280 10 3494 https://omeka.ibu.edu.ba/files/original/beff986ad6fa88d0d258c84a85bf51c5.pdf 7bdc0c1882fb95100d22bb4f6d706fc5 PDF Text Text The Effects Of Organic Agriculture On Ecosystem And Safety Of Organic Foods Halil Tosun1, Kemal Seçkin2 1 Celal Bayar University Saruhanlı Vocation High School Manisa TURKEY 2Celal Bayar University Engineering Faculty, Food Engineering Department, Manisa TURKEY Abstract The demand for organic foods is increasing every day. The main reason for this increase in healty, nutritious and safe food supplements is that the commity organic market is also growing rapidly around the world, the health benefits of organic foods, or that the risk must be scientifically that it carries. The effects of organic farming practices can also be discussed in the ecological system. This review of conventional foods, organic foods, and examines the impacts on the environment both in terms of food safety. 1.INTRODUCTION Organic food consumption is increasing rapidly in recent years. The main reason is that cosumers think that the products produced by conventional methods are more safety, more nutritious and environmentally friendly. The reason relates to the prenciples of organic farming. In fact, organic farming, synthetic chemical agents (pesticides, fungicides, etc.), genetically modified organisms and their products may not be used with the vegetable and animal hormones(Magkos et al., 2003). However, many studies in organic foods and nutritional value compared to conventional food in environmental contaminants and did not show a significant superiority (Woese et al., 1997). On this subjects, studies show that organic foods contains less pestisides and nitrate than conventional foods. Morover there are studies showing that the mycotoxin contaminated withorganic foods. In synthetic foods organic pesticides are not used. So plants have secondary metabolites that contain more toxic effects. This may be a potential health hazard. Therefore, organic foods are more nutritious and safer than conventional foods, it is very difficult to say that scientifically. However, organic farming practices are environmentally friendly. Soil and water resources are not contaminated with synthetic chemicals, Environment are protected from antibiotics, hormones, synthetic chemicals and heavy metals contaminants. Instead of producing high yield and high quality products, the aim of organic agriculture is protection of the environment, plant, animal and human health withouth pollution water supplies and air. Therefore, conventional foods, organic foods, although not significantly have an advantage because of the positive contribution organic farming practices on the ecological balance production and consumption should be encouraged. 248 �2.ENVIRONMENTAL IMPACTS OF ORGANIC FARMING The main goal of organic agriculture is the protection of soil, animal and human health withouth poluting of soil, air. With the implementation of the sustainable development of organic agriculture, ecotourism, sustainable agriculture, biodiversity, erosion, desertification and the impact of the Elimination of the factors that cause climate change is possible. Organic agriculture is of sowing. Sowing, plants of different cultures to support the mutual succession to educate interspatial. Thus, the soil is maintained and increased productivity, reduced soil erosion, labor is evaluated on a regular basis during the year. To take soil fertility in organic farming, compost, green manure, farmyard manure, mineral fertilizers and microbial soil is added. Thus, the viability is maintained and the efficiency of the soil will be protected (Hansen et al, 2002). Compared to conventional agriculture, organic farming helps to increase biodiversity. With organic farming enriches the soil fauna, especially in large areas, increases plant diversity, increase the levels of soil borne organisms, arthropods, insects, and increases the number of birds (Bengtsson et al., 2005). 3.ENVIRONMENTAL IMPACTS OF ORGANIC LIVESTOCK In organic livestock antibiotics and chemicals to increase weight are not used for feeding and also synthetic chemicals are not used in the treatment. Animals are fed organic feed. Shelters are designed to obtain sufficient fresh air and sunlight. The main goal of organic livestock pastures for many years, ensuring the use of water resources and minimize environmental pollution by using clean and efficient. Instead of high milk yield and low cost of organic animal husbandry, environmental protection, animal health and welfare in the foreground. As a result, sustainable organic farming practices and animal husbandry development, provision of animal welfare, to minimize adverse impacts on the environment and herd health protection, it is possible (Kouba, 2003). 4.COMPARISON OF ORGANIC AND CONVENTIONAL FOODS SECURITY 4.1.Pesticisds The use of synthetic pesticides are prohibited in organic agriculture. Used instead of synthetic pesticides, biological pesticides in the human health effects has not been scientifically. Products of chemicals must not be contaminated soil, air and water. These chemicals, for example, calcium hypochlorite, sodium hypochlorite, copper sulfate, boric acid and elemental sulfur may be. America and European countries as a result of studies conducted on 94 000 samples of organic agricultural products, pesticide residue was found to have less than conventional products 4.2.Nitrates Conventional foods, contain fewer nitrates than organic foods. This is usually caused by not using artificial fertilizers organic foods. In a study conducted in Belgium 1703mg/kg organic food samples and the average nitrate, nitrate of conventional food samples were an average of 2637mg/kg (Pussemier et al., 2006). In another study of conventional vegetables, organic vegetables contained three times less nitrate was found. The organic milk contains more nitrate than conventional milk‘s (Magkos et al, 2003). 249 �4.3.Nutritional Value Compared to conventional foods with organic foods, ıt can be said that organic foods contains higher dry matter and high mineral content. In addition, there are also studies that show that higher vitamin C (Michael, 2005). Furthermore, many studies have shown that organic foods are made by conventional foods is not a significant difference in terms of nutritional values. This is the most comprehensive research on the subject, Woese et al. (1997), between the years of 1994 to investigate derlemişlerdir to 150 with the 1926. Examples of major cereals, vegetables and fruits that are used in research, bread, beer, milk and egg products, meat and products, and the calf. As a result, There is no singnificant differences between organic and conventional foods nutrationally. Worthington (2001) compiled 41 work on conventional foods, as a result of study organic foods contents of vitamin C, iron, magnesium phosphorus is higher. 4.4.Mycotoxins Synthetic fungusits are not used in organic agriculture. Consequently, organically grown plants can be more sensitive that claims against mold contamination. Studies of grain and cereal based products, fresh apples and Apple juice, such as organic products because they are more sensitive than the conventional as mold contamination. in 2008, Spain and Portugal ochrotoxin A presence was determined from organic and conventional cereals products. %72 percent of organic products and %8 percent of convantional products contained OTA between 1,64-0,05 ng/kg (Juan et al., 2008). In Italy 125 peach, pear, apricot and mixed fruit juice examples are determined in terms of patulin. Patulin was determined in conventional samples as 37,8 while in organic foods was 27.2%. Conventional examples show the average level of 3.6 µg/kg patulin, organic products, is the 3.3 µg/kg level average. None of the examples exceed the European Union current legal limit of 50 µ g/kg (Spadaro et al., 2008). In another study, fumonisin presences was determined in 60 sample of organic and conventional corn samples. Fumonisin content of conventional samples was found as 22-43 ng/g while in organic samples contents was found as 19-35 ng/g. None of samples exceed fumonisin level legal limit of 2000ng/g (Arino et al.2007). Results of organic agricultural products although not suffient to indicate that it contains mycotoxins than conventional pruducts. But organic agricultural products are not saf efor mycotoxins until at least can be said of conventional products. 4.5.Microbial safety Synthetic fertilizers are not used in organic farming. İnstead of synhetic fertilizer, animal manure, vegatable waste (gren manure), marine waste products are used. These products may contain feacel and pathogenic microorganisms. Therefore organic foods contain more Salmonella, Listeria and Escherichia coli O157:H7 than conventional foods (Winter and David, 2006). 5.RESULTS Popularity and consumptions of organic foods are increasing. Consumers of organic foods think that conventional foods are more secure, more nutritious and beter tasting. It is known that organic foods content less nitrate, more vitamine C and some minerals than conventional ones. In addition, organic foods contain less pesticide residue. In addition the risk of organic fertilizer contain fecal and pathogenic microrganisms and toxic exposure to mycotoxins than 250 �conventional foods of plant metabolites are dicussed in terms of food safety, organic farming is considered to contain more than makes. On the other hand according to conventional agriculture, organic agriculture polluting the soil and water resources, plant, animal and human health keeps in the forefront. Oversees the ecological balance and sustainable agriculture offers. As a result, problems related to organic farming, alternative methods of security, traceability and quality managment systems and good agricultural practices and organic farming should be encouraged to be reduced. REFERANCES Arino, A., Estopanan, G., Juan, T., Herrera, A., 2007, Estimation of dietary intakes of fumonisins B1 and B2 from conventional and organic corn, Food control, 18 (9):1058-1062. Bengtsson, J., Ahnström, J., Weibull, A. C. 2005. The Effects of Organic Agriculture on Biodiversity and Abundance: A Meta-Analysis. Journal of Applied Ecology, 42 (2): 261-269. Hansen, B., Alroe ,H.F., Kristensen, E.S., Wier, M., 2002, Assesment of food safety in organic farming, DARCOF Working Papers no: 52, Danish Research Centre for Organic Farming. [Unpublished,] Available online: http://orgprints.org/206/1/Hansen_organic_food_safety.pdf. Juan, C., Molto, J.C., Lino, C.M., Manes, C., 2008, Determination of ochratoxin A in organic and non-organic cereals and cereal products from Spain and Portugal, Food chemistry.107 (1):525-530. Kouba, M. 2003. Quality of organic animal products. Livestock Production, 80, 33-40. Magkos, F., Arvaniti, F., and Zampelas, A., 2003, Putting the safety of organic food into perspective, Nutr. Res. Rev., 16 (2):211–221. Michael, C. C. 2005. Organic fruits and vegetables: Potential Health Benefits and Risks. Nutrition Noteworthy, 7:(1), 1-5. Pussemier, L., Larondelle, Y., Van Peteghem, C., Huyghebaert, A., 2006, Chemical safety of conventionally and organically produced foodstuffs: a tentative comparison under Belgian conditions, Food Control, 17 (1):14–21. Spadaro, D., Garibaldi, A., Gullino, M.L., 2008, Occurrence of patulin and its dietary intake through pear, peach, and apricot juices in Italy, Food Additives and Contaminants, 1 (2):134139. Winter, C.K., and Davis, S.F., 2006, Organic Foods, Journal Of Food Sci., 71 (9):117-124. Woese, K., Lange, D., Boess, C., and Bogl K.W., 1997, A comparison of organically and conventionally grown foods–results of a review of the relevant literature, J. Sci. Food Agric., 74 (3):281–293. Worthington, V. 2000. Nutritional quality of organic versus conventional fruits, vegetables,and grains. Journal of Alternative and Complementary Medicine, 7:161–73. 251 � 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. 1252 Title A name given to the resource The Effects Of Organic Agriculture On Ecosystem And Safety Of Organic Foods Author Author Halil , Tosun Abstract A summary of the resource. The demand for organic foods is increasing every day. The main reason for this increase in healty, nutritious and safe food supplements is that the commity organic market is also growing rapidly around the world, the health benefits of organic foods, or that the risk must be scientifically that it carries. The effects of organic farming practices can also be discussed in the ecological system. This review of conventional foods, organic foods, and examines the impacts on the environment both in terms of food safety. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General),Q Science (General) https://omeka.ibu.edu.ba/files/original/58b4902cb492b3b6f2c108b46dafe6a8.pdf 044b1d877c6b2193bc05bae3d784e7c7 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The effects of organizational structure on the efficiency managers Mirjana Nedovid Veleučilište Lavoslav Ružička, Vukovar, Croatia mnedovic@vevu.hr Dino Božinovid Veleučilište Lavoslav Ružička, Vukovar, Croatia dbozinovic@vevu.hr The organizational structure is viewed as an activity management and is well positioned to enable efficient business enterprise. Setup organization covers a range of methods that enable troubleshooting and contribute the development of enterprises. The structure is a dynamic element of the organization makes it a unique set of all parts of the enterprise and incorporates the use of all available resources in the enterprise. Because of its importance in achieving the manager’s goals and business, purpose of this paper is to investigate the effects of organizational structure on the effectiveness of managers in the company. The research results show that less formal organization structure has a greater impact on the effectiveness of managers. An effective manager skill in such organizational structure becomes a key success factor in business. Keywords: Organizational Managerial Skills. Structure, 209 Effectiveness of Managers, � 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. 1649 Title A name given to the resource The effects of organizational structure on the efficiency managers Author Author NEDOVIĆ, Mirjana BOŽINOVIĆ, Dino Abstract A summary of the resource. The organizational structure is viewed as an activity management and is well positioned to enable efficient business enterprise. Setup organization covers a range of methods that enable troubleshooting and contribute the development of enterprises. The structure is a dynamic element of the organization makes it a unique set of all parts of the enterprise and incorporates the use of all available resources in the enterprise. Because of its importance in achieving the manager’s goals and business, purpose of this paper is to investigate the effects of organizational structure on the effectiveness of managers in the company. The research results show that less formal organization structure has a greater impact on the effectiveness of managers. An effective manager skill in such organizational structure becomes a key success factor in business. Keywords: Organizational Structure, Effectiveness of Managers, Managerial Skills. 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/ce15a567bf472be4a954b5fb8714f86b.docx 7ea23e07d74cb2aea123fad0342aedc4 https://omeka.ibu.edu.ba/files/original/c0c2426160528cc555c8940036044f55.pdf 2e87783c349ac6ad451e4f81027b986e PDF Text Text International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo The effects of organizational structure on the efficiency managers MirjanaNedović VeleučilišteLavoslavRužička, Vukovar, Croatia mnedovic@vevu.hr Dino Božinović VeleučilišteLavoslavRužička, Vukovar, Croatia dbozinovic@vevu.hr The organizational structure is viewed as an activity management and is well positioned to enable efficient business enterprise. Setup organization covers a range of methods that enable troubleshooting and contribute the development of enterprises. The structure is a dynamic element of the organization makes it a unique set of all parts of the enterprise and incorporates the use of all available resources in the enterprise. Because of its importance in achieving the manager’s goals and business, purpose of this paper is to investigate the effects of organizational structure on the effectiveness of managers in the company. The research results show that less formal organization structure has a greater impact on the effectiveness of managers. An effective manager skill in such organizational structure becomes a key success factor in business. Keywords: Organizational Structure, Effectiveness of Managers, Managerial Skills. 1. Introduction In today's turbulent business environment, knowledge becomes the main source of competitive advantage. Entrepreneurial behavior is not only related to the smaller private companies, but it is widely applicable to those companies that counted more employees. Entrepreneurial behavior in large companies is actually responsible behavior and treatment resources for work and available tools as their own which is given much attention in operation and the application. Possessing knowledge benefits the company only when it is applied, and in the daily execution of missions. Possessing knowledge without its application in practice will not yield significant benefits for the business. It is indisputable that the value created only when knowledge is shared throughout the organization and applied where necessary (Grant, 1996). Organizing is a managerial function of strategic character, if it's good appointment will contribute to greater efficiency and achieving the set goals of the company. Within the organization sets the optimal organizational structure against which to place business strategy. Characteristics of organizational structures have been identified as key elements that affect productivity and innovation in companies (Drucker, 1999). The linguistic expression, and also the notion of science is used very diverse. Organizations are studied in several disciplines, including: economics, sociology, psychology, political science and management. Acknowledging these disciplines have developed various theories of organizations to study their formation, functioning and existence �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo Employee satisfaction in performing everyday tasks has a positive impact on business. In wellorganized set satisfied employees create a positive work environment. Such a positive environment and a sense of satisfaction will affect their higher productivity. Therefore, (Saeed et al., 2012) Employee satisfaction is a key to success of organization and operation, as well as the structure of the organization in which employees work affects their satisfaction and efficiency. The research in this paper seeks to answer the question whether there is a link between particular organizational structures with effective managers. 2. Organizing as a management function After defining the objectives and strategies selected to execute the objectives, it is necessary to form an effective organization as an instrument to achieve these goals. In this context, the organization manifests as activity management, which often occurs as the design and planning organizations (Buble, 2006, p 227). Design of a serious business and it is necessary to think over, and how to organize a company with low costs and increasing efficiency. The process of organizing is not easy as necessary to coordinate all existing organizational units that actually make the company. Project organization can be viewed as a process that establishes the ideal organizational structure, created authority managers, set tasks and responsibilities in order to better achieve company objectives. The process of establishing the organization must contain all of the essential components and solutions that would enable efficient business enterprise. According Kapustic (1984, pp. 77-83), the process of designing and establishing the organization knows two types of models, namely: 1. Linear decorated models that treat the process of organizing the time sequence and thus distinguish the recording phase of the existing situation, a critique of the existing situation, the proposal and implementation of new solutions and new control solutions. This procedure is commonly used in solving simple problems. 2. Cyclic decorated models are based on a system of solving complex problems in the organization. Their characteristics are established need for exploring the existing unsatisfactory situation and analyze problems, assess the possibilities of development and setting requirements, then the quantitative collection of information, relevant information at the stage of labor. The modern approach to the design of organizations based on the concept of project management and cyclically regulated model. Designing the application of methods required several methods that enable to solve problems and to contribute the development of the organization. These methods can be divided into two groups namely: general and specific. General methods are intended to solve the basic problems in the organization, at the thought of all those problems related to the organization as a homogeneous entity, and specific methods have a different purpose, which is to solve specific problems related to any distinct offense of which can be organizational unit or working place. �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo 3. Features of organization The meaning of organization1 dates since the dawn of man and the history of human civilization, leading to the theory come to the realization that man is essentially from its inception knows and understands the concept of its importance and significance. Man their problems, working and / or living together solves organized with other people, which means that a man all his life carried in a sort of whether the educational institutions such as schools or colleges or to an organization in which a man spends his free time such as sports organizations, charities, political, and many others. Individual human being in any type of organization operates, and directly or indirectly contributes to the development. Let's just the fact that the active population, that most adults, daily carried about a third of the time in the organizations in which it operates (Žugajet.al., 2004). You could never, and cannot now live without the organization, that man is constantly connected to the organization because it essentially ensures the existence and prosperity of the world that surrounds him. Therefore, man actually always has been adept at organizing. The organization has developed in proportion to the development of productive forces, which followed a certain socio-economic trends. The organization of the future development of socio-economic and industrial factors multiplied in various forms, significantly increasing the number of organizations until she took today's proportions. The meaning of the foreground is reflected in the kind man benefits from the organization in any area of his life and work. Man achieves its objectives and tasks through organization. Therefore the organization is expanding the volume of individual human power because it forces the individual creates social force. Today we can no longer talk about only the organization but rather on a useful and effective organization for the development of new information technologies and technological processes and provides enormous opportunities in the development, improvement of the working and living both in economic and in all areas of activity Sometimes the organization man imposes duties which are not in accordance with his mentalphysical abilities or opposes his idea of work, and thus harms the human body as mentally and physically. Therefore, we can say that a man in such organization in most cases feel degraded and alienated from himself and the conditions and results of their work. So any association or establish certain connections and relationships with other people, restricts freedom of behavior (Žugaj et al., 2004). But to find someone to opinions and to confront the organization crazy idea and that the false claims about how a man loses his individuality as a member of strengthening its personality and it certainly comes to the fore. 1 Organization (latinorganisation)bonding, structure, unification of something in oneunit, bringingtheregulatedsystem (Klaić, 1986) �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo 5. Organization structure The organizational structure2 represents relationship between factors of production, and the relations within these factors. This is the most important part of any organization. These relations are established to carry out specific tasks. Also represent organizational resources schedule. Significant place in the organizational theory holds exploration of organizational structures for the simple reason that the structure is very important in every organization. Numerous scholars both foreign and domestic have developed several theories of organizational structure. Diversity of defining the organizational structure resulting from different approaches conceptualizing. Sikavica (1999, p 142) states that the organizational structure involves the totality of connections and relationships between all the factors of production, as well as the totality of connections and relationships within each factor of production or operations. The organizational structure is usually categorized in three dimensions: formalization, centralization and integration (Andrews, 2001); Formalizing a significant dimension of the organizational structure, and is associated with the complexity of the organization. It refers to the degree of prescription, the level of standards and measures of employee behavior in accordance with the prescribed rules and procedures. In organizations where there is a high degree of formalization, prescribed the correct rules and procedures. In organizations with low formalization, job behaviors are relatively Unstructured and members have greater freedom in dealing with the demands of their relevant tasks (Sivadas, 2000). Centralization refers to the locus of decision-making authority lying in the higher levels of a hierarchical relationship (Tsai, 2002). Centralization creates a non-participatory environment that reduces communication, commitment, and involvement with tasks and projects among participants (Sivadas and Dwyer, 2000). Valid answers to these questions can be recognized as an organization is centralized or decentralized (Sikavica, 1999):  What is the number of decisions to be made at lower levels? A large number of decision points to greater decentralization.  What is the importance of the decisions that are made at lower levels? If these are important decisions, then it is a significant decentralization and vice versa.   What is the impact of decisions to be made at lower levels? Little or no effect indicates a greater centralization of decision-making. How often subordinated levels checked by senior management? Integration refers to the extent to which various subdivisions of an organization work interrelated (Sciulli, 1998). Employees in the organization should be able to have access to the 2 Structure(lat.structura)method of construction, composition (Anic, 2002). �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo broadest variety of knowledge for work and problem solving. Integrative work structure provides opportunities for employees to learn from their colleagues (Chung-Jen & Jing-Wen, 2007). In accordance with overall criteria parsing tasks, identified two types of organizational structure, functional and division. Functional organizational structure is focus on the tasks, business functions, while divisional organizational structure focuses on the product or service and is a consequence of the complexity of operations, (Sikavica and Novak, 1999, p 167). 6. Elements of organizational structure The organizational structure includes elements between which there are connections and relationships. These connections and relationships are an important component of these structures and these include (Žugajet.al., 2004):  organization of the means of production and rational arrangement of space,  organization of human resources,  parsing tasks until details,  organization and internal affairs,  determine the temporal sequence of operations. The first element of the organizational structure of the organization includes the means of production as in the former theory and practice was not the case on the grounds that these funds are sometimes not changed so often. In the past, an element of the means of production was considered a necessary condition for the establishment of the organization in general and without them could join the organization. But today, the presence of more and more automation of business resources for the production of ''transformed'' from once only technical variables to the basic element of the organizational structure. It is also an essential component of the elements of the organization makes use and management of equipment. Equipment basically makes fixed assets for the business. Activity of the individual companies engaged largely influence the decision on the purchase of equipment, thus the selection and purchase of equipment becomes an organizational problem. Since we live in an age of high technology development in various companies, which increasingly is the case comes to automation of business and is therefore a more sensitive and expensive equipment and make any inappropriate handling of it could greatly affect the final result of the business. Then, very important element in the organizational structure is organization of human resources. This refers to the working atmosphere in the company, division and redistribution of tasks, structure and integration of the collective and all the problems that arise from these, such as motives, frustration, passion for work, training, etc. Human Resources Management now has a significant role in the organization of the company. It manifests itself on the one hand the involvement of managers in the implementation of personnel management functions, on the other hand the position of specific organizational units (departments) who are professionally engaged in human affairs (Buble, 2006). To the company existed and successfully fulfilled their tasks and economic objectives must be employees, as long as people participate actively in the company the means of production are a passive participant in the production. But the fundamental problem that occurs in every company is how to establish a successful organization of human resources in a way to satisfy the common and personal interests. This is the main problem for the entire collective work is needed systematization of jobs that will define and describe in detail all the tasks and the expected goals of the individual employee at the specific �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo workplace that is conducted systematization. A certain group of people then it becomes work collectives mutually dependent or independently perform tasks and thus contribute to the betterment of their business. Also working collective is a unique organization with a common purpose and morality as well as the individual realizes his personal desires, needs and goals. Redistribution of the entire task to the individual and specific tasks makes it the third element of the organizational structure, but the reallocation of tasks to specific and individual belong also mutual sharing. This includes the organization of jobs, the organization functions in the economic entity, the determination of organizational units in carrying out specific tasks or individual. Analyze the entire task on a specific organization that will enable perfect execution of tasks, which can be achieved by establishing the specific functions of the company. Business function of a set of related activities is most useful to perform special task enterprises (Žugaj et al., 2004). For definitions of business functions essential component of this is that it is a mutually working operation. Basic classification of functions of the company is: market research, development function, purchase, sales, production, personnel, and accounting. The fourth element of the organizational structure deals with the problem of internal relations management and leadership and management. Since management is the process of managing resources more efficiently and effectively, only managing executive activity that focuses on the achievement of pre-planned targets. Element that ensures the orderly and timely execution of specific tasks is to determine the temporal sequence of operations which is the fifth element of the organizational structure. It is done with the help of technical and organizational resources such as scheduling to achieve the ultimate goal of tasks (fig. 1). Figure 1: Presentation of the organizational structure of enterprises The organization of the means of production Organization timing of operations The organization of human resources Organization of internal relations Breakdown of tasks Source: created authors 7. Research and analysis of results The study was conducted by a staff questionnaire. The questionnaire was sent by e-mail on behalf of employees who are in management positions (middle management) into fifteen �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo companies X3. The questionnaire consisted of three parts. The first part consisted of six questions regarding the formalization of enterprises. The second section consisted of two questions related to the integration of companies; the third unit consisted of two questions related to the centralization of business. Respondents had to answer the questions and answer, "I agree" or "disagree". Questions Answered "agree" are combined and presented in absolute and relative numbers (Table 1) Table 1: Measuring organizational structure Organization structure Respondents n =15 Formalization The company provides a number of rules, procedures and policies Prescribed procedures are useful and appropriate Execution of tasks on a daily supervised Decisions taken important decisions Adopted decisions have a major impact on business The flow of information is quick and accessible Integration The company is vertically integrated The company is horizontal integrated Centralization Autonomy in the area of work is large Feel free to propose new ideas and solutions for the process is welcome Agree (%) Disagree (%) 14 (90%) 1 (10%) 9 (60%) 6 (40%) 9 (60%) 6 (40%) 3 (20%) 12 (80%) 4 (27%) 11 (73%) 10 (67%) 5 (33%) 7 (47%) 8 (53%) 8 (53%) 7 (47%) 12 (80%) 3 (20%) 13 (87%) 2 (13%) Source: own research The results showed that the company actually observed a highly formalized, and 90% of employees believe that there are a number of rules, procedures and policies, and conversely only 10% of employees believe that the company is highly formalized. 60% of employees are satisfied with the prescribed procedures, while only 6% are not satisfied 3 X - indicatesobservedcompaniesbecause not permittedtakingnames in thispaper �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo with the same. A small number of employees (20%) think that makes important decisions, while 80% of employees think that senior management makes the decision. A large number of employees is of the opinion that the rapid flow of information and available (67%), while fewer believe that the information could be made available (33%). When asked about the integration of companies noted that employees do not really differ that the company integrated vertically or horizontally so that the results show that 47% of employees believe that their company is vertically integrated, and 53% of employees believe that the company is integrated horizontally. 80% of respondents believe that managers have autonomy in their work, while only 20% believe that there is. When asked if they could free their ideas for business processes as much as 83% answered in the affirmative, while only 13% think they do not have that option. Looking at the results it can be concluded that the company highly formalized, however, employees are satisfied with the prescribed procedures and there is a great autonomy in business and freedom to propose their own ideas for the improvement of all processes which results in good business results observed companies. Stepping senior management should be in the direction of middle management authority to make decisions of great importance for the company that will transcend organizational unit of middle management and have a greater impact on the overall business. It can be assumed that placing the less formal organization have a positive incentive to managers in terms of even greater freedom to propose new ideas and solutions to existing problems in business. Managers need to create a sense that their proposals are important for the entire company and all operations, which will boost their efficiency and increase a sense of importance in a hierarchical structure. 8. Findings The structure of the company is laying the groundwork of its proper functioning. Good set structure is a task manager that is, a level of managerial control. The structure is composed of several elements that are interconnected and should work harmoniously in terms of achieving greater efficiency and effectiveness. Without employee cannot be done any work assignments, same as their right organization where every employee knows his role. This is the basis of good appointment structure. The organization can be set up as a more or less formal, depending on the intensity of structuring; in fact it can be viewed in three dimensions: formalization, centralization and integration. Results of research carried out in this paper indicate that less formal organization affects the greater efficiency of managers and actually encourages their creative side of thinking about the tasks at work. Sam importance and it actually makes the organizational structure should be well understood managerial employees at all hierarchical levels to actually better understand their role in the company, but also the expectations of their superiors. Middle management needs to create a sense that their decisions are important for the whole company, or to have a significant impact on the overall business. In this context, the results of their operations will then be successful. Setting the organization includes a number of methods that contribute to a better development of enterprises, and before �International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo its setting should be studied in detail all the factors, and eventually upgraded and changed in response to changes in the environment. References Andrews, M. C., & Kammar, K. M. (2001). Discriminating among organizational politics, justice, and support. Journal of Organizational, 22, p. 347-366. Buble, M. (2006). Menadžment. Split. Chung-Jen, C., & Jing-Wen, H. (2007). How organizational climate and structure affect knowledge. International Journal of Information Management, 27, p. 104-118. Drucker, P. (1999). Management challenges for 21 century. New York: Harper Collins. Grant, R. M. (1996). Toward a knowledge-based theory of the firm. Strategic Management Journa, 17, p. 109-122. Klaić, B. (1986). Rječnik starnih riječi A-Z. Zagreb: Grafički zavod hrvatske. Saeed, R., Arbabisarjou, A., Zivarirahman, M., & Shokouhi, S. (2012). Relationship between Organizational Structure and Organizational. Interdisciplinary Journal of Contemporary Research In Business (12), p. 188-196. Sciulli, L. M. (1998). How organizational structure influences success in various types of innovation. Journal of Retail Banking Services, p. 13-18. Sikavica, P., & Novak, M. (1999). Poslovna organizacija. Zagreb: Informator. Sivadas, E., & Dwyer, F. R. (2000). An examination of organizational factors influencing new product success in internal and alliancebased. Journal of Marketing, 64, p. 31-50. Tsai, W. (2002). Social structure of ‘‘coopetition’’ within a multiunit organization: Coordination, competition, and intra-organizational. Organization Science, 13, p. 179-190. Žugaj, M., Šehanović, J., & Cingula, M. (2004). Organizacija. Varaždin. � 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. 2339 Title A name given to the resource The effects of organizational structure on the efficiency managers Author Author NEDOVIĆ, Mirjana BOŽINOVIĆ, Dino Abstract A summary of the resource. The organizational structure is viewed as an activity management and is well positioned to enable efficient business enterprise. Setup organization covers a range of methods that enable troubleshooting and contribute the development of enterprises. The structure is a dynamic element of the organization makes it a unique set of all parts of the enterprise and incorporates the use of all available resources in the enterprise. Because of its importance in achieving the manager’s goals and business, purpose of this paper is to investigate the effects of organizational structure on the effectiveness of managers in the company. The research results show that less formal organization structure has a greater impact on the effectiveness of managers. An effective manager skill in such organizational structure becomes a key success factor in business. Keywords: Organizational Structure, Effectiveness of Managers, Managerial Skills. 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/935220c7b4afbc5ebeebfca970fe8199.docx 304de46268917af3192e5279a2207a04 https://omeka.ibu.edu.ba/files/original/060c2752e331d77685adb87940218544.pdf b91340c9189580b996cf3bad844ebe7f PDF Text Text The Effects of Personality and Character in Shaping Political Behavior of University Students in Albania Jon Ferunaj Epoka University Albania jferunaj10@epoka.edu.al SalihOzcan Epoka University Albania sozcan@epoka.edu.al Abstract:Political perceptions and participation are central factors in understanding political behavior. These perceptions and the partaking in a country’s political events such as voting or acts of civil disobedience are considerably influenced by one’s personality and character. In this paper the author tries to approach voting, protests, and political affiliation and candidate preferences by putting an emphasis or accentuating the role of one’s personality in shaping convictions and beliefs on the above-mentioned facets of political life. The measuring tool through which data were accumulated regarding the matter at hand is a questionnaire filled by Albanian university students. Approximately 500 respondents answered closed ended questions and stated their level of agreeableness with a multifariousness of statements. The questionnaire data is evaluated using SPSS program. The questionnaire’s results showed that in Albania political affiliation is mostly determined by personal interest, demonstrations are usually propelled by the wrong causes, disenchantment with political figures is more than present and candidate preferences are affected more by his/her personality than by any other aspect, thus making it easier for charismatic leaders rather than competent ones to take office. As a result it can be said that Albania’s young generation views the pragmatic striving to achieve goals, comprising personal interests, through politics as plausible. In addition it suffers from disillusionment and alienation with the political life, caused by abusive politicians before unresponsive crowds. Keywords:Personality, Political behavior, Voting, Albania, University students, 36 � 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. 2466 Title A name given to the resource The Effects of Personality and Character in Shaping Political Behavior of University Students in Albania Author Author FERUNAJ, Jon OZCAN, Salih Abstract A summary of the resource. Political perceptions and participation are central factors in understanding political behavior. These perceptions and the partaking in a country’s political events such as voting or acts of civil disobedience are considerably influenced by one’s personality and character. In this paper the author tries to approach voting, protests, and political affiliation and candidate preferences by putting an emphasis or accentuating the role of one’s personality in shaping convictions and beliefs on the above-mentioned facets of political life. The measuring tool through which data were accumulated regarding the matter at hand is a questionnaire filled by Albanian university students. Approximately 500 respondents answered closed ended questions and stated their level of agreeableness with a multifariousness of statements. The questionnaire data is evaluated using SPSS program. The questionnaire’s results showed that in Albania political affiliation is mostly determined by personal interest, demonstrations are usually propelled by the wrong causes, disenchantment with political figures is more than present and candidate preferences are affected more by his/her personality than by any other aspect, thus making it easier for charismatic leaders rather than competent ones to take office. As a result it can be said that Albania’s young generation views the pragmatic striving to achieve goals, comprising personal interests, through politics as plausible. In addition it suffers from disillusionment and alienation with the political life, caused by abusive politicians before unresponsive crowds. Keywords:Personality, Political behavior, Voting, Albania, University students, Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/b8aacd46db40e9a446ada4ebd206983a.pdf ce9b41cfd4e80a54f5ad9fa5e04c636e PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The Effects Of Potential Business Managers’ Risk Tolerance Level On Entrepreneurship In Emerging Markets ġermin ġENTURAN Dr., International Balkan University, International Economic Relations, Scopje, Macedonia. charged by Zonguldak Karaelmas Universitesi,Zonuldak, Turkey serminsen@hotmail.com Engin DEMĠREL Dr., International Balkan University, International Economic Relations, Scopje, Macedonia. charged by Trakya University, Edirne, Turkey edemirel@mail.com Abstract Entrepreneurs in emerging markets may not have much information about the financial and market conditions of the economy and this may lead them not to be an entrepreneur or have low financial risk tolerance level at the time when they start a new business. This study aims to investigate the correlation between the financial risk taking behavior of the people and the level of tendencies as entrepreneurship, managerial and stock market decisions in the emerging economic conditions. The Business Administration undergraduate students graduating from the public and private universities in Skopje/Macedonia are chosen as the sample of this study. By analyzing risk taking propensity and tolerance for ambiguity degree of the respondents, it is aimed to provide insight into entrepreneurship education, as to which entrepreneurial characteristics can be developed. Query dates‘ will be analyzed by using Pearson correlation and ANOVA for explaining risk tolerance and entrepreneurship behaviors related to emerging markets conditions. Keywords: Risk tolerance, entrepreneurship, emerging markets. Introduction In a period of globalization and modernization of the economy and information, societies‘ development, the tendency for business development is tightly connected with the use of the latest technology, by investing in the human resources development with the most sophisticated working methods. The primary development factor in the modern working conditions is knowledge-based economy enable of keeping economic development with more and better workplace and bigger social cohesion. Managing an investment firm (whether it is a financial investment firm or a physical investment firm) involves selecting people with a high level of skill at counseling investors. Such a skill involves sensitivity to how the investor thinks about and assesses risks, a task which is difficult if the advisor and the investor have different values and risk attitudes. It might be argued that the problem is solved if everyone concerned acts in a rational manner. However, rational decision making is an ideal that few human decision makers could experience (Sjoberg & Engelberg, 2009) � Business development starts with the educational system. In almost all transitional economies, the education reform is emphasized on every level, starting with the preschool, the primary, the secondary and the university education. Within these reforms, people are becoming more conscious about spreading of the culture influence in the society, and the attitude towards work, business and entrepreneurship. With the promotion of the entrepreneurship attitudes and skills there is a great possibility of students‘ improvement as well as improvement of the whole society. 706 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Entrepreneurship is the main feature which can be very useful for all work and life activities. The education goal is to nurture the young people‘s qualities, through the enforcement of creativity, initiative, responsibility, independence and ability to take a risk. Encouraging the enterprise spirit is a key to achieve this goal. Education can help a lot in the entrepreneurship‘s culture development of young people and make them be aware of the entrepreneurship, developing their abilities and skills which will help them in their professional career as well as in life by becoming responsible and active members of the society. The university education is an essential pillar of the social and economic development of every country. The university education presents the most significant priority of the emerging countries, considering the importance of the contribution of the staff with university education to the economic development of the country and to the culture of the population. In the university education of European countries, the entrepreneurship teaching is focused on creating new businesses. At the level of tertiary education, ―entrepreneurship teaching provide the students with specific training on how to start and run a business, including the capacity to draft a real business plan and the skills associated with methods of identifying and assessing business opportunities. Also, it will encourage and support new business ideas (for instance by providing special loans, business facilities, mentorship, etc.) By this way researched projects can be put into practice. Development of the students’ entrepreneurship skills It is necessary for all young people to possess entrepreneurial skills, to advance their creativity, to improve their talent and in that way to become more competent in achieving their professional ambitions and to be allowed to consider the creation of business as a possible option in their career. In this way they are becoming more prepared to conduct with innovative projects. The education system has to have an assignment to:     Raise the consciousness of the youth strengthening their entrepreneurial spirit, Put the world of business closer to them, Wipe out the barriers between the educational system and the business, Encourage the development of their entrepreneurial skills simultaneously with the development of their education,  Enrich their experience for entrepreneurship,  Organize projects for the development of the entrepreneurship with the cooperation of the local companies, in which all students will be included,  Give young people a chance individually to take part in the creation of the small business,  Create an open atmosphere for study in which the students will develop the necessary confidence and ability for taking risks. Young people need somebody to make them believe in their own creative forces. They should be educated to realize and use the local resources as a foundation for the creative values. With their self-assurance, young people can become more productive, can improve the workplaces and can take responsibility in their local community. Education plays an important role in the development of the attitudes, working habits and activities which improve the abilities for cooperation, creativity and innovation of young people, i.e. it is capable of stimulating the development of their entrepreneurial activities. The educational institutions and the government should support the net of teachers and trainers for entrepreneurship in order to encourage the mobility of teachers and the cooperation between the educational sector and the business and which will help them build a road of exchanging competence and knowledge. In this content trainings, seminars, courses and studies for entrepreneurship should be arranged. This will increase the participation of the professionals from this area in the educational process, because in that way more direct, approachable and larger access of the students (as potential managers) to the world of business will be achieved, their entrepreneurial attitudes and skills will be developed and the realization of their entrepreneurial ideas will be encouraged and stimulated, which will directly be reflected in the development of the economy and the whole society.ean experience shows that within the university education Financial risk tolerance, defined as the maximum amount of uncertainty that someone is willing to accept when making a financial decision, reaches into almost every part of economic and social life. Although the importance of assessing financial risk tolerance is well documented, in practice the assessment process tends to be very difficult due to the subjective nature of risk taking (Grable, 2000). 707 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Risk tolerance must be measured simply because it is an aspect of ―utility‖ and maximizing the expected utility is considered to be the ultimate goal in any financial activity. If investment decisions are based on Expected Monetary Value (EMV) alone, the decision is driven only by the nature of the investment and the optimal choice would be the same for all potential investors. If the investment decision is based on Expected Utility, the attitude and risk tolerances of the investor are incorporated too. Thus, the optimal choices are different for each investor because the utility functions are different. Once the investment advisor understands some aspects of the client‘s utility function and how risk averse is, this information can be incorporated in the selection of the right portfolio.(Ardehali, Paradi, Asmild, 2005). There is some evidence that the common factor reflects changes in investors‘ tolerance for risk. Although it is impossible to ascribe precise economic meaning to the common factor, the high correlation between it and highfrequency measures of risk tolerance suggests that the common variation in emerging market debt spreads is largely explained by changes in attitudes towards risk within the international investment community. Furthermore, to the extent that changes in investor risk tolerance and expectations of future growth prospects are procyclical, this hypothesis is supported by the negative correlation between the factor and US interest rate variables. (McGuire & Schrijvers 2003) Carducci and Wong (1998), reported the findings from a study that attempted to identify personality factors that determine financial risk taking in everyday money matters. They concluded that persons fitting the Type A personality trait tended to take greater risks than those more closely aligned with the Type B personality profile. They suggested that socioeconomic factors, such as income, might have played a part in explaining their findings. Specifically, it was determined that persons identified as Type A personalities were likely to maximize their achievements through additional risk taking in the attainment of increased incomes, higher status occupations, and increased educational attainment. The results of research conducted by investigators such as Carducci and Wong (1998) and Grable and Joo (1997) suggests that the investigation of factors that determine financial risk taking and risk tolerance can be expanded beyond the testing of purely psychological factors. Specifically, demographic, socioeconomic, and attitudinal characteristics need to be examined to determine how these factors influence a person's willingness to take financial risks in "everyday money matters." A review of current risk-taking and risktolerance research indicates that factors such gender, age, marital status, occupation, income, and expectations may influence a person's level of risk taking in everyday money matters. Increasing levels of risk tolerance also have been associated with being single. Increased levels of income and educational attainment also are considered to be associated with increased levels of risk tolerance. Researchers and practitioners have suggested that demographic, socioeconomic, and attitudinal factors can be used to differentiate individuals into risk-tolerance or risk-taking categories. While there are research data to support these beliefs, there is a need to examine these assumed relationships in more detail (Sung & Hanna, 1996). Froot (2003) proposed a methodology for measuring investor confidence by decomposing investor demand for international assets, examination of the cross-section of international portfolio holdings and flows of international institutional investors over time. It was observed shifts in aggregate investor demand into expected risk and return, wealth and risk tolerance components. The risk tolerance component turns out to account for a substantial portion of variation in portfolio holdings and a smaller but meaningful amount of variation in equity returns. In addition, it appears to be informative about future returns. It is argued by a number of researchers that the low correlation between emerging equity returns and developed market returns. In an active portfolio strategy, this means that the opportunity set has become larger, higher expected returns can be gained at lower volatility. (Harvey, 1994) Analysis of risk tolerance of potential businesses managers Risk is the potential for realizing low returns or even losing money, possibly preventing you from meeting important objectives. But many financial advisers and other experts say that these days investors aren‘t taking the idea of risk as seriously as they should, and they are overexposing themselves to stocks. The market has been so good for years that investors no longer believe there‘s risk in investing, till 2008-2009 financial fluctuations. So before the market goes down and stays down, be sure that you understand your tolerance for risk and that your portfolio is designed to match it. Assessing your risk tolerance, however, can be tricky. You must consider not only how much risk you can afford to take but also how much risk you can stand to take (Bodie, Kane, Marcus, 2003), . Determining how much risk you can stand your temperamental tolerance for risk is more difficult. It isn‘t quantifiable. To that end, many financial advisers, brokerage firms and mutual-fund companies have created risk quizzes to help people determine whether they are conservative, moderate or aggressive investors. Some firms that offer such quizzes include Merrill Lynch, T. Rowe Price Associates Inc., Baltimore, Zurich Group Inc.‘s Scudder Kemper Investments Inc., New York, and Vanguard Group in Malvern, Pa. typically; risk questionnaires include 708 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo seven to 10 questions about a person‘s investing experience, financial security and tendency to make risky or conservative choices. The benefit of the questionnaires is that they are an objective resource people can use to get at least a rough idea of their risk tolerance. Many experts warn, however, that the questionnaires should be used simply as a first step to assessing risk tolerance. The second step, many experts agree, is to ask yourself some difficult questions, such as: the questions that related on ―How much you can stand to lose over the long term?‖. In order to analyze of potential business managers which in our study those are 4th and 3rd class business administration students on public and state universities in Skopje. Risk tolerance level quarry that used on the Wall Street Journal 1998 by Dow Jones & Company in USA. Quarry has totally 16 questions. Each question has 3 answers. (a,b,c). Each answers related on numbers that a is 1, b is 2, c is 3. at the end of the questionnaire, to score the risk tolerance, ad up the number of answers that given by questioners each categories‘ a-c, than multiply by the shown table. Because each question answers 1 to 3 risk choices increases and 1 has the conservative answer on the other hand 3 has the highest risk taker choice. Total Score Number (a) answers x 1 = points (b) answers x 2 = points (c) answers x 3 = points Table1: Calculation of total score number for risk tolerance The score is total of all answers with related rates. The total number had been categorized as fallows which were referred on Dow Jones Company questionnaire (1998). Total Score Number Questioner Risk Tolerance Between 16- 26 points Conservative Investor Between 27-37 points Moderate Investor Between 38-48 points Aggressive Investor Table 2: Questioner risk tolerance according to total score number In this paper we use 252 observations on total 16 questions. We had analyzed the total score numbers which were mentioned that questionnaire. ―Conservative, moderate and aggressive investor, (1,2,3)‖ for analysis of variance. We analyzed the potential business managers‘ opinions‘ who were undergraduate students that study in transition economy in the Balkan region. Affects of choices of risk tolerance at entrepreneurship capacity relation on their gender, marital status, age, class, working condition, average monthly income (euro), and working status. To analyze age we use the scales (17-19, 2022, 23-25,26 and upper), on working condition (yes or no), status of working (no, part time, full time), on average monthly income as Euro (100 and below, 101-200, 201-300,301-400, 401 and above). On the regression analyze as an input Y range uses as total score number on risk tolerance, and as an input X range was demographic conditions selected as mentioned above. Regression Statistics Multiple R 0,688986 R Square 0,474701 Adjusted R Square 0,463758 Standard Error 3,389823 Observations 252 Table 3: Regression statistics results ANOVA df Regression Residual Total Table 4: ANOVA results 7 336 343 SS 3489,055 3860,943 7349,997 709 MS 498,4364 11,4909 F 43,37661 Significance F 1,9E-43 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Intercept Gender Marital Status Age Class Working Average Monthly Income (Euro) Status of working Coefficients 29,40065 -3,61627 Standard t Stat Error 2,046517 14,36619 0,467007 -7,7435 8,08E-37 1,15E-13 Lower 95% 25,37506 -4,53489 Upper 95% 33,42625 -2,69764 Lower 95.0% 25,37506 -4,53489 Upper 95.0% 33,42625 -2,69764 -0,19815 0,797532 0,150978 -3,27562 0,711239 0,409961 0,370683 0,544074 -0,2786 1,945386 0,407296 -6,02055 0,780721 0,052562 0,68405 4,55E-09 -1,5972 -0,00888 -0,57817 -4,34584 1,200889 1,603946 0,880129 -2,2054 -1,5972 -0,00888 -0,57817 -4,34584 1,200889 1,603946 0,880129 -2,2054 4,758799 0,318106 14,95979 3,91E-39 4,133069 5,384529 4,133069 5,384529 1,471514 1,020217 1,442355 0,150134 -0,5353 3,478331 -0,5353 Table5: Standard error, t-stat and p values. P-value 3,478331 According to analyze of each demographic condition on total risk score, we used Pearson correlation formula: r1 r2 r3 r4 r5 r6 r7 r8 Total risk tolerance score Gender Marital Status Age Class Working condition Average Monthly Income (Euro) Status of working 1 -0,23113 -0,08375 0,169817 0,003724 -0,12903 0,402851 -0,055775 Table 6: Pearson correlation table Pearson product-moment correlation coefficient (sometimes referred to as the PMCC, and typically denoted by r) is a measure of the correlation (linear dependence) between two variables X and Y, giving a value between +1 and −1 inclusive. It is widely used in the sciences as a measure of the strength of linear dependence between two variables. It was developed by Karl Pearson from a similar but slightly different idea introduced by Francis Galton in the 1880s (Stigler, Stephen M, 1989).The correlation coefficient is sometimes called "Pearson's r." which in this study total risk tolerance score numbers (r1), Gender (r2), Marital Status (r3), Age (r4), Class (r5), Working condition (r6), Average Monthly Income (Euro) (r7), Status of working (r8). Conclusion The training for entrepreneurship must continue through life. It must cover the full range of knowledge: knowing how to behave, how to handle knowledge, how to learn, knowhow, and how to innovate, do good and lead others. The training system must be one which will encourage the spirit of entrepreneurship and innovation. This will enable us to create an economy which is truly working for the people. As individual entrepreneurs, the students should follow their wishes, they should be able to use the possibilities for their achievement and believe in the possible success. Test statistics were generated for the purpose of measuring the significance of the demographic, socioeconomic, and attitudinal factors in differentiating between levels of risk tolerance. ANOVA results indicated that gender, age, working status, income and education. It was concluded that (a) males were more risk tolerant than females, (b) older respondents were more risk tolerant than younger respondents, (c) married respondents were more risk tolerant than single respondents, (d) respondents with higher incomes were more risk tolerant than those with lower incomes. In all but two cases, the pattern of association between socioeconomic factors and financial risk tolerance was as expected. The association 710 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo between age and risk tolerance is positive and marital status and risk tolerance is negative. But in either case, these two results correlation values close to zero. The highest positive Pearson correlation value on total risk tolerance score is found on average monthly income as Euro. The research has multiple R 0.688986, R square 0.4747 and which has 3.3898 standard error value. As the average monthly income increases, respondents` risk tolerance level becomes moderate investor rather than conservative investor. With this demographic conditions of business administration students in Skopje hasn‘t got the total score number refer to aggressive investor. Working conditions and status of working as a part time and full time becomes negatively correlated on total risk score numbers. References Ardehali P.H., Paradi J.C., Asmild M. (2005), “Assessing Financial Risk Tolerance Of Portfolio Investors Using Data Envelopment Analysis‖, International Journal of Information Technology & Decision Making Vol. 4, No. 3 491-519 Bodie Zvi, Kane Alex, Marcus Alan J. , (2003), Investments 5th edition, The McGraw−Hill , USA. Carducci, B. J., & Wong, A. S. (1998). Type A and risk taking in everyday money matters. Journal of Business and Psychology, 12, 355-359 Froot A.K. (2003) ―The Risk Tolerance Of International Investors‖, National Bureau of Economic Research Working Paper No, W10157, December Grable, J. E., & Joo, S. H. (1997). ―Determinants of risk preference: Implications for family and consumer science professionals. Family Economics and Resource Management Biennial, 2, 19-24 Grable J.E. (2000) ―Financial Risk Tolerance and Additional Factors That Affect Risk Taking In Everyday Money Matters‖, The Journal of Business and Psychology, Vol 14, No 4 625-630 Harvey C.R., (1994) ―Portfolio Enhencement Using Emerging Markets and Conditioning Information‖, National Bureau of Economic Research Working Paper No, W4623 McGuire P & Schrijvers M.A. ―Common Factors in Emerging Market Spreads‖, BIS Quarterly Review, December, 65-78 Sjoberg L, Engelberg E,(2009) ―Attitudes to Economic Risk Taking, Sensation Seeking and Values of Business Students Specializing in Finance‖, The Journal of Behavioral Finance, 10 33-43 Sung, J., & Hanna, S. (1996). Factors related to risk-tolerance. Financial Counseling and Planning, 7, 11-20 Stigler, Stephen M.,1989. "Francis Galton's Account of the Invention of Correlation". Statistical Science 4, pp2. 711 � 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. 213 Title A name given to the resource The Effects Of Potential Business Managers’ Risk Tolerance Level On Entrepreneurship In Emerging Markets Author Author ŞENTURAN, Şermin DEMİREL, Engin Abstract A summary of the resource. Entrepreneurs in emerging markets may not have much information about the financial and market conditions of the economy and this may lead them not to be an entrepreneur or have low financial risk tolerance level at the time when they start a new business. This study aims to investigate the correlation between the financial risk taking behavior of the people and the level of tendencies as entrepreneurship, managerial and stock market decisions in the emerging economic conditions. The Business Administration undergraduate students graduating from the public and private universities in Skopje/Macedonia are chosen as the sample of this study. By analyzing risk taking propensity and tolerance for ambiguity degree of the respondents, it is aimed to provide insight into entrepreneurship education, as to which entrepreneurial characteristics can be developed. Query dates‘ will be analyzed by using Pearson correlation and ANOVA for explaining risk tolerance and entrepreneurship behaviors related to emerging markets conditions. 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 HB Economic Theory https://omeka.ibu.edu.ba/files/original/003fbb153c14ce7cf7dcafc4ffcb7075.pdf 54e4018f57ac8ee2162a009a0d444b6e PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Effects of Sustainable Development on Environmental Education Zehra Nesrin Birol Fatih Educational Faculty The Department of Psychological Counseling and Guidance Karadeniz Technical University zehranesrin@hotmail.com Asst. Prof. Dr. Hikmet Yazıcı Fatih Educational Faculty The Department of Psychological Counseling and Guidance Karadeniz Technical University yazicihikmet@yahoo.com Abstract: Sustainable development is an umbrella term, which encompasses many disciplines including ecology, economy, biology, and education. Today, the world has started to pay much more attention to environmental problems. As these problems continue to grow day by day, human behaviors must play a salient role in solving these sort of problems. The sustainable development movement is creating a newer and a stronger awareness for environmental issues. Therefore, a process of questioning, in which some questions such as “Who teaches the environmental issues to whom, and how?” can be answered, has started, and this process is still continuing to improve. This paper discusses the effects of sustainable development on environmental education. Within this scope, various applications in the field of environmental education are going to be discussed. Introduction The world today is very concerned about environmental issues. It is so concerned that environmental problems have become the main focus not only for the environmentalists, but also for the governments, societies, industries and many disciplines as well. The studies on the environment mainly consist of its relationship to human behaviors. As a result, environmental education and training have seen rapid improvement in the last 30 years. Adults and children have been included in these environmental training programs using various methods and miscellaneous points of views (Keleş, 200O, p.10). The terms “environment” and “education” have not been used together since the middle of 1960s. The term “Environmental Education”, was first used by Thomas Pritchard in 1948 at a meeting of International Union for the Conservation of Nature and Natural Resources (IUCN). Pritchard suggested the term environmental education in supposition of a lack of terminology in the field (Palmer, 1998). The term was first used in scientific literature in a 1986 study conducted by Schoenfeld. However, he stated that he did not specifically use the term and asserted that its use for the first time was coined by the American Association for the Advancement of Science (AAAS) in 1964 (Disinger, 2005b). Before the term environmental education, “natural study”, “outdoor activity” and “the education of natural protection” were used (Elder, 2003). Additionally, “the training in the use of sources”, “innovative training”, “training in source management”, and “population training” were also the other terms used in environmental subjects (Disinger, 2005a). The History of the Environmental Education When the history of environmental education is taken into account, it is possible to say that it is in its embryonic stage. One of the first studies about environmental education was the conference held by the United Nations in Stockholm in 1972. Growing environmental problems were mentioned in a declaration given after the conference (UNESCO, 1972). After the conference, it was assumed that environmental issues were the problem of all of the nations throughout the world. An environmental training program was prepared with the cooperation of UNESCO and The United Nations in 1975. 311 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo An international governmental conference was held in Tbilisi, Georgia, in 1977. The decisions taken at the conference were: People at different ages should undertake an environmental education both formally or informally. Also, the mass media should share the responsibility to ease these educational processes in this mission. Environmental education was understood to be a lifelong process. The training should be given in an interdisciplinary and holistic way. Environmental education should help people to be aware of world problems faced today, and develop a sense of productive skills for problem solving in order to protect the environment regarding ethical issues as well. Environmental education should be viewed out of the society that we live in. It should consist of a problem solving process that is focused on the issues and the actions of individuals. At the conference, the roles, the goals, and the framework of the environmental training were determined. Additionally, the basic principals were defined. The goals of environmental education are raising the awareness and consciousness, and changing the attitudes, skills and contributions of people and research to bring about a better environment. Among some principles are the ongoing environmental studies, which are started at pre-school and continue on after school, adopting interdisciplinary approaches, focusing on “now” and “future”, and in order to teach environmental issues, getting help from educational institutions and methods (UNESCO, 1977). The 1977 conference in Tbilisi demonstrated that it is a necessity to cooperate internationally to reach the goals in environmental education. As a result the conference is regarded to be a turning point in placing the environmental education in a human training context. In 1992, The Project on Environmental Education and Progress in Rio de Jenerio set forth a new term “sustainable development” in education. The United Nations set the basis of sustainable development at an international environmental conference with the help of 81 countries in order to contribute to the sustainability in 1997 (Knapp, 2000). UNESCO highlighted the significance of a sustainable future in 1997 (Mortensen, 2000, p. 28). Educators use the term environmental education in various ways because of its diverse nature. The term environmental education associates with the definitions of ecology, environmental science, outdoor training or the explanation of the environmental issues. Each of these plays a part within the term “environmental education”. The goal in this training is to prepare individuals for the constantly changing world of technology, to understand continuously changing problems of the earth, to play an effective role in the protection and the development of the environment and finally to have people gain the necessary practical skills, so that they can easily fill this role (Ramsey, Hungerford, and Volk, 2005). The main purpose of environmental education is to train individuals by raising an awareness of environmental sensibility. While teaching the ecological knowledge, the change in behavioral attitudes towards the environment should be paid more attention. Trainees are supposed to indicate their reflections in their behaviors towards environmental issues after training (Erten, 2007, p.3). Another goal in environmental education is to inform the trainees about the environment, including its problems, and then to subsequently motivate and create awareness about how to solve these problems (Stapp et al, 2005, p.34). In order to reach these goals, the number of people who are conscious about environmental issues and their responsibilities should be increased (Culen, 2005). Environmental literacy constitutes another goal in environmental education (Volk and Mcbeth, 2005). Environmental education is an interdisciplinary subject. It consists of many disciplines, and is a process which requires practice. It focuses on results. The current focal area in environmental education is man and his relationship with the environment whereas it was economical and social in the past. The content and the pedagogy are still being explored (Elder, 2003). The starting point for training sensitive individuals is based on the cognitive, emotive and behavioral relations. Numerous environmental education programs have been developed regarding these relations since 1960 (Culen, 2005). Views in Environmental Education There are three main views about the relation between man and the environment. These are Cornucopian, utilitarian conservationist, and preservationist. The Cornucopian view states that nature has limited and unbalanced sources. The Utilitarian conservationist focuses on the needs of mankind and believes that the management of natural resources should be under the control of scientists. As for the preservationist, they state that men rule the nature and that the equilibrium of nature should stay in balance (Disinger, 2005, p.2). These views constitute three different understanding in environmental education. They are fact based, rule based, and environmental education for sustainable development. Fact based environmental education was developed in 1960s. It is mostly based on science and ecology. In this approach, specifically people who study in positive sciences are expected to solve environmental problems. The central focus of environmental education is on the definitions adapted to the aims of the training and scientific phenomenon. Normative environmental education originated from the idea that norms are important in solving environmental problems. It is considered that norms which are environmentally-friendly 312 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo can easily solve these problems. These norms can also contribute to educational fields. For instance, students can develop environmentally-friendly behaviors and notions within a training program based on social and scientific knowledge. Although courses are related to scientific notions, senses and feelings are included in these courses. The training for sustainable development was improved in the 1990s. Traditionally, environment and development are defined as an overlap between the interests of different people. This notion includes all of the social improvement. The definition of the environment includes not only the ecological development but also the economical and social sustainability as well. In this approach the educational goal is to create opportunities for people in order to acquire some knowledge and develop some skills to approach the environmental and sustainable issues with different points of view. The content of the training includes the past, the present, and the future. However, it is related to global and local problems (Sandel, Öhman and Östman, 2007, p.159-165). For the sustainable development education includes societal, economical and environmental factors. Traditionally, the approaches in environmental education aim to train students who attend formal schools whereas in the framework of sustainable environment education the target group is students at every age regardless of whether or not they are in school (Smith, Pero, Smith, 2007). There is no specific definition which researchers agree on for sustainable development (Palemer, 1998). Sustainable development widely contains natural sciences and the economy. However, it also includes some values which focus generally on humanity and how culture should relate to other domains (UNESCO, 1997). In formal education there are several applications for environmental education. These are: a) Adding supplementary courses about environmental education to the existing lessons, b) having one specific course solely for environmental education, and c) The Infusion approach which gives every subject an environmental perspective, d) Topic-based approach which selects one or more topics on the environmental problems and has studies focus on these problems, e) Ground-based educational approach which helps students learn the structural construction of the society through their own experiences and contribute to this construction under the guidance of their teachers, f) Project-based approach which provides students with information and skills through projects and conscientiously planned tasks, g) Sustainable education which plays a salient role in combining various fields in education. Sustainable education today is accepted as the future system which might help to improve of ideas and actions in environmental education. It is based on a concept of sustainable development into which social, economical, and environmental systems are integrated. It focuses on the solutions (Elder, 2003). Within the framework of the education, well-constructed environmental education programs are student-centered. Programs facilitate the ways in which students may develop a self-understanding. Imagining and doing make up students’ self-cognition. Students are directly led to experiences and are encouraged to make their own decisions. Environmental education supports a system which provides an active learning surrounding, sharing ideas, doing constant research and working towards expertise (Simmons, 2005). Environmental literacy is an important issue for many countries. In order to train conscious people about environmental issues, countries need individuals who are able to know how to teach environmental issues to people. Environmental education together with the topics related to education addresses social and ecological problems, and has a philosophy of its own. Within the boundaries of this definition, students need any prompt to encourage them to be environmentally literate and any programs which provide them to gain knowledge and skills on environmental education (Simmons, 2005). In the center of the sustainable environment education is mankind. In order to explain environmental issues within the framework of the educational programs, the environmental topics are scattered in the schedules of different kinds of courses at schools. That is, these topics are not given within a curriculum of only one course. Also, the goals not only include the educational programs at formal schools but also for people from different age groups, and with different levels of formal education may benefit from environmental education. Environmental education also focuses not only on ecological perspectives but it also takes the needs of nature, economy and the individuals into the consideration. Conclusion Although environmental education is in its embryonic stage, it is a discipline which rapidly improves. Sustainability as a part of environmental education has started a new era. However, there have been some problems about the applications of environmental education. These problems vary from a country to another or from a city to city. In order to solve these problems environmentally educated people are needed. However, how to train these people about environmental issues and what kind of adequacy is needed are still questions to be answered. 313 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Culen, G. R. (2005). The Status of Environmental Education with Respect to the Goal of Responsible Citizenship Behavior. In H. R. Hungerford, Bluhm, W. J., Volk, L. T., Ramsey, M. J. (Ed.), Essential Readings in Environmental Education. Illinois: Stipes Publishing. Disinger, J., F. (2005a). Environmental Education's Definitional Program. In H. R. Huhgerford, Bluhm, W. J., Volk, T. L., Ramsey, J. M. (Ed.), Essential Reading in Environmental Education. Stipes Published: Illinois. Disinger, J., F. (2005b). Tensions in Environmental Education: Yesterday, Today, and Tomorrow. In H. R. Hungerford, Bluhm, W. J., Volk, L. T., Ramsey, M. J. (Ed.), Essential Reading in Environmental Education. Champaign, Đllinois: Stipes Publishing. Elder, J. (2003). A Field Guide to Environmental Literacy: Making Strategic Investments in Environmantal Education. Rock Spring, G.A: Environmental Education Coalition. Erten, S. (2007). Çevre Eğitimi ve Çevre Bilinçi nedir, Çevre Eğitimi Nasıl Olmalıdır? Çevre ve Đnsan Dergisi, 65/66, 1-13. Keleş, Ö. (2007). Sürdürülebilir Yaşama Yönelik Çevre Eğitimi Aracı Olarak Ekolojik Ayak Đzinin Uygulanması ve Değerlendirilmesi. Gazi Üniversitesi, Ankara. Knapp, D. (2000). The Thessaloniki Declaration: A Wake Up Call for Environmental Education? . The Journal of Environmental Education, 31(3), 32-39. Mortensen, L. L. (2000). Teacher Education for Susutainability. I. Global Change Education: The Scientific Foundetion for Sustainability. Journal of Science Education and Technology, 9(1), 27-35. Palmer, J. (1998). Theory of Environmental Education. Florence: Routledge. Ramsey, J. M., Hungerford, H. R., Volk, T. L. (2005). A Technique for Analyzing Environmental Issues. In H. R. Hungerford, Bluhm, W. J., Volk, L. T., Ramsey, M. J. (Ed.), Essential Readings in Environmental Education. Illinois: Stipes Published. Sandell, K., Öhman, J. Östman, L. (2003). Educational for Sustainable Development Nature, School and Democrary. Lund: Studentlitteratur. Simmons, D. (2005). Education Reform, Setting Standards, and Environmental Education. In H. R. Hungerford, Bluhm, W. J., Volk, L. T., Ramsey, M. J. (Ed.), Essential Reading in Environmental Education. Illinois: Stipes Published. Smith, T., Pero, L. V., Smith, D. C. (2007). Value, Environmental In P. Robbins (Ed.), Encyclopedia of Environment and Society: Sage Publications. Stapp, W. v. d. (2005). The concept of Environmental Education. In H. R. Huhgerford, Bluhm, W. J., Volk, T. L., Ramsey, J. M. (Ed.), Essential Readings in Environmental. Illinois: Stipes Publisher. Unesco (1978). Final Report . Intergovernmental Conference on Environmental Education, Tbilisi,14- 26 October. 1977. Connect. Paris:Unesco/UNEP Unesco (1997 ). International Conference on Environment and Society: Educatioin and Public Awareness for Sustainability , Final Report ‘. Thessalonilci. Unesco (1972). The Stockholm Declaration, Volk, T. L., McBeth, W. (2005). Environmental literacy in United Stated. In H. R. Hungerford, Bluhm, W. J., Volk, L. T., Ramsey, M. J. (Ed.), Essential Reading in Environmental Education. Illionis: Stipes Published. 314 � 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. 712 Title A name given to the resource The Effects of Sustainable Development on Environmental Education Author Author Birol, Zehra Nesrin Yazıcı, Hikmet Abstract A summary of the resource. Sustainable development is an umbrella term, which encompasses many disciplines including ecology, economy, biology, and education. Today, the world has started to pay much more attention to environmental problems. As these problems continue to grow day by day, human behaviors must play a salient role in solving these sort of problems. The sustainable development movement is creating a newer and a stronger awareness for environmental issues. Therefore, a process of questioning, in which some questions such as “Who teaches the environmental issues to whom, and how?” can be answered, has started, and this process is still continuing to improve. This paper discusses the effects of sustainable development on environmental education. Within this scope, various applications in the field of environmental education are going to be discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/7d323ca845aac907781937922ef720b2.pdf 63efa77a8a8da5a2176c3781ca7d38fc PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo The Effects of the Air Pollution Observed in Winter with Regard to Water and Soil Resources in Erzurum Site Yasemin Kuşlu Atatürk Uni. Faculty of Agriculture, Agricultural Structures and Irrigation Dept. Erzurum, Turkey ykuslu@atauni.edu.tr Üstün Şahin Atatürk Uni. Faculty of Agriculture, Agricultural Structures and Irrigation Dept. Erzurum, Turkey ussahin@atauni.edu.tr Fatih Mehmet Kızıloğlu Atatürk Uni. Faculty of Agriculture, Agricultural Structures and Irrigation Dept. Erzurum, Turkey kizilogluf@yahoo.com M ustafa Okuroğlu Atatürk Uni. Faculty of Agriculture, Agricultural Structures and Irrigation Dept. Erzurum, Turkey okuroglu@atauni.edu.tr Abstract: On Erzurum site, usage of fossil fuels for artificial heating causes atmospheric pollution and especially by means of precipitation it plays an important role on pollution of soil and water sources. This study has planned to indicate the dimension of precipitation transmissions. In this study, the concentration values of SO2 and PM before and after precipitation through 2003-2008 winter seasons were analysed. It appoints a negative relationship between SO2 and PM concentrations with winter precipitation; and their correlation coefficients are -0.138 and -0.150 respectively. In order to examine the effects of precipitation on reducing of SO2 and PM concentrations, t-paired tests were performed. It adjusts that, precipitation affect reducement of SO2 and PM concentrations with p<0.01 significance level. As a consequence, it indicates that the polluted air can affect the east side of Erzurum plain and Sakalıkesik plain negatively in Erzurum where winters are long and tough. Keywords: air pollution, water, soil, Erzurum Introduction Air pollution means exceeding the normallimit offoreign substancesinthe air by means of density and abundance which can cause material damages and also affect health of livings negatively. (Güler and Vaizoğlu 2006). World Health Organisation (WH O) defines air pollution as existing of sand, dust,ash, fume, fog, smoke, steam, gas, scent, which can damage humans, plants and animals and also affect lifestyles excessively, around surrounding atmosphere in quantity, characteristics and in time (WH O 2000). As being most common possible contaminating elements, NOx and SO2 complete their enchaining reactions by constitution of nitric acid (HNO3) and sulphuric acid (H2 SO4), as a result of gas cycle after oscillation to atmosphere and finally,they fall down to soilsurface as acid rains (Al-Khashman 2009). The detrimental effect of PM changes due to physical and chemical contents. Also merging with humidity in the atmosphere, P M converts into acid and it composes acid damage. By including heavy metals such as Ni and Cd, PM makes toxic effect on livings by meddling into soil and water (Başar et al. 2005; Cole et al. 2005; Turalıoğlu 2005; Dietz et al. 2007; Beyhun et al. 2008; Der Duh et al. 2008;). The contaminating elements in the air can move quickly and horizontally via airflows along cities, countries and even continents (Kurita et al. 1985; Jaffe et al.1999; Givati and Rosenfeld 2004). After carried in the atmosphere, the contaminators fall on soil, water, buildings etc by a range of process like decantation, dilution and chemical reactions. 231 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Atmospheric deposition velocity values can be different according to depositsurfaces or meteorological parameters. Wet deposition occurs by any hydrometeor effect and dry deposition occurs withoutthis effect, only the effect of gravity is efficient. In wet deposition, a mechanism which on the one hand with contraction by water drops (rainout) and on the other hand sweeping with drops (washout) which are on the ground cause alienation of PM and other gasesfrom atmosphere. Thus, plant, water and earth surfaces become polluted.Inthis way it causes,livings, microorganisms on or in the polluted surfaces and the insects like birds, bees and snails which are fed with pollens,todie in masses from time to time. The polluted water which fallon earth combine with surface water by the help offloodwater or combine with groundwater with the substances in the soil (Güler ve Çobanoğlu 1994). During the way to ground, according to the kind of geologic formation and deepness, itis exposed to filtration process and it feeds wells, lakes, rivers and seas which are located in the region where geological formation is saturated. To sum up, like other contaminators,the final place of air contaminatorsis water so wateris exposed to pollution more than any others easily and quickly. As a result offalling of acid and other substances which constitute acid with rains,remains H+ ion in the soil. Being replaced by theseions,theionslike Ca++, Mg++,Na+, K+ and NH+ leave their place on the soilsurface and move to soilsolution (Güler ve Çobanoğlu 1997). Although there is notintensive industrialisation in Erzurum,the increasing number of vehicles, cement and sugar factories form some part of air pollution source. The main reason for air pollution in Erzurum is the usage of fossil fuels for heating (Turalıoğlu et al. 2005; Beyhun et al. 2008). Despite the usage of natural gas since 2004 partially, using of poor quality coalis still a big problem. As a result ofthe wind which blows south and west directions, carriesthe polluted airtothe eastside of Erzurum and Sakalıkesik plains. This study took place in order to indicate the important effects of the convection of air pollution parametres SO2 and PM and their negative effects on soil and water sources during the years between 2003 and 2008 in Erzurum. Material and Method Erzurum, located in the Eastern Anatoliais situated on a plateau surrounded by high mountains at north (Gavur-Dumlu mountains, 3200m), south (Dumanlı-Plandöken mountains, 3125m) and east(Eğerlidağ, 2974m). The height ofthis plateau is 1950m above the sea level and the city population is about 450000 (Fig. 1). The risky places which are located in the is a north and east of city centre in terms of exposure to air pollution, Erzurum and Sakalıkesik plains have altitude 1850m and 1750m respectively,it means thatlower than city centre. Erzurum is located in the terrestrial climatic zone as a result mean daily temperature is 5.9o C, coldest month is January with -8.7oC and the hottest month is August with 19.5o C. Average annual precipitation is 447m m; at mostin May with 73.1mm, atleastin August with 18.7mm. 43.78% of average annual precipitation takes place in October-March period. The highest relative humidity values take place in December and January with 76% and lowest values accrue in August with 47% and average annual relative humidity is 64%. In the research area wind speed is 2.6 m/s. Some meteorological parameters of study area are given in Table 1. In this study SO2 and PM values, which are the factors of air pollution take place between 2003-2004 and 2007-2008 winter seasons, have been analysed with wet days and precipitation amounts together. The data were obtained from General Directorate of Meteorology. SO2 and PM values were evaluated in 12 different regions (Fig. 1) twice a day, in the morning (08.00-09.00) and in the evening (16.00-17.00) and in this way average daily values were obtained. SO2 and PM values were observed in October-January winter season between 2003-2004 and for the other years, values were observed in October-March winter season because of legislative changes. Jan. Feb. M arch April Ave. Temp. (o C) Min. Temp. (o C) Relative Hu m. (%) Precipitation (m m) 232 -8.7 -7.2 -2.6 -36.0 -37.0 -32.2 76 24.7 M ay June July Aug. Sept. Oct. Nov. Dec. 5.2 10.7 14.4 19.3 19.5 14.9 8.3 -5.1 -18.5 -7.0 -3.2 -1.8 -1.1 -6.8 56 50 47 50 61 72 76 18.7 25.0 47.5 36.8 22.6 75 74 65 61 28.9 35.2 53.3 73.1 52.0 29.2 1.4 -12.0 -28.0 -35.0 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Average wet day Days with snow cover Ave. wind speed (m/s) Prevailing wind direction 11.5 11.1 12.3 13.3 15.8 11.1 6.6 4.8 5.0 9.2 9.5 10.6 29.4 26.5 21.5 4.0 0.2 - - - 0 0.9 6.4 23.2 2.4 2.5 2.5 3.1 3.2 3.2 3.6 3.3 2.6 2.5 2.4 2.0 ENE ENE SS W WS W ENE ENE ENE ENE WS W WS W ENE E Table 1. Some meteorological parameters of study area Figure 1. Map ofthe study area In order to determine the relationship between SO2 and PM concentrations with precipitation amounts, regression tests and Pearson correlation tests were performed by using the program SPSS 15.0. Also in order to indicatethe effects of precipitation on daily SO2 and PM concentrations,t-paired methods were applied. Results and Discussion In Erzurum between the years 2003-2008 winter seasons, monthly average of SO2 and P M concentrations are shown in Figure 2. 233 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo (a) (b) Figure 2. The change of SO2 (a) and PM (b) concentrations in winter periods of 2003-2008. As shown in the figure,the peak time for SO2 and PM concentration values is 2004-2005 winter season and the values are minimum in 2007-2008 winter season. Generally,the highestlevels take place in December and secondly in January. This study shows parallelism with the studiestook place in 1995-2002 by Turalıoğlu et al.(2005) and in 2003-2006 by Beyhun et al.(2008). Because of artificial heating needs continue till mid-May, the SO2 and PM concentration values are lower in October than March. As shown in the Figure, air pollution shows roll- off rate from the year 2003 to 2008. The main reason of this decline isthe increase of using natural gas for heating. Beyhun et al.(2008) claims thatthelowestpollution took place in 2006 between the years 20032006 because natural gas usage began that year. Average annual precipitation is 2.38mm, maximum precipitation levelis 38.3mm and minimum levelis 0.1 mm during the observed years. Pearson correlation analysis shows a negative relationship between precipitation amounts and SO2 and PM concentrations. It designates coefficients between precipitation amounts and SO2 concentration as ρ=-0.138 and between precipitation amounts and PM concentration as ρ=-0.150 under p<0.01 significance level. Turalıoğlu et al.(2005) defines thisrelationship as ρ=-0.137 for SO2 and ρ=0.075 for P M. Regression analysis shows equations dependently to precipitation (P) as; SO2 =109.996-1.863P and P M=59.901-1.602P. In orderto examine the effects of precipitation on SO2 and P M concentrations,the concentration values of before and after precipitation were analysed by paired-ttest. Results of evaluation are shown at Table 2. There has not been any study on the chemical content of winter precipitation in Erzurum. On the other hand,itis determined by Turalıoğlu et al.(2008) during a study around Erzurum, that measured PM includes Si, Ca, Al, Fe, S, K elements with high levels. The other studies throughout the world indicates that for places having combustion sourced air pollution, by wet deposition Mg and Na anions and cations fallto the rural and urban areas (Lee et al. 2000, Flues et al. 2002; Der Duh etal. 2008). Forthe period between March 13 and June 234 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo 29 2002, maximum 299.1 µeq/l and 67.4 µeq/l SO4 and NO 3 anions respectively were measured in precipitation (Bayraktar et al. 2004). ni SO2 344 +18.1824 PM 349 +10.3953 3333.818 2376.443 3.113 2.609 5.841 3.984 2.568 2.568 p<0.01, null hypothesis (H0); µb-µa =0 and alternative hypothesis (H1 ); µb-µa >0 * *Since the expectation of precipitation willreduce the SO2 and PM concentrations, one-tailed alternative hypothesis was set up. ; Therefore,it was rejected the null hypothesis of no difference. Table 2. The results of paired t-test The east of Erzurum plain and Sakalıkesik plain are located near settlement premises, so because of winds, air pollutants were carried and with winter rains considerable amount of air pollutants blend in with soil and water sources. As a result of this fact, earth can be directly affected chemically and physically or underground and surface water sources can be polluted by runoff or drain away from soil. Conclusion Around Erzurum area, a fuel for artificial heating is used till mid-May. The air pollutants are carried eastern Erzurum plain during April, October and September and to Sakalıkesik plain during December, January, February and March. The entrained pollutants which fall on soil by deposition are an important subject statistically. The researches for air pollution effects directly and indirectly on agriculture should concentrate on production costs, market values and social effects apartfrom the environmentalimpact analysis. In Erzurum, the firstreason of air pollution isthe usage of fossilfuels for heating. That’s why in order to decrease the air pollution level, “Turkish Air Quality Protection Regulation” should be implemented effectively and for artificial heating natural gas or other sources which are not harmfulto environment should be used widespread. References Al-Khashman, O. A. (2009). Chemical characteristics of rainwater collected at a western site of Jordan. Atmospheric Research 91,53–61. Başar P., Okyay, P., Ergin, F., Coşan, S. & Yıldız, A. (2005). Aydın ili kent merkezinde hava kirliliği/19972004. ADÜ Tıp Fakültesi Dergisi, 6(3),11-15. Bayraktar H., Turalıoğlu F. S. & Nuhoğlu, A. (2004). Atmospheric Deposition of Sulphate and Nitrate on Soil. International Soil Congress 2004, Erzurum, Turkey. 14-20. Beyhun, N.E., Vançelik, S., Acemoğlu, H., Koşan, Z. & Güraksın, A.(2008). 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Quantifying precipitation suppression due to air pollution. Journal of Applied Meteorology, 43,1038-1056. Güler, Ç. & Çobanoğlu, Z. (1994). Su kirliliği. Çevre Sağlığı Temel Kaynak Dizisi:12, Temel Sağlık Hizmetleri Genel Müdürlüğü, Ankara. Güler, Ç. & Çobanoğlu, Z. (1997). Toprak kirliliği. Çevre Sağlığı Temel Kaynak Dizisi:40, Temel Sağlık Hizmetleri Genel Müdürlüğü,Ankara. Güler, Ç. & Vaizoğlu, S.A.(2006). Hava kirliliği. Halk Sağlığı Temel Bilgiler. Hacettepe Üniversitesi Yayınları, Ankara. Jaffe, D., Anderson, T., Covert, D., Kotchenruther, R., Trost, B., Danielson, J., Simpson,W. et al. 1999. Transport of Asian air pollution to North America. Geophysical Research Letters, 26(6),711-714. Kurita, H., Sasaki, K. & Muroga, H.(1985). Long-range transport of air pollution under light gradient wind conditions. Journal of Climate and Applied Meteorology, 24,425-434. Lee, B.K., Hong, S.H. & Lee,D.S. (2000). Chemical composition of precipitation and wet deposition of major ions on the Korean peninsula.Atmospheric Environment 34,563-575 Turalıoğlu, F. S.(2005). An assessment on variation of sulphur dioxide and particulate matterin Erzurum (Turkey). Environmental Monitoring and Assessment, 104,119-130. Turalıoğlu, F.S., Nuhoğlu A. & Bayraktar, H. (2005).Impacts of some meteorological parameters on SO2 and TSP concentrations in Erzurum, Turkey. Chemosphere 59,1633–1642. Turalıoğlu F.S., Tuncel G. & Bayraktar, H. (2008). Kentselatmosferde partikül madde bileşimlerinin belirlenmesi. Tübitak 104Y176 Proje Sonuç Raporu. W H O, (2000). Air quality guidelines for Europe. 2nd Edition, WH O regional publications, European series, No. 91, Copenhagen. 236 � 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. 465 Title A name given to the resource The Effects of the Air Pollution Observed in Winter with Regard to Water and Soil Resources in Erzurum Site Author Author Kuslu, Yasemin Sahin, Üstün Kızıloğlu, Fatih Mehmet Okuroğlu, Mustafa Abstract A summary of the resource. On Erzurum site, usage of fossil fuels for artificial heating causes atmospheric pollution and especially by means of precipitation it plays an important role on pollution of soil and water sources. This study has planned to indicate the dimension of precipitation transmissions. In this study, the concentration values of SO2 and PM before and after precipitation through 2003-2008 winter seasons were analysed. It appoints a negative relationship between SO2 and PM concentrations with winter precipitation; and their correlation coefficients are -0.138 and -0.150 respectively. In order to examine the effects of precipitation on reducing of SO2 and PM concentrations, t-paired tests were performed. It adjusts that, precipitation affect reducement of SO2 and PM concentrations with p<0.01 significance level. As a consequence, it indicates that the polluted air can affect the east side of Erzurum plain and Sakalıkesik plain negatively in Erzurum where winters are long and tough. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/ec363f1a4714125243f5249af19a0cca.pdf 1de8058a0245cc531cf0c877ceb4ddbd PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The Effects of the Children Under 8 Years Old on Their Families’ Food Purchasing Decision Ercan BALDEMĠR Muğla University Faculty of Economics and Administrative Science Turkey ebaldemir@hotmail.com Aytekin FIRAT Muğla University Faculty of Economics and Administrative Science Turkey aytekinfirat@mu.edu.tr Ali Naci KARABULUT Muğla University Faculty of Economics and Administrative Science Turkey ankarabulut@mu.edu.tr Funda KAYA Muğla University Faculty of Economics and Administrative Science Turkey fundaky@yahoo.com Abstract:Family factor, one of the social factors affecting the purchasing behavior, is regarded to be the most important factor giving direction to the purchasing decisions. In every period of the life, the consumption patterns of an individual cannot be isolated from his/her family‘s consumption patterns. The reason why the present study is limited to the foods is that children are the direct consumers of foods and foods have an important portion in the consumption expenditures of families. And the reason why an upper age limit (8 years old) is set up for the study is that this age is considered to be transition to having purchasing decisions on their own. In the field work, food purchasing was divided into sub-categories because the study aims to reveal the extent to which children affect purchasing decisions in each sub-category. Moreover, for each sub-category, other factors that can affect the purchasing decisions and that are not related to children were also investigated, in this way, the real influence of the children is expected to be found. As purchasing decision is a qualitative data with two possibilities, there can be many independent variables that have the potential for affecting dependent variable; therefore, here ―sequenced logit model‖ will be used to evaluate the findings of the study. Keywords: Food, Purchasing Decision, Family, Child, Under 8 Years 1. Introduction Contemporary view of marketing aims to maximize sum of the long-term profits in terms of their current value rather than maximize the immediate profit of an organization (Islamoğlu,2002:8). That is, the contemporary 436 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo view of marketing aims to have long-term sustainable targets rather than have great profits by selling a lot in a short time. In this respect, one of the major objectives of marketing is to provide organizations with sustainable strategies and competitive advantage. Basically, the science of marketing is interested in finding ways of meeting consumers‘ desires and needs in a timely and satisfying manner. Marketing managers should primarily know the target market and consumers of this market, develop proper marketing strategies for the target population and take the correct decisions to design an appropriate ground for production, pricing and distribution activities which are called the components of marketing (Karabulut,1981:4). For marketers, knowing consumers means determining all the internal and external factors affecting purchasing decisions and clearly understanding consumers‘ desires and needs. This is only possible by knowing the social and cultural milieu where the consumers grow up and live and determining the factors affecting the decisions taken in this environment. This also makes the subdivision of the market possible. However, during the division of the market, it may not be very easy to know the consumers and locate them according to their desires and needs in the market because there are many factors simultaneously affecting the behaviors of the consumers. This leads to confusion and makes it difficult to predict the behaviors. Hence, there are some models developed to provide managers with explanatory and real information by approaching consumer behaviors through more holistic viewpoint. The oldest and well-known of these models is the model developed by psychologist Kurt Lewin. The model proposed by Lewin to explain consumer behaviors is important as it served the function of a pioneer for the other models. According to this model, human behavior develops under the influence of both personal and environmental factors and this is called ―black box model‖ or ― stimulus-response model‖ in the literature. The model is illustrated in figure 1 (Ġslamoğlu and AltunıĢık,2008:23). Figure 1: Kurt Lewin‘s ―black box model‖ As can be seen in the model, the center where the consumer makes purchasing decision is called ―black box‖. It is not exactly known how the black box functions and decisions are made. As every individual exhibit a unique structure, the function of the black box varies from one person to another because many different factors intervene with the decision making process and they do not have the same impact on everybody (Ünlüönen and Tayfun,2003:4). In order to make the model clearer, the model developed by Kotler to explain the consumer‘s decision making process is given below in figure 2: Marketing Other stimuli stimuli Buyer’s Product Price Place Promotion Cultural Social Personal Psychological Economic Technological Political Cultural characteristics Buyer’s decision process Problem recognition Information search Evaluation of alternatives Purchase decision Postpurchase behavior Buyer’s decisions Product choice Brand choice Dealer choice Purchase timing Purchase amount Figure 2: Kotler‘ Purchasing Decision-making Model 437 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo As can be seen in Kotler‘s model, the factors determining the characteristic of the consumer‘s purchasing decision are cultural, social, personal, and psychological factors (Kotler,2000:161). And each factor may have a direct influence, either positive or negative, on the consumer‘s purchasing decision. This makes the consumer behaviors difficult to understand and hence, many studies focused on explanation of the consumer behaviors. The aim of the present study is to investigate the effects of children usually not making their own purchasing decisions on the family‘s purchasing decisions. As known, family factor, one of the social factors, is considered to be the most important social factor giving direction to purchasing decisions. Family consisting of mother, father, and children is a unit having functions of money earning and spending and it is the most influential and developed social group. In every period of the life, the consumption patterns of an individual cannot be isolated from his/her family‘s consumption patterns (Karaosmanoğlu,1995:26). In this line, during the purchasing decision-making process, family members may assume different roles (starter, imposing, decision maker, and user). A purchaser of a product and its user may be different family members. The roles assumed in this process should be well understood (Çakır, 2006:2) because each family member having different roles in the family affects the purchasing decisions in different ways. In particular, child‘s effect in family decisions is located among the social factors as a family factor and may affect the purchasing decision of the consumer in different manners. Children mostly assume the roles of starter and imposer in purchasing of many different goods and services. With the changing living conditions, the weight of children in decision-making process as decision-makers is increasing. With women entering business life, the impacts of children on decisions have increased. The children whose mothers are working assume the greater portion of their mothers‘ decision-maker role in many purchasing decisions, that is, they assume greater responsibility in decision-making process. Moreover, as children are more open to marketing messages and there is a lack of affection on the part of parents for their children due to their busy business lives, and as parents want to fill in this gap by giving more responsibility and right to say to their children, the relative influence of children on purchasing decisions is getting stronger (Çakır, 2006:132). Children as consumers represent an important segment of the population in terms of guiding purchasing decisions. Due to its hugeness and power, this segment constitutes an important segment for marketers (Gunter and Furnham, 1998:173). In this respect, the main purpose of the study is to reveal the influence of children on their parents‘ purchasing decisions. 2. Literature Review In relation to consumer behaviors, the relation between children and marketing system started to gain importance in late 80s (McNeal and Yeh, 1990:32). With the recognition of the importance of children as consumers, marketing researchers felt greater need to develop more effective methods to reach children. For this purpose, it is seen necessary to understand what children are interested in, what they want and how they behave. In a normal purchasing process, children and the other members of the family are in a mutual interaction. While, on the one side, children‘s desires and needs guide the family‘s purchasing decisions, families, on the other side, play an important role in the socialization of their children as consumers. Children learn to make decision by being affected by their families‘ consumer identity (Karaca et al.,2007:236). Media, particularly television advertisements, play an important role in the socialization of children (i.e. participating in consumption activities) as consumers by getting them to learn how to make decisions. The reasons which make television advertisements so influential on children are that the children do not know the difference between advertisements and other television programs, and they are not aware of the advertisements‘ aim of persuasion. Therefore, many children are defenseless against the exploitative purposes of advertisements (Gunter and Furnham, 1998:102). These can also be included among the reasons leading researchers to look for the effects of children on purchasing decisions. The study by Poper and Shah (2007) revealed results supporting these assumptions. The study reported that 9 out of 10 children want to buy when they see something new in television advertisements (Roper and Shah, 2007:723). Another study by AC Nielsen Zet (1999) revealed the effects of children and young people on purchasing decisions and brand selection. The study also reported that when the families go shopping together with their children, consumption of 82% of the families increases. Moreover, the study argued that the effects of children on total consumption and brand selection are great. When the issue is considered in relation to marketing and especially advertisement, children can be called as target population. In many of the advertisements targeting adults, advertisers include factors that may draw the attention of children (Çakır, 2006:133). 438 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo According to another study carried out in 2000, the children lack the questioning skills possessed by adults; they have limited information and skill to evaluate causal relations, they focus on here and now, they do not have inclination to take others‘ opinions into consideration and they mostly focus on themselves and they want momentary sense of satisfaction (McNeal, 2000: 40 – 96) A study carried out in 2008 administered a questionnaire to the mothers with children in Vilnius/Lithuania and found that the children are most influential on their mothers‘ decisions to buy sweets and chocolate and these are followed by clothes, holiday plans, restaurant, audio and video, drinks, car and house furniture (Dickius and Medeksiene, 2008:109). There is a similar trend in our country. The findings of a study investigating the effects of advertisements on children seem to support these findings. The findings of the study revealed that majority of the children in 04-13 age group like advertisements, they think that they are believable, and they want to take the places of the children appearing in the advertisements. Among the advertisements, toy and food advertisements are the most influential on children. Most of the parents think that advertisements negatively affect children‘s imagination, creativity, and consumption patterns; they make children more extravagant and encourage them to adopt bad feeding habits (Karaca et al., 2007:247). Another study carried out in Ġstanbul in 2006 revealed that the effects of children in purchasing process are not related to the price of the thing but direct usefulness of it for children. However, when the effects of children on purchasing decisions for similar products were investigated, it was found that the children are more influential on purchasing decisions for cheaper products. Children are more influential on decisions relating the products they themselves use than the one relating the products of common use. When it comes to the products purchased for the common use of the family, again the children have greater impacts on the purchasing of cheaper and lower risk goods (Aygün, 2006:50). There is a paper presented in 9th International Marketing Trends Congress held in Venedik on 20-23 February 2010 and this paper seems to be summarizing what has been told so far. According to this study, in Italian food industry, children are thought to have effects in four different dimensions and different strategies are followed for each of them. According to this, children may be included in different markets by marketers: 1. Primary Market, 2. Secondary Market, 3. Influence Market and 4. Future Market. In relation to these different target groups; children‘s characteristics, and typical age groups, and who the target is in the family for marketers and marketing strategies for these groups are presented in the following table (IRONICO, 2010:11): 439 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Children as… Characteristics Typical groups Primary Market Children have acquired the basic knowledge and skills to autonomously conduct a purchase act. School Children Secondary Market Children are dependent upon adults since they do not possess the cognitive and motor skills to autonomously fulfil their consumer needs or the basic knowledge and skills to autonomously conduct a purchase act. Even though children do not possess the basic knowledge and skills to autonomously conduct a purchase act, they are able to influence the consumer choices of the family by expressing their needs and asserting their preferences. Corporations invest into longterm activities aimed at encouraging the brand loyalty of children as the consumers of tomorrow in a lifetime relationship marketing view. Newborns; preschool children Parents Preschool and school children Children and parents Gift in pack, transtoying, advergaming, licensing, co-marketing, fantasy testimonials, miniaturization, dual messaging. Preschool and school children Children and parents Gift in pack, transtoying, advergaming, licensing, co-marketing, fantasy testimonials, miniaturization, dual messaging. Influence Market Future Market age Target of the marketing strategy Children Marketing and communication strategies Gift in pack, transtoying, advergaming, licensing, co-marketing, fantasy testimonials, miniaturization. Gatekeeping. Source: Ironico, 2010:11 Table 1: Marketing Strategies for Children The above-mentioned studies help determine the scope, purpose, hypotheses and limitations of the present study. 3. Research Methodology In the field research, food purchasing was divided into sub-categories such as fresh vegetables and fruit, milk and dairy products, convenience food, liquors and soft drinks etc. and in this way, it was aimed to determine the effects of children on each sub-category. Moreover, for each sub-category, other factors that can affect the purchasing decisions and that are not related to children were also investigated, in this way, the real influence of the children was expected to be found. The reason why the present study was limited to food and drinks are as follows: - - Food and drinks are the products directly consumed by children. Young children have a tendency to meet their immediate needs hence they consume great amount of sweet and chocolate (Gunter and Furnham, 1998:35). Food constitutes an important portion of the consumption expenditures of a family. According to the results of Household Consumption Expenditure Survey carried out by DĠE in 1994, food expenditures constitute 28.5% of all the consumption expenditures and take the first place among the expenditure categories (Institute of Statistics, 1999: 356-361). The reason why an upper age limit (8 years old) is set up for the study is that this age is considered to be transition to having purchasing decisions on their own (McNeal, 2000: 17). The reference study for this was carried out in America in 1987. The results of this study empirically show that 100% of the 7 year old children have previously made independent decisions while shopping with their parents and 80% of them have lived independent shopping experience (Lunt and Furnham,1996:35). After children become 8 years old, their independent shopping habits gain continuity hence their participation in consumption gains a different dimension. 440 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo In line with the purpose of the present study, a questionnaire form was developed and used to collect data. In the questionnaire, there 7 items related to demographics, 2 items aiming to solicit the children‘s participation patterns in purchasing, and 2 items where determining factors are defined about child‘s insistence to his/her parents and parents‘ considering about child‘s health. As those 2 factors will supply ordered datum which has 5 possibilities (0: not affecting, 1: a few affecting, 2: affecting, 3: very affecting and 4: totally affecting) and there are many different independent variables that can affect the dependent variable, the findings of the study were evaluated and interpreted through ―ordered logit model analysis‖. 4. Survey Findings and Conclusions The distribution of the demographic features obtained through face-to-face administration of a questionnaire to 204 participants having children aged 0-8 and making food expenditures is presented in Table 2. Variable Number of Percentage Variable Number of Percentage People People Age Income Level 22≤x≤27 29 %14.22 x<1000 TL 32 %15.76 28≤x≤33 66 %32.35 1000≤x≤2000 94 %46.31 34≤x≤39 63 %30.88 2001≤x≤3000 57 %28.08 40≤x≤45 38 %18.63 3001≤x≤5000 19 %9.36 46≤x 8 %3.92 5000<x 1 %0.49 204 %100 204 %100 Total Total Sexuality Male Female 79 125 %38.73 %61.27 Total 204 %100 Educational Status Primary School Secondary School High School University Postgraduate Total 34 24 75 55 16 204 %16.67 %11.76 %36.76 %26.96 %7.84 %100 Table 2: Demographic Findings In order to find out the extent to which the families are affected from their children while making their food purchasing decisions, the participants were asked how much they are affected from the following two factors while making their purchasing decisions; Factor-1: As a result of children‘s being affected by advertisements and environmental factors, their becoming insistent on buying something, Factor-2: while making purchasing decisions, paying attention to prodcuts‘ impacts on children‘s health. The extent to which the participants attach importance to these two factors while making their food purchasing decisions is presented in table 3; 441 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Factor-1 Not Affecting Number People 62 of Percentage Factor-2 %30.39 Not Affecting Number of People 12 Percentage %5.88 A Few Affecting 36 %17.65 A Few Affecting 16 %7.84 Affecting 38 %18.63 Affecting 29 %14.22 Very Affecting 35 %17.16 Very Affecting 40 %19.11 Totally Affecting 33 %16.18 Totally Affecting 107 %52.45 Table 3: Frequency Tables for Factor 1 and 2 In order to find out whether the extent to which the participants are affected from these factors varies depending on their demographic features while making their purchasing decisions, dummy variables for ordered variables such as age, gender, marital status, educational status, and the number of the children who are 8 years old or under were formed and then by using ordered logit analysis, the effects of these variables on these two factors were measured. The ordered logit analysis revealed that there is no significant impact of the independent variables of age of the parents, gender, marital status, and income level on the first factor. However, effects of factor vary depending on the educational level of the parents and the age group of the children possessed. Factor 1 Child between 0-2 Child between 2-4 Child between 4-6 Child between 6-8 Secondary sc. High sc. University Postgraduate Coef. -.2314801 .6821392 1.314124 1.07787 .1948002 1.118461 .7050328 -.7040728 Std. Err. .3692538 .3856109 .3970187 .3674885 .5453462 .4424027 .5037245 .7050288 z -0.63 1.77 3.31 2.93 0.36 2.53 1.40 -1.00 P>z 0.531 0.077 0.001 0.003 0.721 0.011 0.162 0.318 [95% Conf. -.9552043 -.0736443 .5359813 .3576059 -.8740586 .2513681 -.2822491 - 2.085904 Interval] .492244 1.437923 2.092266 1.798134 1.263659 1.985555 1.692315 .6777582 Table 4: Ordered Logit Analysis for Factor 1 As can be seen in Table 4, except for those having children aged 0-2, the parents having children under 8 years old are affected from the 1st factor which is the insistence of the children in their food purchasing decisions. This finding seems to support the McNeal‘s argument that age 2 is the stage where children start to make request with signs and words as presented Stages of Consumer Behaviour Development Table (McNeal, 2000: 17). Moreover, this finding indicates that only participants who are high school or university graduates are significantly affected from factor 1, yet, the participants who have primary school or post-graduate education are not significantly affected. That is, the participants having high school, two-year degree and university education pay greater attention to their children‘s preferences and demands in their food purchasing decisions. This may be interpreted as the participants having less than high school education do not give their children right to say in their food purchasing decisions. However, when the results of the ordered logit analysis are examined, a different finding is obtained for those having post-graduate education; 442 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Factor 2 Secondary sc. High sc. University Postgraduate 28≤x≤33 34≤x≤39 40≤x≤45 46≤x 1000≤x≤2000 2001≤x≤3000 3001≤x≤5000 5000 < x Coef. .0744801 .1562653 .4588567 -1.117541 -.295486 .8163078 . 3062561 .9782211 . 3181982 .3630866 1.052949 -1.626117 Std. Err. .5361029 .4488761 .5088667 .7925455 .4358705 .5183029 .5634005 .8863009 .4288602 .5199831 .6979224 1.941669 z 0.14 0.35 0.90 -1.41 - 0.68 1.57 0.54 1.10 0.74 0.70 1.51 -0.84 P>z 0.890 0.728 0.367 0.159 0.498 0.115 0.587 0.270 0.458 0.485 0.131 0.402 [95% Conf. -.9762623 -.7235157 -.5385037 -2.670901 -1.149777 -.1995473 -.7979887 -.7588966 -.5223524 -.6560616 -.3149542 -5.431719 Interval] 1.125223 1.036046 1.456217 .43582 .5588045 1.832163 1.410501 2.715339 1.158749 1.382235 2.420851 2.179485 Table 5: Ordered Logit Analysis for Factor 2 As can be seen in table 5, there is a significant relation between having post-graduate education and the extent to which the participants are affected from factor 2. That is, the participants having post-graduate education pay significantly less attention to the benefits of the food products for the health of their children when compared to the other participants with other educational levels. This is because the participants having post-graduate education attached lower scores to this factor for the sub-product groups including artificial additives such as processed meat and milk, read-to-eat and frozen foods, chips and drinks than the other participants. When we look at the mean score for this factor, we can see that the participants having post-graduate education seem to attach less importance to this factor but they attach greater importance to factor 2 for food groups considered to be very important for health such as meat and meat products and fresh vegetables and fruit than the other participants. According to the findings concerning factor 1, the participants having post-graduate education are less affected from their children‘s insistence and they are more questioning about the benefits and harms of foods for health. Hence, while making food purchasing decisions, these people are less affected from the direct or indirect influences of their children and they make more rational decisions. As a result of the present study, which was carried out to investigate the affects of the children who are 8 years old or under on their parents‘ purchasing decisions, it can be argued that, except for the children aged 0-2, the children under 8 years old have direct influences on their parents‘ purchasing decisions. Moreover, education status of the families, their income levels, and the extent to which children are affected from advertisements have direct influences on purchasing decisions. Though the ability of the children under 8 years old to make decisions is questionable, the present study shows that children have direct influences on the purchasing decisions for the products they like and this influence may appear in different forms. 5. References AYGÜN, Ġ., 2006. Çocukların Ailede Satın Alma Kararları Üzerine Etkileri ve Bir Uygulama, Gebze Yüksek Teknoloji Enstitüsü SBE, Yüksek Lisans Tezi, Gebze. ÇAKIR, E., 2006. Satın Alma Kararlarında Çocukların Rolleri, Gazi Üniversitesi, SBE Üretim Yönetimi ve Pazarlama Bilim Dalı, YayınlanmamıĢ Yüksek Lisans Tezi, Ankara. DICKIUS, V., MEDEKSĠENE, E., 2008. A Child Impact on Parent‘s Purchasing Decision, Vilnius University International Business School, Ekonomika ir vadyba: aktualijos ir perspektyvos, 2008- 4 (13), Vilnius. GUNTER B., FURNHAM A., 1998. Children As Consumers: A Psychological Analysis Of The Young People's Market, Routledge, London., IRONICO, S., 2010. Marketing and communication strategies aimed at children in the Italian food sector: a consumer learning perspective, 9th International Marketing Trends Congress, Venice. ĠSLAMOĞLU, A.H., 2002. Pazarlama Ġlkeleri, Beta Yayınevi, Ġstanbul. 443 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo ĠSLAMOĞLU, A.H. ve R. ALTUNIġIK. 2008. Tüketici DavranıĢları, Beta Yayınevi, Ġstanbul. KARABULUT, Muhittin. 1981. Tüketici DavranıĢı, Minnetoğlu Matbaacılık, Ġstanbul. KARACA, Y., A. PEKYAMAN, ve H., GÜNEY. 2007. Ebeveynlerin Televizyon Reklam Ġçeriklerinin Çocuklar Üzerindeki Etkilerini Etik Açıdan Algılamalarına Yönelik Bir AraĢtırma, Afyon Kocatepe Üniversitesi, SBE Dergisi, Cilt:9, Sayı 2, Aralık. KARAOSMANOĞLU K. 1995. Tüketici Satın Alma Karar Sürecinde Marka Etkinliğinin Ölçümlenmesi: Genç Giyim Üzerine Bir Uygulama, DEU, SBE ĠĢletme ABD, YayınlanmamıĢ Doktora Tezi, Ġzmir. KOTLER, P. .2000. Marketing Management, Prentice Hall Internatıonal Inc., Upper Sadle River, New Jersey. LUNT P. Ve A. FURNHAM. 1996. Economic Socialization, The Economic Beliefs and Behaviours of Young People, Edward Elgar Publishing, Cheltenham UK. McNEAL, J.U. 2000. Children as Consumers of Commercial and Social Products, Pan-American Health Organisation, Washington. McNeal, J.U., Yeh, C-H. (1990), "Taiwanese children as consumers", European Journal of Marketing, Vol. 24 No.10. Roper, S. & Shah, B 2007, 'Vulnerable Consumers: The Social Impact of Branding on children', Equal Opportunities International, vol. Vol. 26, No.7. ÜNLÜÖNEN, Kurban ve Ahmet TAYFUN. 2003. Turistlerin Yerli Halkın Tüketim DavranıĢlarına Etkileri Üzerine Ampirik Bir ÇalıĢma, Muğla Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi, Sayı 10, Bahar. T.C. BaĢbakanlık DĠE, ―Hanehalkı Tüketim Harcamaları Anketi 1994‖, 1999, Ankara, s.356-361. 444 � 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. 233 Title A name given to the resource The Effects of the Children Under 8 Years Old on Their Families’ Food Purchasing Decision Author Author BALDEMİR, Ercan FIRAT, Aytekin KARABULUT, Ali Naci KAYA, Funda Abstract A summary of the resource. Family factor, one of the social factors affecting the purchasing behavior, is regarded to be the most important factor giving direction to the purchasing decisions. In every period of the life, the consumption patterns of an individual cannot be isolated from his/her family‘s consumption patterns. The reason why the present study is limited to the foods is that children are the direct consumers of foods and foods have an important portion in the consumption expenditures of families. And the reason why an upper age limit (8 years old) is set up for the study is that this age is considered to be transition to having purchasing decisions on their own. In the field work, food purchasing was divided into sub-categories because the study aims to reveal the extent to which children affect purchasing decisions in each sub-category. Moreover, for each sub-category, other factors that can affect the purchasing decisions and that are not related to children were also investigated, in this way, the real influence of the children is expected to be found. As purchasing decision is a qualitative data with two possibilities, there can be many independent variables that have the potential for affecting dependent variable; therefore, here ―sequenced logit model‖ will be used to evaluate the findings of the study. 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 HB Economic Theory https://omeka.ibu.edu.ba/files/original/65081b58a3279c254cef40f4b841f6a0.pdf eabc2601cedb80a35286c884400f341b PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo THE EFFECTS OF THE SYLLABUS, METHODS AND TEACHING STYLES OF FOREIGN LANGUAGE COURSES ON THE ACHIEVEMENTS AND ATTITUDES OF STUDENTS Mehmet TAKKAÇ Atatùrk University, Department of English Language takkac@atauni.edu.tr Aysel ÇATAL Atatùrk University, Lecturer ayselcatal@atauni.edu.tr Ahmet Selçuk AKDEMĠR Erzincan University, Lecturer ancient---mariner@hotmail.com Abstract: English is taught as a foreign language nearly in all higher education institutions in Turkey. Though the aim of teaching English is mainly based on communicational skills, it is rarely performed with innovative and technologically up to date methods. Many instructors find it easier to construct courses with a traditional style without using technological devices and materials. English lessons become rather boring and dull, and as a result of this, the achievement and attitudes of students decline. The aim of this study is to assess the effect of the syllabus, methods and teaching styles of foreign language courses on the achievements and attitudes of students. This research is an experimental study with a mixed group and an attitude test, open – ended questions survey model. The study was conducted on university students in the 2nd grade of the School of Health, Erzincan University. 21 male and 24 female students took part in this research. As the first step of the research the syllabus design, method and teaching style of the class was defined by an interview with the instructors of English courses. Then the opinions of students on English courses were obtained with a questionnaire using the Likert scale model. Based on statistical analyses of the questionnaires and evaluation of observations on the syllabus, methods and teaching style of the instructor, it was concluded that the achievements and attitudes of the students vary according to the syllabus design, method and teaching style of the class. Key Words: language teaching, attitude, syllabus design, style, teaching materials 1. Basic Concepts 1. 1. Syllabus in Foreign Language Teaching In recent years there occurred an expanding interest to define the process of Foreign Language Teaching (FLT). This tendency of understanding and defining the process has led to the emergence of many concepts one of which is syllabus. The simplest explanation of this concept is ‗a statement of what is to be learnt‘. A syllabus is a more detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level (Dubin and Olsthain, 1997). There are many other definitions of the term itself;  A syllabus is an endorsement of specific set of sociolinguistic and philosophical beliefs regarding power, education and cognition that guide a teacher to structure his or her class in a particular way (Hadley, 1998)  A syllabus is a social construction produced interdependently by teachers and learners. It is concerned with the specification and planning of what is to be learnt (Candlin, 1984). Basic syllabus types are as follow:  Type A (interventionist) syllabi are concerned with what should be learned. They divide the language into small, discrete units and evaluate the outcomes in terms of mastery of the language.  Type B (non-interventionist) syllabi are concerned with how the language is learned and how this language is integrated with learners‘ experiences. Evaluation criteria are set by the learners themselves (White, 1988). 56 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1. 2. Methods in Foreign Language Teaching There are several FLT methods and those methods have an extension from behavioral methods to communicative – psychological ones. Each method has some challenges over the preceding one. For example Silent Way was born with the notion that though they learn language with ALM (Audio –Lingual Method) the students would not be able to communicate out of the class furthermore language learning can not be a habit formation as human being do learn the expressions that s/he has never heard. Basic methods are:  Grammar – Translation Method (GTM)  Direct Method (DM)  Audio – Lingual Method (ALM)  Silent Way  Suggestopedia (Desuggestopedia)  Community Language Learning  Total Physical Response (TPR)  Communicative Language Teaching (CLT)  Content – based, Task – based and Participatory Approaches  Cooperative Learning and Multiple Intelligences ( Larsen – Freeman, 2000) 1. 3. Style in FLT ―Every man is in certain respects (a) like all other men, (b) like some other men, (c) like no other man" (Kluckhohn and Murray, 1953). This quotation is perhaps the best way of mentioning the difference of each human being both as learners and teachers. Style is the difference of each person from the others. If the subject is an educational setting, then style turns to have two aspects; teacher‘s teaching style and learner‘s learning style. A good teaching/learning environment is created only when learner‘s and teacher‘s styles cover one another. Style has a crucial role on achievement and attitude towards any topic or course. 1. 4. Attitude Attitude is the mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual‘s response to all objects with which it is related (Triandis, 1971). Attitude is a complex term having relationships with many other internal and external factors when the subject is ‗attitude towards learning a language or the language itself‘. Language teaching includes all the factors such as teacher, learner, and the interaction of the two, internal and external variables as well as attitude of the learner. 2. Methods and Procedures The aim of this study is to assess the effect of the syllabus, methods and teaching styles of foreign language courses on the achievements and attitudes of students. This research is an experimental study with a mixed group and an attitude test, open – ended questions survey model. The study was conducted on university students in the 2nd grade of the School of Health, Erzincan University. 21 male and 24 female students took part in this research. As the first step of the research the syllabus design, method and teaching style of the class was defined by an interview with the instructors of English courses. Then the opinions of students on English courses were obtained with a questionnaire using the Likert scale model. 3. Analyses and Findings 3. 1. Views of the Instructor The instructor of the English courses of the school is a 54 years – old male having B.A. from ELT department. He has been teaching for 30 years. He was interviewed by the authors of the paper and the interview included open – ended questions such as: - What do you think about the efficiency of English lectures you give in this class? - What are the aims/goals/purposes of your course? - How do you plan your courses? - What are the basic elements of your teaching style/approach/method? - How do you assess your students? - What are the materials of your English course? - How do you evaluate yourself by means of being a teaching professional? - What do you expect from your students? - What is the manner of interactions of your class? The instructor‘s answers are as follow: 57 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo I think my English course is far from being efficient enough because of students‘ attitude towards English. - My aim is to teach English through rules and habit formation in order to make students understand English for their profession and career. - I follow the plans that I have shaped through years of experiences without depending on any external planning. - Basic elements of my teaching style are presentation of the subjects, explanation of the rules and exceptions of each rule, then giving examples of the grammatical structure. - I use written exams to assess my students. - I use only printed materials for the courses and I generally present the subject in the board. Very rarely do I use powerpoint presentations because it is difficult to prepare or adapt a prepared one. - I have spent nearly 30 years as an instructor so I feel confident enough to lecture but I should admit that I am reluctant to learn about and use new technologies. - I expect them to learn a good English especially grammar and vocabulary. - Generally I do present the matter and students learn it by listening and note – taking, though I tried to integrate them to the courses actively, they seemed unwilling. 3. 2. Questionnaire Attitudes of the students were determined by a questionnaire which was developed by Gùven (2007) and proved to be reliable and valid after some pre – experimental applications to minor groups. The questionnaire includes 24 items 12 of which are negative such as: Item 2: I feel distressed during English courses (strongly agree/agree/moderately agree/disagree/strongly disagree) Item 16: English is terrifying course for me (strongly agree/agree/moderately agree/disagree/strongly disagree) 12 items are positive such as: Item 11: I find it interesting to discuss the topics in English courses (strongly agree/agree/moderately agree/disagree/strongly disagree) Item 17: I find English as an enjoyable course (strongly agree/agree/moderately agree/disagree/strongly disagree) 12 positive questions were designed to determine positive attitudes of the students while remaining 12 questions existed to provide internal coherence of the questionnaire. In order to ensure the validity of the study, only positive questions were taken into account while analyzing the data. Cronbach Alpha validity of the scale was calculated as 0.91 showing that the study has the validity. - SPSS analysis of the questionnaire: Descriptive Statistics N Minimum ORTALAMA 46 Valid N (listwise) 46 1,00 Maximum 4,83 Mean Std. Deviation 2,3696 ,94684 Mean: 2.37 Standard Deviation: 0,95 Mean value of the answers given to 12 questions which are asking about positive attitude towards English courses is 2,37 which means ‗disagree‘ in our questionnaire. The results of statistical data showed that students do not agree positive attitude statements of the questionnaire. 4. Conclusion As English becomes an international language for nearly all areas (science, communication, interaction etc.) it is not reasonable to go on using old – fashioned methods, strategies and approaches to teach English as a foreign language. Like all other sciences and educational activities, FLT also needs to be revised according to the needs of modern world. As it can be seen easily from these study, it is crucial to think FLT as a whole process along with all components e.g. teacher, teaching style, students and even external ones such as school and materials. Students learn best when they feel confident and find the topic worth to be learnt by means of their needs. So the courses should be constructed to include technological settings and media so that students will find it interesting and they will be able to learn the language itself rather than set of grammar rules and patterns. 58 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teacher has also has responsibilities of being well prepared for the course and equipped enough to be able to use technology and multi – dimensional teaching techniques. Having only one type of teaching style in mind makes the teacher a flat one. As a result s/he will not be able to control the class and teaching/learning process. References Candlin, C.N. (1984). Syllabus design as a critical process. In C.J.Brumfit (Ed.). General English Syllabus Design. ELT Documents No. 118. London: Pergamon Press & TheBritish Council. 29-46 Dubin, F. & Olstahin, E. (1997) Course design: Developing programs and materials for language learning, Cambridge: CUP Gùven, Z. Z. (2007) Öğrenme stillerine dayalı etkinliklerin ôğrencilerin dinleme becerisi eriĢileri, Ġngilizce dersine yônelik tutumları ve ôğrenilenlerin kalıcılığına etkisi. (Unpublished PhD Dissertation) Selçuk University: Turkey Hadley, G. (1998) Looking back and looking ahead: A Forecast for the early 21 st century publications.org/tlt/articles/2001/07/hadley last access) (http://www.jalt- Kluckhohn, C., & Murray, H. A. (1953) Personality formation: The determinants. In C. Kluckhohn & H. A. Murray, Personality in nature, society & culture (pp. 35-48). New York: Knopf. Larsen – Freeman, D. (2000) Techniques and principles in language teaching, Oxford: OUP Triandis, H. (1971) Attitude and attitude change. USA: Wiley Publications. White, R. (1988). The ELT curriculum, design, innovation and management. Oxford: Basil Blackwell Publications 59 � 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. 12 Title A name given to the resource THE EFFECTS OF THE SYLLABUS, METHODS AND TEACHING STYLES OF FOREIGN LANGUAGE COURSES ON THE ACHIEVEMENTS AND ATTITUDES OF STUDENTS Author Author TAKKAÇ, Mehmet ÇATAL, Aysel AKDEMİR, Ahmet Selçuk Abstract A summary of the resource. English is taught as a foreign language nearly in all higher education institutions in Turkey. Though the aim of teaching English is mainly based on communicational skills, it is rarely performed with innovative and technologically up to date methods. Many instructors find it easier to construct courses with a traditional style without using technological devices and materials. English lessons become rather boring and dull, and as a result of this, the achievement and attitudes of students decline. The aim of this study is to assess the effect of the syllabus, methods and teaching styles of foreign language courses on the achievements and attitudes of students. This research is an experimental study with a mixed group and an attitude test, open – ended questions survey model. The study was conducted on university students in the 2nd grade of the School of Health, Erzincan University. 21 male and 24 female students took part in this research. As the first step of the research the syllabus design, method and teaching style of the class was defined by an interview with the instructors of English courses. Then the opinions of students on English courses were obtained with a questionnaire using the Likert scale model. Based on statistical analyses of the questionnaires and evaluation of observations on the syllabus, methods and teaching style of the instructor, it was concluded that the achievements and attitudes of the students vary according to the syllabus design, method and teaching style of the class. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 3528 Title A name given to the resource THE EFFECTS OF USING LIBRI IN ENHANCING LEARNERS’ CREATIVITY, PROBLEMSOLVING SKILLS AND AUTONOMY IN BUSINESS ENGLISH CLASSES Author Author Osmani, Rufat Abstract A summary of the resource. Among teacher’s responsibilities in the classroom besides delivering quality teaching, treating all the students equally, is giving the learners the space to become creative, to enhance their problemsolving skills and give them the opportunity to become autonomous learners. Libri is a learning management tool used at South East European University for all courses. It is used to achieve some of the classes goals and aims. However, it can also be used to give the students the opportunity to become autonomous since they are working even from home independently, to become creative and find solution to the problems as assigned in the tasks, and develop their problemsolving skills since they have to find solutions to the problems presented. We assumed that this would enhance learner creativity and autonomy, and yet give them the opportunity to use English outside of the classroom environment. Besides this, it will also trigger students’ problemsolving skills The participants of this study are 70 students taking ESP Business English, aged 18-35 years old, all non-native speakers of English, from different national, language, cultural backgrounds. Both, the qualitative and quantitative method were used to analyse the data gathered. The students involved in the study were given a questionnaire after they completed the task. While checking the students’ responses the teacher was able to see how they approached the tasks given. There was also a questionnaire for teachers, who used the same approach and used Libri for the same purpose. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English