293 10 3494 https://omeka.ibu.edu.ba/files/original/a1d1ed31c214668a71423b1618ecb77b.pdf 6a88562475cfea4f74b9f0bdfcd2f0a4 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Evaluation of Elementary Education 6th Grade Turkish Workbook from The Point of Constructivist Grammar Teaching Süleyman Eroğlu Uludag University Faculty of Education Turkey seroglu@uludag.edu.tr Abstract: The skill area of language covers listening/watching, reading, speaking and writing; the knowledge area covers grammar. Grammar is the set of rules supporting basic language skills. It is important for students to learn about the rules and knowledge composing the structure and function of a language so that they can support other skills. Undoubtedly, the way of functional and permanent grammar teaching is firstly to explain about the knowledge and rules of language and then to construct them. The presence of such an understanding in grammar teaching is possible primarily through the presence of a Turkish Course Teaching Program prepared as based on constructivist approach and the presence of teaching materials formed parallel to this. It is known that course books as a teaching material play an important role in having students acquire certain skills. At this point, it is obvious that there is a need to determine if course books possessing great importance were prepared in accordance with the constructivist approach. The present study aimed to evaluate the 6th Grade Turkish Workbook, one of the Turkish teaching materials and expected to have been prepared in accordance with the constructivist approach and still in use; it also aimed to determine the extent to which the various activities in grammar teaching area included in the book meet the requirements of the constructivist approach. Key Words: Elementary 6th Grade Turkish Course Workbook, Grammar Teaching, Constructivist Approach, Turkish Course Teaching Program Introduction Language is a natural means helping people communicate with one another and plays a key role in all educational activities. Language acquisition and teaching take place during a certain process. Individuals have a natural tendency toward learning and consolidating what they have learned and this can be developed when appropriate methods and techniques are used. A human’s world of thought that he or she sets up while trying to understand him/her and the events happening around him/her is shaped with concepts and the relations between these concepts. Humans become socialized through values that concepts acquire in language integrity and are involved in some thinking and expression activities such as learning with the help of language, practicing what they have learned and interpretation. Turkish learning is composed of comprehension, interpretation, and basic language skills such as listening/watching, speaking, reading and writing directed to the development of skills to set up communication and grammar (Turkish Course Teaching Program, 2006, p. 2). The main objectives of the use of language which is the most effective means of agreements between people are to help individuals transfer their own feelings and thoughts to others adequately and effectively, to understand others’ emotions and thoughts fully and correctly. In addition to the basic skills of language such as reading, listening / watching, talking and writing, the information forming the structure and identifying the functioning rules of Turkish is also important to have as well. The ongoing lifelong process of language acquisition avoids arbitrariness and becomes formal in the formal primary education period. Students in the first stage of the primary education are supported primarily with respect to language skills and then tried to be made competent in the knowledge level of the language. This situation, particularly in primary education, will be possible through a constructivist language teaching; because a learner learns and builds knowledge structures when he or she discovers his or her own answers and concepts and creates his or her own interpretation. This is undoubtedly possible through a constructivist teaching approach. Constructivism is the process in which students make sense of and construct new information they encounter under the guidance of teachers also by benefiting from their past learning experiences (Yapıcı, 2008). Constructivist approach is a learning approach in which individuals form their own knowledge, skills and 165 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo qualities as a result of their own experiences and thinking. In this approach, individuals participate in the learning process actively, question, inquire and associate the information they will get through their past experiences and construct it on their own (Shunk, 1996). Knowing the structure and opportunities of the means -language- enabling communication will undoubtedly affect the success of comprehending-expressing activity. And this entails a good grammar education. Language is a system composed of the units taking their values from interrelated relations, and grammar is the field of study aiming to put forward this system (Adalı, 1983, p. 35). The primary aim of grammar is to make students become aware of the basic rules of the Turkish language with respect to speaking, writing and reading and feel confident in using their mother tongue. In other words, the aim of grammar teaching is to make students acquire the skills of using their emotions, thoughts and plans correctly, clearly and effectively. Taken from this perspective, grammar can be accepted as a field of study aiming to make students comprehend meanings correctly and reach the awareness of expressing their own thoughts, emotions and desires properly (Calp, 2007, p. 304). The effective and permanent grammar teaching, a field of study helping individuals to acquire the skills of comprehending and expressing correctly is closely related to not only the constructivist approach but also the quality of textbooks. ”Just as it is impossible to perform any task without any tools, teaching a lesson without a textbook is not likely, too” (Cemiloğlu, 2004, p. 203). Textbooks are the basic sources used for both educational and teaching purposes. They are printed educational and teaching materials equipped with cognitive and sensory skills appropriate for students’ age and knowledge levels, composed of rich texts, prepared in the direction of the principles based on teaching programs, and transferring the information they include to students with the help of teachers. Textbooks have an important function, especially in Turkish lessons, in making students acquire basic language skills. This function originates from texts included in textbooks. For, in Turkish lessons, students are made to acquire all the language skills (reading, writing, speaking, listening and grammar) through activities prepared starting from these texts (Çeçen and Çiftçi, 2007, p. 39). Student’s textbook, student’s workbook and teacher’s guide are considered as indispensable complementary tools in the learning and teaching processes realized in the school environment of the Turkish course. Not only are texts included in textbooks the basic materials of grammar teaching, but also opportunities offered by the activities prepared according to the constructivist approach determine the quality of education. The quality of grammar teaching depends on not only textbooks but also a stage-wise programming prepared according to levels of students. In the Turkish Language Teaching Program prepared in 2006 and specifying the framework of grammar teaching, the basic grammar teaching is started in the 6th grade. In the program, starting with the 6th grade, the following acquisitions are included with the aims of supporting the basic language skills and making students comprehend the functioning properties of the Turkish language: 1. Comprehension and practice of the knowledge and rules with respect to the structural properties of words 2. Comprehension and practice of the knowledge and rules with respect to the types of words. As understood from the main acquisition headings of the program, the grammar teaching at primary education level is started on the basis of making students comprehend the properties that the Turkish language has on the word dimension. It is aimed to make students comprehend the knowledge and rules concerning the structural properties of words with the following sub-headings of the 1st acquisition: 1.1. Comprehend root and affix. 1.2. Distinguish between noun affix and verb affix. 1.3. Distinguish between derivational affix and inflectional affix. 1.4. Comprehend stem. 1.5. Comprehend the functions of derivational affixes and the meaning properties they attach to words. 1.6. Comprehend compound words. 1.7. Distinguish between simple, derived and compound words. And it is aimed to make students learn about the knowledge and rules concerning the types of words with the following sub-headings of the 2nd acquisition: 2.1. Comprehend the functions of nouns in a sentence; use nouns in accordance with their functions. 2.2. Perceive the functions of pronouns in a sentence; use pronouns in accordance with their functions. 2.3. Comprehend the functions of the affixes indicating aspect. 2.4. Comprehend the functions of the affixes indicating possession. 2.5. Comprehend the construction and meaning properties of noun phrases. 2.6. Perceive the functions adjectives in a sentence; use adjectives in accordance with their functions. 2.7. Comprehend the construction and meaning properties of adjective phrases. 2.8. Comprehend the functions of prepositions, conjunctions, exclamations and the meaning properties they attach to a sentence; use these words in accordance with their functions. 166 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 2.9. Use words in different positions in a sentence. These statements, included in the Turkish Language Teaching Program prepared in 2006, are an indication of the transition from behaviorist approach to constructivist approach. The evaluations that we have hitherto made indicate that the Turkish textbooks prepared within the framework of the Turkish Language Teaching Program need to be the tools of the constructivist approach. Starting from this thought, the basic aim of our study is to evaluate the opportunities that the Turkish textbooks offer to students in terms of the constructivist approach within the framework of grammar teaching. However, our study’s remaining within the boundaries of a paper has made it possible to evaluate only the Primary Education 6th Grade Turkish Course Student’s Workbook. Contents of the Primary Education 6th Grade Turkish Course Student’s Workbook The Primary Education 6th Grade Turkish Course Student’s Workbook includes chapters sectioned on the basis of six different themes considering students’ interests and needs and certain language acquisitions. Under these themes, there are a total of 247 activities depending on 26 texts in different types. And 61 – approximately 25%- of the 247 activities are grammar ones. At the end of each theme in the book, there are also six different review sections under the heading of Theme Review Questions. Examination of the Grammar Activities in the Primary Education 6th Grade Turkish Course Student’s Workbook The grammar activities of the Primary Education 6th Grade Turkish Course Student’s Workbook consist of word, sentence and text level practices. In order to make students achieve the above-mentioned behavioral objectives related to language skills, there are activities in the processes of elicitation, comprehension and consolidation. In these processes, knowledge and rules are not offered to students, but instead elicitation and comprehension are realized through examples. When the activities that students are supposed to perform in the workbook are evaluated as a whole, it can be stated that they have been organized on the basis of the constructivist learning. Not offering knowledge or rules in any of the sample activities is an indication of the fact that the constructivist approach has been applied. Moreover, the activities’ having been given largely within the sentence integrity and context and supported with visual elements contributes to the realization of the constructivist learning. It is obvious that grammar, a field of learning which can be acquired through practice, needs to have some unique methods and techniques. In this context, in order to let students achieve the grammar-related acquisitions, the activities included in the workbook have been created using various methods and techniques. As a result of the present study made on the Primary Education 6th Grade Turkish Course Student’s Workbook, it was observed that the activities are in the forms of analysis, grouping, completion, combining, matching, using in a sentence and explanation. Analysis The majority of the grammar activities included in the workbook is in the form of analysis. With this type of activities, it has been aimed to make students perceive similarities and differences through analysis and then comprehend them. In the following sample activity, students are asked to read the paragraph first and then analyze the underlined words in accordance with the example given. 167 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 1: Sample analysis activity Grouping One of the types of activities frequently included in the Primary Education 6th Grade Turkish Course Student’s Workbook is grouping activities. And with this example where students are asked to group by separating noun and verb roots into parts with different colors, it has been intended to make students consolidate the subjects of nouns and verbs that they have previously learned. Table 2: Sample grouping activity Completion Word formation occupies an important place among the grammar works of the Turkish language, an agglutinative one. The extent to which students can lexicalize the words they already know with different affixes will determine the ease of use of the language. In the activity given below, too, students are asked to derive new meanings by adding different derivational affixes to word stems. By this way, it is aimed to have students construct different meanings on their own through the use of different affixes. 168 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 3: Sample completion activity Combining Just as in many languages, words and additional combinations show unique features in Turkish as well. In the following sample, with this feature acquired through many experiences during the process of the use of language, it is aimed to have students elicit and comprehend the fact that not every affix is used with every word in Turkish, and affix-root combinations differ depending on the properties of affixes and roots. Table 4: Sample combining activity Matching In the Turkish Workbook, matching activities are less in number compared to those mentioned above. In the following examples, it is aimed to have students identify the persons to which affixes indicating possession that words derived from nouns bear correspond. 169 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 5: Sample matching activity Using in a sentence Making sentences, using words in different sentence patterns, is an important criterion indicating the language competence of individuals using the language. Developing students’ skills of making correct and effective sentences in different structures and constructions is among the important goals of the Turkish course. In the following sample, too, students are asked to use the words given in the forms of preposition, conjunction and exclamation in a sentence correctly. By this way, it is aimed to ask students to construct meanings on their own starting from the words given in the direction of their skills. Table 6: Sample using in a sentence activity Explanation In the sample activity below, students are asked first to perceive the semantic relationships between the underlined words in the whole sentence and then to explain them. With this type of activity, it is aimed to make students determine and express the functions of similar units in different sentences with the constructivist approach. 170 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 7: Sample explanation activity Conclusion One of the primary aims of grammar teaching is to make students comprehend the semantic and syntactic properties of the language as much as possible. For this reason, the Turkish Course Teaching Program and the Turkish textbooks prepared on the basis of this need to be introduced with a constructivist approach with which students explore knowledge and rules on their own. The findings obtained as a result of the investigations made starting from this thought indicate that the Primary Education 6th Grade Turkish Course Student’s Workbook is a product of such an approach and effort. In the studies and observations made on learning, it has been concluded that the knowledge and skills acquired through practice are more permanent. This situation can be observed more concretely in language teaching. To make this objective possible, it is no doubt necessary to make students frequently be exposed to sample practices. The Primary Education 6th Grade Turkish Course Student’s Workbook as an activity-based teaching tool is of quality that will contribute to students’ developing their language skills. The Primary Education 6th Grade Turkish Course Student’s Workbook prepared on the basis of the constructivist approach put forward by the Turkish Course Teaching Program paves the way for students to reach information and rules on their own through various activities in the forms of analysis, grouping, completion, combining, matching, using in a sentence and explanation. The fact that the book does not include any kinds of information and definitions fits the very spirit of the constructivist approach. Moreover, the activities’ having been supported with visuals to concretize learning appears as a benefit as well. But in the meantime, we have some evaluations that should be included in the workbook in terms of the constructivist approach. For the 6th graders having newly met the knowledge area of the language following the skills area, the concrete learning should, no doubt, be started starting from the known elements. Structuring a grammar teaching over the texts about which students already know is rather important in terms of comprehensible and permanent teaching. In this sense, the arrangement of some of the activities in the Primary Education 6th Grade Turkish Course Student’s Workbook independently from reading texts may pose an obstacle in front of students’ developing their knowledge and skills. It will be appropriate to revise and re-evaluate the activities in the workbook within this framework. Another problematic point present in the Primary Education 6th Grade Turkish Course Student’s Workbook is that some examples in the activities have been given independently from the sentence integrity. The examples to be given with respect to the subject should be given in sentence integrity. Such an approach will make students perceive the pieces of information as the parts of the language they use. Artificial and independent examples may not only make it difficult for students to structure their knowledge and skills but also pose an obstacle in front of their making sense of statements. In conclusion, although the Primary Education 6th Grade Turkish Course Student’s Workbook prepared based on the constructivist approach is regarded as an effective tool in the grammar field of the Turkish teaching, it should be re-evaluated under the light of the findings and suggestions specified and its quality should be increased in this direction. 171 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Adalı, O. (1983), Anadili Olarak Türkçe Ögretimi Üstüne,. Ankara, Türk Dili, S: 379–380, s. 34–35. Calp, M. (2007), Özel Öğretim Alanı Olarak Türkçe Öğretimi, Konya: Eğitim Kitabevi. Cemiloğlu, M. (2004), Đlköğretim Okullarında Türkçe Öğretimi, Đstanbul, Aktüel Yayınları Çeçen, M. A., Çiftçi, Ö. (2007). Đlköğretim 6. Sınıf Türkçe Ders Kitaplarında Yer Alan Metinlerin Tür ve Tema Açısından Đncelenmesi. Millî Eğitim, S: 173, s. 39–49. Đlköğretim Türkçe 6 Çalışma Kitabı (2008), Ankara, MEB Devlet Kitapları Müdürlüğü. Đlköğretim Türkçe Dersi (6,7,8. sınıflar) Öğretim Programı (2006), Ankara, T.C. Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı. Shunk, D. H. (1996). Learning Theories: An Educational Perspective, New Jersey, Prentice-Hall, Inc. YAPICI, Mehmet. ”Yapılandırmacılık ve Sınıf”, (http://www.universitetoplum.org/pdf/pdf_UT_312.pdf, 05.05.2010. 172 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Roles and the Organization of University in the Context of Lifelong Learning Prof. Dr. R. Cengiz AKÇAY Çanakkale Onsekiz Mart Üniversity, Faculty of Education rakcay@comu.edu.tr Prof. Dr. Mehmet Durdu KARSLI Çanakkale Onsekiz Mart Üniversity, Faculty of Education mkarsli@comu.edu.tr Abstract:Universities have been criticized more for managing their functions and roles. A new determiner of the universities’ duties for the society is the concept of life long learning. The fact that the number of the people desiring to develop their level of education is increasing and age groups are changing by including not only the youth but also all age groups requires that universities should be supplied with the global necessities and should change their structures within the concept of LLL. Life is a singly process of learning. Every person needs constant, planned and institutive educational opportunities so as to be prepared for the changes around to activate the whole potential. Life long learning is the complete of the all educational activities including the information, abilities and competences related to personal, social and employment to be developed during the life period. The aim of this study is to put forward the effect of the LLL concept developing especially in EU on the universities; to redefine the aims, roles and duties of the universities changing with this effect; to determine the need of reorganization and discuss the differences emerging with the LLL effect in the new structures of the universities. In Europe, tranferring to information based economy and information society are obliged to be carried by the help of direction to the life long learning. The topic of life long learning has destroyed the understanding of where to perform the educational activities. Universities in need of education in order to be powerful against the changing preferences of customers and competition should change their aims and aim groups to serve the perpective of life long learning and accept people from all ages and levels. This change requires the change in the structure and educational methods. Organization should be more flexible and teaching method should be more students-centered and less formal. Problem The classical approach related to the imparting function of the school within the society has been criticized by many others and it is claimed that the school increases the inequalities. The universities have also been criticized ever increasingly for functioning and playing their roles. The new determiner of “where must the place of university be in the society?” in recent years is the concept of lifelong learning (LLL). The increasing number of the individuals with the wish of promoting their education level and the changing of age groups by containing not only youth but also everybody require a global provision of needs and a change in the structure of the universities according to these qualities and in the direction of the LLL concept. Life is a learning process on its own. Every person needs constant, planned and organizational opportunities of education for the purpose of being ready for the changes around him/her and activating his/her whole potential. Lifelong learning is all educational activities that include the lifelong development of all information, abilities and competence about personal and social employment. In recent years the developments which have largely influenced the higher education institutions can be ordered as: a) globalization, b) the increasing need for lifelong learning, c) the quick and compact developments in cognition and communication technologies (Yılmaz and Horzum,2005). Lifelong education (LLE) is adopted as an approach that responds the needs of being an information society, integration of formal and non-formal education, and the continuity of education. Ever increasing demand and requirement for lifelong learning lands higher education institutions with educational responsibilities to respond these requirements and demands (Erçetin, 2001). These new responsibilities make universities’ new construction and organizational alteration obligatory. 173 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The objective of this study is presenting the impact of LLL , which is improving in EU, on universities; redefining the changing objectives, roles, and tasks of universities with this impact; determining the need of reorganization and discussing the differences that have arisen by LLL effect in new university construction. LLL The Lifelong Education concept first became a discussion subject in an international ambiance as UNESCO, OECD and CE in 1970s. But it was used differently from its current meaning. Whenever lifelong education (LLE) is available in this period humanistic ideals, social and cultural objectives have primarily been accepted. Until 1990s humanistic objective had been lost because of the economic crisis and LLE came into prominence by economic discourses. In this period the concept was generally in an obscure and ineffective condition. Since 1990s LLE has widely lost its humanistic aspect and fallen into a pragmatic and economic understanding. In 2000s the concept has started to be handled with a new understanding by especially EU (Beycioğlu ve Konan, 2008). The LLL concept, by its meaning in developed countries, takes the individual as the centre and has a characteristic which asserts that non-formal learning must be accentuated and the state’s burden on education must be decreased (DPT,2001:2). LLE has made for three main objectives. These are: enabling individual’s personal development by creating opportunities in LLL, achieving the social integration and providing the economic growth (DPT, 200:15). In this point it is good to refer to the conceptual discussions of late years and their LLE policy and applications. Particularly from the point that globalization started to be effective to now the LLL concept has been preferred to the concept of LLE. According to common view LLL maintains a strategy development for post-school education and reshapes the education including adult education (Edwards and Usher; 2001). LLL has become more and more opt for LLE. The changing of interest to LLL leads the people to be a lifelong learner and the governments encourage the citizens to be more responsible and active in their own lives. The goals, processes, organizational structures and curricula of the educational institutions vary under the expression of LLL. The stream of LLL will break the monopoly of institutionalized education on information, production and evaluation and the authorities and capacities of these institutions will be able to be questioned. As it has begun to be accepted that learning consists a lot of activities apart from institutions, many activities including learning can be qualified as “educational” (Edwards and Usher; 2001). All these evaluations and claims will keep on being discussed. Because LLE will increasingly affect education systems. The concept of LLE is a notion that is impacted densely by the globalization that emphasizes individualism. Therefore, it requires a minimum individual development, the eminence of educational experiences and literacy, shortly it implies all society education’s coming to a minimal/ acceptable degree. In the countries without such levels of development LLL concept must be changed into LLE concept and understanding. Because institution and state efforts and breakthroughs are needed in these countries. The people must have a critical view and transformation will so as to form a distinctive future and life. LLE can only gain meaning under these circumstances (Ayhan, 2005:21). Otherwise brutal competitive conditions will swallow the individuals that experience educational and the other absences extremely. These individuals are in the need for protection. This protection must occur by means of LLE policies. As a result the scope of LLE is of importance in the sense of this concept’s provision of functional and expected benefits. We can order the scope of LLE as: a) Formal-non formal education b) Professional- general education c) Olds-youngs d) Employers – non employers and job seekers e) Lepers and the ones looking for speciality. LLL must be organized and developed in the form of including all these groups and structures. 174 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Globalization and LLL Globalization is on one hand perceived as market’s being more powerful than states and their proliferation, on the other hand it is a simple term that is used by the circles who intend to destroy welfare state and government. To transformists globalization is the main politic power behind the quick social, politic and economic evolutions that reshape modern societies and the world order. There is no clear difference between external affairs (international relations) and internal affairs any more (Bozkurt,2002 Güçlü, 2003). There are also ones who evaluate globalization as a new form of Americanization, capitalism, imperialism. Kızılçelik (2004) sees globalization as international economic relations that arose in the world after the cold war. Such that he asserts globalization can be thought with capitalist modernism and can only be declared within this framework. Accordingly it can also be said that there are some people who interpret globalization as the new form of capitalism or imperialism. Actually lots of evidences show that it is reportedly correct (Yılmaz and Horzum, 2005). On the one part it is emphasized that globalization is necessary and it is a transition process, on the other part globalization is seen as a threat to the current order and values. At this point the evaluation of the probable results of globalization and cultivation of individuals being able to cope with these evolutions are of great importance (Yılmaz and Horzum,2005). Globalization has deep and permanent impacts on universities. Because globalization weakened two main assumptions behind university like “nation state” and “welfare state”. Now it is difficult to consider the problem of university independently from welfare state, nation state and similar problems. The declination of these two concepts exposed the result that the state decreased the resources reserved for universities (Yılmaz and Horzum, 2005). Universities have been affected from these alternations positively or negatively. There are different inclinations that impact the development, management, and financing of universities as democratization, territorialization, polarization of the inequalities and marginalization. These developments ensure universities’ revision of their relationship with state, industry and society. While the reordering of the world higher education institutions have complicated in four dimensions: They are (Callan 2000; Scott 1999; Erçetin,2001): 1) The intimacy of cultural identities in the face of the expansion of national cultures. 2) The reduction of the connection between higher education and national structures by means of raising values. 3) The standardization of teaching owing to the quick expansion of cognition technology and global search networks. 4) The composed global markets’ causing a decrease in the incomes of developed countries and damaging public expenditures, thus higher education institutions. All of these evolutions enforce higher education institutions to change and respond new structures and organizations. In this sense it can be expressed that the higher education institutions of the future will survive only if they turn into the organizations that continue their existences globally, that are autonomous in a financial, managerial and academic sense, and that are integrated with global research cultures and networks (Erçetin, 2001). Globalization has caused a radical change in economic system and human life within the industrial and pre-industrial countries. Educational organizations need LLE in order to stay alive in the face of changing consumer preferences and competition (Glastra, 2004). EU and LLL In Europe the successful transition to information based economy and information society is not obligatory in company with orientation to LLL. The agenda of LLL has completely ruined the understandings about where the learning will be done. Emphasizing a transition to a information based economy first in 2000 in Lisbon, EU felt the absence of education and by seeing it as one of the basic goods of “integration with union” process they adopted LLE approach as common discourse (Beycioğlu and Konan,2008). LLL was defined by EU as all learning activities in every period of human life with the purpose of improving information, ability and proficiency, in the perspective related to personal, citizen, and social works. Within the EU process LLL was first seen in a report called White Paper in 1995 and with the title of “Towards a Learning Society” EU societies’ goals for LLL and things to do were handled (Yılmaz and Horzum, 2005; Akbaş and Özdemir, 2002). The developments seen with this history can be summarized orderly as: 175 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 1995. The publication of White Paper by European Commission. In this paper the elements that have been defined as goals are: a) Encouraging individuals to gain new information, b) concentrating school and business sectors, c) fight against exclusion, d) improving the proficiency in three of the union’s languages, e) equalize the factory with the investment whose training is done. 1996. Declaration of Europe LLL year. This year’s three main goals are: a) inducing LLL concept, b) expressing its meanings and features, c) revising the reality of this concept for all European citizens (Akbaş and Özdemir, 2002). In the formation of LLL in EU, Lisbon strategy of the year 2000 has played an important role. EU’s desire for having a dynamic, competitive and information-based economy impacted LLL concept. For this purpose these were suggested in 2001 The Ministers of Education Conference (Hake,2005:21): a) Increasing the effectiveness and quality of EU education and upbringing systems, b) Being sure that education is public, c) Expanding education and upbringing to a wider world. 2000. Memorandum on Lifelong Learning. Two fundamental goals in this memorandum are: a) gaining the necessary professional skills to adapt new information based society and participate in social and economic life completely, b) introducing active European citizenship and fitting this in. This memorandum gives 6 important messages: a) gaining the information and skills that are needed by people for taking a part in information based society, b) increasing the investments for human resources, c) developing effective methods for LLL and introducing the innovations in the field of education, d) raising the status of education by developing new learning strategies, e) providing a full access to quality education easily for everybody, f) maintaining that people will benefit from the opportunities of LLL as soon as possible (Akbaş ve Özdemir, 2002). 2001. An action plan reflecting LLL memorandum and 6 key messages in 2000 was prepared. 2003. The Memorandum of Berlin. Within this memorandum the importance of higher education in actualizing LLL is taken into consideration. In the way of achieving this goal several steps were taken to conform national policies and to induce higher education institutions for developing LLL chances. They have stressed that some opportunities must be created for citizens to follow – in the direction of their abilities and expectations- the ways of LLL within and towards higher education (http://bologna.yok.gov.tr/index.php?page =yazi&i=11). 2007. The Memorandum of London. It has been asserted that some elements related to flexible learning are available in many countries but the systematic development of flexible learning strategies that will support LLL is just on the onset. Therefore studying in respect of developing a common understanding about increasing the sharing of good applications and the role of higher education in LLL is required (http://bologna.yok.gov.tr/index.php?page=yazi&i=81). It is thought that European Qualifications Framework for Lifelong Learning that was accepted formally in April 2008 could be a reference tool, could enable the comparability of different countries’ education systems and could develop employment, mobility and social integration of employers, graduates and students (Higher Education National Qualifications Framework Draft Report of Turkey) (http://www.eqf-lll.eu/en/eqf_en). 2009. The Memorandum of Leuven . The expansion of participation must be actualized by means of LLL which is a supplementary part of education systems. LLL is a piece of public liability. Accessibility, quality assurance and information transparency have to be maintained. The application of LLL policies requires a strong association between relevant institutions and people. LLL will be supported by suitable organizational structures and financial resources. In the direction of LLL application the development of national qualifications framework is an essential step. In Europe the successful transition to information based economy and information society is not obligatory in company with orientation to LLL. The agenda of LLL has completely ruined the understandings about where the learning will be done. LLL includes acquiring qualifications, increasing knowledge, getting new skills and perfections for having personal development. LLL means the competence that can be acquired by flexible education strategies including the gathered information from half-time education and business. In the documents about LLL in Europe both the goals of learning, effective citizenship, personal/special satisfaction, social participation and the aspects/approaches about employment heve been pointed out. LLL applications can be established according to education steps as (EURYDICE, 2000; acc. Beycioğlu ve Konan, 2008): Pre-School Level: At this level the essential aim is to increase participation regarding with the philosophy of “LLL from cradle to grave”. Compulsory Education Level: Compulsory education must be perceived as the main step for LLL. In this step there are some approaches connected with LLL phenomenon like learning how to learn, personal 176 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo development, the education of citizenship and language learning. Similarly minimizing the school absence, supporting education technologies, new forms of education, teaching and management, communication with families are also evaluated as the supporting policies of LLL. Secondary Education Level: In this step the continuity of LLL phenomenon and policies are stressed. Professional and technical education are handled subjects in this level at the same time. Developing a positive attitude and environment towards LLL is targeted. Decreasing the school absence and failure is one of the interest areas. Higher Education Level: It is the level in which LLL emphasis particularly comes into prominence. It is intended that the learning individuals will prepare by using business resources more productively thus variety will be maintained. Using computer technologies LLL phenomenon is tried to be actualized by means of more flexible learning environments as distance education. Post- Higher Education: Developing adult education is attempted. It can be evaluated as the primary subject of LLL. Among member countries the support of finance and flexibility are given to this kind of institutions. To summarize, whichever education level it is, member countries emphasize LLL concept, they support and encourage that will settle this phenomenon, create improving environments and bring about several applications in this direction. As a result, since LLL concept has not been fit in a formal description in a general sense within EU countries no direct definition is preferred. This condition can be a reason for “why is LLL concept tackled in increasingly detailed way? ”. The concept keeps its actuality as still being considered and discussed as an “ambiguous” phenomenon. In most EU member countries there is directly no formal text to support this concept. LLL phenomenon is aimed to accommodate in education steps. LLL and Universities The universities which are in an urgent need of LLE to survive in the face of changing consumer preferences and competition, must change their target groups and goals in this direction to a form that serve LLL understanding and accept individuals of all ages and levels. This alteration brings with an obligation of change in structure and education methods. Organization has to be more flexible where the teaching method must be more student-centered and less formal. The problems and changing areas that globalization has created on EU process and LLL understanding are: 1. Taking an active part in solving global, regional and local problems emerged as an obligation. For universities territorial level is not seen adequate. 2. The dilemma of local-global preferences. The alienation of universities to their own society and problems going away from national and local area by means of globalization. 3. The problem of financing. Competition conditions in global economy pushed the universities into a big financing problem. 4. Presenting education services that people will benefit from. Universities’ liability and roles in LLE is the other important problem arising by the effect of EU process and globalization. 5. Using education technologies that are based on developed cognitive technologies. Distance education is a fundamental device for LLE. Student’s accessibility to these opportunities is of importance. It requires high investment costs for universities in order to improve cognition occasions. 6. Educating with parallel to the needs of labour market, preparation of individuals for life and maintaining his/her life. 7. Using flexible education programmes and methods in the direction of the requirements of different student groups. Universities’ problem of exclusion comes to the forefront and student groups must be reached with several reasons. Equal opportunity has to be the main goal in all cases. 8. The need for organization facing the arrangement of student’s education procedure and student’s participation in determination of the method. 9. The settlement of student centered education and learning culture gained importance. In the formation of this culture students must be encouraged to learn the learning. 10. The requirement of establishing a pivotal planning and coordination centre. Higher education institutions must actualize this transformation that will respond the responsibility of solving these problems. For this, the universities must put these into practice (UNESCO 2000) (Erçetin,2001): 177 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 1. 2. 3. 4. 5. 6. 7. Creating a better future for society and individual by means of research, whole interaction and coordination activities of education and society. In the transition to information society leading for refreshing the society by performing analysis, production and consult which will maintain social transformation. Taking an active role in solving global, regional and local problems. Building a consciousness of LLE. Serving the education services that people will lifelong benefit from. Utilizing distance education technologies based upon developed cognition technologies. The responsibility of giving education to non-undergraduates. Education is an activity in which the individuals of all ages and amputations develop and integrate their personalized cognitive powers for their own and for the future of humanity (Erçetin,2001). As it can be seen the LLL responsibilities of the universities come into prominence now and will do so in the future. The university of LLL understanding must be organized and structured as: 1. Before the organization of the universities the necessity of a national LLL organization must be mentioned. Such an organization has primarily to be within The Ministry of Education but must be equipped with new authorization in the subject of cooperation with relevant institutions and organizations. At this point one important problem is the problem of a second institution responsible for common-public education apart from The General Directorate of Apprenticeship and Non-formal Education within The Ministry of Education. Instead of constructing a new organization the solution of this problem is to reorganize the present structure in the manner that responds the new understanding of LLL (General Directorate of LLL). 2. Establishing a committee that will describe LLL requirement and make the arrangement out of this structure. The tasks of the committee called “ National Committee of LLL” must be forming quality assurance system and standards of LLL and providing coordination also it must have an autonomous structure. 3. Taking an active part in solving global and international problems caused by globalization and EU process emerged as an obligation. Universities had to renew their visions for being more successful in global competition and increasing their support for the organizations like EU. For universities local and territorial levels are not seen as adequate and international expansions must enhance their global activities as the members of the unions. 4. Universities must be some kinds of organizations that must reach not only the registered students of formal education but also people of all ages and all environments especially the ones who are excluded and the ones deprived from education opportunities; they must serve everybody, everywhere, every time as flexible open and flexible organizations with all its dimensions like goal, structure and process. For this purpose, they must first go into a changing progress in organizational subjects. The understanding of flexible organization, particularly when it is thought that there is monotype university organization, is gaining importance. In terms of LLL, their structuring with a target of different groups is considered. Maybe, only the formation of LLL universities can be guessed. LLL requires the understandings that make the organizations more effective as continuing education centers. Certificate provider education and educational activities maintaining credit saving demand LLL structures which are able to be accredited and have standard credits and features. 5. LLL programmes also affect the education understanding and methods of the universities. Distance education and dense utilization of information technologies are of these methods. There are also some techniques to ease the settlement and development of new understandings and organizations ordered above. Lateral communication and dominance of democratic administration culture is of great importance on the settlement of these kinds of structures. The existence of administration culture based on the effectiveness of the committees and the management understanding leaning against the distribution of dole discretions are two of them. 178 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Akbaş, O. & Özdemir, S. (2002). Avrupa Birliğinde Yaşam Boyu Öğrenme. Milli Eğitim Dergisi. 155-156. Ayhan, S. (2005). Dünden Bugüne Yaşamboyu Öğrenme. Yaşamboyu Öğrenme Sempozyum Bildirileri ve Tartışmalar. Ankara: PEGEMA Yayıncılık. Beycioglu, K. & Konan, N. (2008). LifelongLearning and Education Policies of The European Union. Electronic Journal of Social Sciences. Spring-2008, 7 (24). Bozkurt, Veysel. (2002). Küreselleşme: Kavram, Gelişim ve Yaklaşımlar. Üniversite ve Toplum. 1. www.universite-toplum.org (03.05.2005). (Yılmaz, K. & Horzum, B. (2005). Küreselleşme, Bilgi Teknolojileri ve Üniversite. Đnönü Üniversitesi Eğitim Fakültesi Dergisi. Cilt: 6, Sayı: 10). Commission of The European Communitiesç (1997). Review Of Reactions To The White Paper Teaching And learning: Towards The Learning Society 29.05.1997, Brussels. Akbaş, O. & Özdemir, S. (2002). Avrupa Birliğinde Yaşam Boyu Öğrenme. Milli Eğitim Dergisi. 155-156. Commission of the European Communities. (2001). Communication from the commission: Making a European area of lifelong learning a reality. Brussels, Commission of the European Communities. http://password.knoweurope.net (3.10.2002). DPT. (2001). Sekizinci Beş Yıllık Kalkınma Planı. Hayatboyu Eğitim veya Örgün Olmayan Eğitim Özel Đhtisas Komisyonu Raporu, Ankara. Edwards, R. & Robin U. (2001). Lıfelong Learnıng: A Postmodern Condıtıon Of Educatıon. Adult Educatıon Quarterly, 51(4). August. 273-287 Erçetin, Ş. (2001). Biz Akademisyenler Geleceğin Yükseköğretim Kurumlarını Yaratmaya Hazır mıyız? Kuram ve Uygulamada Eğitim Yönetimi. Sayı: 25, 75–86. EURYDICE (2000). Lifelong learning: the contribution of education systems in the Member States of the European Union. http://www.eurydice.org/ressources/eurydice/pdf/0_integral/017EN.pdf 10.11.2006’da alındı. (Beycioglu, K. & Konan, N. (2008). LifelongLearning and Education Policies of The European Union. Electronic Journal of Social Sciences. Spring-2008, 7 (24). Glastra, Folke J. & Barry J. Hake& Petra E. Schedler. (2004) Lıfelong Learnıng As Transıtıonal Learnıng. Adult Educatıon Quarterly, 54 (4). 291-307. Güçlü, Nezahat. Küreselleşme ve Eğitim. (2003). G.Ü. Kırşehir Eğitim Fakültesi Dergisi. 4( 2), 1–12. (Yılmaz, K. & Horzum, B. (2005). Küreselleşme, Bilgi Teknolojileri ve Üniversite. Đnönü Üniversitesi Eğitim Fakültesi Dergisi. 6 (10). Hake, B. (2005). AB Politikaları ve Bilgi Ekonomisi: Yaşamboyu Öğrenme Đçin Stratejik Bir Yol. Yaşamboyu Öğrenme Sempozyum Bildirileri ve Tartışmalar. Ankara: PEGEMA Yayıncılık. Harris, R. (1999). Lifelong learning in work contexts. Research in Post-Compulsory Education, 4(2). Kızılçelik, S. (2004). Zalimler ve Mazlumlar: Küreselleşmenin Đnsani Olmayan Doğası. Ankara: Anı Yayıncılık. Yılmaz, K. & Horzum, B. (2005). Küreselleşme, Bilgi Teknolojileri ve Üniversite. Đnönü Üniversitesi Eğitim Fakültesi Dergisi. Cilt: 6, Sayı: 10. Yılmaz, K. & Horzum, B. (2005). Küreselleşme, Bilgi Teknolojileri ve Üniversite. Đnönü Üniversitesi Eğitim Fakültesi Dergisi. Cilt: 6, Sayı: 10. UNICE. (2006). Framework Of Actıons For The Lıfelong Development Of Competencıes And Qualıfıcatıons. Evaluation report. http://www.eqf-lll.eu/en/eqf_en . (erişim tarhi: 01.03.2010) YÖK. (2003). Bologna Süreci. BERLĐN 2003 " Avrupa Yüksek Öğretim Alanını Gerçekleştirmek”. Yükseköğretimden Sorumlu Bakanlar Konferansı Bildirgesi Berlin, 19 Eylül 2003. (http://bologna.yok.gov.tr/index.php?page=yazi&i=11). (erişim tarhi: 01.03.2010) YÖK. (2007). 18 Mayıs 2007. Londra Bildirgesi. http://bologna.yok.gov.tr/index.php?page=yazi&i=81 YÖK. (2009). Bologna Süreci 2020- Yeni On Yılda Avrupa Yükseköğretim Alanı. Avrupa Yükseköğretimden Sorumlu Bakanlar Konferansı Bildirgesi Leuven ve Louvain-la-Neuve, 28-29 Nisan 2009 http://bologna.yok.gov.tr/index.php?page=yazi&i=85 (erişim tarhi: 01.03.2010). 179 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo YÖK. (2009). Yükseköğretim Ulusal Yeterlikler Çerçevesi Komisyonu & Çalışma Grubu. Türkiye Yükseköğretim Ulusal Yeterlikler Çerçevesi (Tyuyç) Ara Raporu. www.yok.gov.tr/ index.php?option=com docman&task=doc. (erişim tarhi: 01.03.2010) 180 � 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. 453 Title A name given to the resource Evaluation of Elementary Education 6th Grade Turkish Workbook from The Point of Constructivist Grammar Teaching Author Author Eroğlu, Süleyman Abstract A summary of the resource. The skill area of language covers listening/watching, reading, speaking and writing; the knowledge area covers grammar. Grammar is the set of rules supporting basic language skills. It is important for students to learn about the rules and knowledge composing the structure and function of a language so that they can support other skills. Undoubtedly, the way of functional and permanent grammar teaching is firstly to explain about the knowledge and rules of language and then to construct them. The presence of such an understanding in grammar teaching is possible primarily through the presence of a Turkish Course Teaching Program prepared as based on constructivist approach and the presence of teaching materials formed parallel to this. It is known that course books as a teaching material play an important role in having students acquire certain skills. At this point, it is obvious that there is a need to determine if course books possessing great importance were prepared in accordance with the constructivist approach. The present study aimed to evaluate the 6th Grade Turkish Workbook, one of the Turkish teaching materials and expected to have been prepared in accordance with the constructivist approach and still in use; it also aimed to determine the extent to which the various activities in grammar teaching area included in the book meet the requirements of the constructivist approach 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/f2eb735dcf32078d854345cc07a9a4d1.pdf f1b7e8c5feec3cb89d6184fb215ca95c PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Analyzing Prime Time News in The Context Of Uses And Gratifications Approach Funda Erzurum Anadolu University Turkey ferzurum@anadolu.edu.tr Abstract: Television as a product of modern technology is a magic box that deeply affects societies at all time and space. Television uses images and sounds to communicate at the same time, live as a witness to events and having advantages and the experience to viewers as opposed to pre-modern communication means. It has a different position over the other mass media because of transmitting video and sound simultaneously. In its early broadcasting times television content was mainly used for transmission of news and educational purposes. In the course of time, development of technology has paved the way for a change in the use of existing functions and made the television an important apparatus for entertainment and leisure time. The study’s main theme is to introduce audience preferences, especially receiving prime time news in context of uses and gratifications approach. Television is a medium which can bring up the news and the news events at the same time they occur. The time between the event and the broadcasting is ‘zero’. It is a medium that has an advantage to transmit and reach to its audience instantly. It is using this advantage in a wide range of ways. News has been described as prestigious program for any channel in television broadcasting. According to this approach television channels attribute extra attention to the news, news programs and newsrooms. In this study the motivations that derive viewer to watch television to satisfy their needs and in particular prime time news usage is analyzed through fieldwork conducted in Eskişehir. Introduction The first half of the century was determined by the diversification of the video and audio elements of the media. As the book and the newspaper did, the fictional movie goes beyond representing the individual and social relations it also performed the funcition of providing information. After the Second World War, television has emerged as direct heirs of the previous models ( Barbier & Lavenir, 2001, p.15-16). Between 1950 and 1960 the television has bocome a mass medium. After this period television has settle in the center of human life. This study is focused on prime time news on national television channels and the changes of the behavior of monitoring according to the SES ( Socio- economic Status) groups. The history of television broadcasting in Turkey is not as old as America and Europe. Since the 1970’s, television has had an important place in Turkey. At the first years only few hours of broadcast could be handled. People were watching it in their guest rooms with their neighbors and relatives, since then television has been an integral part of everyday life. Television affected individuals' lives, leisure activities and also the time that they were spending together. These affects has become even more attractive since the increase of the broadcasting hours of television. The Study Our era is the era of information and technology, as Castells (2005) noted that "networks" are living in a society. People are more vulnerable to the developments in the mass communication technology every day. As a result of technological developments life is much more easier. Today, automation has a potential to replace human and significantly more free time for people may occur. Increase of the leisure time has changed the social life understanding and the relations. Television surrounds all the parts of human life and space. According to uses and gratifications approach, people use media to meet their specific needs. As a result of this use audience have reached a certain satisfaction. Uses and gratifications approach, turn the audience and viewers in an active position over media, and defends that they are effective on choosing the message and the medium which meets his/her needs and expectations. While individuals are using the mass media actively they also constitute their own social reality. In this manner the social world of individuals and life become intertwined, and new values have been created for establishing social relationships, integration of family and 116 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo community(Lull, 1980, s.197).People use media generally to get information, to get ideas about daily life affairs, to be esteemed, and to feel that he/she is useful to someone or something. Media uses it’s power and effect on each other on satisfying those needs (Katz, Blumer ve Gurevitch, 1974, s.20) . The change of ratings of prime time news which are broadasted on Turkish national Tv channels is remarkable in recent years. Its obvious that comparing the TRT period and today will not provide meaningful results. However, to look at least in prime-time which has the most watched programs rates in the last five years can give an idea in order to reveal the change. In the context of uses and gratifications approach, the changes of the audience’s prime time news monitoring behavior / habits, the fundamental dynamics of change, the factors that are affecting the prime time news monitoring and the relationship between socio-economic status variables and the prime time news monitoring is the problem of this study. Quite a lot of researches about why people watch television, especially in western countries have been done. But this kind of researches are extremely limited in the economical and social developing countries. In Turkey today, as the television audience measurement is discussed more on AGB Nielsen, commercial organizations are based on these data, however relevant academic data are not sufficiently taken into consideration. In general, individuals' media use, the preferences about the news getting medium, in particular the expectations about prime time news and to put the current situation would be useful for the the program planning and audition phases. Evaluating the study’s results gives an idea about the mass audience expectations, and a guide to plan programs that fulfills the expectations. This study’s presumptions are; in the known conditions the selected sample represents the universe, the sources which are used for the study provides current, accurate and sufficient information, there is at least one television at home, the news monitoring habits have changed, whereas television is still the most effective and commonly used medium to get news, and araştırmaya konu olan değişkenler bakımından The variables that are the subject of research in terms of SES groups are homogeneous in itselves, but heterogeneous among the other group. This study’s limitations are; Eskişehir city center, 15+ age group television viewers and the prime time news on national broadcast television channels. Methodology Today the discussion about the research methods is which method provides or helps to achieve more valid and reliable information: qualitative or quantitative research methods Undoubtedly, both methods have advantages and weak points over the other. In this reseach a mixed approach was adopted as the research method. This universe of research is households residing in the City Center district and the 15 + age group. Universe of the universe is finite, volume is 724 849 people. This study sampled household and each household unit for the 15 + age group, each of the individual is the unit of observation. The "Systematic Sampling Method" is used. City's main street with houses on this street, which is based on randomly selected streets in the systematic selection of residential apartments with a specified number of buildings in a single sample, it was intended to. With the sampling of households fall into the 15 + age group interviews were done, who did not want to participate to the survey of households in the case of persons residing in a parent households / individuals have been sampled. Implementation of household surveys of participants by calculating the SES Score AGB Nielsen has a defined sub-sample of six SES groups have been formed. Survey was conducted on 600 people. When we look at gender of the participants of the 360 male participants and 240female participants. For this research, it is an acceptable rate (40% to 60%). Although the ideal is equal distribution of participants, but in this study, the essential criteria in determining the SES group, because of the relatively higher proportion of the population distribution of a gender difference has emerged. However, this can be considered as a tolarable difference. Socio-Demographical Characteristics of the Participants Research has been done on 15+ age group. Participants are mostly between the ages of 15-45. If we look at number of participants; 15-30 years in the range of 257 persons (42.8%), 31-45 age range of 215 people (% 35.8) and 46 and above is defined as the age range of 128 persons (21.3%). 62.8% of participants (377 people) were married. 204 people (34%), unmarried and remaining 19 people were widowed and divorced. More than half of the respondents have children. 242 people has no child. When we look at the number of children one, two and three children numbers were attracted our attention.Participants were asked the question; “How many people live at home?”, 45.7% of the responses have been in the direction that they are three and four people living in the house. 117 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo After evaluating the survey data, one person from each SES group were interviewed in depth Interview participants had freedom to choose the place and the time of the interview. Also their permission had been taken for the audio record, it has emphasized that this study is a voluntary and they can end it when ever they want and leave the research. SES Group A Group B Group C1 Group C2 Group D Group E Group Personal Information 22 years old, Female, University degree. Doing MS. There are three televisions in the house. Watching television more than two hours a day. 51 years old, Male, University degree. Working as a pilot instructor. There are two televisions in the house. Hours a day monitoring is not certain 69 years old, Male, High School graduate. Retired teacher. There are two televisions in the house. Watching television 3 hours per day. 53 years old, Male, High School graduate. Officer. There are two televisions in the house. Watching television more than six hours per day 35 years old, Female, primary school graduate. Mukhtar. Have a television at home. Watching television one hour a day. 39 years old, Female, Literate. Housewife. There are two televisions in the house. Watching television 6 hours per day. Table 1: Personal Information About In-Depth Interview Participants Validity and Reliability of Research 600 persons were examined in the reliability of survey results to questions about television viewing motivations Cronbach alpha value of 95%, Cronbach's alpha value of the main news related questions were found to be 90%. Alpha values, prepared according to classical test theory with multiple data structures and the scale is suitable for testing. Therefore, this study has been done with this method of reliability analysis. In-Depth interviewsas a qualitative research tool, to ensure the reliability of the study, one expert from the area has choosen. Texts groups according to the questions have given, and to be asked for reading the texts and list the themes. Moreover, researcher’s act in diligence in this process and cooperation with an expert in both areas are a step on behalf of the reliability and validity. Evaluation of the Data About Prime time News Monitoring and Motivations To see came before to speak. We replace ourselvelves in the world around us by seeing. We explain this world by words, but this does not change us to be framed with our world. What we think or what we believe affects our view objects (Berger, 1993, s.8). After entering the television to human life, to have fun, to relax and wonder at the purpose of the activity has undergone changes.Private television channels has changed the program formats to meet the audiences’s entertainment needs and they began to replace the need for going outside for entertainment. As with any tool, television should not be examined regardless of background. There is increase of the time spent in front of the television. Television becomes one of the most effective mass culture producer. The aim of the study ( in this context) is to expose the television watching habits, news viewing and the satisfaction gained from television. Survey participants asked to list the first three activities they are doing their free times. Total 1383 responses were received, 402 (29.1%) watch television,135 (9.8%), read books, 155 (11.2%) listen to music, 130 (9.4%), do housework, 179 (12% , 9) I'll be with my family, 52 (3.8%) to shop, 198 (14.3%) visit my friends, 55 (4%) sports, 7% (5) do additional business, 16 (1% , 2) spend the time on the Internet, 54 (3.9%) the other. For the sample group “ watch television” comes first in the leisure activities. This shows us how television become an important social phenomenon. 333 of 600 people surveyed (55.5%) have a television at home. In the remaining 267 households have more than one television. The highest number of television in the households is 5. Television is mostly located in the living room and in the guest room. These roomsare the common areas of the family. Average of three hours watching TV for an indefinite period. Weekday and weekend television viewing time has changed. Television viewing hours increases on weekends. Television viewing is an evening activity on weekdays for working classes and for students, while on weekends during the day the time of television viewing increases. When we look at the watching hours of television on weekdays and weekends, the great majority (over 50%), also known as prime time evening hours was observed. When we look at qualitative data about television viewing time to establish a significant association between SES group is not possible. 118 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Television Watching Motivations Entertainment, Relaxation, Habit Of survey participants 66% (396 persons) stated that they are watching television habittually, 8.7% (52 people) stated that they can not say television watching as a habit or not and that the 25.3% (152 people) expressed watching TV is not a habit for them. Assuming that the SES group members who have limited cognitive activities prefer to watch television over the others will not be wrong. The channel and the content of the program is not important for the viewer once it has turned on. At this point viewer’s communication is with the television as a tool. Rubin’s 1981 and 1984 studies puts the argument that there are two important kinds of television watching as a habit.First one is television watching motivation to spend time, and the second one is television watching motivation to get rid of loneliness and the motivation for the escape to socialize. In this context when we look the survey findings in a general manner it becomes clear the usage of television connected to the individual’s education and profession. University graduates who are workins do not see television as a leisure time activity. But people with lower levels of education spend their leisure time mostly by watching television. They see the luxury, new patterns of relationships, brands, entertainment and many things on television texts. Rules and structures of society is changing. By controlling the leisure time of people the consumption is encouraged, the new habits, life styles and behaviors are adopted. Sometimes unacceptable events becomes normal and legal when people watch it from television. This kind of television effect mostly seen on lower educated and uneducated viewers who are spending much more time by watching television ( Television Watching Tendency Research, http://www.rtuk.gov.tr/sayfalar/DosyaIndir.aspx?icerik_id=0ff756b8292d-4269-9dbc-2bbfe6782cf0, 21.04.2009). After the television comes to houses, into people's lives; to spend their leisure time, have fun, to relax and wonder at the purpose of the events has changed. Start of private television broadcasting, commercial weight increases, the entire program in order to attract more viewers to their format has started to organize such a fun program. Entertainment based programs so intense format has become to get to the audience meets the needs of the entertainment. According Postman entartinment is the top ideology of every discourse in television. To entertain and delight everyone on TV is not on any kind of discourse (Postman, 1994, s. 99). In this context, the sample group A, B and C1 groups generally did not participate the statement "Meets my need to go to fun place" other groups have indicated that their needs were met by television. Television texts are prepared and presented for the viewers the pleasure, enjoy and excitement. Television programs are organized according to the average viewer. A and B groups do not think of television is exciting, C1 group participants are the ones that they are undecided on this issue, and C2, D and E groups find television exciting. The television motivations that are gathered under the entertainment, relaxation and habit motivation head draws a general picture that, housewifes, retired, and unemployed workers often spend nearly all of their leisure time with their television will not be wrong to say. Entertainment, relaxation and leisure needs covered by watching television. The officers, professional and other occupational groups responses are also similar. They watch telelvision on a propose, and spend a little free time to relax and watch television with the stated motivation. Television, Family and Support Television is domestic and essentially it is watched at home with the family. Television, family and home is a part of our culture. Usage of television, watchin television and interpreting the televisual world gets it’s meaning by the family (Mutlu, 1991, s. 11). With the start of private television broadcasting,television broadcasting has experienced significant changes and impacts. Private televisions became legal in 1994, with increasing channel number and program number, technology rapid changes in parallel with the media in the field of developments in Turkey, it influenced the relation between the audience and the television text closely. At first glance, these rapid changes experienced in the field of media-television, the most important factors affecting family relationships, we think that the fact is the really important changes in family structure in Turkey. In short, TV changed the family institution in Turkey, while the technology and media that are serving as agents of change. In this context, to sample a series of questions about television viewing habits were asked. The purpose of this series of questions of family television viewing habits, what kind of socialization, morale and satisfaction is providing entertainment on the sample is measured. Obtained from data it will not be wrong that, with higher income and education level people do different activities that watching television. It can either be occupation-related activities or the other activities as the unifying element. So they do not use television to satisfy their being together need. C1, C2, D and E groups, are watching television to satisfy their being together, sharing the same experience and communicate over it needs. 119 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The act of watching television in the same physical environment keeps family together, but it also causes dissolution of the family. As a interest collector, television always talking about the outside world. There are no topics on television screens from inside the house, away from the interest of individuals and events covered in the cases when the facts and events near, people are away from individuals. While the close one becomes far, far bomes close. Dream becomes real and reality becomes dream (Türkoğlu, 2004, s.154). Assessment of News Monitoring Habits Today's busy world, a world of information,a different world from forty, fifty years ago; knowledge production and dissemination of information to the public is important for human welfare (Castells & Ince, 2006, s. 159- 162). The story about life of each incident, is largely taken from the mass media . Modern man, world, life, is interpreted through the media content. To find or learn anything pressing on the remote control is enough. Technologies integrate with each other and become more effective and are fast tools. Television gives non-stop information to it’s viewers. community learn the local, national and internatonlar events, political, geographic and social events through the television. In the multi-media environment,the borders between serious programs such as the information, entertainment, news and documentary has almost disappeared. Today information become a commodity that can be bought and sold. Information society, is a product of technological developments. Media with these developments, the individual's mental link with society has begun to play a determining role in shaping. This news and information of all kinds of popular culture industry has been prepared according to the format, found by individuals has led to important and valuable. Entertainment mixed with modern individuals tirelessly so that the information is accepted without realizing his own passiveness ( Güneş, 2001, s.15). Nowadays Television features have been increasing in a way of being the most effective, fast and widespread mass communication medium. Millions of people across the world who have lived in their immediate environment receive the information and news through television. The majority of survey participants (71%) stated that they receive the news from television. Another interesting point is the choice of the internet has been followed by television. 14% of the participants stated that they receive daily news from the internet, 11% from newspapers, 2% from radio and 2% said they also receive from other media. As a result of the survey, Television news that presents visual and audio stands out more. Some of the interviewed participant’s preference related to the medium that how they receive the news is as follows; A: “I most often receive the news from television. Because they can immediately deliver the news, you can instantly see if there is flash news. Or in the same day an hour before you can watch more recent updates visually. However, newspaper is not like this, you should wait till next day to read the news, as some news you can access the details of the news two days later. In fact internet is also very fast but I think the internet is still not practically used. Television is more practical; you can just switch on and watch it. " B: "we don’t have opportunities at work so generally we get the news from the internet. When I came home in evening, I glance over the newspaper. Then I get the evening news from television. I'm watching the evening news to see what happened up to that time to discover if something different. If possible I prefer to watch TRT evening news till ends. " Almost all of the participants watch news at least once a day. When we look at the television news monitoring prevalence ratios during the day, the table clarifies more clearly; % 64 prime time news, 18% Night News, 8% Afternoon, 7% morning, 3% Hourly monitors the news. Traditionally, watching the prime time news habit continues. At this point if the research is made in a city like Istanbul which has a heavy traffic, it is possible to get different results. 85% of the participants stated that they are monitoring the prime time news and 15% of them don’t. Television; not only meets viewers feelings of loneliness with its “so-called intimate relationships” but also offers more opportunities to resolve their loneliness. Audience members think and know that a large number of people watching the same program. Because the people who actually watch the same program, even they are in a different location they constitute a community that shares the same time. Even the audiences indirectly experience this feeling, knows that they are belonging to this community and this feeling eliminates the sense of loneliness. (Mutlu, 1999, s.82). So the main cause behind the frequent monitoring of Television prime time news can be considered the sense of belonging. When the question is turned to participants that doesn’t watch news; 41% of it said that it doest capture my interest, 24% of those hours they are not at their home, 11% do not trust news, 10% not satisfied, 5% don’t have time to watch, 5% other, 4% watching other news in different time. For the participants who do not watch the prime time news on TV, the survey has been terminated with the question. 120 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 67% of participants, who receives news from Television, follow the National Broadcast, 32% follows the news channel and 1% said that they follow news from the local channels. So National broadcasting channels news still the most tracked one. Thematic channels news format which are not appropriate exactly with the prime time news bulletin is the main factor of this result. Besides this, audience that watch the thematic channels might be different should be kept in mind is an important point. It is obvious that audience who follows the news channels all day will not be loyal as to the audience that follows only the prime time news.In order to extend the duration of Prime-time, TV channels aligns and pull in the news time. The audience still thinks that the best time for the prime time news hour is 8.00 PM. In accordance with this general trend, this has been followed by the midnight news. The daily routine of life changes is a result of the time that individuals spend it at home and outside the home. As a result of increase in working hours, increasing the time spent on the road, work that needs to be completed, additional overtime hours change individuals experience back home. In modern society, life hours have also been changed as a result of lifestyles and life habits changes. Therefore, the midnight news is becoming more important. The first five channels among the National Broadcast are ChannelD, Channel 7, Show TV, Star and Samanyolu. Thematic news channels have a different view; the preferred rate is 11,6 % for NTV, and 4.5% remained for CNNTurk. So NTV found more convincing by the audience. When the question asked to the participants in the way of why they like the channel that they regularly track the prime time news; 43.6% of it said that the prime time news of the channels that they watch regularly delivers accurate, reliable and real information. Following this, 24.3% of it said that the content is the full, 8.4% of it watches because of Speaker, 6.7% is because of the magazine news are not given, 4.7% of it said that it is just a habit, 4.7% due to the broadcast flow, 2.5% for political reasons, 1.7 % is because the magazine good news are good, 1.2% due to sports news are better, 1.2% of it said I like other news and 1% said I mostly like economy news. It was asked to participants that why they need to change the channel while they are watching a news on the TV if they are doing so. Nearly half of the participant expressed that they are receiving different perspective and opinions and becoming more satisfied when they watch the news from different channels. The second reason that forces the audience to change the channel seems to be the advertisements that take place in the News. Audience stated that they either change the channel or give up watching the Television, the time advertisements are started. Long duration and uninteresting news are also listed among the reason for change. Television is a dynamic instrument of mass communication. Consequently, the audience also has variable structure. To lose interest of the audience means lost of that audience. Therefore, employees who deal with program planning calculates even seconds to reach more audience. Motivations for Primetime News Monitoring Life is a constant stream and relationships are changing and developing among people and society in every each minute. People would like to be aware of the news and today media has undertaken the function delivering the news. Journalism, with regard to each incident, requires quick information from various sources. Today, information in other words is awareness has become a basic requirement that needs to be met. Communication technology has created an invisible network; everyone receives the information and influences each other immediately. Any political, economic or a social event occurring in any country, can affect a geographically distant country. Therefore responsibility of the messenger is considered as a public task. (Tokgöz, 2000, s.176). 121 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 46,6% Agree Katılıyorum Unstable Kararsızım 25,9% 27,6% Katılmıyorum Disagree Agenda Gündem 43,7% Objective Tarafsız Eğlenceli Satisfactory Entertaining High Quality 28,8% 27,6% 65,4% Kaliteli 13,4% 21,2% 53,9% 21,7% 24,1% 58,5% 20,0% 21,5% 67,8% Educational Doyurucu Reliable Eğitici 15,1%16,8% 68,3% 75,4% Serious Güvenilir 12,2%19,5% Informative Ciddi 9,5%15,1% 4,6% Bilgilendirici 6,3% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 89,0% News Monitoring Assesments Figure 1. Primetime News Monitoring Assesments Television is similar to human eyes and ears and calls them in this sense. It is also the human’s eyewitness that mediates them to see with their eyes and to hear with their ears even for the events that is occurring far away. Some questions were asked to the participants related to the characteristic of Prime time news and responses to these questions in the survey were assessed as follows: No significant differences were found related to the "Informative" expression via one-way of variance analysis with the stated evaluation criteria. All of the participants regardless to their SES groups, professions, ages, frequency of monitoring and education, they think that television news are informative. Statistically significant differences were found related to the "Serious" expression via one-way of variance analysis with the age group differences. While 46 and over age group’s answer to this question was “I agree”, 15-30 age group expressed that “I am undecided” and 31-45 age group responded as “I disagree”. Participants in 31-45 age groups that might be considered as relatively younger age group believe that television news which is not the only news source is not serious. This group differs from 15-30 age groups in terms of life experience and the well established world view. In the age groups that track internet, wap, etc.. apart from television news sources have the right to think more negatively about it. In way television programs in all genres care rating, prime time news have the same expectation as well. Therefore, the presentation of the news content is adjusted across the television viewers per the lowest level. Statistically significant differences were found in "It is reliable" statement via one-way of variance analysis respect to professional groups. Workers, housewives, unemployed and retired professional groups were "agree" to this statement, while civil servants, self-employed professional groups were “disagree”, craftsmen and other professional groups were “unstable”. Variety of mass media and the time spent in front of the television are the factor that the television prime time news text found reliable. While groups that spend more time at home agrees to this statement, participation rate has fallen gradually for professional groups that have longer and tighter working conditions. Statistically significant differences were found in "It is reliable" statement via one-way of variance analysis respect to age groups. 46 and over age group were “agree” to this statement, while 15-30 and 31-45 age groups have responded that they were disagree. It is understandable that the news text published in the television found unreliable for the age group that the television is not the only news source for them. Television is not indispensable for this group hence they monitor the news instantaneously. They receive the news from various sources and this gives them the opportunity to make comparison. Statistically significant differences were found in "It is reliable" statement via one-way of variance analysis respect to the news monitoring frequency. While the group that monitors news 3 days a week disagrees, group that monitors 1 to 2 days a weeks agrees the statement. 122 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo No significant differences were found related to the "Educational, informative" expression via one-way of variance analysis with any evaluation criteria. All of the participants regardless of their education level including SES groups, professions, ages, frequency of monitoring, think that television news is a tool that trained them and they learn something through it. Statistically significant differences were found in "It is Satisfactory" statement via one-way of variance analysis respect to the occupational group. Workers, housewives, unemployed and retired professional groups were "agree" to this statement, while civil servants, self-employed professional groups, craftsmen and other professional groups were “disagree”. It is obvious that the fact behind this, is the time spend at home and the heavily usage of television. Statistically significant differences were found in "It is satisfactory" statement via one-way of variance analysis respect to age groups. 46 and over age group were “agree” to this statement, while 15-30 and 31-45 age groups have responded that they were disagree. For the age group that the television is not the only news source, get news from multiple sources and able to make comparison. Therefore television news text which calls each segment of the society does not satisfies the group who monitors other sources that requires more specific usage of technology. Statistically significant differences were found in "Entertaining" statement via one-way of variance analysis respect to the occupational group. Workers, housewives, unemployed and retired professional groups were "agree" to this statement, while self-employed and other professional groups were “disagree” and craftsmen and civil servants groups were “unstable”. At this point it is crucial to understand the main purpose of monitoring the prime time news and which needs are being met. If the case is to get pure news, it is not possible to think that television prime time news is providing this, hence the assessment result according to occupational groups support this argument clearly. Statistically significant differences were found in "High Quality" statement via one-way of variance analysis respect to the occupational group. Workers, housewives, unemployed and retired professional, craftsmen and other professional groups were "agree" to this statement, while self-employed groups were “disagree” and civil servants groups were “unstable”. Statistically significant differences were found in "High Quality" statement via one-way of variance analysis respect to age groups. 46 and over age group were “agree” to this statement, while 15-30 and 31-45 age groups have responded that they were disagree. Statistically significant differences were found in "Objective" statement via one-way of variance analysis respect to the occupational group. Workers, housewives, unemployed and retired professional, craftsmen and other professional groups were "unstable" to this statement, while civil servants and selfemployed groups were “disagree”. Statistically significant differences were found in "Objective" statement via one-way of variance analysis respect to age groups. While 46 and over age group’s answer to this question was “I agree”, 31-45 age group expressed that “I am undecided” and 15-30 age group responded as “I disagree”. In no way information can be objective. nformation is a power and the objectivity of power is indefensible. Each word, each concept, each sentence, each image of the news text has a meaning. While messenger is trying to be objective, he thinks that the objectivity problem is solved by introducing some mechanical rules. What the messenger does with this mechanical solution is to fill the gap in specific format with certain specific rules following with the practical application. The point that should be kept in mind is that objectivity can not be reached with this application but can be legitimate (Erdogan & Alemdar, 1990, s.58). Regardless of how it is done, objectivity can not be achieved hundred percent. Statistically significant differences were found in "Reflects the real agenda of the country" statement via one-way of variance analysis respect to the occupational group. Housewives were "agree" to this statement, while craftsmen, workers, unemployed, retired professional, and other professional groups were “unstable” and civil servants and self-employed groups were “disagree”. Conclusions This study analyzes Turkish audience prime time news monitoring motivations and the factors affecting to monitor prime time news in the framework of uses and gratifications approach Various data analysis method was used for two types of data that were collected as an outcome of the research findings. Quantitative data collected through surveys, were evaluated with SPSS 13.0 software package. As a method of data analysis, frequency analysis, cross tables, ANOVA and T-test were implemented. Significant relationships have contributed to obtain versatility data. Semi-structured interviews are deciphered and all speech and spelling mistakes were transcribed without any correction. Most of the significant part of the data obtained from in-depth discussions was used in 123 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo research where relevant. Data that were collected as an outcome of the research findings were analyzed in the framework of uses and gratifications approach. Thesis of cultivationtheory has also been used when necessary. This research shows that television audience in Turkey track similar motivations as carried out in other countries in the frame of uses and gratifications approach. Television audience watches TV mostly for entertainment, relaxation and information functions. Accordingly, it is possible to say television monitoring motivations are universal. News has a function as being informative, enlightening and effecting political developments via delivering world events and comments in a short time. Nowadays people are monitoring radio or television to get news, and in order to see the real one where event takes in its original place, audience watches television. According to the results of this research, three quarters of Turkish people are getting the news from television. Although this study shows that the prime time news is the most tracked one, when compared with the past years, it has been observed that evening news rate is also remarkably increased and the prime time news section of the audience is shifted. Participants who expressed that they don’t not watch news, that is because the news are not take their attention. At this point, the changing structure of television news has an impact. While the journalism concept is changing, it loses some of the audience and at the same time, some audience adapts to this new structure and continues to follow up heavily. It is right time to remember the education role of television. Television texts create audience that requires them and keep more audience in front of the television. Determination that was reached in the study related to the best time for the broadcast of prime time news is also interesting. The most appropriate time for the prime time news determined as 20:00 and 24:00 hours. Life boundaries and routines have been changed for modern individuals who adapted the changing life conditions of modern world. Thus individuals can not be at home straight after work. Therefore relatively it is not possible for those people to monitor prime time news broadcasted in early hours. As a result of this study, it is found out that Turkish audience found television news generally informative, serious, reliable and quality. The audience trusts the news on the screen. The important thing at a point is the audience don’t find others televisions news credible accept the one he monitors. While audiences express that news are informative, serious, reliable and quality, only half of the participants think that real agenda of the country is displayed. According to the uses and gratifications approach, hegemony of source has ended. According to this model, strong side is the recipient, in other words the audience. According to the results of study, audience actively selects the program. To receive the news, they consciously make their own choise and select mass communication tool and also the bottom unit (the television channel, the internet website, etc..) of the mass communication.The data of this study overlaps with the data conducted in the previous uses and gratifications researches. The results of the study support the thesis of the uses and gratifications approach. The vast majority of participants stated that they receive the news from television. And more than half of it stated that they watch prime time news every day. When we look at the AGB data, we found it interesting. We see drop in monitoring prime time news between years 2000 - 2007. When we look at the types of the program that mostly watched, only in the first half of 2000 and 2004 years carries prime time news in the first three programs. Discrepancies are worthy in this regard. An other interesting point related to prime time monitoring is the time that audience prefers to monitor; the number of participants who prefers to watch the prime time news at 24.00 is close to the ones who prefers to watch it in normal hours which is 8.00 PM . The increase of hard living conditions, sharing of household responsibility as a result of contribution of women in working life, allocation of time to children, shift the preferable news at a later time Data obtained from questions which based on Cultivation Theory, the audience watches television an average of three hours per day. When we look at the audience in Turkey, it can not be considered as heavy audience, but also this time can not be considered short. Television has a significant impact on thoughts and consciousness for many television audiences. In this respect this idea is also supported by the participant’s responses attended to this research. Socio-Economic Status group that this research was constructed on, as a basic indicator that shows the differences between monitoring level of prime time new came across the researcher. Television just after penetration to human life, it began to change and influence their culture, their lifestyle, beliefs and values. The integration of television with daily life within the family, it is meant to integrate with your spare time. The most important factor that television is step a head from other media is that it doesn’t require any education and breaks the limitation of time and place. Television monitoring behavior has becoming one of the most important among daily practices. 124 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Abercrombie, Nicholas. Television and Society. Cambridge: Polity Press, 1996. Akçalı, Selda Đçin. Gündelik Hayat ve Medya (Tüketim Kültürü Perspektifinden Okumalar), Đstanbul: Ebabil Yayıncılık, 2006. Alleyne, Mark D. News Revolution: Political and Economic Decisions About Global Information. New York: St Martin’s Press, 1997. Aydoğan, Filiz. Medya ve Serbest Zaman. Đstanbul : Om Yayınevi, 2000. Barbier, F. ve C.B. Lavenir. Medya Tarihi. Đstanbul: Okyanus Yayınları, 2001. Berger, John. Görme Biçimleri. Đstanbul: Metis Yayınları, 1993. Castells, Manuel. Ağ Toplumunun Yükselişi. Çev. Ebru Kılıç. Đstanbul: Đstanbul Bilgi Üniversitesi Yayınları, 2005. Castells, Manuel; Ince, Martin. Manuel Castells’le Söyleşi.Çev. Ebru Kılıç. Đstanbul: Đstanbul Bilgi Üniversitesi Yayınları, 2006. Erdoğan, Đrfan ve Korkmaz Alemdar. Đletişim ve Toplum. Ankara: Bilgi Yayınevi, 1990. Fiske, John. Television Culture. New York: Routledge, 1997. Funkhouser, G.R. ve F. Shaw. “How Synthetic Experience Shapes Social Reality”. Journal of Communication, Spring, 1983. Güneş, Sadık. Medya ve Kültür. Đkinci Basım. Ankara: Vadi Yayınları, 2001. Katz, Elihu. “Communication research since Lazarsfeld”. Public Opinion Quarterly, 51:525–545, 1987. _______., Blumer,J. & Gurevitch, M. ‘Utilization of Mass Communication by Individual’ Đçinde J.Blume,r & E. Katz (ed.) The Uses of Mass Communications: Current Perspectives on Gratification Research. (s. 19-34). Beverly Hills: Sage Publications, 1974. 125 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Koçak, A. “Televizyon Đzleme Motivasyonları, Türk Televizyon Đzleyicileri Üzerine Bir Kullanımlar ve Doyumlar Araştırması”, KÖK Araştırmalar Dergisi, 4(1): 51-69 2002. _______. Televizyon izleyici davranışları -Televizyon izleyicilerinin tercihleri ve doyumları üzerine teorik ve uygulamalı bir çalışma. Yayınlanmamış Doktora Tezi. Konya Selçuk Üniversitesi, 2001. Mutlu, Erol. Televizyon ve Toplum. Ankara: TRT Yayınları, 1999. Mutlu, Erol. Televizyonu Anlamak. Ankara: Gündoğan Yayıncılık, 1991. Postman,Neil. Televizyon Öldüren Eğlence. Đstanbul: Ayrıntı Yayınevi, 1994. Powers, S ve Neil Postman. How to Watch Television News. New York: Penguin Books, 1992. Tokgöz, Oya. Temel Gazetecilik. 4. Baskı. Ankara: Đmge Yayınevi, 2000. Türkoğlu, Nurçay. Đletişim Bilimlerinden Kültürel Çalışmalara Toplumsal Đletişim, Tanımlar, Kavramlar, Tartışmalar. Đstanbul: Babil Yayınları, 2004. Uğurlu ,Faruk, Öztürk, Şerife . Türkiye'de Televizyon Haberciliği Özel Televizyon Kanallarının Getirdikleri. Đstanbul: Tablet Basım Yayın, 2006. Televizyon Đzleme Eğilimleri Araştırması, RTÜK, http://www.rtuk.gov.tr/sayfalar/DosyaIndir.aspx?icerik_id=0ff756b8-292d-4269-9dbc-2bbfe6782cf0, 21.04.2009). 126 � 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. 413 Title A name given to the resource Analyzing Prime Time News in The Context Of Uses And Gratifications Approach Author Author Erzurum, Funda Abstract A summary of the resource. Television as a product of modern technology is a magic box that deeply affects societies at all time and space. Television uses images and sounds to communicate at the same time, live as a witness to events and having advantages and the experience to viewers as opposed to pre-modern communication means. It has a different position over the other mass media because of transmitting video and sound simultaneously. In its early broadcasting times television content was mainly used for transmission of news and educational purposes. In the course of time, development of technology has paved the way for a change in the use of existing functions and made the television an important apparatus for entertainment and leisure time. The study’s main theme is to introduce audience preferences, especially receiving prime time news in context of uses and gratifications approach. Television is a medium which can bring up the news and the news events at the same time they occur. The time between the event and the broadcasting is ‘zero’. It is a medium that has an advantage to transmit and reach to its audience instantly. It is using this advantage in a wide range of ways. News has been described as prestigious program for any channel in television broadcasting. According to this approach television channels attribute extra attention to the news, news programs and newsrooms. In this study the motivations that derive viewer to watch television to satisfy their needs and in particular prime time news usage is analyzed through fieldwork conducted in Eskisehir. 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/da8464101ee95c473fcb45c074ec1c01.pdf ec9c7f2e97d1c26bc1dddeb096652858 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Evaluation of Critical Thinking Tendencies of Prospective Primary School and Primary Science Teachers Salih Zeki GENÇ Çanakkale Onsekiz Mart University, Turkey szgenc@yahoo.com Abstract: This research, aims to assess the critical thinking abilities of prospective primary school and primary science teachers, was obtained by using California Critical Thinking Tendency Scale The inventory was applied to 560 randomly selected prospective teachers (ranged from 1st, 2nd, 3rd and 4th year) in Faculty of Education at Çanakkale Onsekiz Mart University in Turkey in 2006 and analysed using SPSS program. The students who answered entry incorrectly excluded from the study. Finally, the answers of 480 teacher candidates were taken into consideration. In the analysis of data t, variance and Tukey’s statistic tests were used. It was found out that the point of views of teacher candidates from both departments about the whole inventory were between 31 and 39 (they’re not sure about critical thinking disposition). On the other hand, a significant difference was not found between the gender, learning methods and critical thinking dispositions of teacher candidates. It was also found out that there is a significant difference between teacher candidates grade levels, their self confidence and their ways of searching for truth. Today’s teacher candidates who will become teachers of tomorrows are expected to improve ‘critical thinking skills’ through education process. Therefore, the teacher candidates should have critical thinking skills in order to contribute the development of their countries. Keywords: Critical Thinking Disposition, Teacher Candidate, Primary School Teacher, Science Teacher Introduction Critical thinking concept has become popular in the recent years in education. Reasoning and problem solving are the two common critical thinking skills which are supported by the educationalists in schooling process. Today, there are master and doctorate programmes on teaching critical thinking skills at many universities. Therefore, critical thinking is the core concept in education. Critical thinking has a number of definitions made by many researchers. Beyer (1983) defines critical thinking as the evaluation of the authenticity, accuracy and worth of knowledge, thoughts, beliefs or discussions. In addition, Norris (1985, p: 40-45) states that it supports teacher candidates to “apply everything they already know and feel, to evaluate their own thoughts and especially to change their behaviours…” Relatively, critical thinking disposition-as a part of our personality- is regarded as an approach to problem-framing problem solving through reasoning. Braman (1999) states that critical thinking is effective not only in academic studies or environments but also in solving every kind of problem. For this reason, teacher candidates are expected to teach the necessary information, skills and behaviours to their students for their future lives. According to Scriven & Paul (1996), critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analysing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. The experts in teacher education claim that lifelong learning and professionalism should be the basic qualities of teacher education programmes. Therefore, teacher candidates should develop traits of intellectuality about teaching in order to become teachers who are good researchers. According to Bruner, Piaget and Vygotsky experience encourages the development of cognitive processes (Rodriguez and Sjostrom, 1998). Although contemporary education curriculum is criticised, the educationalists agree on that a new curriculum should be developed which enables the students to think well and to think for themselves (Pithers, 2000). According to Ikuenobe (2001) critical thinking skills should be taught to students due to following reasons: (1) instructors motivate questioning by explaining to students its logic, functions and basis as an epistemic process- this may help to vitiate the negative attitudes and implications; (2) students have to see the 216 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo connections among questioning, critical thinking, inquiry and learning, and fallibilism; (3) instructors have to develop a constructive and non-threatening way to ask questions and teach students a process of asking questions so that one does not alienate and intimidate; and (4) the instructor must create, in general, a classroom environment that will allow students to express themselves, and they must be given the opportunity to actively participate in their own learning process, which involves acquiring the skills of questioning for the purpose of bringing about understanding, growth and progress in knowledge (Ikuenobe, 2001). A number of studies were carried out regarding the assessment of critical thinking disposition in the recent years (Brookfield, 1987; Costa and Lowery, 1989; Wade and Tavris, 1993; Facione, Facione and Giancarlo, 2000; Giancarla and Facione, 2001; Phillips, Chesnut and Rospond, 2004). As a result of the developments in the field of education in the world, the educational reform process has started in Turkey not only in the primary and secondary education but also in teacher training. No matter what the individual differences which exist in the vision of elementary education in Turkey might be, there are views such as inquiry-questioning, critical thinking, problem solving, and decision making skills. For this reason, changes have been made to the curricula of primary school education and science education programs and training primary school and science teachers who can guide students to gain the values mentioned above has become important. Therefore, evaluating critical thinking tendencies of primary school and science teacher candidates constitute the problem of the research. Purpose of the Research The primary purpose of the research is to evaluate the critical thinking tendencies of primary school and science teacher candidates. In this respect, answers to the following questions are of vital importance. 1. What is the distribution regarding the general status of critical thinking tendencies of primary school and science teacher candidates? 2. Is there a significant difference between the genders and critical thinking tendencies of primary school and science teacher candidates? 3. Is there a significant difference between the type of schooling and critical thinking tendencies of primary school and science teacher candidates? 4. Is there a significant difference between the critical thinking tendencies of primary school and science teacher candidates? 5. Is there a significant difference between the class level they have received schooling and critical thinking tendencies of primary school and science teacher candidates? Method This study was conducted with 480 teacher candidates studying at Çanakkale Onsekiz Mart University, Faculty of Education, Primary School Teacher Training and Primary Science Teacher Training in 2009-2010 academic years. This study was limited to 51 articles used in California Critical Thinking Tendency Scale (CCTTS). Sampling 560 teacher candidates from 1st, 2nd, 3rd, and 4th years studying at Çanakkale Onsekiz Mart University, Faculty of Education, Primary School Education and Science Education Program (day and evening groups) were selected randomly and scales were applied. 480 teacher candidates were included in the sampling process after excluding the candidates who provided incomplete and wrong answers (see Table I). 217 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Student Teachers’ Common Characteristics f % Male 198 41.3 Female 282 58.7 480 100.0 Total Day Group 240 50.0 Type of Instruction Evening Group 240 50.0 480 100.0 Total Primary School Education 240 50.0 Department Science Education 240 50.0 480 100.0 Total First Year 120 25.0 Second Year 120 25.0 Class Third Year 120 25.0 Fourth Year 120 25.0 480 100.0 Total Table 1. Distribution of the Student Teachers in Relation to Gender, Type of Instruction, Department and Classes. Gender Data Collection and Analysis Data were collected by using the California Critical Thinking Tendency Scale. California Critical Thinking Tendency Scale was developed by Facione and Facione (1992) by considering the criteria mentioned in definition of critical thinking which was put forward by Delphi Project. Scale is composed of 6-options, 75 Likert type items and 7 sub-scales (Facione, Giacarlo, Facione & Gianen, 1995). The scale, which was originally written in English was adapted by Kokdemir (2003) into Turkish and factor analysis, validity and reliability studies were carried out. The new scale which was formed after these analyses were rearranged in the form of 51 items associated with 6 load factors and at the end of the application, reliability coefficient (Cronbach Alpha) of the whole scale was found as 0.88 6 sub-dimensions that take place in the Turkish form of California Critical Thinking Tendency Scale have been formed namely, Analytical Approach, Curiosity, Open-mindedness, Personal Confidence, Look for the Truth, Systematic Approach. Certain items which were listed in Cognitive Maturity sub dimension in the original scale, have been eliminated and some of them have been listed under the open-mindedness sub dimension (Hamurcu et al., 2005). The scale was applied to the sampling group in November 2006 by the researcher and the data were analysed by the SPSS program. In the analysis of the data obtained, distribution of the general status of critical thinking tendencies of teacher candidates was evaluated by calculating their arithmetic averages. t-test, which was used to measure the differences between the averages was applied to examine whether there is a significant difference between their genders, type of schooling, departments, and their critical thinking tendencies. One way analysis of variance (ANOVA) was used to determine whether there is a difference between class levels they received schooling and critical thinking tendencies; and Tukey test was used to identify the classes those differences exist. Findings and Discussions Findings obtained in the research have been listed under five categories. Sub dimensions n Analytical Approach Open-mindedness Curiosity Personal Confidence Search for Truth Systematic Approach Total 240 240 240 240 240 240 240 Primary School Teacher Std. Deviation X 41.36 43.92 35.69 28.92 25.12 20.26 32.54 5.70 6.68 5.43 4.32 3.91 5.20 3.10 218 n 240 240 240 240 240 240 240 Science Teacher Std. Deviation X 41.32 43.84 35.12 28.75 24.99 20.17 32.36 6.11 7.08 5.10 4.85 3.64 3.57 2.71 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 2.General Status of Critical Thinking Tendencies of Primary School and Science Teacher Candidates Table 2 provides the distribution regarding the general status of critical thinking tendencies of primary school and science teacher candidates. Prior to the preparation of the tables, standard points for every sub-scale, and total point calculations were carried out separately. According to Kokdemir (2003), the maximum score that can be obtained from the scales is 60 and the minimum score is 6. Giancarlo and Facione (2001) also state that while making calculations for every sub-dimension of the scale, people who receive a total of 30 points or less than 30 points for that particular subscale are considered as weak or in negative direction in terms of their tendency for critical thinking, people who receive a total of 40 points or higher than 40 points are considered as strong or in positive direction and people who receive a total score between 31 points and 39 points are considered as undecided. On the other hand, when the whole scale is examined, people who receive a total score of 180 points or less should be considered as having a weak or negative general critical thinking tendency and people receive 240 points or more are considered as having a strong or positive general critical thinking tendency. According to results shown on the table 2, it can be concluded that the averages of the opinions of the teacher candidates for the whole scale are range between of 31-39. Therefore, it can be put forward that teacher candidates in primary school education and science education departments are “undecided” in the critical thinking tendencies. In addition to this, it can also be stated that in dimensions of analytic approach and openmindedness, teacher candidates have a high and positive critical thinking tendencies as they have obtained points greater than 40. On the other hand, it is also remarkable that teacher candidates of both primary school education and science education departments have provided extremely similar opinions in all sub-dimensions. Low points obtained in search for truth dimension of teacher candidates participated in the study overlap with the findings of various studies carried out in the same field (Giancarlo and Facione, 2001; Facione et al, 1995; Hamurcu et al, 2005). Facione et al (1985) have stated that it is worth examining these low points in “search for truth” dimension in terms of the quality of the university education and its possible effects on future generations. Sub dimensions Gender n X Analytical Approach Male 198 41.50 Female 282 41.23 Open-mindedness Male 198 43.17 Female 282 44.38 Curiosity Male 198 35.10 Female 282 35.62 Personal Confidence Male 198 29.08 Female 282 28.67 Search for Truth Male 198 25.06 Female 282 25.05 Systematic Approach Male 198 20.40 Female 282 20.08 * The main difference is significant at the .05 level. Std. Deviation 5.99 5.85 5.71 7.56 5.19 5.32 4.83 4.41 3.97 3.64 4.25 4.60 Df 478 t p 0.494 .621* 478 1.908 .057* 478 1.063 .288* 478 0.956 .340* 478 0.011 .991* 478 0.792 .429* Table 3. Findings Regarding the Differences Between the Their Sexes and the Critical Thinking Tendencies of Primary School and Science Teacher Candidates The gender variable is considered as one of the factors in the studies conducted to measure critical thinking tendencies (Facione et al, 1995; Giancarlo and Facione, 2001; Kokdemir, 2003; Hamurcu et al, 2005). In this study, Table 3 provides findings regarding the differences between the sexes and the critical thinking tendencies of primary school and science teacher candidates. The averages of the views of the male and female teacher candidates regarding their critical thinking tendencies show high similarities for all sub dimensions (Table 2). In this case, a meaningful difference at 0.05 significance level was not observed (at all sub dimensions) between the sexes and the critical thinking tendencies of primary school and science teacher candidates. Therefore, these two variables can be considered independent. In the study carried out by Hamurcu et al (2005), a significant difference was observed for analytic approach, open mindedness, personal confidence and search for truth sub dimensions of the sex variable; and no difference was observed for the curiosity and 219 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo systematic approach sub dimensions. Therefore, it can be concluded that none of the studies were able to observe any differences in curiosity and systematic approach sub dimensions. Sub dimensions Type of Instruction n Analytical Approach Day Group Evening Group Open-mindedness Day Group Evening Group Curiosity Day Group Evening Group Personal Confidence Day Group Evening Group Search for Truth Day Group Evening Group Systematic Approach Day Group Evening Group * The mean difference is significant at the .05 level. X 240 240 240 240 240 240 240 240 240 240 240 240 41.74 40.94 43.87 43.89 36.10 34.70 29.17 28.50 24.89 24.52 20.14 20.29 Std. Deviation 6.45 5.29 7.19 6.57 5.50 4.94 4.18 4.95 3.63 3.91 4.85 4.03 t p 1.485 .138* 478 0.020 .984* 478 2.941 .003* 478 1.592 .112* 478 0.966 .334* 478 0.368 .713* df 478 Table 4. Findings Regarding the Differences between the Type of Schooling and the Critical Thinking Tendencies of Primary School and Science Teacher Candidates Table 4 provides findings regarding the differences between the type of schooling and the critical thinking tendencies of primary school and science teacher candidates. When the table is examined it is seen that averages of critical thinking tendencies of day and evening groups of primary school and science teacher candidates show similarities for all sub dimensions. In this case, a meaningful difference at 0.05 significance level was not observed (at all sub dimensions) between the type of schooling and the critical thinking tendencies of primary school and science teacher candidates. The critical thinking tendencies of both day and evening groups of teacher candidates are close to each other. This can be interpreted as that the type of schooling (dayevening group) is not an important factor in terms of their critical thinking tendencies. Sub dimensions Analytical Approach Department Primary School Teacher Science Teacher Open-mindedness Primary School Teacher Science Teacher Curiosity Primary School Teacher Science Teacher Personal Confidence Primary School Teacher Science Teacher Look for the Truth Primary School Teacher Science Teacher Systematic Approach Primary School Teacher Science Teacher The mean difference is significant at the .05 level. n X 240 240 240 240 240 240 240 240 240 240 240 240 41.36 41.32 43.92 43.84 35.69 35.12 28.92 28.75 25.12 24.99 20.26 20.17 Std. Deviation 5.70 6.11 6.68 7.08 5.43 5.10 4.32 4.85 3.91 3.64 5.20 3.57 df 478 t p 0.077 .939* 478 0.139 .889* 478 1.187 .236* 478 0.397 .692* 478 0.362 .717* 478 0.225 .822* Table 5. Findings Regarding the Differences between the Departments and the Critical Thinking Tendencies of Primary School and Science Teacher Candidates Table 5 provides findings regarding the differences between the departments and the critical thinking tendencies of primary school and science teacher candidates. The findings indicate that averages of critical thinking tendencies of primary school and science teacher candidates show similarities for all sub dimensions. Therefore, a meaningful difference at 0.05 significance level was not observed (at all sub dimensions) between the departments and the critical thinking tendencies of primary school and science teacher candidates. The critical thinking tendencies of both primary school teacher candidates and science teacher candidates are close to each other. It overlaps with the results of the study conducted by Hamurcu et al. (2005) since these differences do not exist in open-mindedness, search for truth and systematic approach sub dimensions according to department. 220 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Source of Variance Sum of Squares Personal Confidence df Between Groups 3 Within Groups 476 Total 479 Search for Truth Between Groups 3 Within Groups 476 Total 479 The mean difference is significant at the .05 level. Mean Square 184.083 9925.883 10109.967 192.133 6646.233 6838.367 F p 61.361 20.853 2.943 Source of Variance .033* 64.044 13.963 4.587 .004* Table 6.Findings regarding the differences between the grade levels with regard to type of schooling and the critical thinking tendencies of primary school and science teacher candidates Table 6 provides findings regarding the differences between the class level with regard to type of schooling and the critical thinking tendencies of primary school and science teacher candidates. It has been limited to the personal confidence and search for truth sub dimensions. Because, it has been found that the critical thinking tendencies of teacher candidates have differentiated in these two sub dimensions. According to the results of the Tukey’s test that was conducted in order to identify the differences between the teacher candidates, it was found out that according to personal confidence sub dimension, there were significant differences in favour of 3rd year teacher candidates between the 1st and 3rd year teacher candidates, and according to search for truth sub dimension, there were significant differences in favour of 3rd year teacher candidates between the 2nd and 3rd year teacher candidates. Therefore, it can be concluded that 3rd year teacher candidates have more positive critical tendencies compared to other teacher candidates particularly 1st and 2nd year teacher candidates. The findings of the study overlap with the findings of the study conducted by Hamurcu et al (2005) with regard to personal confidence sub dimension. On the other hand, Facione and et al. (1995) have found out that new students tend to obtain higher points for curiosity and open mindedness and lower points for systematic approaches sub dimensions. Conclusion and Suggestions This research had aimed at evaluating the critical thinking tendencies of primary school and science teacher candidates. As a result; 1. It has been found that opinions of teacher candidates in both departments regarding the whole scale are in the range of 31-39 points. Therefore it can be concluded that teacher candidates are undecided in their critical thinking tendencies. 2. There is no significant difference (including all sub dimensions) between the sexes of teacher candidates and their critical thinking tendencies. In this respect, it can be concluded that these two variables are independent of each other. 3. There is no significant difference (including all sub dimensions) between the types of schooling (day and evening group) of teacher candidates and their critical thinking tendencies. Thus, there is a similarity between the critical thinking tendencies of day and evening group teacher candidates. 4. There is no significant difference (including all sub dimensions) between the departments (primary school teacher and science teacher) of teacher candidates and their critical thinking tendencies (including all sub dimensions). Thus, it can conclude that there is a similarity between the critical thinking tendencies of teacher candidates in both departments. 5. Meaningful differences have been found in comparisons made according to class levels with regard to schooling type, particularly between the points obtained in Personal Confidence and Search for Truth sub scales and there are differences in higher class levels. 6. The low points for Search for Truth dimension obtained by the teacher candidates participated in the sampling also overlap with the various results obtained in similar areas (Giancarlo and Facione, 2001; Facione and et al, 1995; Hamurcu et al, 2005). Furthermore, Facione et al. (1995) have found out that new students tend to obtain higher points for curiosity and open mindedness and lower points for systematic approaches sub dimensions. 1. According to the above result the following suggestions could be made: Creating an environment which will enable today’s teacher candidates to gain “critical thinking” skills who will be training tomorrow’s students is of vital importance. The teacher candidates who will 221 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 2. 3. 4. 5. become intellectuals and managers are primarily responsible for constructing the future of their country. For this reason they should have the ability to think critically about events and facts. Therefore, it may be sensible to arrange subject areas where they will obtain and develop critical thinking skills. It is also important for academicians at the universities to have critical thinking skills who train teacher candidates. Moreover, they should be able to use these skills and serve as role models for those candidates. For this reason, practices aimed at developing critical thinking skills of students should be included in the programs to train academicians. A similar study can be conducted which would cover different faculties and departments in different universities. In this study, teacher candidates from primary school and science education departments have been selected. Because, individuals first face primary school teachers and science teachers play a vital role to educate individuals to understand the society, and the world. Another study can be conducted to measure the relationship between the critical thinking tendencies and academic achievement of teacher candidates or university students. A research covering secondary education students, current secondary and primary school teachers and family members may even be carried out. In this study, complete California Critical Thinking Tendency Scale with its subscales analytical approach, curiosity, open-mindedness, personal confidence, search for the truth, systematic approach, and related questions were used and results were interpreted according to the sub dimensions. In another research, a more extensive analysis can be done by only including one or some other sub dimensions of the measurement tool. References Beyer, B. (1983) Common sense about teaching thinking skills. Educational Leadership Vol.41, EJ 289-719. pp. 44-49. Braman, O. R. (1999) Teaching peace to adults: Using critical thinking to improve conflict resolution. Adult Learning, 102 (2), 30-32. Brookfield, S. D. (1987) Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting. Josey-Bass Publishers. San-Francisco, CA. Costa, A. L.; & Lowery I, Lawrence F. (1989) Techniques for Teaching Thinking. Critical Thinking Press and Software. Pacific Grove, CA. Facione, P.A., Facione, N.C.& Giancarlo,C.A. (2000) The disposition toward critical thinking. It’s character, measurement, and relationship to critical thinking skill. Informal Logic, vol.20, no. 1, pp. 61-84. Facione, P.A., Giancarlo, C.A., Facione, N.C.& Gainen, J. (1995) The disposition toward critical thinking. Journal of General Education, vol. 44, no. 1, pp. 1-25. Giancarlo, C.A. and Faacione, P.A. (2001) A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, vol. 50, no. 1, pp. 29-55. Hamurcu, H., Günay, Y., Akamca, G.Ö. (2005) Profiles of critical thinking dispositions of science and class students. Eurasian Journal of Educational Research, vol.20, pp. 147-157. Ikuenobe, P. (2001) Questioning as an epistemic process of critical thinking. Educational Philosophy and Theory, vol.33, no. 3 & 4, pp. 325-341. Kökdemir. D. (2003) Belirsizlik Durumlarında Karar Verme ve Problem Çözme. Ankara Üniversitesi Social Science Faculty, Phd Thesis, Ankara. Norris, S.P. (1985) Synthesis of research on critical thinking. Educational Leadership, vol. 42, pp. 40-45. EJ 319-814. Phillips, C. R., Chesnut, R. J., Rospond, R. M. (2004) The California critical thinking instruments for benchmarking, program assessment, and directing curricular change. American Journal of Pharmaceutical Education, vol. 68, no. 4. Pithers, R.T., (2000) Critical Thinking in Education: A Review.Educational Research. vol. 42, no. 3, winter, pp. 237-249. Rodriguez, Y.E.G., Sjostrom, B.R. (1998) Critical reflection for professional development: a comparative study of nontraditional adult and traditional student teachers. Journal of Teacher Education, vol. 49, no. 3. Scriven, M. & Paul, R. (1996) “Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking”, Retrieved: March 12, 2007, from http://www.criticalthinking.org/University/univlibrary/library.nclk Wade, C.& Tavris, C. (1993) Critical& Creative Thinking: The Case of Love and War. Harper Collins College Publisher, New York NY. 222 � 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. 699 Title A name given to the resource Evaluation of Critical Thinking Tendencies of Prospective Primary School and Primary Science Teachers Author Author GENÇ, Salih Zeki Abstract A summary of the resource. This research, aims to assess the critical thinking abilities of prospective primary school and primary science teachers, was obtained by using California Critical Thinking Tendency Scale The inventory was applied to 560 randomly selected prospective teachers (ranged from 1st, 2nd, 3rd and 4th year) in Faculty of Education at Çanakkale Onsekiz Mart University in Turkey in 2006 and analysed using SPSS program. The students who answered entry incorrectly excluded from the study. Finally, the answers of 480 teacher candidates were taken into consideration. In the analysis of data t, variance and Tukey’s statistic tests were used. It was found out that the point of views of teacher candidates from both departments about the whole inventory were between 31 and 39 (they’re not sure about critical thinking disposition). On the other hand, a significant difference was not found between the gender, learning methods and critical thinking dispositions of teacher candidates. It was also found out that there is a significant difference between teacher candidates grade levels, their self confidence and their ways of searching for truth. Today’s teacher candidates who will become teachers of tomorrows are expected to improve ‘critical thinking skills’ through education process. Therefore, the teacher candidates should have critical thinking skills in order to contribute the development of their countries. 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/f2c446bf25c83e92e56210ac047c07e7.pdf bd8497e8c09f70bf8ffa0f7bff5aaadb PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Social Context of the Paradise Lost Nedžad Gudić International Burch University Bosnia and Herzegovina nedzad_gv@hotmail.com Shahab Yar Khan University of Sarajevo Bosnia and Herzegovina shahabyarkhan@hotmail.com Abstract: In the Paradise Lost, John Milton tried to explain how evil is seductive. It is one of the reasons why he portrayed Satan with ultra human dimensions in Book I and II. And what makes Satan so heroic is not the particular situation he is in or any facts about him: his magnificence comes from the inspired verse which Milton puts into his speeches. No one reading these speeches can miss their power and eloquence. It is no accident that when Winston Churchill was looking for something to rally the British people after the military disaster of Dunkirk, he used these lines on the radio. There is nothing in English literature to match the heroic determination, power, courage, and energy manifested here and throughout Satan's early speeches. And his followers are appropriately energized. At very end Paradise Lost was more than a work of art. Indeed, it was a moral and political treatise, a poetic explanation for the course that English history and Human kind had taken. Keywords: Paradise Lost, Milton, Social Context Introduction One of the greatest poets of the English language, best-known for his epic poem PARADISE LOST (1667). Milton's powerful, rhetoric prose and the eloquence of his poetry had an immense influence especially on the 18th-century verse. Besides poems, Milton published pamphlets defending civil and religious rights. The year 1649 marked a decisive change in Milton’s life. Charles I was executed, with Milton probably in attendance. The murder of a king was shocking to the people of a country that had always lived under a monarchy and for whom the king had an aura of divinity. Milton attempted to justify the situation with his Tenure of Kings and Magistrates. This pamphlet, along with Milton’s other work for the Puritans, resulted in his being offered the position of Secretary for the Foreign Tongues. The classical influences in his work can be clearly delineated: Homer, Ovid, but especially Virgil. Shakespeare was the leading playwright of his day, and there are some references to his works in Milton's own poetry. The style and structure of the Spencer's "The Faerie Queen," was another influence on Paradise lost. Following the invocation and prologue, Milton continues in the epic style by beginning in medias res, in the middle of things. Satan is first seen lying in the pit of Hell. That great religious epic focuses on Satan, presents him first, and in many ways makes him the hero of the poem is certainly surprising and something of a risk on Milton’s part. Milton does not want his audience to empathize with Satan, yet Satan is an attractive character, struggling against great odds. Of course, Milton’s original audience more than his modern one would have been cognizant of the ironies involved in Satan’s struggles and his comments concerning power. The power that Satan asserts and thinks he has is illusory. His power to act derives only from God, and his struggle against God has already been lost. To the modern audience, Satan may seem heroic as he struggles to make a Heaven of Hell, but the original audience knew, and Milton’s lines confirm, that Satan’s war with God had been lost absolutely before the poem begins. God grants Satan and the other devils the power to act for God’s purposes, not theirs. In fact, unlike a classical epic which deals with a subject of national importance, with the war- like exploits of some hero of national stature, the theme of Milton′ s epic is vaster and of a more universal human interest . It concerns itself with the fortunes, not of a city or an empire, but of the whole human race, and with that particular 416 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo event in the history of the race which has module all its destinies. Around this event, the plucking of an apple, are rage, according to the strict rules of the ancient epic, the histories of Heaven and Earth and Hell. The study “The scene of action is Universal Space. The time represented is eternity. The characters are God and all his creatures.”(Khan, 2006, p. 148). And all these are exhibited in the clearest and most inevitable relation with the man and his destiny. John Milton was one of the great poets of England whose life spanned the most turbulent period of English history. His youth was spent in the dissolving reign of Charles I who desperately held on to his power by dissolving Parliament. “This foolishness could only last so long, and civil war broke out in 1642. This war would elevate an intensely religious and unboundedly ambitious, charismatic, and the man named Oliver Cromwell to the height of power; in 1649, after overthrowing the monarchy and taking over England, Cromwell executed Charles I and thus ushered in a new state which he called the Commonwealth and Protectorate that was, nominally, Puritan.”(Morton, A.L 1955, p 211) He was such capable military officer that he became a high ranking general and great inspiration for his society. Cromwell nominally subscribed to Calvin's principles of civil government, in which the best form of government is either an aristocracy (rule by the best) or a combination of aristocracy and democracy (rule by the people) & emdash; the latter would become the basis of American government. Cromwell, however, wanted to be king and ruled harshly, calling himself "Protector of England" and setting up in effect a military government. Milton meditated many subjects, from both British and biblical history, before he finally decided on the fall as the theme for his great epic. In the beginning there existed according to Milton God and Chaos. Milton′s imagery draws a contrast which helps us in understanding the Satan in the Book I. The Hell is portrayed as closely as possible to the nature of horror portrayed in Inferno. Lying on the lake, Satan is described as gigantic; he is compared to a Titan or the Leviathan. Next to Satan lies Beelzebub, Satan’s second in command. Satan comments on how Beelzebub has been transformed for the worse by the punishment of God. With effort, Satan is able to free himself from his chains and rise from the fire. He flies to a barren plain, followed by Beelzebub. From the plain, Satan calls the other fallen angels to join him, and one by one they rise from the lake and fly to their leader. The theme of freedom and independence is perhaps the most controversial one in the poem because it portrays Satan as the very embodiment of heroic energy. This energy is constantly expressed in his opposition to the will of god despite heavy odds. In fact, Milton′s own self esteem, pride and republicanism, are voiced by Satan. Milton believed in Cromwell and the civil war at first, but would later have second thoughts about Cromwell (in fact, Satan in Paradise Lost is clearly Oliver Cromwell). Milton would spend his later years during the reign of Charles II blind and distressed over the social problems of the seventeenth century, a distress which gave rise to his two great epic poems. Milton's distaste for the monarchy led directly to his embracing the rule of Oliver Cromwell. From 1630 through 1658 Milton wrote at least 24 sonnets. Many of these celebrate the rise of "Lord General Cromwell" and "New Forcers of Conscience." When Cromwell's government collapsed and Charles II ascended the thrown, Milton was imprisoned, fined, and his property confiscated. Yet Milton steadfastly accepted his decisions and the consequences. Three years after the fall of Cromwell's government, Milton began writing Paradise Lost. Readers of the epic often find Satan the most compelling character, especially at the beginning of the poem, which he dominates. Satan has used his free will to choose his role in the universe. The famous statement by Satan that it is "better to reign in Hell than serve in Heaven" is an endorsement of individual rights and responsibility, versus serving authority. Satan describes his enemy as "the tyranny of Heaven." We can obviously see that Oliver Cromwell had influence on John Milton, because Cromwell proved most capable as a military leader and clothed conservatively , he possessed a Puritan fervor and a commanding voice, 417 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo he quickly made a name for himself by serving in both the Short Parliament (April 1640) and the Long Parliament (August 1640 through April 1660). Oliver Cromwell was known by his passionate speeches in the Parliament. And it is the most obvious that Oliver Cromwell was Satan from Paradise Lost. Conclusion "Ideology of the Paradise Lost has deep root in social situation of England and with realistic view mirrors state and political standpoint of its writer and his class of that time." (Puhalo, 1966, p. 203) "Satan’s speeches bring out the salient traits of his character-his realism, resourcefulness and foresight. He is not coward; but his courage is not rash and unthinking. Like clever politician, he would like to think before he leaps"(Khan, 2006, p. 153) We must admit how Satan is brilliant leader; he is telling his fallen angels that everything in our minds. Satan motivates them to continue their fight. Milton portrays the Satan as a rebel and God as a tyrant. It’s war between an autocrats and democrats. Seeing Milton′s own literary career and the impact of the civil war on his writing, it would be far fetched to say that Milton did see a touch of glory in Satan. “And Satan is introduced in this background- not as helpless victim, but as a character of ultra human dimensions”. (Kapetanović, 1973, p. 84) Milton devotes much of the poem’s early books to devolving Satan’s character. We can even see him as an innocent victim, overlooked for an important promotion. The first impression of the book I leaves us with clear picture of autocracy and democracy. God is autocrat. His whole world whirls around him. He is the center of his own world. On the other hand, Satan is democratic. Democratic elements among the devils: they had a council, the unique idea and army to fight to God. So Milton uses Satan to criticize the tyranny. In the context Satan’s war is ear for independence. At the end of Chapter II, I would like say that the speeches of Satan and his followers in book I and II are magnificent in their way, Miltonic. To see Satan as a hero because Milton goes out of his way to show the superficial seductiveness of this kind of evil is to show extraordinary naiveté. Many readers and myself have argued that Milton deliberately makes Satan seem heroic and appealing early in the poem to draw us into sympathizing with him against our will, so that we may see how seductive evil is and learn to be more vigilant in resisting its appeal. And then at very end Milton changes Satan from great war-leader into smooth-tongued and specious politician. References Primary sources Khan, S. Y. (2006). From Renaissance to Classicism, Fakultet humanističkih nauka Morton, A.L. (1955), Istorija Engleske, Veselin Masleša, Sarajevo Puhalo, Dušan, (1966), Milton i njegovi tragovi u Jugoslovenskim književnostima, Beograd Khan, S. Y. (2006). From Renaissance to Classicism, Fakultet humanističkih nauka, Kapetanović, Breda (1973 prepared by), Povijest Svjetske Književnosti, Mladost, Zagreb Secondary sources 418 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo -http://www.sparknotes.com/poetry/paradiselost (visited on May 14, 2010) -http://www.dartmouth.edu/~milton/(visited on May 09, 2010) -http://www.richmond.edu/~creamer/milton.html (visited on May 04, 2010) -http://www.kirjasto.sci.fi(visited on April 04, 2010) -http://en.wikipedia.org/wiki/John_Milton (visited on May 09, 2010) -http://www.luminarium.org/sevenlit/milton/(visited on May 11, 2010) (visited -http://www.online-literature.com/milton/paradiselost/ 419 on April 16, 2010) � 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. 728 Title A name given to the resource Social Context of the Paradise Lost Author Author Gudić, Nedžad Khan, Shahab Yar Abstract A summary of the resource. In the Paradise Lost, John Milton tried to explain how evil is seductive. It is one of the reasons why he portrayed Satan with ultra human dimensions in Book I and II. And what makes Satan so heroic is not the particular situation he is in or any facts about him: his magnificence comes from the inspired verse which Milton puts into his speeches. No one reading these speeches can miss their power and eloquence. It is no accident that when Winston Churchill was looking for something to rally the British people after the military disaster of Dunkirk, he used these lines on the radio. There is nothing in English literature to match the heroic determination, power, courage, and energy manifested here and throughout Satan's early speeches. And his followers are appropriately energized. At very end Paradise Lost was more than a work of art. Indeed, it was a moral and political treatise, a poetic explanation for the course that English history and Human kind had taken. 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/297f14d8721a3d5b20d9bcf948db3709.pdf 50d59e1d5ceaf3d554f2f6143e9e9ced PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo AHP Modeling in Selection of Students for a Part-Time Work: International Burch University Case Ali GÖKSU Assist. Prof. Dr., International Burch University, Faculty of Economics Department of Business Administration goksu@ibu.edu.ba M. KürĢad ÖZLEN Research Assistant, International Burch University, Faculty of Economics Department of Business Administration kozlen@ibu.edu.ba Murat ÇUHADAR Assist. Prof. Dr., Süleyman Demirel University, Turkey mcuhadar@sdu.edu.tr Abstract: Making the right decision for an enterprise is very important for its profit, efficiency, and effectiveness. For these reasons, Decision making in an organization takes a very important place. In this paper, the most appropriate selection of a student for a particular part time work in a university will be examined. There are several methods to make a decision. A multi-criteria Decision Making method will be used to select the most suitable student. The method for this selection will be Analytic Hierarchy Process (AHP). While making a decision many factors should be considered. And Analytic Hierarchy Process is a quite useful method to cover many determinants. Keywords: Multi-Criteria Decision Making, AHP, Part-Time work, 1. Introduction Decision Making is a very hard and complicated procedure in many cases through the life of human being. There are usually many factors affecting the decision problem. So some methods have been developed. These are all ‗Multi-criteria Decision Making‘ methods. 1.1. Multi-Criteria Decision Making Parallel to the progress of the science and technology, it is a well-known reality that one dimensional or one variable analysis is not enough to solve more complex problems. In one dimensional analysis, the most important assumption is to suppose all the other variables constant except the one which was analyzed. However, all the events in the universe happen with the influence of many inside and outside effects, and this forms a very complex structure. So the events and the objects should be defined with respect to many variables and collective effects of them (DaĢdemir, Güngör, 2002-2003-2004 Vol. I-II). Therefore the importance of Multi-Criteria Decision Making cannot be questioned. AHP is one of Multi-Criteria Decision techniques. 1.2. Personnel Selection Human Resources in an organization has an extremely important place (Werther and Davis, 1994). So the preliminary condition is to detect the need for qualified personnel and select them efficiently and effectively. This is the most crucial issue for the organization and the procedure should work fast and correctly (Özgörmüs, Mutlu, and Güner, 2005). And the scientific approach to the problem has a great account. So in this study for giving the decision scientifically Analytic Hierarchy Process will be used. 536 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo 1.3. Part Time Work in a University As a result of Both Economic developments in the world and changes on the necessities of work environment, the need for and the importance of ‗Part-Time work‘ have been increased. Organizations employ regular and part-time workers at the same time. While employing a Part-time student, there are some points which should be taken into consideration. And both the university and the student should get benefit from this procedure. 2. Research Background: Analytic Hierarchy Process Analytic Hierarchy Process (AHP) was developed by Thomas L. Saaty in 1977. It is one of the methods which are used for Multi-criteria Decision Making. The main advantage of this method is that the multi-criteria can easily be managed. Additionally, AHP can be understood easily and it does not contain unnecessary mathematical operations (BaĢligil, 2005). Through AHP, The observations of Decision Maker‘s in different psychological and sociological situations can be taken into account and his decision making mechanism will be tried to define. So, the aim is to provide a better environment to Decision Makers (Dağdeviren, Akay and Kurt, 2004). The required steps to be satisfied via AHP are given below. The necessary explanations with formulas are done in each step. 2.1. Defining the Decision Problem This step is also known as Decomposition Phase. This phase is the process of decomposition of the problem into sub-problems. In short, this is the formulation of the decision hierarchy. First, the objective of the study is identified. Then the suitable criteria of the objective are indicated. There may be more than one criterion or suncriteria related with the problem. These criteria should be clear and understandable. At the top of the Decision Hierarchy, there is the main goal. At the bottom, there are decision alternatives. The hierarchy may contain more than one phase according to the degree of the details related to the criteria. 2.2. Comparison The pair-wise comparison matrix is formed by evaluating each criteria and sub-criteria with respect to each other (Kuruüzüm, 2001). There is a comparison matrix shown in Table 1 for four criteria. 1 1/a21 1/a31 1/a41   a21 1 1/a32 1/a42   1 a43 a31 a32 1   a41 a42 a43 1/  1  a21  a31  a41 1 / a21 1 / a31 1 / a41   1 1 / a32 1 / a42   a32 1 1 / a43   a42 a43 1  Table 1. Pair-wise Comparison matrix for four criteria While comparing the alternatives a comparison scale which is called Analytic Hierarchy Scale is used. It is given in Table 2. Intensity of Importance 1 3 5 7 9 2,4,6,8 Reciprocals of the above 1.1 – 1.9 Definition Equal importance Weak importance of one over other Strong Importance Demonstrated Importance Absolute Importance Intermediate Values If activity i has one of the above numbers assigned to it when compared with activity j, then j has the reciprocal value when compared with i. When elements are close and nearly indistinguishable Table 2: Analytic Hierarchy scale 537 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo 2.3. Synthesis After developing pair-wise comparison matrices, the calculations are done for the relative order of the criteria among each other. This section is called ―Synthesis Section‖. If the number of the criteria is five or more, the calculations are very hard in this step. While setting up the priority vectors, Linear Algebra techniques are used. This phase contains the steps: The calculations of maximum eigen-value and corresponding eigen-vector and normalization. There are several methods for normalization. According to the literature most common method is, first the percentages of each element according to its column are calculated and the average of each row is taken. Thus for every criteria priority vectors are found (Kuruüzüm, 2001). 2.4. Consistency Ratio An important subject for the quality of the resultant decision is the consistency of the evaluation of the decision maker. Being consistent is accepted as a prerequisite for rational thinking. But it is almost impossible to be fully consistent. To get new knowledge is possible by allowing some amount of consistency. AHP does not request perfect consistency. It permits consistency, but in each decision it measures the consistency level. To measure the consistency of the decisions, the Consistency Ratio which was developed by Saaty, is used. The formula for consistency is, CI  max  n n 1 To get consistent results, consistency ratio should be smaller than 0,1. The Random Index for 15 criteria is shown in Table 3. If the number of the criteria is greater than 15, then the probability of getting healthier results will be lessened (Kwiesielewicz and Uden, 2004). Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 R. Index 0 0 0.58 0.9 1.12 1.24 1.32 1.41 1.45 1.49 1.51 1.48 1.56 1.57 1.59 Table 3: Random Index 3. Application In this study, the aim is to select the most appropriate student for a part time work by using a multi-criteria decision making method AHP. The selection is done among Economics Department students which applied for the work. The applied students have filled out application forms at first. The conditions in the application form are determined by the Administration of the university and also the criteria of Higher Education Committee of Turkey were considered. The information in the forms has been used in the selection. In addition to this, a survey was applied on the members of the administration. And the results of this survey were inserted to the decision matrix. Hence the criteria which have been considered in this study are,  Economic Situation  Psychological and Medical Situation  Mental problems  Medical problems  Good mannered  Clean wear and neat appearance  Work Qualifications  Work experience  Adaptability to the group-work  Adaptability to the work environment  Work discipline The hierarchical structure is shown in the Figure 1. At the top of the hierarchy, there is the decision problem. Then in the second step, there are the main criteria. And in the last step, there are sub-criteria. 538 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The selection of the most appropriate student Economic Situation Psychology and Medical Situation Clean wear and neat appearance Work qualifications Work Experience Mental Adaptability to groupwork Medical Adaptability to work environment Good Mannered Work discipline A B C D Figure 1: The hierarchical Structure of the model The following tables are obtained after the calculation of the means of the survey results. In Table 4, there are the normalized results of the main criteria and their weight vector. It can be easily observed that the most important criterion is Work quality. Criteria Economic Situation Psychology and Medical Situation Clean wear and neat appearance Work qualifications Weight Vector Economic Situation 0,136 0,313 0,214 0,083 0,187 Psychology and Medical Situation 0,136 0,313 0,357 0,417 0,306 Clean wear and neat appearance 0,045 0,063 0,071 0,083 0,066 Work qualifications 0,682 0,313 0,357 0,417 0,441 Consistency Ratio % 9,887 Table 4: The normalized matrix of the main criteria and their weights 539 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Then the rank of the criteria according to the importance is as follows. 1. Work qualifications 2. Psychology and Medical Situation 3. Economic Situation 4. Clean wear and neat appearance The results in the tables are obtained by using Microsoft Office 2007 Excel. But for easy calculations for AHP problems The Software program Expert Choice may be used. In Table 5, the sub-criteria of Psychology and Medical Situation are examined and accordingly, the importance of ‗Mental problem‘ is seen. Psychology and Medical Situation Mental Problem Mental Problem Medical Problem Good Mannered Weight Vector 0,714 0,714 0,714 0,714 Medical Problem 0,143 0,143 0,143 0,143 Good Mannered 0,143 0,143 0,143 0,143 Consistency Ratio % 0,000 Table 5: The normalized matrix of the criterion Psychology and Medical Situation and its weights In Table 6, the weights of sub-criteria of the criterion ‗Work qualifications‘ can be seen. ‗Work discipline‘ is the most important criterion and the least important criterion is ‗Adaptability to work environment‘. Work qualifications Work experience Adaptability to the groupwork Adaptability to the work environment Work discipline Weight Vector Work experience 0,125 0,188 0,125 0,107 0,136 Adaptability to the groupwork 0,125 0,188 0,375 0,179 0,217 Adaptability to the work environment 0,125 0,063 0,125 0,179 0,123 Work discipline 0,625 0,563 0,375 0,536 0,524 Consistency Ratio % 7,030 Table 6: The normalized matrix of the criterion Work qualifications and its weights 540 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo In the conclusion part, the pair wise comparison of alternative students according to the criteria was done. And the result which is shown in Table 7 appeared. As seen in the table, the most appropriate alternative is the alternative B. 0,187 0,306 0,714 0,143 0,143 ES MNP MDP GM A 0,229 0,491 0,25 B 0,343 0,291 C 0,326 D 0,103 0,066 0,441 Weight Vector 0,136 0,217 0,123 0,524 CWA EW AG WE WD 0,283 0,323 0,231 0,208 0,200 0,252 0,298 0,25 0,418 0,295 0,231 0,525 0,200 0,554 0,379 0,067 0,25 0,082 0,214 0,231 0,109 0,333 0,097 0,169 0,151 0,25 0,217 0,168 0,307 0,158 0,267 0,097 0,154 1,000 Table 7: The normalized matrix of the students and their weights 4. Result And Evaluation Decision making takes place in every part of the life. Especially in large organizations, there are many criteria to select staff. When the number of the criteria is increased, then it would be hard to select the worker. So the selection should be done in a more scientific way. AHP method offers the decision maker an alternative. A software program using AHP can be developed, to do multi criteria decisions. The same type of study can be applied on many decision cases in the life. The study shows that in many specific and complicated situations, Analytic Hierarchy Process can be easily done. And it can offer the best decision alternative to the Decision Maker. References BAġLIGĠL Hüseyin, 2005, ‗‗The Fuzzy Analytic Hierarchy Process For Software Selection Problems‘‘, Yıldız Teknik Üniversitesi Mühendislik ve Fen Bilimleri Dergisi, C.3, Istanbul DAĞDEVĠREN Metin, AKAY D., KURT M., 2004, ‗‗ĠĢ Değerlendirme Sürecinde Analitik HiyerarĢi Prosesi ve Uygulaması‘‘, Gazi Üniversitesi Mühendislik ve Mimarlık Fakültesi Dergisi, C.19, No.2, Ankara DAġDEMĠR Ġsmet, GÜNGÖR Ersin, 2002-2003-2004 Vol. I-II, Çok Boyutlu Karar Verme Metotları Ve Ormancılıkta Uygulama Alanları ZKÜ, Bartın Orman Fakültesi Dergisi GÖKSU Ali, Güngör Ġbrahim, 2008, ―Bulanık Analitik HiyerarĢik Proses ve Üniversite Tercih Sıralamasında Uygulanması‖, Süleyman Demirel Üniversitesi Ġktisadi ve Ġdari Bilimler Fakültesi Dergisi, S 3. GÜNGÖR Ġbrahim, ISLER BÜYÜKER Didar, 2005, ‗‗Analitik HiyerarĢi YaklaĢımı ile Otomobil Seçimi‘‘, Zonguldak Karaelmas Üniversitesi Sosyal Bilimler Dergisi, C.1, S.2, Zonguldak KURUÜZÜM AyĢe, 2001, ―Analitik HiyerarĢi Yöntemi ve Ġsletmecilik Alanındaki Uygulamaları‖, Akdeniz Üniversitesi Ġktisadi ve Ġdari Bilimler Fakültesi Dergisi, C.1, S.1, Antalya 541 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo KWIESIELEWICZ Miroslaw, UDEN Ewa Van, 2004, ―Inconsistent and Contradictory Judgments In Pair wise Comparison Method In The AHP‖, Computers & Operations Research 31 MANAP Gonca, 2006, Tourism Centre Selection with Analytic Hierarchy Process, Journal of Commerce & Tourism Education Faculty ÖZGÖRMÜS Elif, MUTLU Özcan, and GÜNER Hacer, 2005, Personnel Selection by Fuzzy AHP, V. Ulusal Üretim AraĢtırmaları Sempozyumu, Ġstanbul Ticaret Üniversitesi SAATY T. L., 1980, ―The Analytic Hierarchy Process‖, McGraw-Hill Inc. SAATY T. L., 1994, How to Make a Decision: The Analytic Hierarchy Process, Decision Analysis— Systems/Decision Analysis—Applications. 542 � 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. 270 Title A name given to the resource AHP Modeling in Selection of Students for a Part-Time Work: International Burch University Case Author Author GÖKSU, Ali ÖZLEN, M. Kürşad ÇUHADAR, Murat Abstract A summary of the resource. Making the right decision for an enterprise is very important for its profit, efficiency, and effectiveness. For these reasons, Decision making in an organization takes a very important place. In this paper, the most appropriate selection of a student for a particular part time work in a university will be examined. There are several methods to make a decision. A multi-criteria Decision Making method will be used to select the most suitable student. The method for this selection will be Analytic Hierarchy Process (AHP). While making a decision many factors should be considered. And Analytic Hierarchy Process is a quite useful method to cover many determinants. 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/e141394cb82f0e8d14daa476f588d644.pdf 596a617dea328fef560967d2a240f6c8 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Makbûl-i Ârif and a Different Perspective on Language Learning Hüseyin GÖNEL International Burch University, Sarajevo hgonel@ibu.edu.ba Abstract: Language Learning is a subject that has been popular through the ages. Therefore, a number of methods and techniques were developed and applied on this subject. Today, these studies are still continuing. Referring to the dictionaries is one of these methods. Even in Ottoman society, there were dictionaries written in verse to serve this aim. Dictionaries called Subha-i Sıbyan, which enabled primary school students to memorize the words and keep them in mind easily, were widely used. Sıbha-i Sıbyan Dictionaries aimed at teaching especially Arabic and Persian. There were also other dictionaries in verse which were designed to teach different languages too. Mehmet Hevai Üsküfi's work Makbul-i Arif dedicated to Sultan Murad the 4th. is known as the first Bosnian-Turkish dictionary in verse. This dictionary introduces a different perspective in language learning. As it is easier to memorize and keep in mind, poetry has been more effective in language learning compared to prose. In this study, Makbul-i Arif is introduced as an example for the use of dictionaries in verse in language learning. Key words: Verse dictionary, language education, Makbûl-i Arif Introduction Today, in our rapidly globalized world, it has become usual to come across different languages and cultures frequently. There is no doubt that there were those kinds of encounters in the past, too. In terms of cultural differences, language factor is one of the most important of those. Therefore, the initial communication between those different societies has been made possible by language. So, the scholars have been working on different methods of language learning and teaching through the ages. The methods designed and applied on language learning and teaching are comprehensive enough to compile a separate work of art (Demircan, 2005). Even though the methods applied on language learning are plenty and various, some of them have permanent validity. Those are; learning by association, exemplification, narration, learning in context and by dictionary. The word-centered methods are especially used widely in language learning. In this method, it is important that the words are easy to keep in mind. One of the widely used methods is learning by association. The method based on the association of the subsequently used words according to their meanings and pronunciations that enables to keep them in mind. In the other method, a little story is made up based on the word. For example; testimony is an English word and means a statement under oath. The method is applied as follows; Temel commits a murder and was brought to the court. When the judge asks "How did you do that?" he says "kestimoni" (I cut him). The similarity between the sounds testimony and kestimoni reminds the word. The word can be remembered in this way. There are many dictionaries (Bademcioğlu, 2009) prepared based on those mimi-stories. This idea has been reflected on the preparation of dictionaries. Generally, in the classical dictionaries, the word is given and the word class and origin follow it. That is followed by the real and metaphorical meaning. Then an example sentence is given. Extra uses affixes are added if necessary. Compound words, adjective and adverb and verb phrases, prepositions and metaphors etc... (Parlatır, 2009; TDK, 2005; Redhouse, 2008). The Tradition of Verse dictionary Divan-ı Lügati’t-Türk, designed to show the richness of Turkish vocabulary and to teach Turkish to Arabs, is known as the first Turkish example in case of language learning. This work was followed by many dictionaries and dictionary-like works. By means of the example we introduce in this study, it is useful to mention the tradition of dictionary in verse in language teaching. As it is known, Diwan Literature is mainly based on verse. The poets of the age found the verse more useful than prose. About this, 16th century poetry and verse scholar Lami's 323 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo “Nesrdür gerçi dehre sermâye Dürr-i nazmun-durur velî pâye” words and the expression “Nesir raiyyet gibidir ve nazım padişahtır” in Kabusnâme are clear enough to explain this (Üzgör, 1990:136; Okuyucu, 2006:74). Because of preference of verse in Diwan Literature many works were written in verse. Dictionaries in verse****** were the production of this approach. The means of harmony such as metre and rhyme served to keep the words in mind as well as making the work enjoyable to read. The preparation of dictionaries in verse aimed at contributing language learning. The old society was a culturally rich and multi-lingual society. Arabic, Persian and Turkish were the leading languages. Arabic was taught in schools and medreses under the influence of religion. The people dealing with poetry and literature used Persian. The common language used in public was Turkish. The other languages were spoken in their local regions. For example; Bosnian in Bosna, Albanian in Albania. Here, it is useful to mention another tradition in this respect. Independent works in which some complicated contexts were explained were called "Şerh". The writer who believes he comprehends the subject better than others explains the concepts in this work profoundly. These works are divided into two sections: Grammar Serhs and Tasavvufi Serhs. The concept about language learning is related to Gramar Şerhs. The word's original and metaphorical meanings are given in these şerhs, the examples of different uses are also added when necessary. The reader both learns the word and the rules of grammar. Although generally written in prose, there are also some şerhs written in verse. The first examples of dictionaries in verse are in Arab and Persian Literatures. The first examples in Anatolian region are Arabic-Persian††††††. Those were followed by Arabic-Turkish dictionaries‡‡‡‡‡‡. Some of the dictinaries in verse were written in three languages; Arabic-Persian-Turkish§§§§§§. There were also dictionaries in verse written in Bosnian-Turkish, Armenian-Turkish, French-Turkish*******. The work of art that will be introduced in this article is Makbul-i Arif which was written by Mehmed Hevai Uskufi in 1631 and dedicated to Sultan Murad III. During the era which started in 1463 with Fatih Sultan Mehmed's invasion of Istanbul, Turkish culture was intensely reflected in Bosna-Hersek. Many notions of social life were restructured in Bosna-Hersek, which ****** “For more information on Verse Dictionaries, refer to Agâh Sırrı Levend, Divan Edebiyatı Kelimeler ve Remizler Mazmunlar ve Mefhumlar, Đstanbul 1984, s. 636,637; Ahmet Hilmi Đmamoğlu, “Farsça-Türkçe Manzum Sözlükler ve Şahidi’nin Sözlüğü, Atatürk Üniversitesi (Unpublished PhD. dissertation), Erzurum; Adnan Karaismailoğlu, “Manzum Sözlüklerimizden Tuhfe-i Remzî”, Millî Kültür, S. 7, Ankara 1990, s. 60,61.; Türk Dili ve Edebiyatı Ansiklopedisi, “Manzum Lügatler” C. VI, Đstanbul 1986, s.144; Yusuf Öz, Tarih Boyunca Türkçe-Farsça Sözlükler, Ankara Üniversitesi Sosyal Bilimler Enstitüsü (Unpublished PhD. dissertation), Ankara 1996, s. 52-74; H. Harun Duman, “Tuhaf Bir Lügat: Miftâh-ı Lisân”, Türk Dünyası Araştırmaları, S. 54, Đstanbul 1988, s. 82-88.; Yusuf Öz, Tuhfe-i Şâhidî Şerhleri, Konya 1999, s.121; Ahmet Kartal, “Ahmet Remzî’nin ‘Tuhfe-i Remzî’ Đsimli Eseri” Bilge, S. 28, Ankara 2000, s. 159-161; Adnan Karaismailoğlu, Klâsik Dönem Türk Şiiri Đncelemeleri, Ankara 2001, s.178-182; Ahmet Kartal, Ahmet Remzî Efendi Tuhfe-i Remzî (Đnceleme-Transkribe Metin- Đndeks- Sözlük), Ankara 2001, s. 3-28.; Ali Temizel, Ahmedî’nin Farsça Eserleri Tenkidli Metin-Đnceleme-Tercüme ve Đndeks, Ankara Üniversitesi Sosyal Bilimler Enstitüsü (Unpublished PhD. dissertation), Ankara 2002, s. 107-276. (Kırbıyık, 2002)” †††††† “These dictionaries are Zühretü’l-Edeb’i, written by Şükrüllâh b.Şemsüddîn Ahmed b. Seyfüddîn Zekeriyâ in H. 640/ M. 1242-3, Nasîbü’l-Fıtyân ve Nesîbü’t-Tıbyân, written by Hüsameddin Hasan b. Abdülmü’min el-Hoyî, Silkü’lCevâhir, prepared in H. 757/ M. 1356, by Abdülhamîd el-Engürî, Mirkatü’l-Edeb, versed by Germiyanlı Ahmedî between H. 761-779/ M.1360-1377, and Ukûdu’l-Cevâhir, by Ahmed-i Dâî (after H. 824/ M.1421) (Kırbıyık, 2002)”. ‡‡‡‡‡‡ “First Arabic-Turkish verse dictionary is Lügat -i Ferişteoğlu, written by Abdüllatîf Đbn-i Melek in H. 795/ M. 1392. Şemsi’s Cevâhirü’l Kelimât, Şeyh Ahmed’s Nazmu’l-Leâl published in 1051/1635, Âsım’s (date of birth 1755/date of death 1819) Tuhfe-i Âsım, completed in H. 1213/ M. 1798, Vehbî’s Nuhbe-i Vehbî, written in H. 1214/ M.1799, and Mehmed Fevzî’s (date of death: 1903) Tuhfe-i Fevzî, and Hüsâm b. Hasan el-Konevî’s Tuhfe-i Hüsâmî, written in H. 802/ M. 13991400 (?), are considered to be the first samples of Persian-Turkish verse dictionaries in Anatolia. Besides these works, there are many other works available such as, Đbrahim Dede’sTuhfe-i Şâhidî (date of publication: H. 921 /M. 1515), Lâmi’î Çelebi’s Lügat-i Manzûme (date of publication: H. 933 / before M. 1527), Sünbülzâde Vehbî’s Tuhfe-i Vehbî (date of publication: H. 1197 /M. 1782), Süleyman Dürrî’s Güher-rîz (date of publication: H. 1263 /M. 1867), and Ahmed Remzî Akyürek’s Tuhfe-i Remzî (date of publication: H. 1343/ M. 1924 ). (Kırbıyık, 2002)” §§§§§§ “For example; U’cubetü’l-Garâyib, written by Bahâüddin Đbn Abdurrahmân-ı Magalkaravî (date of publication: H. 827/ M. 1424), Lügat-i Abdülkerîm, written by Abdülkerîm (date of publication: H. 1002/ M. 1594), Menâzimü’l-Cevâhir, by Hâkî Mustafa Üsküdarî (date of publication: H.1042 /M. 1632-3), and Hasan Aynî’s Nazmu’lCevâhir’ (date of publication: H. 1236/ M. 1821) (Kırbıyık, 2002).” ******* “These works are; Bosnalı Üsküfî’s Boşnakça-Türkçe Makbûl-i Ârif (date of publication: H. 1041/M. 1631), Refi’î Kalayî (date of death: 1821)’s Ermenice Lügati, Ahmed Fevzî (date of death: 1881)’s Rumca-Türkçe Tuhfetü’l-Uşşâk, and Yusuf Hâlis (dateof death: 1882)’s Fransızca- Türkçe Miftâh-ı Lisân (date of publication: H. 1266/ M. 1850) (Kırbıyık, 2002).” 324 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo became an important center of Government. Therefore, literary works emerged in 15th century. In Bosnia, Literary movement was developed in two branches. One branch was represented by the poets who wrote in Turkish with Arabic alphabet, the other was represented by the poets who wrote in Bosnian with Arabic alphabet. The second party developed the literature called Alhamiyado. Sabina Dizdarevič states that Makbul-i Arif is considered to be the first example of the Literature called Alhamiyado (Okumuş, 2009:824-825). Muhammed Hevâî Üsküfî and Makbûl-i Ârif The poet who used Havai and Uskufi nicknames was born in Dobirnya village near Donya Tuzla, a district of Zvornic province, in 1601. He was the son of a Zvornic governer. He served in Ottoman Palace for 20 years. He died in 1651. The poet who knew Arabic and Persian was influenced by Tuhfe-i Şahidi of Sahidi Đbrahim Dede, who had written a Persian-Turkish dictionary before him. It has the exception of being the first and only verse dictionary written in Bosnian and Turkish. The work is also known as “Potur Şahidi” (Okumuş, 2009). The poet was thinking of creating a work, and he was in search of a style never thought or used before. However, good or bad all the words were exhausted in the world. While thinking, he decided to write a Bosnian dictionary because although a number of works had been created so far, there was no Bosnian-Turkish dictionary written in verse (Hevai, 3a-3b; Korkut, 1942: 386). So, he made up his mind on the type of work he would write. However, aruz metre were used in Diwan Literature. Aruz was mainly the metre of Arap poetry. Persions tried to write their poetry with this metre for centuries. Persian language was adjusted to the Persian aruz with the introduction of new aruz types. Turkish poets experienced the same difficulty. They complained that Turkish was not convenient for aruz style until they started to use it successfully (Đpekten, 2008: 131-141). The same process was experienced in case of Bosnian too. Mehmed Hevai explains this case in today’s terms: “Just as Bosnian people are huge, their language is huge, too. To adopt this language into aruz is as difficult as pulling an iron bow” (Hevai, 4a-5a; Korkut, 1942: 387). However, the poet manages that and completes his work using a simple and fluent language. The work consists of an introduction and 13 stanzas. At the end of each stanza, there is a mülemma couplet consisting of one line Bosnian and one line Turkish. At the end of each section, a metre is given with takti couplet. The context is active and the described Turkish and Bosnian words are given the same number.††††††† The work was published in Sarajevo in 1942 by Derviş M. Korkut. Publication is in three types: Latin, Ottoman and Bosnian alphabets (Korkut, 1942: 371-408). It was also published in 2001 by Fehim Nametak (Nametak, 2001). The dictionary is a word-centered dictionary. About 650 thousand words were explained (Okumuş, 2009:836). Names and adjectives are the majority in the dictionary. There are also short sample sentences. A lot of words from colloquial language were used. The poet claimed that he wrote the dictionary for Bosnian villagers. Therefore, the words related to farming are the majority. In addition, there are also words related to shopping, days and numbers that are used in daily language. There is a line in the form of a sentence at the end of each poem. In this respect, it reminds the mini-dictionaries of today designed for travelers. It is useful for expressing oneself at a beginner level in a strange country. To give the reader an idea, the first, 9th, and 13th sections of Makbul-i Arif were given below: Part I: 1 Bog Tanrı jedno bir-dir hem jedini vahdetî Duša cân-dır čovik adam dirlugi-dir životi 2 Hem ferişte ‘anđel oldu göklere de nebesi Raj cennet rajnik oldu demek cennetî 3 Moma kız-dır prah toz-dur trag iz-dir put yol Zâhide hem sop derler sam-sid-dir halvetî 4 Visoko-dur yüksek olan alçak olan nizko Hem sokol-dur şâhin adı uçtu demek poleti ††††††† For more information on the work, refer to Sait OKUMUŞ (2009) Muhammed Hevâî Üsküfî ve TürkçeBoşnakça Manzum Sözlüğü Makbûl-i Arif, Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 4/4 Summer. 325 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 5 Glava baş-tır zub diş-dir hem dudağa usna der Nos burun dil jezik-dır bre sendir more ti 6 Usta ağız rame omuz hem kulağa uha der Čelo alın kaş obrv’ sen güzelsin lipo ti 7 Hem ayaga noga derler, dize derler kolino Padişaha car derler, carina-dır devleti [R-6294:2] 8 Gümüşe hem srebro derler zlato der hem altına Güzele hem lipo derler sana benzer kano ti 9 Hem tüfeğe puška derler sablja derler kılıca Luk yay-dır sırık kopje dahi sen vur udri ti 10 At konj-dur mazga katır magare der eşeğe Zob yem-dir sino otluk al sen de uzmi ti 11 Kuća evdir žena avrat muž derler kocaya Dahi kurda vuk der, vučija-dır heybeti 12 Konuğa hem gost derler most köprü mast yağ Hem bıçaga nož derler meso dahi bil eti 13 Praz erkek koç ovan-dır hem ulište-dir kovan Sir penir-dir med bal-dır medovin’-dir şerbeti 14 List yaprak trud tutarak çakmak adı ognjilo Hem sübhî-dir božnik hem baya derler bogati 15 Prst parmak ruka el-dir dahy prsten-dir yüzük Uš bit-dir pire buha pire otu paprat 16 Led buz-dur su voda-dır dih adı Crkvina Sol tuz-dur rič söz-dür susa sen de muči ti 17 Tazı hrt-tır vižle zagar kučka derler kancığa Miš sıçan-dır pas köpek-dir zločest-dir nekbetî 18 Uči, piši, radi vrlo da ne budeš zločest Oku, yaz ve pekçe çalış, olmayasın nekbetî 19 Fâ’ilâtün fâ’ilâtün fâ’ilâtün fâ’ilât Sana benzer hûb yok-tur nite nije nitko kani ti [6a-8a] Part IX: 1 Đdi yürü! Hodi! Gele! sid’! otur! Ustani! Dur! ti donesi sen getir! 2 Lasno demek oldu kolay, mučno güç Tara osovin’, june tosun, hem kotor 3 De ağıla, buzağıya de tele Ovca koyun, yuvlanan top kotur 4 Tikva kabak, vino şarap, hem čaša De kadehe, sarhoşa hem pjan denir 326 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 5 Yak! Užeži! hem çıraya de luč Şimdi sada, doć’ će oti ol gelir 6 Vatra, oganj ateşe de, plamen De yalına, ugljen-dir hem kölmür 7 Yarasa hem kašbaba-dyr klin çivi Muha sinek, kelebeğe der lepur 8 Bahçeye hem vrtlo denir, luk soğan Frenge yakın bir şehre de Kotor 9 Vrba söğüt, ardıca hem liska der Tez hitnik, hem trpennik ne sabur 10 Erteye hem sutra denir, dün jučer Hul’ja san, dahi dikil (i)stobor 11 Haşhaşa mak, ripa de şalgama Hem çınara dahi denildi javor 12 B(a)radva nacak, hem kesere tesla der Testereye pila denir, šator 13 De çadıra, hem koliba çerga-dır Mantara, bil dahi, denildi pečur 14 Hem govedar oldu çoban, taş kamen Köye selo, köylüye dendi potur 15 (I)tkogodi dobro čini, naći će Her kişi-kim eylik eder, ol bulur 16 Müfte’ilün müfte’ilün fâ’ilün Halikunâ ya’lemu mâ fi’s-sudûr [16b-18b] Part XIII: 1 Bir, iki, üç, jedno, (i)dvi, hem tri Dahi dörde dediler četiri 2 Pet beş-tir, šest altı, hem yedi Bil, sedam-dır hem sekiz osam dedi 3 De deved ile desed dahi on ile dokuz Dvadesed oldu yirmi, hem otuz 4 Tridesed, dahi bil, četridesed Kırk, elli petdesed-dir, šestdesed 5 Altmış ve yetmiş dahi sedamdesed Oldu seksen hem osamdesed 6 Hem devedesed doksan oldu, (i)sto yüz Dahi (i)dvi stotine ikiyüz 7 Oldu (i)tri stotine üçyüz De četiri (i)stotine dörtyüz 327 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 8 Dahi pet stotina beşyüz Var kıyas et gayrılın, anlaya söz 9 Bin dahi hiljad-dır, hoş anla sen Hem desed hiljada onbin, dinle sen 10 Dahi izbroj! Say! Demek-dir, dahi loj Don yağıdır, ol bizim-dir dedi moj 11 Hem pretil-dir semiz olan, kopriva Oldu ısırgan, dahi yüzmek-dir pliva 12 Dahi dövene der bosanca (i)stupa Serhatta bir su var adı Kupa 13 Brk bıyık, dahi (i)brada sakal Ode gitti, ostan’! sen-de kal 14 Rak (y)engeç, žaba-dır hem kurbağa Derler (i)žbanj ağaç olan ibriğa 15 Kotlinica oldu tem bil tencere Badža komin, pozorac-dır pencere 16 Hem makaš-dır cüce, zindan tavnica Dahi tan yıldızına de danica 17 Tan yerine dedi zor, magla hem De duman dažd, yağmur brika hem 18 Puh ve kuskun, sedlo eğer, hem kolan Oldu poprug, prdljaj! var dolan! 19 Hem dilenci oldu p(o)rosjak, hem sužanj Bil, esir-dir, bir şehir adı Lužan 20 Kozle oğlak, jagnje kuzu, jelina Geyiğe der, yeni gelin gelina 21 Pametan hem akıla der, mahnito Şaşkın olan, şunu kaldır! digni to! 22 Soyu sopu güzel olan plemenit Dahi evlenmek dediler oženit 23 Đsterim ben hoću, neću istemem Đšći! Đste! ja ne marim hislemem 24 Tatlı şaraba dediler dahi mast Hem yemek yer misin? Hoć’ jist’? 25 De fakire siromah, hem lahana Oldu kupus, (i)zdila der sahana 26 Hem çanak kim olsa ağaç kutao Der elem(e)ye adına hem vitao 27 Desno sağ-dır dahi livo oldu sol 328 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Hem lahana turşu suyu-dur rasol 28 Igla iğne, hem konac der ipliğe Veze nakış (i)svila der ipeğe Fâ’ilâtün fâ’ilâtün fâ’ilün 29 Şöyle bilsin nükte sencân-i kelâm Oldu bin kırk-birde bu nüsha tamam [22a-25b] In fact, the method of learning through poetry was very popular in the past.‡‡‡‡‡‡‡ The dictionaries, called Sıbha-i Sıbyan, were taught at school in primary level. These works were designed to enable little children to memorize the Arabian and Persian words easily. This method is widely used in our time as well. However, there are slight differences. For example, some songs are taught in nurseries and kinder gardens. The information is easy to keep in mind by the help of the songs. Once adopted into our own language, the tradition of dictionary in verse will be an effective method of language teaching. Recommendations The work can be useful to teach Turkish to Bosnian, Bosnian to Turkish once it is adapted to our day. In this regard, after examining the editions, a comparative version might be published. It can be used in language teaching after the necessary adaptations. In reference to this work, poems and songs can be produced to be used in language teaching. References Bademcioğlu, Şinasi (2009) Kurgusal Sözlük, Kelime Ezberleten 12 Tekrarlı, Alfa Yayınları, Đstanbul Demircan, Ömer (2005) Yabancı Dil Öğretim Yöntemleri, Der Yayınları, Đstanbul. Derviš, M.Korkut (1942) Makbûl-i Arif (Potur-Šâhidija), Sarajevo. Türkçe Sözlük (2005) (Haz. Komisyon),Türk Dil Kurumu Yayınları, Ankara. Mehmed Hevâî Üsküfî, Makbûl-i Ârif (Potur Şâhidî), Gazi Hüsrev Bey Kütüphanesi, R-2865. Mehmed Hevâî Üsküfî, Makbûl-i Ârif (Potur Şâhidî), Gazi Hüsrev Bey Kütüphanesi, R-6294. Mehmed Hevâî Üsküfî (2001) Maqbûl-i Arif (Potur Sahidiya), (Haz. Fehim NAMETAK), Tuzla Derviş Susiç Kütüphanesi Yayınları. Parlatır, Đsmail (2009) Osmanlıca Türkçesi Sözlüğü, Yargı Yayınları, Ankara. Redhouse Đngilizce-Türkçe / Türkçe-Đngilizce Mini Sözlüğü, 2008. Üzgör, Tahir (1990) Türkçe Divan Dibaceleri, Kültür Bakanlığı Yayınları, Ankara. Okuyucu, Cihan (2006) Divan Edebiyatı Estetiği, L&M yayınları, Đstanbul. Kırbıyık, Mehmet (2002) Miftah-ı Lisan Adlı Manzum Fransızca-Türkçe Sözlük Üzerine, Selçuk Üniversitesi Türkiyat Araştırmaları Enstitüsü Dergisi, Sayı11, s.184-200. ‡‡‡‡‡‡‡ Tuhfe-i Vehbî, written by Đbrahim Şâhidî Dede, has 60 editions (Kırbıyık, 2002:183). 329 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Okumuş, Sait (2009) Muhammed Hevâî Üsküfî ve Türkçe-Boşnakça Manzum Sözlüğü Makbûl-i Arif, Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 4/4 Summer, s. 823-844. Đpekten, Haluk (2008) Eski Türk Edebiyatı Nazım Şekilleri ve Aruz, Dergah Yayınları, Đstanbul. Kılıç, Atabey (2006) Manzum Sözlüklerimizden Sübhâ-i Sıbyân Şerhi “Hediyyetü’l-ihvân” Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 1/1 Summer, s.13-23. 330 � 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. 714 Title A name given to the resource Makbûl-i Ârif and a Different Perspective on Language Learning Author Author GÖNEL, Hüseyin Abstract A summary of the resource. Language Learning is a subject that has been popular through the ages. Therefore, a number of methods and techniques were developed and applied on this subject. Today, these studies are still continuing. Referring to the dictionaries is one of these methods. Even in Ottoman society, there were dictionaries written in verse to serve this aim. Dictionaries called Subha-i Sıbyan, which enabled primary school students to memorize the words and keep them in mind easily, were widely used. Sıbha-i Sıbyan Dictionaries aimed at teaching especially Arabic and Persian. There were also other dictionaries in verse which were designed to teach different languages too. Mehmet Hevai Üsküfi's work Makbul-i Arif dedicated to Sultan Murad the 4th. is known as the first Bosnian-Turkish dictionary in verse. This dictionary introduces a different perspective in language learning. As it is easier to memorize and keep in mind, poetry has been more effective in language learning compared to prose. In this study, Makbul-i Arif is introduced as an example for the use of dictionaries in verse in language learning. 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/feb6514194d2ae17a195d39fc9458d4b.pdf 9dbe7d7dad33450bbb2d455e27bae1f7 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Trabzonlu Sırrî as an Example of Poets in Divan Literature Hüseyin GÖNEL International Burch University, Sarajevo hgonel@ibu.edu.ba Abstract: Divan literature is a literary style that lasted six hundred years. This literary style, which had a vital importance in our history, has been strongly criticized on the grounds that it was isolated from the people of the time and had no connection to real life. However, Divan literature was popular in all levels of the society, and popular with many poets from different parts of the empire. This article aims to anaylze the poet Sırrî, who lived in Trabzon in the 16th Century, and whose life has not yet been studied. Key words: Divan literature, divan poets, Sırrî Introduction While the Ottoman Empire was expanding its land, it also carried its language to the level of an empire empirical language. Since the reign of Yıldırım Beyazıt, the palace prepared the necessary substructure to develop classical literature. Following Fatih’s invasion of Istanbul, the city became the center of culture (Kurnaz, 2009:205; 2007: 201-212). This created a social structure in which the society and the intellectuals gathered around the common values. Those people with distinctive talents and skills represented a philosophy intricate with the common values. And those intellectuals, sharing the same values with the society they were born into, became teachers of both the society and the palace (Kurnaz, 2009: 206; qtd. in Güngör, 1980:28). In that structure, which united everybody with the philosophy of Umma, the harmony of taste and style is also clearly visible. The same feelings were shared all through the country from the West to the East. The poetry of a Balkanian poet was read and listened in Şam with the same enthusiasm (Kurnaz, 2009: 207). Almost every city was a part of this cultural movement influencing the whole country (Đsen, 1997: 77-84; Şentürk, 2007: 208-210). This harmony of taste, which was reflected in our classical literature in a positive way, encouraged the emergence of talented poets within each level of society, and ethnic background all over the empire (Đsen, 1997: 64-76). To be more precise, Divan poetry became the sole possession of the society and was developed by the society itself. Sultans and Şehzades opened their meetings to the poets. Literary communities were created around the important members of society, especially the governors (Đpekten, 1996; Şentürk, 2007: 208-210; Çeltik, 2007). Trabzon, which is one of the important centers of Black Sea Region, made an important contribution to the development of poetry with fifteen Divan poets (Đsen, 1997: 70). Sırrî, who will be introduced in this research, was one of the 16th century Divan poets. His mastery in the poetry as well as his skill in calligraphy, his assistance to Sultan Murad the 3rd, and his position as a Divan writer in government caused him to be well-known. Teskires (anthology of poets) mention his mastery in calligraphy and his talent in poetry. He should be considered from this respect. There is no academic research on him available so far. In this research, we aim to carry his name from historical records to our time. Sırrî’s Life, and Examples from His Poetry Sırrî is the nickname of the poet whose real name is Mehmet according to all resources. He was refered as Muhammed only in Çelebi’s Tezkire (Hasan Çelebi, 1989: 470). This maybe because those two names are written the same in Arabic, and either of them is used according to the preference of people. However, Mehmet is prefered to Muhammed as a sign of respect to the Prophet. With the agreement of the other sources, his real name is Mehmed (Beyani, 1997: 120; Ahdi, 2005: 357, Riyazi, 1982:78). In addition, his name is referred as Muzaffer in Aşık Çelebi’s Tezkire. However, the poet is known as “Muzaffer Sırrısı” (Hasan Çelebi, 1989: 470; Ali, 1994: 309). The poet, who was grown in Black Sea Region, became famous with this name. There is such kind of naming in Black Sea Region. For instance, Hasan Alisi indicates that Ali is the son of Hasan. And this application is special to this region. Therefore, the expression that “his name is Muzaffer” in Aşık Çelebi is wrong. It should be “He is famous as Muzaffer Sırrısı”. With the agreement of the sources, he was from Trabzon. There is no available information about his family background in the sources. Based on his nickname, we can only say that his father’s name was Muzaffer. 412 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo There is no detailed information about his educational background, either. However, it is clear that he had a good education. He was an assistant and student of Yahya Çelebi, one of the famous respected teachers in his time. The education under the supervision of Yahya Çelebi, shaped his personality: “Medâric-i ‘ilimde pâyesi kutbu’l-ebrâr Yahyâ Çelebi hidmet-i şerîflerini erişmişdir. Ve zamân-ı sabâdan gül-i unvân-ı ömrü monla-i mezbûrun sabâ-yı himmeti ile şükûfte ve handân bâğ-ı letâfette terbiyette nihâl-i ahvâl-i a’mâline ol mihr-i zülâli kemâl reşahât-ı sehâb-ı feyz ü fazliyle âb u nâb vermiştir” (Aşık Çelebi, ty:408). Sırrî was not only a successful poet, but also a very good calligrapher. He was also well-known as a talented Katib (a kind of correspondence clerk in the Ottoman Empire). Every line that he wrote was appreciated like a new product in the market. “Fenn-i kitâbetde yed-i beyzâsı olup memâlik-i kitâbetle mülk-i yümn ile mâlik olup kıt’a nüvislikte her satırı mukatta’ât-ı ibn-i yemîn gibi meyl-i dide-i ayân-ı ehl-i haseddir” (Aşık Çelebi, ty:408). The poet completed his education with a good degree. His academic competence was confirmed by the high authorities of his time: “Mukaddemâ tahsil-i ulûm ve tekfîn-i fünûn edüp isti’dâd-ı zâtisi mecâlis-i ulemâ-yı âlâm ve mehâfil-i fuzelâ-yı izâmda imzâ olunduktan sonra ” (Ahdi, 2005: 357). As well as his academic membership, the poet was also a well qualified calligrapher. Generally, the calligraphers were good at one or two writing styles. Our poet had a distinctive talent in writing all kinds of calligraphy. Especially, he was good at nesih and ta’lik writing styles. At that time, a calligrapher of his calibre was rare: “Kitâbetde râsih ü mâhir ve kalem misal her gûne hattı yazmaya kâdir idi” “... hususa nesh ü ta’likte mâhir ve diyâr-ı rumda emsâl nadirdir” (Hasan Çelebi, 1989: 470; Ahdi, 2005: 357). He attended Celal Bey’s gatherings, who was one of the assistants of Şehzade Sultan Selim the 2nd. He sometimes complained about Celal Bey’s meanness, and his lack of support. (Âli, 1994: 309) Sırrî also assisted Şehzade Murad the 3rd. Hasan Paşa, one of the Rumeli Beylerbeyis, realized his capacity and talent, and made him a katib. The poet had some difficulties following Hasan Paşa’s death. He went to Kütahya, one of the important centers of the time. He was assigned to be a Divan Katib when Sultan Murad the 3rd became the emperor. Before long, he died in 1574. It is also the year when Sultan Murad the 3rd was crowned. Bursalı Cinânî wrote a line referring to the date of his date: “Gitti Sırrî mülk-i ukbâya” (Âli, 1994: 309; Riyazi, 1982:78). The sources indicate that his writings were very much appreciated. He wrote in Turkish. Everyone was interested in his nice and comforting expressions, and attracted by his use of Turkish so well. This is mentined in Gülşen-i Şu’arâ as: “Kıt’ası makbûl-i zurefâ-yı deverândır” (Ahdi, 2005: 357). His distinctive talent and competence contributed to the appreciation of his poetry. His successful communication skills caused him to be appreciated by the high authorities of the government as well. He was admired by everyone because of his high rank and prestige: “Musahabet-i dil- küşâsı ferah-fezâ olmagın eshâb-ı devlet gayet ihtibâr eylemişlerdir. Ve şiiri fevka’l-had naziktir. Zümre-i şu’arâ içinde hayli iştihârı vardur” (Aşık Çelebi, ty:408; Ahdi, 2005: 357; Hasan Çelebi, 1989: 470). All tezkires acknowledged that his death at a young age prevented him from producing better works. If the poet, whose poetry was very influential, had lived longer, he would have produced many good works: “Elhak hûb eş’ârı ve sırr-ı halden mebnî güftârı vardır”, “ömrden bir mikdâr behre-dâr olaydı şu’arânın namdârından olmak muhakkak idi”, “... pür-iştihâr ve namdâr şâ’ir-i pür-âsâr olurdu” (Beyani, 1997: 120; Hasan Çelebi, 1989: 470). There is no available record to prove that he wrote a Divan. His early death might have hindered his production of a Divan. Âlî mentioned about the abundance of his words worth listening (Âlî, 1994: 309). His poetry available consists of only a couple pieces. Those poems have reached our times only because they were written in teskires. The teskire writers acknowledge that the poet, who had a distinctive talent, used all the elements of Divan tradition with a great mastery. As well as his clear and understandable style, his poetry had the taste of powerful work of arts of Divan tradition. Some of his beyits (two line poems) and gazels (a poem consisting of 5 to 15 beyits) can be a proof of that: Kanı hâk-i rehün ahumla berbâd etdüğüm demler Anılmaz mı ser-i kûyunda feryâd etdüğüm demler Gözümde uçar oldı ol tezerv-i şive- kârımla Dem-â-dem murg-ı cânı gamdan azâd etdüğüm demler Akar cûy-ı sirişkim kamet-i dilcûyun andıkça Tolar kan ile çeşmim la’lini yad etdüğüm demler Hayâl-i hevâya döndü kûşe-i firkatde ey meh-ru Visâlünle dil-i nâ-şâdımı şâd etdüğüm demler 413 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo * Reng-i rû olsa eğer mâhda ey gonce-dehen Benzedürdüm ruh-ı rengînine mehmâ-emken * Şehâ çeşm-i çerâğ-ı alem-i nûr-ı basarsın sen Nazîrin görmedüm bir merdum-i sâhib-nazarsın sen Görüp ben nâtüvânın kaçma lutf et ey perî-peyker Seni görsem vücûdum mahv olur kimden kaçarsın sen * Âstân-ı gayre yüz sürmem kapundan sürseler Dönmezem yolunda olmaktan eğer öldürseler * Ne nümâyiş var ola serv-i hırâmânunda Sevr- kadler katı alçak görünür yanunda * Nedür çok böyle incinmek dil-i şeydâya sultânım Nedür bâ’is bu denlü nâz ü istiğnâya sultânım Revâ mı ru-siyehler sâye-veş yanunca salınmak Yazıklar hasılı ol kamet-i bâlâya sultânım * Kûşe-i meylde olsa yerimiz gam yimeziz Zevkimiz kûşesidir ol bezm ey zâhid-hâr * Evsâf-ı dil mi bulunur câm-ı musaffâdan yeğ Pâk-meşreb mi olur sâgar-ı sahbâdan yeğ Kanı bir sünbül-i hoş-bû bu cihân bağında Ârız-ı yâre düşer zülf-i semensâdan yeğ * Meded o kaddi çenarım vefâdan el çekti El ucuyla olan merhabâdan el çekti * Đrgüren vasla rakibâ demiş ol mahşeri Şâl-lâh ol günlere irgürmeye Allâh seni * Sünbülün gül üzre kim pür-piç ü tâb olmaktadır Ru-yı maksâda kara bahtım nikâb olmaktadır * Gam-ı cânânı âşıklar dem-i ukbâya vermezler Bugün nakdi koyup dil nisye-i ferdâya vermezler Bu deyr içre Mesihâ dirilenler tanrı hakkı çün Ölürler bir puta can vermeye dünyâya vermezler Mey ü mahbûb zevkin anlayan şevk ehli âşıklar Şerâb-ı kevserleri dilberleri hûrâya vermezler Metâ-ı vasl-ı yâre nakd-i cân ver ölmeden seni Ki dâim ömr gibi sana bir sermâye vermezler * Eşk-i çeşmün akıdup tenhâda inkâr eyleme Ol senin ey Sırrî yüzünden gözünden akıyor * Görünmezsin kaçarsın âşıkınla neylesün âdem Sana çok söyle kaçma ey perî layık mıdır andan * Seyr et habâbı dide-i ibretle bir nazar 414 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Güyâ ki kaldı sâğar-ı meyde Cem’in gözi * Saklarım aşkın derûn-ı sinede cânım gibi Kafirim aşkın senin sevmezsem imânım gibi Kul ola mı kimseye şâhım ne eylersin beni Bir efendim var iken âlemde sultanım gibi * Cân derdi sanma hicr ile vardı huzûra Kays Benden sorun firâk-ı elemin ol dahi uyur References AÇIKGÖZ, Namık (1982) Riyazü’ş-Şu’arâ, (Yayımlanmamış Yüksek Lisans Tezi), Ankara Ünv. DTCF, Ankara. Ahdi (2005) Gülşen-i Şu’arâ, (Haz. Süleyman SOLMAZ) Atatürk Kültür Merkezi yay. Ankara. Âlî (1994) Künhü’l-Ahbar’ın Tezkire Kısmı, (Haz. Mustafa ĐSEN) Atatürk Kültür Merkezi yay. Aşık Çelebi (ty) Meşa’irü’ş-Şu’arâ. Beyâni Mustafa Bin Carullah (1997) Tezkiretü’ş-Şu’ara, (Haz. Đbrahim KUTLUK), TTK yay. Ankara. ÇELTĐK, Halil (2007) “Halep’te Kınalızade Hasan Çelebi’nin Şairler Meclisi”, Gazi Türkiyat Dergisi, Güz. GÜNGÖR, Erol (1980) Türk Kültürü ve Milliyetçilik, Ötüken Yayınları, Đstanbul. ĐPEKTEN, Haluk (1996) Divan Edebiyatında Edebi Muhitler, Milli Eğitim Bakanlığı Yayını, Đstanbul. ĐPEKTEN, Haluk, vd. (1988) Divan Edebiyatı Đsimler Sözlüğü, Kültür ve Turizm Bakanlığı Yayınları, Ankara. ĐSEN, Mustafa (1997) “Osmanlılarda Şehir ve Kültür” Ötelerden Bir Ses: Divan Edebiyatı ve Balkanlarda Türk Edebiyatı Üzerine Makaleler, Akçağ yay. Ankara. ĐSEN, Mustafa (1997) “Tezkirelerin Işığında Divan edebiyatına Bakışlar – Osmanlı Kültür Coğrafyasına Bakış” Ötelerden Bir Ses: Divan Edebiyatı ve Balkanlarda Türk Edebiyatı Üzerine Makaleler, Akçağ yay. Ankara. KAYABAŞI, Bekir (1996) Kafzâde Faizî’nin Zündetü’l-Eş’ârı, (Yayımlanmamış Doktora Tezi), Đnönü Ünv. Malatya. Kınalı-zade Hasan Çelebi (1989) Tezkiretü’ş-Şu’arâ C.I, (Haz. Đbrahim KUTLUK), Türk Tarih Kurumu Basımevi, Ankara. KURNAZ, Cemâl (2009) "Divan Edebiyatı ve Türk Kimliği", Türk Kimliği: Ayvaz Gökdemir'e Armağan-2, Đstanbul, Ötüken Neşriyat. Mehmet Nail Tuman (2001) Tuhfe-i Naili, Bizim Büro Yayınları, Ankara. Şemseddin Sami (1996) Kamusu’l A’lâm, Kaşkar Neşriyat, Ankara. ŞENTÜRK, Ahmet Atillâ (2007) Eski Türk Edebiyatı Tarihi, Dergah yayınları, Đstanbul. 415 � 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. 727 Title A name given to the resource Trabzonlu Sırrî as an Example of Poets in Divan Literature Author Author GÖNEL, Hüseyin Abstract A summary of the resource. Divan literature is a literary style that lasted six hundred years. This literary style, which had a vital importance in our history, has been strongly criticized on the grounds that it was isolated from the people of the time and had no connection to real life. However, Divan literature was popular in all levels of the society, and popular with many poets from different parts of the empire. This article aims to anaylze the poet Sırrî, who lived in Trabzon in the 16th Century, and whose life has not yet been studied. 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/5753c16c554aa2a7e8bebe0c93f1481d.pdf 295723318f100864ed976235c433bfc6 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Determining the Views of Prospective Mathematics Teachers about Proving Research Assistant Gürsel GÜLER Kazım Karabekir Education Faculty Atatürk University, Erzurum Turkey gguler@atauni.edu.tr Abstract: The aim of the present research is to determine the opinions of prospective mathematics teachers about proving. The research sample of the study is composed of 151 prospective teachers who study in the third (n= 75) and fourth grades (n= 76) in the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The data of the present research were obtained through the Proof Opinion Questionnaire. The findings indicate that prospective teachers do not have fullyformed opinions on the topic of proof. Key Words: Mathematical Proof, Prospective Teachers, Mathematics Education Introduction Mathematics is an abstract science by nature (Altun, 2002). Since mathematical information is abstract, it must be verified through proofs. In school mathematics, when students prove mathematical equations they also learn that knowing the most recent form of the formulae is not sufficient; they have to explain their calculations with reasons. From this aspect, proof is an important component of both mathematics and mathematics education (Güven, Çelik & Karataş, 2005). Axioms, definitions, hypotheses, theorems and the proofs of the theorems are indispensable components of mathematics. They form the basis of mathematics as a scientific discipline (Heinze&Reiss, 2003). Although advanced mathematics courses, particularly at universities, are based on these concepts, the students studying advanced mathematics at university have difficulty in making mathematical proof (Almeida, 2000; Recio & Godino, 2001; Jones, 2000). One of the most important functions of education systems is to ensure that students develop skills in reasoning. As the reasoning skills of students develop, they simultaneously gain the cognitive skills within the higher levels of the Bloom taxonomy (Fitzgerald, 1996). Therefore, the preparation of suitable activities for mathematical reasoning forms the core of mathematics education, in order for students to develop their reasoning skills from the first years of their educational lives (NCTM, 2000; Stylianides, Stylianides & Philippou, 2007; Schoenfeld, 1994). While the meaning and the importance of proving in mathematics and mathematics education rapidly increase, the reasoning ability of mathematics teachers and prospective teachers, who will raise students who may become mathematicians in the future, and their opinions and related perceptions, will be of great importance (Moralı et al., 2006). In order to configure their courses effectively, mathematics teachers should know the origins of the concepts they present and on which mathematical information or principle they are based. Hence, they should be equipped with the ability to conduct exercises in mathematical reasoning. The aim of the present research is to determine the opinions of prospective mathematics teachers about proving. The present research is of value, as the opinions expressed by prospective teachers will constitute the first step in identifying and addressing any potential problems regarding the future teaching of reasoning skills. Method The sample of the present research consists of 151 prospective teachers who study in the third (n= 75) and fourth grades (n= 76) in the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. A five-point Likert scale, which was prepared by Almeida (2000) and developed and adapted to Turkish by Moralı et al. (2006), was used to assess the opinions of the prospective mathematics teachers on the issue of proving. Answer options ranged between “completely agree” and “completely disagree”. In the study of Moralı et al. (2006), reliability calculation conducted with the study group for the scale was determined as 0.80, in this study the result was found as 0.82. Findings In the assessment of the questionnaire on the opinions of prospective mathematics teachers about proving, the score of 3.5 or more was regarded as a high and desirable score for each item. Accordingly, the opinions of those who receive a total score of 70 (3.5 x 20 = 70) or more are desirable. Similarly, a score of 2.5 223 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo or less for each item is regarded low, the opinions of those who receive 60 points or less (2.5 x 20 = 60) are not considered desirable. Those who scored a total between 61 and 71 are included in the “indecisive” group. The opinions of the prospective mathematics teachers about proving are given in Table 1, below. f (%) Positive Opinion Indecisive Negative Opinion Total 70(46,3) 54(35,7) 27(17,8) 151(100) Table 1: Percentages and Frequencies of the Opinions of Prospective Mathematics Teachers about Proving. Table 1 shows that approximately 46% of the participants scored 70 points or more in total; approximately 18% scored 60 points or less; and approximately 36% of participants were classed as “indecisive”. The results indicate that the number of prospective teachers who expressed positive opinions about proof is higher than those who expressed indecisive and negative opinions about proof. Conclusions The findings of the present research show that approximately 46% of prospective teachers expressed positive opinions about proving, 36% were indecisive, and 18% expressed negative opinions. These data further demonstrate that the prospective teachers did not completely comprehend the importance of proving, which is a fundamental component of mathematics education. This result is similar to the findings reported by Moralı et al. (2006). When many items in the scale used in the present research are examined, it is seen that the indecisiveness about the questions asked might mean that the conceptualization of mathematical logic reasoning is not at the desired level. Accordingly, it can be said that the proving related conceptualization levels of approximately one third of the prospective mathematics teachers are not at the desired levels. Suggestions There is increasing interest in proof within primary and secondary education. Therefore, prospective mathematics teachers should be sufficiently educated so that they can develop proof-based mathematics activities. The efficiency of mathematics education can be increased by revealing the discovering instinct of students carrying out such activities. Given that prospective teachers have learned hundreds of mathematical theorems and their proofs during their teacher-training, rote learning should be avoided. To this end, activities should be developed that allow prospective teachers to internalize proof. This process will be more useful when these activities are prepared by both prospective teachers and academics. 224 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Almeida, D. (2000). A survey of mathematics undergraduates interaction with proof: some implications for mathematics education. International Journal of Mathematical Education in Science and Technology, 31: 6, 869-890. Altun, M., (2002). Matematik Öğretimi Kitabı, Đstanbul: Alfa Yayın Dağıtımı. Fitzgerald, J.F.(1996) “Proof in Mathematics Education”. Journal of Education, 178(1): 35-45. Güven, B., Çelik, D. & Karataş, Đ. (2005). Ortaöğretimdeki Çocukların Matematiksel Đspat Yapabilme Durumlarının Đncelenmesi. Çağdaş Eğitim Dergisi., 30, 319. Heinze, A. & Reiss, K. (2003). Reasoning and proof: Methodological knowledge as a component of proof competence. In M.A. Mariotti (Ed.), Proceedings of the Third Conference of the European Society for Research in Mathematics Education, Bellaria, Italy. Jones, K. (2000). The student experience of mathematical proof at university level, International Journal of Mathematical Education in Science and Technology, 31, 1, 53-60. Moralı, S., Uğurel, I., Türnüklü, E. & Yeşildere, S. (2006). Matematik öğretmen adaylarının ispat yapmaya yönelik görüşleri. Kastamonu Eğitim Dergisi, 14, 1, 147-160. National Council of Teachers of Mathematics. (2000). Principles and standarts for school mathematics. Reston, VA: National Council of Teachers of Mathematics. Recio, A. M. & Godino, J. D. (2001). Instutional and Personal Meanings of Mathematical Proof, Educational Studies in Mathematics, 48, 1, 83-89. Schoenfeld, A. H. (1994). What do we know about mathematics curricula?. Journal of Mathematical Behavior, 13, 55-80. Stylianides, G. J., Stylianides, A. J. & Philippou. (2007). Preservice teachers’ knowledge of proof by mathematical induction. Journal of Mathematics Teacher Education, 10, 145-166. 225 � 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. 700 Title A name given to the resource Determining the Views of Prospective Mathematics Teachers about Proving Author Author GÜLER, Gürsel Abstract A summary of the resource. The aim of the present research is to determine the opinions of prospective mathematics teachers about proving. The research sample of the study is composed of 151 prospective teachers who study in the third (n= 75) and fourth grades (n= 76) in the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The data of the present research were obtained through the Proof Opinion Questionnaire. The findings indicate that prospective teachers do not have fullyformed opinions on the topic of proof. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/d6bc7ceb9a04ee304b63d6f8a6f789a2.pdf aafc5cd5f646dd9e5fa27d6f98f55bec PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Determining the Problem Solving Skills of Primary School Mathematics Teachers Research Assistant Gürsel GÜLER Research Assistant Alper ÇĐLTAŞ Research Assistant Tuğrul KAR Kazım Karabekir Education Faculty Atatürk University, Erzurum Turkey gguler@atauni.edu.tr Abstract: The aim of the present study is to determine the problem solving skills of freshmen students studying in the department of primary school mathematics education. The research sample of the study is composed of 182 freshmen students from the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The “Problem Solving Inventory” (PSI) prepared by Heppner and Petersen (1982) was used as a means of collecting data. Findings obtained as a result of the present research determined an intermediate problem solving capacity among freshmen education majors. Keywords: Prospective Teachers, Mathematics Education, Problem Solving. Introduction People encounter many problems during their lives and they have to solve these problems in order to persevere. A problem can be defined as an obstacle that makes it difficult to achieve a desired goal, objective or purpose (Bingham, 1998). It also refers to a conflict situation, condition, or issue that is yet unresolved (Morgan, 1999). According to Heppner and Krouskopf (1987), problem solving is a cognitive and effective behavioural process that harmonizes the individual’s complex internal and external desires and wishes. Problem solving is an important skill for teachers in training and constitutes a process itself. The skills and knowledge acquired in this process should be cooperatively developed. There are many different definitions for problem solving. For example, problem solving is a process which requires a series of efforts to eliminate the challenges encountered while pursuing a particular objective (Bingham, 1998); is finding the best way to overcome a challenge encountered (Morgan, 1999); is a process starting from the point when one feels a problem and ending until he finds a solution for it; is the process of exerting previously existing relationships against new situations or events, setting up new relationships and obtaining a particular result depending on the target adopted (Pesen, 2006). Problem solving requires time, effort, energy and practice (Karatas and Guven, 2003). Briefly, problem solving includes a series of efforts to eliminate the challenges encountered while pursuing a particular objective (Keskin and Yıldırım, 2008). This complex process requires cognitive, affective and psychomotor skills (Guclu, 2003; Soylu and Soylu, 2006). Problem solving itself can be considered as a way of developing effective learning and personal skills. According to Sirin and Güzel (2006), overcoming life’s problems is a process that requires knowledge and skills beyond a question of ability. However difficult and complex a problem may be, if an individual has adequate knowledge and skills he can chart the best solution. The most important point here is carefully selecting and planning the steps that take us to the problem’s solution. From this point of view, it can be said that teachers and prospective teachers should be able to solve their own problems and share their experiences with students. The present research examines the social problem solving skills of the freshmen students studying in the department of primary school mathematics. Method The descriptive survey, a quantitative research method, was determined as the pattern of the present research. The research sample of the study is composed of 182 freshmen students from the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The “Problem Solving Inventory” (PSI) prepared by Heppner and Petersen in 1982 and adopted to Turkish culture by Taylan (1990) and Sahin, Sahin 226 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo and Heppner (1993) were used in order to measure the students’ problem solving skills. The Turkish validity and reliability analysis of the inventory was conducted by Savasir and Sahin (1997). The Cronbach Alpha reliability coefficient of the inventory was found to be 0.88. In the reliability calculation of the inventory for this study group, the Cronbach Alpha was found to be 0.78. In the evaluation of the Problem Solving Inventory, while high scores indicate low problem solving skills, low scores indicate high problem solving skills (Heppner and Petersen, 1982). The possible score range in the problem solving inventory is between 32 and 192. The answers of the students in the problem solving inventory are scored between 1 and 6 from positive to negative. In the planning of the data received from the scale, the items 9, 22 and 29 were excluded from the scores as suggested by Savasir and Sahin (1997). In addition, 14 items (items 1, 2, 3, 4, 11, 13, 14, 15, 17, 21, 25, 26, 30 and 34) were reversely scored. As the total score that the students earn from the problem solving inventory approximates to the numerical value of 32, the problem solving capability increases as well; as this value approximates to the numerical value of 192, problem solving capability decreases. The rating of the problem solving skill in the present research is given in Table 1. Quite good Good Intermediate Low Fairly Low 32-63 64-95 96-127 128-159 160-192 Table 1. The Score Intervals Received from the Problem Solving Inventory Findings In this section, the scores that the freshmen students studying in the department of primary school mathematics education received from the Problem Solving Inventory are given in the table. f (%) Quite good Good Intermediate Low Fairly Low 16 (8.7) 40 (21.9) 125 (68.6) 1 (0.5) none Table 2: The Score Levels that the Freshmen Students studying in the Department of Primary School Mathematics Education received from the Problem Solving Inventory Observation of Table 2 reveals that approximately 69% of the freshmen students studying in the department of primary school mathematics education have an “intermediate” problem solving skill level. It can be said that approximately 9% of the students have a “quite good” level of problem solving skill, while 22% of them have a “good” level of problem solving skill. Furthermore, while the results show that none of the students have a “fairly low” level of problem solving skill, only one student has a “low” level of problem solving skill. Conclusions These research findings seem to indicate that the perceptions of the students participating in the study regarding problem solving are at an intermediate level as the low scores indicate effectiveness in problem solving and high scores indicate an inability to find effective solutions. In addition, when Table 2 is analyzed, it is seen that the scores focus on the groups with intermediate and higher problem solving skills. Problem solving means generating and obtaining various alternative, potentially effective ways to cope with problems, and increasing the possibility of selecting the most effective solution among these alternatives (Anliak and Dincer, 2005). It was found that individuals who cannot effectively solve their problems are more anxious and less self-confident, they prefer being abstention when encounter problems, they remain incapable of understanding the expectations of others and they have more emotional problems when compared to individuals possessed of effective problem solving skills (Heppner and Krauskopf, 1987). Moreover, it was detected that ineffective problem solving may cause stressful situations and psychological dissonances (Heppner and Baker, 1997). In the present study, the fact that the freshmen mathematics students’ problem solving skills are at an 227 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo intermediate level (approximately 69% of them) may indicate that a section of the society that aspires to the teaching profession is on the fringe of stress and psychological dissonance. Suggestions Given that the students participating in the research are the teachers of the future, it is hard to regard as positive the fact that their problem solving skills are at an “intermediate level”. Teachers who are important models for students should have quite a good level of problem solving skills, and they should educate their students in this skill. Therefore, teacher training programs should aim to prepare the prospective teachers as selfconfident individuals who believe that they can solve the problems they encounter, who do not give up and step back when they encounter a problem. To this end, young teachers should be trained to understand and identify the problem they encounter correctly, and find and apply solutions through the courses and seminars they attend for professional discipline. References Anlıak, Ş., ve Dinçer. Ç. (2005). The evaluation of the interpersonal problem solving skills of the children attending to the preschools applying different educational approaches. Ankara University Journal of Faculty of Educational Sciences, 38 (1), 149-166. Bingham, A. (1998). Çocuklarda problem çözme yeteneklerinin geliştirilmesi. Çev. A. Ferhan Oğuzhan. Đstanbul: Milli Eğitim Basımevi. Güçlü, N. (2003). Lise müdürlerinin problem çözme becerileri. Milli Eğitim Dergisi, sayı:160. Heppner, P. P., ve Baker, C. E. (1997). Applications of the problem solving inventory. Measurement ve Evaluation in Counselling ve Development, 29 (4), 229-313. Heppner, P. P., ve Krauskopf, C. J. (1987). The integration of personal problem solving processes within counselling. The Counselling Psychologist, 15 (4), 371-447. Heppner, P. P., ve Petersen, C. H. (1982). The development and implications of a personal. Journal of Abnormal Psychology, 78 (2), 197-226. Karataş, Đ., ve Güven, B. (2003). Problem çözme davranışlarının değerlendirilmesinde kullanılan yöntemler: klinik mülakatın potansiyeli. Đlköğretim Online, 2(2), 9-11. Morgan, C. T. (1999). Psikolojiye giriş. Çev. H.Arıcı ve Ark.. Ankara: Meteksan. Pesen, C. (2006). Yapılandırmacı öğrenme yaklaşımına göre matematik öğretimi. Pegem Yayıncılık,3.Baskı, Ankara Savaşır, I., ve Şahin, N. H. (1997). Bilişsel-davranışçı terapilerde değerlendirme: Sık kullanılan ölçekler. Ankara: Türk Psikologlar Derneği Yayınları-No:9. Soylu, C. ve Soylu, Y. (2006). Matematik derslerinde başarıya giden yolda problem çözmenin rolü. Đnönü Üniversitesi Eğitim Fakültesi Dergisi, 7(11), 97–111. Şahin, N., Şahin, N. H., ve Heppner, P. P. (1993). Psychometric properties of the problem solving inventory in a group of Turkish university students. Cognitive Therapy Research, 17(4), 379-396. Şirin, A., ve Güzel, A. (2006). Üniversite öğrencilerinin öğrenme stilleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 6(1), 231-264. Taylan, S. (1990). Heppner’ in problem çözme envanterinin uyarlama, güvenirlik ve geçerlik çalışmaları. Yayımlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Sosyal Bilimleri Enstitüsü. 228 � 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. 701 Title A name given to the resource Determining the Problem Solving Skills of Primary School Mathematics Teachers Author Author GÜLER, Gürsel ÇİLTAS, Alper KAR, Tuğrul Abstract A summary of the resource. The aim of the present study is to determine the problem solving skills of freshmen students studying in the department of primary school mathematics education. The research sample of the study is composed of 182 freshmen students from the Department of Elementary Mathematics Teaching in Erzurum Ataturk University. The “Problem Solving Inventory” (PSI) prepared by Heppner and Petersen (1982) was used as a means of collecting data. Findings obtained as a result of the present research determined an intermediate problem solving capacity among freshmen education majors. 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/580644a9b3414ea6f617541cd25594f6.pdf 606bf4b0aaec63c8952ebd3fbaf2aa6e PDF Text Text Economic Cooperation in Balkans: The Case of Bosnia and Herzegovina Mete GÜNDOĞAN Faculty of Economics and Business Administration, Professor Dr., Economics International University of Sarajevo (IUS), Sarajevo, Bosnia and Herzegovina mgundogan@ius.edu.ba B. Gültekin ÇETĐNER Faculty of Engineering and Natural Sciences, Professor Dr., Industrial Engineering, International University of Sarajevo (IUS), Sarajevo, Bosnia and Herzegovina cetiner@ius.edu.ba Abstract : This article analyzes economy and investment opportunities in Bosnia and Herzegovina (FBiH) in between 1995 and 2009. FBiH and Turkey have an established cultural, social and diplomatic relations. Historical common bonds are regional realities but economic cooperation is a contemporary necessity to strengthen these bonds. It is questioned if economic cooperation is supporting common bonds in terms of investments and trade. FBiH is currently in the less developed countries list of the World Bank with a high rate of unemployment. Such status is mostly inheritance of socialist - communist past. But such status is also creating a lot of investment and trade opportunities for many countries. Within this context, Turkey should produce a strategy associated with Balkan economies in her trade and development. Currently, neither direct Turkish investments nor economypolitic strategies are sufficient to bestow Turkey a key role in the Balkans. Keywords : Balkan Business; Trade; Investment, Balkan Strategies Introduction Bosnia and Herzegovina Federation (FBiH) with its approx. 52 thousand square kilometers and 4.2 million populations lays in the heart of the South Eastern Europe. It is surrounded by Croatia from the Southwest and South, Serbia from the East and Montenegro from the Southeast. Landform is prevailed with hills and mountains, and forests cover almost 50% of it. It has mediterranean, continental and moderate types of climate. Amid all potentials, the biggest obstacle in FBiH’s economic development is its multiethnic governing system and territorial division. Following table shows selected economic indicators. 845 �Indicator GDP per cap (Euro) 2000 2001 2002 2003 2004 2005 2006 2007 2008 1,660 1,786 1,958 2,214 2,388 2,561 2,873 3,254 3,648 GDP growth (%) 5.5 4.5 5.5 3.0 6.3 3.9 6.7 6.8 7.1 Industrial production growth (%) 8.8 12.2 9.2 4.8 9.0 10.0 11.0 10.0 9.2 Average net wages (Euro) 190 209 228 247 258 275 300 322 385 4.8 3.1 0.4 0.6 0.4 3.7 6.1 1.5 6.5 Annual unemployment rate (%) 39.7 40.3 40.9 42.0 43.2 43.0 31.0 29.0 23.4 Trade balance (billion Euro) -3.00 -3.31 -3.52 -3.67 -3.68 -4.01 -3.41 -4.14 -4.89 159 133 282 338 567 478 564 1,628 701 Annual inflation (%) Total FDI (mill Euro) Figure 1 : Selected Economic Indicators of Bosnia and Herzegovina [CB of BiH] GDP throughout period from 2000 to 2008, with average growth rate of 5.5% is actually not enough for a country like BĐH. Average growth rate of industrial production, on the other hand, has been more than 9%. In 2008 the oil refinery in Derventa of Republika Srpska has started its production what effected rapid increase of industrial production growth rate by more than 50% in comparison to 2007. The highest growth rate in industry is seen in production of energy, durable – consumer goods and capital products. As is seen in the figure, FBiH has low inflation rate mostly due to fixed exchange rate of KM to Euro. 1 EUR=1.95 KM is the fixed exchange rate. Stable currency rate of KM to Euro has resulted in stable inflation rate even in the period of increased oil prices in the world market. Although labor force is well educated and rated, unemployment is still number one problem of economy. One fourth of the labor force is unemployed. This is leading to the black market of labor force. In the region, FBiH has one of the cheapest rates of labor. Economic Developments During the last 15 years, a total investment in FBiH has been €5.3 billion. Total Foreign Direct Investment (FDI) reached to €1,628 billion in 2007. We see a sharp decrease in 2008 mainly because of the world economic crises. Foreign investors did not show much interest for FBiH because of the lack of information on investment opportunities in various sectors. Political instability is certainly another important contributing factor not to develop an image of favorable nation for investments. State division and its complex political structure are hindering economic developments as well as diplomatic relations. 846 �Figure 2: FDI in FBiH Amid all, FDI has concentrated in manufacturing, banking and telecommunication. The percentage share can be seen on the Figure 3 below. Figure 3: FDI in FBiH by Sectors [FIPA, 2009] Since 1994, Austrian companies are leading in FDIs. Serbia and Croatia have also been on top of the list. Historical and political bonds of these three countries make them invest in FBiH. Austria is also giving free education for the citizens of FBiH. This will result in political implications in the mid-future. On the other hand, Turkey as foreign investor is in the 10th place on the list with €113 million. Besides common history, culture, tradition and religion, Turkish investors have not shown considerable interest to invest in FBiH. 847 �Figure 4: Foreign Investors in FBiH In order to increase trade, FBiH has adopted significant unilateral reforms since the end of the war 1995. It has the lowest tariff rates on agricultural products in Southern and Eastern Europe countries. It has signed a free trade agreement with Central Europe (CEFTA) which turned to be disadvantageous for FBiH economy. However, according to World Trade Indicators of 2008, FBiH trade regime is considered quite successful in comparison with many similar countries. As is seen in figure 5, FBiH economy is consistently giving trade deficit. This deficit is covered by foreign aids and debts. If it goes on the same manner, FBiH would end up to be a heavily debted country of Balkans. Figure 5: Foreign Trade Balance in FBiH (x million) Turkey - FBĐH Economical Cooperation Turkish – FBiH political relationship is nowadays quite good. But this goodness is not backed by economical cooperation, therefore would not last long. A very sophisticated strategy should be followed. Turkey 848 �should produce a master economic development plan encompassing the Balkans as well as the Caucasians and the Middle-east. Post war economic cooperation with FBiH has not been progressed well. For example, the agreement on avoiding double taxation has been endorsed with Iran in 1996, but not endorsed until 2005 with Turkey. In the mean time, nearly four thousand Turkish companies which were engaged in different activities, from construction to trade, had to abandon their operations except just sixty-five of them stayed. In other words, in the late nineties and early 2000’s FBiH has not offered considerable incentives to investors. Trade exchange between FBiH and Turkey in 2008 became 136 million [ASR, 2009] which made her to be the ninth trade partner of FBiH. On the other hand, Serbian media reported on how presidents of Serbia Boris Tadić and of Turkey Abdullah Gül agreed to boost bilateral relations in political and economic cooperation. Additionally, the two discussed possible political and cultural cooperation. President Tadić has proposed the construction of an Islamic cultural and educational center near Belgrade. Both invited Turkish businessmen to invest in Serbia. Tadić asked also Turkish businessmen to invest in the construction of the highway from Belgrade to the Montenegrin coast, which will be passed through the Sandzak – the part inhabited by Muslims. About a dozen Turkish businessmen visited the capital Novi Pazar in Sandzak, and with representatives of local authorities to discuss the possibilities of economic cooperation and investment. Amid all historical enmity between Turkey and Serbia, it seems that Serbia provides more incentives to Turkish investors, and the state is more willing to be partner of Turkey. But the Serbs in FBiH strongly oppose the Turkish presence in these areas. Serbs with the support of Croats by all possible means hinder any cooperation between Turkey and FBiH. FBiH with its changed course of politics in recent years toward foreign investors offer various solid areas for investments. Investment opportunities in such sectors as wood processing, mining, metallurgy, energy, infrastructure and food industry are highly considerable Figure 6: Turkish direct investments in FBiH in period May 1994 to November 2009 [FDIA, 2009] (millions of Euro) Turkish direct investments in FBiH show discontinuity. There is no tendency of increase or decrease. Immediate after the war, Turkish companies wanted to invest on the area, but they met different obstacles in political and economical means. Firstly, there were not regulations or law protecting foreign investments. Secondly, big companies couldn’t operate in full potential because of the lack of interim goods and services in the market. Furthermore, small companies and investors had high rate of risks. Few large Turkish companies operate today in FBiH. As we can see from the graphs above the highest investments from Türkiye in FBiH were in 2005, and 2009. The first large Turkish Company which started to operate in FBiH was T.C. Ziraat Bankası in 1997, more than half of overall investments in period of May 1994 to 2002 were directed from T.C. Ziraat Bankası [TZB-B, 2010]. In 2005 Kastamonu Entegre, or "Natron-Hayat" d.o.o. Maglaj invested 14 million Euro, and total Turkish investment in 2005 were 15.5 million Euros. Another big investor is Turkish Airlines (THY) which has bought BH Airlines from the privatization. THY possesses 49% of the company capital [BHA, 2010]. Investment potential of FBiH, is still rich, especially in energy, construction and agricultural sectors. There must be incentives and sophisticated strategies by the Turkish Government to stimulate companies to invest more in the region. The sectors which are the most invested by Turkish companies are: production, banking, transportation and trade distribution [FDIA, 2009]. 849 �Figure 7: Sectors invested by Turkish companies Unlike direct investments, there is higher interest of Turkish companies and businessmen to export to FBiH. The trade is at the moment in a better improvement. Free Trade Agreement between Turkey and FBiH has fully entered into force on 1st of January, 2006. The basic objectives of this Agreement are promotion of the expansion of mutual trade, the harmonious development of economic relations and to ensure financial stability for companies of other party which operates in the state. In addition both states have to provide fair conditions of competition for trade. Agreement on Avoiding Double taxation between Turkey and FBiH on income and property tax has entered into force in July 2008. Any income or property earned in one country by assets whose owner is a resident of the other is taxed only once, at the rate of whichever country owner chooses. Within this context, some of the incentives and advantages for foreign investments provided by FBiH are: • Exemption from the payment of customs duties and customs fee for investment • Right to open accounts in any commercial bank in domestic or any freely convertible currency on the territory of FBiH • Protection against nationalization expropriation, requisition or measures having similar effects, such measures may take place only in the public interest in accordance with the applicable laws and regulations against the payment of an appropriate compensation, in instance compensation that is adequate, effective and prompt, • Right to freely employ foreign nationals, subject to the labor and immigration law in Bosnia and Herzegovina Moreover, the rights and benefits which are already granted and obligations imposed by the Law on the Policy of Foreign Investment cannot be terminated or overruled by later passed laws and regulations. It means that investor is responsible to laws and regulations which he has obliged in time of his starting job. In addition, if investors realize that recently passed law or regulation is more favorable for its investments, he/she has right to choose under which regime the respective foreign investments to be governed. Finally, there is no restriction on repatriation of profits. Foreign investors have right to transfer abroad, freely and without delay, in convertible currency, proceeds resulting from their investments in FBiH, including incomes from investments in form of profit, dividends, interests, and any other form. There is only one restriction on foreign direct investments in FBiH according to the law, foreign equity ownership of an enterprise engaged in the production and sale of arms, ammunition, explosives for military use, military equipment and public information must not exceed 49% of the equity of the enterprise. In case of investments in mentioned sector, foreign investor must receive prior approval from the competent body of the respective entity. The restriction applicable to domestic investment on account of public policy, public health and protection of the environment are equally applied to foreign investment. Free Trade Zones The free zones are part of the customs territory of FBiH managed by the founder of the free zone [OG, 2002]. Users of the free zones are not obligated to pay VAT (value added tax, in FBiH 17% of good’s/service’s value) and import charges. In addition to these, investments, transfer of profit and transfer of investments are free of charge. Potential of free zones is huge but not exploited by Turkish investors yet. FBiH has free trade agreements with Central Europe, Albania, Serbia, Moldova, Montenegro, Macedonia, and Kosovo. Moreover FBiH has preferential export regimes with all EU countries, Norway and Switzerland. According to agreement 850 �all goods of FBiH origin that fulfill EU technical – technological standards and conditions, can be exported to all EU countries, without paying customs and other similar duties [OJEU, 2008]. Investment Opportunities According to Agency for Foreign Investment Promotion, the top seven investment sectors of FBiH are: Tourism, Agricultural and Food Processing Industry, Energy, Wood, Transport, Mining and Metal Processing, Automotive. Energy sector is one of the most powerful in FBiH, with long tradition and huge potentials and opportunities for further development and investment. It encompasses such main subsectors as Coal, Electric power, Oil & Natural gas. FBiH is richly endowed with natural recourses and conditions which create superb environment for agricultural production, including availability of labor, land, and other natural resources, as well as suitable climate. The enormous agricultural potentials are only partly realized, in spite of huge human and natural recourses. FBiH agricultural sector could be great opportunity for potential investors from Turkey which could activate and benefit these huge frozen potentials, with reasonable investments. Around 50 % of FBiH’s agricultural land has not been cultivated and very suitable for organic production. Land, as well as water and other natural resources are unpolluted and free from chemical fertilization and the routine use of pesticides [FMPVS, 2010]. According to the World Tourism Organization there is a big potential in FBiH tourism markets. It is increasing with a rate of 10.5%. There are huge potential for development due to breath – taking natural beauties, and everlasting historical and cultural heritage. Turkish citizens are very interested in cultural tourism packages. Beside the cultural opportunities, FBiH is known by its wild nature especially for those who like sport activities, and clean environment. Transport sector in Bosnia and Herzegovina became one of the most active and vibrant sectors within FBiH economy, due to the ambitious physical and institutional development programs - covering roads, railways, aviation, inland waterways and urban transport - adopted by FBiH governments, and supported by various international, predominantly financial institutions (World Bank, EBRD, etc.) Privatization Opportunities for Turkish Investors Privatization will take place in the field of electric-power, trade and communications (except road transport), waters, an exploitation of mines and woods, a public information, a lottery, arms industry, a military equipment, veterinary and communal activities [OG, 2008]. Some of the largest state owned enterprises will be on the market in 2010 such as electric-power, communication, production and public information. The investments in arm industry, and military equipment would be from vital interest for FBiH Muslims and Turkish government in straightening its position on Balkan. Some of the companies which will be privatized in 2010 are from vital importance for Turkish investors, such as Alminij Mostar, Fabrika Duhana Mostar, Hidrogradnja, Energoinvest Sarajevo, Bosnalijek Sarajevo [PA, 2009]. Those companies have low rate of risk due to their high demand, and monopoly position which they keep in domestic market. Turkey would also help to the FBiH government for the privatization. Turkish privatization has proceeded in a slow and incremental manner, evolved after 1984, slowed in the 1990s and boosted in the 2000s. Turkey launched its comprehensive economic liberalization program named as structural adjustment reform in January, 1980. Privatizing of public assets, creating a “flexible” labour market, replacing producer price subsidies in agriculture with direct income transfer program were the main issues of the structural adjustment. [Onis, 1991]. Privatization of State Owned Enterprises emerged as an official state ideology after this liberalization program. The main ideological pillar of the initial attempts were announced as a matter of improving efficiency in production and reducing “excessive” employment and waste in the state enterprise system. Privatization and competition should be complementary to each other although it may take several years to build up a market-based institutional framework [Sondhof, 1999]. Privatization can and should also occur as a consequence of competition [Liu and Garino, 2001]. In other words, privatization should result in strengthening competition and the competition should encourage privatization. Access to international capital markets has created several global, competitive companies out of hitherto inefficient state monopolies [Matutes, 2000]. Competition and privatization are sometimes uneasy policy bedfellows. Incumbent firms may argue successfully that the purpose of privatization is to strengthen them, through a vastly increased possibility to tap international capital markets, so that they may become global players. But they need to maintain their dominant position at home, by regulatory or other de facto obstacles. This would create added gains for shareholders and thereby contribute to the development of the capital markets but a monopoly would still be the “natural” outcome of the market. 851 �Conclusions Good political and diplomatic relations that exist between FBiH and Turkey have not been backed yet by established economic relations. Over the last 15 years, there were various obstacles hindering the progress. But recently, business climate has been changed and Turkish Businessmen together with the government should get their benefit out of it. BiH with its ethnic structure and religious background could be more than just an economic and political partner. First of all, it could be a very good potential for Turkey to develop or re-gain her traditions of operating in multi ethnic and multi religion markets. She could learn to be a just partner of the market as it used to be throughout the history. This would mean too much for Turkey. Moreover, Turkey should produce a long term strategic development plan not only for herself but also encompassing the region as well as the Caucasians and the Middle-east. This will help the political and economical stability of the region. At the moment, there are just seven large Turkish companies which did invest in FBiH in the period of 15 years. The total investments of Turkey amount to 113 million euros, more than half of these funds goes to two companies Turkish Ziraat Bank and Turkish Airlines Companies. The situation in trade is somewhat better. The market of BiH is still looking for goods especially in the sector of agricultural and food industries. There is a great need for investment in infrastructure, construction of highways and building the first port of FBiH. Big Turkish construction companies would take significant roles in the area with these projects. Proactive Turkish foreign policy had strong impacts in building closer relations between FBiH and Serbia. Economic investments can further contribute to the development of the peace process in addition to economic prosperity. Economy is very often the initiator of war and peace. With proactive economic policies, concerns of the population about their future existence would be satisfied. Hence, economic policies should be used as confidence building activities in the region. Turkey through economic investments in FBiH would bring back the trust and hopes to people. In addition to the economic benefits for both countries, the construction of ideological partnership would be much more important for the peace and stability. It would work in both ways as stated by Ibn-I Khaldoun that peace and stability is a prerequisite for economic development [Karatas, 2009]. In the privatization implementations, Turkey would be in great help for the FBiH. It must be evaluated according to political, social and economical structures and conditions of the country. Privatized enterprises are freed from public sector constraints on investment. They can tap the unlimited supply of the capital markets without any impact on the state budget. Hence, providing better access to finance for enterprises generate higher levels of investment As we have seen public sector borrowing requirements and public debts were two economic indicators deteriorating the state budget. Privatizing state owned enterprises improves macroeconomic indicators and medium term budgetary revenues. Besides, it is deepening the equity market and the creation of a wide share owning class and is boosting the role of equity markets as a means of channeling savings in the economy. There seemed no direct relationship with the privatizations endeavors apart from examining the transfer of public undertakings to the private sector to prevent monopolization in the areas the public sector exited. In the same line as privatisation, competition should also be well established to boost the economy as a whole. Turkey can help FBiH to establish a free and sound competitive environment for the market for goods and services. Turkey has passed similar procedures recently and is still building on it. References Agency for Statistical Research (ASR) of BiH, Bulletin 4, 2009, pg 89. BH Airlines (2010): http://www.bhairlines.ba/local/partneri/partneri.php Central Bank (CB) of Bosnia and Herzegovina, Annual Bulletins in period of 2000 to 2008, Centralna Banka Bosne i Hercegovine, Sarajevo Foreign Direct Investmen Agency (FDIA), Investment Opportunities in Bosnia and Herzegovina, Sixth Edition, February 2009. Foreign Investment Promotion Agency (FIPA), “Investment Opportunities in Bosnia and Herzegovina, sixth edition, February 2009, pg 15. 852 �Karatas, S.C. (2009), “The Economic Theory of Ibn_i Khaldoun and The Rise and Fall of the Nations”, The Foundation for Science Technology and Civilisation, 9 Conyngham Road, Victoria Park, Manchester, the UK. Liu, G.S. and Garino, G. (2001), “Privatization Or Competition? A Lesson Learnt From The Chinese Enterprise Reform”, Economics of Planning 34: 37-51, Kluwer Academic Publishers. Matutes, J.S. (2000), “Privatization and Local Governments in Mainland China: A Critical Assessment”, Intereconomics, May/June 2000. Ministry of Agriculture, Water Management and Forestry (FMPVS, 2010), http://www.fmpvs.gov.ba/index.php?lang=4 Official Gazette of Bosnia and Herzegovina (OG, 2002), “Law On Free Zones In Bosnıa And Herzegovina”, 3/02 January 2002 Official Gazette of F BiH (OG, 2008), Numbers; 11/99, 37/00, 49/01, 73/06, 6/07 & 86/08. Official Journal of the European Union (OJEU, 2008), Council Decision Concerning The Signing And Conclusion Of The Interim Agreement On Trade And Trade-Related Matters Between The European Community, Of The One Part, And Bosnia And Herzegovina, Of The Other Part, 30.6.2008 Onis, Z. (1991), “The Evolution Of Privatization In Turkey: The Institutional Context of Public-Enterprise Reform”, Journal of Middle East Studies, Vol. 23, No. 2, pp. 163-176 Published by: Cambridge University Press. Privatization Agency (PA, 2009), “Privatization Plan And Program Of Work Of Agency For Privatization In The Federation BiH For 2010”, Sarajevo, November 2009. Sondhof, H. (1999), “Privatization Policy In Russia”, Intereconomics, September/October 1999. Turkish Ziraat Bank Bosnia (TZB-B, 2010), http://www.ziraatbosnia.com/indexb.htm 853 � 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. 637 Title A name given to the resource Economic Cooperation in Balkans: The Case of Bosnia and Herzegovina Author Author GÜNDOĞAN, Mete ÇETİNER, B. Gültekin Abstract A summary of the resource. This article analyzes economy and investment opportunities in Bosnia and Herzegovina (FBiH) in between 1995 and 2009. FBiH and Turkey have an established cultural, social and diplomatic relations. Historical common bonds are regional realities but economic cooperation is a contemporary necessity to strengthen these bonds. It is questioned if economic cooperation is supporting common bonds in terms of investments and trade. FBiH is currently in the less developed countries list of the World Bank with a high rate of unemployment. Such status is mostly inheritance of socialist - communist past. But such status is also creating a lot of investment and trade opportunities for many countries. Within this context, Turkey should produce a strategy associated with Balkan economies in her trade and development. Currently, neither direct Turkish investments nor economypolitic strategies are sufficient to bestow Turkey a key role in the Balkans. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General)