298 10 3494 https://omeka.ibu.edu.ba/files/original/e749cec198618212977351573d11d7bf.pdf 283b34ac1e3808a9c305c1c4ff475758 PDF Text Text Energy Harvesting from the Biomechanical Movements of Human Body Akın Oğuz Kaptı Department of Mechanical Engineering University of Sakarya, Turkey aokapti@sakarya.edu.tr Yavuz Soydan Department of Mechanical Engineering University of Sakarya, Turkey soydan@sakarya.edu.tr Abstract: In this presentation, the subject of biomechanical energy harvesting, and the studies performed in this field are introduced. Currently used lower limb prostheses manufactured with modular components cannot properly provide the expected functions and the needs of daily living activities due to their passive structure. Although substantial effort has been made in the field of developing active prostheses, these devices have not adequately become widespread because of the necessity of carrying large and heavy batteries which must have been charged frequently. Therefore, some studies have been performed in order to generate energy by utilizing the biomechanical movements of the human body, such as a mechanism converting the mechanical energy from the vertical movement of carried suspended-load in backpack to electricity, and an energy harvester mounted at the knee joint which generates electricity, during human walking. To meet a portion of the energy requirement for amputees wearing the active lower limb prosthesis, and for individuals having high electricity demands in rural areas are aimed with the harvested energy. Introduction Many people with lower extremity amputations are using prostheses for restoration of their lost functions. The effective restoration of amputees’ lost functions can be acquired by the use of these prosthetic devices. This is one of the most important factors improving their life quality. Passive prostheses being currently in use do not respond to the needs of daily living activities of many amputees. For example, it is difficult to climb stairs with natural posture and to adjust the stiffness of the knee joint motion during the swing phase. High metabolic energy consumption and insufficient symmetry of the gait are the consequences of non-powered artificial joints. The duplication of the kinematics and dynamics of gait patterns is limited with conventional prostheses. They do not allow knee extension after heel strike at the beginning of the stance phase. The absence of the prosthetic leg’s push-off phase, which is due to the sudden contraction of the shank’s back face muscles at the end of the stance phase, causes the insufficient gait symmetry, shortens the stride length and decreases the gait velocity. In order to remove these disadvantages, it is necessary to add energy producing or storing modules to the system (Kapti, 2007). On the other hand, humans have become increasingly dependent on technology, particularly electronic devices. During the past decade, electronic devices have become more mobile, enabling people to use medical, communication, and global positioning system devices as they move around cities or in the wilderness. At present, all of these devices are powered by batteries, which have a limited energy storage capacity and add considerable weight. Although substantial progress has been made in reducing the power requirements of devices and increasing the power densities of batteries, there has not been a breakthrough in the parallel development of a portable and renewable human-driven energy source. The combination of limited energy and the large weight of batteries poses the most critical problem for individuals, such as field scientists or explorers, having high electricity demands in remote areas and who are already carrying heavy loads. At present, replacement batteries may make up a substantial proportion of the very heavy packs that such users must carry (Rome, 2005). During terrestrial locomotion, the environment does no work on the body and humans do no work on the environment. Almost all of the mechanical work is generated and dissipated inside the body. This makes it exceedingly difficult to capture mechanical energy to drive an electrical energy conversion apparatus, because 725 �the device would need to be either surgically placed within the body or attached to the outside of the body, which would affect the person’s maneuverability and comfort. Therefore, researchers in the field have focused on putting devices in the only accessible location. Although the shoe is the first thing comes to mind, such heelstrike devices have permitted only small levels of electrical energy generation. The primary reason for this limitation is that on a hard surface, essentially no mechanical work is done at the foot-ground contact point, because under normal circumstances the point of vertical force application does not move in the vertical plane. Although one can make the shoe compliant so that the foot moves a small distance because of compression of the sole and heel, this is problematic because increasing compliance leads to declining maneuverability and stability. Although considerable effort has gone into developing exotic energy-generating technologies for shoe devices, the small magnitude of the mechanical energy source remains a limitation (Rome, 2005). In order to help solving mobile human-driven energy problem, some studies for developing energy harvesting device which extracts mechanical energy from the human body movements during daily living activities, and converts it to electricity for powering portable devices were performed in the literature. The studies performed in the field of energy harvesting from the human body movements are mostly been on the regions of back, knee joints, and foot. In this review, after giving one example from the literature for each of these classifications, the applicability of biomechanical energy harvesting approaches in the field of active lower extremity prostheses will be examined. In the Backpack The vertical movement of a heavy load in the backpack carried in gravitational field during walking represents a source of mechanical energy and a potential opportunity to generate substantial levels of electricity. A walking person acts like an inverted pendulum. Due to this movement causing the center of mass of the body move up and down by 4 to 7 cm, a load in a backpack has to go up and down the same vertical distance. In the case of a 36-kg load and a 5-cm vertical load displacement, 18 J of mechanical energy transfer accompanies each step, and this is equivalent to 36 W, at the walking velocity of 2 steps per second. Although this represents a large potential source of mechanical energy, it is also inaccessible if the load is rigidly attached to the body. In order to extract this mechanical energy, Lawrence C. Rome et al. (Rome, 2005) developed the suspended-load backpack device decoupling the load from the body, to allow the differential movement between the load and the body for mechanical energy extraction and ultimately electricity production. In this device interposed between the body and the load (Fig. 1), the pack frame is fixed to the body, but the load is suspended by springs from the frame. During walking, the load is free to ride up and down on bushings constrained to vertical rods. Electricity generation was accomplished by attaching a toothed rack to the load plate, which when moving up and down during walking, meshed with a pinion gear mounted on a geared dc motor, functioning as a generator, rigidly attached to the backpack frame. Figure 1. The suspended-load backpack device (Rome, 2005). 726 �The average electrical power obtained by them was 5.6 W in the trial of 38-kg load and 4.5-cm relative movement of the load, and the number of revolution of 25:1 geared dc motor was reached up to 5000 rpm. Average electrical power increased with walking speed and the weight of the load. The maximum electrical power output obtained on the flat was 7.37 W. The mechanical power harvested by the generator is the product of the average force exerted on the rack, the displacement of the load, and the step frequency. The efficiency of conversion of mechanical energy to electrical energy (that is, electrical power output divided by mechanical power input) was nearly constant (30 to 40%). To power portable devices or charge batteries, the alternating polarity of the voltage and current must be rectified. Using circuitry for voltage smoothing, the suspended-load backpack can power multiple devices such as cell phones (Rome, 2005). If generating electricity while wearing the backpack markedly increased metabolic rate, the device would be of limited use. One would expect that because mechanical energy is continuously removed from the system by the generator, the muscles would need to perform additional mechanical work during electricity generation in order to replace it. For instance, the mechanical power input to the generator is 12.15 W while walking at 5.6 km/h and carrying a 29-kg load. Because the maximum efficiency of mechanical power production by human muscle is about 25% (Margarira, 1968), if the body movement was the same, one might anticipate a minimum increase of 48.6 W in metabolic power input. They measured the rate of O2 consumption and CO2 production of participants walking with the backpack. They found that the metabolic rate increase compared to that with the locked backpack was only about 19.1 W, which is much less than would be predicted. These results indicate that electricity can be generated metabolically more cheaply than anticipated (Rome, 2005). The energy-harvesting backpack is novel because it generates useful amounts of electrical power while costing less metabolic energy than would be expected. The saving only applies in comparison to a person already walking with a heavy load. The explanation may lie in the transition between pendulum-like walking steps, when the body’s center of mass is redirected from one pendular arc to the next (Fig. 2). The center of mass is located near the hip joints and undergoes a small U-shaped displacement during this step-to-step transition, which occurs mainly when both legs contact the ground. Force is exerted by, and directed along, each leg, with the leading leg performing negative work on the center of mass and the trailing leg positive work. The leading leg’s force is at such an angle with the direction of center of mass displacement that negative work is unavoidable, if the center of mass is to be redirected to another pendular arc. This negative work is thought to be largely dissipated as an energy loss. An equal magnitude of positive work performed by the trailing leg cancels this loss, as is needed to walk at steady speed (Kuo, 2005). Figure 2. Simple models of an energy-harvesting backpack and its relation to human walking (Kuo, 2005). On the Knee Joint J. M. Donelan et al. (Donelan, 2008) have developed a device that generates electricity during human walking with little extra effort. The general view, the internal structure and the schematic diagram of this device called biomechanical energy harvester are shown in Fig. 3. The device has an aluminum chassis and generator mounted on an orthopedic knee brace, totaling 1.6-kg mass, with one worn on each leg (Fig. 3-A). The chassis contains a gear train that converts low velocity and high torque at the knee into high velocity and low torque for the generator, with a one-way roller clutch that allows for selective engagement of the gear train during knee extension only and no engagement during knee flexion (Fig. 3-B). The schematic diagram shows how a computer-controlled feedback system determines when to generate power using knee-angle feedback, measured with a potentiometer mounted on the input shaft (Fig. 3-C). For electrical power generation over longer durations, it would be desirable to harvest energy from everyday activities such as walking. Unlike conventional humanpowered generators that use positive muscle work, their technology assists muscles in performing negative work. Energy-harvesting performance was tested (see Donelan, 2008) on six male subjects who wore a device on each 727 �leg while walking on a treadmill at 1.5 m/s. For convenient testing, generated electrical power is dissipated with a load resistor rather than being used to charge a battery. The energy harvester mounts at the knee and selectively engages power generation at the end of the swing phase. Test subjects walking with one device on each leg produced an average of 5 W of electricity. They estimated metabolic cost using a standard respirometry system and measured the electrical power output of the generator. In the continuous-generation mode, subjects generated 7.0 ± 0.7 W of electricity with an insignificant 18 ± 24 W increase in metabolic cost over that of the control condition. This electricity is sufficient to power 10 typical cell phones simultaneously. The results demonstrate that substantial electricity could be generated with minimal increase in user effort. Producing substantial electricity with little extra effort makes this method well-suited for charging powered prosthetic limbs and other portable medical devices (Donelan, 2008). Figure 3. Biomechanical energy harvester (Donelan, 2008). (a: the general view of the device, b: the inertial structure of the device, c: the schematic diagram of the device) Under the Sole The ankle normally produces a larger work than any other joint during walking (Winter, 1991). Ankle impairments following amputation, joint fusion or stroke typically reduce ankle work and increase metabolic energy expenditure by at least 20%, comparable to carrying an extra 15 kg load or walking 20% faster. Ankle function might be restored by powering the joint directly, a technique that shows promise (Sawicki, 2008, Au, 2009) but requires large motors and energy sources that are heavy and bulky. Much of the dissipation in normal walking occurs when the body center of mass velocity is redirected at the transition between steps. During each step, the stance leg behaves similarly to an inverted pendulum as it transports the center of mass along an arced path. When the other leg contacts the ground, it flexes slightly and performs dissipative negative work as it redirects the center of mass to the arced path of the next step as part of the step-to-step transition. To walk at steady speed, all dissipation must be recovered by an equal amount of positive work. Total work may theoretically be minimized if the positive work is performed by trailing leg push-off and timed immediately before heel-strike, reducing the change in center of mass velocity performed by the collision. This reduces both the dissipation and the amount of positive work needed to recover loss. Normal ankle push-off appears appropriate for this purpose, performing positive work beginning just before and in nearly equal magnitude to the collision loss. If the collision energy can be successfully recycled, it may therefore be sufficient to supplement an impaired push-off (Collins, 2009). Steven H. Collins and Arthur D. Kuo (Collins, 2009) developed an energy-recycling artificial foot (Fig. 4) that captures collision energy and returns it for push-off. 1.37-kg weighed this device approximates the size and form of a conventional prosthetic foot, but has separate rear-foot and fore-foot components that rotate about an axis at mid-foot. When the heel contacts the ground at the beginning of a stride, the rear-foot component rotates and compresses a coil spring. At maximum compression, the rear-foot is latched by a continuous one-way clutch. Rather than releasing the spring energy spontaneously as in conventional elastic prostheses, our device stores it until sufficient load is detected on the fore-foot. It then releases the fore-foot, and the spring provides push-off as the person begins to unload the trailing leg, with timing similar to normal ankle push-off. A small return spring resets the device during the ensuing swing phase, so that the rear-foot is in position for the next step. All of the energy capture is performed passively, so that the only active elements are a microcontroller and two micro-motors that release the energy-storing spring and reset the mechanism. The device is powered by a small battery at about 0.8 W of electricity. Active control of energy storage and return distinguishes this device 728 �from conventional prosthetic feet with passive elastic elements, which have not been found to significantly reduce the metabolic energy consumption of walking with ankle impairment, while low electrical power requirements distinguish it from other robotic prostheses. Steven H. Collins and Arthur D. Kuo (Collins, 2009) tested the artificial foot on able-bodied human subjects walking with an artificially-immobilized ankle, at a speed of 1.25 m/s. Subjects wore the device on one leg using a prosthesis simulator, a rigid boot that immobilizes the ankle and provides a prosthesis attachment beneath the foot. This allowed direct comparison between normal walking and prosthesis test conditions. Subjects also wore a lift shoe on the other foot to equalize height. The device was compared against a conventional prosthetic foot. Mechanical performance was recorded through motion capture and a force plate-instrumented treadmill. They used motion and force data to estimate the work captured and returned by the device, the work performed by the human leg and device on the center of mass, and the work performed at each biological joint. They also recorded rates of oxygen consumption to estimate metabolic energy expenditure. The conventional prosthesis reduced ankle push-off and increased metabolic expenditure for all subjects. The energy recycling artificial foot captured collision energy and returned it as positive ankle work later in stance phase, resulting in greater push-off and lower metabolic expenditure than with the conventional prosthesis. The rate of increasing of metabolic expenditure was determined as 23.1% for conventional prosthesis, and as 13.8% for the energy recycling artificial foot, and 9.3% improvement was provided (Collins, 2009). Figure 4. Prototype energy recycling device (Collins, 2009). (A: The general view of the device, B: Schematic design, C: The energy recycling sequence) Figure 5. Experimental setup (Collins, 2009). (A: The energy recycling device, conv. prost. and the lift shoe, B: Experimental setup, C: Experimental results) Applications on the Active Prostheses Currently used lower limb prostheses manufactured with modular components cannot properly provide the expected functions and the needs of daily living activities due to their passive structure. In order to contribute to the developments of new kinds of prosthetic system and to remove the insufficient properties of the prostheses, 729 �a force controlled elastic prosthesis mechanism that can be utilized as artificial ankle and knee joints for active lower extremity prostheses was designed and produced as a mechanism consisting of brushless dc-servomotor, ball-nut and screw, elastic component, measuring elements, guide columns, ball bearings and bushes. The force output of the elastic mechanism is calculated by measuring the displacement of the spring with the linear potentiometer. An above-knee prosthesis consisting of this elastic mechanism was also designed and produced. General view of this above-knee prosthesis, and the principle of application on human body are shown in Fig. 6. Although substantial effort has been made in the field of developing active prostheses, these devices have not adequately become widespread because of the necessity of carrying large and heavy batteries which must have been charged frequently. This system has to carry its power generating system consisting motor component and battery set, which is heavy and bulky. Our system consists of the 220 W servomotor and Li-ion battery set. Mobile energy requirement is the most crucial difficulties faced in the externally powered artificial orthopaedic devices. Therefore, in order to solve this difficulty, utilizing the studies mentioned above is proposed [a mechanism converting the mechanical energy from the vertical movement of carried suspended-load in backpack to electricity (see Rome, 2005); an energy harvester mounted at the knee joint which generates electricity (see Donelan, 2008); an energy recycling device (Collins, 2009)]. To meet a portion of the energy requirement for amputees wearing the active lower limb prosthesis, and for individuals having high electricity demands in rural areas are aimed with the harvested energy. Figure 6. General view of the active above-knee prosthesis, and the principle of application on human body (Kapti, 2009). Acknowledgements The work described in this paper is supported by Scientific Research Projects Presidency of Sakarya University. (Project number: 2009-50-01-067) References Au, S.K., Weber, J., Herr, H. (2009). Powered ankle-foot prosthesis improves walking metabolic economy. IEEE Trans. Robot. (25). 51-66. Collins, S. (2008). Controlled Energy Storage and Return in a Prosthetic Foot. Dynamic Walking. T.U.Delft. Collins, S.H., Kuo, A.D. (2009). Recycling Energy to Restore Impaired Ankle Function during Human Walking”, Public Library of Science, 5, (accepted). Donelan, J.M., Li, Q., Naing, V., Hoffer, A., Weber, D.J., Kuo, A.D., (2008) Biomedical Energy Harvesting: Generating Electricity During Walking With Minimal User Effort. Science. 319, 807-810. 730 �Margaria, R. (1968). Positive and negative work performances and their efficiencies in human locomotion. Eur J Appl Physiol (25) 339-351. Kaptı, A.O. (2009). Kuvvet Kontrollü Elastik Aktivatör Tasarımı ve Aktif Kontrollü Alt Ekstremite Protezlerinde Uygulanması, TÜBĐTAK 1001 Projesi-106M468 Proje Sonuç Raporu, (in Turkish). Kaptı, A.O., Cerit, M., Soydan, Y., Özcerit, A.T. (2009). Force Controlled Elastic Actuator for Lower Limb Prostheses. ISB2009, XXII. Congress of Int. Society of Biomechanics, Cape Town. Kaptı, A.O., Cerit, M., Soydan, Y., Özcerit, A.T. (2007). A Preliminary Study on Ankle Simulator Design for Active Lower Extremity Prostheses. JIBEC’07, 1st Jordanian Int. Biomedical Engineering Conference, Amman. Kuo, A.D. (2005). Harvesting Energy by Improving the Economy of Human Walking. Science. 309, 16861687. Rome, L.C., Flynn, L., Goldman, E.M., Yoo, T.D., “Generating Electricity While Walking with Loads”, Science 309, 1725-1728, 2005. Sawicki GS, Ferris DP (2008) Mechanics and energetics of level walking with powered ankle exoskeletons. J Exp Biol 211: 1402-1413. Winter DA (1991) The Biomechanics and Motor Control of Human Gait: Normal, Elderly and Pathological. Waterloo: Waterloo Biomechanics. 731 � 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. 622 Title A name given to the resource Energy Harvesting from the Biomechanical Movements of Human Body Author Author Kaptı, Akın Oğuz Soydan, Yavuz Abstract A summary of the resource. In this presentation, the subject of biomechanical energy harvesting, and the studies performed in this field are introduced. Currently used lower limb prostheses manufactured with modular components cannot properly provide the expected functions and the needs of daily living activities due to their passive structure. Although substantial effort has been made in the field of developing active prostheses, these devices have not adequately become widespread because of the necessity of carrying large and heavy batteries which must have been charged frequently. Therefore, some studies have been performed in order to generate energy by utilizing the biomechanical movements of the human body, such as a mechanism converting the mechanical energy from the vertical movement of carried suspended-load in backpack to electricity, and an energy harvester mounted at the knee joint which generates electricity, during human walking. To meet a portion of the energy requirement for amputees wearing the active lower limb prosthesis, and for individuals having high electricity demands in rural areas are aimed with the harvested energy. 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/45e3ffb98449797d04b494a887c70bda.pdf 60c6d780d3ce5c9f6331b9378109b0fa PDF Text Text The Effects of Mycorrhizae Applications on Grapevine cv. Kalecik Karasi (Vitis Vinifera L.) Grafted onto Kober 5BB Rootstock Zeki Kara Selçuk University Faculty of Agriculture Department of Horticulture 42003 Konya, Turkey zkara@selcuk.edu.tr Esra Erdoğan Selçuk University Natural and Applied Sciences Institute Department of Horticulture 42003 Konya, TR esraerdogan42@hotmail.com Abstract:Vascular Arbuscular mychorrhizae (AM) are symbiotic microorganisms as a renewable resource and a modern technology-based viticulture practices have been contributing to quality fruit production by supporting vineyard mineral nutrition, water uptake, and increase resistance against plant biotic and abiotic stress. Since wine grapes production is under developing industry in Turkey and has been grown mainly in rural area, and poor soils that is need to support by low cost renewable manner.In this study, the effects of different dosage mixture AM fungi as Biovam applications by dry formulation and Endo Roots by liquid formulation applications in vineyard soil just under plant foliage at 10 years old grapewine cv. Kalecik Karası (Vitis vinifera L.) grafted onto Kober 5BB rootstock at two weeks before full bloom in producer vineyard applications. Biovam and Endo Roots effects were evaluated in labs Selcuk University Faculty of Agriculture as fruit set, yield, and fruit quality, and pruning waste weights. As a first growing season results there were significantly differences on fruit set, fruit yield, cluster weights, cluster size, fruit colors due to AM formulations and dosages. On the other hand there were no differences between berry size, berry weights, seed numbers in 100 berries, ⁰Brix, and total acidity of must, shoot length, pruning waste weights between Endo Roots and Biovam applications. Biovam application was hastened five days of harvest in same vegetation period. Introduction Biotechnology is expected to find out a new production model in which more food is produced with fewer inputs and in a sustainable manner. AM fungi possess important attributes to be major players in tomorrow’s agriculture. Some decades have gone by since the beginning of experimental research on AM fungi, but applications derived from this research are still largely limited to the inoculation of plants. After decades of fertilization, in rich countries, soil P levels have increased sometimes to reach threatening levels (Fixen, 2006). We need to produce more food with fewer inputs. The efficiency of nutrient utilization by crop plants can be enhanced using AM fungi. The AM symbiosis is a mutualistic association between the roots of a large number of plant species and a small group of fungi. The main feature of this symbiosis is the exchange of carbohydrates provided by the plant versus mineral nutrients provided by the fungus (Smith & Gianinazzi-Pearson, 1988; Smith & Read, 1997). This exchange is mediated, to a great part if not exclusively, by highly branched fungal structures (arbuscules) within root cortical cells. The observation that approximately 150 species of AM fungi (Morton & Bentivenga, 1994) colonize an estimated 225.000 species of plants (Law & Lewis, 1983) has led to the conclusion that AM fungi have wide host ranges. This situation indicates a high degree of adaptability and integration of the symbiotic process across a wide range of plant species (Smith & Read, 1997). 1 �Deficit irrigation enhances AM colonization of fine roots by mycorrhizal fungi in grapevines (Vitis vinifera L.) in an arid climate (Schreiner, 2007) but deficit irrigation reduces fine root growth (Schreiner et al., 2007). AM plants were increased nutrition such as P (Karagiannidis et al., 1995; Karagiannidis et al., 1997; Petgen et al., 1998; Motosugi et al., 2002; Karandashov et al., 2004; Kesba & Al-Sayed, 2005; Caglar & Bayram, 2006; Schreiner et al., 2007; Almaliotis et al. 2008; Kaya, et al., 2009), N, K, B, (Cheng et al., 2008), Cu, S (Karagiannidis et al., 1995; Schreiner, 2007), Zn, Ca, Na, Fe, Al (Mortimer et al., 2005; Cavallazzi et al., 2007), Mn (Karagiannidis & Nikolaou, 1999), leaf chlorophyll concentration (Bavaresco & Fogher, 1992; 1996), plant growth (Petgen et al., 1998), shoot (Karagiannidis et al., 2007; Camprubi et al., 2008) and root dry weight (Bavaresco et al., 2000) in grapes and rootstocks. There was beneficial effects on the rooting and growth by Glomus fungi, especially G. mosseae and G. etunicatum (Zai et al., 2007), and changed root morphology, increased branching of first-order lateral roots of grapevine cuttings in rooting beds (Aguin et al., 2004), and increased lateral root number and consequently total root length (Schellenbaum et al., 1991), and enhance the ex vitro survival of micropropagated plantlets (Lovato et al., 1992; Krishna et al., 2005; Krishna et al., 2006; Cavallazzi et al., 2007), shoot and root mass of micropropagated grape rootstock plantlets (Rai, 2001; Zemke et al., 2003; Carretero et al., 2009), and increased refilling of root C reserves (Mortimer et al., 2005). AM fungi applications affected on hastening of bud sprouting, flowering, berry set and ripening of grape variety Perlette (Usha et al., 2005). There was evidence of AM fungi-mediated N-15 transfer was determined from cover crops to grapevines (Cheng & Baumgartner, 2004). There was up to 20% of plantfixed carbon was transferred to the fungus. Nitrogen transport by hyphae of AM fungi between a tetraploid of Kober 5BB [5BB (4x), Vitis riparia × V. berlandieri] grapevine to cover crop Vulpia myuros was determined (Motosugi & Terashima, 2008). The higher cytokinin concentrations were determined in stressed AM inoculated plants, the rootstocks 1108, 1103P, and 140 Ru (Nikolaou et al., 2003a), and hormonal balance was altered (Smith & Gianinazzi-Pearson, 1988; Hwang et al., 1992), and much more gibberellins biosynthesis determined (Khan et al., 2008). AM plants were higher crop loads (Schreiner, 2003) but the degree of responsiveness varied (Linderman & Davis 2001; Almaliotis et al., 2008). There was decrease heavy metal (Pb and Cd) uptake (Karagiannidis & Nikolaou, 1999), and increased resistance to root pathogens and tolerance to drought stress (Nikolaou et al., 2003b, Valentine et al., 2006; Wang et al., 2008), and induced a defense response against the root-knot nematode Meloidogyne incognita in the grapevine (Li et al., 2006), and inhibits proliferation of some bacterial taxa (Vestergard et al., 2008). In this study, features of mixture AM applications as Biovam and Endo Roots of vineyard on wine grape cv. Kalecik Karası (Vitis vinifera L.) applications on fruit set, and fruit quality, ripening, vegetative development and pruning waste weight. The Study This study was held in University of Selcuk Faculty of Agriculture Department of Horticulture Konya, Turkey. Mixture of AM as Biovam bought from t&j enterprises http://www.tandjenterprises.com include 40 - 100 spore/ml endomycorrhiza and approximately 100 - 500 spore/ml ectomycorrhiza as Athrobacter globiformis, A. chrococcum, A. vinelandii, Bacillius subtillis, Pseudomonas alcaligenes, P. fluorescens, P. pseudoalcaligenes and P. putida and Trichoderma harzianum and T.koningii that has 20.000 alive cell per ml volume (Anonymous, 2009a). Mixture AM as trade mark Endo Roots includes 27.55% mychorrhiza (25% Glomus intraradices, 24% G. mossea, 24% G. aggregatum, 1% G. clarum, 1% G. monosporus, 1% G. deserticola, 1% G. brasilianum, 1% G. etunicatum, 1% Gigaspora margarita), 27.8% Humic acids, 18% Cold Water Kelp Extracts, 12% Ascorbic acid, 6% Amino Acids, 2.5% myoinoositol, 2.5% surfactants, 1.75% Thiamine (vitamin B1, 1% Alfa tocoferol (vitamin E), (Anonymous 2009b). Endo Roots bought from http://www.bioglobal.com.tr as liquid. Soil applications of Biovam and Endo Roots were done in 15 years old wine grape cv. Kalecik Karası grafted onto Kober 5 BB rootstock in a producer vineyard as 0, 5, and 10 ml per plant dosage. The applications as dry and liquid formulation were done in ground 15 cm deep and 10 cm width just below to foliar part and covered by soil and then irrigated by drip system at two weeks before full bloom. Comparative effects on AM applications were evaluated. 2 �Findings The Effects On Fruit Set, Yield, Cluster And Berry Weight The coctail michorhizea applications on winegrape cv Kalecik Karası at two weeks before full bloom significantly effected fruit set by dossage and type of michorhizea by each AM mixture. While the Endo Roots applications sligthly increased fruit set (as average 75.33%), Biovam applications significantly decreased (as 70.93%) fruit set, and it was 70.56% at Control (Table 1). The most effective dossage was E10 application were found 81.21% fruit set, and the most decreasing effet was B10 application that was recored as 53.87% fruit set. While excess dossage was so degrative in Biovam application, by 10 g Endo Root application was found more positive effective. Endo Roots applications almost no effects on yield per vinestock Biovam application decreased about a quarter yields in same vegetation. The highest yield was obtained by E5 application as 12.57 kg, and by Control was 12.13 kg. 10 g Biovam application was found the least yield effect as 6.63 kg /vinestock. Applications Endo Roots average Biovam average Control average 5 g AM average 10 g AM average E0 E5 E10 B0 B5 B10 Fruit set (%) 75.33 70.93 74.56 79.84 64.25 74.56 68.85 74.36 74.56 81.21 53.87 Yield (kg/vinestock) 12.00 a 9.38 b 12.13 a 10.97 a 8.97 b 12.13 ab 12.57 a 11.30 ab 12.13 ab 9.37 b 6.63 c Cluster weight (g) 248.01 a 210.37 b 252.87 a 207.55 a 227.15 a 252.87 a 274.63 a 216.53 ab 252.87 a 140.47 b 237.77 a Berry weight (g) 2.25 2.31 2.32 2.26 2.26 2.32 2.22 2.22 2.32 2.30 2.30 Table 1. The effects of michorhizea applications on fruit set, yield, cluster weight, and berry weight E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5 g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. Average cluster weight of control application was 252.87 g, by 5 g Endo Root applied trial was 274.63 g as maximum, and 5 g Biovam trial was 140.47 g as minimum value. The differences between dosages found significantly. Excessive dosage as 10 g decreased cluster weight at both mychorrhizae brands. The alaysis of variance indicated that the effects of applications on cluster wieghts were found significantly between typ of michorrhizae and dosage (p< 0.05), and typ of michorrhizae x dosage interactions (p< 0.01). The highest berry weight was in Control as 2.32 g, average of Biovam applications was 2.31 g, and average of Endo Roots applications was 2.25 g. The Effects On Cluster And Berry Values Endo Roots applications were promoted cluster length than Biovam applications that were found significantly. The longest cluster was obtained by E5 as 19.97 cm, and the shortest cluster was obtained by B5 as 13.60 cm. The differences between typ of michorrhizae x dosage interactions were also significantly (p< 0.05, Table 2). Applications Endo Roots average Biovam average Cluster length (cm) 17.08 a 15.84 b Cluster width (cm) 11.36 10.47 3 Berry length (mm) 15.21 15.51 Berry (mm) 14.99 14.78 width Seed number in 100 berries 126.11 125.00 �Control average 5 g AM average 10 g AM average E0 E5 E10 B0 B5 B10 15.17 a 16.78 a 17.43 a 15.17 a 19.97 a 16.10 a 15.17 a 13.60 a 18.77 a 11.97 9.93 10.83 11.97 10.63 11.47 11.97 9.23 10.20 15.77 15.17 15.20 15.77 14.87 15.00 15.77 15.37 15.40 14.83 14.78 15.03 14.83 14.83 15.30 14.83 14.73 14.77 122.33 127.17 127.17 122.33 128.00 128.00 122.33 126.33 126.33 Table 2. The effects of michorhizea applications on cluster length, cluster width, berry length, and berry width, and seed number in 100 berries E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5 g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. Cluster width was decreased by Control, Endo Roots, and Biovam applications that were 11.97 cm, 11.36 cm and 10.47 cm respectively. There was no statically significance on cluster width between AM applications. Berry lengths were found between 15.77 mm by Control and 14.87 mm by E5 applications. Berry widths were found between 15.30 mm by E10, and 14.73 mm by B5 applications. The differenced in berry lengths and berry widths were not significantly. The seed number in 100 berries were found between 128 by E5 and E10, and 122.33 by Control applications. There were no staticaly significance among AM effects on the seeds in 100 berries. The Effects on ºBrix and Titration Acidity of Fruit Juice The effects of AM applications on soluble solids of fruit juice were found between 18 ºBrix by B5, B10, and 16.5 ºBrix by E5, E10 applications meanwhile 17.4 ºBrix by Control (Table 3). The range of titration acidity was between 14.48 g/100 ml by E5, E10, and 13.15 g/100 ml by Control applications. There were no statistical difference between AM applications on soluble solids and titration acidity of fruit juice. On the other hand Biovam applications were hastened ripening up to 5 days. Applications ºBrix Endo Roots average Biovam average Control average 5 g AM average 10 g AM average E0 E5 E10 16.80 Titration acidity (g/100 ml) 14.10 17.87 17.40 17.30 17.30 17.40 16.50 16.50 13.97 13.15 14.48 14.48 13.15 14.58 14.58 Table 3. The effects of michorhizea applications on ºBrix and titration acidity of fruit juice E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. 4 �The Effects On Fruit Color AM applications were affected of L (ligth) values as incresed, and Biovam applied plants give more light fruits. The most dark red values obtained by Endo Roots applied plants as a (red) that were staticaly significant but the effects on b (yellow) values were found non significant. Michorrhizae dosage was statisticaly important (p<0.05) on L and a values. Applications Endo Roots average Biovam average Control average L (ligth) 34.844a 33.728b 32.026c a (red) - 1.7400a - 2.7960c - 2.0000b b (yellow) - 5.0700 - 4.8600 - 4.1040 Table 4. The effects of michorhizea applications on fruit color as L (ligth), a (red) ve b (yellow) The Effects On Shooth Growth, And Pruning Waste Weigth There were no staticaly significant difference recorded on the effects of AM applications on shooth length, shooth diameter, and pruning waste weigths. Maximum shoot length was obtained by B5 as 92 cm, and shortest shoots was obtained by E5 as 85.00 cm. Meanwhile heaviest pruning waste was obtained by B5 as 2.03 kg/vinestock, and least pruning waste was obtained by Control as 1.67 kg/ vinestock. Conclusions Applications of Endo Roots and Biovam on winegrape Kalecik Karası were effected fruit set. The most promote effect was obtained by 5 g Biovam per plant application, and least fruit set was obtained by 10 g Biovam application that was decreased fruit set. 5 g Endo Roots application inresed, and 10 g Ende Roots application decreased fruit set. This result could attribute difference between michorrhiza in products, and michorrhizal inoculation level of roots, and allso carbohidrates competition between fruits and AM michorrhiza just after application (Mortimer et al., 2005). Endo Roots applications were increased yield than Biovam applications, and maximum yield was recorded by E5 application as 12.57 kg/vinestock, and leas yield was B10 application as 6.63 kg/vinestock. B10 value was les than Control. This results also attribute michorrhizal infection due to dossage, and competition between plant and michorrizae (Linderman & Davis, 2001, Mortimer et al., 2005). Although the results is been presented in this mauscrit was obtained as same vegetation period was different from Schreiner (2003) Petgen et al., (1998), Karagiannidis et al. (2007) showed that positive correlation between AM colonisation and yield that were the second years results. 5 �Applications Endo Roots average Biovam average Control average 5 g AM average 10 g AM average E0 E5 E10 B0 B5 B10 Shooth length (cm) 89.78 88.56 88.33 88.50 90.67 88.33 85.00 96.00 88.33 92.00 85.33 Shooth diameter Pruning waste (mm) weigth (kg) 0.80 1.68 0.80 1.81 0.80 1.73 0.83 1.85 0.77 1.65 0.80 1.73 0.83 1.67 0.77 1.63 0.80 1.73 0.83 2.03 0.77 1.67 Table 5. The effects of michorhizea applications on shooth length, shooth diameter, and pruning waste weigth E0: Control Endo Roots, B0: Control Biovam, E5: 5 g Endo Roots / vinestock, B5: 5g Biovam / vinestock, E10: 10 g Endo Roots / vinestock, B10: 10 g Biovam / vinestock. AM applications were not effected in same vegetation seed numbers, berry weight, berry size, and ºBrix, shoot length, shoot diameter and pruning waste weights these are same with Karagiannidis et al. (2007), Hastened ripening result was recorded before by Usha et al., (2005), Kara (2009). Fruit color as light and red color increased by AM applications. This affect could be in fruit juice and product from processed fruit juice. On the other hand AM applications would be increased next vegetations (Karagiannidis et al., 2007, Almaliotis et al., 2008). Although Biovam applications were decreased fruit set that was recorded 8 weeks after application, at the and of vegetation period there was no staticaly significat differences between shoot length, shoot diameter and pruning waste weights. This was attributing to mycorrhizal adding plant nutrition and vegetative development after inoculation. Almost same results were by Petgen et al., (1998), Nikolaou et al. 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Effect of AM fungi on the growth and drought resistance of Cabernet Sauvignon cuttings. Journal of Northwest A & F University - Natural Science Edition. 36(11):191-196. Zai, X.M., Qin, P., Wan, S.W., Zhao, F.G., Wang, G., Yan, D.L. & Zhou, J. (2007). Effects of arbuscular mycorrhizal fungi on the rooting and growth of beach plum (Prunus maritima) cuttings. Journal of Horticultural Science & Biotechnology. 82(6):863-866. Zemke, J.M., Pereira, F., Lovato, P.E., da Silva, A.L. (2003). Evaluation of substrates for mycorrhization and weaning of two micropropagated grapevine rootstocks. Pesquisa Agropecuaria Brasileira. 38(11):1309–1315. 9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 319 Title A name given to the resource The Effects of Mycorrhizae Applications on Grapevine cv. Kalecik Karasi (Vitis Vinifera L.) Grafted onto Kober 5BB Rootstock Author Author Kara, Zeki Erdoğan, Esra Abstract A summary of the resource. Vascular Arbuscular mychorrhizae (AM) are symbiotic microorganisms as a renewable resource and a modern technology-based viticulture practices have been contributing to quality fruit production by supporting vineyard mineral nutrition, water uptake, and increase resistance against plant biotic and abiotic stress. Since wine grapes production is under developing industry in Turkey and has been grown mainly in rural area, and poor soils that is need to support by low cost renewable manner.In this study, the effects of different dosage mixture AM fungi as Biovam applications by dry formulation and Endo Roots by liquid formulation applications in vineyard soil just under plant foliage at 10 years old grapewine cv. Kalecik Karası (Vitis vinifera L.) grafted onto Kober 5BB rootstock at two weeks before full bloom in producer vineyard applications. Biovam and Endo Roots effects were evaluated in labs Selcuk University Faculty of Agriculture as fruit set, yield, and fruit quality, and pruning waste weights. As a first growing season results there were significantly differences on fruit set, fruit yield, cluster weights, cluster size, fruit colors due to AM formulations and dosages. On the other hand there were no differences between berry size, berry weights, seed numbers in 100 berries, ⁰Brix, and total acidity of must, shoot length, pruning waste weights between Endo Roots and Biovam applications. Biovam application was hastened five days of harvest in same vegetation period. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/966a674f5ab4a71c21f8b890cd375c97.pdf 3fa1f2d657d4797f949681627f6b79b4 PDF Text Text Adsorption of Sizing Emulsion on Various Cellulosic Fibres Arif Karademir Kahramanmaras Sutcuimam University Faculty of Forestry, Department of Forest Product Engineering, Bahcelievler Campus Kahramanmaras, Turkey arifkarademir@yahoo.com Hulya Varlıbas Kahramanmaras Sutcuimam University Faculty of Forestry, Department of Forest Product Engineering, Bahcelievler Campus Kahramanmaras, Turkey Selim Karahan Kahramanmaras Sutcuimam University Faculty of Forestry, Department of Forest Product Engineering, Bahcelievler Campus Kahramanmaras, Turkey Sami Đmamoğlu Artvin Coruh University, Faculty of Forestry Department of Forest Product Engineering, Artvin, Turkey, imamoğlusami@gmail.com Abstract: Adsorption of any chemicals over pulp stock during wet-end operations in paper manufacturing is extremely important for effectiveness, waste treatment, close system operation and so on. This paper investigates the adsorption characteristics of AKD emulsions over various pulp blends containing bleached, unbleached fibres and secondary fibres obtained from some waste paper grades. Fibre suspensions with different properties were mixed with various amounts of sizing emulsions under different conditions and the amount of adsorbed sizing agents were monitored by gas chromatography studies. The optimum amount of sizing adsorption needs to be achieved giving higher retention, clear drainage and good water repellent properties. Work is believed to offer some useful information to especially papermills utilising waste papers at neutral or alkaline conditions. Keywords: Paper making, adsorption, sizing, retention, waste water, GC. Introduction Many paper and paper products are required to show some degree of resistance to liquids, such as water, drinks and so on. Various water-repellent materials, called sizing agent, have been tried to bring such properties to papers and some of them are currently used in the industry. Sizing agents can be added into the pulp suspension before formation or can be applied over dry paper. The first one is known as “internal sizing” while the latter is called as “surface sizing”. Until recently rosin was the most commonly used sizing agent which had been introduced to paper industry around 1850 by Morritz Illig. Rosin emulsion is prepared by the saponification of resin which is extracted from stands of softwoods and/or obtained from some chemical pulping processes as byproducts. Rosin emulsion must be used with alumunium sulphate to maintain attachments of rosin over cellulosic fibres in a pulp suspension. System works best at pH between 4,5-5,5, hence it is called as acid system and the product produced is named as acid paper (Roberts, 1992; Karademir and Imamoglu, 2005). Around 1990’ies, a new waxy sizing agent took a significant attention from papermakers which is manufactured from a stearic and palmitic acid, alkyl keten dimer (AKD). AKD is melted and mixed with cooked 780 �cationic starch to produce a milky emulsion. AKD is accepted a widespread wellcome from papermakers since it works at neutral-alkali conditions and attach to fibres via cationic starches on its particle shell. During drying, tiny wax in its particle melt and spread over fibres then eventually develop ester bonds with cellulose. AKD is, therefore, called as reactive sizing agent. Detailed information on subject is available in the literature (Roberts, 1991; Karademir et al, 2004; Hubbe, 2006). Paraffin is also a water repellent chemical which consists of a long aliphatic hydrocarbon chain. Some fibreboard and particle board manufacturer normally use paraffin emulsion as surface application. It is also used paper manufacturing too. Retention of sizing chemicals used in a pulp suspension is a crucial mechanism which must be maintained at high degree. Sizing chemicals must be firstly adsorbed onto the stock, preferably fibres, and should be evenly distributed in the paper matrix. The chemical retention mechanism plays real important role in the retention of such paper additives when using pulps with long fibres. If pulps having lots of fines, fillers and small particles are used, then the mechanical retention too would be very important in addition to chemical one. In such situation, sizing particles normally tend to attach on small components of pulp due to their greater surface area. Therefore, it is critically important to maintained higher fine retention (first pass retention) to be able to hold sizing chemicals in the forming sheets (Roberts, 1991; Voutilainen, 1996; Jian and Deng, 2000; Karademir et al, 2005; Hubbe, 2006; Ravnjack et al, 2007). Mechanical retention is quite difficult in recycling papermills since pulps naturally contain lots of small ingredients, fines and chemicals. The problem should be solved to run a close up system efficiently where used water is circulated in a loop and offers many environmental benefits (Imamoglu et al, 2005a; Imamoglu et al, 2005b). Experimental Materials and Methods Fibres and Chemicals Bleached both long and short fibres and also unbleached long fibres were used as virgin wood pulps. Pulps from old office paper, newspaper and corrugated box were also prepared as secondary fibres. Just long fibres (bleached and unbleached) were beaten in a PFI mill in accordance with Tappi T 248 sp-08 method until 37 SR° values are reached. Three commercial sizing emulsions were used. AKD and rosin emulsions were obtained from Kahramanmaraş Papermill (Kahramanmaras, Turkey) and paraffin emulsion was obtained from Caran Chemical (Izmir, Turkey). The solid content of AKD was %25 while rosin and paraffin emulsions were at %40. Handsheets Making and Testing Pulp from old newspaper was used to compare the effects of three sizing emulsions on the both Cobb and breaking force values (TAPPI T 494 om-88) of resultant papers. Long unbleached fibres were also used to see the effects of beating and increasing sizing addition on the Cobb and tensile index of sheets (TAPPI T 494 om-88). Tappi 205 sp-95 method was followed for papermaking. Gas Chromatography Study Calculated AKD emulsions were added to various pulp slurries prepared at 0,5 consistency in a Dynamic Drainage System (DDS). Mixture was initially stirred at 500rpm for 3 minutes, then at 200 rpm for 1 minute. And then, the suspension was filtered on 200 mesh wire just after 10 seconds waiting without mixing. Filtered fibre mats were allowed to air dry, then retained AKD was extracted from samples according to method followed by Karademir (Karademir, 2002). Extracts were analysed in a capillary gas chromatography (Perkin Elmer, Clarus 500). Results Sizing Emulsions and Contributions Pulp from old newspapers was prepared at a laboratory disintegrator and a number of sheets were made in a British sheet former at 100 g/m2 grammage with different addition levels of three sizing emulsions. It is clearly seen in figure 1 that AKD and paraffin emulsions were quite effective in making handsheets hydrophobic compared to rosin emulsion. Retention levels of sizing chemicals on dry basis and also reaction mechanisms with cellulosic fibres need to be discussed here to be able to evaluate the sizing emulsions. What is known is that rosin and AKD can develop chemical bonds in sheets during drying stage if retained, whereas paraffin just physically covers the surfaces making a barrier to penetrating liquids. Unfortunately, we can only plot the Cobb values versus theoretical sizing addition levels rather then exact retained amount. 781 �100 Rosin 90 Paraffin 80 AKD Cobb (g/m2) 70 60 50 40 30 20 10 0 0 2 4 6 8 10 12 14 16 18 20 22 Sizing Agent Added (mg/g) Figure 1: AKD emulsion gave the best Cobb value with little dry content. Figure 2 shows the contribution of sizing agents on paper strength, represented as the breaking force. It seems that despite presenting in very small amount in papers, AKD molecules are thought to have developed extra bonds between fibres and pulp ingredients hence increasing sheets strength. Paraffin, however, remarkably reduced strength value. Paraffin probably wrapped up fibres in different intensities and just hindered the potential bond formation between fibres. Rosin emulsion was found to be almost stable showing no negative effects on sheet strength (Figure 2). 782 �30 AKD Rosin Breaking Force (N) 26 Paraffin 22 18 14 0 2 4 6 8 10 12 14 16 18 20 22 Sizing Agent Added (mg/g) Figure 2: Sizing agents effecting sheet strength. Beating and Addition Levels on Cobb and Strength Increasing beatings were performed on the pulp of long unbleached fibres at PFI mill to see the changes on the sheet strength and Cobb value at %0,5 AKD emulsion level. As seen in figure 3, the beating represented, as Shopper Riegler value, improved tensile index of sheets to some degree, then level out. Cobb values show a rapid drop at the first beating, and then headed to gradual increase parallel to beating (Figure 3). 120 100 Cobb&Tensile Ind. 80 60 40 Tensile Index 20 Cobb 0 10 20 30 40 50 60 70 80 90 100 Shopper Riegler Degree Figure 3: Effects of beating on Cobb and tensile index of sheets. 783 �Moderate beating makes fibres flexible and produces new surfaces as a result of both internal and external fibrillation. These all favour in making stronger, denser and smoother sheets. Excessive beating, on the other hand, causes damages on fibres and produces lots of fibre breaks, fines which may lead to retention problem and weak sheet formation. These depend on the intensity of beating and the real damages generated on the fibres. Fines having greater surface area adsorb huge amounts of sizing chemicals compared to fibres and may not be retained in the sheets. Therefore, sizing degree would be expected to drop in any case if fines in pulps are increased. 100 90 Tensile Index Cobb 80 70 Cobb&Tensile Ind. 60 50 40 30 20 10 0 0,0 1,0 2,0 3,0 4,0 5,0 6,0 % AKD Addition Figure 4: Effects of beating on Cobb and tensile index of sheets. AKD addition made positive changes on both paper strength and cobb value as seen in figure 4. Findings are in agreements with those presented in both figure 1 and 2 that AKD addition creates new chemical bonds between fibres. It is noted that excessive addition level of AKD above % 1 did not make a significant change. AKD Adsorption on Pulps Various pulps were mixed with %0,5 AKD emulsions, filtered, air dried and extracted with dichloromethane for 12 hours. It is known that air drying did not develop any chemical bonds between AKD molecules and cellulose (Ref) since AKD melting point is over 60°C. Therefore it was expected all AKD retained in filtered fibre mat to be extracted. Results plotted in figure 5 as extracted percentage of total added emulsion. Results suggest that most of the emulsion mixed with bleached short fibres were lost to back water. The retention in old office paper was also seen very poor. Newspaper on the other hand, despite being quite dirty pulp, was noted to keep most of the AKD emulsion in it. The adsorption of AKD emulsion in studied pulps were governed by the opposite charge attractions, between cationic starch molecules around AKD droplets and pulp ingredients. Retention of adsorbed AKD particles however depends on how good or bad papermaking ingredients stayed over wire. Flocculation and coagulation in fibre slurry, in this respect, directly increased the AKD retention. It is suggested that fibre suspensions poor in AKD retention should be adjusted in terms of charges and supported by retention aids. 784 �120 % Retained&Extracted 100 80 60 40 20 0 Bleached Short Office Newspaper Corrugated Bleached Long Control Pulp Sample Figure 5: Amounts of retained AKD as extractable portion from filtrated pulps. Conclusion Some degree of sizing is required for many papers. Sizing agents should not reduce paper properties other then Cobb value. AKD works well at small addition levels compared to other sizing agents studied here. Beating improved paper strength to some extend and improved Cobb value too. Severe beating, however, may not develop paper strength; but actually may reduce it due to destructive effects over fibres. AKD adsorptions over fibres are improved by opposite charge attractions. Adsorbed AKD on stock may be lost to back water if especially fine retention is not well enough. Acknowledgement This research was partly carried out under the Project (No:105M273) granted by The Scientific and Technological Research Council of Turkey (TUBITAK). Authors sincerely thank to TUBITAK for this support. References Roberts, J. (1992). Neutral Sizing, PIRA Review of Pulp and Paper Technology, PIRA International, Leathered, Surrey, U.K. Karademir, A. and Imamoglu, S. (2005). Sizing of Lignocellulosic Fibres in Papermaking. Proceeding of First International Workshop, Novel Technologies in Pulp and Paper Industry Turkey, 28th-29th September 2005, Kahramanmaras, Turkey, pp. 1-13. Roberts, J. (1991). Alkyl ketene dimers-Reactivity in Paper Chemistry (J.C. Roberts, ed.), Chapman and Hall, New York, p.121. Karademir, A., Hoyland, R.W., H., Xiao, H. and Wiseman, N. (2004). A Study on the Effects of AKD and Ketone on Paper Sizing and Friction, Appita Journal, 57 (2), 116-119. Hubbe, A. M. (2006). Paper’s Resistance to Wetting-A Review of Internal Sizing Chemicals and Their Effects. BioResources 2 (1), 106-145. 785 �Karademir, A., Hoyland, R.W. (2003). The Sizing Mechanism of AKD and Its Effects on Paper Friction, Appita Journal, 56 (5), 380-384. Karademir, A., Chew, Y.S., Hoyland, R.W. and Xiao, H. (2005). Influence of Fillers on Sizing Efficiency and Hydrolysis of Alkyl Ketene Dimer, The Canadian Journal of Chemical Engineering, 83 (3), 603-606. Voutilainen, P. (1996). Competitive Adsorption of Alkyl Ketene Dimer (AKD) on Pulp Fibres and CaCO3 Fillers, 1996 International Paper and Coating Chemistry Symposium, Canadian Pulp & Paper Association, 195-200. Jiang, H. and Deng, Y. (2000). The Effects of Inorganic Salts and Precipitated Calcium Carbonate Filler on the Hydrolysis Kinetics of Alkylketene Dimer, Journal of Pulp and Paper Science, 26 (6), 208-211. Ravnjack, D. Plazl, I. and Moze, A. (2007). Kinetics of Colloidal Alkylketene Dimer Particles Deposition on Pulp Fibers, Colloidal Polymer Science, 285, 907-914. Imamoglu, S., Atik, C and Karademir, A. (2005a) Problems Faced by Recycling Papermills. KAU, Journal of Artvin Forest Faculty, 6 (1-2), 179-190. Imamoglu, S., Karademir, A., Kirci, H. and Pesman, E., (2005b). Performance of Recycled Fibre on the Runnability of Paper Machine. Proceeding of First International Workshop, Novel Technologies in Pulp and Paper Industry Turkey, 28th-29th September 2005, Kahramanmaras, Turkey, 85-97. Karademir, A. (2002). Quantitave Determination of Alkyl Ketene Dimer (AKD) Retention in Paper Made on a Pilot Paper Machine. Turkish Journal of Agriculture and Forestry, 26 (5), 253-260. 786 � 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. 628 Title A name given to the resource Adsorption of Sizing Emulsion on Various Cellulosic Fibres Author Author Karademir, Arif Varlıbas, Hulya Karahan, Selim İmamoğlu, Sami Abstract A summary of the resource. Adsorption of any chemicals over pulp stock during wet-end operations in paper manufacturing is extremely important for effectiveness, waste treatment, close system operation and so on. This paper investigates the adsorption characteristics of AKD emulsions over various pulp blends containing bleached, unbleached fibres and secondary fibres obtained from some waste paper grades. Fibre suspensions with different properties were mixed with various amounts of sizing emulsions under different conditions and the amount of adsorbed sizing agents were monitored by gas chromatography studies. The optimum amount of sizing adsorption needs to be achieved giving higher retention, clear drainage and good water repellent properties. Work is believed to offer some useful information to especially papermills utilising waste papers at neutral or alkaline conditions. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/be5004c9a8d65b98608c8897a9557268.pdf 6a434419c794aa6b21d61d2015d01f6c PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Effectiveness of Teaching English in a Foreign Country by a Non-native Speaker English Teacher (NNEST) Harun Baştuğ Sarajevo College, Sarajevo, Bosnia harunbastug@yahoo.com Melih Karakuzu Atatürk University, Erzurum, Turkey mkarakuzu@yahoo.com Mehmet Akdoğan International Burch University makdoga@hotmail.com Abstract: In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local nonnative English speaking teacher, an English Teacher from the inner circle, and a foreign non-native English speaking teacher, an English Teacher from the outer circle, in terms of effectiveness of learning English among the language learners. Keywords: English language teaching (ELT), nonnative-English-speaking teacher (NNEST), Target language, Outer Circle, Inner Circle Introduction Initially, we should mention the difference between Native Speaker and Non-Native Speaker in terms of Language Pedagogy. In an article on the differences between NTs and NNTs, Nayar (1994: 2) states that non native speakers are often regarded as language deprived, unreliable speakers in terms of language competence when compared to native speakers, who have phonological, linguistic, and communicative competence as well as linguistic identity. On the other hand, Medgyes considers that non-native speaking teachers have a ‘bright’ side (1994: 51). He points out that, even if non-native-speakers normally use bookish language and speak in a less confident way, they are more empathetic, attend to the students` real needs, show more commitment, have realistic expectations of the students and are more insightful (1994: 58-59). According to Medgyes, we should analyze the different areas of difficulty. Vocabulary: There are some problems with the English lexicon as well as with any other language: many words have different meanings according to the context, idioms, synonyms, etc. In short, vocabulary resists mastery. Fluency: Oral fluency requires many qualities, such as readiness to speak, speech rate, etc, in which non-native-speakers are in a disadvantage. Non-native-speakers' speech tends to be redundant due to the difficulty in finding the right structures at the right time. 32 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Pronunciation: It is obvious that non-native-speakers are marked by a foreign accent that in the worst cases interferes with other people's understanding. Grammar: Grammar is the favorite field for non-native-speakers. It is said to be more concrete and more learnable than vocabulary. The increasing demand for English all over the world and the ever-increasing number of NNTs in the field -about eighty percent of English teachers worldwide- (Samimy & Brutt-Griffler, 1999) has led to debates regarding to whether English should be taught by native (NT) or by non-native teachers (NNT) and whether NTs or NNTs are better in terms of teaching the language. If you ask anyone whether s/he wants to be taught by a native teacher (NT) or non-native teachers (NNT), most of the learners would say that by native teacher (NT) due to the fact that NTs have the advantage of having the cultural, phonetic and lexical knowledge of the target language. According to the one study aiming to present the attitudes of EFL learners towards NTs and NNTs, interview results were not surprising (Görsev, 2008). That is, the majority of the students (13/18) in the English prep school of a private university in Đstanbul in 2007-08 academic year chose natives as better English teachers when asked whether they preferred to have NTs or NNTs. The rest thought it would be more “suitable to have NNTs during the early stages of L2 learning process” as they “benefit from Turkish explanations a lot. We assume that that result would be nearly same in other countries in the same conditions. There is no doubt that there is inevitable difference between native teacher (NT) and non-native teacher (NNT) as mentioned above. However, I will try to show the differences between the non-native English speaking teachers who are local teachers and foreign teachers. We will also try to mention foreign teachers` effectiveness as non-native teachers. Status of the non-native English teachers There is no doubt that native speakers of a language have a feel for its nuances, are comfortable using its idiomatic expressions, and speak it fluently. Unfortunately, native English speakers without teaching qualifications are more likely to be hired as ESL teachers than qualified and experienced NNESTs, especially outside the United States (Amin, 2000; Braine, 1999). But many in the profession argue that teaching qualifications should be required of all English teachers, regardless of their native language (Nayar, 1994; Phillipson, 1996). Phillipson also considers NNESTs to be potentially the ideal ESL teachers because they have gone through the process of acquiring English as an additional language. They have first-hand experience in learning and using a second language, and their personal experience has sensitized them to the linguistic and cultural needs of their students. It might be true that non-native teacher can teach better English than the native speakers. That is because they have struggled themselves to learn that language. They know exactly where learners lack and where they make mistakes often. They are also aware of many more techniques of learning to speak which is not the case with the native speakers. Most non-native speakers have degrees in language teaching and many years of experience, whereas many native speakers either have little language teaching qualifications or little experience. Effectiveness of non-native English teachers in foreign countries I am a Turkish who was taught English as a foreign language by local Turkish teachers from middle to high school. Then, I graduated from one of the Turkish universities. Maybe I should confess something. While studying at university, we had no chance to use our target language out of the lessons. We were all Turkish students and we had mostly Turkish professors. Late 90s, we had no opportunity to access the Internet, as well. Thanks to the technology, there are now a lot of opportunities to reach the sources of English in order to improve your language. You can keep in touch with your friends worldwide through the Internet. I have been teaching English for ten years, and I have had the opportunity of living in a foreign country for three years. As a non-native speaking English teacher, I can clearly say that being in Bosnia as a Turkish man makes me happy in my classes and satisfies me that I am teaching English to my students. I have been working in a private school where the wealthier parents send their children to. It is similar to public schools, but since parents pay more for their child's education, classes are smaller, more teaching resources are available, and expectations are higher. However, as a foreign teacher you must meet higher requirements to land a job here. Furthermore, in the classes the only meeting point between you and your students is the target language English. I am not going to compare here effectiveness of native and non-native English teachers. But I can assume that there is difference between me who is a foreigner and local teacher who is from the same country, as well. 33 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo As it can be seen in the study (Görsev,2008) that learners tend to use their mother language in order to communicate with the teacher during the lesson. It may seem unnatural to talk to a Turkish man in English. The local teachers respond them inevitably in native language. During the class there is no way for me to use only the target language, English. In recess time, lunch time or in after school activities and field trips students feel like talking or using English to communicate with me. Thanks to the Internet I can keep in touch with them through the chat rooms, msn or facebook. There are also a lot of advantages being in the third country. Learning a new language, a new culture and new customs of people in this country makes me understand how the learners feel when they are learning English. For example, in Bosnian language -učiti- means both to teach and to learn. In order to understand what kind of difficulty a Bosnian learner has while learning those words it is good to experience Bosnian language. Conclusion As a foreigner, living in a third country may be considered advantageous and one can learn one more language, so that the difficulties learners may face while learning English are observed and experienced. Whenever a non-native language teacher tries to guess what a local foreign language learner feels, one can easily figure out that learning a language was not so easy. Long time ago I learned English and I had never considered that learners could have had problems. No matter the teacher is a native or non-native teacher, as long as he has interest, responsibility and willingness to help students he is a convenient teacher of a foreign language. Finally, it can be claimed that both native and non-native teachers should have gone through the process of learning at least one language. However this study is only based on some personal observation of a non-native language teacher of English in a third country it may contain subjective conclusions, it may lead to starting point for further comparative research studies carried out by other researchers, such as, on effectiveness of learning foreign language through non-native and native language teachers in a country where the language is considered to be foreign language for both teachers and learners. References Amin, N. (2000). "Negotiating nativism: Minority immigrant women ESL teachers and the native speaker construct" (Doctoral dissertation, University of Toronto, Canada, 2001). Dissertation Abstracts International, 61, A 4579. Braine, G. (Ed.) (1999). "Non-native educators in English language teaching." Mahwah, NJ: Erlbaum. ERIC, D. "Nonnative-English-Speaking Teachers in the English Teaching Profession." Görsev, Đ (2008) "EFL Learners’ Interaction with Native and Non-native EFL Teachers" Medgyes, Peter (1994) "The Non-Native Teacher." London: MacMillan Publishers, Ltd. Medgyes, Peter. "Native or non-native: Who's worth more?" ELT Journal 46.4 (1992): 340-49. Nayar, P.B. (1994) “Whose English is it?”. TESL-EJ, vol.1, April. Nayar, P. B. (1994). Whose English is it? "TESL-EJ, 1(1)," F-1. Retrieved April 28, 2002, from http://wwwwriting.berkeley.edu/TESL-EJ/ej01/f.1.html. Phillipson, R. (1992). "Linguistic imperialism." Oxford: Oxford University Press. Samimy, K. & Brutt-Griffler, J. (1999). "To be a native or non-native speaker:" 34 � 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. 364 Title A name given to the resource Effectiveness of Teaching English in a Foreign Country by a Non-native Speaker English Teacher (NNEST) Author Author Karakuzu, Melih Akdoğan, Mehmet Abstract A summary of the resource. In the field of English language teaching (ELT), a growing number of teachers are not native speakers of English. According to current estimates, about eighty percent of English teachers worldwide are non-native speakers of the language. The term non-native English speaking teacher (NNEST) has created a division among professionals in the ELT profession. English is taught commonly in many countries where English is spoken as a second language or spoken widely. Therefore, being a non-native English speaking teacher in your own country, where English is the target language between you and your own local learners and inevitably your mother tongue is used partly during the classes, is different from in a foreign country where English is mutual language between you and your learners. In that case, English is the only way for you and your learners in order to communicate in every part of school life, in school activities or even in your daily life. Learners feel like talking just the target language before, during, and after the classes unavoidably. We can see the differences of learning English through a local nonnative English speaking teacher, an English Teacher from the inner circle, and a foreign non-native English speaking teacher, an English Teacher from the outer circle, in terms of effectiveness of learning English among the language learners. 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/78a91c50da55af3eb7257fc0613d7574.pdf 504eab41c5ac19e5f04cca5a5c816a63 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo An Education Structuring Model in Vocational and Technical Education with The Orijins of Young Lecturers: Kaman Vocational School Prof.Dr. Ali Đhsan Karayiğit Ahi Evran University, Kaman Vocational School, Kaman, Kırşehir/Turkey aikarayigit@ahievran.edu.tr Assist.Prof.Dr. Latif Onur Uğur Ahi Evran University, Kaman Vocational School, Kaman, Kırşehir/Turkey lougur@ahievran.edu.tr Abstract: In this study, it is discussed that a breakthrough approach to education with young faculty members in vocational technical education. Kaman Vocational School which was connected another university before, connected Kırşehir Ahi Evran University with a decision received in its foundation date in 2006. Continuing its tarining activities given 160 students three departments, two permanent faculty members and the others coming from nearby provinces; Kaman Vocational School has gained acceleration with a department at four years, students over 1700 and 48 faculty members and the radical decisions given by university management. Not only physical growth but while improving the quality of education with seminars, conferences, technical tours, modern laboratories, important scientific progress achieved by numerous scientific articles and reports, papers, original and alternative textbooks. Under European Union (EU) projects, it was participated with lots of faculty members and students to eight different countries and projects; the social integration increased with the EU higher education and youth arrangements. Successes in sporting activities held within the Vocational School and the university; higher artistic levels in light music, folk music, rock music concerts, theatres, musical and poetry nights prepared by student groups; publishing students’ works that take a degree and honorable mention in story and poetry writing competitions are all provided with the contributions of young and dynamic academic staff. Among over 550 Vocational School in Turkey, Kaman Vocational School that catches on the tops in a short time, constituted a sample training model. In the study, in this model and the role of young teaching staff and the added value they provide within this model is discussed with the help of related data. Key Words: Vocational and Technical Education, Vocational School, Education Model, Education Technology, Human Resources, Young Faculty Members. Introduction Kırşehir Faculty of Education which is considered to be the beginning of Ahi Evran University was opened as Male Teacher’s Training School in 1961 and was transformed into an Institution of Education in 1974-1975 academic -year. In 1982, it was transformed into a (two- year) College of Education and became affiliated to the Gazi Faculty of Eduction of the University of Gazi. In 1988 , the education period was increased to four years and in 1992 it became the Kırşehir Faculty of Education in accordance with the Law numbered 3837. Kaman Vocational School of Higher Education (Kaman MYO) started its education life within the body of University of Hacettepe as per the decree of General Staff dated 23rd January, 1998 and numbered 8 and was affiliated to the University of Gazi in accordance with the protocol signed between University of Gazi and University of Hacettepe as per the decree of General Staff dated 4th April, 2003 and numbered 39. Kaman MYO was later affiliated to the newly established University of Ahi Evran as per the law dated 1st March, 2006 and numbered 5467. There are still 5 Faculties, 3 Colleges, 4 Vocational Schools of Higher Education, and 3 Institutes. University of Ahi Evran still continues to its activities with its experienced staff who are devoted to the principles and revolutions of Ataturk, with its current physical conditions and with the excitement of being a newly established university. In 1913 Kaman became a township centre and had a municipality. It became a district on September 1, 1944. It became affiliated to Ankara in 1954 when Kırşehir became a district itself. It again became affiliated to 252 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Kırşehir after three years when Kırşehir received the status of a province again. According to the archeological excavations , Kaman and its round has been a settlement place since B.C. 3000. Industry has been also improving in Kaman whose main source of living is agriculture and husbandry . The three local papers in Kaman (Kaman Akhaber, Yesil Kaman and Kaman Postası) are weekly issued. A Cultural Centre Building with its well-equipped, 500 people capacity conference hall and a Public Library with lots of books and reading halls are present for the service of all level-students and guests. Although the population of Kaman is 22,000 people, the level of education is very high and it has a very high schooling level which is even much higher than the average in Turkey. The high schools which are generally the main source of the students of Kaman MYO and which are located in the town centre are Kaman Anatolian High School , Kaman Anatolian Teacher’s Training High School, Kaman Anatolian Trade Vocational High School , Imam Hatip High School, Vocational School for Girls, Kaman High School and Kaman Medicine Vocational High School . Thanks to the quality of its education, Kaman is rapidly improving to be a training base and the role of Kaman MYO in this is crucial. The historical Kalehoyuk, Archaeology Museum, Japon Botanic Garden, Hirfanlı Dam and HEP, Ostrich Farm, Closed sports centre, Atletism Stadium, Swimming Pool, Water Sports Centre, mausoleum of the great minstrel Dadaloglu, Walnut tree gardens are some of the touristy, cultural and sporty facilities in Kaman or its round. Kaman MYO started giving education within the body of University of Hacettepe in the academic year of 1998-1999 . The programmes of Food Technology, Construction, Marble Processing and Drilling were opened within the Department of Technical Programmes during the period of foundation. Furthermore, new students have been accepted to the Department of Computer Technologies and Programming within the scope of Ministry of National Education (MEB) - Higher Education Council (YOK) Project of Improving the Vocational Schools of Higher Education since 2002-2003. The school continued its academic life by being transferred into the body of University of Gazi in accordance with the protocol signed between University of Gazi and University of Hacettepe in 2003. Halls of residence with a high capacity which can meet the accommodation needs of both female and male students have been built in Kaman by Credit and Dormitories Institution (YURTKUR) and the facilities of food, studies, internet connection and cafeterias are available in these residence halls. After graduation, it is possible for the students to be transferred to the faculties of four-year education through the External Transfer Exam. The course language is Turkish . In the academic year which will start in September, 2010, the departments at Kaman MYO and their quotas are listed in Table 1. Programmes Computer Programming Computer Programming (E . E . ) Office Services and Executive Assistance Office Services and Executive Assistance (E . E . ) Technology of Natural Building Stones Electricity Electricity (E . E . ) Electronic Correspondence Technologies Electronic Correspondence Technologies (E . E . ) Technology of Electronics Food Technology Food Technology (E . E . ) Mapping and Cadastre Mapping and Cadastre (E . E . ) Construction Technologies Construction Technologies (E . E . ) Control and Automation Technologies Control and Automation Technologies (E . E . ) Machining Accountancy and Taxing Applications Accountancy and Taxing Applications (E . E . ) Marketing Drilling Technologies Drilling Technologies (E . E . ) * E . E . = Evening Education Quotas 120 120 80 40 40 40 40 80 40 40 100 100 80 60 60 60 40 40 40 40 40 40 80 40 Table 1 : Kaman MYO, Programmes and the Quotas for 2010 (Source: www://osym . gov . tr). 253 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo According to the foregoing data, the total quota is 1460 and in the event that all the quotas are full, the total number of the students will be nearly 2200 and will be almost 3000 a year later. Literature Review A group of people who come together to achieve a goal forms the organizations. To achieve the goals of the organizations is possible through the management activities. It goes without saying that the goals can be effectively and productively achieved thanks to the existence of the human factor. Akyol (2008) The success of the human resources applications carried out in education organizations directly affect the quality, motivation and performance of the instructors which, as a result, plays an important role in forming the future of the society by directly affecting the quality of the individuals educated. Akyol (2008) The human resources management, in the broadest term, can be defined as a strategic and consistent approach which is developed in order to manage the most important entity of an organization; that is the employees. The human resources management is the management of all activities made in order to acquire and improve a high work force in and organization , ensure and keep their motivation high. Barutçugil (2004) The instructors at school are in a dynamic structure which is continuously changing, innovating, and improving. In the difficult process of becoming an information society, the movements towards a change based on information has also changed the expectations of people from the education. Today, the traditional way of education is insufficient; planning radical changes and transformations in the education policies, their goals, and the structure and functions of the education organizations and in education programmes have become an urgent need. Arslan and Eraslan (2003). The function of the education system and realization of its functions as required are only possible with an organization with a sufficient capacity and quality. Balcı (2000) Within the scope of the human resources management practices to be carried out in the education institutions, it should be first determined what kind of people and skills are required for the management of the school in an effective way and the conduct of the training activities in a successful way. The required human resources should be selected carefully and an effective method should be developed in order to carry out this selection successfully. The activities made at school should be analyzed, the content of the work, the requirement for them, and the order of operations should be determined in this respect. New systems should be created in order to increase the performance of the personnel at school. The professional future of personnel should be planned, thus their professional improvement should be guided. The human resources that the school has in it should be used in the fields where they can be successful, that is the right person should do the right thing. The personnel should continuously be ensured to improve themselves. In order for the human resources at school to be managed in an effective way, the school should keep in touch with other schools and institutions and should have information about their human resources as well. New plans should be made to meet the need for a human force for the future and the personnel should be educated for the needs of the future. Erdoğan (2003) The most important factor which leads the way to the success or failure of an education organization is the determination of the instructors in the right way, in the right time and with the right qualifications and the selection of the most useful one among them is individually an important issue. Therefore, finding, selecting and placing an employee which is a dynamic function of the human resources management, which is the employment is the hardest but the most important function of the process. Akyol (2008) The most general and suitable definition for career can be summarized as this: “Career is the experience gained and the series of attitudes and behaviours about activities that a person has acquired all his life”. The process to achieve the goals that individuals determined in their professional or social lives and the experiences which came along through the programmes they applied in this process play an important role in terms of structuring their career. insankaynaklari.com (2008). Career development is the collection of all activities that individuals made in order to achieve their career goals all their lives. Barutçugil (2004) According to the results of a survey conducted among the instructors, although their needs and expectations are different, these common facts play an important role in motivation and job satisfaction. Ataklı (1996): • A good and fair salary • Good working conditions • Promotion and improvement opportunities • Appraisal of success • A job guarantee • Understanding of personal problems • The nature of the job as interesting and meaningful. 254 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The key factor in increasing the motivation of the instructors is to ensure the efficacy at school . The school management should lead the instructors to cooperation and to increase the quality of the education in their departments or classes. Increasing the responsibility for education, decreasing the loss of a job, developing objective standards and encouraging groups are the main fields that are required for being successful. The school managements should create a bond between the super-units and subunits. Emmanuel (1998) Method (The Structure of the Model Created) Within the scope of the human resource practices to be realized in the education organizations , it has been determined what kind of people and skills are required in order to manage the Kaman MYO effectively and carry out the educational activities successfully and thus the main philosophy has been formed . In order to apply for the exam of being an instructor at a Vocational School of Higher Education in Turkey , one needs to finish a four year degree with a higher score than the average , and to work in his/her field for at least two years or to do a master’s degree programme . In addition, one is required to receive a score over a minimum passing score from the Academic Personnel Master’s Degree Exam (ALES) and to have a good score from the foreign language exams that are conducted with a centralized system. The candidates who can meet these requirements are subject to a written exam and an interview and then they are employed. In the process of recruitment , in addition to the requirements for being an instructor , the applicants are told that the ones who want to make an academic career will be preferred , and therefore they will have an off day in a week for their master’s degree or doctorate’s degree studies , and the ones who finish their doctorate’s studies will be an instructor (as an associate professor) as practicable as possible . As we believe that “Only going into the classroom and teaching” is obsolete even at secondary education institutions , we have paid attention to choose the applicants who may do academic studies , participate in social and group activities , and hence contribute to the vision of Kaman MYO . In order to realize our aims , it is considered that the most productive choice is to combine the efforts of an experienced academic staff that is devoted to the vision of Kaman MYO and has high academic values with the efforts of a junior personnel who can achieve high motivation by learning the goals and thus a good training structure has been planned for the junior staff . Since Kaman MYO is affiliated to a state university, the charges are determined as per the public regulations. As good working conditions are required for the highly qualified staff employment, lodgings are provided for most of our academicians who come out of Kaman. New office furniture, telephone and internet connections have been supplied in their offices which are clean and spacious; ring services are also available from the lodgings to the school buildings. The rewarding of the instructors has been paid great attention. All the instructors have been guaranteed that they will have their jobs on condition that they improve themselves scientifically and educationally. All kinds of academic studies either in Turkey or abroad have been supported. The new instructors have also been informed that their personal problems will be tried to be overcome in Kaman MYO where we try to build close relationships. We state that the relationship between the academicians and the students is warm but the factor of respect shall never be forgotten. We also state that Kaman MYO is a model school and is known as mentioned in its vision and will have a wide range of products which is highly prestigious and preferred. Therefore, the instructors who will contribute to the provision of these products will be also highly respected and demanded. This great target has been internalized by all staff, and the academic and administrative studies have continued and will continue until late at nights. New systems have been created for increasing the performances of the young instructors, their professional futures have been planned, and therefore their improvements in their careers have been guided. The current human resources have been led to activities where they can use and improve their skills. The personnel should always be ensured that they will improve themselves. Other institutions and schools have been contacted and cooperative opportunities have been created. Plans for meeting the human force which is required for the future have been made; the academic staff has been trained for the future needs. The ages, and the rates of finishing master’s and doctorate’s degree of the academic staff of Kaman MYO are listed in Table 2. 255 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo No Age MS PhD 52 OK OK 55 OK OK 35 OK 44 OK OK 42 OK OK 34 OK OK 27 OK 28 OK 28 OK 27 OK 29 OK 26 OK 25 OK 30 OK 26 OK 33 OK 29 OK 29 OK OK 28 OK OK 27 OK OK 29 OK OK 28 OK 31 OK 29 OK 30 OK 33 OK 28 OK 33 OK 32 OK 30 OK 26 OK 26 OK 29 OK 33 OK 27 OK 32 OK 27 OK 28 OK 33 OK 40 Ali Đhsan KARAYĐĞĐT Orhan ÇAKIRER Engin YÜKSEL Ebubekir KILIÇ Latif Onur UĞUR Zeynel BAŞIBÜYÜK Ahmet AKSOY Kadir Can BURÇAK Muhammed ARSLAN Mustafa KILIÇ Mehmet Fatih TEFEK Serdar KORKMAZ Đlknur BEKEM Emel Elif YARDIMCI Yasemin TAŞKIRDI Sertan AYTAÇ Göktürk ÖZTÜRK Gökhan ÖZEN Serap YALÇIN Berna ÖZALP ÖZEN Ediz Sadık KANBĐR Engin EKDUR Faih BALLI Yasin KAPLAN Emre ĐNCE Gökhan HEPYÖRÜK Şekip Esat HAYBER Barış Gürcan HAKANOĞLU Bekir YURDUGÜZEL Serkan KESER Mücella ÖZBAY Ali ÖZTÜRK Gökhan EKĐNCĐOĞLU Halil Özcan ÖZDEMĐR Fatih KESKĐNKILIÇ Başar ALTUNTAŞ Mustafa Halid KARAARSLAN Öznur ŞAKLAK Ramazan LEYLEK Murat AVAN 39 OK 41 Mehmet GÜCÜYETMEZ 30 OK 42 Nilüfer KAMAN M . Akif ALKAYA Ceyda ZERENAY Yasin YAYLAR Suzan ERTÜRK Filiz GEMĐCĐ Tuğba AKKOYUN Total Average 28 OK 44 OK 24 OK 27 OK 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 43 44 45 46 47 48 Name , Family Name 31 OK 28 OK 28 OK OK OK OK OK OK 1497 31 . 2 Table 2 : Education and Ages of the academic staff of Kaman MYO. According to these data, there aren’t any academicians who did not do their master’s degree and the average age level (together with the instructors) is 31.2 . Creation of a free working environment where all kinds of positive efforts put forth by the young instructors in the educational, cultural, arts, sport and social fields, is supported . 256 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Applications and Acquisitions Some of the applications made in approach origin in the method section and some of the improvements and acquisitions have been listed as follows: Kaman MYO Total Quality Management System Kaman MYO has created and certified a Total Quality Management System since 2007. The system which is dynamically improving with the detection and development efforts made every year and which is applied in a wide range of fields can be found in many different departments of a great number of universities in Turkey. The vision of Kaman MYO is: “To be a vocational school of higher education which is a leader in Turkey and which is known all over the world”. Its mission is: “To train the technicians whose level of knowledge and skills is very high, who received a modern education, who are required in both public and private sector in the market needs, and who can fulfil their duties at a demanded quality level and on time”. See (Fig. 1) Figure 1: Certificates of Total Quality Management System. Publications: Handouts, posters, articles, reports, books Over the last 3 years, the academicians at Kaman MYO have had 7 papers that are browsed at Science Situation Index, 9 international congress notices, 36 articles in national scientific journals with referees, 8 national congress poster notices, 4 national sector reports and three scientific course books published. The instructors of Kaman MYO Construction Programme have prepared a book which has been published by Turkish Technicians Association and which is based on “The Profession of Civil Technician and Training of Civil Technicians” as a precedent in Turkey; and they have been given a letter of appreciation for their efforts by the Turkish Technicians Association . Courses, seminars, conferences, and interviews outside Kaman MYO The academicians at Kaman MYO have given training courses through conferences and seminars at the Ankara, Kayseri and Eskisehir branches of Chamber of Civil Engineers, at the central office of Turkish Contractors Association (TMB), at the central office of Turkish Employers’ Association of Construction Industries (INTES). They have also held conferences at Cicekdagi MYO University of Ahi Evran and at Ministry of Justice Kaman Prison. Courses, seminars, conferences, and interviews at Kaman MYO 257 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo In addition to the training courses in the fields of AutoCad , Net Cad , DGS Mathematics , Total Quality Management , MS Project and planning , a great number of seminars , conferences , and interviews were organized with the participation of experts in the sectors , public servants and the managers of professional unions . Among these comes the Branch Manger of Building Control by Ministry of Housing, Chairman of Ankara Project Management Association, Chairman of Union of Building Control Institutions, and the members of the Executive Committee of Turkish Technicians Association. Theatre Club, Novel Club In addition to the stage plays that the Theatre and Novel Clubs at Kaman MYO have in Kaman, they have successfully performed 4 different plays and poem concerts with 6 different themes and contents at Performance Hall of University of Ahi Evran, Mucur MYO, Cicekdagi MYO, Kirsehir Governorship, Kirsehir Prison and Kaman Prison many times. See (Fig. 2) Figure 2: Views from different performances, news from newspapers atc. Performances of Turkish Folk Music Club, Rock Music Club, Folk Dances Club After the regular concerts the Turkish Folk Music and Rock Music groups which were established in 2009 give in Kaman, they were asked to take the stage in the Spring Festivals and Graduation Ceremonies of University of Ahi Evran and they also passed the elections for the Rock Music Festival to be held among all universities in Turkey and a competition organized by a national music television. The Folk Dances Club performed waltz as well as the Azerbaijani and Caucasian dances. Celebration programmes of the national days With the performances of the art groups at Kaman MYO have so far presented and will present Kaman MYO at the celebration programmes for the national days/festivals (such as 18th March , 19th May , 23rd April 29th October) prepared within the body of Kaman MYO and University of Ahi Evran , Kaman Governorship , Kirsehir Governorship and Kirsehir Municipality . Scientific, cultural and social expeditions abroad Academicians and students at Kaman MYO have participated to represent Turkey and the University of Ahi Evran in academic, cultural and social activities held in Italy, Poland, Slovakia, Austria, Belgium and Netherlands for the last two years and have contributed to the cultural integration activities. Furthermore, the 258 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo academicians of Kaman MYO made speeches about disarmament, decreasing the drug abuse, and nuclear wastes at Headquarters of the European Union. Technical Excursions in Turkey A great number of vocational and technical excursions have been organized to a lot of production plants, industrial plants, administrative centres, application units and fairs at local and international level so that the students have been given the opportunity to learn more about the fields they are studying and the production stages and to meet the experts in the professional sector practices. Among the places which have been visited so far comes Hirfanlı Hydroelectricity Plant , Kaman-Ankara Divided Highway Constructions, Karabuk Iron and Steel Plant , Kayseri Organized Industrial Site, Tuyap Istanbul Electronics Fair, Ankara Construction Fair, Izmir Natural Stones Fair, Production Plants of Milk, Meat and Oil, Cement factories, Ready Mixed Concrete Plants, and numerous construction sites. See (Fig. 3) Figure 3: Technical Excursions. Social and cultural excursions Excursions based on architectural history of Safranbolu Historical Houses, on culture of Nevsehir Hacibektas Veli Mausoleum and on history of Kaman Archaeological Museum; trips to near touristy and natural places have been held on holidays. MYO and MYO Student congresses/ symposiums For the first time in Turkey, two Kaman MYO students presented their notices which they had previously prepared with their instructors in front of more than 600 scientists at an international symposium, and this was on the news both on television and in the newspapers and Mayor of Kaman and the District Governor of Kaman received the notices of appraisal from Kirsehir Governor and District Governor of Izmir Seferihisar where one of the students reside. These two students at Kaman MYO also made presentations at the MYO congress which was held in Inegol, Bursa in 2009. Ten of the abstract presentations which they had prepared with their instructors were accepted for the National MYO Students Congress to be held in Duzce in November, 2010 which is the first of these congresses. The contributions of the instructors who take part in the organization of these congresses and symposiums as well as the science councils and who spend their time with their students so that they can improve themselves and produce on scientific and social fields at an international level are of great importance . Laboratories The laboratories which are required by the departments giving technical training and they are still being improved. Among these comes the Microbiological Food, Chemical Food, Natural Structural Stones, Construction Material, Concrete, Electronics and Correspondence, Printed Circuit, PLC, Electronic laboratories. See (Fig. 4) 259 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Figure 4: Different laboratories. School buildings, Structure of Cultural Centre, new TOKĐ building Kaman MYO, which continued its educational activities in an old building which used to be a pensioner house until two years ago, in line with its growth in the number of departments, instructors and students, had a new school building of 12 classrooms in February, 2008 and had a bigger building of 24 classrooms (TOKI Building) in April, 2010 as a result of giving the first building back to the Ministry of National Education and still continues its activities in these buildings . In addition to these buildings, thanks to the protocol signed, the operation rights of the Kaman Culture Centre were transferred to Kaman MYO. See (Fig. 5) Figure 5: School buildings. News in the newspapers (at local and national levels) The local press makes significant contributions to Kaman MYO and makes news on the local, national and international success, social, cultural, artistic and sports activities of Kaman MYO. This news takes part in the press of Kirsehir and national press. Columns at local newspapers The academicians at Kaman MYO continue their activities in order to open up the horizon of people in Kaman and Kirsehir, widen their scope of perspective and increase their intellectual level. Various academicians write literature critics on the column titled “Why should we read, and what should we read?” by taking turns and try to increase the level of reading habits and quality of critics. E-student newspaper On the Kaman MYO web site, an e-student newspaper, named “Sesimiz (Our Voice)” which includes the news and columns of students and the interviews with their instructors is published on a monthly basis. Academic studies about Kaman The instructors of Kaman MYO make and publish scientific researches not only in their fields of expertise but also local elections , production of walnuts and milk , housing constructions of the construction firms and their marketing activities , relationships between the Kaman public and Kaman MYO . These 260 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo activities receive great attention and support by both Kaman and Kirsehir community, Kirsehir governorship, Municipality and Chamber of Commerce, and the fields of study can be broadened. Publication of scientific journal (Ahi Evran University, Journal of Vocational Sciences) Kaman MYO is trying to complete the works related to the publication of a refereed, periodical, and scientific journal (Ahi Evran University, Journal of Vocational Sciences) which will be published within the body of Kaman MYO and it will soon be published . Therefore a dynamic platform which the publications both from Turkey and from all over the world will be met on can be formed, the developments and researches particularly from Vocational Technical Training will be contributed. Competitions for Poems and Stories, books issued Competitions for writing and reading poems and writing stories are organized open to the participation of all students of Kaman MYO, the creators of the works which are placed are awarded with a ceremony and their works are issued in books. Therefore, we try to improve the cultural and artistic capabilities of our students and try to eternalize their works by publishing them. Sports activities In addition to the football, basketball and volleyball matches organized within the body of Kaman MYO every year, the students take part in the championships held among the faculties, Vocational Schools of Higher Education and Vocational Schools within the body of University of Ahi Evran. Protocols signed with the industry The protocols signed with the industrial firms are for the aim of contributing to the internship and employment of students. All of the students of department of drilling works are ready even while they are studying; and the training places of the students of the departments of construction, food and computing programmes and employment of some of them will be realized based on the agreements made. We still continue our efforts to make new protocols with different industrial firms for the other departments. Construction of a Hotel and the University Campus; Technical consultancy services and concrete tests The Construction Programme within the body of Kaman MYO, thanks to both its modern laboratories and the experience and knowledge of its academicians, gives technical consultancy service in the construction of a five star thermal hotel whose construction is still being made in Kirsehir as well as conducts and reports a great number of tests –foremost among these comes the concrete tests- within the scope of the construction of the Ahi Evran University Campus which is still being carried out in Kirsehir. In addition it gives consultancy in the planning and control of construction projects. Establishment of a Graduate Supervision System Efforts to set up a graduate supervision system within Kaman MYO is still being made with great speed; a new vice-director is going to be appointed and a new computer software is going to be prepared in this respect . 261 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Getting the experts in Kaman and near towns to give lectures Kaman MYO is also benefitting from the knowledge and experience of the experts in technical and administrative fields. Professional pragmatics and administrators give lectures for a term in different programmes. That the students know more about their sectors and the qualities they are required to have is aimed. This has also become very prestigious among the professionals in Kaman and Kirsehir and the demand for giving lectures has continuously increasing. Kaman MYO’s role in the administration of the township of Kaman The academicians of Kaman MYO take part in various councils in the administration of Kaman. In addition to their roles in education, they continue to give support to the local administrations. Some of these councils are Human Rights Council, Public Education Commission, Kaman Strategic Planning Council, etc. Library Kaman MYO, which has a big library, is continuously improving this library where both the academicians and the students can benefit from national and international publications. With an agreement made with the Kaman Central Library, all the students have become a member of this library and benefit from this library and its good conditions for their studies and social activities . See (Fig. 6) Figure 6: Library Teaching Foreign Languages The official foreign language which is being taught at state universities in Turkey is the English language. However, other than English, Kaman MYO is providing German, Russian and Japanese classes and courses either within the curriculum or additional courses. The students are aimed to be versatile and know the values of different cultures. Students’ opinions As a result of the polls carried out about equipments, education, social facilities, personal development, etc. , a vast majority of the students expressed that they are satisfied with their school, instructors and the level of the education they are receiving. The number of students who responded to the question whether they would like to study at a different Vocational school of higher education does not exceed 5% of the total number of students. Since the age gap between the instructors and the students is not very big, the students express that they are happy with their brother-sister relationship they have with their instructors and with their instructors’ efforts. Supporters Deputies of province of Kirsehir , Kirsehir Governorship , Kaman Municipality , Kaman District Governorship, Rectorship of University of Ahi Evran, Ministry of National Education (MEB), local press, Kaman Chamber of Commerce and benefactors support the development of Kaman MYO and contribute its becoming well-equipped, construction of new residence halls , improvement of social and cultural facilities with great satisfaction . Results and Evaluation While the quality of the education is being improved through not only the physical development but also the seminars, conferences and technical excursions organized, and the modern laboratories established, a great number of scientific articles, notices, scientific reports, original and supplementary course books produced contributed to the scientific development of the school. Within the scope of the European Union grant projects, numerous instructors and students participated in eight different countries and projects, and social integration has been increased thanks to the EU higher education and youth projects. The success gained in the sports activities within the vocational school of higher education and the university , the soft music , folk music and rock music 262 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo concerts prepared by the student groups , high artistic values at theatre plays , musicals , and poem concerts , publication of the works of the students who were placed and got an honourable mention in the story and poem writing competitions, have all been realized thanks to the young and dynamic academic staff . Kaman MYO, which is at the top of the list among the 550 vocational schools of higher education in Turkey in a short period of time, has created a good education model. In order to achieve its goal “to be a leader in Turkey and widely known in the world”, the combination of an experienced academic staff that is devoted to the vision of Kaman MYO and has high academic values with the efforts of a junior personnel whose career goals have been clarified is deemed to be the best choice, in addition to the training of the junior staff together with the aforementioned acquisitions, we believe that the choice made and applications conducted are suitable. All kinds of achievements we made are thanks to the great efforts and devoted approach of the young academic staff. That this brings positive results to Kaman MYO as a model is well appreciated. Undoubtedly, all the achievements we have made so far have an important role but they are not sufficient for our goal. The progress we have made should be improved with the development efforts. It is expected that the development of this model with a sustainable sense of quality and taking it into account in the structuring to be carried out by other higher education institutions will have positive contributions to the global vocational and technical training efforts. References Akyol, B. (2008). The Effect Of Human Resources Functıons On Teacher Performance In Schools, Ms Thesis, Insitude of Social Sciences, Đstanbul, Yeditepe University, (in Turkish) Barutçugil, Đ. (2004). Strategic Human Resource Management, Kariyer Pulishing, Đstanbul, p.32. Arslan, M., Eraslan, L. (2003). New Education Paradigm and Necessity of the Conversion in Turkish Education System, The National Education Magazine, http://yayim.meb.gov.tr/dergiler/160/arslan-eraslan.htm, 160. Balcı, A. (2000). Organization and Management of Turkish Education System in New Millenium, Journal of Educational Management in Theory and Practice, Ankara, 24(6), p.495-508. Erdoğan, Đ. (2003). School Management and Instructional Leadership, 4. Edition, Sistem, Đstanbul, p. 114-115. Individuals and Career Management Concept, (2008). www.insankaynaklari.com Ataklı, A. N. (1996). Importance of Personel Qualities and Motivations to work in Lecturers, Contemporary Education Review, 221, s. 23-26. Emmanuel N.C. (1998). How Community College Administrators Can Improve Teaching Effectiveness, Community College Journal of Research and Practice, 22, s.1-6. 263 � 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. 705 Title A name given to the resource An Education Structuring Model in Vocational and Technical Education with The Orijins of Young Lecturers: Kaman Vocational School Author Author Karayiğit, Ali İhsan Uğur, Latif Onur Abstract A summary of the resource. In this study, it is discussed that a breakthrough approach to education with young faculty members in vocational technical education. Kaman Vocational School which was connected another university before, connected Kırsehir Ahi Evran University with a decision received in its foundation date in 2006. Continuing its tarining activities given 160 students three departments, two permanent faculty members and the others coming from nearby provinces; Kaman Vocational School has gained acceleration with a department at four years, students over 1700 and 48 faculty members and the radical decisions given by university management. Not only physical growth but while improving the quality of education with seminars, conferences, technical tours, modern laboratories, important scientific progress achieved by numerous scientific articles and reports, papers, original and alternative textbooks. Under European Union (EU) projects, it was participated with lots of faculty members and students to eight different countries and projects; the social integration increased with the EU higher education and youth arrangements. Successes in sporting activities held within the Vocational School and the university; higher artistic levels in light music, folk music, rock music concerts, theatres, musical and poetry nights prepared by student groups; publishing students’ works that take a degree and honorable mention in story and poetry writing competitions are all provided with the contributions of young and dynamic academic staff. Among over 550 Vocational School in Turkey, Kaman Vocational School that catches on the tops in a short time, constituted a sample training model. In the study, in this model and the role of young teaching staff and the added value they provide within this model is discussed with the help of related data. 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/e639a99de17bc70f8957e1552e413e32.pdf 2e03cdd7555c35a17eb91e3a9c627370 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Sustainability and Feasibility of English-medium Instruction at Turkish Universities Asst. Prof. M. Naci Kayaoğlu Faculty of Letters Karadeniz Technical University Turkey naci@ktu.edu.tr Emine Buket Sağlam School of Foreign Languages Karadeniz Technical University Turkey saglambuket@hotmail.com Abstract: More and more often, universities in Turkey are adopting English as a medium of instruction. In some cases English is the medium for entire faculties while in others it is only used in certain departments. One notable signal of this development is the number of universities offering compulsory one year English prep programs that take place before the student matriculates in to their own department or faculty. More than 110 Turkish universities have turned to English as a medium of instruction to varying degrees, investing a huge amount of capital and human resources. While we recognize that learning to speak and write in English in this age of globalization is of great help and necessity in order to be able to compete in a knowledge-based world, the current situation is not without grave concerns. In many ways it runs counter to the effectiveness and quality of higher Education. Based on a cased study, this paper examines sustainability and feasibility of English medium of instruction. Introduction One of the most significant projects carried out by Karadeniz Technical University over the last ten years is the regulation of and the investment in foreign languages (mainly English). That the fourteen departments including the Medical school now have compulsory English prep program for a year and also 30 % of the vocational courses at the departments will be in English indicates that English teaching is a serious endeavor at Karadeniz Technical University. It also indicates that the university hopes the use of English in all the fourteen departments might lead to more effective results on education and training programs. However, it should be noted that when the data was collected there were fourteen departments which had one-year obligatory English prep school. Today, the number of the programs which has one-year obligatory English prep program has reached 24. Now that we have a one year compulsory English prep program with many students and English instructors, the time has come to evaluate the program by examining it from many academic and scientific approaches in hopes of becoming part of the European Union Education programs. Our aim in this examination is to ease the processes of accreditation and free moving system in Europe. It is obligatory to determine the strategies in foreign language teaching and learning under the content of The European Languages Portfolio. Additionally, the implementation of The Language Passport throughout Europe is a motivating factor for reviewing all the foreign language teaching and learning issues in the institution. The policies and the strategies of the Foreign Language should be reconstructed under the light of the scientific data and strong theories which have been offered by the existing literature (Christison & Stoller, 1997). The purpose of this study is therefore to determine the problems and the difficulties in teaching the vocational courses in English at the university level, from the points of the view of the students and the academic staff. Within this framework, several other goals are brought to light as well: (1) To increase the quality and the productivity of the obligatory English prep program, (2) To determine the strategies which will contribute to solve the problems faced during the educational process in which the courses are taught in English in the departments. 195 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Method This study is a case study which reveals the problems and the difficulties in teaching the vocational courses in English in the fourteen departments at a Turkish university from the points of view of the students and the academic staff. The sample of this study consists of 1442 students and 52 academic staff from various departments at Karadeniz Technical University. A questionnaire for the academic staff including four openended questions has been used for data collection. Questionnaire used for the students who studied one year at prep had 20 items in order to evaluate the sustainability and productivity of the English medium in vocational courses. This questionnaire was given to the students studying in their second, third and fourth year of their training. The data from this questionnaire was later compared to those which were obtained from the questionnaire given to English prep school students. Findings The data were obtained from three samplings: (1) from the students at English prep school, (2) from the students who studied one year at prep, (3) from the academic staff who teaches their courses in English at the departments. 1. The data obtained from the students at English prep school: According to Table 1, the participants are composed of the students from 14 departments at Karadeniz Technical University. 4,5% is from Computer Engineering, 5,6% is from Biology, 8,9% is from Electric-Electronic Engineering, 5,3% is from Physics, 4,1% is from the Deck Department, 8,8% is from Civil Engineering, 8,1% is from Geodesy, 6,0% is from Geology, 6,5% is from Public Administration, 7,3% is from Chemistry, 11,4% is from Mechanical Engineering, 9,6% is from Forest Engineering, 7,6% is from the Medical Faculty, and 4,7% is from the International Relations. Departments N % Computer Engineering 36 4,5 Biology 45 5,6 Electric-Electronic 72 8,9 Physics 43 5,3 Deck 33 4,1 Civil Engineering 71 8,8 Geodesy 65 8,1 Geology 48 6,0 Public Administration 52 6,5 Chemistry 59 7,3 Mechanical Engineering 92 11,4 Forest Engineering 77 9,6 Medical Faculty 61 7,6 International Relations 38 4,7 Table 1. The Number of the Departments and the Students Participated in the Study 196 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 2 shows the evaluations of the participants for the speaking courses. According to the data obtained from the questionnaire, 23.3 % of the students state that at prep school English instructors are not wellprepared for the lessons whereas 19.5 % of them have no idea. However, 56.6 % of the students agree that the instructors are well-prepared. For the second item, 53.1% of the students think that the instructors are punctual whereas 21.6% disagree. 65% of the students agree that the teachers explain lessons well. However, 21.6 disagree. For the fourth item, 69.1% of the students think that the instructors encourage every student to participate in the lesson. 72.4 of the participants consider that their teachers respect their personality. As for the sixth item, 76.9% of the participants consider the instructors encourage them to speak in English in the class. 68.8% of them think that the instructors tolerate their mistakes. 50.4% of the participants consider the instructors encourage them to join the lesson. 58.1% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year, 73.4% of the participants think that the projects in the first term are useful. 55.9% of the students consider the projects in the second term are beneficial. For 67.2% of the participants, the materials are beneficial. ITEMS INSTRUCTORS; 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects Items Instructors; 10. given projects (first term) 11. given projects (second term) 12. Materials used STRONGL Y DISAGRE E 12,8 14,3 11,7 7,8 DISAGRE E NO IDEA AGRE E STRONG LY AGREE MISSI NG 10,5 13,9 9,9 6,5 19,5 17,2 12,4 15,5 31,9 25,4 30,8 38,6 24,7 27,7 34,2 30,5 1,6 1,5 1,0 1,3 6,6 6,7 3,7 5,3 15,3 8,9 31,1 28,3 41,3 48,6 2,0 2,3 7,6 19,9 14,0 5,3 11,2 10,3 17,4 17,7 16,0 30,6 21,6 23,7 38,2 28,8 34,4 0,9 0,8 1,6 quite useless 8,6 17,7 12,7 useless normal useful Missing 4,8 8,2 6,6 11,0 16,4 12,7 28,2 20,8 26,1 very useful 45,2 35,4 41,1 2,1 1,5 1,0 Table 2. The data obtained from the Speaking courses Table 3 illustrates the evaluations of the participants for the reading courses. According to Table 3, 23.5 % of the students state that at prep school English instructors for the reading courses are not well-prepared for the lessons whereas 20.2 % of them have no idea. However, 55.8 % of the students agree that the instructors are well-prepared. For the second item, 52.6% of the students think that the instructors are punctual whereas 26.6% disagree. 67.6% of the students agree that the teachers explain lessons well. However, 16.5 disagree. For the fourth item, 67.5% of the students think that the instructors encourage every student to participate in the lesson. 75.8 of the participants consider that their teachers respect their personality. As for the sixth item, 81.5% of the participants consider the instructors encourage them to speak in English in the class. 70.8% of them think that the instructors tolerate their mistakes. 51.4% of the participants consider the instructors encourage them to join the lesson. 53.1% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year for the reading courses, 71.6% of the participants think that the projects in the first term are useful. 62.8% of the students consider the projects in the second term are beneficial. For 71.9% of the participants, the materials are beneficial. 197 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo ITEMS INSTRUCTORS; 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects Items 10. given projects (first term) 11. given projects (second term) 12. Materials used STRONG LY DISAGR EE 10,9 12,2 8,1 5,8 4,0 5,3 5,6 13,8 13,2 quite useless 5,5 9,1 8,6 DISAGR EE NO IDEA AGR EE STRONG MISSIN LY G AGREE 12,6 14,4 8,4 10,0 4,0 4,4 7,0 12,0 13,0 useless 20,2 19,7 14,9 15,7 13,2 6,4 15,6 21,5 19,8 normal 29,8 23,5 29,5 37,1 30,3 28,8 31,8 22,8 25,3 useful 6,0 9,1 6,0 15,6 17,6 12,5 32,3 26,4 27,5 26,0 29,1 38,1 30,4 45,5 52,7 39,0 28,6 27,8 very useful 39,3 36,4 44,4 0,5 1,1 1,0 0,8 3,0 2,3 1,0 1,3 0,8 Missing 1,3 1,4 1,0 Table 3. The data obtained from the Reading courses Table 4 illustrates the evaluations of the participants for the grammar courses. According to Table 4, 64.7 % of the students state that at prep school English instructors for the grammar courses are well-prepared for the lessons whereas 17.5 % of them have no idea. For the second item, 69.5% of the students think that the instructors are punctual. 80.5% of the students agree that the teachers explain lessons well. However, 16.5 disagree. For the fourth item, 59.2% of the students think that the instructors encourage every student to participate in the lesson. 57.9 of the participants consider that their teachers respect their personality. As for the sixth item, 86.6% of the participants consider the instructors encourage them to speak in English in the class. 71.1% of them think that the instructors tolerate their mistakes. 66.8% of the participants consider the instructors encourage them to join the lesson. 63.8% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year for the reading courses, 79.5% of the participants think that the projects in the first term are useful. 76.9% of the students consider the projects in the second term are beneficial. For 80.5% of the participants, the materials are beneficial. ITEMS INSTRUCTORS; STRON GLY DISAG REE DISAGR EE NO IDEA AGR EE STRON GLY AGREE MISSING 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects 7,3 6,8 4,5 13,2 9,3 7,7 4,7 11,0 17,5 143,7 8,8 15,6 29,2 28,7 28,7 30,4 35,5 40,8 51,8 28,8 1,1 1,3 1,3 1,0 3,8 2,1 2,9 1,7 13,0 7,4 28,5 29,5 29,4 57,1 2,4 97,8 6,8 6,8 6,3 6,7 6,0 9,3 14,4 19,1 19,8 29,9 25,9 28,8 41,2 40,9 35,0 1,1 1,3 0,1 Items quite useless useless normal useful very useful Missing 10. given projects (first term) 11. given projects (second term) 12. Materials used 3,6 4,5 4,6 3,1 5,5 2,9 12,1 11,7 10,8 32,1 25,0 29,0 47,4 51,9 51,5 1,5 1,6 1,3 Table 4. The data obtained from the Grammar courses 198 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 5 illustrates the evaluations of the participants for the writing courses. According to Table 5, 32.7 % of the students state that at prep school English instructors for the writing courses are well-prepared for the lessons whereas 20.6 % of them have no idea. However, 35.9 % of the students agree that the instructors are not well-prepared. For the second item, 46.8% of the students think that the instructors are punctual whereas 33.7% disagree. 61.3% of the students agree that the teachers explain lessons well. For the fourth item, 59.1% of the students think that the instructors encourage every student to participate in the lesson. 65.6 of the participants consider that their teachers respect their personality. As for the sixth item, 87.3% of the participants consider the instructors encourage them to speak in English in the class. 60.9% of them think that the instructors tolerate their mistakes. 45.3% of the participants consider the instructors encourage them to join the lesson. 44.7% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year for the reading courses, 63.3% of the participants think that the projects in the first term are useful. 68.1% of the students consider the projects in the second term are beneficial. For 68.6% of the participants, the materials are beneficial. ITEMS INSTRUCTORS; 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects Items 10. given projects (first term) 11. given projects (second term) 12. Materials used STRON GLY DISAG REE 20,8 19,4 13,1 9,9 7,5 4,2 8,7 18,2 19,4 quite useless 9,0 14,0 12,0 DISAG REE NO IDEA AGR EE STRON GLY AGREE MISS ING 15,1 14,3 9,2 9,3 5,3 5,6 8,9 11,1 14,0 20,6 18,0 15,5 19,4 18,9 9,9 20,1 24,0 20,7 23,4 23,5 27,0 34,5 26,4 29,9 28,2 20,7 23,6 19,3 23,3 34,3 25,6 39,2 48,4 32,7 24,6 21,1 0,8 1,5 0,9 1,3 2,7 2,0 1,4 1,4 1,1 useless normal useful 9,3 8,2 4,9 16,6 17,9 13,5 28,1 22,8 27,3 very useful 35,2 35,3 41,3 Missi ng 1,7 1,7 1,1 Table 5. The data obtained from the Writing courses The data obtained from the students who studied one year at prep:The following are the tables illustrating the results of the study conducted at Karadeniz Technical University in 2008-2009 academic years. Table 6 shows which departments participated in the study. Table 7 informs us about the age of the students who participated in the study. 199 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo NAVAL ARCHITECT URE F 36 % 5,9 MARITIME TRANSPORTA TION DEC K 123 20,1 5 0,8 ELECRICA LELECTRO NIC 129 21,0 CIVIL ENGINEERI NG 125 20,4 GEOMATIC S ENGINEERI NG 33 5,4 MECHANIC AL ENGINEERI NG 162 26,4 Table 6. The student frequencies by percentages according to the departments Table 7: Age Percentages In Table 8, 72,9% of the students agreed that English prep school is necessary for them. 85,1% stated they have vocational courses in English at their department. 82,6% said not all the courses should in English at their department. 37,4% circled “yes” for item 4, which is “Are at least 2 courses in English at your department?”. For item 5, which is whether the vocational courses should be completely in English, only 54,5% said “yes”. 52,6% of the students think it is advantageous to have their courses related to your branch in English in their work life in the future. 20,6% state that the instructors speak in English all through the lesson. 69,8% state they do not have enough reference books suitable for the vocational courses in English. After the English prep school, 65,7% think their English level has shown regression. ITEMS Q1. Is prep school necessary for your department? Q2. Are you having vocational courses in English at your department? Q3. Should all the courses be in English at your department? Q4. Should at least 2 courses be in English at your department? Q5. Should the vocational courses be completely in English? AGE F % 18 4 0,7 19 36 6,0 20 100 16,5 21 177 29,3 22 145 24,0 23 77 12,7 YES (%) 72,9 85,1 17,3 37,4 54,5 24 48 7,9 Q6. Do you think it is advantageous to have your courses related to your branch in English in your work life in the future? Q7. Does the instructor speak in English all through the lesson? Q8. Do you have enough reference books suitable for the vocational courses in English? Q9. After the prep school, do you think your English level has shown regression? 25 13 2,1 26 4 0,7 NO (%) 27,1 14,9 82,6 62,6 45,5 27 1 0,2 52,6 47,4 20,6 30,2 79,4 69,8 65,7 34,4 Table 8. The student questionnaire for the items 1-9 according to “yes” “no” percentages According to the results of the questionnaire, 36,8% of the participants state they are sometimes given homework in English whereas 36,7% claim that they are never. While 10,2% state that they are always using English books as references for their courses, 38,6 say they never. 30,3% find the instructors are never sufficient in English whereas 25,7% say they sometimes are. 25,8% always find the courses in English are comprehensible while 17,7% think they never are. The results of the items 10, 11, 12, and 13 are illustrated in Table 9. 200 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo ITEMS NEVER SOMETI MES OFTEN USUAL LY ALWAY S Q10. Are you being given homework in English related to your field? Q11. Are you using English books as references for your courses? Q12. Do you think the instructors are sufficient in English while teaching? Q13. Do you have difficulty in comprehending the courses in English? 36,7 36,8 15,6 7,1 3,8 38,6 24,4 15,6 11,3 10,2 30,3 25,7 20,9 14,0 9,0 17,7 18,4 19,3 18,7 25,8 Table 9. The student questionnaire for the items 10-13 according to adverbs of frequency percentages Table 10 contains the questionnaire items 14, 15, and 16. As for item 14, which is “What is the percentage of the talk in English in the lessons done by the instructors?”, 32.5% of the students think that 7090% of the talk is in English whereas 12,3% state 10-30% of the talk is in English. For item 15, which is “What is the percentage of the talk in English in the lessons done by the students?” 2,2% of the students think that 7090% of the talk is in English whereas 75,5% state 10-30% of the talk done by the students is in English ITEMS 10-30% 30-50% 50-70% 70-90% Q14. What is the percentage of the talk in English in the lessons done by the instructors? Q15. What is the percentage of the talk in English in the lessons done by the students? Q16. What is the percentage of the talk in English in the lessons? 12,3 9,8 15,7 32,5 90100% 29,8 75,5 15,7 6,1 2,2 0,5 20,8 23,4 27,9 23,2 4,6 Table 10. The student questionnaire for the items 14-16 according to the scale of percentages In Table 11, the answer to the question “What is the productivity of the lessons in English?” is “normal” for the 33,2% of the students, “productive” for the 8.9% of the students, and “poor” for the 57.9% of the students. ITEMS VERY PRODUCT NORMA POOR VER PRODUCT IVE L Y IVE POO R Q17. What is the productivity of the lessons 1,3 7,6 33,2 32,7 25,2 in English? Table 11. The student questionnaire for the item 17 The data obtained from the academic staffs who teach their courses in English at the departments. Table 12 contains the questionnaire items 1, 2, 3, and 4, which is given to the instructors who teach their courses (at the department) in English. According to the table, 92,2% of the instructors agree that prep school is necessary for their department. 74,5% agree that there are enough reference books in the library related to their department. 40,8% agree it is necessary to teach the courses in English at the departments. 80% state that there are enough materials to use in the courses in English. ITEMS Q1. Is prep school necessary for your department? Q2. Are there enough reference books in the library related to your department? Q3. Is it necessary to teach the courses in English? Q4. Do you lack materials in the courses while teaching? 201 YES 92,2 74,5 NO 7,8 25,5 40,8 20 59,2 80 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 12. The instructor questionnaire for items 1-4 according to “yes” “no” percentages According to Table 13, for item 5, 62% of the instructors state that their students are “sometimes” able to use their English efficiently in the courses at their department. 29,4% “always” suggest their students they use reference books in English in their field courses. 43,1% state that their students are sometimes able to prepare their papers in English whereas 27,5% think the students never can. Additionally, 41,2% think that their students are “sometimes” able to understand what they read in English in their field. ITEMS NEVER 8 SOMETIM OFTEN ES 62 14 USUAL LY 12 ALWA YS 4 Q5. After studying English at Prep school, are your students able to use their English efficiently in the courses at your department? Q6. Do you suggest your students they use reference books in English in their field courses? Q7. Are your students able to prepare their papers in English? Q8. Are your students able to understand what they read in English in their field? 4 17,6 23,5 25,5 29,4 27,5 43,1 17,6 7,8 3,9 23,5 41,2 19,6 13,7 2 Table 13. The instructor questionnaire for the items 10-13 according to adverbs of frequency percentages According to Table 14, the instructors have 47.1% difficulty in Speaking during the lessons. This is followed by Writing and Reading. Q9. WHICH SKILLS BOTHER YOU TEACHING TO YOUR STUDENTS? Reading, Speaking, Writing Reading, Speaking Writing Writing, Speaking Speaking None of them MOST WHILE F % 7 13.7 1 4 8 24 5 Table 14. The instructor questionnaire for the item 9 2.0 7.8 15.7 47.1 9.8 As for the evaluation of the productivity of the courses in English, 50% find the courses in English “normal” and “productive” whereas 50% find them “poor” and “very poor”. As for the “teachability” of the courses scheduled in English at Karadeniz Technical University, 50% find them “normal” and 33,3% find them “bad”. These findings are illustrated in Table 15. ITEMS Q10. How do you evaluate the productivity of the courses taught in English? Items Q11. How do you evaluate the “teachability” of the courses scheduled in English at our university? PRODUC TIVE 6 NORM PO AL OR 44 46 VERY POOR 4 Good Normal Bad Very bad 14,6 50,0 33,3 2,1 Table 15. The instructor questionnaire for the items 10-11 Discussion This study sought to better understand how feasible and effective to adopt English as a medium of instruction in the departments or faculties at Karadeniz Technical University after having one-year English prep 202 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo program. Thus, it would be easier to determine more effective and productive foreign language policy, mainly English. With the help of this policy, the university would add a global etiquette to its local identity. The analysis of the descriptive statistics showed that great amount of the students and teachers consider English prep school is necessary for their departments. This finding indicates that prep school is a necessity at the departments included in the study. However, for using English as a medium of instruction, 60% of the teachers showed objection. Likewise, 82.5% of the students disagreed that in all vocational courses English should be used as a medium of instruction. Similarly, 62.6% of the participants’ (students) answer was “no” to the question “Should at least 2 courses be in English at your department?”. These findings might be interpreted as both instructors and the students do not want English to be used as a medium of instruction. 52.6% of the students consider it is advantageous to have their courses related to their branch in English in their work life in the future. This might indicate that although it is not in a high percentage, many students consider that having courses in English can be advantageous in their future life. However, it has been observed that there is a controversy between this finding and the students’ responses to the questions “Should at least 2 courses be in English at your department?”, “Should all the courses be in English at your department?”, and “Should at least 2 courses be in English at your department?” since 62.6% and 82.5% of the students said “no”. “Does the instructor speak in English all through the lesson?” is another question which was responded with a “no” by 80% of the students. This can be explained by a response which was given to the question whether their English level has shown regression during their four-year education. That is 65.7% of the students responded this question as “yes”. From this finding, it might be interpreted that these students might show a regression in their foreign language knowledge. This can be supported by the data that 43.2% of the instructors consider their students can “sometimes” prepare their papers in English. Additionally, only 41.2% of the instructors think that the students might comprehend what they read in their major in English. As for the reference books in English, although 80% of the instructors state that they have enough of them, 70% of the students state that they lack reference books at their departments. This finding can be interpreted as the instructors show not enough effort and guidance for the students to reach these sources. The findings from the data also show that instructors do not force their students to use their knowledge in English. This can be supported by the answer “sometimes” of 62% of the instructors to the question whether the students use English after prep school in their major. The difficulty that the instructors have in the courses is mostly in verbal expressions, in other words speaking (47.1%). This finding can be explained by the respond which the instructors gave to one of the open-ended questions. The instructors claim that the students cannot comprehend what they read and listen. Besides the instructors add that the students cannot efficiently use their prep English after they have started to study their major. Both the students and the instructors do not specifically wish their courses to be English. The reason for this might be the perspective of the teachers and the students who do not favor the use of English in their major. 59% of the instructors are not in favor of using English as a medium of instruction in their courses. This might directly be affecting the view students have. As a result, it is known that in the courses with the students who consider their English has shown regression after prep and who cannot reach reference books in English, which has a salient role in their studies, 46% of the instructors evaluate the feasibility and the productivity as inefficient. At the university base, 33% of the instructors graded it as “bad”, and 50% graded it as “normal”. As for the evaluation of the students about the feasibility and productivity of the courses in English, 33% find the courses ineffective. Giving the importance to the quality of education and having universal values, Karadeniz Technical University has recently restructured its foreign language policies and priorities. It should be noted that today 24 departments have one-year English prep school. In order to maintain the success of an English prep program for the 24 departments, the administration of KTÜ has offered 30% of the courses in English. Some of the postgraduate courses at the university are also using English as a medium of instruction. The students who studied English prep for a year were previously claimed that they were not able to utilize the language efficiently after they had matriculated in to their own faculty or departments. The reasons for that might be the lack of motivation of these students. Most of them do not internalize their major and 47.4% of them consider learning English is advantageous. Also, the lack of sustainability of using English as a medium of instruction can be explained by the views of the instructors. That is, although 92% of the instructors agree that there should be a prep program for their departments, 59% consider that using English as a medium of instruction is unnecessary. The study can be summarized in a chart as follows: 203 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Administrative Policy at KTÜ Having 30% of the courses in English The number of the departments which has English prep program increased from 14 to 24 Materials used Writing S. (82%) Reading S. (84%) Speaking S. (80%) Grammar S. (91%) The Feasibilty and the Sustainability of English as a Medium of Instruction at University Level Reference Books Instructor (80%) S. (30%) (+) (+) English Prep School (+) Field Courses in English (-) (+) (-) (-) Ideas Instructor (92.2%) S. (%73%) Ideas Instructor(%18) S. (27%) Ideas Instructor (41%) S. (17%) Ideas Instructor(59%) S. (83%) Productivity Instructor (50%) (-/+) S. (58%) (-) According to the chart, most of the instructors have negative ideas about teaching the field courses in English. This is thought to affect feasibility and the productivity of the courses in English. Likewise 83% of the students disagree that the courses should be in English. Also, the students in the survey consider they lack enough materials in English in their field whereas 80% of the instructors state that there are enough of materials. Additionally, there is a controversy between the ideas of both students and teachers about studying English prep and using English in their field courses. At the prep level, the majority of the students and the instructors agree that there should be an English prep program for their departments, both disagree in continuing studying their major in English. The lack of motivation, the idea that it is not necessary to learn English in their major, and lack of prediction that they might need English in their future life might be some of the reasons which affect the feasibility and the sustainability of using English at a university level as a medium of instruction. Conclusion All in all, considering the priorities and the foreign language policies of the administrative staff at KTÜ, it is possible to say that the administration gives importance to foreign language teaching at KTÜ, mainly English. However, it should be noted that for a better applicability, feasibility, and sustainability of using English as a medium of instruction, human sources, realities of the departments, conscious of the students about learning a foreign language, and the perspectives of the academic staff should be taken into consideration. Reference Christison, M.A., Stoller, F. L. (1997). A Handbook for Language Program Administrators, Burlingame, CA: Alta Book Center. 204 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 456 Title A name given to the resource Sustainability and Feasibility of English-medium Instruction at Turkish Universities Author Author Kayaoğlu, M. Naci Sağlam, Emine Buket Abstract A summary of the resource. More and more often, universities in Turkey are adopting English as a medium of instruction. In some cases English is the medium for entire faculties while in others it is only used in certain departments. One notable signal of this development is the number of universities offering compulsory one year English prep programs that take place before the student matriculates in to their own department or faculty. More than 110 Turkish universities have turned to English as a medium of instruction to varying degrees, investing a huge amount of capital and human resources. While we recognize that learning to speak and write in English in this age of globalization is of great help and necessity in order to be able to compete in a knowledge-based world, the current situation is not without grave concerns. In many ways it runs counter to the effectiveness and quality of higher Education. Based on a cased study, this paper examines sustainability and feasibility of English medium of instruction. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/d8044c5c2dc92dbce73d3267282202cc.pdf 61d23e6ab005cc01916a1a3989ec46d5 PDF Text Text Use of Computer Simulation Technology in Engineering Education Ramazan Kayıkcı Faculty of Technology, Sakarya University, 54187 Sakarya, Turkey rkayikci@sakarya.edu.tr Abstract: The function of the engineering profession is to manipulate materials, energy, and information, in that way creating benefit for humankind. To perform this effectively, engineers must have knowledge of nature that goes beyond plain theory that is traditionally gained in educational laboratories. In recent years, however, the environment of these laboratories has changed. This paper describes the use of simulation technology in engineering education. In particular, the paper considers materials and metallurgical engineering field which involves many high temperature materials processing such as castings and solidification. In this study, an example of use of simulation technique to demonstrate the effects of casting geometry on solidification times of three different geometries in sand casting process been presented. Introduction The overall goal of engineering education is to prepare students to practice engineering and, in particular, to deal with the forces and materials of nature. Thus, from the earliest days of engineering education, instructional laboratories have been an essential part of undergraduate and, in some cases, graduate programs. Indeed, prior to the emphasis on engineering science, it could be said that most engineering instruction took place in the laboratory. As an example, in surveys of the articles published in the Journal of Engineering Education from 1993 to 1997, it was found that only 6.5 percent of the papers used laboratory as a keyword. From 1998 to 2002, the fraction was even lower at 5.2 percent (Wankat 2004). Laboratory instruction has been complicated by the introduction of two phenomena in the past two decades: the digital computer and systems of distance learning, particularly over the Internet. The digital computer has opened new possibilities in the laboratory, including simulation, automated data acquisition, remote control of instruments, and rapid data analysis and presentation. Today, simulation software programs are available that accurately emulate many technical and physical processes. These software programs play an important role in engineering education (Quinn 1993). Simulation is an important feature in engineering systems or any system that involves many processes. For example in electrical engineering, delay lines may be used to simulate propagation delay and phase shift caused by an actual transmission line (Kadlowec et al. 2002). Most engineering simulations entail mathematical modeling and computer assisted investigation. There are many cases, however, where mathematical modeling is not reliable. Simulation of such phenomena as fluid dynamics problems and materials processing often requires both mathematical and physical simulations (Kadlowec et al. 2002). In education, simulation has been used to provide illustrations of phenomena that are not easily visualized, such as electromagnetic fields, laminar flow in pipes, heat transfer through materials, and electron flow in semiconductors or solidification of liquid metal in a mold (Kadlowec et al. 2002). Since simulators essentially execute mathematical equations and since we are able to develop reasonably accurate mathematical models of the physical phenomena we study in engineering laboratories, it is natural that simulators have been used as an adjunct to or even as a substitute for actual laboratory experiments. Simulations can be used as a pre-lab experience to give students some idea of what they will encounter in an actual experiment (Hodge et al. 2001). This can improve laboratory safety by familiarizing students with the equipment before actually using it. It also can result in significant financial savings by reducing the time a student or team needs on real—and expensive— laboratory equipment, thereby reducing the number of laboratory stations required. Simulations are useful for experimental studies of systems that are too large, too expensive, or too dangerous for physical measurement by undergraduate students (Baher 1999, Lee et al. 2001, Svajger and Valencic 2003). 361 �In this study, an example of use of simulation technique to demonstrate the effects of casting geometry on solidification times of three different geometries in sand casting process been presented. The Study The objective of this study is to demonstrate how a simulation technique can be used instead of a real casting laboratory (or a foundry) for technology students in engineering education. The objective is to deliver to the students the effects casting geometries on the cooling and solidification time of liquid steel which allow solidifying in sand molds. The Theoretical Aspect of the Study The theoretical aspects of this study were taken from an engineering textbook (Kalpakjian 1995) which deals with determining the solidification time of sand castings. During the early stage of solidification, a thin solidified skin begins to form at the cool mold walls and, as time passes, the skin thickens. With flat mold walls, this thickness is proportional to the square root of time. Thus doubling the time will make the skin √2=1.41 times, or 41 times thicker. The solidification time is a function of the volume (V) of a casting and its surface area (A), which is defined by Chvorinov’s rule as;  V o lu m e   Solidification time = C   S u rfaceA rea  2 Eqn [1] where C is a constant that reflects mold material, material properties (including latent heat) and temperature. Thus a large sphere solidify and cools to ambient temperature at much slower rate than does a smaller sphere. The reason is that the volume of a sphere is proportional to the cube of its diameter. Similarly, we can show that the molten metal in a cube-shaped mold will solidify faster than in a spherical mold of the same volume. Example: Three pieces being cast have the same volume (1dm3) but different shapes. One is a sphere, one a cube, and the other a cylinder with a height equal to its diameter. We can determine which piece will solidify the fastest and which one the slowest. Solution: The volume is unity, so we have from Eqn 1; 1 Solidificatio time ∞ SurfaceAera ( ) The respective surface areas are; 1 Sphere: 4 V =   π r 3 , r=  3  3 ,   3  4π  Cube: V=a3, 2  3 3 and A = 4 π r = 4 π   = 4 .8 4  4π  2 a = 1, and A = 6a2 = 6 1 2  1  3 and A=2 πr 2 + 2 πr h = 6 πr 2 =  1  3 =5.54 Cylinder: V= πr h = 2 πr , r=  6π     2π   2π  2 3 Thus the respective solidification times t are; Tsphere=0.043C, tcube=0.028C and tcylinder = 0.033 C. Hence the cube-shaped casting will solidify the fastest and the sphere-shaped casting will solidify slowest. Simulation: The above simple example of the effect of casting geometry on the solidification time of three different shapes was computer simulated as follows. The given casting geometries were drawn as 3D solid geometries using a CAD program. Each geometry was dimensioned to poses the required volume of 1 dm3 liquid 362 �metal. The solid geometries were then imported into a 3D casting simulation software. The simulation software used in this study was able to create all the physical environment of a casting laboratuary or a foundry required to solidify liquid alloy in sand mold of three different shapes. A steel alloy (ST1020) was chosen as the casting alloy. Finally to solve required finite difference heat transfer equations the casting geometries were meshed with a 40 mm thick sand mold for each into 1000 000 cubic element. The meshed casting geometries were cut into two pieces from their common symmetrical planes to reduce the computation time as shown in Figure 1. Figure 1: Isometric view of the meshed casting geometries used as models in simulation (as cut into half from symmetrical planes) a-sphere, b-cylinder and c-cube. Findings Simulations were performed in computer environment. For the sake of simplicity and to model exactly the same phenomena given in above example no running and feeding system was used in the casting model. Figure 2 shows a scene of cooling and progress of solidification for each casting. As seen from Figure 1 advance of solidification is fastest in cube-shaped casting and slowest in the sphere-shaped casting. This is in agreement with the above given results from solution of the example. That is, the engineering students attending this class will virtually see the solidification progress according to the theoretical rule and calculation without any real experimental work in casting laboratory. After the simulation have been completed post simulation evaluations were performed. Solidification time of each casting is plotted to its quarter section of and shown in Figure 3. As seen from the figure the solidification has lasted 14.66 minutes in sphere, which is the longest time as calculated in above example. This is followed by cylinder and cube in exactly the same sequence as calculation. The smallest volume/surface area value was calculated for the cube-shaped casting leading to a smallest solidification time. Results from the simulation have also confirmed that the solidification has completed in 12.04 minutes in cube-shaped casting. It is also in agreement with the results from mathematical calculation. This example illustrate that the casting simulation technology can be useful to illustrate number of things which is difficult to or impossible when done in a real laboratory environment. Thus, in such areas as castings where molten metals and high temperature are often involved to experiment which might be dangerous, difficult and expensive to implement, laboratory can be substituted by simulation. 363 �Figure 2: Cross-sectional view of progress of solidification in the cast parts a-sphere, b-cylinder and c-cube. Figure 3: Plot of solidification times of the castings (qurter sections) a-sphere, b-cylinder and c-cube. Conclusions In this study, an example of use of simulation technique to demonstrate the effects of casting geometry on solidification times of three different geometries in sand casting process been presented. Theoretical background and an example were given to calculate the solidification times of three different geometries as sphere, cube and a cylinder. Result from calculation showed that cube-shaped casting will solidify the fastest and the sphere-shaped the slowest. Computer simulation of the solidification process with 3D CAD data of the geometries was also performed. Results from simulation were in excellent agreement with the result from calculations. This confirmed that casting simulation technology might substitute the casting laboratory in engineering education. This can be even more useful for such experiments where high temperature and expensive experimental set-up involves. Acknowledgement Author thanks to Sakarya University -Turkey for financial support through BAPK. (Project No: 2007-05-06-004). 364 �References Baher, J., “Articulate Virtual Labs in Thermodynamics Education: A Multiple Case Study,” Journal of Engineering Education, Vol. 88, No. 4, 1999, pp. 429–434. Hodge, H., Hinton, H.S., and Lightner, M., “Virtual Circuit Laboratory,” Journal of Engineering Education, Vol. 90, No. 4, 2001, pp. 507–511. Kadlowec,J., Lockette, P.V., Constans, E., Sukumaran, B., and Cleary, D., “Visual Beams: Tools for Statics and Solid Mechanics,” 32nd ASEE/IEEE Forntiers in Education Conference, Boston Mass., November 6–9, 2002, pp. T4D-7-T4D-10, 2002. Lee, W-J., Gu, J-C., Li, R-J., and Ditasayabutra, P., “A Physical Laboratory for Protective Relay Education,” IEEE Transactions on Education, Vol. 45, No. 2, 2002, pp. 182–186. Quinn, R. "The E' Introductory Engineering Test, Design and Simulation Laboratory" Journal of Engineering Education, Vol. 82, No. 4, October 1993. S.Kalpakjian, Manufacturing Engineering and Technology, 3rd Edtn.,Addison-Wesley N.York, 1995. Svajger, J., and Valencic, V., “Discovering Electricity by Computer- Based Experiments,” IEEE Transactions on Education, Vol. 46, No. 4, 2003, pp. 502–507. Wankat, P.C., “Analysis of the First Ten Years of the Journal of Engineering Education,” Journal of Engineering Education, Vol. 93, No. 1, 2004, pp. 13–21. 365 � 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. 529 Title A name given to the resource Use of Computer Simulation Technology in Engineering Education Author Author Kayıkcı, Ramazan Abstract A summary of the resource. The function of the engineering profession is to manipulate materials, energy, and information, in that way creating benefit for humankind. To perform this effectively, engineers must have knowledge of nature that goes beyond plain theory that is traditionally gained in educational laboratories. In recent years, however, the environment of these laboratories has changed. This paper describes the use of simulation technology in engineering education. In particular, the paper considers materials and metallurgical engineering field which involves many high temperature materials processing such as castings and solidification. In this study, an example of use of simulation technique to demonstrate the effects of casting geometry on solidification times of three different geometries in sand casting process been presented. 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/98774eb11fac5fc3dc8f4a3dcfb203fd.pdf a9107f18a402f2269ce9188200799e9c PDF Text Text Effects of Arbucular Mycorrhizal Fungi Applications On Eggplant Seedling Development Levent Keskin Department of Horticulture, Agricultural Faculty, Selçuk University,TR-42031 Konya, Turkey Mustafa Paksoy Department of Horticulture, Agricultural Faculty, Selçuk University,TR-42031 Konya, Turkey paksoy@selcuk.edu.tr Önder Türkmen Department of Horticulture, Agricultural Faculty, Selçuk University,TR-42031 Konya, Turkey Abstract: The purpose of this research was conducted to determine the effects of arbuscular Arbuscular Mycorrhizal Fungi applications (Gigaspora margarita and Glomus intraradices) on seedlings growth parameters of Aydın siyahı, Faselis F1, Fabina F1, Topan, Vezir F1, Kemer, Uzun patlıcan 50896, Uzun patlıcan 50516, Kara patlıcan 50710 and Pala eggplant seedlings grown into the plastic greenhouse in Selçuk University. In results, hypocotil lenght of Aydın siyahı and Kara patlıcan 59710, cothyledone width of Uzun patlıcan 50896, cothyledone length, shoot lenght and diameter of Vezir F1, number of leaves of Aydın siyahı, shoot fresh weight of Topan and Uzun patlıcan 50516, root fresh weight of Topan patlıcan seedlings were found to be higher than the other eggplant cultivars. In the results of AMF applications, hypocotil length, cothiledone width, cothyledone length, shoot length, number of leaves, root fresh weight had been increased by G. margarita applications. Also, G. intraradices applications had been increased the shoot fresh weight. In cultivar x Arbuscular Mycorrhizal Fungi interactions, G. margarita exhibited better results on the hypocotil length of seedlings of Aydın siyahı, cothyledone width of Uzun patlıcan 50896, shoot length and number of leaves of Fabina F1, Kemer and shoot fresh weight of Uzun patlıcan 50516, root fresh weight of Topan. Consequently, it was shown that it is necessary to determine the proper cultivar materials and proper Arbuscular Mycorrhizal Fungi rage interactions to get a better success in seedling development of eggplant. Keywords: Glomus intraradices, Gigaspora margarita, eggplant cultivars, seedling development. Introduction It is a more realistic approach in terms of environmental health and using natural sources to benefit from the vegetable nutrient elements in an effective way instead of fertilizing with easy-taken nutrient elements to the soil. It is a fact that one of the best ways of benefiting from the unit area is evaluating the microorganism activity of soil. One of the microorganism formations that provide a better benefiting of soil for the plant is mycorrhizal. Until now, it was thought that nutrient elements were taken by only roots. Recent researches have shown that beside roots, vegetable nutrient elements are also mostly taken by fungus types which are called mycorrhizal and produce plenty of hyphe (Ortaş et al. 2000). Researchers searched the effects of three different mycorrhizal fungus, G.fasciculatum,G. monospromu and G. mossea, under field conditions by inoculating into tomato, eggplant and pepper seedlings. The parameters that they used to measure the effects of mycorrhizal fungus on vegetable development are; vegetable length, shoot fresh weight, total yield, fruit sizes and leaf length. Shoot fresh weight for eggplant with G. mossea, G. monosporum and G. fasciculatum inoculations showed 47%, 28% and 29% increases, respectively, and total yield of the same plant showed 60%, 43% and 7% increases. The most affective fungus type among the three plant types inoculated to increase the development of the plant is G. mosseae. However, G. fasciculatum is determined as the most effective fungus in the context of root colarisation of eggplant and pepper plants. Mikorizal trials were conducted on a plenty of vegetable types among horticulture. 482 �Carrot (Smith and Read, 1997), tomato (Demir, 1998), pepper (Türkmen et al. 2005) are some of the examples of these studies. The effects of mikorizal fungi on vegetable types can variable. This effect can be summed up in the following way (Ortaş and Akpınar, 2004). Yield and fruit number increased for the eggplant inoculated by AMF, and meaningful differences appeared among the mycorrhizal types in this increase. Especially, it was determined that the spread of Verticillilum disease the eggplant inoculated by G.etinicatunium and G. margarita spore were prevented (Matsubara and et al., 1995). According to Şen (2008), a positive effect was observed through the G.intraradices application on eggplant seedling shoot length, shoot diameter, number of leaves, shoot fresh weight, shoot dry weight, root fresh weight and root dry weight. All of these studies represent that mycorrhizal is important for plant nutrition. In this study, the purpose was to determine the effects of mycorrhizal specious (G. intraradices and G. margarita) on seedling development and growing up of the eggplant cultivar. Material and Methods This research was conducted to determine the effects of two Arbucular Mycorrhizal Fungi and ten eggplant genotypes and cultivars in the greenhouse which belongs to Selçuk University Silifke Taşucu Vocational High School. Aydın siyahı, Faselis F1, Fabina F1, Topan, Vezir F1, Kemer, Uzun patlıcan 50896, Uzun patlıcan 50516, Kara patlıcan 50710 and Pala eggplant genotypes and cultivars were used as plant materials. The soil mixture used in the trial was supplied with the mixture of garden soil and torf in the ratio of 1:1. Heat and humidity values were recorded data with microlog regularly. According to these records, maximum temperature, average temperature and minimum temperature were measured 30 and 35 oC, 20 and 26 o C, 16 and 22 oC. Relative humidity was measured between 55% and 56%. The soil mixture to grow seedlings was sterilized at 121 oC in autoclave for two hours. The trial was planned and carried out in the consideration of factorial trial pattern. This researched was designed with the notion of three replications, and in each parcel of the research, there were 10 pots (10 plants) in each plot. Each pot had a 300 ml volume and had no drainage, and pots were filled with soil mixture with was in the ratio of 1:1 soil and torf. The mixture including that had the average 25 spore/g was added in 5 g to each pot in the same dept and at the same time with the seeds. The nutruint solution melted in the pure water was added in 5 ml into each pot only once at the time of sowing. Three seeds were planted into the each pot, and after they grew up, two of them were taken out. Each pot was watered with pure water. Two Arbucular Mycorrhizal Fungi (G. intraradices and G. margarita) were applied in the trial. In the control plants, mycorrhiza was not applied. The date of sowing seed which was the beginning of the research was recorded. Hypocotyl length, cotyledon length, cotyledon width, period of real leaf appearance, shoot length, shoot diameter, number of leaves, shoot fresh weight, root fresh weight were determined. Determined research data were analyzed by Minitab program and means compared by Tukey Test. Results and Discussion The highest hypocotyls length was found out in Aydın siyahı and Kara patlıcan 50710 cultivar (2.89 mm) among the differences of cultivars in Table 1. The lowest hypocotyls lengths among the eggplant cultivars were assessed as Fabina F1 (1.87 mm), Vezir F1 (1.90 mm), and Kemer (1. 95 mm) respectively. When the effects of AMF applications on hypocotyls length were considered, the longest hypocotyls length was found out in G. margarita (2.29 mm) and the shortest hypocotyls length was determined in G. Intraradices (2.23 mm). The hypocotyls length of Aydın siyahı x G. margarita (3.23 mm) interaction was the highest and hypocotyls length of Fabina F1 into G. margarita and G. intraradices was the lowest among to the AMF x eggplant genotypes interactions. Consequently Al-Momany (1987) and Türkmen et al. (2008) have got similar results in their researches. The cotyledon length was observed in Vezir F1 cultivar (24.71 mm), and this was followed by Kara patlıcan (22.77 mm). The shortest cotyledon length was found in Fabina F1 eggplant cultivars. The cotyledon length in G. margarita (22.55 mm) took the first degree (Table 2). Menge and et al. (1978) appeared to support our studies in their research results. While the highest cotyledon width among the eggplant cultivar was observed in Uzun 50896 (11.19 mm) eggplant cultivar, the lowest cotyledon width was in Kemer eggplant (7.57 mm). According to the effects of AMF applications on cotyledon width, the highest cotyledon width was detected in G. margarita applications (8.58 mm), the lowest cotyledon width, on the other hand, was determined in G. intraradices (8.16 mm) (Table 3). Mosse (1981), Harley and Smith (1983) also found similar results with us. When the effects of AMF applications on real leaves appearance duration were taken into consideration, early real leaves appearance duration was determined in the control group (25.48 days). The longest real leaves 483 �appearance period appeared in G. intraradices as 26.59 days. As seen in interaction results, early real leaves appearance was detected in control application with the eggplant cultivar of Aydın siyahı (24.96 days), Uzun patlıcan 50896 (25.16 days), G. margarita Vezir F1 (25.31 days). In the longest G.intraradices application, Aydın siyahı was determined as 27.56 days (Table 4). These findings are in accordance with the literature reports which emphasize that proper cultivars specious interaction must be determined in order to get the purposed result in AMF applications (Türkmen et al., 2008, Menge and et al., 1978). While the highest shoot length among the eggplant cultivars was observed in Vezir F1 eggplant (18.61 cm), the lowest shoot length, on the other hand, was detected in Topan eggplant as 7.75 cm. When the effects of AMF applications on shoot length were taken into consideration, the longest shoot was found out in G. margarita with the length of 12.25 cm, but the shortest shoot length was assessed in the specious of G. intraradices with the length of 10.48 cm (Table 5). In the research of Şen (2008), it was observed that the shoot length of eggplant seedlings were between 13.62 and 11.48 cm. Al-Momany (1987) also found the same results. While the highest shoot diameter among the eggplant cultivars was observed in Vezir F1 eggplant (5.75 mm), the lowest shoot diameter was detected in Kemer cultivar (3.91 mm). If the effects of mycorrhizal specious on shoot diameter are examined, the highest shoot diameter is detected in the control application as 5.27 mm and the lowest shoot diameter is determined in G. intraradices as 4.67 mm (Table 6). Although, Tinker (1980) and Şen (2008) reported that seedling shoot diameters were increased through the AMF applications. According to us, this difference is caused by the differences between the AMF specious and the cultivars. While the most number of leaves was found out in Aydın Siyahı (7.52), the fewest number of leaves was found out in Uzun patlıcan 50516 (7.08). When the effects of AMF applications on the number of leaves were examined, the most number of leaves was determined in G.Margarita (7.64) and the fewest number of leaves was observed in G. intraradices (6.87) (Table 7). Şen (2008) recorded an increase in the number of leaves through the G.intraradices on eggplant seedlings (4.97), but the number of leaves for the eggplant seedlings on which mycorrhizal wasn’t applied, it was found as 3.84. The study results of Harley and Smith (1983) are parallel to our study results. The highest shoot fresh weight among the eggplant cultivars was remarked in Topan (24.45 g) and Uzun Patlıcan 50516 types (24,45), whereas the lowest shoot fresh length was in Fabina F1 (17.94 g) and Faselis F1 (17.93 g). When the effects of mycorrhizal on shoot fresh weight were taken into consideration, the heaviest shoot fresh weight was detected in G. intraradices (22.68 g). The lowest shoot fresh weight was found in the control group (17.60 g) (Table 8). Al-Momany (1987) was discovered that the shoot fresh weight for eggplant increased with inoculations of G.mossea, G.monosporum and G.fasciculatum in the ratios of 47%, 28% and 29%, respectively, and the yield for the same plant increased in the ratios of 60%, 43% and 7%, espectively. Şen (2008) found the increase in terms of shoot fresh weight. While the highest root fresh weight among eggplant cultivar was remarked in Topan genotype (8.80 g), the lowest root fresh weight was determined in Faselis F1 cultivar (3.35 g), Uzun patlıcan 50516 (2.91 g) and Kemer (3.04 g) cultivar. When the effects of mycorrhizal on root fresh weight were examined, the harvest root fresh weight was noted as G. margarita (6.18 g) and the lowest root fresh weight was determined in the G. intraradices group as 4.67 g (Table 9). Şen (2008) obtained the increase in terms of root fresh weight through the application of G. intraradices. Onuğur and Demir (1988) concluded that shoot and root fresh and dried weights increased through the AMF applications. Conclusion In this research, according to eggplant materials, in the context seedling development change parameters, Aydın siyahı and Kara patlıcan 59710 in terms of hypocotyls length, uzun patlıcan 50896 in terms of hypocotyls width, Vezir F1 in terms of hypocotyls l length enght, shoot l length, and shoot diameter, Aydın siyahı in terms of the number of leaves, Topan and Uzun patlıcan 50516 in terms of shoot fresh weight, Topan eggplant in terms of root fresh weight were found to be superior cultivar than the others. It was determined that in the context of AMF applications, through the G. margarita application hypocotyls length, cotyledon width, cotyledon length, shoot length, number of leaves, root fresh weight increased, the G. intraradices application, on the other hand, increased shoot fresh weight. To sum up, it is discovered that it is necessary to determine the proper vegetable materials and proper AMF specious interactions to get a better success in vegetable development of eggplant through AMF applications. 484 �References Al-Momany, A.R. (1987). Effect of Three Vesicular Arbuscular Mycorrhizal isolates on growth of tomato, eggplant and pepper in a field soil. Dirasat (Jordon) 14:11, 161-168. Demir, S. (1998). In some cultures plant Vesiküler Arbusküler Mikorrhiza (VAM) formation and development of the plants and their role in resistance. Doctora Thesis, Ege University. Đzmir Harley, J.L., Smith, S,E. (1983). Mycorrhizal Symbiyosis Academic Press. London UK. Matsubara, Y., Harada, T., Yakuwa, T. (1995). Effect of inokulum density of Vesicular Arbuscular Mycorrhizal Fungal spores and addition of carbonized material to bed soil on growth of welshonion seedlings. Journal of the Japanese Society for Horticultiral Science 64(3): 549-554. Menge, J.A., Johnson, E.L.V., and Platt R.G. (1978). Partial substitution of Mycorrhizal Fungi for phosphorus fertilization in the greenhouse culture of citrus. Soil Science Society of American Journal, 42: 926-930. Mosse, B. (1981). Vesicular- Arbuscular Mycorrhiza research for tropical agriculture research bulletin. Hawaii Instıtute of Tropical Agriculture and Human Resources. 82p. Onoğur, E., Demir, S. (1988). Bazı kültür bitkilerinde Vesicular- Arbuscular Mycorrhiza (VAM) oluşumu ve bunun bitki gelişimi ve dayanıklılıktaki rolü üzerinde araştırmalar. TUBITAK Tarım ve Ormancılık Grubu Proje No: TOGTAG 1506. Ortaş, Đ., Kaya, Z., Sarı, N., Gök, M., Çakmak, Đ., Almaca, A., Ergün, B., Ortakcı, D., Köse, Ö., Ercan, S., Bolat, H., (2000). Doğal bir gübre olan mikoriza uygulamasının bitkisel verim ve mineral gübre tasarrufundaki rolü ve mikorizaya bağımlılık duyan kültür bitkilerinin seleksiyonu. DPT Toprak Biyoteknolojisi Araştırma Projesi Kesin Sonuç Raporu (Proje No:96 K 120-580). Adana. Ortaş, Đ., Akpınar, Ç. (2004). Use and Importance of Agriculture Mikoriza. Turkey 3. the National Congress of Agricultural Fertilizer Industry Environment, 861-876, 11-13 October. Tokat Smith, S.E., Read, D.J. (1997). Mycorrhizal Symbiosis. second edition. Combridge Academic Press. Şen, Ö. (2008). Tuz Stresi Altında Yetiştirilen Patlıcan Fidelerinin Gelişimi ve besin elementi Đçerikleri Üzerine Arbuscular Mikorizal Fungus (Glomus intraradices) Uygulamalarının Etkisi. Master Thesis, University Of Selcuk, Faculty of Agriculture, Dept. of Horticulture, Konya Tinker, P.B. (1980). Role of rhizosphere microorganism in phophorous uptake by plants: In the role of phosphorous in Agriculture (Eds, Khosewenek, F,E et al). ASA-CSSA- SSSA, Madison, USA. Türkmen, Ö., Demir, S., Şensoy, S., Dursun, A. (2005). Effects of Arbuscular Mycorrhizal Fungus and humic acid on the seedling development and nutrient content of pepper grown under saline soil conditions. Journal of Biological Sci. 5 (5): 568 574. Türkmen, Ö., Şensoy S., Demir, S., Erdinç, C. (2008). Effect of two different AMF species on growth and nutrient content of pepper seedlings grown under moderate salt stres. African Journal of Biotecnology 7(4) : 394-396. Cultivars Fabina F1 Control 1,95±0.010I G. intraradices 1,84±0.032m G. margarita 1,82±0.011m Means 1,87±0.061E Faselis F1 Vezir F1 Pala Kemer Topan Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 Uzun patlıcan 50896 2,13±0.005gh 1,96±0.005kI 2,04±0.005ı-k 2,02±0.010j-l 2,11±0.015g-ı 2,77±0.011d 2,41±0.011f 2,87±0.011c 2,38±0.068 f 2,01±0.010j-l 2,05±0.005h-j 2,03±0.010j-l 1,80±0.020m 2,05±0.011h-j 2,65±0.010e 2,18±0.026g 2,97±0.010b 2,76±0.020d 2,12±0.340g-ı 1,70±0.052n 2,03±0.005j-l 2,03±0.011j-l 2,02±0.005j-l 3,23±0.041a 2,44±0.020f 2,84±0.020cd 2,67±0.030e 2,09±0.059D 1,90±0.158E 2,03±0.007D 1,95±0.114E 2,06±0.043D 2,89±0.267A 2,34±0.123C 2,89±0.061A 2,60±0.173B Means S x 0.01 2,26±0.324B 2,23±0.393C 0.01354 S (cultivars) = x 0.01 (Mycorrhiza) =0.004282 S 2,29±0.473A x 0.01 (cultivars x Mycorrhiza) =0.01354 Table 1. The effects of AMF applications on hypocotyl length of eggplant cultivars (mm). 485 �Cultivars Control G. intraradices Fabina F1 21.07±0.1j-o 17.33±0.9p Faselis F1 20.72±0.3k-o 20.35±0.3m-o Vezir F1 25.47±0.3a 24.49±0.2a-c Pala 22.52±0.1e-h 20.25±0.0no Kemer 21.11±0.0i-o 18.61±0.2p Topan 22.41±0.0f-ı 21.64±0.0h-m Aydın Siyahı 23.08±0.3d-g 21.21±0.0ı-o Uzun patlıcan 50516 21.72±0.0h-l 20.00±0.0o Kara patlıcan 50710 23.06±0.0d-g 22.20±0.6f-j Uzun patlıcan 50896 15.96±0.3q 24.77±0.7ab Means 21.72±2.3B 21.09±2.2C S x 0.01 (cultivars) =0.2008 S x 0.01 (Mycorrhiza) =0.06351 S G. margarita 20.44±0.0l-o 21.58±0.1h-m 24.16±0.0b-d 22.56±0.1e-h 21.46±0.0h-n 23.32±0.0c-f 23.29±0.5c-f 21.81±0.5g-k 23.05±0.5d-g 23.79±0.1b-e 22.55±1.1A x Means 19.61±1.7F 20.88±0.6DE 24.71±0.6A 21.78±1.1B-D 20.40±1.3EF 22.46±0.7BC 22.53±1.0BC 21.18±0.9DE 22.77±0.5B 21.51±4.2CD 0.01 (cultivars x Mycorrhiza) = 0.2008 Table 2. The effects of AMF applications on kolitedon length of eggplant cultivars (mm). Cultivars Control G.intraradices Fabina F1 7.46±0.07n-p 7.11±0.03p Faselis F1 8.61±0.04e-g 7.95±0.06ı-m Vezir F1 9.28±0.06d 9.20±0.02d Pala 8.04±0.01h-l 7.36±0.05n-p Kemer 7.67±0.07l-o 7.25±0.10op Topan 8.07±0.04h-l 7.49±0.06m-p Aydın Siyahı 8.48±0.05e-h 7.40±0.07n-p Uzun patlıcan 50516 8.62±0.25e-g 8.22±0.04g-j Kara patlıcan 50710 8.95±0.04de 8.62±0.07e-g Uzun patlıcan 50896 9.96±0.09c 11.03±0.04b Means 8.51±0.73A 8.16±1.16B S x 0.01 (Cultivars) =0.07348 S x 0.01 (Mycorrhiza) =0.02324 S G. margarita 7.71±0.14k-o 8.42±0.15f-ı 8.860±0.05d-f 7.51±0.076m-p 7.81±0.066l-o 8.34±0.055g-ı 8.17±0.068g-k 8.03±0.104h-l 8.42±0.026f-ı 12.58±0.52a 8.58±1.415A x Means 7.42±0.27G 8.32±0.30CD 9.11±0.19B 7.63±0.31E-G 7.57±0.26FG 7.97±0.38D-F 8.01±0.48DE 8.29±0.29CD 8.66±0.23C 11.19±1.17A 0.01 (Cultivars x Mycorrhiza)=0.07348 Table 3. The effects of AMF applications on kolitedon width of eggplant cultivars (mm). Cultivars Control G. intraradices Fabina F1 25.75±0.1 c-e 26.40±0.2b-d Faselis F1 25.65±0.2c-e 27.23±0.2ab Vezir F1 25.81±0.0 c-e 26.37±0.0b-d Pala 25.39±0.1de 25.71±0.6c-e Kemer 25.41±0.5de 25.93±0.1c-e Topan 25.42±0.5de 25.93±0.1c-e AydınSiyahı 24.96±0.2e 27.56±0.1a Uzun patlıcan 50516 25.68±0.0cde 27.28±0.0ab Kara patlıcan 50710 25.46±0.0de 25.54±0.0de Uzun patlıcan 50896 25.16±0.0e 27.25±0.0ab Means 25.48±0.3B 26.59±0.7A S x 0.01 (Cultivars) = Ö.D. S x 0.01 (Mycorrhiza) =0.0499 S x G. margarita 25.68±0.1c-e 25.71±0.1c-e 25.31±0.0e 25.40±0.1e 25.64±0.6c-e 25.64±0.6c-e 25.41±0.6de 25.35±0.0e 25.67±0.2c-e 24.99±0.0e 25.49±0.3B Means 25.94±0.37 26.19±0.79 25.83±0.46 25.50±0.40 25.95±0.53 25.66±0.50 25.97±1.25 26.10±0.88 25.55±0.15 25.80±1.08 0.01 (Cultivars x Mycorrhiza)=0.1579 Table 4. The period of real leaves appearance in AMF applications of eggplant cultivars. Cultivars Control G.intraradices G. margarita Means Fabina F1 Faselis F1 Vezir F1 Pala Kemer 12.49±0.46 gh 15.29±0.10d 17.42±0.06b 10.71±0.07k 7.71±0.25no 9.47±0.03I 16.44±0.12c 18.06±0.05b 10.93±0.10jk 6.77±0.04pq 9.29±0.03 I 15.68±0.07cd 20.36±0.19a 11.93±0.16hı 8.77±0.13Im 10.41±1.5E 15.80±0.51B 18.61±1.34A 11.19±0.57D 7.75±0.87G Topan 7.33±0.05o-q 6.62±0.11qr 7.50±0.05op 7.15±0.40G 486 �Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 7.51±0.15op 7.04±0.06o-q 12.67±0.19f-h 8.41±0.03mn 5.90±0.10r 11.63±0.20u Uzun patlıcan 50896 13.06±0.02e-g 10.64±0.32k Means 11.12±3.54B 10.48±3.93C S x 0.01 (Cultivars) = 0.04 S x 0.01 (Mycorrhiza)=0.12 S x 9.55±0.38L 13.31±0.39ef 13.49±0.61e 8.49±0.91F 8.75±3.46F 12.59±0.87C 12.63±0.07f-h 12.25±3.69A 12.11±1.13C 0.01 (Cultivars x Mycorrhiza)=0.12 Table 5. The effects of AMF applications on shoot lengths (cm) of eggplant cultivars Cultivars Fabina F1 Faselis F1 Vezir F1 Pala Kemer Topan Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 Control 4.19±0.02 no 5.42±0.07f-h 5.55±0.10e-g 4.99±0.11ı-k 4.18±0.03no 5.26±0.05g-ı 6.37±0.27a 4.9±0.08k-m 6.26±0.07ab G. intraradices 3.90±0.13op 5.16±0.05h-j 5.69±0.01c-f 4.78±0.02j-l 3.81±0.17op 4.55±0.05l-n 4.69±0.01k-m 3.85±0.12 op 4.60±0.01k-m G. margarita 4.45±0.11l-n 6.07±0.02a-c 6.03±0.02a-d 5.68±0.08d-f 3.74±0.11p 4.68±0.10k-m 4.75±0.04kl 4.35±0.30mn 5.39±0.01f-h Means 4.18±0.25FG 5.55±0.41A-C 5.75±0.21A 5.15±0.41DE 3.91±0.02G 4.84±0.33E 5.27±0.83CD 4.30±0.40F 5.41±0.72B-D Uzun patlıcan 50896 Means 5.88±0.02b-e 5.27±5.281A 5.16±0.03h-j 4.61±0.60 C 6.11±0.03ab 5.13±0.81B 5.71±0.43AB S x 0.01 (Cultivars)=0.06 S x 0.01 (Mycorrhiza) =0.02 S x 0.01 (Cultivars x Mycorrhiza ) =0.06 Table 6. The effects of AMF applications on shoot diameters (mm) of eggplant cultivars Cultivars Fabina F1 Faselis F1 Vezir F1 Pala Kemer Topan Aydın Siyahı Uzun patlıcan 50516 Kara patlıcan 50710 Control 7.23±0.03j-l 7.40±0.05f-j 6.91±0.01mn 7.31±0.09ı-l 7.35±0.05g-k 7.22±0.02j-l 7.60±0.04d-f 7.11±0.12Im 7.60±0.04d-g G.intraradices 6.62±0.11qp 6.81±0.07no 7.53±0.03d-h 6.91±0.01mn 6.67±0.04op 6.58±0.02p 7.32±0.02h-l 6.56±0.03p 6.92 ±0.02mn Uzun patlıcan 50896 7.46±0.03e-ı 6.74±0.01n-p Means 7.31±0.21B 6.87±0.31C S x 0.01 (Cultivars) =0.03 S x (0.01 (Mycorrhiza) =0.01 S x G. margarita 7.95±0.13a 7.87±0.06ab 7.50±0.05d-ı 7.66±0.03c-e 7.86±0.03a-c 7.69±0.02b-d 7.66±0.01c-e 7.55±0.05d-g 7.57±0.02d-f Means 7.26±0.58B-D 7.36±0.46AB 7.31±0.30BC 7.29±0.32B-D 7.29±0.51B-D 7.16±0.47C-E 7.52±0.15A 7.08±0.43E 7.36±0.33AB 7.16±0.03kl 7.64±0.22A 7.12±0.31DE 0.01 (Cultivars x Mycorrhiza)=0.03 Table7. The effects of AMF applications on the number of leaves of eggplant cultivars. Cultivars Fabina F1 Faselis F1 Vezir F1 Pala Kemer Topan Aydın siyahı Uzunpatlıcan50516 Kara patlıcan 50710 Uzun patlıcan 50896 Means Control 16.16±0.125I 15.61±0.061I 20.42±0.094ı 15.68±0.325I 17.39±0.138k 22.38±0.023gh 13.98±0.553n 19.86±0.140ıj 19.28±0.160j 15.20±0.172m 17.60±2.647C G. intraradices 18.17±0.186k 20.57±0.064ı 25.04±0.010d 16.38±0.637I 25.16±0.485cd 24.30±0.110de 23.87±0.107ef 26.07±0.030bc 22.12±0.046h 25.13±0.034d 22.68±3.192A G. margarita 19.51±0.076j 17.62±0.026k 19.23±0.015j 17.48±0.425k 27.02±0.540a 26.67±0.026ab 24.42±0.068de 27.43±0.034a 19.85±0.157u 23.11±0.036fg 22.24±3.824 B Means 17.94±1.466 E 17.93±2.161 E 21.56±2.655 C 16.51±0.889 F 23.19±4.438 B 24.45±1.859A 20.75±5.096 D 24.45±3.496A 20.41±1.306D 21.14±4.544C S x 0.01 (Cultivars) = 0.14 S x 0.01 (Mycorrhiza) =0.04 S x 0.01 (Cultivars x Mycorrhiza) =0.14 Table 8. The effects of AMF applications on shoot fresh weight in eggplant cultivars 487 �Cultivars Control G. intraradices Fabina F1 7.50±0.02 cd 6.08±0.03ef Faselis F1 3.45±0.06 g-j 3.15±0.03h-j Vezir F1 6.14±0.01ef 4.26±0.01gh Pala 5.66±0.03f 6.51±0.01def Kemer 2.61±0.04jk 2.41±0.03 jk Topan 9.33±0.10ab 6.79±0.01 d-f Aydın Siyahı 6.98±0.02de 3.41±0.06 g-j Uzun patlıcan 50516 2.92±0.07ı-k 1.85±0.17 k Kara patlıcan 50710 7.49±0.01cd 6.24±0.01ef Uzun patlıcan 50896 7.52±0.03cd 6.01±0.03ef Means 5.96±2.19B 4.67±1.79 C S x 0.01 (Cultivars) =1.04 S x 0.01 (Mycorrhiza) =0.06 S G. margarita 4.47±0.02 g 3.45±0.05 g-u 6.14±0.01ef 6.30±0.01ef 4.11±1.31gh 10.29±1.0 a 5.86±0.01ef 3.98±0.02g-ı 8.96±0.05b 8.30±0.02bc 6.18±2.28A x Means 6.01±1.31CD 3.35±0.15F 5.51±0.94DE 6.15±0.38C 3.04±1.03F 8.80±1.65A 5.41±1.58E 2.91±0.92F 7.56±1.17B 7.27±1.01B 0.01 (Cultivars x Mycorrhiza) =0.18 Table 9. The effects of AMF applications on root fresh weight in eggplant cultivars (g). 488 � 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. 568 Title A name given to the resource Effects of Arbucular Mycorrhizal Fungi Applications On Eggplant Seedling Development Author Author Keskin, Levent Paksoy, Mustafa Türkmen, Önder Abstract A summary of the resource. The purpose of this research was conducted to determine the effects of arbuscular Arbuscular Mycorrhizal Fungi applications (Gigaspora margarita and Glomus intraradices) on seedlings growth parameters of Aydın siyahı, Faselis F1, Fabina F1, Topan, Vezir F1, Kemer, Uzun patlıcan 50896, Uzun patlıcan 50516, Kara patlıcan 50710 and Pala eggplant seedlings grown into the plastic greenhouse in Selçuk University. In results, hypocotil lenght of Aydın siyahı and Kara patlıcan 59710, cothyledone width of Uzun patlıcan 50896, cothyledone length, shoot lenght and diameter of Vezir F1, number of leaves of Aydın siyahı, shoot fresh weight of Topan and Uzun patlıcan 50516, root fresh weight of Topan patlıcan seedlings were found to be higher than the other eggplant cultivars. In the results of AMF applications, hypocotil length, cothiledone width, cothyledone length, shoot length, number of leaves, root fresh weight had been increased by G. margarita applications. Also, G. intraradices applications had been increased the shoot fresh weight. In cultivar x Arbuscular Mycorrhizal Fungi interactions, G. margarita exhibited better results on the hypocotil length of seedlings of Aydın siyahı, cothyledone width of Uzun patlıcan 50896, shoot length and number of leaves of Fabina F1, Kemer and shoot fresh weight of Uzun patlıcan 50516, root fresh weight of Topan. Consequently, it was shown that it is necessary to determine the proper cultivar materials and proper Arbuscular Mycorrhizal Fungi rage interactions to get a better success in seedling development of eggplant. 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/88f415b31cdd1dd53a6ff7a143eaf0f9.pdf d00733f9a46e03b44d78ea56bf2948a9 PDF Text Text Comparison of Eleven Mathematical Models for describing the first Lactation Curve of Holstein Cattle in Turkey Đsmail Keskin Department of Animal Science, Faculty of Agriculture, Selcuk University, 42075, Konya, Turkey ikeskin@selcuk.edu.tr Nazire Memmedova Department of Animal Science, Faculty of Agriculture, Selcuk University, 42075, Konya, Turkey naziramamedova@yahoo.com Fatma Đlhan Department of Animal Science, Faculty of Agriculture, Selcuk University, 42075, Konya, Turkey fatmailhan@selcuk.edu.tr Birol Dağ Department of Animal Science, Faculty of Agriculture, Selcuk University, 42075, Konya, Turkey bdag@selcuk.edu.tr Fariz Mikailsoy Department of Soil Science and Plant Nutrition, Faculty of Agriculture, Selcuk University, 42075, Konya, Turkey farizm@selcuk.edu.tr Abstract: In this study, eleven standard lactation curve models (Incomplete Gamma (WD), Quadratic (Q), Cubic (C), Linear Hyperbolic Function (LH), Inverse Polynomial Function (IP), Mixed Log (MIL), Exponential (WIL), Dhanoa (DH), Cobby and Le Du (CD), Polynomial Regression (AS) and New Model (NM)) were used to predict a typical dairy cow lactation derived as the average daily milk yield of 105 complete first lactations of HolsteinFriesian cows in one herd. Milk yield controls were made daily in this farm. Total milk yield (TMY) was calculated from observation of daily milk yield. TMY was also predicted by using 11 different models. The total milk yields predicted by the models were very close to each other and the differences between observation of TMY were not found statistically significant (P>0.05). The models were found to be adequate for estimation of milk yield. Determination coefficients (R2) of the models ranged from 67.15 % to 86.68 %. In comparison of the models, the TMY, peak yield (PY), peak time (PT), persistency (P), mean square prediction error (MSPE), approximation error ( ε ), reliability criterion for estimating trustworthiness of the determination coefficient ( σ ), standard error ( θ ) and Durbin-Watson (DW) values were evaluated together. Using the AS, WD and new developed NM models accurately predicted the milk yield of Holstein cows. Key Words: Holstein, Cows, Lactation Curve, Milk Yield, Mathematical Model 246 �Introduction Turkey has 11.3 million head of cattle and 70 % of them are improved cattle and their crossbreeds. The number of milked animals is 4.2 million and approximately 3 million of them are improved cattle and their crossbreeds. The milk obtained from cows is 11.3 million tons and nearly 86 % of the milk production is produced by improved cattle and their crossbreds. But the lactation milk yields is very low (i.e. for native breeds 1.3, for crossbreeds 2.7 and for improved cattle 3.9 tons) (TurkStat, 2007). Producers aim to increase milk yield and decrease cost for a profitable dairy cattle production. Persistency is one of the most important factors which determine milk production cost along the lactation. Milk yield begins with calving and reach to highest level between 40 to 70 days and then continues to decrease along the lactation. With decreasing of daily milk yield, the production cost begins to increase from day to day (Gengler, 1996; Koçak and Ekiz, 2006). A mathematical model of the lactation curve provides summary information about dairy cattle production, which is useful in making management and breeding decisions and in simulating a dairy enterprise (Olori et al., 1999). In order to asses plausible forms of lactation curves, milk yield records collected throughout the whole lactation are required. But most of the small and medium sized dairy farms in Turkey still use classical milking systems. Milk yield is generally recorded monthly in these farms. The lactation curve models enable them to evaluate lactation as a whole. So that the lactation curve shape is determined and unbiased comparison methods among animals with incomplete lactation records for genetic evaluation purposes can be practiced (Keown and van Vleck, 1973). Knowledge of the lactation curve allows prediction of total milk production from partial production measured at several test days early in lactation (Goodal and Sprevak, 1985). Animals with a high milk yield potential can be identified by using this information before the whole lactation is completed. Also, lactation curves can be used for prediction of lifetime milk production from early lactation traits (Dalal et al., 2004), culling, assessing nutritional and health status of animals (Duoduet, 1982; Souvant and Fehr, 1975) and evaluating a suitable time to end milking (Chang et al., 2001). The first mathematical model aimed to describe lactation curves was developed by Brody et al., (1923). It was notified that this model was followed by the models reported out by Sika (1950), Nelder, (1966), Wood (1967), Dave (1971) and Jenkins and Ferrel (1984) (Landete-Castillejos and Gallego, 2000). The Wood model has been used in most lactation curve model studies, because it includes the basic features of lactation curves with only three parameters a, b and c which allow the calculation of average yield, peak yield and peak time, respectively. This has made the Wood model the most widely used function for the description of lactation curves. Most of the alternative models are also based on the Wood model (Cobby and Le Du, 1978; Wilmink, 1987; Papajcsik and Bodero, 1988). However, some mathematical models have been proposed to describe the regular shape of the lactation curve in dairy cows from partial or incomplete data (Neal and Thornley, 1983; Goodal and Sprevak, 1984; Batra, 1986; Morant and Gnanasakthy, 1989; Dijkstra et al., 1997; Olori et al., 1999; Vargas et al., 2000). Also these models provide analysing systemic changes in milk yield caused by environmental factors (Goodall and Sprevak, 1985; Morant and Gnanasakthy, 1989) and determining the milk production characteristics such as persistency (Gengler, 1996), peak yield and time to peak yield (Masselin et al., 1987; Gipson and Grossman, 1990). The objective of this study was to compare the suitability of WD, WIL, MIL, C, Q, DH, IP, CD, LH, AS and NM models to the first lactation data of Holstein cows. Materials and Methods The data of this study was from the first lactation records of 105 Holstein cows raised in a private enterprise in the Karapınar district (37o 42' K, 33o 35' D and 994 m above sea level) of the Konya Province in the Central Anatolia Region of the Turkey. The data were collected from the first lactation records of the cows that gave birth in 2004. They were machine milked twice daily and milking records were started 3th days of lactation. There is a computer-based herd managing program in the enterprise and milk yield controls were made daily. Average lactation length was 312±4.37 days. The experiment was carried out according to guidelines of Selçuk University Faculty of Agriculture located in the Konya Province. In the study, to explain lactation curves, eleven different empirical mathematical models were used together and compared. These models are as follows: (1) Incomplete Gamma (WD), (Wood, 1967): Y( t ) = at b e − ct (2) Quadratic (Q), (Dave, 1971): Y( t ) = a + bt + ct 2 (3) Cubic (C), 247 �Y( t ) = a + bt + ct 2 + dt 3 (4) Exponential (WIL), (Wilmink, 1987): Y( t ) = a + be − kt + ct (Which was fitted with the parameter k fixed at 0.61) (5) Mixed log (MIL), (Guo and Swallve, 1995): Y( t ) = a + bt 1 / 2 + c log t (6) Polynomial Regression (AS), (Ali and Schaeffer, 1987): Y( t ) = a + bt + ct 2 + d log t + e log t 2 (7) Cobby and Le Du (CD), (Cobby and Le Du, 1978): Yt = a − bt − ae − ct (8) Linear Hyperbolic Function (LH), (Bianchini, 1984): Y( t ) = a + bt + c (1 / t ) (9) Inverse Polynomial Function (IP), (Nelder, 1966): Y( t ) = t /(a + bt + ct 2 ) (10) Dhanoa (DH), (Dhanoa, 1981): Yt = at bc e ( − ct ) (11) New developed model (NM): Y( t ) = at b e − ct − d t For all models, Yt is the observed milk yield at day t, a: is linked to milk yield at the beginning of lactation, b: to the ascending phase before peak yield, c: to the decreasing phase after peak yield, d: parameters which characterize the shape of the curve e: is the base of natural logarithm, which were estimated from a nonlinear regression analysis using the Statistica program. The WIL model has a total of four parameters, with k being exponent; following Wilmink (1987) a fixed value of k was used, which was estimated at 0.61 in a preliminary analysis as the best fitting value for the herd mean data. Subsequently the WIL model was considered as a three parameter curve in analysis of individual animals. Persistency (P) was calculated as: k P (%) = ∑ (pi + 1) / pi i =1 k × 100 Where pi is the yield of the record i that starts at peak time and k is the record number from peak time to the end of lactation (Sturtevant, 1986). The parameters obtained were used to calculate the predicted yields in the original equations at above. Residuals, defined as the absolute values of the difference between the predicted yield and real data of daily milk yield, were calculated and then the mean square prediction error (MSPE) for each lactation curve fitted was calculated and averaged for each model (Ruiz et al., 2000). True peak yield (PY) was determined from the test day milk yield means for the 105 cows and true peak time (PT) was determined as the average day on which daily milk yields were at their maximum value. Peak time values of the models were calculated by equalizing the first partial derivations of the functions to zero, and PY values were found for each cow by replacing PT values in the functions. The Durbin-Watson statistics was used as a measure of first order positive autocorrelation to test whether the residuals were randomly distributed (Grossman and Koops, 1988). DW was calculated for each lactation and models. Approximation error was calculated as: ε= 100 n Yi − Y ∑ n i =1 Yi Reliability criterion for estimating trustworthiness of the determination coefficient was calculated as: 248 �θ= R2 n 1 − (R 2 ) 2 Standard error was calculated as: n ∑ (Y i σ= − Y) i =1 n−m The models were compared in respect of their MSPE, correlation between yields and residuals (RESC), 2 R , TMY, peak yield (PY), peak time (PT), persistency (P), ε , θ and σ . Results and Discussion Lactation curve parameters in Holstein cattle were given in Table 1. The parameter a, which expressed the milk yield at beginning was 0.10 in IP model, and ranged from 12.71 to 25.81 among the other models. Estimates of parameter a, were found in this study more higher than estimated for WD, Q, C, LHF and IP models in Brown Swiss cows by Keskin and Tozluca (2004), for Q, C and WIL models in Simmental cows by Çilek and Keskin (2008), for WD, IP and AS models in Holstein-Friesian cows by Olori et al., (1999); but less than estimated for WD, MIL and AS models in Simmental cows by Çilek and Keskin (2008), for WD, MIL, WIL and AS models in Brown Swiss cows by Keskin et al., (2009), for MIL and WIL models by Olori et al., (1999) and very close to value estimated for WIL model in Holstein cows by Dědková and Němcová (2003). Models* Model parameters a ± Sa b ± Sb WD Q 15.34±0.428 22.04±0.419 0.161±0.0081 0.024±0.0038 C 20.53±0.649 AS 12.71±0.474 WIL 24.96±0.477 MIL 13.25±0.483 DH 20.38±0.759 LHF 25.81±0.438 0.062±0.0124 0.640±0.1099 26.064±1.1519 1.886±0.0831 49.468±11.7626 0.034±0.0015 0.032±0.0015 c ± Sc 0.0030±0.00012 0.0002±0.00001 -0.0004±0.00008 2.1894±0.34652 d ± Sd 0.00000054±0.000 0001 6.330±0.5275 e ± Se 1.022±0.1533 0.0307±0.00140 6.2888±0.25894 0.0020±0.00017 17.1840±0.74544 CD 25.44±0.439 18.3727±3.3172 0 IP 0.10±0.012 0.034±0.0009 0.0001±0.00000 5 NM 17.11±0.704 0.145±0.0118 0.0029±0.00013 0.153±0.0587 * : WD: Incomplete Gamma, Q: Quadratic, C: Cubic, LH: Linear Hyperbolic Function, IP: Inverse Polynomial Function, MIL: Mixed Log, WIL: Exponential, DH: Dhanoa, CD: Cobby and Le Du, AS: Polynomial Regression and NM: New Model Table 1. Estimates of the model parameters and their standard errors of eleven models The highest estimate of parameter b was fixed in WD model, but the lowest estimate was fixed in DH model. Estimates of parameter c were ranged from -17.1840 to 18.3727. Estimated lactation curve parameters for this herd were generally different from the previous studies. It may be due to raising in different environmental conditions or a result of management and administration in different ways in terms of milk production. On the other hand it is well known that the Holstein breed is more productive in temperate climatic zones and its milk production capacity may change by geographical regions. 249 �The parameter a expressing milk yield at the beginning and the b parameter indicating the speed of curve increase must be higher and the c parameter meaning the speed of curve decrease must be lower in order to obtain more milk production. The lactation curves of Holstein cows are given in Figures 1. As seen in this figure, fit lines of WD, AS and NM models are very close to the observed values. The total milk yield predicted by different models is very close to observed total milk yield, and the differences between them, were not significant (P>0.05). 250 �MSPE 5.95±0.321 6.11±0.300 5.75±0.712 4.90±0.256 7.04±0.370 5.99±0.329 7.90±0.542 6.57±0.356 6.88±0.370 7.57±0.418 5.67±0.315 RESC -0.13 0.30 0.31 0.00 0.17 -0.17 0.61 0.04 0.13 -0.35 -0.17 Ɛ 14.00 13.71 14.12 12.74 15.33 14.29 15.90 14.95 15.13 15.78 13.93 σ 2.47 2.43 2.55 2.18 2.59 2.39 2.69 2.51 2.57 2.70 2.33 Ɵ 45.52 39.61 41.70 54.36 34.74 44.71 36.90 39.01 36.77 31.69 47.30 DW 0.849 0.776 0.804 0.949 0.716 0.833 0.737 0.775 0.732 0.673 0.877 Table 2. Comparison of the models for estimating total milk yield (TMY), peak yield (PY), time to peak yield (PT), Persistency (P), Correlation between yields and residuals (RESC) and goodness-of-fit statistics (R2 and MSPE values) Goodness of fit statistics Models TMY (l) PY (l) PT (day) P (%) R2 (%) ns bc a ns WD 6407±150 24.50±0.368 72.84±17.20 99.7±0.01 76.17±0.014 Q 6370±148 ns 22.04±0.414d 0.00±0.000d 99.5±0.01 ns 75.23±0.013 20.53±0.649d 0.00±0.000d 99.6±0.03 ns 77.87±0.011 C 6338±145 ns 23.96±0.419c 56.14±3.267a 99.8±0.03 ns 80.65±0.011 AS 6370±148 ns 24.90±0.448bc 10.16±0.15c 99.9±0.05 ns 86.68±0.171 WIL 6370±148 ns 25.29±1.078bc 62.79±10.82a 99.8±0.04 ns 75.25±0.015 MIL 6370±148 ns 24.46±0.358bc -46.17±11.66d 99.6±0.01 ns 63.59±0.025 DH 6372±148 ns 24.71±0.366bc 23.69±0.771c 99.9±0.38 ns 72.22±0.016 LHF 6370±148 ns 25.08±0.395bc 13.40±1.288c 99.8±0.03 ns 69.93±0.019 CD 6364±148 ns IP 6335±147 ns 22.88±0.424b 29.31±1.287bc 99.9±0.02 ns 67.01±0.019 24.65±0.366bc 45.67±2.89ab 99.6±0.03 ns 76.88±0.014 NM 6309±159 ns 28.72±0.422a 69.38±4.85a 99.9±0.03 ns Really 6369±149 ns a, b, c, d : The means within columns with different superscript are significantly different at P<0.01 ns : not significant. �30 25 20 Milk Yield (l) 15 10 5 0 1 16 31 46 61 76 91 106 121 136 151 166 181 196 211 226 241 256 271 286 301 Day of Lactation Data AS WD WL IP LH MIL NM DH Q C CD Figure 1. Shape of lactation curve according to the models Total milk yield (TMY), peak yield (PY), time to peak yield (PT), Persistency (P), Correlation between yields and residuals (RESC) and goodness-of-fit statistics (R2 and MSPE values) of the models are given in Table 2. In this study, the differences between estimated and observed peak yields were found significant (P<0.01). But the differences between Q and C models’ peak yields were not significant and very close predictions obtained with WD, WIL, MIL, DH, LHF, CD, IP and NM models. However the really peak yield was found as 28.72, all models underestimated the peak yield. Generally the curves of real lactation data based on daily milk yields are very fluctuant. But the estimated yields of the models are not fluctuant and also the estimated peak yields do not show sharply increases as seen in real data. On the other hand it is expected that the real lactation data of well managed herds do not fluctuate. The peak time obtained from actual milk yield and the predicted PT from WD, AS and MIL models were very close and the differences between them, were not significant (P>0.05). But, the peak time of DH model was negative and the peak times of Q and C models were estimated to be only zero. It is likely caused by the decreasing curves from the beginning to the end of lactation for DH, Q and C models estimated by present data as seen in Figure 1. Persistency (P) values among all models were very close to each other and the differences between them, were not significant (P>0.05). The P values, were found in this study were higher than values predicted for WD, Q, C, LHF and IP models in Brown Swiss cows by Keskin and Tozluca (2004), for Q, C, WD, MIL, AS and WIL models in Simmental cows by Çilek and Keskin (2008). Higher determination coefficients for the used models show good fitting level of independent variables for explaining dependent variables. For all models R2 value were estimated between 63.59 % and 86.68 %, it was obtained the lowest value in DH (63.59) model, the highest in WIL (86.68) model. The best fitness was obtained with WIL, it was followed by AS, but DH fitted worst. The lowest MSPE values were fixed in AS model, then in WD model. The highest MSPE value was fixed in DH model. The R2 in this study, were lower than R2 values, were notified for WD, Q, C, LHF and IP models in Brown Swiss cows by Keskin and Tozluca (2004), for Q, C, WD, MIL, AS and WIL models in Simmental cows by Çilek and Keskin (2008), for WD, IP, WIL, MIL and AS models in Holstein-Friesian cows by Olori et al., (1999). MSPE values were higher than values, notified for Q, C, WD, MIL, AS and WIL models in Simmental cows by Çilek and Keskin (2008). 252 �The lowest ε values were realized in AS model and it was followed by Q, NM and WD models. The same condition was found for σ values, too. The highest θ values were estimated in AS model, it was followed by NM and WD models. Autocorrelation values for all models were close to zero, indicating positive autocorrelation which may pose problems with statistical inferences about the models. Correlations between the residuals and observed milk yield (RESC) ranged between -0.35 (IP) to 0.61 (DH) for all models. Though estimated residuals generally increased with observed yields, there are a little except for C, Q and DH. High daily yields being most difficult to predict while very low yields also caused problems (Olori et al., 1999). Conclusion The TMY, PY, PT and P values in AS, WD and NM models were found very close to actual values, but MSPE, RESC, ε and σ values were the lowest than actual. The highest R2 and θ values were found in these models. As the result of assessing of TMY, PY, PT, P, R2, MSPE, RESC, ε , σ , θ and DW statistics together, it can be said that the using AS, WD and new developed NM models make possible of predicting milk yields, close to actual values in Holstein cows at first lactation. Acknowledgments This research was funded in part by a grant from the University of Selcuk (BAP), The authors wish to thank the staff of KAR-YEM AŞ, Konya, TURKEY. References Ali, T.E. & Schaeffer, L.R. (1987). Accounting for covariance among across weeks of peak production test day milk yields in dairy cows. Can. J. Anim. Sci., 67: 637-644. Batra, T.R. (1986). Comparison of two mathematical models in fitting lactation curves for pureline and crossline dairy cows. Can. J. Anim. Sci., 66: 405-414. Bianchini, E.S. (1984). Estudo da curva de lactaçao de vacas da raça Gir. Doctoral Thesis. Faculta de Medicina de Ribeirao Preto, USP. Brody, S.A., Ragsdale, A.C. & Turner, C.W. (1923). 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Extent The size or duration of the resource. 435 Title A name given to the resource Comparison of Eleven Mathematical Models for describing the first Lactation Curve of Holstein Cattle in Turkey Author Author Keskin, İsmail Memmedova, Nazire İlhan, Fatma Dağ, Birol Mikailsoy, Fariz Abstract A summary of the resource. In this study, eleven standard lactation curve models (Incomplete Gamma (WD), Quadratic (Q), Cubic (C), Linear Hyperbolic Function (LH), Inverse Polynomial Function (IP), Mixed Log (MIL), Exponential (WIL), Dhanoa (DH), Cobby and Le Du (CD), Polynomial Regression (AS) and New Model (NM)) were used to predict a typical dairy cow lactation derived as the average daily milk yield of 105 complete first lactations of Holstein- Friesian cows in one herd. Milk yield controls were made daily in this farm. Total milk yield (TMY) was calculated from observation of daily milk yield. TMY was also predicted by using 11 different models. The total milk yields predicted by the models were very close to each other and the differences between observation of TMY were not found statistically significant (P>0.05). The models were found to be adequate for estimation of milk yield. Determination coefficients (R2) of the models ranged from 67.15 % to 86.68 %. In comparison of the models, the TMY, peak yield (PY), peak time (PT), persistency (P), mean square prediction error (MSPE), approximation error ( ε ), reliability criterion for estimating trustworthiness of the determination coefficient (σ ), standard error ( θ ) and Durbin-Watson (DW) values were evaluated together. Using the AS, WD and new developed NM models accurately predicted the milk yield of Holstein cows. 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/38b69d8d510b14e5dcbcd47d2b49ff36.pdf be7ea415a530623ffbddf0b0e5f4e3c9 PDF Text Text The Case, Problems and Solution Suggestions of The Greenhousing In Biga Hasan Kocabiyik Çanakkale Onsekiz Mart University, Biga Vocational College hkocabiyik@comu.edu.tr Abstract : The greenhousing activity in Biga firstly started in an area of 500 m2 in 1985. In a review study, it was observed that total green housing area of 52.000 m2 and 42 greenhousing cooperations were reached. Greenhouses in Biga are in the structure of bow roof, with plastic cover and high tunnel cold greenhouses. As the first investment expenses are low and high productivity in a unit area, producers can make much money at a short time. Due to all enterprises are small family cooperations, producers don’t pay to workers. The distribution of productive power is regular in year and all enterprises use dripping irrigation system. Lettuce is cultivated in greenhouses in winter. In spring, summer and autumn cucumber, tomato and bean are cultivated. While some of the produced yields are consumed in Biga and around villages, many parts of the yields are marketed in Bandırma. The big problems in greenhousing cooperations; increasing of entry prices, soil tiring, unconciously manurig and giving pesticides, structural problems, insufficient of technique knowledge, packing and marketing. In this presentation, the present case of greenhousing enterprises in Biga as alternative incoming resource, its mainly problems and its possible solutions will be discussed. Keywords: Biga, Greenhouse, family enterprise, plant production Introduction The first greenhouse in Biga was established in the village of Çeşmealtı in 1985 by a manufacturer. Currenty in Biga 42 manufacturer is engaged in greenhouse and 52 decare greenhouse space and 155 greenhouses are present. These enterprises, 19 of them are in the center of the Biga and other manufacturers are operating in the village. Biga plain, by the presence of 89.000 hectares watered, 640.000 hectares not watered, totally 729.000 hectares farmland is the most important district of Çanakkale from the agricultural aspects (Çavuşgil and et al., 2005: 4). According to the long years of climate data, average rainfall in the region is 765.7 mm and average relative humidity is 74.5%. Annual average temperature is 14.2 0C, the highest temperature and lowest temperature are 39.8 0C and -11.4 0C respectively. (Yavuz and et al., 2004:163) The purpose of this research is the development of Biga on the greenhouse industry, to identify the problems facing in the sector and to bring solutions to these problems. For this purpose, all owners of greenhouse in Biga were discussed and all inventory owned by businesses were prepared. Materials and Methods In this study, all greenhouse enterprises in Biga and village were selected as the main material. A survey comprising 18 questions were asked to business owners for the development of greenhouses and to identify problems in greenhouses in Biga and villages. The data obtained from the sera owners were evaluated through % rates and analyzed under the main heading. 174 �Results In the inventory study, 42 greenhouse owners were interviewed in Biga and surrounding villages, and the inventory information about greenhouse and greenhouse manufacturers were given. Greenhouse Site Selection and Distribution of Greenhouse Enterprises When all the ecological and economic factors that effect the greenhouse site selection taken into consideration, definition of the location of the greenhouse can be made as follows: in autumn, winter and spring months, it has high light intensity, with the winter is mild, good transport facilities, market demand with cheap fuel, constant electricity, good-quality irrigation water and soil with heavy winds closed and qualified workers can be found where appropriate are the places for greenhouse.(Sevgican et al., 1989 : 34). 19 of them in the greenhouse business (45.23%) are in the center of the Biga, 23 of them (54.76%) showed activity in the village. Observations Related to The Manufacturer Experience of manufacturers in the industry ranged with 1 from 23. The average number of years of dealing with greenhouse growers is 8. The educational level is often high school. For nine of them (21.4%) the greenhouse business is a additional work. None of the greenhouse producer did not use credits, incentives, support. New developments in the greenhouse can be examined in three groups: the greenhouse structure improvements, new ways to reduce greenhouse labor and using the greenhouse except growing plants (Yüksel et al., 2000: 233). Although manufacturers are open to innovation of the manufacturers and to search of an alternative open to innovation, they did not participate in activity about agricultural information (conferences, symposia, etc.) in the area. Many manufacturers have no information on modern agricultural practices such as using computer in greenhouses, soilless agriculture, organic agriculture, GAP, EUREPGAP. Many manufacturers do not hold any record of fertilizers, drugs and yield. Hence the best evaluation method for small fragmented land is greenhouse, farmers having small land turned to this sector. Structural Features Greenhouses are classified according to their size, organization forms, temperatures, roof shapes, types of materials used in the skeleton and mask and also mobility status. According to their size greenhouses are separated from big, medium and small greenhouses. If floor area greater than 1000 m2, greenhouse is big greenhouse. If area between 100-1000 m2, greenhouse is medium greenhouse and if area smaller than 100 m2, greenhouse is small greenhouse (Yüksel et al., 2000: 36). Sizes of the greenhouse range in between 50 m2 to 3250 m2. The average size of the greenhouse was found to be 344 m2. Total greenhouse area is 52 000 m2 and average greenhouse area per farm is 1238 m2. 6 greenhouse enterprises (14.28%) have block greenhouses and the other 36 enterprises (85.72%) have individual greenhouses. Because of less snowfall, the block greenhouse was established in villages near the sea. Greenhouses in Biga are usually structured as a spring-roofed, plastic covered high-tunnel shapping and cold. In individual greenhouses, base of greenhouse is thee oak piles and in block greenhouses, base of greenhouse is a concrete pillar. In all skeletal material used in pipes but wooden greenhouses profiles were not found. As greenhouse covering materials in all of the ultraviolet (UV) doped with 3 to 3.5 years in life are using plastic sheeting. Because of lightweight, inexpensive, easily workable, durable, good light transmission plastic was preferred. Depending on the vegetable side elevation varies between 1.75 to 3.00 meters in vegetable greenhouses. As the issue of width and length in the plastic greenhouses was relatively free movement, usually width of 6-9 m and length of 30-60 m are used (Sevgican et al., 1989: 35). It was observed that the width and length of greenhouse changing in a very large extent. The ridge height of greenhouse ranged 2 m and 4 m. The side elevation in greenhouse cultivation is 2 m and also in seedling greenhouse is 1.5 m. In cultivation greenhouse, width is 8.2 m in the 29 companies (69%) and height is 3.5 m in the 35 business (83.3%) were observed. In individual greenhouses, width varies between 6 m and 12 m, and in block greenhouse it varies between 20 m and 50 m. 175 �Ventilation and Moisture Control For propose of natural ventilation is adequate, total area of roof windows should be between 1620 % of the greenhouse floor area and the openings should be set according to environmental conditions (Yüksel et al., 2000: 71). In four greenhouses (2.58%) of examined 155 greenhouses, the roof is ventilated, but ventilation of the roof is not in others. 36 (23.22%) greenhouses were included in the side ventilation, and the remaining 119 greenhouses (76.77%) are not included in the side ventilation. In all of the greenhouse has been equipped with front and back air conditioning, hot summer weather when fully open front and back surfaces have tried to improve the ventilation efficiency. Generally poor ventilation was observed. Mandatory ventilation (ventilator-Extractor) has not been found. Ventilation was not getting control CO2 and humidity but in order to reduce greenhouse temperature. As a result of this, mildiyö and root rot disease was observed to be effective in the greenhouse. Heating & Cooling So the greenhouse effect of sunlight in the summer, especially growing greenhouse inside temperature, outside air temperature may be higher than 50-10 0C. This reduction of assimilation in plants and may lead to arrest. That is gained with assimilation of the plant material, may be less than that lost through respiration (Yüksel et al., 2000: 128). Heating is made in three greenhouses with a total area of 4470 m2 (8.6%). Heating is not to ensure optimum temperature for the plant needed but only to ensure earliness in February and March. Central heating system is used in the two companies, stove is used.one company. Cooling system is not used in any business. Whereas the type of greenhouse warming is too important to be cooled even in winter. Irrigation and Drainage Review of the greenhouse is used all the drip irrigation method. Taken from artesian well water is filtered and purified by passing hidrosiklondan thus prevents clogging of drip breast. Chelate fertilizers are added to the system with fertilizer tanks and soil pesticides are injected into the system. Only one of the greenhouses used in the internal drainage system, both internal and external drainage was not used in others. Supply of Seed-Seedling All greenhouses were used in the hybrid seeds. In recent years, the craftsmanship of local producers as well as less healthy because they are directed to prepare the seedlings were observed. The producers also were grafted on seedlings. Production Pattern 784 m2 areas (1.5%) of review of the greenhouse were grown ornamental plants. In all of the other greenhouse vegetables are grown. Type usually cucumbers in summer and lettuce(curly) -salad in winter were grown. Moreover, purslane, eggplant, beans, peppers and tomatoes are grown by the manufacturer. Fertilizing and Spraying Soil pH values of Biga Plains ranged from 7.49 to 5.85. (Çavuşgil et al. 2005: 17). The cucumber plants that are sensitive to acidity in the structure like the neutral or slightly alkaline soil (Sevgican et al., 1989: 128). Salad grows well in soils with pH = 6.0-7.0 , lettuce grows well in soils with pH = 5.5-7.0 (Aybak et al. 2002: 46). In review, 14 manufacturers (26.9%) analyzed their soil at least once. According to the results of this greenhouse soil pH values were found to vary between 4.5 and 7, the average value was found to be 5.98. 176 �According to the analysis of the Biga Plains soil lime content is very low and many samples were found to contain quantities of lime (Çavuşgil et al. 2005: 18). Greenhouse manufacturers in the investigation they were often used on fertilizer: Before starting the production of cucumber in soil , 10 ton/da of burnt.manure used were found. 15-15-15 compound fertilizer as base fertilizer is used often. Drip irrigation system with ammonium nitrate, urea, potassium nitrate, MAP and humic acids are used. In addition, some manufacturers are using magnesium nitrate and ammonium sulfate fertilizers. Against micro-nutrient deficiency is the use of foliar fertilizers. In greenhouses rest rotation is not applied. Usually removed product immediately the soil has been processed with machines then the floor manure thrown and new products planted. Examined business are to spray once the average 7-8 day. the production of cucumber is commonly used systemic drugs in particular have been identified. Especially, cucumber production commonly used systemic drugs were determined. Because of the hybrid seeds are used to fertilize itself, hormones are not used. However, they are kind of some plant growth by the regulators were used. Some producers are spraying gas engine, some spray back with a portion had been found. Diseases and Pests Cucumber and salads widely grown in greenhouses mostly determined diseases; cucumber angular leaf spot disease (Pseudomonas syringae pv. Lachrymans), cucumber downy mildew (Pseudoperenospora cubensis), the powdery mildew on cucumber and lettuce (Erysiphe cichoracearum), the gray mold disease on cucumber and lettuce ( botrytis cinerea), white mold disease on cucumber and lettuce (Sclerotinia sclerotiorum), mildiyö disease in lettuce (Bremia lactucae), such as bacterial and fungal diseases. Most identified harmful pests are red spider (Tetranychus spp.), Leaf lice (Aphis gossypii), leaf gallery beetle (Liriomyza spp.), Green worm (Heliothis armigera), thrips (Heliothrips haemorrhoidalis Bouche). In the examined greenhouse, soil solarization is not done, and most were not known. Harvesting, packaging and marketing Cucumbers harvested are put into bananas boxes so that the reduced sweating and moisture loss. 15-20 pieces of Salad and lettuce in a big plastic bag were shown to be introduced to the market. The biggest problem in marketing the market could not be a regular supply of goods because the supply / demand balance against the manufacturer of the disruption caused by the instability of the prices that have been identified. Solution Proposals Although it is aimed to enhance the efficiency in production, today's product quality 'and' food security 'phenomenon has gained importance. Due to consumer demand for safe food, production technology has also affected (Tüzel et al., 2004: 17). Biga's greenhouse producers should give up being the small family businesses to be more healthy and more modern facilities for certified products. In the coming years it will become necessary. It will be possible to getting consolidation and institutionalization for small businesses. The most important deficiency in Biga’s greenhouses is ventilation. Therefore length of the greenhouse should be short and planting should not be frequent. Otherwise, due to beig the excess moisture inside, fungal and bacterial diseases are steadily increasing. For an effective ventilation of the greenhouses, length is more than 30 m and the greenhouse should be in the prevailing wind direction. Producers have little information about fertilizers and fertilization, disease, pests, pesticides. Fort his reason, it is recommended to take advice. One of the biggest problem is marketing. To overcome this problem, new markets should find or production planning should be done well. References Aybak, H. Ç. 2002 Salata ve Marul Yetiştiriciliği. Đstanbul: Hasad Yayıncılık Ltd. Şti. (In Turkish) http://www.biga.gov.tr/biga.php?sayfa_id=102&id=24&1=1, 16.07.2008 (In Turkish) 177 �Çavuşgil, V. S., Ekinci, H., Özcan, H., Kavdır, Y., Yiğini, Y., Çolakoğlu, H. 2005 Biga Ovası Tarım Arazilerinin Bitki Besin Elementi Đçerikleri Üzerine Bir Araştırma. Çanakkale Onsekiz Mart Üniversitesi, Yayınlanmamış Bilimsel Araştırma Projesi. (In Turkish) Sevgican, A. 1989 Örtüaltı Sebzeciliği. Yalova: TAV Yayınları (In Turkish) Tüzel, Y. 2004 “Türkiye’de seracılığın gelişimi.” V. Sebze Tarımı Sempozyumu Bildiriler, 21-24 Eylül 2004, Çanakkale. F. C. Kuzucu, C. Öztokat Kuzucu (editör). Çanakkale: Onsekiz Mart Üniversitesi, 16-18. (In Turkish) Yavuz, M. Y., Altay, H., Erken, O., Çamoğlu, G. 2004 “Organik madde içeriği düşük topraklarda analiz sonuçlarına göre uygulanan gübre dozunun Biga yöresinde yetiştirilen sanayi tipi domateste verim ve kalite parametrelerine etkisi.”V. Sebze Tarımı Sempozyumu Bildiriler, 21-24 Eylül 2004, Çanakkale. F. C. Kuzucu, C. Öztokat Kuzucu (editör). Çanakkale: Onsekiz Mart Üniversitesi, 162-164. (In Turkish) Yüksel, A.N. 2000 Sera Yapım Tekniği. Đstanbul: Hasad Yayıncılık Ltd. Şti. (In Turkish) 178 � 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. 367 Title A name given to the resource The Case, Problems and Solution Suggestions of The Greenhousing In Biga Author Author Kocabiyik, Hasan Abstract A summary of the resource. The greenhousing activity in Biga firstly started in an area of 500 m2 in 1985. In a review study, it was observed that total green housing area of 52.000 m2 and 42 greenhousing cooperations were reached. Greenhouses in Biga are in the structure of bow roof, with plastic cover and high tunnel cold greenhouses. As the first investment expenses are low and high productivity in a unit area, producers can make much money at a short time. Due to all enterprises are small family cooperations, producers don’t pay to workers. The distribution of productive power is regular in year and all enterprises use dripping irrigation system. Lettuce is cultivated in greenhouses in winter. In spring, summer and autumn cucumber, tomato and bean are cultivated. While some of the produced yields are consumed in Biga and around villages, many parts of the yields are marketed in Bandırma. The big problems in greenhousing cooperations; increasing of entry prices, soil tiring, unconciously manurig and giving pesticides, structural problems, insufficient of technique knowledge, packing and marketing. In this presentation, the present case of greenhousing enterprises in Biga as alternative incoming resource, its mainly problems and its possible solutions will be discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General)