivity of solution was a important parameter on energy consumption of electrocoagulation system. The higher specific conductivity of solution caused to the lower energy consumption values. While energy consumption value was 49,87 kW-h/m3 for 100 mg/L initial boron concentration, this value was decreased to 14, 3 kW-h/m3 for 1000 mg/L initial boron concentration under 3.0 mA/cm2 of current density, pH 8.0, 293 K of solution temperature and 150 rpm of stirring speed. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/c4d94582539eab0d5c0510cf57b29a57.pdf 094dd99a868fcf50387ac473a255d8e3 PDF Text Text THE EFFECTS OF INTEGRATED FFI AND ISOLATED FFI ON THE ACQUISITION OF THE ENGLISH PAST TENSE Danae Tsapikidou University of Cambridge, Greece Article History: Submitted: 10.06.2015 Accepted: 25.06.2015 Abstract This paper presents the results of a classroom-based study which I conducted for my PhD thesis. It is an experimental study on the comparative benefits of Isolated and Integrated FFI in primary EFL education. Greek 5th year primary learners aged 10-11 were exposed to Integrated FFI (n= 75) on the English Past Tense and their learning gains were compared to the gains of their peers who were exposed to Isolated FFI (n = 73), as these were first defined by Spada and Lightbown (2008). Integrated FFI was operationalised as the provision of comprehension and production structure-based communicative tasks; that is, tasks that were especially crafted to provide meaningful contexts for the practice of the English Past tense and its progressive aspect. In completing those tasks, learners focused on comprehension and the expression of meaning while they produced the target structures and received corrective feedback on their errors. Isolated FFI was operationalised as the explicit presentation and metalinguistic explanations of the rules that govern the formation and use of the same target structures, coupled with grammatical consciousness-raising tasks, structural grammar exercises and controlled oral and written production activities. I taught the groups myself as a teacher researcher throughout the intervention, which lasted for 12 hours. The two groups were tested four times; each test was given after completing six hours of treatment and two months after the end of the intervention. The tests included grammaticality judgments, multiple-choice tests, tense formation tests, an open cloze, a question formation task, picture description, sentence matching and text completion tests. I will present the results of the statistical analyses from the comparisons of these groups. One suggestion is that, planned Integrated FFI targeting specific structures in context, if applied consistently for some time, produces �equivalent learning gains to Isolated FFI even for elementary-level EFL learners whose opportunities for productive use of the language are generally limited within the classroom context. Key words: grammar, TESOL, young learners. �1. Introduction There is now consensus in the field of foreign language teaching that instruction is most effective when it includes attention to both meaning and form and discussion has now moved to the question of when and how it is most effective (Spada and Lightbown, 2008, p.184). In relation to this particular issue of pedagogical timing of focus-on-form, two types of FFI, Isolated FFI and Integrated FFI have been proposed by Spada and Lightbown (2008, p.187). According to the authors, both types of instruction assume a primary focus on meaning with the inclusion of attention to form, but they differ in terms of when attention to form is provided. In Integrated FFI, the learner’s attention is always drawn to form within communicative practice and activities. In Isolated FFI, the learner’s attention is always drawn to form separately from communicative practice and activities. The study reported here is a quasiexperimental study of form-focused instruction (FFI) in English-as-a-foreign language teaching in the Hellenic state primary sector. Specifically, the study compares the learning gains of 5th year Primary EFL learners aged 10-11 who received Isolated FFI and Integrated FFI for the acquisition of the English Past tense and its continuous aspect. According to the authors, (Lightbown and Spada, 2008, p.182), Isolated FFI has been hypothesized to work better than Integrated FFI in EFL settings, where the foreign language is exclusively taught in classrooms with learners and teachers who share the same mother tongue and there are limited opportunities to use the language outside the classroom. In order to test this hypothesis, the main research question in this study was whether there are differences in the grammatical knowledge of 5th year learners who received Isolated FFI or Integrated FFI as evidenced by written measures of performance at any time during a 12-hour intervention. 2. Research Methodology 2.1. Sample The study was conducted in four intact 5th year EFL intact classes that were assigned into two treatment groups. The research design was quasi-experimental with two treatments and four written measures (2x4). The treatment groups were named Integrated FFI and Isolated FFI. �The learner sample consisted of 89 native Greek 5th year primary learners of EFL aged 10-11 years old, in two state schools in Thessaloniki, Greece. Group sizes were equal, Isolated FFI N =39, Integrated FFI N=39. However, the number of students included in the statistical analysis was N=781 . There was a filter in this test and tests that scored equal to or less than 5% of the total score were excluded from the analysis. That filter excluded only students who answered just 1 out of 35 items in each test, and practically handed in a blank test. 2.2 Tests I designed and administered four different tests of grammatical knowledge on the target tense form and use in pen-and-paper mode during the intervention. The Isolated FFI and Integrated FFI groups completed three distinct grammar tests – Test 2, Test 3 and Test 4. The tests had the same format; each consisted of 5 sub-tests which measured the same construct. The content of each test was different every time, as variation was necessary in order to eliminate the risk of practice effects. The test format included grammaticality judgments, selected response and limited production tasks that emerge from Purpura (2004) and Gass & Mackey’s (2007) typologies for data elicitation techniques in linguistics- and interaction-based research. I administered Test 1, the pre-test, two weeks before the experiment and Test 2, the mid-test, after 6 hours of experimental treatment; Test 3, the post-test, after 12 hours, the endpoint of instruction. Each test was administered systematically after 6 hours of instruction for each group. Test 4, the delayed post-test, was taken two months after the end of the experiment. The scoring system was simple; 1 point was allocated for each correct answer out of a total of 35 answers. No point was given for an incorrect or a missing answer. Also, there was no partial credit for interlanguage forms. Each test took the whole class hour - 45 min- to complete. The test task types in all four tests were the following. 1 The reason why the number of subjects was reduced in the repeated-measures GLM was because it is a condition for running repeated measures that all students should have taken all the tests. Therefore 11 students who either missed one of the four tests or scored lower than 5% were excluded from the repeated measures analysis. �Table 1: Test task types 1. Grammaticality Judgement Test (10 items) 2. Multiple –Choice (MC) test (5 items) 3. Tense Formation (TF) task (5 items) 4. Word Order (WO) test (5 items) 5. Open Cloze (OC) test (5 items) 6. Picture description (PD) test (5 items) 7. Match Halves (MH) test (5 items) 8. Verb Completion (VC) test (5 items) 9. Question Formation (QF) (5 items) 10. Dialogue Completion (DC) (5 items) Table 2: Methodological design of the study Treatment Test x Time 0 (h) 6 (h) 12 hours 2 months Test 1 Test 2 Test 3 Test 4 Integrated FFI Isolated FFI 2.3 Target structures The structures under investigation were the English Past Tense and its continuous aspect. These target structures are part of the prescribed syllabus for the 5th year Primary English subject. They are problematic for Greek learners of English because of cross-linguistic differences and because they are difficult to acquire without �explicit instruction. Furthermore, mastery of the Past Tense is vital for attaining accuracy in a number of more advanced and complex grammatical phenomena. In summary, the following structures were taught in this experiment. Table 3: Target structures 1. Copula be in past tense (was/were) 2. Regular verbs ending in -ed in past tense 3. Past simple questions with did + Subject-Verb inversion 4. Past simple negative sentences with didn’t 5. Irregular verbs 6. Past progressive Affirmative forms (was/were + ing) 7. Past Progressive question forms with Subject-Verb inversion 8. Past progressive negative sentences (wasn’t/weren’t + ing) 9. Wh- Questions in the Past Simple and Past Progressive 2.4 Prior Knowledge The learners had 2 ½ years of EFL instruction in primary school prior to the experiment. In addition, many learners in the study attended either a private language school or received private at-home English tuition. Therefore, their general English language learning experience was not the same and the four groups may be classified as mixed-ability classes. Data collection took place in two phases; from September-October 2009 to December 2009 -February 2010. At that time, I had expected that most learners would have no prior knowledge of the grammatical phenomena in focus. The past tense is commonly taught toward the end of the school year around April. However, I administered Test 1, the pre-test, two weeks before the experiment to control for the possibility of learner prior knowledge. Test 1 showed that all groups were initially comparable to each other in terms of grammatical knowledge of the target structures. Hence, random assignment to the conditions was adopted. Since that point, I taught each group for three periods of 45 minutes every week over the course of four weeks. 2.5 Description of treatments Following Spada & Lightbown’s definition of Isolated FFI (2008, p.187), instruction in this group was operationalised as explicit FFI and form-focused practice plus �separate communicative tasks without feedback on form. Instructional time was equally allocated for both phases of this treatment; this means that, from the 12 hours of instruction, 6 hours in total were allocated to explicit FFI and 6 hours for communicative tasks. In the first phase of this treatment, Isolated FFI was provided through presentation of rules regarding the forms and use of the Past tense paired with practice in the form of controlled production exercises, oral and written ones as well as and grammatical consciousness-raising tasks. When students completed their exercises in this first phase of Isolated FFI, I provided whole-class feedback. In the second phase of the Isolated FFI treatment, students were given meaning-based comprehension and production tasks to complete, for which the use of the target structures was essential, useful or natural (Loschky & Bley-Vroman, 1993). During this phase, I did not give any corrective feedback on form, but only addressed pupils’ questions related to meaning and task procedure. In contrast, Integrated FFI (Spada & Lightbown, 2008) was operationalized as FFI within meaning-based activities which elicited the use of the target structures. Throughout the duration of instruction in this treatment, learners received FFI as in brief explanations, corrective feedback, explicit elicitations of correct forms and input enhancement provided within the process of completing a meaning-based comprehension or production task. I used structure-based tasks, oral and written ones, which necessitated either comprehension or production of the target structures in order to complete the task successfully. This treatment also experienced FFI implicitly through task modeling, and task-planning in the course of communicative tasks; at no point during the 12 hour intervention were they given a formal presentation of the structures or any form-related exercises to do as in the previous treatment. The materials for both the Isolated FFI and the Integrated FFI groups followed the school course book with some supplementary material that I brought specifically for this study. Both treatments were taught Unit 7 titled Going back in time and Unit 8 titled All about stories of the prescribed state-published 5th year Primary English course book series ((Kolovou & Kraniotou, 2008). Here, a short description of representative task types is provided for illustration, due to space constraints. �In the Isolated FFI group, students listen to an interrogation scene between a policeman and a suspect concerning a bank robbery. Then, they read the audio transcript for this dialogue which comes with a worksheet. The text has gaps for the Past verbs but the verb infinitive form is given in brackets. They listen and write down the correct verb forms on the worksheet. Example: What time 1. __________ _______ _________ (leave) the restaurant? Jack: Well, I don’t remember exactly, but I think it 2._________ (be) at about 3.30. In the Integrated FFI group, students listen to the same input but they are not given the dialogue transcript. Instead, they do a True or False activity based on this input and then they reconstruct the dialogue and role-play the above scene as in the example: 1. Where were you during the afternoon of May a. I was out of the restaurant. 4th? A rich variety of related tasks and activities were implemented that could not be replicated in more detail due to space constraints. In table, I provide a summary of the characteristics and activities for the two treatments. �Table 4: Summary of the characteristics and activities for the two treatments Characteristics of the treatments Integrated FFI Isolated FFI Attention to form always embedded in meaning-based Attention to form always separate from meaning-based and communicative practice and communicative practice Focus on form and focus on meaning integrated in Equally divided instructional time for focus on form and communicative activities at the same time focus on meaning Task-essential, task useful or task natural use of form Explicit presentation of rules before practice through need to communicate Attention to form feedback, brief explicitly through corrective Attention to form explicitly through language analysis metaliguistic explanations and negotiation of meaning during communicative activities Task modelling and task planning Corrective and meta-linguistic feedback provided ONLY in form-focused activities but NOT provided during communicative activities Noticing-the-gap between TL/IL Noticing through grammatical awareness activities Focus on accuracy within guided communicative Focus on accuracy practice in controlled structural pattern practice Activities Common for Isolated and Integrated FFI treatments For Isolated FFI treatment only Interactive information exchange tasks Controlled pattern questions/answers visual/verbal prompts Story comparison tasks Tense formation exercises with gap-filling Role-play Dictation Listening and reading comprehension tasks (True or Cloze task with verbal prompts false? answering questions) Picture-sentence and sentence matching, split Multiple choice exercises sentences Sentence writing Picture/sentence/paragraph arrangement Verb recognition ordering text re- Error correction grammar exercises using �Guessing activities Jumbled sentences: Word order Writing activities: story summarizing, text reconstruction, Consciousness-raising and dialogue creation, activities Dictogloss Text manipulation activities Jigsaw Word-order exercises Substitution tables, language transformations, restorations question/answer drills 3. Results The overall performance of the 2 groups in the 4 tests was examined using a repeatedmeasures general linear model (GLM); The Group factor contained 2 levels (Isolated FFI and Integrated FFI) and the Test factor contained 4 levels (Test 1 (0h), Test 2 (6h), Test 3 (12h), Test 4 (2m). The number of participants was originally 89 students but the number of students included in the RM GLM was N=78 2 . There was a filter in this test and tests that scored equal to or less than 5% of the total score were excluded from the analysis. That filter excluded only students who answered just 1 out of 35 items in each test, and practically handed in a blank test. Mauchly’s test showed the results did not meet the assumption of sphericity, Mauchly's W = ,788, χ²(5)=.17,766, p=.003. Two corrections were applied; the Greenhouse-Geisser p=.870 and Huynh-Feldt p=.916. The assumption of equality of covariance was met with Box’s Test p=.501. Also, the assumption of equality of error variances was also met (See Table 1 below) Table 5: Levene's Test of Equality of Error Variancesa 2 F df1 df2 Sig. Test 1 (0h) 1,491 1 76 ,226 Test 2 (6h) ,092 1 76 ,763 Test 3 (12h) 6,153 1 76 ,015 Test 4 (2m) ,241 1 76 ,625 The reason why the number of subjects was reduced in the repeated-measures GLM was because it is a condition for running repeated measures that all students should have taken all the tests. Therefore 11 students who either missed one of the four tests or scored lower than 5% were excluded from the repeated measures analysis. awareness sentence �Within subjects analysis showed a significant main effect of the Test factor F(3,228)=15,185, p<.001, effect size =.030, observed power=.588. The between- subjects comparison showed no significant group difference F (1,76)= 2,296, p=,134, =,029, observed power=.322. The interaction between Test and Group was not significant F (3,228)=2.366, p>.05, =.030, observed power=.588. The above results are displayed in Table 2. Table 6: Repeated Measures Anova for the two experimental groups in the four tests SS df MS F p η² Noncent. Observed Parameter Powera Within-subjects effects Test ,85 3 ,28 15,18 ,000 ,16 45,555 1,000 Test * Group ,133 3 ,04 2,36 ,072 ,03 7,097 ,588 Error 4,26 22 ,01 116,71 1 116,71 991,12 ,000 ,92 991,123 1,000 Group ,27 1 ,27 ,134 ,02 2,296 ,322 Error 8,95 76 ,11 Between-subjects effects Intercept 2,29 a. Computed using alpha = ,05 From Table 3 and Figure 1, it appears that both treatment groups improved from Test 1 to Test 2, Test 3 and Test 4. Specifically, the Integrated FFI group started off in Test 1 with an average mean score of 49%, which became 56% in Test 2, after 6 hours of treatment and 64% in Test 3, after doubling the duration of the treatment to 12 hours. This group managed to maintain stable performance in Test 4 with 62%, a result which shows that the effect of Integrated FFI was maintained in the long-term, two months after the study had ended. Table 3 displays the mean scores, standard deviations and number of students for this analysis. �The Isolated FFI group started off with an average mean score of 56%, which shows that this group was somewhat better in their knowledge of the English past tense than the other group in the beginning of the study. This group also improved by scoring 64% in Test 2 and maintaining approximately the same result in Test 3 with 63% at the end point of the study. It is important to point out that there were no significant differences between the two groups in any of the tests, and it is noteworthy that in Test 3 even the minor differences of the previous scores had been completely evened out. The Isolated FFI class however, showed significant pre-to delayed post-test improvement with a final score of 71% versus the start-off score of 56%. This result shows that the Isolated FFI had more significant long-term effects than Integrated FFI for the acquisition of the English past tense in this EFL young learner sample of our study. Table 7: Descriptive Statistics for the Effect of Isolated and Integrated FFI Test 1 (0h) Test 2 (6h) Test 3 (12h) Test 4 (2m) Group M SD N Integrated FFI .49 .26 39 Isolated FFI .56 .23 39 Total .53 .24 78 Integrated FFI .56 .20 39 Isolated FFI .64 .18 39 Total .60 .19 78 Integrated FFI .64 .15 39 Isolated FFI .63 .19 39 Total .63 .17 78 Integrated FFI .62 .21 39 Isolated FFI .71 .19 39 Total .67 .21 78 �1. 4. Discussion The main research question was answered with a no-difference result; that is, there was no significant difference between Isolated FFI and Integrated FFI at any point during the 12-hour experimental intervention. The pedagogical timing issue of FFI brings up the question of whether Isolated FFI should precede Integrated FFI of a new language feature. The answer from these results is that it may be beneficial, but not �necessary. Isolating a specific grammar feature to present it formally and practise it separately before any other input or output-based practice is a useful teaching technique, especially for young learners who need time to build up their interlanguage and should not be pushed to communicate before they are ready; developmentally or psychologically. Nevertheless, the provision of isolated structural practice outside of communicative tasks is not necessary for the proceduralization of these forms. Instead, explicit FFI during the completion of structure-based communication tasks can lead to equal levels of grammatical performance as more structural gap-filling exercises on forms. In this study, explicit knowledge of the target structures (form and use) gained either by presentation of the rules before practice – in the Isolated FFI groups- or during communicative activity as explicit corrective feedback – in the Integrated FFI groups- led to equal levels of proceduralization of the target structures after 12 hours of instruction. Hence, the answer to the issue of timing of focus on form as raised by Spada and Lightbown (2008) is that there is no difference as to when exactly FFI will be provided within the larger time span of a series of lessons. This outcome may be explained as the product of explicit grammatical knowledge that both groups cultivated throughout the study. Explicit rule knowledge may have been a more prominent feature in the Isolated FFI treatment which aimed at building correct use of the target structures in controlled pattern practice for half the instructional time - 6 hours out of 12. Explicit knowledge of the rules facilitated accuracy in these exercises; The Isolated FFI classes received feedback on the grammar exercises, explicit recasts and corrections with metalinguistic explanations and rule elicitations. The explicit knowledge gained during form-focused practice in the Isolated FFI treatment may have somewhat facilitated these learners in the subsequent tests; hence their small improvement from 56% to 63% after 12 hours of instruction. On the other hand, the Integrated FFI classes were also aware of the rules, which were taught not in a presentation format but through a range of explicit corrective feedback techniques, such as explicit correction, brief metalinguistic explanations, recasts, and prompts. Corrective feedback on form was given during task work. Learners were given time to work out the content of their task and to negotiate meaning as they engaged in oral pair work. It is known that corrective feedback gives learners the opportunity to notice the gap between the interlanguage form and the target structure (Sheen and Ellis, 2011). Thus, the Integrated FFI classes also built explicit knowledge �of the target forms as they engaged in focused communication tasks with the target structures embedded in them. It appears that focused corrective feedback on form in integrated practice of form and meaning can be particularly beneficial, equally just as Isolated FFI (Spada, Jessop, Tomita, Suzuki, & Valeo, 2014 ). However, the Isolated FFI classes were not provided with form-focused feedback on the oral and written output communicative tasks; only the Integrated FFI group received on-task feedback. One feature of the Integrated FFI treatment was the provision of a task model before a task was implemented that directed learner attention to the use of the target structures during task-work. This was done upon Mercer and Littleton’s definition on effective scaffolding that is “the sensitive supportive intervention of a more expert other in the progress of a learner who is actively involved in some specific task, but who is not quite able to manage the task alone” (Mercer & Littleton, 2007, p. 18) p. 18). The young learners in this study relied on the task model as a frame of reference and they restructured their interlanguage after noticing the grammatical structures in the task model (Mochizuki & Ortega, 2008; Skehan & Foster, 1999; Yuan & Ellis, 2003). As suggested by Ellis and Yuan, “guided planning can succeed in creating favourable conditions for striking a pedagogical balance between communication and grammar” (ibid, 2003, p.11) even with young learners in an EFL context. 5. Conclusion From the perspective of the language teacher, Spada (Spada, 2014 ) maintains that teachers use both Isolated and Integrated FFI as they see fit and that they realize the benefits of both approaches (2008, p.199). The results of this study also show that Isolated FFI and Integrated FFI constitute complementary instructional techniques that the English teacher may utilise to maximize the benefits of instruction. References Gass, S. M., & Mackey, A. (2007). Data elicitation for second and foreign language research. Mahwah, NJ ; London: Lawrence Erlbaum Associates. Kolovou, E.-K., & Kraniotou, A. (2008). ENGLISH 5th GRADE Teacher’s book. Athens: Pedagogical Institute, Hellenic Minstry of Education �Loschky, L., & Bley-Vroman, R. (1993). Grammar and task-based methodology. In G. Crookes & S. Gass (Eds.), Tasks and language learning (Vol. 1, pp. 123167). Clevedon:Avon: Multilingual Matters. Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: a sociocultural approach. New York, NY: Routledge. Mochizuki, N., & Ortega, L. (2008). Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research, 12(1), 11-37. doi: 10.1177/1362168807084492 Purpura, J. E. (2004). Assessing Grammar: C.U.P. Skehan, P., & Foster, P. (1999). The Influence of Task Structure and Processing Conditions on Narrative Retellings. Language Learning. Spada, N. (2014 ). Instructed Second Language Acquisition Research and Its Relevance for L2 Teacher Education. Education Matters, 2(1), 41-54. Spada, N., Jessop, L., Tomita, Y., Suzuki, W., & Valeo, A. (2014 ). Isolated and Integrated form-focused instruction: Effects on different types of L2 knowledge. Language Teaching Research, 18(4), 453-473. Spada, N., & Lightbown, P. M. (2008). Form-Focused Instruction: Isolated or Integrated? TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 42(2), 181207. Yuan, F., & Ellis, R. (2003). The Effects of Pre-Task Planning and On-line Planning on Fluency, Complexity, and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24(1), 1-27. � 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. 2907 Title A name given to the resource THE EFFECTS OF INTEGRATED FFI AND ISOLATED FFI ON THE ACQUISITION OF THE ENGLISH PAST TENSE Author Author Tsapikidou, Danae Abstract A summary of the resource. This paper presents the results of a classroom-based study which I conducted for my PhD thesis. It is an experimental study on the comparative benefits of Isolated and Integrated FFI in primary EFL education. Greek 5th year primary learners aged 10-11 were exposed to Integrated FFI (n= 75) on the English Past Tense and their learning gains were compared to the gains of their peers who were exposed to Isolated FFI (n = 73), as these were first defined by Spada and Lightbown (2008). Integrated FFI was operationalised as the provision of comprehension and production structure-based communicative tasks; that is, tasks that were especially crafted to provide meaningful contexts for the practice of the English Past tense and its progressive aspect. In completing those tasks, learners focused on comprehension and the expression of meaning while they produced the target structures and received corrective feedback on their errors. Isolated FFI was operationalised as the explicit presentation and meta-linguistic explanations of the rules that govern the formation and use of the same target structures, coupled with grammatical consciousness-raising tasks, structural grammar exercises and controlled oral and written production activities. I taught the groups myself as a teacher researcher throughout the intervention, which lasted for 12 hours. The two groups were tested four times; each test was given after completing six hours of treatment and two months after the end of the intervention. The tests included grammaticality judgments, multiple-choice tests, tense formation tests, an open cloze, a question formation task, picture description, sentence matching and text completion tests. I will present the results of the statistical analyses from the comparisons of these groups. One suggestion is that, planned Integrated FFI targeting specific structures in context, if applied consistently for some time, produces equivalent learning gains to Isolated FFI even for elementary-level EFL learners whose opportunities for productive use of the language are generally limited within the classroom context. 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 2015-09 Keywords Keywords. Article PeerReviewed L Education (General),PE English https://omeka.ibu.edu.ba/files/original/08e418189988748b84616f00e7b12648.pdf 8ea9ce77cd3a8fa3200c734ea62ee880 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The Effects of Knowledge and Information Technology on the Performance of Workers and Also Power of Competition: Example of Yalova University Cihat Çetin Yalova University, Yalova, Turkey cihatcetin@gmail.com Ayşegül Karagöz Private Lider Şişli College, İstanbul, Turkey aysegulkaragoz00@gmail.com For to continue their lives businesses must have accommodate to the changing and developing technology and must have own knowledge in the same time too. These two factors are the key elements which can redound competitive power of the strategic decisions. Technological developments have influenced and still continue to affect all functions of enterprises. Nowadays, the knowledge and information technology are critical success factors for organizational strategic decisions which related with innovation and competitiveness. When considering how knowledge development is related with personal characteristics and personal development, this study provides useful insights to understand relationship between innovation and competitiveness. This approach point out the importance knowledge development and the role of knowledge management in order to be competitive. In this study, the effect of knowledge information on professional productivity examined. Keywords: Knowledge, Productivity, Information Technology, Innovation, Competitiveness, Management. 82 � 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. 1559 Title A name given to the resource The Effects of Knowledge and Information Technology on the Performance of Workers and Also Power of Competition: Example of Yalova University Author Author CETIN, Cihat KARAGOZ, Aysegul Abstract A summary of the resource. For to continue their lives businesses must have accommodate to the changing and developing technology and must have own knowledge in the same time too. These two factors are the key elements which can redound competitive power of the strategic decisions. Technological developments have influenced and still continue to affect all functions of enterprises. Nowadays, the knowledge and information technology are critical success factors for organizational strategic decisions which related with innovation and competitiveness. When considering how knowledge development is related with personal characteristics and personal development, this study provides useful insights to understand relationship between innovation and competitiveness. This approach point out the importance knowledge development and the role of knowledge management in order to be competitive. In this study, the effect of knowledge information on professional productivity examined. Keywords: Knowledge, Productivity, Information Technology, Innovation, Competitiveness, Management. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/662020051934425938e8149f7e9872cb.pdf 11c9423431609efaf7a5d8104c037ff8 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The Effects of Leadership On Job Satisfaction (Visionary Leadership, Transformational leadership, Transactional leadership) Furkan Baltaci, Emin Kara, Erdal Tascan, Huseyin Avsalli Akdeniz University, Alanya Faculty of Business, Antalya, Turkey E-mails: fbaltaci@akdeniz.edu.tr, eminkara@gmail.com, etascan@akdeniz.edu.tr, huseyinavsalli@hotmail.com Abstract Humans are social beings and they must be found within the community to meet their individual needs. It is not possible to meet all the demands and needs of people by coming together. They also need a person who can organize and evoke them for the sake of an aim. These individuals are the people who have leadership qualities. When it is taken into consideration that each source can be reached with the impact of globalization, the employees who take part in the competition between companies are an effective competitive tool for business.Enterprises, in which individuals whose personal needs are met work, will always be one step before its opponents thanks to rising performances of the employees. Enterprises need leader persons in a real sense in order to organize the employees successfully, to collect them around a specific purpose, to provide a harmony between the business’s needs and demands and the employees needs and demands and to realize the integration between them. Some of the most fundamental roles of these leaders in business are can be listed as finding most effective and efficient ways to reach determined purposes, providing coordination between the employees, to share the necessary information about both the situation in which they exist and the future conditions by predicting, and to supplythe organizationaleffectivenessandensure justice in theworkplace and so on. In this study, a deep literature review has been made in order to show the effects of leadership behaviors of company employers on job satisfaction.Firstly an overallimpact of leadership behaviors of job satisfaction has been examined thenvisionary, transformational andtransactional leadershipbehavior effects onjob satisfactionhave been noted down.Thena model was developedon the results ofworkand studyhas been terminated. Themost important findingin this study, the transactional leadershipbehavioron job satisfactionis thatthemost influentialfactor. This study is being planned to be transformed into an article after an implementation which will be realized in the 4 or 5 star accommodation centers, in summer 2012, in Alanya. However, currently, the tourism season is off and the%80 of accommodation facilitieswhich will be consideredwithin the scope ofthe research are out of usage that’s why this plan will be realized after the accommodation centers will be available in the summer season. 220 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Keywords: LeadershipBehavior, Job leadership, transformationalleadership. Satisfaction, visionaryleadership,transactional 1.LEADERSHIP CONCEPT When literature review is examined, it is understood that lots of descriptions was combined, however, these descriptions haven’t been collected in a common point for leadership concept .As the cause of this condition; the world’s rapid conversion than ever before or the societies’ becoming tend to more science-oriented rather than industry-oriented can be shown.( Gül and Şahin, 2011:237). As the communities become more science-oriented today, “leadership” is defined as the convincing ability of individuals who have leadership quality in order to make people in his environment reach the determined aim (Erdoğan, 2007: 486487). The point to be considered is ability of actuation the people around him by means of convincing. Because many different descriptions were combined about leadership but many of these point out the same point. As the reason for this the customer-based structure’s acceptance rather than production-based structure can be shown. Voon and others(2011:24) define leadership as the interaction process which occurs between leader and other workers and the goal of which is reaching to determined aims of management . When another description is examined, it is possible to see that leadership is mentioned as the skill to influence a group of people in order to get them reach their targets.(from Bass, 1990 Çakar and Arbak,2003:84 ). According to Kent ( 2005: 1011), the leadership is the process that is based on interaction between the leader and his followers, being effective of change and development of both and affecting their motivation and behaviours. So the leader is the person who leads to his juniors to determined targets (Budak and Budak , 2004:379), motivate them to achieve the objectives, control and coordinate their work (Erdoğan, 2007:486). He is the person that is followed or obeyed by a grup people whose aim is to realize their personal and merged group objectives. 2.THE RELATIONSHIP BETWEEN LEADERSHIP AND JOB SATISFACTION Many studies were conducted to examine the relationship between job satisfaction between leadership and job satisfaction.When the studies are examined, it is deduced that the leadership styles have a crucial impact on job satisfaction. The compatibility level of leader and workers is one of the most essential factor on job satisfaction or dissatisfaction. A study which was built by Rad and Yarmohammadian (2006) proves this. According to the study, a leader who had participative leadership feature , failed to improve the company. The company stayed in the same point for a long time and couldn’t show any headway. Furthermore, it was revealed that, such kind of leadership behaviour decreased the job satisfaction, increased worker turnover and shortened the range of burnout. In corresponding this, the managers’ supportive behaviour on labour and prefer clearness in communication affect performance of workers in a positive way.The companies which possess leader managers in those charasteristics have an improvement on job satisfaction. 221 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Workers want their managers to be the leader ones.The job dissatisfaction appears when there is a gap between the workers’ expectation of leadership features and the the ones manager have. (Elpers and Westheus,2008).The job satisfaction level increases when the gap between the workers’ expectation of leadership charesteristics and the the ones manager has declines. In a research made by Tengilimoğlu and Yiğit (2005), when the leadership styles which workers expect from the managers and the managers exhibit bocame closer each other, it was observed that, the job satisfaction level became higher and the leadership styles that affect job satisfaction are respectively ; participative, instrumental, achievement-oriented and supportive leadership. Managers’ leadership behaviors which they exhibit within an organization enables the existence of clear communication between leader and workers.This situation provides getting rid of job stress within the organization of workers and supply an organizational environment helping to promote performance of employee.As a consequence job pleasure of workers increases and workers’ turnover level decreases.(Kim and Brymer, 2011:1025) However, on the case that the workers are not contended with their leaders, job dissatisfaction appears and their organizational relationship decrease.Thus, in such casesthe worker turnover increases, burnout level rises and behaviours such as sabotage are to be seen.(Aşık, 2010; Turunç and oth., 2010; Voon and oth., 2010; Harrington and oth., 2010) 2.1.VISIONARY LEADERSHIP AND JOB SATISFACTION Visionary leadership is the ability of constructing an influencd on people to activate for determined aims and to convey this ability to his followers.(Buluç,2009: 11). When we consider that ambuguity which takes place in the work area causes job dissatisfaction,(Kristina and oth., 2004) we can assert that visionary leadership behaviour has a positive influence on job satisfaction. Because the leaders who have the feature of visionary leadership possess a foresight about developments of future and determine some objectives for future.(Yılmaz and Karahan, 2010:146) So the workers can also make predictions maybe to some extent and their ambiguity perception reduces. So it could affect their job satisfaction in a positive way. A study which was implemented by Dalgın and Topaloğlu (2010: 199) also supports this hypothesis. According to the study results, in the enterprises the employees who are working with the visionary leader managers ar e contended with their manager and this case results in a high level of job satisfaction.In another study, which was performed by Yılmaz and Karahan, ( 2010:156), it has been identified that the most important factor in flourishing performance is visionary leadership behaviour.Riaz and Haider (2010:35) point out the relationship between performance development and leader’s determinig explicit objectives and then state that as a result of this job satisfaction rises. 222 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.2.INTERACTIONIST LEADERSHIP AND JOB SATISFACTION Interactionist leadership behavior which was asserted by J.M.Burns and later was developed by mainly B.M.Bass and many other researchers, it is advocated that, in the relationship between leader and his followers success can be reached on the condition that, these two parts’ behavior change.(Erdoğan, 2007: 522). According to the study made by Voon and his associates( 2001:30), the job satisfaction level reduces when the employees are working with interactionist leaders.Two factors have been determined as the cause of low job satisfaction: the working environment prepared by leaders and the responsibilities he gave to workers.The employees lose motivation built by their leaders ond the case that they can’t feel the necessary sympathy and intimacy they expect from their leaders who have interactionist leadership behaviour.(Watson, 2009: 306). Moreover the unnatural behaviours of interactionist leaders towards employees cause workers’ losing their instrinsic motivation. Punishing or rewarding of interactionist leader managers the employees according to their performance are met with pleasure by workers and compose a fair management’s judgement among them.As a result the employees job satisfaction level rises.But an unfair treat in rewarding or punishment system may cause low job satisfaction in workers. 2.3.TRANSFORMATIVE LEADERSHIP AND JOB SATISFACTION Transformational leadership is the process during which the leader makes up an intimacy for organizational aims and goals among workers, convincing them to the belief that they can manage great works and motivating them in order to attain these determined objectives.(Tutar and oth., 2009: 1385; Erdoğan, 2007:522). Transformationalleader managers help their juniors to be able to become the ones who are creative, innovative, productive and adaptable to different environment conditions within the organization. The employees who are working in such environments have a strong devotion for their jobs, job satisfaction level increases as well. ( Bushra and oth., 2011: 266). Tutar and Tuzcuoğlu (2006:1395) also stated that the employees who are working in organizations where transformational leadership perception climate is existing, have a high job satisfaction level and have less tendency to turnover. Transformational leaders bring a new and original management understanding to the enterprises where their job is to manage by using their individual special features and by doing so promote the performance of organization.This transformation which happens in the organization has also a positive influence on employees and it provides their job satisfaction’s increse. (Voon and oth., 2011: 30). Supporting his juniors’ make individual choices, making it possible for them have creative ideas and valuing them, affecting them remarkably, motivating to objectives, and the conditioned reward system ( rewarding on the cases that performance increases, punishing on the cases that it decreases), transformational leaders create a safe and soft influence on their followers and provide a high job satisfaction level. (Watson, 2009: 306) 223 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.4.RESEARCH MODEL As a consequence of a literature review it has been concluded that leadership behaviours’ effects on job satisaction changes according to some demographic factors. The relationsips identified in this context are below. Age VISIONARY Education Level Gender INTERACTIONIST JOB SATISFACTION Marital Status Income TRANSFORMATI VE Sector Experience 3.CONCLUSIONS One of the factor that enables enterprises make production is labor.Labor is of great İmportance for the organization’ realizing its activities. Enterprises are constantly planning to attain an superiority towards each other and increase their profit proportions.In order to success this,they try to find some methods to use the productive power most effectively and productively.When we keep in mind that productive power,in spending the business enterprises made to realize the production,has an important role,it is concluded that employees must be used effectively and productively,otherwise,the money spent for productive power will be in vain.Supplying of productivity of productive power is based firstly on supplying the requirements of workers and secondly demands of them.Thus the factors which contribute to labor is human-being element. Humanbeing is a social creature and because of this feature,he has a lot of requirements and demands.These people,whose requirements are supplied,do their job fondly and in the end, on behalf of the reach of productivity in the management,it will be a good step. With this study,it is identified by means of literature review that how leadership behaviours of enterprise managers have an effect on job satisfaction of workers.  224 As a result of research,it is identified that visionary leadership perception of male workers is higher than female worker’s. �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo    It is seen that there is a lineary proportion between worker’s age and visionary leadership perception.This can be a problem in terms of enterprise.The goals the manager planned for future can not be understood by workers and this makes them feel stressful and decrease their level of job satisfaction.So, the managers who have a visionary leadership feature,must interested especially with young workers closer and transfer the tasks and vision they determine more clear and understandable.Thanks to this,the workers are utilized more effectively and productively. It is identified that interactional,transformational and visionary leadership behaviours increase the level of job satisfaction.Furthermore, the worker’s level of job satisfaction who works with managers presenting a visionary leadership feature is much higher than the other two leadership kinds.managers must be as fair as possible among the workers and keeping this situation going on without arousing an injustice perception among the workers,is highly important. It is concluded that in some cases there is a lineary proportion between level of education and outcome, worker’s level of job satisfaction increases as well.So, there will be an increase in their effectiveness and productivity. REFERENCES Aşık, Nuran Akşit, (2010). “Çalışanların İş Doyumunu Etkileyen Bireysel ve Örgütsel Faktörler ile Sonuçlarına İlişkin Kavramsal Bir Değerlendirme”, Türk İdare Dergisi, 467: 3151. Budak, Gülay ve Budak, Gönül, (2004). İşletme Yönetimi, Barış Yayınları Fakülteler Kitabevi, İzmir. Bushra, Fatima, Usman, Ahmad ve Naveed, Asvir, (2011). “Effect of Transformational Leadership on Employees’ Job Satisfaction and Organizational Commitment in Banking Sector of Lahore (Pakistan)”, International Journal of Business and Social Science, 2, (18): 261-267. Dalgın, Taner ve Topaloğlu, Cafer, (2010). “Liderlik Davranışları ve İş Tatmini Arasındaki İlişki: Marmaris’te faaliyet Gösteren Beş Yıldızlı Otel İşletmelerinde Uygulama”, 11.Ulusal Turizm Kongresi Bildiri Kitabı, Ed.Çolakoğlu, O. E., 193-202. Diekmann, Kristina, Barness, Zoe, Sondak, Harris, (2004). “Uncertainty, Fairness Perceptions, and Job Satisfaction: A Field Study”, Journal of Social Justice Research, 17, (3): 237-255. Elpers, Kathy ve Westhuis, David, (2008). “Organizational Leadership and Its Impact on Social Workers' Job Satisfaction: a National Study”, Administration in Social Work, 32, (3): 26-43. Erdoğan, İlhan, (2007). İşletmelerde Davranış, Malatyalı İş Adamları Derneği Yönetim Yayınları Dizisi – 1, İstanbul. Harrigton, Donna, Bean, Nadine, Pintello, Denise ve Mathews, Deborah, (2001). “Job Satisfaction and Burnout: Predictors of Intentions to Leave a Job in a Military Setting”, Journal of Administration in Social Work, 25, (3): 1-16. 225 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Kent, Thomas, (2005). “Leading and Managing: It Takes Two Tango”, Journal of Management Decision, 2005, 43, (7/8):1010-1017. Kim, Woo Gon ve Brymer, Robert, (2011). “The Effects Of Ethical Leadership On Manager Job Satisfaction, Commitment, Behavioral Outcomes, and Firm Performance”, International Journal of Hospitality and Management, 30: 1020-1026. Koçel, Tamer, (2010). İşletme Yöneticiliği, Beta Basım Yayım Dağıtım A.Ş., İstanbul. Özmen, Fatma ve Aküzüm, Cemal, (2010). “Okulların Kültürel Yapısı İçinde Çatışmalara Bakış Açısı ve Çatışma Çözümünde Okul Yöneticilerini Liderlik Davranışları”, Sosyal ve Beşeri Bilimler Dergisi, 2, (2): 65-75. Rad, Ali Mohammad Mosadegh ve Yarmohammadian, Mohammad Hossein, (2006). “A Study of Relationship Between Managers’ Leadership Style and Employees’ Job Satisfaction”, Journal of Leadership in Health Services, 19, (2): 11-28. Riaz, Adnan, Haider ve Mubarak., Hussain, (2010). “Role of Transformational and Transactional Leadership on Job Satisfaction and Career Satisfaction”, Peer-Reviewed & Open Access Journal, 1, (1): 29-38. Tengilimoğlu, Dilaver ve Yiğit, Arzu, (2005). “Hastanelerde Liderlik Davranışlarının Personel İş Doyumuna Etkisini Belirlemeye Yönelik Bir Alan Çalışması”, Hacettepe Sağlık İdaresi Dergisi, 8, (3): 374-400. Turunç, Ömer, Tabak, Akif, Şeşen, Harun ve Türkyılmaz, Ali, (2010). “Çalışma Yaşamı Kalitesinin Prosedür Adaleti, İş Tatmini, İş Stresi ve İşten Ayrılma Niyetine Etkisi”, "İŞ, GÜÇ" Endüstri İlişkileri ve İnsan Kaynakları Dergisi, 12, (3): 79-96. Tutar, Hasan, Tuzcuoğlu, Ferruh, Argün, Çiğdem ve Akman, Elvettin, (2009). “Dönüştürücü/Etkileşimci Liderliğin Örgütsel Adanmışlık Üzerine Etkisi: Karşılaştırmalı Bir Çalışma”, International Davraz Congress on Social and Economic Issues Shaping the World’s Future; New Global Dialogue, 14-27, (September), 1384-1396. Voon, M.L., Lo, M.C., Ngui, K.S., ve Ayob, N.B., (2011). “The İnfluence Of Leadership Styles on Employees’ Job Satisfaction in Public Sector Organizations in Malaysia”, International Journal of Business, Management and Social Sciences, 2, (1): 24-32. Watson, Liana, (2009). “Leadership’s Influence On Job Satisfaction”, Journal of Radiologic Technology, 80, (4): 297-308. Yılmaz, Hüseyin, Karahan, Atilla, (2010). “Liderlik Davranışı, Örgütsel Yaratıcılık ve İş Gören Performansı Arasındaki İlişkilerin İncelenmesi: Uşak’ta Bir Araştırma”, Yönetim ve Ekonomi Dergisi, 17, (2): 145-158. 226 � 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. 1117 Title A name given to the resource The Effects of Leadership On Job Satisfaction (Visionary Leadership, Transformational leadership, Transactional leadership) Author Author Furkan, Baltaci Abstract A summary of the resource. Humans are social beings and they must be found within the community to meet their individual needs. It is not possible to meet all the demands and needs of people by coming together. They also need a person who can organize and evoke them for the sake of an aim. These individuals are the people who have leadership qualities. When it is taken into consideration that each source can be reached with the impact of globalization, the employees who take part in the competition between companies are an effective competitive tool for business.Enterprises, in which individuals whose personal needs are met work, will always be one step before its opponents thanks to rising performances of the employees. Enterprises need leader persons in a real sense in order to organize the employees successfully, to collect them around a specific purpose, to provide a harmony between the business’s needs and demands and the employees needs and demands and to realize the integration between them. Some of the most fundamental roles of these leaders in business are can be listed as finding most effective and efficient ways to reach determined purposes, providing coordination between the employees, to share the necessary information about both the situation in which they exist and the future conditions by predicting, and to supplythe organizationaleffectivenessandensure justice in theworkplace and so on. In this study, a deep literature review has been made in order to show the effects of leadership behaviors of company employers on job satisfaction.Firstly an overallimpact of leadership behaviors of job satisfaction has been examined thenvisionary, transformational andtransactional leadershipbehavior effects onjob satisfactionhave been noted down.Thena model was developedon the results ofworkand studyhas been terminated. Themost important findingin this study, the transactional leadershipbehavioron job satisfactionis thatthemost influentialfactor. This study is being planned to be transformed into an article after an implementation which will be realized in the 4 or 5 star accommodation centers, in summer 2012, in Alanya. However, currently, the tourism season is off and the%80 of accommodation facilitieswhich will be consideredwithin the scope ofthe research are out of usage that’s why this plan will be realized after the accommodation centers will be available in the summer season.Keywords: LeadershipBehavior, Job Satisfaction, visionaryleadership,transactional leadership, transformationalleadership. 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/41d0a502e24a19a2cd68ed7eaef7064e.pdf 8846493f05bd69b639bdcc80bd600f68 PDF Text Text Journal of Economic and Social Studies The Effects of Locus of Control on Learning Performance: A Case of an Academic Organization Rana ÖZEN KUTANİS Management Faculty, Management Department Sakarya University, Esentepe Campus, Sakarya, Turkey rkutanis@sakarya.edu.tr Muammer MESCİ Akçakoca School of Tourism and Hotel Management Dogancılar Campus, Düzce University, Akçakoca, Duzce, Turkey muammermesci@duzce.edu.tr Zeynep ÖVDÜR Foreign Languages Department Preparatory School, Düzce University, Konuralp, DUZCE zeynepovdur@duzce.edu.tr Abstr ct learning performance of students. In order to reach this goal, the study’s theoretical frame has been designed including the issues of the locus of control (internal-external) under the framework of organizational behaviour and learning performance. In this research, quantitative research method is used by keeping in mind the scope and qualities of the topic. The scope of research is identified as all the students who continue to higher education. As the population of the research is adequate to study, it is not needed to identify extra sampling. The data of the research are gathered by the help of standardized survey technique. The locus of control levels of the subjects, who are going to take part in the research, are measured with The Scale of Internal-External Locus of Control developed by Rotter (1966) and Learning Scale developed by Güngör (2006). The gathered data are checked by the help of descriptive statistics techniques and multiple regression analysis by using SPSS program. At the end of the research it is concluded that learning performances of the students with internal locus of control are high, and they are more proactive and effective during the learning process. On the other hand, the ones with external locus of control are more passive and reactive during this period. Apart from these, it is revealed that there are some differences among students’ demographic groups and their learning factors. Key words: Locus of control; Learning performance; Academic organization Jel odes: D23, L2, L25 Volume 1 Number 2 July 2011 113 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR Introduction In the globalizing and changing world, organizations need to adapt to new environmental conditions. To be successful in these new conditions, organizations need to create value for their customers. In our case that would be the students. It is important for the organizations to appreciate their students to have better position than rivals. In order to acquire the information, produce and distinguish it in the organizations, information is required to be organized according to the needs of the students, adopted, and evaluated by the organization. At this point, organizational learning has a considerable effect on increasing the success of the organizations. Rotter (1966) defines the locus of control, in his Social Learning Theory, as the reinforcements which are basic markers of individual’s attitudes in the long term. The concept of locus of control has an essential place in literature in helping students who have difficulty in learning and attitude. Locus of control is one of the vital concepts in the context of learning difficulty and attitude change. This concept covers the idea that individuals, throughout their lives, analyse the events as their attitudes or they believe that those events result from chance, fate or outside forces (Erdogan, 2003). Rotter (1966), in his study regarding Social Learning Theory, ascertains that some students display the prizes or reinforcements gained as a result of their knowledge and abilities while some other students display the forces out of their control. Rotter (1966), basing on his study, expresses the situations in which reinforcements occur according to the attitudes of the individuals as individuals’ locus of control. Whereas he assesses the situations, after which reinforcements occur out of the individuals’ attitudes, as the individuals’ external locus of control. Internal or external locus of control plays an important role for students to sustain the efficacy and usefulness of learning performance. The knowledge and experiences gained by the students by means of organizational learning are a vital factor in increasing student performance. In this context, it is necessary for organizations to fulfil learning function in an arrangement and to use this function oriented to the improvement of the students. This study determines whether University students have the internal or external locus of control; furthermore, which locus of control they possess in the learning period. To sum up, it will be observed what kind of an effect locus of control has on learning performance. For these reasons, the issues of locus of control (internal-external) and learning performance have been given place in this study. 114 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic In this research, it is tried to answer the research questions as stated below. These questions have been designed to describe the relationships between locus of control and learning performance. These questions are as in the following; Research Question 1: What are the factors of participants’ learning processes? Research Question 2: Is there any difference between demographic groups and learning factors’ means? Research Question 3: Is there any relationship between learning factors’ means and locus of control (internal and external factors)? Literature Review Locus of control refers to one’s belief in his or her abilities to control life events (Strauser, 2002). In other words, locus of control is defined as one’s thoughts of his/her belief that his/her own power or forces out of his/her control are influential in any positive or negative situation occurring during his/her life (Sardogan, 2006). The belief of locus of control is related to what reinforcements have happened throughout the individuals’ lives, namely the results, prizes, their success or failures, refer to. These attributions refer not only to chance, fate, and powerful people out of one’s control, but also to the results of his/her own attitudes (Basım and Sesen, 2006). While one’s control on his/her own life dependent on chance, fate and powerful people is explained as external control; maintaining the individual control over one’s life on his/her own is described as the internal control (Rotter, 1966). When environmental conditions are not sufficient to explain individuals’ success or failures, locus of control can facilitate in making these situations clear. For instance, individuals may sometimes perceive good and bad events in different ways. To mention that these different ways are based on external and internal forces (Taylor, 2006). The individuals, who have the internal locus of control, think that they have a big role on affecting the events which influence their lives. Furthermore, they assess themselves as possessing the power for the attitude they want to display by having the positive ego concept, and they believe that they can direct their lives whatever way they desire (Gülveren, 2008). Volume 1 Number 2 July 2011 115 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR The individuals with external locus of control relate the events affecting their lives to perceptions such as chance, fate, and fortune which are out of their control. Additionally, they believe that the events affecting their lives cannot be predicted and controlled (Kücükkaragöz, 1998). Individuals with internal locus of control are careful, alert, dominant, focused on success, self-confident, and ingenious. On the other hand, the individuals with external locus of control are less careful, affected by the group members, easily influenced by external forces, less self-confident, and they display unsteady performances (Rotter, 1975). Individuals lay out two control attitudes as internal and external by considering that the reinforcements they have from their previous experiences result from their own attitudes or external forces (Cetin, 2008). The differences between internal and external locus of control according to the qualities of an individual are shown in Table 1 below. Table 1. The differences among the individuals with external and internal locus of control Variables Internal Locus of Control External Locus of Control Abilities he individuals with internal locus he individuals with external locus of control have a tendency to of control prefer the activities in choose the activities in which they which they can show the role of can display their abilities. chance on their lives. hey feel that they are responsible for their own decisions, and they Responsibility perceive that their fate is not affected by the factors out of their control, but by their own decisions. They try to increase good conditions in their life; on the other hand they make an effort to reduce the level of bad conditions. heir belief that they have the control over their fate prevents them from getting suspicious of the changing period since they feel responsible for their own actions. hey usually view change as a danger as they do not feel the control of the forces affecting their lives. hey prefer to be at a status where they can be passive in case of a change. Change 116 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic Environment hey use more control in their environment and they display a better learning performance. When the information is about their own hey display fewer compliance conditions, they actively search for attitudes than individuals with new information. Also, they use internal locus of control. the information better if they are in need of solving a complicated problem. Stress t can be concluded that possessing he employees with external locus internal locus of control can help of control cannot cope with the employees cope with the stress and stress and difficulties in a proper other difficulties in business. way. Job Satisfaction Job satisfaction of individuals with internal locus of control is higher than a person with external locus of control. They can do better business and they benefit or get prizes in return. hey tend to improve or progress faster and get more wages. xternal locus of control has a negative correlation with job satisfaction; however it is in a positive correlation with mental and physical health. Work Motivation They mostly believe that their efforts will end with a good performance. They are more self confident and they trust their abilities. They have more expectation that their good performances will be awarded and they tend to perceive that their status in business is more proper and fair. f there is no prize for performance, they do not have a different performance-prize expectation from the individuals with internal locus of control. Source: Demirkan, Selcan (2006:36). Table 1 presents the attitudes displayed by internal and external locus of control according to the behavioural qualities. In addition to Table 1, the external locus of control has two types. The first one is the proper locus of control. The individuals with proper locus of control have a more real rational for assessing their worlds, which are controlled externally. To illustrate, they make a little effort to make socioeconomic conditions better. The second locus of control is the defender locus of control. It has been seen that the individuals with this locus attempt to use external beliefs as a defence for the expected inadequacies. Additionally, one of the differ- Volume 1 Number 2 July 2011 117 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR ences between the individuals with internal and external locus of control is the issue of looking for information about their environment. The people with internal locus of control have been observed to feel the need to acquire more information about their environment, and be more active to seek and achieve justice in social activities when compared with the ones with external locus of control (Demirkan, 2006). It is seen that the first empirical studies on locus of control in literature (Phares, 1957; James and Rotter, 1958) appeared to find an answer to the question of whether individuals’ expectations are related to their abilities or chance (Sardogan, 2006). In present literature there have been many studies on locus of control. Some of these studies have been presented in Table 2 below. Table 2. Studies conducted on locus of control Author(s) Year The Purpose of the Study The Method of the study Chen and Silverthorne o observe the effects of locus of control, work 2008 performance, job satisfaction, and stress scale on attitude Aube et. al. To test the effects of the perceived organizational support, work 2007 autonomy, the facets Quantitative of organizational participation (active, normative, etc.), and locus of control 118 Quantitative The Findings and the Results of the Research n scales of locus of control it has come out that performance, job satisfaction, and stress are effective in people’s responsibilities. Moreover, individuals with high internal control have high work performance, content and low stress. t has come out that there is a positive correlation between organizational support, and normative participation, and activities. lso, it has been concluded that locus of control and work autonomy have a considerable effect on organizational support and active participation. Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic Quantitative t the end of the research, it has come to a conclusion that the individuals with internal locus of control mostly use logical decision making strategy. t has been found that there is a negative and low correlation between logical decision making strategy and locus of control. t has also been revealed that the individuals with internal locus of control use logical decision making strategies more than ones with external locus of control and they encounter less hesitation. Basım and Sesen o analyse the tendency of the 2006 locus of control to Quantitative display assisting and courtesy attitudes It has been identified that most of the participants who have been subjects of the study have the internal locus of control; they also have more tendencies to show help and courtesy attitudes when compared to the ones with external locus of control. Sardogan et. al. To observe the effect of 10-session Human Relations Skills 2006 Education Program Quantitative on University students’ levels of locus of control t the end of the study, it has been concluded that 10-session Human Relations Skills Program is effective on the locus of control levels of the university students. o examine the decision making strategies used by 2006 the individuals with different locus of control. Coban and Hamamcı Volume 1 Number 2 July 2011 119 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR Selart Chiu et. al. 120 o research whether locus of control has 2005 an effect on decision Quantitative making periods of the organizations t has been determined that the managers with low internal locus of control have more tendencies to consult to group decision than the ones with high locus of control do. Additionally, the managers with external locus of control take the role of participant in decision making more than the ones with low internal locus of control. To assess the effect of internal and 2005 external locus of control on the locus of control t has been concluded that the individuals with internal locus of control are affected by the labour turnover rate and work content in the organization more than the ones with external locus of control. urthermore, people with external locus of control rather than the ones with internal locus of control are influenced by the stress on organizational participation and work content. Quantitative Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic Patten o look into the difference and correlation between internal control and work content, 2005 Quantitative also between work performance and the locus of control variable on an individual t has been ascertained that internal locus of control has a close relation with the internal facet of locus of control. considerable difference between individuals with internal control and the ones with external control in terms of the level of work content has hardly been seen. part from these, internal controls have been in a clear contradiction between the locus of control and the structure of control they perceive, and this leads to significantly lower work content. Klein and Warnet o observe whether locus of control affects the 2000 experiences of individuals in their lives he results of the study have shown that the internal facet of locus of control plays an important role in influencing the experiences in people’s lives. Quantitative In Table 2, the studies of literature related to locus of control are presented. The effects of the internal and external facets of locus of control on individuals’ attitudes have been observed in the studies. At the end of the study, it has been ascertained that internal locus of control has a much bigger impact on individuals than the external locus of control. Moreover, it has been emphasized that the individuals with internal locus of control have more active work motivation and portray more effective work performance; they have also more control on the environment. Additionally, the individuals with external locus of control have been determined to have higher work content about their colleagues than the ones with internal locus of control. Volume 1 Number 2 July 2011 121 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR Learning Performance in the Context of Locus of Control Learning is a process during which information repository is processed, acquired, and emerged in a short time to make new information (Morales, 2009). It is necessary to give importance to learning levels in order to perform the learning period actively (Tajeddini, 2009). Learning levels are essential in that they can contribute to the effective and useful flow of the learning period. Mentioning about learning, apart from behavioural and cognitive changes, one or more of these situations are accepted to be sufficient (Ogütveren, 2000, cited in. Avcı, 2005); • The person knows or understands an idea or a concept which he/she didn’t know before. • The person can conduct the attitudes that he/she couldn’t do before or he/she possesses the abilities and skills which he/she didn’t have. • The person combines different information, ability, concept, and attitude which he/she had before with a new point of view. • The person can understand new information, concepts and ways of attitudes. Organizational learning is necessary for creating and developing value in organizations (Pham and Swierczek, 2006). Organizational learning is a period during which the information, aiming at developing skills and resources to contribute to the performance of organization, is united, acquired, and put forward. For this reason, it is crucial for organization learning to occur in order to achieve organizational performance (Perez et. al., 2005). In learning how to learn, the members of the organization consider the previous examples of the learning or learning failures and try to question and investigate them. In this period, what makes learning easy or prevents it is by focusing on learning. To be brief, new learning strategies are struggled to be produced (Yazıcı, 2001). The organizations which learn in an atmosphere full of indefiniteness, play an essential role on using the information in the most effective way, extending this information to the whole organization, practicing it, and taking place again in learning process by acquiring required results (Kutanis, 2002). In the last decade learning performance has become a crucial concept owing that to the importance of factors such as the qualities of leaders, the impact of global environment, information, labour, and technology in Organizations (Molina and Callahan, 2009). In literature, so many studies determined that there is a positive correlation between learning and performance (Michna, 2009). Learning brings benefits for the organization if it is performed by all members. It is required to develop a culture of 122 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic continuous learning, taking responsibility, gaining value constantly, focusing on flexibility and adapting to increase the effectiveness of the organizational learning. The purpose of organizational learning is to increase performance of the organization in the future and to produce new information which is going to change the attitudes of the employees of the organization (Kuru, 2007). Organizational learning includes the period of learning during which they continuously develop their abilities, new and detailed idea patterns, free totalitarian desires and discover how to learn cooperatively (Senge, 1990, cited in. Weldy, 2009). Limpibunterng and Johri (2009) emphasize that improving organization’s performance is considerably dependent on improving learning skills in organizations. As explained by “Social Learning Theory”, learning is completely resulted from neither internal forces emerging psychologically in individuals nor the changes coming of external forces. “Learning” is a period coming out mainly as a consequence of interaction of personal and environmental factors (Gür, 2008). Teaching can be described as a series of learning experiences. In this context, teaching is the collection of activities conducted for students to learn. All the planned learning periods are prepared for students to learn. Learning may sometimes be only a transfer of information and in the manner that contributes to the student’s emotional and social development (Güngör, 2006). It is necessary to assess to what extent learning has occurred. By the help of assessment method, students’ communication skills, behavioural skills, conceptual learning, affective characteristics can be measured. The qualities of a good assessment can be ranged as below (Günay, 2008); • The data collected at the end of the assessment should be used to identify, understand and solve the problems of the student and learning process, • The teacher should be given the chance to evaluate student’s academic success, • Students should be given self-assessment by using the data collected for the assessment, • Many assessment activities should assist in planning and applying the education. Although the first studies on organizational learning have been directed to explain what organizational learning is, later studies have generally been aimed at giving light to how organizations can turn into learning organizations (Avcı, 2010). For instance; Bayraktaroğlu and Kutanis (2003) have pointed out that factors such as change of mentality among managers, supporting new information, creation throughout the organization, developing a shared vision and producing proper learning conditions are highly important to create the climate of learning organizations in hotels which can be categorize as big. Volume 1 Number 2 July 2011 123 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR Data and Methodology The purpose of this study is to identify what kind of effect locus of control has on students’ learning performance. In addition to this, it has been investigated whether students’ demographic qualities create a difference between their attitude proposals about locus of control and learning performance. Quantitative research method was used to reach the goals of the research. The research included all the students educating at the School of Tourism and Hotel Management which received the bachelor’s degree. The number of students educated in the academic year 2009-2010 at School of Tourism and Hotel Management who were subjects of the study was 450. As the population was at an accessible level, full inventory method was used. For this reason, an additional sampling method was not used. In order to collect data, the survey technique was used. After having analyzed the literature in this context, a questionnaire was prepared to assess the participants’ locus of control levels by referring to Internal-External Locus of Control Scale developed by Rotter (1966) and Learning Scale by Güngör (2006). This new questionnaire was finalized by considering the ideas of two specialists in the field (one is an academician, and the other is the supervisor). The questionnaire consists of three parts. The first part is the statements which were designed to identify the students’ attitudes towards learning performance. The second part is the statements aimed at determining the students’ agreement about the considerations on students’ learning performances were ranked in the second part including a five-point Likert scale. Finally, there are some questions to analyse the participants’ demographic situations. After the preparation of the questionnaire, the next step was a pilot-study. In the pilot-study survey was conducted among 30 students in the period from 25th February 2010 to 28th February 2010. At the end of the pilot-study, the reliability of the data was measured and Cronbach alpha value of the gathered data was calculated as 0,74. At the end of the study, the general Cronbach alpha value of the data was found above 0,7 level mentioned by Nunnally (1967). Then, questionnaire was checked again by the academicians of related field and their ideas were taken into account. These means provided the content validity of the questionnaire. After this process, the survey was conducted among all students. While analysing the collected data, SPSS (Statistics Program for Social Sciences) 16.0 statistics program was used. Statistical terms such as percentage and frequency were 124 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic used to analyse the demographic data. Statistical analyses with Kruskal-Wallis and Mann Whitney U analysis methods were conducted in order to understand whether there were differences between participants’ demographic qualities and statements of attitudes. The reason why these analysis techniques were used is that data do not come from the normal distribution. Moreover, correlation criteria (crosstabs) were used to identify the relation between locus of control levels and factors of learning performance Empirical Results 302 of the total 450 distributed questionnaires were surely returned. This number builds up 67% of the population. The data of the participants about demographic questions were assessed by using frequency and percentage analysis. The findings about the assessment are presented in Table 3. Table 3. The results about demographic pattern Variable emale Gender Male otal 17-19 20-22 23–25 ge 26 and up otal Year irst Year econd Year hird Year ourth Year Repeat 151 151 302 34 200 61 7 % 50 50 100 11,3 66,2 20,2 2,3 302 100 76 124 57 37 7 25,2 41,1 18,9 12,3 2,3 Variable Regular High school he high natolian H. school ourism H. student graduated oreign Lang. . H. from otal Marmara Region entral natolia R. egean Region astern natolia R. Mediterranean R. he region where lack ea R. student lives outh- astern . R. 172 43 25 62 302 103 57 20 13 26 75 7 % 57 14,2 8,3 20,5 100 34,1 18,9 6,6 4,3 8,6 24,8 2,3 otal 301 99,7 When Table 3 is observed, it is understood that 50% of the students who have taken part in the study were female (151), and 50% were male. If we take students’ age group into consideration, one can see that 34 students (11,3%) are in the age of 17- Volume 1 Number 2 July 2011 125 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR 19 and 200 students (66,2%) are between 20-22. When the grades of the students are analysed, it is comprehended that 124 students are (41,1%) at second grade, 37 students (12,3%) are at fourth grade and 7 students who are not able to graduate in four years. When we look at the high school that students had graduated from, we can notice that 172 students (57%) were regular high school students, 25 students (8,3%) graduated from tourism high school. Finally, when the regions where students live are analysed, it is confirmed that 103 students (34,1%) live in Marmara Region, 13 students (4,3%) live in Eastern Anatolia Region and 7 students (2,3%) live in South-Eastern Anatolia Region. As it can be seen in Table 4, the factors which are effective on participants’ learning processes are collected under seven titles, which are activity, perception, listening, abilities, imitation, reading and noticing. Variance (%) Average Secular Value Factors Factor Load Table 4. The table of factors about learning analysis results (n=302) The Dimension of Concentration 4,456 2,92 13,504 While I am studying, I often stop and do something else. ,778 I like sport activities at school and attend them. ,735 do what can for every event that can act and take part in them ,727 in class eachers think that move a lot in the classroom. ,718 talk too much in class. ,636 The Dimension of Perception and Understanding 3,052 4,13 9,247 hold every new thing in my hands and observe them. ,700 I learn by doing and practicing. ,625 I can understand better when I see things. ,619 I like the activities which I participate actively. ,612 quickly perceive things showed in maps, posters and diagrams. ,562 126 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic The dimension of listening 2,014 I like listening to book cassettes. ,750 like school songs very much and learn them quickly. ,657 like reading aloud. ,594 The dimensions of abilities 1,661 I like making practical jokes to my friends. ,756 I like music and rhythm to learn better. ,617 like doing things by using my hands. ,546 The Dimension of Method 1,631 I prefer telling to writing. ,768 like my teacher to correct my mistakes by explaining them to me. ,879 ’d rather listen to the teacher than study by myself. ,582 I understand a subject better if somebody tells or reads it, rather ,506 than reading it on my own. The Dimension of Reading 1,519 like reading novels. ,796 like to read silently. ,749 The Dimension of Noticing 1,243 always want to clean the board, opening/closing the windows or ,689 the door. I understand better if events and subjects are dramatized. ,599 My teachers and parents often tell me not to touch the objects. ,513 2,12 6,102 3,25 5,034 3,33 4,944 3,74 4,603 2,22 3,766 Notes: Varimax Basic Components Factor Analysis. Kaiser-Meyer-Olkin Sampling Efficiency: 70,7% For Bartlett’s Test of Sphericity X²: 1852,359; s.d: 528; p‹0000 for the whole scale Alpha; , 739; Total variance: 43,040%; The likert scale : 1:I totally disagree 5:I totally agree When the internal pattern of the activity factor is observed, it can be understood that the activities that have become prominent are stopping and doing something else while studying, liking and attending (the) sport activities, moving in the classroom and (involving) participating in every event and talking a lot in classes. When the internal pattern of perception factor is analyzed, factors that draw attention are: holding new things in hands and observing them, learning by doing and applying, making better sense of the things one sees, enjoying activities actively, perceiving things with maps, posters, and diagrams. When the internal pattern of listening factor is examined, it is perceived that the factors that are taken into account are: liking to listen to book cassettes, enjoying school songs and learning them quickly, and liking to read aloud. When the internal structure of ability factors is looked through, factors that become prominent are: love to make practical jokes to friends, enjoy music and rhythm to learn better, and liking to do something with hands. After the internal pattern of Volume 1 Number 2 July 2011 127 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR imitating is studied, it has come out that elements that can be distinguished are: preferred telling to writing, wanting the teacher to correct(ing) mistakes by explaining, listening to the teacher instead of studying by himself/herself, favoring somebody else to tell or read something rather than reading it on his/her own. When the internal pattern of the reading factor is viewed, liking to read novels and silent reading takes the attention. Eventually, when the internal pattern of the noticing factor is looked into, the elements that stand out are: cleaning the board in the classroom, wanting to open/close the windows or the door, understanding better with dramatized events or subjects, and warning of the teachers and the parents. In this part it will be observed whether there are any differences between students’ demographic groups in terms of mean factor. In this context, in Table 5, KruskalWallis’s analysis was conducted whether there is a difference between classroom groups and factor means. Table 5. Kruskal-Wallis analysis was conducted with regard to whether there is a difference between students’ classroom groups and factor means Concentration hi- quare 17,736 df 4 symp. ig. ,001 Perception 6,152 4 ,188 Listening 7,352 4 ,118 Abilities 11,949 4 ,018 Method 1,641 4 ,801 Reading 3,988 4 ,408 Noticing 14,950 4 ,005 According to Table 5, regarding whether there are any differences between students’ classroom groups and factor means, the sign values which are lower than 0,05 show that the students have different opinion about learning dimensions. At the end of the analysis, it has been identified that there is a difference between concentration factor (,001), competence factor (,018), noticing dimensions (,005) and students’ continuing classroom group. Table 6. Kruskal-Wallis analysis concerning whether there are any differences between one of the students’ age groups and factor means Concentration hi- quare 5,457 df 3 symp. ig. ,141 128 Perception 1,169 3 ,760 Listening 6,089 3 ,107 Abilities 7,103 3 ,069 Method 1,877 3 ,598 Reading 3,336 3 ,343 Noticing 8,492 3 ,037 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic According to Table 6, regarding whether there are any differences between students’ age and factor means, the sign values which are lower than 0,05 show that the students have different opinion about learning dimensions. At the end of the analysis, it has been identified that there is a difference between student concentration dimensions (,037) and age groups. Table 7. Mann Whitney U analysis related to whether there is any difference between students’ sex groups and factors means. Concentration Perception Listening MannWhitney U Wilcoxon W symp. ig. (2-tailed) 9207,500 Abilities Method Reading 10441,000 11334,500 10526,500 10689,500 7794,500 Noticing 9635,500 20683,500 21917,000 22810,500 22002,500 22165,500 19270,500 21111,500 -3,051 -1,379 -,092 -1,231 -1,007 -4,977 -2,496 ,002 ,168 ,926 ,218 ,314 ,000 ,013 According to Table 7, whether there are difference between students’ sex and factor means, the sign values which are lower than 0,05 show that the students have different opinions about their learning dimensions. At the end of the analysis, it has been identified that there is a difference between concentration dimension (,002), reading dimension (,000), noticing dimension (,005) and student sex groups. In the research whether two of the factors of locus of control, internal and external locus of control, affect on learning factors, correlation coefficients (crosstabs) have been used to conduct the analysis. In this analysis affecting variable is independent and affected variable is dependent. In this study, internal locus of control and external locus of control are accepted as dependent variables; further, learning factors are defined as independent variables. Some correlation criteria were used while measuring the correlation among ordinal scale variables. Some of these criteria are Somer d, Kendall Tau b, Gamma and Spearman correlation coefficients. These ordinal scales are generally used to measure the linear relationship among variables. The coefficient gathered at the end of the analysis take a value between -1 and 1. If coefficient is 1, there is positive full relation. When it is -1, there is negative full relation (Ozdamar, 2003). While conducting work analysis in this context, correlation scales were used to make it clear whether internal and external locus of control has an impact on learning factors. Analysis has been done with the 5% relevance level. Volume 1 Number 2 July 2011 129 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR For this reason, assessments are: if the sign value is lower than 0,05 “differences exist (effect, correlations exist)”, if the sign value is higher than 0,05, “no difference (no effect, correlation)”. Table 8. The Correlation between locus of control and abilities factor Correlation Scale omer d endall au b endall au c Gamma Spearman correlation coefficient Geometrical verage (G. ) Coefficients ,115 ,116 ,134 ,201 ,125 ,130 Relevance ,028 ,028 ,028 ,028 ,030 According to Table 8, it has been concluded that the ability factor is not independent from locus of control (locus of control affects ability factor) as sign values of the correlation scales are lower than 0,05 (p=0,028‹0,05). Correlations coefficients also show that there is a positive and low degree correlation between locus of control and ability dimension. Table 9. The Correlation between locus of control and method factor Correlation Scales omer d endall au b endall au c Gamma Spearman correlation coefficient Geometrical verage (G. ) Coefficients -,103 -,104 -,119 -,183 -,111 -,112 Relevance ,049 ,049 ,049 ,049 ,049 According to Table 9, it has been concluded that method factor is not independent from locus of control (locus of control affects method factor) as sign values of the correlation scales are lower than 0,05 (p=0,049‹0,05). Correlations coefficients also show that there is negative and low degree correlation between locus of control and method dimension. 130 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic Table 10. The Correlation between locus of control and noticing factor Correlation Scales omer d endall au b endall au c Gamma Spearman correlation coefficient Geometrical verage (G. ) Coefficients -,105 -,106 -,122 -,185 -,114 -,123 Relevance ,043 ,043 ,043 ,043 ,043 According to Table 10, it has been concluded that noticing factor is not independent from locus of control (locus of control affects method factor) as sign values of the correlation scales are lower than 0,05 (p=0,043‹0,05). Correlations coefficients also display that there is negative and low degree correlation between locus of control and noticing dimension. Conclusion Locus of control focuses on ability to cope with uncertainty. While the individuals who have less tolerance resist to the change, the ones with high tolerance can adapt to the change more easily. Therefore, locus of control tries to identify the reaction given to change according to its status. If an individual can make self-control and has the belief that he/she is the dominant of his/her fate, he/she can give positive reactions to the change. Individuals are classified in two groups according to locus of control. The first group is internals, and the other is externals. The individuals with internal locus of control have the belief that they can monitor the events or situations with their own fate and they have a strong belief in themselves and their abilities in life. They believe that the reactions that they take from environment are the causes of their attitudes. On the other hand, the individuals with external locus of control relate the events and situations, success or failures to the factors not related to them. For example, they attribute success to backing; however, they base failure upon environmental factors (Kutanis, 2010; Sargut, 2001). Sargut (2001) states that there are some indicators illustrating in general that Turkish people have a tendency to be highly external. He highly relates these indicators avoiding uncertainty and the grade of being external in the examinations applied between students and the administration. At the end of our research, it Volume 1 Number 2 July 2011 131 �Rana ÖZEN KUTANİS & Muammer MESCİ & Zeynep ÖVDÜR is understood that students generally have internal locus of control. Additionally, it has drawn a conclusion that the students with internal locus of control agree upon the ability, method, and noticing factors of the learning dimensions more when compared to the students with external locus of control. In the cultures where being internal is prevailing, individuals struggle to acquire the information about their work. These efforts greatly contribute to the settlement of the culture and increase of the efficacy. In the study conducted by Basım and Sesen (2006), it has been determined that most of the subjects had internal locus of control and individuals with internal locus of control had more tendencies to help and perform courteous attitudes when compared with the ones with external locus of control. Chen and Silverthorne (2008) have also mentioned that these qualities of the individuals with internal locus of control have considerable impact upon work performance and content levels. In our research, in the light of analysis regarding the effect of locus of control on students’ learning processes, it has been ascertained that locus of control has a vital influence on method, ability, and noticing factors of the learning dimensions. The findings of the research show similarities with the studies conducted by Basım and Sesen (2006) and Chen and Silverthrone (2008). Some analyses have been applied regarding whether there is any difference between students’ demographic groups and learning. At the end of the analysis of questioning whether there is any difference between, one of the students’ demographic groups, year and learning dimensions, it has come out that the students have different ideas between grade and the concentration, abilities, and noticing factors of learning. It has been researched why there is a difference between the students’ grades and concentration factors; also, it has been determined that first-year students and second-year students, and first grade students and repeaters do not share the same idea. When we observe where the difference between grades and abilities factors arise from it has been identified that second and first graders, third and first graders, and first and second graders think in different ways. It has been questioned where the difference between grade and noticing factors emerges from; and the result is that second graders and repeaters have different opinions. The analysis conducted on the difference among the students’ demographic groups, age and learning has shown that they think differently among students’ age and noticing factors. In which group this difference exists is analysed and it has been revealed that the students in the age group of 23-25 own various ideas. According to the analysis conducted on the difference between one of the students’ demographic groups, sex and learning, it has been ascertained that students have various ideas between their sex, concentration, reading, and noticing factors. Besides, it has been understood that the female students having taken part in the study have external locus of control while their male peers have internal locus of control. 132 Journal of Economic and Social Studies �The Effects of Locus of Control on Learning Performance: A Case of an Academic In this study, the collected findings and the scales used are important contributions. The scales used in this study can be suitable for other organizations operating in different sectors. By means of those scales organizations will get the chance to make assessments and identify the fields where they will face a problem. Identification of the problematic fields and resolving them will help the successful application of locus of control and learning implementation. The second important contribution of the research is that the students with internal locus of control have got a bigger ratio than the ones with external locus of control. There are some constraints of the study. While assessing the finding of the study, these constraints should be considered. First of all, this study is conducted in a tourism college which gives bachelor’s degree. Some different findings may be reached in various Universities which give education in different regions and branches faculties/departments. Another constraint of the study is that it considers only University students. It can be suggested for researchers who are going to conduct studies that they can perform in-depth studies taking other Universities in different regions and fields into account. Moreover, it may be useful to compare the findings by conducting research studies about other Universities in different regions and fields. Finally, a study including the lecturers giving education to the students at University can be done. References Aube, C., Rousseau, V. and Morin, M. E. (2007). Perceived Organizational Support and Organizational Commitment The Moderating Effect of Locus of Control and Work Autonomy. Journal of Managerial Psychology, 22 (5), 479-495. Avcı, U. (2005). The Relation Between Organizational Learning and Organizational Performance: An Investigation About The Relation Between Organizatıonal Learning and Organizational Performance In The Hospitality Industry. Unpublished PhD Thesis, Suleyman Demirel University, Social Sciences Institute, Isparta. 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Journal of Management Development, 24 (10), 837-855. Cetin, F. (2008). The Effects Of Self Concept, Locus Of Control and Personality On Conflict Resolution Approaches In Interpersonal Relations: An Applied Research. Unpublished Master’s Thesis, Military Academy, Military Academy of Defense Sciences Institute, Ankara. Coban, A. E. and Hamamcı, Z. (2006). Investigation of Focal Points in Terms of Different Strategies for the Locus of Control Adolescents Decision. Kastamonu Education Journal, 14 (2), 393-402. Demirkan, S. (2006). Self-Perceptions of Interpersonal Relations, Conflict Resolution Approaches in Locus of Control and Their Effects on the Structure of Personality: A Study in Applied. Unpublished Master’s Thesis, Ankara University, Social Sciences Institute, Ankara. Erdogan, B. (2003). Effects of Background Information and Locus of Control on Student’s Control Preferences ın Web-Based Instruction. Unpublished Master’s Thesis, Ankara University, Education Sciences Institute, Ankara. Gülveren, H. (2008). Investigation of Relations Between Internal-External Locus of Control Trait Anger, Anger Expression Styles and Intelligence in 12 Grade High School Students. Unpublished Master’s Thesis, Maltepe University, Social Sciences Institute, Istanbul. Günay, A. (2008). Student Learning in Teaching Practice and the attitude of Physics Effect of Student Development Zone. Unpublished Master’s Thesis, Marmara University, Social Sciences Institute, Istanbul. Güngör, I. (2006). Education High School First Grade Students with Learning to Learn Mathematics Achievement Effects of Turkish Language and Literature Courses Exam (Example of the city of Kayseri). Unpublished Master’s Thesis, Erciyes University, Social Sciences Institute, Kayseri. Gür, D.M. (2008). A Research About Relationships Between Organizational Learning Levels And Affects Of Organizational Learning On Performance. Unpublished Master’s Thesis, Dokuz Eylul University, Social Sciences Institute, Izmir. �James, W. and Rotter, J.B. (1958). Portical and %100 Reinforcement Under Chence and Skill Condition. Journal of Experimental Psychology, 55, 397-403. Klein, J. and Warnet, M. W. (2000). Predictive Validity of The Locus of Control Test In Selection of School Administrators. Journal of Educational Administration, 38 (1), 7-24. Kuru, S. (2007). Searching Mugla Unversity in Terms of Learning Organization. Unpublished Master’s Thesis, Mugla University, Social Sciences Institute, Mugla. Kutanis, R. O. (2002). Learning Organization, Strategic aspects of Modern Management Approaches. (Ed: İ. Dalay, R. Coşkun and R. Altunısık), Istanbul: Beta Distribution of Publication. Kutanis, R. O. (2010). Organizational Culture (Lecture Notes). First Press, Sakarya: Sakarya Bookshop. Kücükkaragöz, H. (1998). Effects of Locus of Control and the Formation of the Students Control the Focus of Elementary School Teachers. Unpublished PhD Thesis, Dokuz Eylul University, Social Sciences Institute, Izmir. Limpibunterng, T. and Johri, M. L. (2009). Complementary Role of Organizational Learning Capability in New Service Development (NSD) Process. The Learning Organization, 16 (4), 326-348. Michna, A. (2009). The relationship between organizational learning and SME performance in Poland. Journal of European Industrial Training , 33 (4), 356 – 370. Molina, C. and Callahan, L. J. (2009). Fostering Organizational Performance The Role Of Learning and Intrapreneurship. Journal of European Industrial Training, 33 (5), 388-400. Morales, V. J., Jover, J. A. and Llorens, J. F. (2009). The Influence Of Ceo Perceptions On The Level Of Organizational Learning Single-Loop and Double-Loop Learning. International Journal of Manpower, 30 (6), 567-590. Nunnally, C. J. (1957). Psychometric Theory. New York: MacGraw-Hill. Ozdamar, K. (2003). Modern Scientific Research Methodology. Eskisehir: Kaan Published. Patten, M. D. (2005). An Analysis Of The Impact Of Locus-Of-Control On Internal Auditor Job Performance and Satisfaction. Managerial Auditing Journal, 20 (9), 1016-1029. Perez, S. L., Montes, P. M, J. and Vazquez, O. J. C. (2005). Organizational Learning as a Determining Factor in Business Performance. The Learning Organization, 12 (3), 227-245. �Pham, N. T. and Swierczek, W. F. (2006). Facilitators of Organizational Learning in Design. The Learning Organization, 13 (2), 186-201. Phares, E.J. (1957). Expentancy Changes in Skill and Chence Situation. Journal of Abnormal and Social Psychology, 54, 339-342. Rotter, J.B. (1966). Generalized Expectancies for Internal Versus External Control of Reinforcement. Psychological Monographs, 80 (1), 1-28. Rotter, J.B. (1975). Some Problems and Misconceptions to the Construct of Internal Versus External Control of Reinforcement. Journal of Consulting and Clinical Psychology, 43 (1), 56-67. Sargut, S. (2001). Differentiation Between Cultures and Management (2th ed.). Ankara: Imge Publised. Sardogan E. M., Kaygusuz, C. ve Karahan, T. F. (2006). A Human Relations Skills Training Program, University Students’ Locus of Control Levels, Mersin University Journal of the Faculty of Education, 2 (2), 184-194. Selart, M. (2005). Understanding The Role Of Locus Of Control In Consultative Decision-Making: A Case Study. Management Decision, 43 (3), 397-412. Strauser, D. R., Ketz, K. and Keim, J. (2002). The Relationship Between SelfEfficacy, Locus of Control and Work Personality. Journal of Rehabilitation, 68, 20-26. Tajeddini, K. (2009). Perceptions of Learning Among Swiss Watch Managers. Journal of Workplace Learning, 21 (7), 525-537. Taylor, S. E., Peplau, A. L., and Sears, D. O. (2006). Social Psychology (12th ed.). Englewood Cliffs, New Jersey: Prentice Hall. Weldy, G. T. (2009). Learning Organization and Transfer: Strategies for Improving Performance. The Learning Organization, 16 (1), 58-68. Yazıcı, S. (2001). Learning Organization. Istanbul: Alfa Publishing. � 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. 1072 Title A name given to the resource The Effects of Locus of Control on Learning Performance: A Case of an Academic Organization Author Author ÖZEN KUTANİS, Rana MESCİ, Muammer ÖVDÜR, Zeynep Abstract A summary of the resource. the purpose of this study is is to research what influences the locus of control has on the learning performance of students. In order to reach this goal, the study’s theoretical frame has been designed including the issues of the locus of control (internal-external) under the framework of organizational behaviour and learning performance. In this research, quantitative research method is used by keeping in mind the scope and qualities of the topic. The scope of research is identified as all the students who continue to higher education. As the population of the research is adequate to study, it is not needed to identify extra sampling. The data of the research are gathered by the help of standardized survey technique. The locus of control levels of the subjects, who are going to take part in the research, are measured with The Scale of Internal-External Locus of Control developed by Rotter (1966) and Learning Scale developed by Güngör (2006). The gathered data are checked by the help of descriptive statistics techniques and multiple regression analysis by using SPSS program. At the end of the research it is concluded that learning performances of the students with internal locus of control are high, and they are more proactive and effective during the learning process. On the other hand, the ones with external locus of control are more passive and reactive during this period. Apart from these, it is revealed that there are some differences among students’ demographic groups and their learning factors. 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 2011-01 Keywords Keywords. Article PeerReviewed H Social Sciences (General),HB Economic Theory,HG Finance https://omeka.ibu.edu.ba/files/original/903577c4e24abc98cca18b4bb2f7078e.pdf 29c8c863ff44d6746b2c1abd293750e0 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The Effects Of Mentorship On The Success Of Firms Şevket Yirik,Yusuf Yilmaz, Osman Nuri Demirel, Yıldırım Yilmaz, Abdullah Akgün,Hasan Kinay Akdeniz University, Turkey Abstract This study analyzes the effects of mentorship applications on the success of enterprises. Field work is carried to in the 5-star hotels who are active during 12 months in the Manavgat region of Antalya (Turkey). The study is supported by 260 hotel personnel and 250 personnel responded. The study tries to find out if there is a relation between the application of mentorship in the enterprises and issues such as value given to the employees, increase of information exchange within the firm, enrichment of relations between the personnel, development of career provided, performance and efficiency increase of the employees. Keywords: Mentorship, Firm Success, Tourism, Hotel. 1.INTRODUCTION Mentorship is not only to share the characteristics embedded in the person; it is something to aid people to improve and show how to get them. In the business life, the mentorship is so important especially for the new employees. It helps them to get know the company. It is also a tool to transfer the knowledge and skills of the organization to the people who mark out for a brilliant future. The aim of this study is to search the affects of mentorship applications for the business performance. 2.Background Values and Institutional culture. Main topics in the agenda of the managers and the owners are related to increase the revenue and the profit, to develop new ideas, to create high performance teams and to reduce the risks. In order to reach these goals they are taking many initiatives and applying new methods such as reengineering, paying high salary and bonuses, having different training and providing external motivation. On the other hand, the least focused but probably the most effective one is creating “institutional culture”. It can be defined as rules, criteria and judges which are not written. It is a value system which defines the way of thinking of employees and the managers. The concept of institutional culture can also act as a moral plaster that gather the people in the organizations. Appropriate institutional culture supports in getting the goals of the organization through ensuring a platform for the employees to lend their soul to their work. By doing this, the employees behave as patriot and brave soldiers who they believe the war they are in not as ladrone. Institutional culture occurs firstly with the respectful behavior of managers to their subordinates, the relationship between the people, support and solidarity, company values, shared things and other elements. On the other hand, to increase the institutional culture to 75 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo the right level and to manage and to develop it in a continual manner is a matter of expertise which is not merely known nowadays. It is, therefore, needed for many institutions to get consultancy services. If we believe that the factor behind the successful company is the environment where the people add something and balance their business and private life in a good way, we have to take this subject into our agenda not as a luxury but a necessity. Communication is the transfer of information or knowledge from one person to another. It is vital for human beings to express themselves as social being. It is a process of knowledge production, transfer and perception. Knowledge and experience transfer are two topics important for the institutional culture literature. There are different people in the organizations with different past, knowledge, world view, mental structure and the motivation. Knowledge cannot be piled without gathering the implicit knowledge of these people which are the most valuable treasury of the organization. To share the implicit knowledge, a common space is needed. Common space refers to the conceptual combination of physical, virtual and mental spaces which facilitate the required activities for knowledge creation process and sharings to happen. The works in the common space should be as far as productive and comphrensive. Knowledge oriented organizations requires to develop and apply business culture strategy (Güçlü, Sotirofski, 2006). Career development, on the other hand, has been one of the main topics in nowadays business environment because of the change of the relation between organization and employee, organization structure and the expectations of the employees. Management approaches like downsizing, outsourcing, total quality management, people-oriented management, change management, learning organization which are all result of the globalization have led the concept of career to change. To invest in employees and to improve their skills will provide competitive advantage in the global business environment. Performance and Productivity. Performance management is a new subject. The performance of an organization is the output at the end of a period or outcomes of the activities. These outcomes can be regarded as the rate of reaching the goals determined by the organization. For companies, it is possible to have some goals (profitability, productivity, efficiency etc.). Productivity is related to the inputs and outputs and it refers what extent to the organization uses its resources. It is the main part of performance (Yükçü and Atağan, 2009). Mentor and Mentee . Mentorship is arbitrary or professional, one to one relationship which aims to support and encourage the person (Özkalp vd., 2006: 55). Daresh (2004) sees the mentorship as a process of personal improvement. It is a process that is conducted under the supervision of such people who has guiding, protecting and leading skills. Mentor is the one who holds such characteristics. Gettys (2007), on the other hand, states that the mentorship is a mutual cooperative process and experienced mentor guide his/her student to improve his/her knowledge and skills (Gettys, 2007: 7-8). Two concepts need to be mentioned here: Mentor and mentee. Mentor is a supervisor and guides the person to help him/her to develop his/her career through supporting, teaching and listening. The term “mentor” is used to define a person who shares his/her expertise and knowledge with other people. Mentee or protegé’ is the one who benefits the mentorship service. 76 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3. RESEARCH 3.1.Method and Hypotheses This study is modeled according to the descriptive method and relational scanning model. Relational scanning models aim to define the existence and level of relation between two or more variables. The hypotheses of the study are as follows: H1: There is a significant relationship between mentorship implementation and the value that the mangers show to their subordinates H2: There is a significant relationship between the mentorship implementation and the increase in knowledge transfer in the organization H3: There is a significant relationship between the mentorship implementation and the increase in communication level in the organization H4: There is a significant relationship between the mentorship implementation and career development of the employees H5: There is a significant relationship between the mentorship implementation and the increase of performance and productivity of the employees 3.2. Sampling and Data Collection The study was conducted in Manavgat, Antalya. The unit of study is hotel employees. Questionnaire method was used to collect the data. Questionnaires were distributed to 260 employees and 250 of them were collected with a turn rate of 96%. Questionnaire consists of 6 parts. In the first part demographics take place. Second part dedicated to organizational commitment. There are 5 items in this part. This and the following parts, the 5-point Likert scale was used with “1” indicating Absolutely Disagree and “5” indicating Absolutely Agree. The Cronbah’s Alpha of this scale is 0.811. Third part is related to the survival in the company and there are 4 items in this part. The Cronbah’s Alpha of this scale is 0.875. Performance questions are in the fourth part and there are 3 items with 0.911 Cronbah’s Alpha. Communication is in fifth part. There are 3 items in this scale and the reliability is 0.729. Management related questions are in the last section. 6 items take place in this part. The Cronbah’s Alpha is 0.838. 3.3.Data Analysis Demographics are gathered using frequency tables. For the Likert scale questions , firstly reliability then the normality test were done. Simple regression analysis were used for commitment, performance, communication, and management scales. The significance level is determined as 0.05. 77 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3.4. Findings 3.4.1.Demographics Gender N % Education N Male 118 47.2 High School 16 6.4 Female 132 52.8 Undergraduate 173 69.2 Master 47 18.8 14 5.6 Age % 19-22 34 13.6 Ph.D 23-26 91 36.4 Position 27-30 67 26.8 Manager 45 18 31-34 12 4.8 Employee 205 82 35-38 10 2.5 Nu.of Hotels worked before 39-42 8 3.2 0 73 29.2 43-45 7 2.8 1 162 64.8 46-49 9 3.6 1+ 15 6 50-more 12 4.8 0-1 41 16.4 2-4 59 23.6 5-6 52 20.8 7-9 27 10.8 10-12 17 6.8 13-15 16 6.4 16-18 11 4.4 19-21 19 7.6 22-more 8 3.2 Years in the hotel Half of the respondents are below the age of 27. Most of them (%69) holds university degree. 65% of the respondents (162 person) stated that this is their second jobs whereas this ratio is %29 (73 person) for the first time worker. 40% (100 person) of the respondents have been working in their current hotel for less than 5 years. 71 person (28.4%) have been working for more than 10 years in the same hotel. 78 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3.4.2.Findings of Hypothesis Tests Five Hypotheses are tested with lineer regression test. H1: There is a significant relationship between mentorship implementation and the value that the mangers show to their subordinates R2 Adjusted R2 Standard Error p 0,063 0,071 0,865 0,032 There is a significant relation between the mentorship implementations and the value that the managers show to their subordinates. H2: There is a significant relationship between the mentorship implementation and the increase in knowledge transfer in the organization R2 Adjusted R2 Standard Error p 0,041 0,039 0,095 0,028 The result of regression analysis show that there is a significant relation between the mentorship implementations and the knowledge transfer in the organization. H3: There is a significant relationship between the mentorship implementation and the increase in communication level in the organization R2 Adjusted R2 Standard Error p 0,274 0,075 0,462 0,011 There is a significant relation between the mentorship implementations and the increase in communication level in the organization. H4: There is a significant relationship between the mentorship implementation and career development of the employees R2 0,051 Adjusted R2 0,001 Standard Error 1,126 p 0,021 According to the result of the regression test there is a significant relation between the mentorship implementation and career development of the employees H5: There is a significant relationship between the mentorship implementation and the increase of performance and productivity of the employees 79 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo R2 0,159 Adjusted R2 0,04 Standard Error 0,691 p 0,023 Hypothesis 5 is accepted as the significance level is below 0.05 (0.23). It means that there is a significant relation between the mentorship implementation and the increase of performance and productivity of the employees. 4. DISCUSSION Today’s competitive environment requires the companies to have the qualified human resources as the most important capital. It is no surprising to see the employee satisfaction to be in the agenda of the companies. One way of increasing the satisfaction level and abilities of employees and improving the professional skills is the mentorship implementations in the organization. We need from time to time somebody to consult who will share his/her expertise and guide us. Mentorship provides this through transferring the experiences of senior people to less experienced people in the organization. The success of mentorship program in the organization depends on analyzing the need carefully and assign the right person as mentor to the mentee. It is also important to get feedback continually from both mentor and mentee from the beginning of the program in order to revise the content of the program in time. Mentorship programs are not compulsory programs. Mentors and mentees should meet periodically and have improvement focused conversation. Working on projects can also be influential for the effectiveness of the program. Well designed mentorship programs add value to the institution, mentor and mentee. Mentorship programs; Helps the organization values to be espoused by the employees, Helps to transfer the institutional knowledge form one generation to another in the organization and facilitate the adaption of new comers Helps mentees to work with the mentors in a one to one learning relationship which can aid the employees in their career development Helps mentors to feel the pleasure of preparing the future leaders According to the result of the study, the organizations implementing mentorship benefit from these programs in different ways. The employees feel themselves as valuable for the company. This affects the business performance in a positive manner through the increase in communication level in the organization, and the decrease in leaving the job which all together leads to increase in productivity and quality in production. REFERENCES 80 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Daresh, J. (2004). Mentoring school leaders: Professional Promise or Predictable Problems? Educational Administration Quarterly. 40(4): 495-517. Gettys, S.G. (2007). The Role of Mentoring in Developing Beginning Principals' Instructional Leadership Skills. Unpublished Dissertation, University of Missouri-Columbia. Güçlü N. & Sotirofski, K. (2006). Bilgi Yönetimi, Türk Eğitim Bilimleri Dergisi, 4(4): 351371. Güler, E.Ç. (2006). İşletmelerin E-İnsan Kaynakları Yönetimi ve E-İşe Alım Süreçlerindeki Gelişmeler. Ege Üniversitesi Dergisi, 1(6): 17-23. Özkalp, E., Kırel, Ç., Sungur, Z. & Cengiz, A.A. (2006). Örgütsel Toplumsallaşma Sürecinde Mentorluk ve Mentor'un Yeri ve Önemi: Anadolu Üniversitesi Araştırma Görevlileri Üzerine Bir İnceleme. [The Place and İmportance of the Mentorship and the Mentor in the Process of Organizational Socialization: A Study on Research Assistants at Anadolu University.], Anadolu University Journal of Social Sciences, 6(2): 55–69. Yükçü, S. & Atağan, G. (2009). Etkinlik, Etkililik ve Verimlik Kavramlarının Yarattığı Karışıklık. Atatürk Üniversitesi, İktisadi ve İdari Bilimler Dergisi, 23(4): 1-1 81 � 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. 1154 Title A name given to the resource The Effects Of Mentorship On The Success Of Firms Author Author Şevket , Yirik Abstract A summary of the resource. This study analyzes the effects of mentorship applications on the success of enterprises. Field work is carried to in the 5-star hotels who are active during 12 months in the Manavgat region of Antalya (Turkey). The study is supported by 260 hotel personnel and 250 personnel responded. The study tries to find out if there is a relation between the application of mentorship in the enterprises and issues such as value given to the employees, increase of information exchange within the firm, enrichment of relations between the personnel, development of career provided, performance and efficiency increase of the employees. Keywords: Mentorship, Firm Success, Tourism, Hotel. 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/45e3ffb98449797d04b494a887c70bda.pdf 60c6d780d3ce5c9f6331b9378109b0fa PDF Text Text The Effects of Mycorrhizae Applications on Grapevine cv. Kalecik Karasi (Vitis Vinifera L.) Grafted onto Kober 5BB Rootstock Zeki Kara Selçuk University Faculty of Agriculture Department of Horticulture 42003 Konya, Turkey zkara@selcuk.edu.tr Esra Erdoğan Selçuk University Natural and Applied Sciences Institute Department of Horticulture 42003 Konya, TR esraerdogan42@hotmail.com Abstract:Vascular Arbuscular mychorrhizae (AM) are symbiotic microorganisms as a renewable resource and a modern technology-based viticulture practices have been contributing to quality fruit production by supporting vineyard mineral nutrition, water uptake, and increase resistance against plant biotic and abiotic stress. Since wine grapes production is under developing industry in Turkey and has been grown mainly in rural area, and poor soils that is need to support by low cost renewable manner.In this study, the effects of different dosage mixture AM fungi as Biovam applications by dry formulation and Endo Roots by liquid formulation applications in vineyard soil just under plant foliage at 10 years old grapewine cv. Kalecik Karası (Vitis vinifera L.) grafted onto Kober 5BB rootstock at two weeks before full bloom in producer vineyard applications. Biovam and Endo Roots effects were evaluated in labs Selcuk University Faculty of Agriculture as fruit set, yield, and fruit quality, and pruning waste weights. As a first growing season results there were significantly differences on fruit set, fruit yield, cluster weights, cluster size, fruit colors due to AM formulations and dosages. On the other hand there were no differences between berry size, berry weights, seed numbers in 100 berries, ⁰Brix, and total acidity of must, shoot length, pruning waste weights between Endo Roots and Biovam applications. Biovam application was hastened five days of harvest in same vegetation period. Introduction Biotechnology is expected to find out a new production model in which more food is produced with fewer inputs and in a sustainable manner. AM fungi possess important attributes to be major players in tomorrow’s agriculture. Some decades have gone by since the beginning of experimental research on AM fungi, but applications derived from this research are still largely limited to the inoculation of plants. After decades of fertilization, in rich countries, soil P levels have increased sometimes to reach threatening levels (Fixen, 2006). We need to produce more food with fewer inputs. The efficiency of nutrient utilization by crop plants can be enhanced using AM fungi. The AM symbiosis is a mutualistic association between the roots of a large number of plant species and a small group of fungi. The main feature of this symbiosis is the exchange of carbohydrates provided by the plant versus mineral nutrients provided by the fungus (Smith & Gianinazzi-Pearson, 1988; Smith & Read, 1997). This exchange is mediated, to a great part if not exclusively, by highly branched fungal structures (arbuscules) within root cortical cells. The observation that approximately 150 species of AM fungi (Morton & Bentivenga, 1994) colonize an estimated 225.000 species of plants (Law & Lewis, 1983) has led to the conclusion that AM fungi have wide host ranges. This situation indicates a high degree of adaptability and integration of the symbiotic process across a wide range of plant species (Smith & Read, 1997). 1 �Deficit irrigation enhances AM colonization of fine roots by mycorrhizal fungi in grapevines (Vitis vinifera L.) in an arid climate (Schreiner, 2007) but deficit irrigation reduces fine root growth (Schreiner et al., 2007). AM plants were increased nutrition such as P (Karagiannidis et al., 1995; Karagiannidis et al., 1997; Petgen et al., 1998; Motosugi et al., 2002; Karandashov et al., 2004; Kesba & Al-Sayed, 2005; Caglar & Bayram, 2006; Schreiner et al., 2007; Almaliotis et al. 2008; Kaya, et al., 2009), N, K, B, (Cheng et al., 2008), Cu, S (Karagiannidis et al., 1995; Schreiner, 2007), Zn, Ca, Na, Fe, Al (Mortimer et al., 2005; Cavallazzi et al., 2007), Mn (Karagiannidis & Nikolaou, 1999), leaf chlorophyll concentration (Bavaresco & Fogher, 1992; 1996), plant growth (Petgen et al., 1998), shoot (Karagiannidis et al., 2007; Camprubi et al., 2008) and root dry weight (Bavaresco et al., 2000) in grapes and rootstocks. There was beneficial effects on the rooting and growth by Glomus fungi, especially G. mosseae and G. etunicatum (Zai et al., 2007), and changed root morphology, increased branching of first-order lateral roots of grapevine cuttings in rooting beds (Aguin et al., 2004), and increased lateral root number and consequently total root length (Schellenbaum et al., 1991), and enhance the ex vitro survival of micropropagated plantlets (Lovato et al., 1992; Krishna et al., 2005; Krishna et al., 2006; Cavallazzi et al., 2007), shoot and root mass of micropropagated grape rootstock plantlets (Rai, 2001; Zemke et al., 2003; Carretero et al., 2009), and increased refilling of root C reserves (Mortimer et al., 2005). AM fungi applications affected on hastening of bud sprouting, flowering, berry set and ripening of grape variety Perlette (Usha et al., 2005). There was evidence of AM fungi-mediated N-15 transfer was determined from cover crops to grapevines (Cheng & Baumgartner, 2004). There was up to 20% of plantfixed carbon was transferred to the fungus. Nitrogen transport by hyphae of AM fungi between a tetraploid of Kober 5BB [5BB (4x), Vitis riparia × V. berlandieri] grapevine to cover crop Vulpia myuros was determined (Motosugi & Terashima, 2008). The higher cytokinin concentrations were determined in stressed AM inoculated plants, the rootstocks 1108, 1103P, and 140 Ru (Nikolaou et al., 2003a), and hormonal balance was altered (Smith & Gianinazzi-Pearson, 1988; Hwang et al., 1992), and much more gibberellins biosynthesis determined (Khan et al., 2008). AM plants were higher crop loads (Schreiner, 2003) but the degree of responsiveness varied (Linderman & Davis 2001; Almaliotis et al., 2008). There was decrease heavy metal (Pb and Cd) uptake (Karagiannidis & Nikolaou, 1999), and increased resistance to root pathogens and tolerance to drought stress (Nikolaou et al., 2003b, Valentine et al., 2006; Wang et al., 2008), and induced a defense response against the root-knot nematode Meloidogyne incognita in the grapevine (Li et al., 2006), and inhibits proliferation of some bacterial taxa (Vestergard et al., 2008). In this study, features of mixture AM applications as Biovam and Endo Roots of vineyard on wine grape cv. Kalecik Karası (Vitis vinifera L.) applications on fruit set, and fruit quality, ripening, vegetative development and pruning waste weight. The Study This study was held in University of Selcuk Faculty of Agriculture Department of Horticulture Konya, Turkey. Mixture of AM as Biovam bought from t&j enterprises http://www.tandjenterprises.com include 40 - 100 spore/ml endomycorrhiza and approximately 100 - 500 spore/ml ectomycorrhiza as Athrobacter globiformis, A. chrococcum, A. vinelandii, Bacillius subtillis, Pseudomonas alcaligenes, P. fluorescens, P. pseudoalcaligenes and P. putida and Trichoderma harzianum and T.koningii that has 20.000 alive cell per ml volume (Anonymous, 2009a). Mixture AM as trade mark Endo Roots includes 27.55% mychorrhiza (25% Glomus intraradices, 24% G. mossea, 24% G. aggregatum, 1% G. clarum, 1% G. monosporus, 1% G. deserticola, 1% G. brasilianum, 1% G. etunicatum, 1% Gigaspora margarita), 27.8% Humic acids, 18% Cold Water Kelp Extracts, 12% Ascorbic acid, 6% Amino Acids, 2.5% myoinoositol, 2.5% surfactants, 1.75% Thiamine (vitamin B1, 1% Alfa tocoferol (vitamin E), (Anonymous 2009b). Endo Roots bought from http://www.bioglobal.com.tr as liquid. Soil applications of Biovam and Endo Roots were done in 15 years old wine grape cv. Kalecik Karası grafted onto Kober 5 BB rootstock in a producer vineyard as 0, 5, and 10 ml per plant dosage. The applications as dry and liquid formulation were done in ground 15 cm deep and 10 cm width just below to foliar part and covered by soil and then irrigated by drip system at two weeks before full bloom. Comparative effects on AM applications were evaluated. 2 �Findings The Effects On Fruit Set, Yield, Cluster And Berry Weight The coctail michorhizea applications on winegrape cv Kalecik Karası at two weeks before full bloom significantly effected fruit set by dossage and type of michorhizea by each AM mixture. While the Endo Roots applications sligthly increased fruit set (as average 75.33%), Biovam applications significantly decreased (as 70.93%) fruit set, and it was 70.56% at Control (Table 1). The most effective dossage was E10 application were found 81.21% fruit set, and the most decreasing effet was B10 application that was recored as 53.87% fruit set. While excess dossage was so degrative in Biovam application, by 10 g Endo Root application was found more positive effective. Endo Roots applications almost no effects on yield per vinestock Biovam application decreased about a quarter yields in same vegetation. The highest yield was obtained by E5 application as 12.57 kg, and by Control was 12.13 kg. 10 g Biovam application was found the least yield effect as 6.63 kg /vinestock. Applications Endo Roots average Biovam average Control average 5 g AM average 10 g AM average E0 E5 E10 B0 B5 B10 Fruit set (%) 75.33 70.93 74.56 79.84 64.25 74.56 68.85 74.36 74.56 81.21 53.87 Yield (kg/vinestock) 12.00 a 9.38 b 12.13 a 10.97 a 8.97 b 12.13 ab 12.57 a 11.30 ab 12.13 ab 9.37 b 6.63 c Cluster weight (g) 248.01 a 210.37 b 252.87 a 207.55 a 227.15 a 252.87 a 274.63 a 216.53 ab 252.87 a 140.47 b 237.77 a Berry weight (g) 2.25 2.31 2.32 2.26 2.26 2.32 2.22 2.22 2.32 2.30 2.30 Table 1. The effects of michorhizea applications on fruit set, yield, cluster weight, and berry weight E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5 g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. Average cluster weight of control application was 252.87 g, by 5 g Endo Root applied trial was 274.63 g as maximum, and 5 g Biovam trial was 140.47 g as minimum value. The differences between dosages found significantly. Excessive dosage as 10 g decreased cluster weight at both mychorrhizae brands. The alaysis of variance indicated that the effects of applications on cluster wieghts were found significantly between typ of michorrhizae and dosage (p< 0.05), and typ of michorrhizae x dosage interactions (p< 0.01). The highest berry weight was in Control as 2.32 g, average of Biovam applications was 2.31 g, and average of Endo Roots applications was 2.25 g. The Effects On Cluster And Berry Values Endo Roots applications were promoted cluster length than Biovam applications that were found significantly. The longest cluster was obtained by E5 as 19.97 cm, and the shortest cluster was obtained by B5 as 13.60 cm. The differences between typ of michorrhizae x dosage interactions were also significantly (p< 0.05, Table 2). Applications Endo Roots average Biovam average Cluster length (cm) 17.08 a 15.84 b Cluster width (cm) 11.36 10.47 3 Berry length (mm) 15.21 15.51 Berry (mm) 14.99 14.78 width Seed number in 100 berries 126.11 125.00 �Control average 5 g AM average 10 g AM average E0 E5 E10 B0 B5 B10 15.17 a 16.78 a 17.43 a 15.17 a 19.97 a 16.10 a 15.17 a 13.60 a 18.77 a 11.97 9.93 10.83 11.97 10.63 11.47 11.97 9.23 10.20 15.77 15.17 15.20 15.77 14.87 15.00 15.77 15.37 15.40 14.83 14.78 15.03 14.83 14.83 15.30 14.83 14.73 14.77 122.33 127.17 127.17 122.33 128.00 128.00 122.33 126.33 126.33 Table 2. The effects of michorhizea applications on cluster length, cluster width, berry length, and berry width, and seed number in 100 berries E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5 g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. Cluster width was decreased by Control, Endo Roots, and Biovam applications that were 11.97 cm, 11.36 cm and 10.47 cm respectively. There was no statically significance on cluster width between AM applications. Berry lengths were found between 15.77 mm by Control and 14.87 mm by E5 applications. Berry widths were found between 15.30 mm by E10, and 14.73 mm by B5 applications. The differenced in berry lengths and berry widths were not significantly. The seed number in 100 berries were found between 128 by E5 and E10, and 122.33 by Control applications. There were no staticaly significance among AM effects on the seeds in 100 berries. The Effects on ºBrix and Titration Acidity of Fruit Juice The effects of AM applications on soluble solids of fruit juice were found between 18 ºBrix by B5, B10, and 16.5 ºBrix by E5, E10 applications meanwhile 17.4 ºBrix by Control (Table 3). The range of titration acidity was between 14.48 g/100 ml by E5, E10, and 13.15 g/100 ml by Control applications. There were no statistical difference between AM applications on soluble solids and titration acidity of fruit juice. On the other hand Biovam applications were hastened ripening up to 5 days. Applications ºBrix Endo Roots average Biovam average Control average 5 g AM average 10 g AM average E0 E5 E10 16.80 Titration acidity (g/100 ml) 14.10 17.87 17.40 17.30 17.30 17.40 16.50 16.50 13.97 13.15 14.48 14.48 13.15 14.58 14.58 Table 3. The effects of michorhizea applications on ºBrix and titration acidity of fruit juice E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. 4 �The Effects On Fruit Color AM applications were affected of L (ligth) values as incresed, and Biovam applied plants give more light fruits. The most dark red values obtained by Endo Roots applied plants as a (red) that were staticaly significant but the effects on b (yellow) values were found non significant. Michorrhizae dosage was statisticaly important (p<0.05) on L and a values. Applications Endo Roots average Biovam average Control average L (ligth) 34.844a 33.728b 32.026c a (red) - 1.7400a - 2.7960c - 2.0000b b (yellow) - 5.0700 - 4.8600 - 4.1040 Table 4. The effects of michorhizea applications on fruit color as L (ligth), a (red) ve b (yellow) The Effects On Shooth Growth, And Pruning Waste Weigth There were no staticaly significant difference recorded on the effects of AM applications on shooth length, shooth diameter, and pruning waste weigths. Maximum shoot length was obtained by B5 as 92 cm, and shortest shoots was obtained by E5 as 85.00 cm. Meanwhile heaviest pruning waste was obtained by B5 as 2.03 kg/vinestock, and least pruning waste was obtained by Control as 1.67 kg/ vinestock. Conclusions Applications of Endo Roots and Biovam on winegrape Kalecik Karası were effected fruit set. The most promote effect was obtained by 5 g Biovam per plant application, and least fruit set was obtained by 10 g Biovam application that was decreased fruit set. 5 g Endo Roots application inresed, and 10 g Ende Roots application decreased fruit set. This result could attribute difference between michorrhiza in products, and michorrhizal inoculation level of roots, and allso carbohidrates competition between fruits and AM michorrhiza just after application (Mortimer et al., 2005). Endo Roots applications were increased yield than Biovam applications, and maximum yield was recorded by E5 application as 12.57 kg/vinestock, and leas yield was B10 application as 6.63 kg/vinestock. B10 value was les than Control. This results also attribute michorrhizal infection due to dossage, and competition between plant and michorrizae (Linderman & Davis, 2001, Mortimer et al., 2005). Although the results is been presented in this mauscrit was obtained as same vegetation period was different from Schreiner (2003) Petgen et al., (1998), Karagiannidis et al. (2007) showed that positive correlation between AM colonisation and yield that were the second years results. 5 �Applications Endo Roots average Biovam average Control average 5 g AM average 10 g AM average E0 E5 E10 B0 B5 B10 Shooth length (cm) 89.78 88.56 88.33 88.50 90.67 88.33 85.00 96.00 88.33 92.00 85.33 Shooth diameter Pruning waste (mm) weigth (kg) 0.80 1.68 0.80 1.81 0.80 1.73 0.83 1.85 0.77 1.65 0.80 1.73 0.83 1.67 0.77 1.63 0.80 1.73 0.83 2.03 0.77 1.67 Table 5. The effects of michorhizea applications on shooth length, shooth diameter, and pruning waste weigth E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. AM applications were not effected in same vegetation seed numbers, berry weight, berry size, and ºBrix, shoot length, shoot diameter and pruning waste weights these are same with Karagiannidis et al. (2007), Hastened ripening result was recorded before by Usha et al., (2005), Kara (2009). Fruit color as light and red color increased by AM applications. This affect could be in fruit juice and product from processed fruit juice. On the other hand AM applications would be increased next vegetations (Karagiannidis et al., 2007, Almaliotis et al., 2008). Although Biovam applications were decreased fruit set that was recorded 8 weeks after application, at the and of vegetation period there was no staticaly significat differences between shoot length, shoot diameter and pruning waste weights. This was attributing to mycorrhizal adding plant nutrition and vegetative development after inoculation. Almost same results were by Petgen et al., (1998), Nikolaou et al. 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Effect of AM fungi on the growth and drought resistance of Cabernet Sauvignon cuttings. Journal of Northwest A & F University - Natural Science Edition. 36(11):191-196. Zai, X.M., Qin, P., Wan, S.W., Zhao, F.G., Wang, G., Yan, D.L. & Zhou, J. (2007). Effects of arbuscular mycorrhizal fungi on the rooting and growth of beach plum (Prunus maritima) cuttings. Journal of Horticultural Science & Biotechnology. 82(6):863-866. Zemke, J.M., Pereira, F., Lovato, P.E., da Silva, A.L. (2003). Evaluation of substrates for mycorrhization and weaning of two micropropagated grapevine rootstocks. Pesquisa Agropecuaria Brasileira. 38(11):1309–1315. 9 � 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. 319 Title A name given to the resource The Effects of Mycorrhizae Applications on Grapevine cv. Kalecik Karasi (Vitis Vinifera L.) Grafted onto Kober 5BB Rootstock Author Author Kara, Zeki Erdoğan, Esra Abstract A summary of the resource. Vascular Arbuscular mychorrhizae (AM) are symbiotic microorganisms as a renewable resource and a modern technology-based viticulture practices have been contributing to quality fruit production by supporting vineyard mineral nutrition, water uptake, and increase resistance against plant biotic and abiotic stress. Since wine grapes production is under developing industry in Turkey and has been grown mainly in rural area, and poor soils that is need to support by low cost renewable manner.In this study, the effects of different dosage mixture AM fungi as Biovam applications by dry formulation and Endo Roots by liquid formulation applications in vineyard soil just under plant foliage at 10 years old grapewine cv. Kalecik Karası (Vitis vinifera L.) grafted onto Kober 5BB rootstock at two weeks before full bloom in producer vineyard applications. Biovam and Endo Roots effects were evaluated in labs Selcuk University Faculty of Agriculture as fruit set, yield, and fruit quality, and pruning waste weights. As a first growing season results there were significantly differences on fruit set, fruit yield, cluster weights, cluster size, fruit colors due to AM formulations and dosages. On the other hand there were no differences between berry size, berry weights, seed numbers in 100 berries, ⁰Brix, and total acidity of must, shoot length, pruning waste weights between Endo Roots and Biovam applications. Biovam application was hastened five days of harvest in same vegetation period. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/82ce63e94bb1d8a340f4b2e383e9edb1.pdf c95c0587b954a9f1324cd804b402fbeb PDF Text Text The Effects of Mycorrhizal Fungi and Trichoderma harzianum on Verticillium dahliae in Cucumber Hülya Özgönen Süleyman Demirel University, Agricultural Faculty, Department of Plant Protection, Turkey hozgonen@ziraat.sdu.edu.tr Murat Candan Süleyman Demirel University, Agricultural Faculty, Department of Plant Protection, Turkey Ş. Evrim Arıcı Süleyman Demirel University, Agricultural Faculty, Department of Plant Protection, Turkey Abstract: Verticillum dahliae is the important soil-borne pathogen and infects wide variety of hosts. In this study, the effects of Trichoderma harziarum and mycorrhizal fungi on Verticillium wilt caused by Verticillium dahliae in cucumber was investigated. T. harzianum restricted the mycelial development in dual culture in vitro. In the pot experiment, Glomus mosseae, mycorrhizal preparation and T. harzianum reduced the diseases severity by 61.4%, 56.1% and 66.7%, respectively. As a result of the study, bioagents could be used against Verticillium wilt and detailed research are required to elucidate resistance mechanism Key Words: Mycorrhizal fungi, Trichoderma harzianum, Verticillium dahliae, cucumber Introduction Verticillum dahliae is an important soil borne pathogen which has large host range and maintain viability for 10-15 years in the soil as microsclerot. The disease prevent the exchange of plant nutrients and water in the plant and cause wilting (Roustaee and Baghdadi, 2007). There is no effective control methods against diseases including fungicides. Biological agents are used against diseases in recent years especially where good agricultural treatments are practiced. Mycorhizal fungi are symbiotic organisms living with root of many plants and by means of spores which exist in the soil enter into root and continue to colonize. Mycorrhizal fungi enhanced the development of plants by water absorption and nutrients from the soil (Smith and Read, 1997). It covers the root of plants so it makes protective physical barrier against diseases also (McAllister et al. 1997; Karagiannidis et al, 2002) Trichoderma harzianum is an important biological control agent effective to plant pathogents via hyperparasitism. Trichoderma spp. also produce some bioactive substances has an antagonistic effect. It was determined that some isolates of Trichoderma control effectively some fungal pathogens including Rhizoctonia solani, Sclerotium rolfsii, Pythium spp. Trichoderma spp. enhanced the development of plats and induces the resistance mechanisms by several ways (Harman, 2006; Akrami et al., 2009). The aim of this study was to determined efficiency of mycorrhizal fungi and Trichoderma harzianum against Verticillum dahliae in cucumber. 14 �The Study Materials Cucumber (Cucumis sativus L.) cv. Beith Alpha F1 was used in the pot experiments. Verticillium dahliae was isolated from diseased tissues of naturally infected plants on Potato Dextrose Agar (PDA). Trichoderma harzianum was obtained from pepper grown area by soil isolation. Glomus moseae was bulked up on maize and used as mycoorhizal fungal inoculum. The other biological fungal preparation contained 23.5% Mycorrhizae (including 18 mycorrhizal fungi belongs to Pisolithus spp. Rhizopogon spp Scleroderma spp., Laccaria spp., Glomus spp., Gigaspora spp) and 27.0% Cross linked polyacrylamide polymer, 14.0% Cold Water Kelp Extracts, 10.0% Humic Acids, 9.0% Ascorbic Acid (Vitamin C), 6.4% Dry Humus, 4.0% Amino Acids, 2.4% Myo-Inositol, 1.2% Thiamine (Vitamin B1), 1.2% Thickener, 1.0% Surfactant, 0.5% Alpha-tocopherol (Vitamin E) was used. Methods Dual Culture Tests Of Trichoderma Harzianum And Verticillium Dahliae In Vitro First step of dual culture test were conducted using colonized plate method. V. dahliae and T. harzianum were cultured on PDA at 24°C. 10ml PDA was prepared in test tubes and poured in 9cmdiameter Petri dishes and signs were put 3cm from the edge at both side by measuring point at the bottom of Petri dishes. 6mm discs of both fungi placed opposed in Petri dishes. For the control plates, V. dahliae was cultured without T. harzianum. Cultures were incubated at 24°C. After 1 week inhibition zones were measured and developping area was evaluated according to 1-5 scales (Bell et al., 1982) Class 1: The hyperparasyte completely overgrown the pathogen (100% overgrowth) Class 2: The hyperparasyte overgrown at least 2/3th of the pathogen Class 3: The hyperparasyte and pathogen colonised on half of the Petri dishes Class 4: The pathogen overgrown at least 2/3th of the hyperparasyte Class 5: The pathogen completely overgrown the hyperparasyte (100% overgrowth) At the same time, the effects of volatile compounds of T. harzianum was determined. 6 mm mycelial discs of T. harzianum and V. dahliae were cultured on PDA singly. Lids of petri dishes were removed and culture plates were immadiately placed over T. harzianum plates and sealed with parafilm. Cultures were incubated at 24°C for 1 week and colony diameters measured. Control petri dishes were included in two experiments. Experiments was repeated three times and 5 Petri dishes in each. Pot Experiments Cucumber seeds were surface disinfested in 1% NaOCl solution for 3 min and washed twice with sterile distilled water. The mixture of soil, sand, and pumice (1/1/1, v/v/v) was autoclaved at121ºC twice for 1 h and used as growth medium. Mycorrhizal seedling produced by incorporating the mycorrhizal inoculum including soil infested with spores mixed with root fragments, 2-3 cm below the seeds (Menge and Timmer, 1982). Inoculum amount was determined as 1000 spores 10 g -1 for each plant. Cucumber seeds were sown in containers without mycorrhizal fungal inoculations. Containers were placed in growth room at 25±2ºC tempertures until 3-4 leaf stage. Plants with 3-4 leaves with ot without mycorrhizal fungi were transplanted into 15cm diameter pots containing same mixture of soil. The treatments were as follows: Glomus mosseae, Mycorrhizal preparation, Trichoderme harzianum, Verticillium dahliae, Control. Pots were maintained in in a growth room 25±2ºC 12 h photoperiod. Experiments were designed as compeletely randomized block design with four replications and 5 plants in each. Mycorrhizal colonisation was determined 4 week after transplanting and colonisation percentages (%) were calculated . the roots were cleared and stained as described by Koske and Gemma (1989) and the percentage of root colonisation (%) was determined by gridline intersection method (Giovannetti and Mosse, 1980). T. harzianum was maintained on PDA at 24ºC for 1 week. Culture plates were scraped from the surface using spatula for collecting the spores. Released spores were collected by filtering through two 15 �layers of cheese cloth and conidia concentration was adjusted to 106 conidia ml-1 using haemocytometer. 10 ml suspension were applied to rhizosphere of plants. Verticillum dahliae oat medium: Oat seeds were boiled to be used for inoculation. Boiled seeds were placed into Erlen mayer and autoclaved at 121°C 1 kPa for 20 min. After cooling, V dahliae mycelial disc were added and incubated at 24ºC for 3 weeks. Plants were inoculated after 4 week with V. dahliae. For inoculation, 2g oat medium incorporated to soil around roots. Disease severity was evaluated using the following 0-5 scale (Huang et al, 2006) which 0: Healty plants, 1: <25% of the plant wilted and browning of crown; 2: 25-50% of plant wilted and slight browning; 3: 50-75% of the plant wilted and progressive browning; 4: ≥75% of plant wilted and complete browning 5: Dead plant Diseases index were calculated using scale value and disease severity (%) was determined (Karman, 1971) Findings In vitro studiesT. harzianum restricted the V. dahliae mycelial growth in dual culture (Table 1). T. harzianum Volatile compounds test Mycelial Diameter (mm) Control 45 T. harzianum + V. 15 dahliae Score of antagonistic activity Scale 2 The hyperparasyte overgrown at least 2/3th of the pathogen Table 1: The characteristics of T. harzianum in dual culture test In dual culture test T. harzianum overgrown at least 2/3th of the pathogen and placed Class 2. The average mycelial diameter of V. dahliae was 15mm while T. harzianum covered the rest of the medium completely. In volatile compound test, the average mycelial diameter of V. dahliae was 45mm while 15mm together with T. harzianum application. In a previous study, Trichoderma spp. results parasitation of the hypal growth of Sclerotium rolfsii by different mechanisms and showed antagonistic effect (Shaigan et al., 2008). Pot experiments Biological control agents were used to determined the effects on Verticillium wilt caused by V. dahliae in cucumber. Results shown in Table 2. Treatments Glomus mossea Mycorrhizal preparation Trichoderma harzianum V. dahliae Colonisation (%) Disease index Diseases severity (%)* % Effect 60 1.10 22 ab 61.4 57 1.25 25 b 56.1 - 0.95 19 a 66.7 - 2.85 57 c - *Means within column followed by different letters are significantly different P (0.05) according to Fishers LSD test. Table 2: The effects of mycorrhizal fungi and Trichoderma harzianum on Verticillium dahliae in cucumber. 16 �Root colonisation of G. mosseae and mycorrhizal preparation were found as 60 and 57% respectively after 4 weeks. The diseases severity of V. dahliae inoculated plant was 57%, while the diseases severity of mycorrhizal fungi and V. dahlia inoculated plant were 22 and 25%, respectively. The diseases severity of T. harzianum applied plant was lower than other treatments and was 19%. In previous studies also revelaed that Glomus species are good colonizer of many plants (Dell’Amico et al, 2002; Karagiannidis et al., 2002). G. moseae, mycorrhizal preparation and T. harzianum reduced the disease severity of V. dahliae. Especially, T. harzianum reduced external browning of crown effectively. Some investigations concluded that arbuscular mycorrhizal fungi could reduce the soilborme fungal plant pathogens (Azcon-Aguilar and Barea, 1996; Inbar et al, 1996; Akköprü et al., 2005; Arıcı, 2009) Conclusion The biocontrol agents could be used against Verticillium wilt caused by V. dahliae. Soil factors is the basic elements for plant development in agriculture and disease are the main limiting factors in crop production. In addition the traditional control method, application of biological agents provide the renewal of the soil as well as supporting the control methods in integrated diseases management. References Arıcı, Ş.E., 2009. Determination of Antifungal Activity of Strains of Trichoderma harzianum in vitro, p: 71; II.Entomopathogens and Microbial Control Symposium, 24-27 September Sarıgerme/Muğla Azcon- Aguilar, C., & Barea, J.M. (1996). Arbuscular mycorrhizas and biological control of soil-borne plant pathogens – an overview of the mechanisms involved. Mycorrhiza 6 , 457–464 Akköprü A., Demir, S. & Özaktan, H. (2005). Farklı Fluoresant Pseudomonas (FP) Đzolatları ve Arbusküler Mikorhizal Fungus (AMF) Glomus intraradices’in Domates’teki Bazı Morfolojik Parametrelere ve Fusarium Solgunluğuna (Fusarium oxysporum f.sp. lycopersici (Sacc) Syd. Et Hans.) Etkisi. Yüzüncü Yıl Üniversitesi, Ziraat Fakültesi, Tarım Bilimleri Dergisi, 15(2), 131-138. Akrami, M., Ibrahimov, A. Sh., Zafari D. M., & Valizadeh, E. (2009). Control Fusarium Rot of Bean by Combination of by Trichoderma harzianum and Trichoderma asperellum in Greenhouse Condition. Agricultural Journal. 4 (3), 121123. Bell, D.K., Wells, H.D., & Markham, J.R. (1982). In vitro antagonism of Trichoderma species against six fungal pathogens. Phytopathology. 72, 379-382. Dell'Amico J., Torrecillas A. Rodriguez P; Morte A., & Sanchez-Blanco MJ. (2002). Responses of tomato plants associated with the arbuscular mycorrhizal fungus Glomus clarum during drought and recovery. Journal of Agricultural Science 138, 387-393. Giovannetti M., & Mosse, B. (1980). An evaluation of techniques for measuring vesicular-arbuscular mycorrhizal infection in root. New Phytol. 84, 489-500. Harman, G.E. (2006). Overview of Mechanisms and Uses of Trichoderma spp. Phytopathology 96, 190-194. Huanga, J., Lib, H., & Yuanb, H. (1992). Effect of organic amendments on Verticillium wilt of cotton. Crop Protection 25(11), 1167-1173 Inbar, J., Menendez, A., & Chet, I. (1996). Hyphal interaction between Trichoderma harzianum and Sclerotinia sclerotiorum and its role in biological control. Soil Biology and Biochemistry 28(6), 757-763. Karagiannidis, N., Bletsos, F., & Stavropoulos, N. (2002). Effect of Verticillium wilt (Verticillium dahliae Kleb.) and mycorrhiza (Glomus mosseae) on root colonization, growth and nutrient uptake in tomato and eggplant seedlings. Scientia Horticulturae. 94 (1-2), 145-156. 17 �Karman, M. (1971). Bitki Koruma Araştırmalarında Genel Bilgiler Denemelerin Kuruluşu ve Değerlendirme Esasları. Bölge Zirai Araştırma Enstitüsü. Bornova Đzmir. 279 s. Koske, R.E., & Gemma, J.N. (1989). A modified procedure for staining root to detect VAM. Mycological Research. 92, 486-505. Menge, J.A, & Timmer, L.W. (1982). Procedure for inoculation of plant with vesicular-arbuscular mycorrhizae in laboratory, greenhouse and field. In: Methods and Principles of Mycorrhizal Research N.C. Schenk, 244p. McAllister, C. B., Garcia-Garrido, J. M., Garcia-Romera, I., Godeas, A., & Ocampo, J. A. (2007). Interaction between Alternaria alternata or Fusarium equiseti and Glomus mosseae and its effects on plant growth. Plant and Soil. 24(3), 301-305. Roustaee A, & Baghdadi A. (2007). Study of interaction between plant nutrition (N,P,K and Ca) and verticillios wilt disease (Verticillium dahliae) in cucumber. Commun Agric Appl Biol Sci. 72(4), 1017-22. Shaigan S, Seraji A, & Moghaddam SA. (2008). Identification and investigation on antagonistic effect of Trichoderma spp. on tea seedlings white foot and root rot (Sclerotium rolfsii Sacc.) in vitro condition. Pak J Biol Sci. 11(19), 23462350. Smith, S., & Read, D.J. (1997). Mycorrhizal Symbiosis. Second Ed. Academic Press. London, 605p. 18 � 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. 323 Title A name given to the resource The Effects of Mycorrhizal Fungi and Trichoderma harzianum on Verticillium dahliae in Cucumber Author Author Özgönen, Hulya Candan, Murat Arıcı, S. Evrim Abstract A summary of the resource. Verticillum dahliae is the important soil-borne pathogen and infects wide variety of hosts. In this study, the effects of Trichoderma harziarum and mycorrhizal fungi on Verticillium wilt caused by Verticillium dahliae in cucumber was investigated. T. harzianum restricted the mycelial development in dual culture in vitro. In the pot experiment, Glomus mosseae, mycorrhizal preparation and T. harzianum reduced the diseases severity by 61.4%, 56.1% and 66.7%, respectively. As a result of the study, bioagents could be used against Verticillium wilt and detailed research are required to elucidate resistance mechanism Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/4c54f166f20039c68bb5bd9b59117d4f.pdf 622d2baf520e9be7b5381d89930c916a PDF Text Text The Effects of Mycorrhizal Fungi and Trichoderma harzianum on Verticillium dahliae in Cucumber Hülya Özgönen Süleyman Demirel University, Agricultural Faculty, Department of Plant Protection, Turkey hozgonen@ziraat.sdu.edu.tr Murat Candan Süleyman Demirel University, Agricultural Faculty, Department of Plant Protection, Turkey Ş. Evrim Arıcı Süleyman Demirel University, Agricultural Faculty, Department of Plant Protection, Turkey Abstract: Verticillum dahliae is the important soil-borne pathogen and infects wide variety of hosts. In this study, the effects of Trichoderma harziarum and mycorrhizal fungi on Verticillium wilt caused by Verticillium dahliae in cucumber was investigated. T. harzianum restricted the mycelial development in dual culture in vitro. In the pot experiment, Glomus mosseae, mycorrhizal preparation and T. harzianum reduced the diseases severity by 61.4%, 56.1% and 66.7%, respectively. As a result of the study, bioagents could be used against Verticillium wilt and detailed research are required to elucidate resistance mechanism Key Words: Mycorrhizal fungi, Trichoderma harzianum, Verticillium dahliae, cucumber Introduction Verticillum dahliae is an important soil borne pathogen which has large host range and maintain viability for 10-15 years in the soil as microsclerot. The disease prevent the exchange of plant nutrients and water in the plant and cause wilting (Roustaee and Baghdadi, 2007). There is no effective control methods against diseases including fungicides. Biological agents are used against diseases in recent years especially where good agricultural treatments are practiced. Mycorhizal fungi are symbiotic organisms living with root of many plants and by means of spores which exist in the soil enter into root and continue to colonize. Mycorrhizal fungi enhanced the development of plants by water absorption and nutrients from the soil (Smith and Read, 1997). It covers the root of plants so it makes protective physical barrier against diseases also (McAllister et al. 1997; Karagiannidis et al, 2002) Trichoderma harzianum is an important biological control agent effective to plant pathogents via hyperparasitism. Trichoderma spp. also produce some bioactive substances has an antagonistic effect. It was determined that some isolates of Trichoderma control effectively some fungal pathogens including Rhizoctonia solani, Sclerotium rolfsii, Pythium spp. Trichoderma spp. enhanced the development of plats and induces the resistance mechanisms by several ways (Harman, 2006; Akrami et al., 2009). The aim of this study was to determined efficiency of mycorrhizal fungi and Trichoderma harzianum against Verticillum dahliae in cucumber. 451 �The Study Materials Cucumber (Cucumis sativus L.) cv. Beith Alpha F1 was used in the pot experiments. Verticillium dahliae was isolated from diseased tissues of naturally infected plants on Potato Dextrose Agar (PDA). Trichoderma harzianum was obtained from pepper grown area by soil isolation. Glomus moseae was bulked up on maize and used as mycoorhizal fungal inoculum. The other biological fungal preparation contained 23.5% Mycorrhizae (including 18 mycorrhizal fungi belongs to Pisolithus spp. Rhizopogon spp Scleroderma spp., Laccaria spp., Glomus spp., Gigaspora spp) and 27.0% Cross linked polyacrylamide polymer, 14.0% Cold Water Kelp Extracts, 10.0% Humic Acids, 9.0% Ascorbic Acid (Vitamin C), 6.4% Dry Humus, 4.0% Amino Acids, 2.4% MyoInositol, 1.2% Thiamine (Vitamin B1), 1.2% Thickener, 1.0% Surfactant, 0.5% Alpha-tocopherol (Vitamin E) was used. Methods Dual Culture Tests Of Trichoderma Harzianum And Verticillium Dahliae In Vitro First step of dual culture test were conducted using colonized plate method. V. dahliae and T. harzianum were cultured on PDA at 24°C. 10ml PDA was prepared in test tubes and poured in 9cm-diameter Petri dishes and signs were put 3cm from the edge at both side by measuring point at the bottom of Petri dishes. 6mm discs of both fungi placed opposed in Petri dishes. For the control plates, V. dahliae was cultured without T. harzianum. Cultures were incubated at 24°C. After 1 week inhibition zones were measured and developping area was evaluated according to 1-5 scales (Bell et al., 1982) Class 1: The hyperparasyte completely overgrown the pathogen (100% overgrowth) Class 2: The hyperparasyte overgrown at least 2/3th of the pathogen Class 3: The hyperparasyte and pathogen colonised on half of the Petri dishes Class 4: The pathogen overgrown at least 2/3th of the hyperparasyte Class 5: The pathogen completely overgrown the hyperparasyte (100% overgrowth) At the same time, the effects of volatile compounds of T. harzianum was determined. 6 mm mycelial discs of T. harzianum and V. dahliae were cultured on PDA singly. Lids of petri dishes were removed and culture plates were immadiately placed over T. harzianum plates and sealed with parafilm. Cultures were incubated at 24°C for 1 week and colony diameters measured. Control petri dishes were included in two experiments. Experiments was repeated three times and 5 Petri dishes in each. Pot Experiments Cucumber seeds were surface disinfested in 1% NaOCl solution for 3 min and washed twice with sterile distilled water. The mixture of soil, sand, and pumice (1/1/1, v/v/v) was autoclaved at121ºC twice for 1 h and used as growth medium. Mycorrhizal seedling produced by incorporating the mycorrhizal inoculum including soil infested with spores mixed with root fragments, 2-3 cm below the seeds (Menge and Timmer, 1982). Inoculum amount was determined as 1000 spores 10 g -1 for each plant. Cucumber seeds were sown in containers without mycorrhizal fungal inoculations. Containers were placed in growth room at 25±2ºC tempertures until 3-4 leaf stage. Plants with 3-4 leaves with ot without mycorrhizal fungi were transplanted into 15cm diameter pots containing same mixture of soil. The treatments were as follows: Glomus mosseae, Mycorrhizal preparation, Trichoderme harzianum, Verticillium dahliae, Control. Pots were maintained in in a growth room 25±2ºC 12 h photoperiod. Experiments were designed as compeletely randomized block design with four replications and 5 plants in each. Mycorrhizal colonisation was determined 4 week after transplanting and colonisation percentages (%) were calculated . the roots were cleared and stained as described by Koske and Gemma (1989) and the percentage of root colonisation (%) was determined by gridline intersection method (Giovannetti and Mosse, 1980). T. harzianum was maintained on PDA at 24ºC for 1 week. Culture plates were scraped from the surface using spatula for collecting the spores. Released spores were collected by filtering through two layers of cheese 452 �cloth and conidia concentration was adjusted to 106 conidia ml-1 using haemocytometer. 10 ml suspension were applied to rhizosphere of plants. Verticillum dahliae oat medium: Oat seeds were boiled to be used for inoculation. Boiled seeds were placed into Erlen mayer and autoclaved at 121°C 1 kPa for 20 min. After cooling, V dahliae mycelial disc were added and incubated at 24ºC for 3 weeks. Plants were inoculated after 4 week with V. dahliae. For inoculation, 2g oat medium incorporated to soil around roots. Disease severity was evaluated using the following 0-5 scale (Huang et al, 2006) which 0: Healty plants, 1: <25% of the plant wilted and browning of crown; 2: 25-50% of plant wilted and slight browning; 3: 50-75% of the plant wilted and progressive browning; 4: ≥75% of plant wilted and complete browning 5: Dead plant Diseases index were calculated using scale value and disease severity (%) was determined (Karman, 1971) Findings In vitro studiesT. harzianum restricted the V. dahliae mycelial growth in dual culture (Table 1). T. harzianum Volatile compounds test Mycelial Diameter (mm) Control 45 T. harzianum + V. dahliae 15 Score of antagonistic activity Scale 2 The hyperparasyte overgrown at least 2/3th of the pathogen Table 1: The characteristics of T. harzianum in dual culture test In dual culture test T. harzianum overgrown at least 2/3th of the pathogen and placed Class 2. The average mycelial diameter of V. dahliae was 15mm while T. harzianum covered the rest of the medium completely. In volatile compound test, the average mycelial diameter of V. dahliae was 45mm while 15mm together with T. harzianum application. In a previous study, Trichoderma spp. results parasitation of the hypal growth of Sclerotium rolfsii by different mechanisms and showed antagonistic effect (Shaigan et al., 2008). Pot experiments Biological control agents were used to determined the effects on Verticillium wilt caused by V. dahliae in cucumber. Results shown in Table 2. Treatments Glomus mossea Mycorrhizal preparation Trichoderma harzianum V. dahliae Colonisation (%) Disease index Diseases severity (%)* % Effect 60 1.10 22 ab 61.4 57 1.25 25 b 56.1 - 0.95 19 a 66.7 - 2.85 57 c - *Means within column followed by different letters are significantly different P (0.05) according to Fishers LSD test. Table 2: The effects of mycorrhizal fungi and Trichoderma harzianum on Verticillium dahliae in cucumber. 453 �Root colonisation of G. mosseae and mycorrhizal preparation were found as 60 and 57% respectively after 4 weeks. The diseases severity of V. dahliae inoculated plant was 57%, while the diseases severity of mycorrhizal fungi and V. dahlia inoculated plant were 22 and 25%, respectively. The diseases severity of T. harzianum applied plant was lower than other treatments and was 19%. In previous studies also revelaed that Glomus species are good colonizer of many plants (Dell’Amico et al, 2002; Karagiannidis et al., 2002). G. moseae, mycorrhizal preparation and T. harzianum reduced the disease severity of V. dahliae. Especially, T. harzianum reduced external browning of crown effectively. Some investigations concluded that arbuscular mycorrhizal fungi could reduce the soilborme fungal plant pathogens (Azcon-Aguilar and Barea, 1996; Inbar et al, 1996; Akköprü et al., 2005; Arıcı, 2009) Conclusion The biocontrol agents could be used against Verticillium wilt caused by V. dahliae. Soil factors is the basic elements for plant development in agriculture and disease are the main limiting factors in crop production. In addition the traditional control method, application of biological agents provide the renewal of the soil as well as supporting the control methods in integrated diseases management. References Arıcı, Ş.E., 2009. Determination of Antifungal Activity of Strains of Trichoderma harzianum in vitro, p: 71; II.Entomopathogens and Microbial Control Symposium, 24-27 September Sarıgerme/Muğla Azcon- Aguilar, C., & Barea, J.M. (1996). Arbuscular mycorrhizas and biological control of soil-borne plant pathogens – an overview of the mechanisms involved. Mycorrhiza 6 , 457–464 Akköprü A., Demir, S. & Özaktan, H. (2005). Farklı Fluoresant Pseudomonas (FP) Đzolatları ve Arbusküler Mikorhizal Fungus (AMF) Glomus intraradices’in Domates’teki Bazı Morfolojik Parametrelere ve Fusarium Solgunluğuna (Fusarium oxysporum f.sp. lycopersici (Sacc) Syd. Et Hans.) Etkisi. Yüzüncü Yıl Üniversitesi, Ziraat Fakültesi, Tarım Bilimleri Dergisi, 15(2), 131-138. Akrami, M., Ibrahimov, A. Sh., Zafari D. M., & Valizadeh, E. (2009). Control Fusarium Rot of Bean by Combination of by Trichoderma harzianum and Trichoderma asperellum in Greenhouse Condition. Agricultural Journal. 4 (3), 121-123. Bell, D.K., Wells, H.D., & Markham, J.R. (1982). In vitro antagonism of Trichoderma species against six fungal pathogens. Phytopathology. 72, 379-382. Dell'Amico J., Torrecillas A. Rodriguez P; Morte A., & Sanchez-Blanco MJ. (2002). Responses of tomato plants associated with the arbuscular mycorrhizal fungus Glomus clarum during drought and recovery. Journal of Agricultural Science 138, 387-393. Giovannetti M., & Mosse, B. (1980). An evaluation of techniques for measuring vesicular-arbuscular mycorrhizal infection in root. New Phytol. 84, 489-500. Harman, G.E. (2006). Overview of Mechanisms and Uses of Trichoderma spp. Phytopathology 96, 190-194. Huanga, J., Lib, H., & Yuanb, H. (1992). Effect of organic amendments on Verticillium wilt of cotton. Crop Protection 25(11), 1167-1173 Inbar, J., Menendez, A., & Chet, I. (1996). Hyphal interaction between Trichoderma harzianum and Sclerotinia sclerotiorum and its role in biological control. Soil Biology and Biochemistry 28(6), 757-763. Karagiannidis, N., Bletsos, F., & Stavropoulos, N. (2002). Effect of Verticillium wilt (Verticillium dahliae Kleb.) and mycorrhiza (Glomus mosseae) on root colonization, growth and nutrient uptake in tomato and eggplant seedlings. Scientia Horticulturae. 94 (1-2), 145-156. Karman, M. (1971). Bitki Koruma Araştırmalarında Genel Bilgiler Denemelerin Kuruluşu ve Değerlendirme Esasları. Bölge Zirai Araştırma Enstitüsü. Bornova Đzmir. 279 s. Koske, R.E., & Gemma, J.N. (1989). A modified procedure for staining root to detect VAM. Mycological Research. 92, 486505. 454 �Menge, J.A, & Timmer, L.W. (1982). Procedure for inoculation of plant with vesicular-arbuscular mycorrhizae in laboratory, greenhouse and field. In: Methods and Principles of Mycorrhizal Research N.C. Schenk, 244p. McAllister, C. B., Garcia-Garrido, J. M., Garcia-Romera, I., Godeas, A., & Ocampo, J. A. (2007). Interaction between Alternaria alternata or Fusarium equiseti and Glomus mosseae and its effects on plant growth. Plant and Soil. 24(3), 301305. Roustaee A, & Baghdadi A. (2007). Study of interaction between plant nutrition (N,P,K and Ca) and verticillios wilt disease (Verticillium dahliae) in cucumber. Commun Agric Appl Biol Sci. 72(4), 1017-22. Shaigan S, Seraji A, & Moghaddam SA. (2008). Identification and investigation on antagonistic effect of Trichoderma spp. on tea seedlings white foot and root rot (Sclerotium rolfsii Sacc.) in vitro condition. Pak J Biol Sci. 11(19), 2346-2350. Smith, S., & Read, D.J. (1997). Mycorrhizal Symbiosis. Second Ed. Academic Press. London, 605p. 455 � 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. 545 Title A name given to the resource The Effects of Mycorrhizal Fungi and Trichoderma harzianum on Verticillium dahliae in Cucumber Author Author Özgönen, Hulya Candan, Murat Arıcı, S. Evrim Abstract A summary of the resource. Verticillum dahliae is the important soil-borne pathogen and infects wide variety of hosts. In this study, the effects of Trichoderma harziarum and mycorrhizal fungi on Verticillium wilt caused by Verticillium dahliae in cucumber was investigated. T. harzianum restricted the mycelial development in dual culture in vitro. In the pot experiment, Glomus mosseae, mycorrhizal preparation and T. harzianum reduced the diseases severity by 61.4%, 56.1% and 66.7%, respectively. As a result of the study, bioagents could be used against Verticillium wilt and detailed research are required to elucidate resistance mechanism Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General)