305 10 3494 https://omeka.ibu.edu.ba/files/original/34526ee4960b3ca3f837d85ef7f47aa6.pdf fd2a5c1e13364f5abddc6a6060add964 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Activity Based Costing System and Model Application in a Marble Business Ġsmet TĠTĠZ Faculty of Economics and Administrative Sciences Suleyman Demirel University,Turkey titiz@iibf.sdu.edu.tr Harun ÖZTÜRK Faculty of Economics and Administrative Sciences Suleyman Demirel University,Turkey hazrunozt@iibf.sdu.edu.tr Davut KARAMAN Alanya Vocatıonal Hıgh School Akdeniz University,Turkey davutkaraman07@hotmail.com Abstract : As well as being the key of economic developement, the growth of national economies is the most important factor that pollutes environment, because it increases the consumption. Companies are the biggest producer and consumer in economy. Businesses manifacture their products in multiple countries and remove borders because of today‘s economic and competitive conditions. Protection and development of resources is the basis of sustainable development. Today, most businesses face difficulties about rival businesses‘ competitive power and price politics. But,for well established firms ―crises are temporary, competitiveness is permanent‖, so the target of businesses is to obtain this competitive power and sustain it. ABC system is a more accurate cost calculation method. ABC system focuses on activities instead of traditional volume based costing. ABC system focuses on what causes the formation of costs and how to make contact with costs and products. Application is made by taking a marble company as an example, and results have been evaluated. Keywords : Activity based costing system, Marble Industry, Cost Introduction The technological advences experienced in our day is not only affected the production systems but also these advences have necessitated changes in accounting structures. Because of these interactions, businesses were forced to move to the new costing system in order to adapt economic development. Companies had to use new production technologies because of the acceleration of communication and international competition (Kaygusuz & Dokur, 2009). With 1980s completely aggravated new environment and global computitive conditions, were the reasons why companies tried to develop management. The other reasons fort his efforts were (Öker, 2003): - Rapid transformation of computer use in the production process - Innovations in production technology and quality control. - Developments in the field of communication and logistics In accordance with the above-mentioned reasons, new methods and approachs that applied in production management, provided the companies to improve quality, to reduce the level of stock and losses (Hacırüstemoğlu & ġakrak, 2002) 637 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo In this study, the concepts of cost and accounting are analysed seperately. The advantages and disadvantages of activity-based costing system are revealed. It is tried to be understood wheter this design is appropriate for the companies by an application for marble companies. The concept of Cost The goal of all companies is to create a new value at the end of their activities. General meaning of cost is the monetary expression of sacrifices incurred for reaching the goal (Uragun, 1993). Activity-Based Cost System Activity-Based Cost System has emerged as a result of inadequacy of traditional methods . Cost elements, make distribution costs , moving from the fact that activity uses resources. Cooper and Kaplan (1988) first introduced the activity-based cost system and increased its popularity. According to Cooper and Kaplan, Activitybased cost is a strategy aimed tool not a formal accounting method. In todays increasingly competitive conditions, cost factors which used for production has to be determined exactly . Besides determining the production costs, ABC makes a database about activities and gives important information about the functions of the company. Here the concept of activity, is defined as work made in an organization (ġakrak, 1997). ABC method is based on certain assumptions. These are (Holmen, 1995): - Activities use resources, - Product/services use activities - In the method of ABC, using approach is dominant instead of spending. These assumptions reveals the structure of the model and gives the direction for operation. There is a cost pool for each activity. Process value analysis Process value analysis is a systematical analysis that is required for service fulfillment. This analysis determines all the activities that consumes the sources for producing or serving. It defines activities as creating add value and not (Arzova, 2001). The selection of distribution key ABC system provides more reliable information about cost by using multiple distribution switches instead of traditional cost methods while loading costs to products;/ services. According to this there have to be a distribution key for all activities made by the company. The key of ABC system which represents the activity best must be determined and overall production costs of the organization should be distributed with this key. Inappropriate selection of keywords can lead all efforts in vain. Therefore keys have to be determined completely. ABC system focuses on activities instead of chapters. While loading costs on products, the activities are undertaken. Products are manufactured as a result of activities. Activities consists of several subactivities. Production preparation activities can be shown as an example for sub-activities. Monitoring costs for activity headquarters ABC first installs resource costs to activity centers. Also it performs a two stage action by loading these costs to products/services. Cost carriers reflect the causation relations between activities and cost group. To avoid any distortion in product costs, they should be distributed directly to cost centers (Erdoğan, 1995). Cost Carrier Selection One of the most important stage in the design process is the selection of carrier operations. According to Cooper the selection of activitiy carriers requires two important decisions that are seperated but related (Cooper, 638 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo 1993: 34). How many activity carriers will be used? Which activity carriers will be used? These two decisiosare related because the quality of selected activity carrier affects the number of required activity carrier. The limits of Activity Based Cost There are certain issues that must be emphasized about activity based costing method. The following two conditions must be considered to avoid false results. First, excess capacity costs must not be loaded to product costs, because this situation causes the reduction of demand. Secondly, all research and development costs related to new products and product lines. The companies which prepare a wide R & D program for short life circled products , have to measure costs and incomes, according to the life time of the products. Marble Supply and Usage in Turkey Rock formations which can be used as marble are found in many parts of our country., Different organizations and their studies indicate that Turkey‘s marble reserves are around 14 billion tonnes. There are about 550 marble quarries. The working field is about %8. In other words, 92% of known fields are not operational. Uses of marble is construction industry, cemeteries, sculpture, jewelry making and decoration. The correct choice of marble is possible by complying with qualification standards of marble. Many factors influence to determine using places of marble. Cost Calculation of Marble At the end of each production process, production loss should be estimated and its impact on costs should be measured. While making the process of calculating, production cost is accepted for production cut. The costs of products and semi products are calculated seperately. Costs which are created in help service locations, should be loaded to products which are produced at appropriate measures. It is important to calculate the costs, correctly, in time and reliable. Therefore it is necessary to be careful about determining methods. Information about the company which ABCS application will be applied to X marble industry and Trade Company operates since 1984 in Afyon district. Its subsidiary, X Marble Industry Trade LĠmited company operates since 1998. Business manager and his assistant undertakes the administrative staff and some jobs in the department of production. There are 28 staff workers, 9 administrative staff in total 37 staff in may 2009. They produce 12000 cubic meters of marble per year. X marble industry and Trade Company exports to United States,Canada ,Germany,Italy,Middle East and Gulf Countries such as Israel,Saudi Arabia,United Arab Emirates where its a large part of exports. Existing Cost Analysis Method Businesses have a wide range of production.Production quantities and production techniques of these products differ. These differences, hardens to calculate the product costs exactly. Direct first material and tool costs are loaded directly to products and labour and general production costs are loaded indirectly. Activity Based Costing Application Activity Based Costing System based on activities in which the costs of activities consists of the resources consumed. These informations are measured from the balance of three months , january-march 2009. Direct labour costs 90.944,25 TL Business material costs 7.533,545 TL Spare parts costs 8.143,336 TL Other indirect material costs 1.403,690 TL Meal expenses 4.856,647 TL 639 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Electricity expenses 2.537,226 TL Water expenses 3.870.433 TL Fuel expenses 13.230,575 TL Repair and maintenance labor costs 8.000,000 TL Vehicles expenses 1.104,267 TL Communication expenses 874,359 TL Depreciation of fixed asset management 122,152 TL departmend Stationery expenses 125,901 TL Cleaning materials expenses 432,863 TL Photocopying costs 27,669 TL Computer equipment expenses 223,933 TL Photocopying material costs 55,203 TL Fax material costs 42,000 TL Drinking water expenses 487,500 TL Comprehensive business insurance 1,895 TL Above expenses are given from balance of business. Traditional Costing System 1) Lilac Beige Marble Unit Cost = 20,14 TL Unit Sales Price = 27 TL Unit Profit = 6,86TL 2) Afyon White Marble Unit Cost = 18,97 TL Unit Sales Price = 24,5 TL Unit Profit = 5,53TL %25,4 %22,5 Activity Based costing System 1) Lilac Beige Marble Unit Cost = 14,804 TL Unit Sales Price = 27 TL Unit Profit = 12,196TL 2) Afyon White Marble Unit Cost = 12,207 TL Unit Sales Price = 24,5 TL Unit Profit = 12,293 %45,7 %50,17 Conclusions According to the results of the traditional cost system, unit cost of lilac beige marble is 20.14TL and the unit cost of Afyon marble is 18.97TL. According to the result of this method,the price of lilac beige marble is 27 TL/M2 and Afyon white marble is 24.5 TL/M2 . According to results of activity based costing system, unit cost of lilac beige marble is 14.804TL and Afyon marble is 12.207 TL. Unit sales price of lilac beige marble is 27 TL/M2 and afyon white marble is 24.5 TL/M2. The unit profit in traditional method is 5.53 TL. In activity based costing system unit profit is 12.293 TL. According to ABC system unit profit rate is 50.17% and in traditional costing system unit profit rate is 22.5%. ABC system gives more accurate and reliable information than traditional costing system. Besides all well designed and developed an activity based costing system gives positive results in both production business and service business. References ARZOVA, B.S., Faaliyet Tabanlı Maliyet Yönetimi ve Muhasebe Sistemi, Doktora Tezi, Marmara Üniversitesi, Sosyal Bilimler Enstitüsü, Ġstanbul, 2001. COOPER, R.,R. S. KAPLAN, "How Cost Accounting Distorts Product Cost", Management Accounting, April, 1988. COOPER, R. , Activity Based Costing For Improved Product Costing, Hand Boook of Cost Management, Edited by Barry Brinker, New York, 1993. HACIRÜSTEMOĞLU, R. ve M ġAKRAK,. , Maliyet Muhasebesinde Güncel YaklaĢımlar, Ġstanbul: Türkmen Kitapevi, 2002. HOLMEN, J. S., ―ABC vs. TOC: It‘s A Matter of Time‖, Management Accounting, Vol: 76, No: 7, 1995. 640 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo ERDOĞAN, N. , Faaliyete Dayalı Maliyetleme, Anadolu Üniv. Yayınları, EskiĢehir, 1995 KAYGUSUZ, Sait Y., ġükrü Dokur; Maliyet Muhasebesi, Dora Yay:31, Bursa-2009 ÖKER F., ―Faaliyet Tabanlı Maliyetleme‖, Literatür Yayınları, Ġstanbul, 2003., s.17. ġAKRAK, M. , Maliyet Yönetimi, Yasa Yayınları, Ġstanbul, 1997. URAGUN, M. Maliyet Muhasebesi ve Mali Tablolar, Yetkin Basımevi, Ankara, 1993. 641 � 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. 302 Title A name given to the resource Activity Based Costing System and Model Application in a Marble Business Author Author TİTİZ, İsmet ÖZTÜRK, Harun KARAMAN, Davut Abstract A summary of the resource. As well as being the key of economic developement, the growth of national economies is the most important factor that pollutes environment, because it increases the consumption. Companies are the biggest producer and consumer in economy. Businesses manifacture their products in multiple countries and remove borders because of today‘s economic and competitive conditions. Protection and development of resources is the basis of sustainable development. Today, most businesses face difficulties about rival businesses‘ competitive power and price politics. But,for well established firms ―crises are temporary, competitiveness is permanent‖, so the target of businesses is to obtain this competitive power and sustain it. ABC system is a more accurate cost calculation method. ABC system focuses on activities instead of traditional volume based costing. ABC system focuses on what causes the formation of costs and how to make contact with costs and products. Application is made by taking a marble company as an example, and results have been evaluated. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/0464993bafc7c43374efba86c1df4353.pdf 111e7e4cda00222b044271af5cfe9e98 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Study on Development of Sensitivity Scale for Teaching Profession Assoc. Prof. Dr. Selçuk UYGUN Çanakkale Onsekiz Mart University Faculty of Education Assistant Prof. Dr. Çavuş ŞAHĐN Çanakkale Onsekiz Mart University Faculty of Education Research Assistant Emel OKUR Çanakkale Onsekiz Mart University Faculty of Education Abstract: The purpose of this study is to develop a sensitivity scale intended for teaching profession. It is assumed that those who pick teaching as profession should have an inherent tendency for this job. The research is developed based on five stages including detection of the views on sensitivity with regard to teaching profession, determination of the scale items, preparation of the trial scale, implementation of the scale and measurement of the validity and reliability. In the end, a scale involving 17 items has been developed. The items factors value are between .30 and .79. It is found that KMO value is 0.906, Bartlett test is 0.000 and items factor values are 0.30 and upper at the end of the exploratory factor analysis. t values of upper and lower groups is found significant. These findings confirm that this scale has validity. Cronbach Alpha coefficient is found 0.884, which means that this scale is reliable. Key words: Teaching job, professional sensitivity, sensitivity scale Introduction In general, a profession may be defined as a set of activities acquired via education and carried out by the individuals on a regular and planned basis to make a living (Çoban, 2003). Teaching profession is an educational job with a professional status inclusive of individual, social, cultural, scientific and technological dimensions. Kuzgun (1996b) stresses that there are visible distinctions between professions. These distinctions bring differences to the fore. Those who pick teaching as their profession should be aware that they have to display the necessary qualifications for this particular job. Whether the satisfaction the teaching profession provides and the professional value emphasized by the individuals who pick this profession actually overlap should be considered before making a selection and pick. Wise decisions and picks are made if the satisfaction that the profession supplies and the expectations of the picker are effectively compared. Those who have monetary and material expectations out of teaching profession should be well aware that the teaching profession falls short to meet such anticipations (Akbaba, 2000). It is possible to argue that the following three factors are determinative in professional achievements and successes (Uygun, 2008): the qualities of the individual, the characteristics of the professional education and performance. Professional education and performance are characteristics that may be enhanced after deciding on the professional direction. The qualities of the individual, however, are important to the process by which the profession is picked. Both emotional and psychic factors and aspects are important. Emotional features can be explained by the notions of interest, attitude and academic selfness. Above all, the individuals should be ambitious, volunteer and eager for the profession; they should also hold positive attitudes with regard to the image of the profession. Their academic selfness should also be complete so that they uphold clear tendency towards the profession. Academic selfness is a style by which the individual concludes as to whether he or she will be able to perform the profession successfully (Kuzgun, 1996). Academic selfness is related to cognitive and psycho-motor aspects. For instance, a teacher may be visually-impaired. If that teacher does not view this handicap as an obstacle before the performance of the profession and he is well aware of this, it could be said his or her academic selfness is adequate for the profession (Uygun, 2008). Cognitive aspects, however, can be explained by the notions of knowledge, skill and competence. These aspects may be acquired via education and they enhance professional sensitivity. Expertise in the relevant field, professional adequacy and cultural competence constitute the set of fundamental knowledge for the teacher education. The teacher should be able to convert the information he or she has received from other sources during professional education into skill and be competent enough. 95 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The role of the teachers as well as the status and image of the profession is closely related to cognitive features. The awareness of those who pick this profession and their perception on the status of the profession determine their professional sensitivity. Whether these are positive or negative does not matter at all; what matters is whether they have been properly informed. For instance, if, despite the information that ‘teacher salary is small,’ the individual is still eager to pick this profession, he could be said to have professional sensitivity (Uygun, 2008). Individuals sensitive to the profession may become successful despite small amount of salaries. Individual expectations and interests as well as professional characteristics have a determinative impact in business life. The individuals become more successful in their profession if they had picked the most appropriate line of business for themselves in terms of professional satisfaction and individual improvement. Those who fail to achieve professional satisfaction may suffer from a syndrome of exhaustion (Cemaloglu and Erdemoglu, 2007). Teaching is one of the professions that require inherent motivation. The teacher motivation is particularly important to make sure that the students are motivated in the class and that effective reforms in advanced forms are introduced. Motivated teachers play key roles in (1) implementation of educational reforms, (2) application of the emergent changes and (3) attainment of success and satisfaction (Yazici, 2009). The sources of the professional motivation of the teachers may vary (Yazici, 2009). This is nothing but natural. What matters most is whether the individuals are aware of the sources of motivation during the selection of the profession. For such awareness, the individuals have to be aware of their skills and informed about the features of the profession. If the individuals who properly recognize themselves and the profession become decisive in the selection of a profession, it could be argued that they have professional sensitivity. Sensitivity is an emotional and sensory feature that can be learned. Professional sensitivity, on the other hand, refers to aptitude to the profession. Aptitude can be explained by such notions as interest in the profession, eagerness and professional prestige. The level of sensitivity held by the individuals vis-à-vis their profession may provide insights with regard to professional success and satisfaction considering that it is more likely to witness that they have developed positive or negative attitudes depending on their level of sensitivity. For this reason, it is important to encourage people with high level of sensitivity for teaching profession to pick this profession as their job. Professional sensitivity is also associated with the self-sensitivity of the individuals. Self-sensitivity refers to openness to the emotions, being meticulous and affectionate, state of understanding and reason in case of incompetence and failures and acknowledgement of negative experiences as natural parts of the life. Researches prove relation of the self-sensitivity to a number of notions including self-acknowledgement, satisfaction, social interest, awareness, autonomy, personal development, happiness and optimism (Akin et al., 2007). Sensitivity is also related to attitude. Attitude can be defined as a factor directing the actions of the individual and preparing him for being guided (Semerci, 1999). Perceptions over teaching profession may change depending on the status and image of the profession whereas they may also vary based on the individual attitudes. The decisiveness in picking the profession despite the difficulties involved points to self-sensitivity as well as positive attitude towards the profession. All these aspects may considered within the context of professional sensitivity. Researchers find a positive correlation between the attitudes of the teachers towards their profession and the level of self-sensitivity and the qualifications enhancing the quality of the training at the school including performance, professional motivation, satisfaction, efficiency of teaching activities in the class and the nature of the relations between the students and the teachers in the class (Semerci, 2004; Akin et al., 2007; Uygun, 2008). The basic sensitivity indicators for teaching profession include interest in teaching, eagerness and inherent motivation towards acquisition of the attitudes necessary for the profession. The indicators for inherent and innate motivation are determination to pick the teaching profession and awareness of the professional features. It should be admitted despite this basic assumption that selection of a profession is not that easy. To do this, a number of different theories and approaches referring to professional psychological consultation and guidance have been offered (Akbaba 2000; Kuzgun, 2000). This study which puts emphasis upon professional sensitivity seeks to develop independently of these theories a scale that will measure the level of sensitivity of the individuals ready to pick teaching as their profession. This work will fill the void with respect to the selection of a profession by individuals with high level of sensitivity. It is hard to define the individual and professional features sensitive to the teaching profession as the role of the teacher, the status of the profession or its image may change over the time and they may vary depending on the different perspectives held. The teachers may take a look at their profession from different points of view including idealism, ideology, material satisfaction and criticality (Akyuz, 1978). The value attributed to the teaching profession may become different depending on each point of view. For instance, teaching is a sacred profession for idealists. This and other similar approaches diversify the factors leading to sensitivity towards teaching profession. These factors are closely related to the professional perception of values. 96 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The professional values are connected to the satisfactions deriving from the results including the environment where the professional duties are carried out, the income and rewards (Kuzgun, 2000). A review of the findings of the researches focusing on the factors influential in the selection of teaching by the candidate teachers as their profession confirms that the candidates view teaching as a sacred, prestigious, decent and influential profession that requires a sense of responsibility and sacrifice. However, the majority of the candidate teachers stated that they would perform this job in the presence of extraordinary conditions because the circumstances are not found adequate by the students (Ozbek et al., 2007). However, those who will pick teaching as their profession should display positive attitudes despite all defects and shortcomings of the profession, have a visible self-sensitivity and professional sensitivity. Selection of the individuals sensitive to the teaching profession will improve the quality of teachertraining institutions and make sure that more qualified teachers will be recruited. By doing so, the quality of the educational facilities will be improved as well considering that the teacher factor is an important determinant in the educational system (Kavcar, 1999; Gok, 2003). This study seeks to develop a scale that could be used in the selection of individuals sensitive to the profession. This scale is designed as a tool to serve as a reliable and valid instrument in the picking of teaching profession along with the ‘scale for the notion of academic selfness’ (1996a), ‘scale for self-evaluation inventory’ (199b) developed by Kuzgun as well as ‘scale for attitudes in relation to teaching profession’ (Semerci, 1999) and ‘scale for self-sensitivity’ (Akin et al., 2007). Methodology The study consists of five stages including detection of the views on the teaching profession, determination of the scale entries and items, preparation of the trial scale, implementation of the scale and measurement of the reliability and validity. The researchers first reviewed the literature and surveyed 180 college students at the Faculty of Education of Canakkale 18 Mart University; the participants were asked an open-ended question. The question reads as follows: ‘Would you briefly write down what you understand from sensitivity towards teaching profession?’ The responses were analyzed and subsequently, the entries were determined for a trial scale based on the responses and the literature review. The opinions of two experts in the fields of educational philosophy and educational psychology were received during the process where these entries were determined. Subsequent to this process, a trial scale of 59 entries was drafted. The entries in the scale were arranged in 5-degree scale. The affirmative question items were graded as 1- I never agree, 2- I do not agree, 3- I am undecided, 4- I agree, and 5- I strongly agree. A complete reverse grading was applied to the negative set of questions. The entries no 15, 26, 28, 38, 47, 49, 50, 54 and 56 include adverse statements in this research. Sencan (2005) notes that the size of the sample is acceptable if it is sizeable enough to make sure that there are at least five events per entry. For this reason, the trial scale was applied to 254 students studying at the Faculty of Education of Canakkale 18 Mart University from different departments in the Spring semester of 2008-2009. For the analysis of the scale, the verified correlation value between the Cronbach Alpha reliability coefficient and the entries was reviewed by relying on the SPSS 13 software. The entries with a correlation value below 0.30 were taken out of the analysis. To locate the validity of the scale and to dimension the entries included in the scale after determination of their factor loads, a factor analysis was run. Buyukozturk (2007) and Sencan (2005) stressed that the factor load value should be 0.40 or higher for the sorting out of the entries. It was noted that when the principal axis factoring and direct oblimin analysis are used together, they would facilitate formation of factors in the presence of an assumption of correlation within the factor (Hill, 1987; Creed and Machin, 2003). Principal axis factoring and direct oblimin were preferred in this study considering that this is the first work to develop a scale. In the explanatory factor analysis, the Kaiser-Meyer-Olkin (KMO) coefficient and Bartlett test were analyzed together. It was noted that a KMO value over 0.60 and a significant Bartlett test (p<0.05) means that a factor may be derived from the data (Buyukozturk, 2007; Sencan, 2005). Subsequent to the explanatory factor analysis, a corroborant factor analysis was run by using LISREL 8.0 (Joreskog and Sorbom, 1993; cited at Simsek, 2007) statistics software. In the review of the corroborant factor analysis, diagram and harmony level criteria and correction recommendations were considered. In the diagram evaluation, the standardized values and the t value were taken into account. In the standardized values, the ability of each entry to represent its variable was reviewed; in the t value, whether the relevant entry is significant in 0.05 level was investigated. With respect to the goodness of fit, the harmony between the relations in the model and the data is considered (Simsek, 2007). Here the ratio between the Chi square and the degree of freedom was evaluated. This ratio is expected to be 3-4 at most. The other criteria include RMSEA (Root Mean Square of Approximation), 97 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo CFI (Comparative fit index), IFI (Incremental fit index) and standardized RMR(SRMR). Some researches (Simsek, 2007; Fossati et al., 2003) note that the RMSEA and SRMR may fall below 0.08; they even argue that a value below 0.05 may indicate a better fitness. Simsek (2007) notes that CFI and IFI values above 0.90 refer to a better fitness. In the correction recommendations, the ratio between the Chi-square and the degree of freedom is considered. The impact of the correction on the decrease of the Chi-square value refers to an improved model. However, excessive amount or degree of correction points to existence of a problem with the model (Simsek, 2007). To determine whether each entry in the scale is competent to distinguish the individuals and to measure the internal validity, the scale grades were divided into 27 pct up and bottom groups. Independent groups t-test was applied to determine the degree of significance between the group entry grades. The factor loads of the dimensioned entries were evaluated to develop a three-dimensional scale inclusive of 17 entries. At the last stage, the dimensions were named. Findings The trial scale consisting of 59 entries was applied to 254 respondents; subsequently, a reliability analysis was run. All entry correlation values falling below 0.30 in the reliability analysis (3, 4, 5, 8, 9, 10, 12, 14, 15, 18, 19, 25, 36, 28, 35, 38, 39, 40, 41, 43, 45, 47, 49, 50, 53, 54, 55, 56) were taken out. The remaining entries were subjected to explanatory factor analysis. As a result of the analysis, the entries were taken out of the analysis since the factor loads were intertwined with other dimensions and the factor loads were below 0.30. In the second run of the factor analysis, the Kaiser-Meyer-Olkin (KMO) value was found 0.906 whereas the degree of significance of the Bartlett dimensionality test became 0.000. It was assumed that the number of working group was adequate considering that the KMO value was close to 1. The data could be said to be consistent with the factor analysis based on the KMO value and the significance of the Bartlett dimensionality test. To determine the factor number, the scree testing graphic and the total variance figure were considered together (Figure 1). As the figure indicates, a steep decline was observed in the curve and two consecutive declines in its aftermath. It was assumed that the scale would be three-dimensional and an SPSS parallel analysis was run to test this assumption. The results of egienvalue obtained in the parallel analysis as well as the explanatory factor analysis eigenvalues are provided in Table 1. 98 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 10 Özdeğerlik 8 6 4 2 0 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 Faktör sayısı Grafik 1. Özdeğerlik-Faktör grafiği __ As Table 1 indicates, the three-dimensional factor analysis eigenvalue results are higher when compared to the parallel analysis results. In addition to these evaluations, a review of the total variance table reveals that the first dimension explains the 37.309 pct of the total variance whereas the second refers to the 48.468 pct and the third to 54.364 pct of the total variance. These values indicate that the scale may be three-dimensional. Table 1. Comparison between factor analysis-parallel analysis eigenvalues Factor analysis eigenvalue results Parallel analysis eigenvalue results Decision Dim. 1 9.418 1.613 Approved Dim. 2 2.518 1.522 Approved Dim. 3 1.666 1.440 Approved A three-dimensional scale inclusive of 17 entries was obtained at the end of the explanatory factor analysis. The factor loads of the entries and the breakdown of the entries by dimension are provided in Table 2. Table 2. Factor loads of the entries by dimension Entries I. Dim. 13Teacher should be observant and eager to do research .704 16. Learning something excites me .659 11. It is profession requiring social responsibility .649 17. I am sensitive with respect to social issues .612 99 II. Dim. III. �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 23. It is a profession requiring sacrifice 24. Teaching is a profession open to change and innovation 29. I can make sacrifices for teaching profession 6.I am happy to teach new things to the students 7 I feel responsible when I do not fulfill the requirements of the profession 1. Teaching is a profession of love 37. Teaching is my first choice 27. Teaching is the profession that I find most suitable for me 34. My biggest ideal is to become a teacher 31. The idea that I would become a teacher makes me happy 30.Learning new things excites me 48. Teaching requires sacrifice 33. Teaching should be the most prestigious profession in the society Eigenvalue Explained % variance Cronbach alpha .587 .571 .553 .540 .532 .502 .799 .787 .692 .534 6.342 37.309 .858 1,897 11.159 .860 .781 .415 .307 1.002 5.896 .609 As Table 2 indicates, entries 13, 16, 11, 17, 23, 24, 29, 6, 7 and 1 constituted the first dimension whereas entries 37, 27, 34 and 31 the second and entries 30, 48 and 33 the third dimension. Independent groups t test was run in the SPSS software to determine the internal validity of the scale. The test results were first sequenced from low values to the highest and the upper 27 pct and bottom 27 pct of the group was calculated. The total grades of the 68 participants in the 27 pct part (Table 3) were compared. Groups Bottom Upper p<.05 N 68 68 Table 3. Detection of internal validity of the scale X ss sd 18.00 1.55 134 36.41 4.42 t -32.343 p 0.000 In the total entry grades, the average of the upper group is higher (X: 36.41); there is significant difference in favor of the upper group (p<.05). This shows that the questions are visibly distinct and distinguishable and hold internal validity. To measure the reliability of the scale, Cronbach Alpha Reliability Coefficient was considered; the coefficient was found 0.884 which points to availability of high reliability. The dimensions were considered and they were subsequently named. The first dimension was named as “Interest and Eagerness,” whereas the second was called “Determination” and the third “Awareness.” Subsequent to the running of the explanatory factor analysis, a corroborant factor analysis was run by relying on LISREL software. Entries 22, 2, 59, 36, 52, 44, 42 and 32 were taken out of the analysis as they negatively affected the goodness of fit values and displayed too many warnings of correction in the corroborant factor analysis. The explanatory factor analysis was rerun after these entries were taken out and the values specified above were obtained. 100 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Figure 2. Diagram of the model The diagram displays the standardized values. None of the values between the latent variables and observed variables is above 1. Therefore, it was concluded that the correlation values between the observed values are appropriate. No red arrow sign was encountered in the t values. This shows that the entries are significant at 0.05 level. Goodness of fit and correction recommendations were considered in the output file. Corrections were made to entries 6, 27-23, 23-24, 37-24 and 48-17. The diagram created after the correction is presented in Figure 2. The ratio between the Chi-square and the degree of freedom is 2.80 and Chi-square has a significance of 0.00000. RMSEA was found 0.084, the SRMR 0.052, CFI 0.91 and IFI 0.91 in goodness of fit values. Conclusion The KMO value 0.906, Bartlett dimensionality test value (0.000), entry factor loadings (0.30 and above) and significance at t value between the upper and bottom groups in the explanatory factor analysis prove that the scale has validity (Büyüköztürk, 2007; Şencan, 2005); the Cronbach Alpha coefficient (0884) in the reliability analysis confirms that the scale is also reliable (Büyüköztürk, 2007). Retrieval of appropriate values out of the corroborative factor analysis of this scale formed as three-dimensional (X2 /sd: 2.80, RMSEA: 0.084, SRMR: 0.052, CFI:0.91, IFI:0.91) shows that the scale has a strong and solid theoretical base (Şimşek, 2007). A review of the meanings presented by the 10 entries gathered at the first factor shows that the individuals who have a prior appreciation and knowledge of the profession are more eager and interested in picking teaching as their lifelong profession. The four entries gathered at the second factor underline that the individuals consider their desires, wishes and characteristics in addition to the features and nature of the profession when making a selection. In the third part, on the other hand, the individuals are aware of the individual and professional characteristics required for the profession. It could be argued that the “interest and eagerness,” “determination” and “awareness” handled in these three dimensions point to the sensitivity towards teaching profession. 101 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo This sensitivity scale towards teaching profession supports the “academic selfness” and “professional maturity” scales developed by Kuzgun (1996). An analysis of the entry statements in the scale also shows that it shares similarities with the “attitude scale for the teaching profession” offered by Semerci (1999). However, this is not a study of attitude scale, though it points to the attitudes towards the teaching profession. Even though it refers to professional sensitivity as well as positive attitudes and perceptions towards teaching profession, the study also encompasses self-sensitivity. The self-sensitivity statements spelled out among the entries referring to the professional sensitivity including statements that indicate the participants were aware of the characteristics of the profession and of their strengths and weaknesses and that they are aware and optimistic in regards to satisfaction despite some defects of the profession are consistent with the “self-sensitivity scale” developed by Akın et al. (2007). The status of teaching profession will be elevated and improved and the overall quality of the education provided at the schools will be significantly enhanced if individuals with higher sensitivity pick teaching as their lifelong profession. To make sure that individuals with higher sensitivity towards teaching profession are recruited as teachers, this scale may be used for candidate teachers; this will ensure employment of individuals with higher sensitivity towards teaching profession in the teacher education institutions. 102 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Akbaba, S. (2000). “Ögretmen Yetistirmede Mesleki Rehberligin yeri ve Önemi.” (Importance and place of professional guidance in training teachers) 2nd National Symposium on training teachers (May 10-12, 2000) Papers. Çanakkale: Çanakkale Onsekiz Mart University, Faculty of Education. 332-336. Akin Ü.& Akin, A& Abaci, R. (2007). “Öz-duyarlilik Ölçegi: Geçerlik ve Güvenirlik Çalismasi.” (A study on Self-sensitivity scale and reliability) Hacettepe Üniversitesi Egitim Fakültesi Dergisi. 33, 1-10. Akyüz, Y. (1978). “Türkiye’de Ögretmenin “Ögretmen” ve Meslek Imaji.” (The Teacher and Profession image of the Teachers in Turkey) Ankara Üniversitesi Egitim Fakültesi Dergisi. Vol. 11, No. 1-2, 115-121. Büyüköztürk, S. (2007). Sosyal Bilimler Için Veri Analizi El Kitabi. (Handbook of Data Analysis for Social Scientists) Ankara: Pegem A Yayincilik. Cemaloglu, N& Erdemoglu, D. (2007). “Ögretmenlerin Meslekî Tükenmislik Düzeylerinin Farkli Degiskenlere Göre Incelenmesi.” (Analysis of the professional exhaustion of the teachers based on different variables) Kastamonu Egitim Dergisi, 15, 465-484. Çoban, A. (2003) “Bireylerin Mesleklere Iliskin Yaklasimlari ve Etkili Olan Faktörlerin Degerlendirmesi”. (Evaluation of The approaches of individuals towards professions and the influential factors) VII Ulusal Psikolojik Danisma ve Rehberlik Kongresi Bildiri Özetleri (9- 11 Temmuz 2003) (7th national congress on psychological consulting and guidance (July 9-11, 2003) Book of abstracts. Malatya: PDR Dernegi. Creed, P. A. & Machin, M. A. (2003) “Multidimensional Properties of the Access to Categories of Experience Scale.” European Journal of Psychological Assessment, Vol. 19, Issue 2, pp. 85–91. Fossati, A., Maffei, C., Acquarini, E.& Di Ceglie, A. (2003) “Multigroup Confirmatory Component and Factor Analyses of the Italian Version of the Aggression Questionnaire.” European Journal of Psychological Assessment, Vol. 19, Issue 1, pp. 54–65. Gök, F. (2003). “Hizmet-öncesi ve Hizmet-içi Ögretmen Yetistirme.” (Teacher training before service and during service) Ögretmen Yetistirme ve Istihdami Sempozyumu (26-27 Nisan 2003)Symposium on teacher training and employment (April 26-27, 2003). Ankara: Egitim Sen Yayinlari, 13-35. Hill, C. A. (1987). “Affiliation Motivation: People Who Need People…But in Different Ways.” Journal of Personality and Social Penology, Vol. 52, No. 5, 1008-1018. Kavcar, C. (1999) “Nitelikli Ögretmen Sorunu” (The question of qualified teacher). Egitimde Yansimalar V 21. Yüzyilin Esiginde Türk Egitim Sistemi Ulusal Sempozyumu (25-27 Kasim 1999)(National Symposium on Turkish educational system at the threshold of the 21st century: reflections on education (November 25-27, 1999). Ankara: Ögretmen Hüseyin Hüsnü Tekisik Arastirma-Gelistirme Merkezi. Kuzgun, Y. (1996a). Akademik Benlik Kavrami Ölçegi El Kitabi (Handbook on the scale for The notion of academic selfness). Ankara: Millî Egitim Bakanligi Yayinlari. Kuzgun, Y. (1996b). Meslekî Olgunluk Ölçegi El Kitabi (Handbook on the scale for professional maturity). Ankara: Millî Egitim Bakanligi Yayinlari. Kuzgun, Y. (2000). Meslek Danismanligi Kuramlar ve Uygulamalar (Professional counseling: theory and practice). Ankara: Nobel Dagitim. Özbek, R.& Kahyaoglu, M.&Özgen N. (2007). “Ögretmen Adaylarinin Ögretmenlik Meslegine Yönelik Görüslerinin Degerlendirilmesi.” (Evaluation of teacher candidates’ views on teaching profession) Sosyal Bilimler Dergisi. Vol. IX, no. 2, 221-232. Semerci, Ç. (1999). “Ögrencilerin Ögretmenlige Iliskin Tutum Ölçegi.” (Attitude scale of the students on teaching profession) Egitim ve Bilim, 23 (111), 51-55. 103 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Sencan, H. (2005) Sosyal ve Davranissal Ölçümlerde Güvenilirlik ve Geçerlilik.(Reliability and validity in social and behavioral measurements) Ankara: Seçkin Yayincilik. Simsek, Ö. F. (2007) Yapisal Esitlik Modellemesine Giris, Temel Ilkeler ve LISREL Uygulamalari. Ekinoks Egitim ve Danismanlik Hizmetleri. (Introduction to structural equality modeling: basic princples and LISREL applications: Ekinoks Education and counseling services ). Ankara: Siyasal Basin ve Dagitim. Uygun, S. (2008). “Ortaögretim Sosyal Alanlar Bölümünde Okuyan Ögretmen Adaylarinin Meslege Yönelik Duyarliliklari.” (The sensitivities of the candidate teachers studying at the department of elementary school social sciences towards the profession) Ulusal Sosyal Bilimler Egitimi Sempozyumu (14-16 Mayis 2008). (National Social Sciences Education Symposium- May 14-1, 2008). Çanakkale: Çanakkale Onsekiz Mart Üniversitesi Yayini, 187-192. Yazici, H. (2009). “Ögretmenlik Meslegi, Motivsyon Kaynaklari ve Temel Tutumlar: Kuramsal Bir Bakis.”(Teaching profession, sources of motivation and basic attitudes: a theoretical approach). Kastamonu Egitim Dergisi, 17 (1), 33-46. Annex 1. Sensitivity scale towards teaching profession Dear Candidate Teacher, This scale has been drafted to measure your sensitivity towards teaching profession. Below are 17 entries seeking to determine your sensitivity towards the profession. Please read each entry very carefully and indicate your degree of agreement with the statement by marking an (X). Thank you for your sensitivity for this study. 1. Teacher should be observant and eager to do research 2. Teaching something excites me 3. Teaching is profession that requires social responsibility 4. I am sensitive about social issues 5. Teaching is a profession that requires sacrifices 6. Teaching is a profession open to changes and innovations 7. I can make sacrifices for teaching profession 8. I’d be happy with teaching new things to the students 9. I feel responsible when I fail to fulfill the requirements of the profession 10. Teaching is a profession of love 11. Teaching is the profession that preferred most 12. Teaching is the profession that I find most suitable for me 13. My biggest ideal is to become a teacher 14. The idea that I’d become a teacher makes me happy 15. Learning new things excites me 16. Teaching requires being idealist 17. Teaching should be the most respectable and prestigious profession in the community 104 Totally agreed Agreed Undecided Not agreed Statements of sensitivity towards teaching profession Never agreed Assoc. Prof. Dr. Selçuk UYGUN Assistant Prof. Dr. Çavuş ŞAHĐN Research Assistant Emel OKUR � 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. 408 Title A name given to the resource Study on Development of Sensitivity Scale for Teaching Profession Author Author UYGUN, Selçuk SAHİN, Çavus OKUR, Emel Abstract A summary of the resource. The purpose of this study is to develop a sensitivity scale intended for teaching profession. It is assumed that those who pick teaching as profession should have an inherent tendency for this job. The research is developed based on five stages including detection of the views on sensitivity with regard to teaching profession, determination of the scale items, preparation of the trial scale, implementation of the scale and measurement of the validity and reliability. In the end, a scale involving 17 items has been developed. The items factors value are between .30 and .79. It is found that KMO value is 0.906, Bartlett test is 0.000 and items factor values are 0.30 and upper at the end of the exploratory factor analysis. t values of upper and lower groups is found significant. These findings confirm that this scale has validity. Cronbach Alpha coefficient is found 0.884, which means that this scale is reliable. 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/7c7b49bbbc669b807449e3267c1d6f01.pdf ff31acaeb94e6a228f5f94e40e95305e PDF Text Text Friction Welding And Its Applications In Today’s World Mehmet UZKUT Celal Bayar Üniversitesi, Turgutlu MYO, Makine Bölümü, Turgutlu, Manisa, Turkey Bekir Sadık ÜNLÜ Celal Bayar Üniversitesi, Turgutlu MYO, Makine Bölümü, Turgutlu, Manisa, Turkey Selim Sarper YILMAZ Celal Bayar Üniversitesi, Turgutlu MYO, Makine Bölümü, Turgutlu, Manisa, Turkey Mustafa AKDAĞ Gediz Üniversitesi, Đzmir, Turkey Abstract :By developing technology of today, the necessity of using different materials by joining came out. The most suitable method in joining two different alloyed steel is to weld. The fact that the properties of welding zone are naturally different from the properties of steels in different alloyed at post welding process has came up and these differences occur some important problems. Among many kinds of welding methods, using the melting welding methods has also increased the number of these problems. However, in the connecting zone, many different zones come out by depending on composition and properties of the connecting materials. Deposite remain of the melting welding methods, welding faults of porosity and inside tightens of cooling are the important disadvantages of these methods and they decreases the strength of welding. For this reason, solid state welding methods are more suitable due to these melting welding faults. The most important and applicability of these methods are friction welding. For these reasons, in this study importance and application areas of friction welding were explained. 1. Introduction The ideas of using heat obtained by friction in welding and forming of materials are not new. Friction welding obtained by frictional heat is a commercial process, which has found several applications in different parts of the world with the advancement in technology. First, simple devices having lathe machine type and metal rods have been used in butt welding trials. However, these studies can onl be regarded as preliminary technical trials with little practical importance. The firts trial of friction welding goes back to the 15th century and the first patent was granted to J.H. Bevington, who then was a machinist. Bevington first applied friction welding in elding of metal pipes. Friction welding which was first applied to cutting tools in metal processing industry has found several applications. W. Richter patented the friction welding process in 1924 (in England) and 1929 (in Germany) and H.Klopstock patented the same proces in the USSR (1924). H. Klopstock and A.R. Neelands obtained a patent for friction welding of cylindrical parts. Studies on welding of plastic materials were carried out in the 1940s in the USA and Germany [1, 2]. A Russian machinist named A. J. Chdikov has realized scientific studies and suggested the use of this welding method as a commercial process. He has successfully done a welding process between two metal rods and patented this process in 1956. Vill and his colleagues have further investigated the process with a number of studies. Researchers of American Machine and Foundry Corporation named Holland and Cheng have worked on thermal and parametrical analysis of friction welding [3]. By the way, the first studies of fricton welding in England were carried out by the Welding Institute in 1961. By modifying the friction welding, the Caterpillar Tractor Co. in the USA developed the method of inertia welding in 1962. After this study, conventional friction welding has been regarded as the Russian type process and inertia welding as the Caterpillar type process. With these advances, applications of friction welding have found several applications throughout the world. Friction welding is one of the most widely used welding methods in the industry after electron beam welding [4]. This study addresses friction welding, its significance and types, welding capability, welding parameters and their applications. 710 �2. Friction Welding All welding methods can be investigated in one of the two main categories; melt and pressure welding. Friction welding is a type of pressurized welding method. Friction welding is a solid state process, where no electric or other power sources are used, mechanical energy produced by friction in the interface of parts to be welded are utilized. Using heat efficiently in the welding region is only possible by efficiently distributing heat on surfaces, to which welding will be applied. During the welding process, surfaces are under pressure and this period called the heating phase continues until plastic forming temperature is achieved. The temperature in the welding region for steels is between 900 and 1300 oC. Heated metal at the interface accumulates by incerasing pressure after heating phase. Thus, a type of thermomechanical treatment occurs in the welding region and this region has stable particle structure. Metals and alloys, which cannot be welded by other welding methods, can be welded using friction welding. In order to obtain welding connection between parts, untreated surfaces need to be contacted to one another. This contact is efficient because friction corrects contacting problems. The melting process does not normaly occur on contacted surfaces. Even though, a small amount of melting may occur, accumulation caused by post-welding process makes it invisible. Figure 1 gives the stages of friction welding. One of the parts is stationary while the other one rotates (Figure 11). When the roational speed rises to a certain value, axial pressure is applied and locational heating occurs in parts at the interface. Then, rotation is stopped, heated material at the interface accumulates (Figure 13) [5, 6]. The stages of friction welding during the welding process are given in Figure 2 [7]. Figure 1. The schematic stages of friction welding [7]. 711 �Figure 2. Actual look of friction welding process [11]. Applications of friction welding are generally used in the welding of pipes and circular rods. The basic movement in this kind of application is the rotational movement causing friction [8]. Figure 3 shows conventional friction welding methods in joining of certain size rods and pipes. 712 �Figure 3. Applications of friction welding [9, 10]. Figure 3-a shows the most simple and used application. In this application, the axes of parts to be welded are the same and rotate around other axes. Under the rotational pressure, friction forces occur on cotact surfaces. Figure 3.b suits best to the small size samples requiring higher rotational speed. It is used in applications where higher relative rotational speeds are required. Figure 3.c is for the applications where parts being very long are efficiently joined. Even though it could not find widespread applications, Figure 3.d is mainly used in welding of pipes rotating under radial forces [9, 10]. It needs to be known that a high quality welding connection can only occur in parts having claen and smooth surfaces. Several inclusions, oxides formed on the surface, films absorbed by the surface are always present and negatively affects bond formation and welding quality. These problems are removed from welding connections by wearing off surfaces during friction [8]. In friction welding, orbital movement as well as rotational movement, linear vibration movement and angular vibration movement can be applied. Orbital movement is fr the welding of non-cylindrical parts. Application shown in Figure 4 is between a stable part and a part rotating circularly [5]. Figure 4. Friction welding including orbital movement [5]. One of the parts in figure 5 moves forward and backward in linear vibration movement. This method has firs been suggested by Vill. In angular vibration movement, one of the parts makes an orbital movement under applied pressure [3]. Figure 5. Friction welding including linear rotation movement [3]. 713 �2. 1. Types of Friction Welding Friction welding can be applied by using one of the two methods depending on the source of mechanical energy. With current advances, a combined welding method including both of the methods aforementioned has been developed. These are continuous driven friction welding, flywheel driven friction welding and a combination of the two [1, 5]. 2.1.1. Continuously Induced Friction Welding A inducement driven group provides the necessary energy for rotation. Mechanical energy is converted to heat by applying pressure from rotating part to non-rotating part. This method is generally mentioned in the literature for friction welding. One of the parts is connected to the engine inducement unit and rotates at a constant velocity; a constant axial force is applied to parts. Working parts interact with each other during welding or until axial shortening occurs. Then, braking system stops the process. Pressure applied during welding is increased and stays at a certain value until weld cools down. The essential welding parameters are rpm, friction force on the surface, the length of friction period, forging force and forging time [1, 5]. A schematic of continuous inducement friction welding machine is given in Figure 6 and process parameters in Figure 7. Figure 6. A schematic of continuous inducement friction welding machine [1, 5]. (1.Inducement engine, 2. Brake 3 a. Spindle of rotating working part, 3 b. Spindle of stationary working part, 4 a. Rotating working part, 4 b. Stationary working part, 5. Accumulation cylinder) Figure 7. Process Parameters versus time in friction welding [1, 5]. 714 �2.1.1. Flywheel Induced Friction Welding In this welding method, flywheel induced system constantly rotates and is joined to flywheel shaft system to achieve a certain speed. After reaching a certain speed, engine flywheel is separated from shaft flywheel. Shaft flywheel having a low moment of inertia stops without braking. Therefore, this welding method is known as welding of inertia in the literature. One of the parts is connected to the flywheel and accelerates at a certain speed and thus mechanical energy is stored in the flywheel. Then, the two parts are contacted and a certain welding pressure is applied. Parts under this pressure interact with each other and energy stored in the flywheel is spent for friction. The speed of flywheel decreases as welding region heats up. In some circumstances, pressure is increased before flywheel completely stop and the effect continues for some time. Flywheel induced friction welding has better seam, narrower ITAB region, better serial production, lower power need and more simple apparatus than continuous induced friction welding. The essential welding parameters are rpm, forging force on the surface, the mass of flywheel, and forging time [1, 5]. A schematic of flywheel induced friction welding machine is given in Figure 8 and process parameters in Figure 9. Figure 8. A schematic of flywheel induced friction welding machine [1, 5]. (1.Inducement engine, 2. Changeable Flywhell, 3 a. Spindle of rotating working part, 3 b. Spindle of stationary working part, 4 a. Rotating working part, 4 b. Stationary working part, 5. Accumulation cylinder) Figure 9. Process Parameters versus time in flywheel induced friction welding [1, 5]. 715 �2.1.3. Combined (Hybrid) Friction Welding This method is a combination of aforementioned the two methods of friction welding. It has advantages in joining parts with high capacity. This method is also sometimes termed as flywheel induced friction welding. The essential welding parameters are rpm, friction force on the surface, the length of friction time, and forging time on the surface, forging time and time of brake [1, 5]. Process parameters for the combined friction welding is given in Figure 10. Figure 10. Process Parameters versus time in combined friction welding [1, 5]. The process of welding includes friction and accumulation stages as given in Figures 7, 9, and 10. Moment curves are essential to understanding of process parameters in all the welding methods studied. Dry friction between parts exists in the beginning of process and moment curve stabilizes after reaching the maxima. Naked surface interactions increase due to disintegration of oxide layers among contacted surfaces and strong atomic bonding occurs as a result of these interactions. These bonds are forced to be broken due to friction. However, strong adhesion forces occur, moment increases and temperature reaches to the desired level. Velocity decreases quickly due to braking and moment becomes zero [1, 5]. 2.2. Expected Properties of Friction Welding Machine Friction welding machines are generally similar to lathe and drill. The first friction welding machines are modified forms of these machine tools. The schematic of friction welding machine is given in Figure 6 or Figure 8. As can be seen from the figures, a friction melding machine has the main body, joining parts, rotate and accumulate mechanisms, brake system, power supply, control unit and control panel. Fricton welding machines are all-mechanized machines. Joining and releasing of parts, turning of capaklar produced due to accumulation after welding are automatically accomplished. The main functions in friction welding are joining, compressing and releasing of parts, rotation and friction under pressure, braking, accumulation and meticulous adjustments of required processing times. Sample joining apparatus needs to have a certain rigidity, must resist increased moments, must eliminate vibrations and leaks. Especially, possible vibrations during welding process need to be taken into account while designing the friction welding machine. In addition to vibrations, other radial and axial forces have to be accounted for. Therefore, joining apparatus has to have a design which will counter compressing forces. For this process, V type two chaps or special chaps are used [6]. 716 �All stopping apparatus used to hold friction equipment must be highly dependable. A slight deformation in parts to be joined may result in a low quality welding and may also damage brake system. Brake systems automatically centerd are used in most of the applications. Friction welding machines have certain particle size and material limitations. For example, a machine having 120KN compressed force and 15KW electric engine can be used in the welding of stells with cross-sectional areas of 130-800mm2. All machines can be adjusted to meet certain specifications and can automatically be controlled. This process is sometimes done by just manually turning off the switch or protectors [11]. 2.3. The Suitability of Friction Welding and Friction Welding Capability of Materials Knowledge on material properties and applicability of metallic materials and material combinations for friction welding is not completely clear. Experimental studies and practical applications have been giben to address this problem. Preliminary trilas have been carried out in order to determine optimum parameters of welding, the applicability of welding process for every new material or material combinations. The results of these studies are not concrete since they are experimental. They can be modified or redefines as new facts come out [12, 13]. The citeria needed for other welding methods are not valid for friction welding because friction welding is applied to materials which can not be processed with other welding methods [10]. The strength of a material and its deformation capacity under heat are the two parameters needed for the test of suitability of a material to welding. The strength of material has to be high enough to resist axial pressure and torque, which may occur due to excessive deformation. Morover, the material to be joined needs to exhibit enough heat treatment deformation behavior for the quality of joining process [12]. Materials and their combinations can be categorized into two groups depending upon the characteristics of materials to be joined. The first group of materials are the ones showing the same type of heating behavior and the second group includes materials having different hor material strength and melting temperatures. The direct welding process is applied to the first group of materials. But, preliminary trials are carried out for the second group of materials before applying welding process [10]. Several iron based and non-iron materials can be joined using the friction welding. In addition, friction welding can be used in joining of metals exhibiting different thermal and mechanical properties. Most of the time, these materials can not be processed using conventional welding methods. Friction welding method is more preferred than any other conventional welding method because metals can be joined at temperatures lower than their melting point and welding time is a lot shorter. Friction welding of metals having different thermal amd mechanical properties causes asymmetrical deformations. A higher welding strength is generally achieved for the materials giving symmetrical deformations. To achive this, Vill suggested a 15 to 25% increase in ductile parts during the welding process [11]. Any material not having good friction properties but forgable with friction welding can easily be welded. Alloy elements supplying dry oiling prevent the joining section from reaching welding temperature. Ferrous based material from soft steel to high alloyed steels can be processed using friction welding. Steels with lower strength can be more easily joined with a large parameter range. High alloyed steels, on the other hand, requires critical processing parameter range and higer axial forces. Heat-treated stainless steels can be welded in a more sensitive parameter range just as in high alloyed steels. For high alloyed steels, higher forces on the surface and long friction time are needed due to their lower deformation capability. Especially for “air watered steels”, a suitable ITAB region is required to minimize cooling rate of welding region. Since crack formation is very fast in high strength materials, joined surfaces have to be rid of crack effects [11]. Sintered materials, Al, Cu, Ti, tr, Mg alloys, heat resistant Ni and Co alloys and refractory materials such as Ta and Mo alloys can successfully be joined by friction welding [13]. - Austentistics steels due to their higher ductility and heat deformation capability need lower friction time and pressure, - Higher stregh alloys due to their lower heat conductivity and higher heat strength capability need higher friction time and lower friction pressure, 717 �- Cu, Al, Ti and their alloys are subjected to friction welding at higher rpm and lower friction pressures. A successful friction welding can not be achived in some metals and alloys due to their inherent metallurgical properties. These are as follows: - All pig iron due to its friction temperature limitation caused by free graphite, - bronze and grass having Pb concentration of more than 0.3% and automat steels having S or Pb concentrations more than 0.13%, -highly anisotropic materials due to their high fractureability in the transtition region -materials having graphite, Mn, S and free Pb in their structure [10, 13]. 2.4. Preparation of Materials for Friction Welding and the Design Parts to be processed using griction welding method have different design considerations from those processed with conventional welding methods. Paint, oil and other impurities do not pose a problem in friction welding. Though not preferred, surfaces cut by oxygen can be welded. Moreover, additional layer on the surface such as corrosion layer does not affect welding process. However, thick oxide layers, pin sand needles on the surfaces, deep cuts and holes habe to be avoided. A poor heat distribution may occur if too many indent and bulge are present. Bulges behave as bracket beam when surface roughness is very high. Inner layers occur and addition layers occur even with deformation because root (base) structure is cold. Deformation in welding region must remove these structures. In addition, surface pre-teratment of different metals and alloys is significant. A special form of a material on surfaces to be weld is not needed as in the case of traditional welding processes. However, spherical or conical mouth may be necessary in high diameter parts to assit in friction. Mininum axial loss is required in parts to be welded. The tolerance of welding depens on not only defects in working parts but also the welding machine itself [12, 14]. The tolerance value for lenth is given as 0.203 mm. Begg and Humpreys have reported 0.2mm axial KACIKLIK tolerance and 0.001 rad angular tolerance [15]. Basic design of friction welding includes rod-rod, pipe-pipe, pipe-sheet, rod-sheet and pipe-disc combinations. Based on friction welding theory, at least one of the parts has to be able to rotate. Mixed type parts and difficult to be forged parts can be joined using more than one friction welding machine. The angular range in friction welding is given to be between 30 and 45 or 45 anf 600. D. L. Kuruzar suggested an angle more than 30°. In some of the designs, welding joints are specifically designed to account for problems in removing metal parts after welding [14]. 2.5. Parameters of Friction Welding Apart from traditional welding methods, several welding parameters can be controlled in friction welding. These parameters include diameter of experimental rod, rpm of the part, rpm of parts in to lathe, friction contact time, forging delay time, forging time, time of increased friction pressure, friction pressure. Moreover, other parameters such as geometry of parts and material properties are also significant. The rpm of rotating parts, friction time, friction pressure, forging pressure and time are the parameters needed to be take into account while optimizing the welding process. A successful welding process can occur if parameters are optimized [8]. The lower rpm of roating parts causes enormous moments and nonuniform heating results in. On the other hand, lower rpm values minimize formation of intermetallic compounds. With higher rpm of rotating parts, ITAB widens, and power supply is not affected. To prevent overheating in the welding region, friction pressure and friction time have to be carefully controlled. Pressure values applied in welding is very significant bcause it controls temperature gradient and affects rotoational torque as well as power. Friction and forging pressure are directly related to geometry and material properties of parts to be welded and have a wide range. Over applied pressure values increase power needs accordingly. Due to increased energy input, higher pressures decrease the width of ITAB, accelerate metal displacement ratio and reduces welding time resulting in heat band on the boundary. The variable of pressure can be controlled by the temperature in welding region and decrease in 718 �axial length. Optimum pressure must be applied to materials in order to get uniform deformations throughout [13]. Friction pressure has to be high enough to allow the removal of oxides, to get uniform heating throughout and to interrupt the affinity between surfaces and the air. The application of forging pressure especially during friction process improves welding properties. Forging pressure depends on the heat yield stress of the material. It should neither be high enough to cause welding accumulation nor is it low enough to cause under welding. Forging pressure in some materials are determined depending on the lower strength material. The diffusion of macro particles from surfaces to surfaces occur during forging. Bonds continuously form and break down during friction at interface locations. In the beginning of forging maximum bonding have to occur on the surface because permanent bonds are these lastly formed bonds. Parts need to interact with each other under pressure and this pressure should not be reduced until welding heat cools down. [11]. Friction and forging times are directly related to material properties. The friction time should allow plastic deformation to occur or remove possible residuals and particles. For a high quality welding joint, minimum friction time needs to be exceeded. Lower friction times as well as nonuniform heating result in nonjoined areas at the interface and inadequate plastic deformation. This brings the problem of low quality weld. Higher friction times, on the other hand, causes rough structure and wide ITAB region formation. This is especially important to the welding of different materials because poor mechanical properties may be obtained due to formation of undesirable substances. Moreover, overheating and material loss are also possible [13]. 2.6. Applications of Friction Welding This method is especially useful for the serial production. Relatively high overhead cost is balanced with higher production rate and lower labor requirement. Process has several dimensions and hardware could easily be adjusted. Thus, the method also becomes useful for the production of relatively smaller parts. With these advantages, friction welding has found widespread application in the industry. Friction welding can generally be applied in the following industries with listed applications: -Machine production and spare part industry: cogwheels, piston rods, hydraulic cylinders, radial pomp pistons, shaft with worm screw , crankshafts, drill bits, valves. -Automative industry : valves, clack valve, drive shafts, gear levers, axle fasteners, break spindles, transmission mechanisms, preheat rooms, pipe spindles, banjo axles. - Aviation and space industry: repulsion jets, combustion chambers, spindles, turbines, rotors, pipes, fittings, flanges. - Work set industry: Spiral drills, milling cutters , borers, reamers, cutting tools. - Electrical, electronics, and chemical industry: receiver camera for gas analysis, segregation columns forchromatograph, Electrical connectors, continuous solder top, swing contacts, pipe fittings [16]. 719 �2.7. Some Examples of Applications of Friction Welding Phase 1 Phase 2 Phase 3 Phase 1: Low temp interface heat cycle by spinning one component against another stationary component. Phase 2: Solid forging cycle showing displaced plastic state material when final axial forging force is applied. Phase 3: Plastic state flashing is removed easily, even for hardenable materials that would otherwise require grinding [17]. Electrical connectors Air bag canisters Airbag component Gear levers Stanley tools Drill bits Engine valves 720 �Pump shafts Piston rods Drive shafts Track roller Bent axle API drill pipe Truck banjo axle Gear cluster 721 �Blisk Large piston rod Hydraulic cylinders [18]. 2.8. Advantages and Disadvantages of Friction Welding Friction welding has better technical and economical properties than conventional welding methods. Friction weldinfg is generally compared to electrical resistance welding. However it can also be compared to other welding methods such as electron beam welding and electrical arc welding. [11]. - One of the main advantages of friction welding is lower energy requirement. The process has unusual high yield and lower energy requirement and power supply. Moreover, power requirement of friction welding is about one tenth of electrical resistance welding (Figure 11). Friction welding causes triphase in the engine and the power factor is Cos ϕ = 0.80-0.85. However, electrical resistance welding is one phase process and the power factor is Cos ϕ = 0.40- 0.60. Figure 11. The power requirement during welding for different welding methods (1. Friction welding 2. Electrical resistance welding). 722 �3. Results - Cooling time is very short because the amount of heated metal during friction welding is very small. The timeframe ranges from several seconds to several minutes. This allows us to achieve friction welding at very high speeds (only comparable to electrical resistance welding). - Heat in friction welding occurs in welding region and is distributed to the surfaces of parts to be welded. However, heat loss is very high in other conventional welding methods because heating is applied to the all material in a nondiscrimating manner. - Material loss during friction and forging is minimum making the friction welding a viable economic alternative. - Surface preparation is minimum and the process does not produce vast amount of waste and a high quality seam is obtained. - Friction welding can be considered a serial method since the process is very fast. - The control of parameters affecting welding quality is very easy and is easily accomplished. - Friction welding system can also bea automated easily. - Since friction welding is a solid state welding method, no slack and waste are present. - The efficiency of the process is very high because several parameters including axial load, speed of rotation and YIGMA amount can easily be controlled. -The disadvantages include geometrical limitations of parts, excessive material accumulation and the need for its removal, and higher capital cost. Table 1 lists the comparison of several welding methods in terms of material and process variables. Property Friction Welding Electron Beam Welding a a a - Electrical Resistance Welding a - Material to be welded a Crossectional area a Welding geometry Preparation of parts a Accretion of Weld Materials Additive ofMaterials Compatibility Cross Section to a Welded Joint Process Control a Accounting Rate of Return a Table 1. Comparison of Different Welding Methods (13) Electrical Arc Magnetic Active Welding a - 4. References 1. Bahrani, A. S., Crossland, B., 1976, Friction welding, CME, 61-66. 2. Duffin, F. D., Crossland, B., 1971, Friction welding with sudden relase of the fixed component, Advances in welding processes, Solid phase joining processes, proceeding of the conference, The welding Institute, Abington Hall, Cambridge, 25-33. 3. Vill, V. I., 1962, Friction Welding of Metals, AWS, Newyork 4. Wang, K. K., Lin, W., 1974, Flywheel friction welding research, Welding Journal, 233-241. 5. Welding Handbook, 1980, Resistance and solid state welding and other joining processes, AWS, Miami, 5876, 239-262. 723 �6. Nicholas, E.D., 1983, Radial friction welding, Welding Journal, 17-29. 7. KUKA kaynak makinasi ürün kataloğu,1990. 8. Anık, S., 1983, Kaynak Teknolojisi El Kitabı, Ergör Matbaası, Đstanbul, 259-269. 9. Tylecote, R. Y., 1968, The solid phase welding of metals, Edward Arnold (Publisher) Ltd., London, 1-150. 10. Yılmaz, M., 1993, Farklı takım çeliklerinin sürtünme kaynağında kaynak bölgesinin incelenmesi, Doktora Tezi, Y.T.Ü., 1-55, Đstanbul. 11. Uzkut, M., “Yüksek Alaşımlı Đki Farklı Çeliğin Sürtünme Kaynağı Đle Birleştirilmesinde Optimum Kaynak Parametrelerinin Tesbiti ve Birleşme Bölgesinin Đncelenmesi”, Doktora Tezi, C. B. Ü. Fen Bilimleri Enstitüsü, 1999, Manisa 12. Ganowski, F. N., 1973, Practical considerations for friction welding, Welding Engineering, 40-44. 13. Metals Handbook, 1983, Welding and brazing, ASM, Metals Park, Ohio, 557-580, 719-728. 14. Kuruzar, D. L., 1979, Joint design for the friction welding process, Welding Journal, 31-35. 15. Begg, G. H. C.,Humphreys, B.A., 1981, Rotational – friction welding, Engineering, Tech. File no 91, 1-4. 16. Ellis, C., R., G., 1976, Friction welding: where industry uses it, Welding Design and fab., 78-81 17. http://www.nctfrictionwelding.com/process.php 18. http://www.thompson-friction-welding.co.uk 724 � 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. 621 Title A name given to the resource Friction Welding And Its Applications In Today’s World Author Author UZKUT, Mehmet ÜNLÜ, Bekir Sadık YILMAZ, Selim Sarper AKDAĞ, Mustafa Abstract A summary of the resource. By developing technology of today, the necessity of using different materials by joining came out. The most suitable method in joining two different alloyed steel is to weld. The fact that the properties of welding zone are naturally different from the properties of steels in different alloyed at post welding process has came up and these differences occur some important problems. Among many kinds of welding methods, using the melting welding methods has also increased the number of these problems. However, in the connecting zone, many different zones come out by depending on composition and properties of the connecting materials. Deposite remain of the melting welding methods, welding faults of porosity and inside tightens of cooling are the important disadvantages of these methods and they decreases the strength of welding. For this reason, solid state welding methods are more suitable due to these melting welding faults. The most important and applicability of these methods are friction welding. For these reasons, in this study importance and application areas of friction welding were explained. 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/db58a459e5c251f37bc14d31ca52bcf4.pdf 4fbedd29ae014a88a661d66fbfcdfcd4 PDF Text Text Laboratory Animals and Experimental Research in a Sustainable Scientific Development Metehan UZUN University of Onsekiz Mart, School of Health Science, ÇANAKKALE, TURKEY, e-mail: metehanuzun@hotmail.com Birkan TOPÇU University of Kafkas, Atatürk Vocational School of Health Services, Kars, TURKEY e-mail: birkantopcu_23@hotmail.com Abstract: Laboratory animals are used and the experimental research is run in various scientific fields such as human and animal health, disease control, sustainable environmental health, health industry and product innovation, and biosafety planning. The experimental research includes those studies that are not yet proven to be completely safe or those not possible to be run on humans. Rats, mice and rabbits are commonly used in these studies. Based on the kind of the study, cats, dogs, guinea pigs, hamsters, sheep, cattle, chicken, sparrows, goats, horses, nonhuman primates, invertebrates, fish and fly species can be used. Though labaratory animals provide significant contributions to the humans and development in science, they require protection by humans and require to be protected from unfair use. Ethical boards and rules are formed to accomplish those goals prohibited the use of the laboratory animals in experimental research under unethical conditions and ruled that any research shall use methods that require the least amount of pain and suffering. The boards ruled not only on research methods but also on feeding and management practices to uphold the main principles of animal welfare. It is obvious that these rulings are the already late responsibility of human kind. Introduction Millions of animals have been used in the identification and treatment of disease, biomedicine and health industry and product innovation. Laboratory animals used as models in biomedicine research should have biological, anatomical and physiological similarities to humans. Various laboratory animals have been used in biomedical research and toxicity tests aimed that developing new methods for human diseases. Laboratory animal usage has been increasing in worldwide. When an experimental model is chosen, the genetic definition has to be taken into account. Mice and rats are the best-studied mammalian species in terms of their biology, physiology and genetics after humans. Taylor et al (2008) estimated that 58.2 million animals in 179 countries were used in experiments or for educational purposes in 2005. In England, 3.7 million scientific experimental procedures were started in 2008. Mice, rats and all other rodents together accounted for the seventy-seven percent (77%) of the total (Figure 1). The number of animals used in experimental studies has been increasing exponentially and the species used in these experiments are changing. There were increases in usage of some species (Figure 2). On the other hand, a decrease in some species was recorded in 2008 (Figure 3). For example, rat (8%), domestic fowl (4%), guinea pig (8%), rabbit (13%) and beagle (17%) usage decreased (Figure 3; Home Office, 2008). 283 �Figure 1. Usage of the species of animals in 2008. 120 100 Fish 140 Turkey Pigs Amphibians 160 Ferret increase % 80 mic e Sheep 60 40 20 0 animals Figure 2. The increasing rate in usage of some species in 2008. decrease 0% -12% -14% -16% -18% Beagle -8% -10% Rabbit % Rats -6% Guinea pig -4% Domestic fowl -2% Figure 3. The decreasing rate in usage of some species in 2008. 284 �Animal in published research others 20% rats 36% pigs 4% dogs 7% rabbits 9% mice 24% Figure 4. The percentage of laboratory animals in published research in 1995-2005 (Zhao et al, 2007). Zhao et al (2007) retrieved the Pub Med biomedicine database and searched for publications related to laboratory animals and reported that rat and mice have majority of species used in biomedical research. The research was done in 1995-2005 Pub Med records and was carried out on mice (24 %), rat (36 %) and rabbit (9 %) adding up to a total of 69 per cent. The research carried out on pig, dog and other animals have only % 31 rate (Figure 4; Zhao et al., 2007). In the year 2010, marine species have been started to be used in experimental studies in significant numbers. Additionally, animals such as the C. elegans and Drosophila melanogaster have been increasingly used as a screening tool. These organisms have advantages of having genetic amenability, low cost and culture conditions that are compatible with large-scale screens in addition to allowing high-throughput screening in a whole-animal context (Giacomotto and Segelati, 2010). Mice biology and genetics allow these animals to be the best-studied mammalian species. Mice and rats have been used extensively in experimental research and are valuable model organisms thanks to their small size, short lifespan and fast reproduction. 3Rs Principles Though laboratory animals provide significant contributions to the humans and development in science, they require protection by humans and require to be protected from unfair use. To accomplish this, 3Rs were developed. The principle of the 3Rs was developed and was considered essential to good laboratory animal practice in scientific experiments and product testing. The 3Rs includes; 1. Replacement: Replacement of animal use with non-animal alternatives. The use of non-sentient organisms rather than higher animals for experiments is recommended. Microorganisms, metazoan parasites, and higher plants can be suggested as possible alternatives to laboratory animals. 2. Reduction: Reduction of the number of animals used should be kept at minimum. Reduction can be considered as obtaining the best quality and most precise information with the smallest possible number of animals. 3. Refinement: Refinement of animal use, in order to avoid or minimize animal pain, distress, or other adverse effects. Refinement referred to all changes in protocols that reduced the severity of stress experienced by animals used in experiments (Russell and Burch, 1959). 285 �Replacement alternatives Knight (2008) reviewed that non-animal methodologies is available within biomedical research and toxicity testing. For example, physicochemical evaluation and computerized modeling, including the use of structure-activity relationships and expert systems, minimally-sentient animals from lower phylogenetic orders or early developmental vertebral stages may be used, in addition to a variety of tissue cultures, including immortalized cell lines, embryonic and adult stem cells, microorganisms and higher plants, and organotypic cultures, in vitro assays utilizing protozoal, bacterial, yeast, mammalian or human cell cultures exist for a wide range of toxic endpoints. Reduction Alternatives De Boo and Hendriksen (2005) reviewed intra and extra experimental reduction strategies for animal use in experimental research. Intra-experimental reduction may be achieved by the design and statistical analysis of individual experiments. Purpose of the supra-experimental reduction is to reduce the number of animals by a change in the setting in which a series of experiments take place. These include reduction of breeding surpluses, improved education and training, critical analysis of test specifications, and re-use of animals. Refinement Alternatives Some of the refinements techniques include the use of analgesic and anesthetic techniques to avoid unnecessary pain and suffering (De Boo and Knight, 2008). In addition, Guide for the Care and Use of Laboratory Animals states that laboratory animals used in research, teaching, or testing must assume responsibility for their health and general well-being. Laboratory animals include any vertebrate animal that are involved in the guide and some principles are provided below: • Using the suitable animal species, quality, and the number of animals • Avoiding or minimizing discomfort, stress, and pain. • Using suitable sedation, analgesia, or anesthesia. • Establishing experimental end points. • Provision of appropriate animal husbandry directed and performed by qualified people • Conducting the experiments on living animals only under the close supervision of qualified and experienced people. Today, these suggestions have become very important and have been accepted in many countries around the World. Many scientists have tried to decrease usage of the animals in their experiments. However, humans still require animals in their experimental procedures. Many significant knowledge is based on animal experiments. Using animals in experiments can only be fair, ethical and successful if they make use of the 3Rs. Year Researcher Experimental animal mouse Research subject odorant receptors and the organization of the olfactory system 2004 Axel R and Buck LB 2002 Brenner S, Horwitz HR, and Sulston J worm genetic regulation of organ development and programmed cell death 2001 Hartwell LH, Hunt RT and Nurse PM Different animal species key regulators of the cell cycle 2000 Carlsson A, Greengard P and Kandel ER Mouse concerning signal transduction in the nervous system 1999 Blobel G proteins have intrinsic signals that govern their transport and localization in the cell 1998 Furchgott RF, Ignarro LJ and Murad F Different animals and their cells rabbit 1997 Prusiner SB Hamster & mouse Prions - a new biological principle of infection and guinea pig 286 concerning nitric oxide as a signaling molecule in the cardiovascular system �1996 DohertyPC and Zinkernagel RM mouse specificity of the cell mediated immune defense 1995 Lewis EB, Wieschaus EF and NussleinVolhard C Drosophila Melanogaster genetic control of early embryonic development" 1992 Fischer EH and Krebs EG. Rabbit reversible protein phosphorylation as a biological regulatory mechanism 1991 Neher E and Frog the function of single ion channels in cells Sakmann B 1990 Murray JE and Thomas ED Dog organ and cell transplantation in the treatment of human disease 1989 Varmus JM and Bishop HE Chicken the cellular origin of retroviral oncogenes 1987 Tonegawa S mouse genetic principle for generation of antibody diversity 1984 Milstein C, Köhler KJF and Jerne NK mouse specificity in development and control of the immune system and the discovery of the principle for production of monoclonal antibodies" 1982 Bergström SK, Samuelsson BI and Vane JR Sheep, rabbit, guinea pig prostaglandins and related biologically active substances 1981 Sperry RW, Hubel TH and Wiesel TN Cat and monkey functional specialization of the cerebral hemispheres, information processing in the visual system 1980 Benacerraf B, Dausset J and Snell GD Mouse and guinea pig genetically determined structures on the cell surface that regulate immunological reactions Table 1. Animal experiments which resulted in Nobel Prizes between the years 1980-2004 (http://nobelprize.org). Animal Rabbit Rat Rabbit Mouse Zebra Fish Zebra Fish Rat Rabbit Rat Cynomolgus macaques Rabbit Mice and rat Rat Rat Zebra Fish Rabbit Model Osteoarthritis Renal impairment Epstein-Barr virus infection endometriosis Polycystic kidney disease Fetal alcohol exposure and cardiovascular abnormalities Hypertension and associated metabolic disturbances Venous thrombosis Acute asthma Chikungunya virus infection Atherosclerosis Rheumatoid arthritis Double-hemorrhage Choroidal neovascularization Cancer Vaccinia keratitis 287 Reference Kim et al, 2010 Salman et al, 2010 Okuno et al, 2010 Altan et al, 2010 Bouvrette et al, 2010 Dlugos and Rabin, 2010 Pravenec and Kurtz, 2010 Konishi et al, 2010 Sun et al, 2010 Labadie et al, 2010 Chen et al, 2010 Güresir et al, 2010 Baba et al, 2010 Mione and Trede, 2010 Altman et al, 2010 �Mouse Rat Rat Rat Rat Rat Rat mice Mouse Mouse Mouse Mouse Mouse Drosophila melanogaster Drosophila melanogaster Drosophila melanogaster Guinea pig Guinea pig Guinea pig Guinea pig cynomolgus macaques cynomolgus monkey cynomolgus monkey Neurodegeneration Acute pancreatitis Spinal cord compression injury Nerve injuries Chronic mild stres and depression Aging, stress and stroke Gastric carcinogenesis Ulcerative colitis associated Carcinogenesis T Lymphotropic Virus Type-1Associated Adult T-Cell Leukemia/Lymphoma Down Syndrome Human cancer Central nervous system embryonal Tumors Chronic lymphocytic leukemia Neurodegenerative disease Neuroscience. Epilepsy Acute nerve injury and peripheral nerve regeneration Dermatophytosis Asthma Osteoarthritis Shigella dysenteriae type 1 infection Peripheral nervous system injury Hepatitis A virus Dawson et al, 2010 Qian et al, 2010. Schültke et al, 2010 Ma et al, 2010 Wu and Wang, 2010 Merrett et al, 2010 Manikandan et al, 2010 Chromik et al, 2010 Zimmerman et al, 2010 Yu et al, 2010 Walrath et al, 2010 Momota and Holland, 2010 Hamblin, 2010 Berg et al, 2010 Bellen et al, 2010 Kliman et al, 2010 Cho et al, 2010 Ghannoum et al, 2010 Kloek et al, 2010 Gurkan et al, 2010 Shipley et al, 2010 Wakao et al, 2010 Amado et al, 2010 Table 2. Examples of studies in which animals were used as a model . References Altan, Z.M, Denis, D., Kagan, D., Grund, E.M., Palmer, S.S., Nataraja, S. (2010). A Long Acting TNF{alpha.} Binding Protein Demonstrates Activity in both in vitro and in vivo Models of Endometriosis. J Pharmacol Exp Ther. 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Expression of protein arginine N-methyltransferases in E3 rat models of acute asthma. Nan Fang Yi Ke Da Xue Xue Bao. 30 (4), 716-9. Taylor, K., Gordon, N., Langley, G., Higgins, W. (2008). Estimates for worldwide laboratory animal use in 2005. Altern Lab Anim. 36(3), 327-42. Wakao, S., Hayashi, T., Kitada, M., Kohama, M., Matsue, D., Teramoto, N., Ose, T., Itokazu, Y., Koshino, K., Watabe, H., Iida, H., Takamoto, T., Tabata, Y., Dezawa, M. (2010). Long-term observation of auto-cell transplantation in non-human primate reveals safety and efficiency of bone marrow stromal cell-derived Schwann cells in peripheral nerve regeneration. Exp Neurol. ;223 (2), 537-47. Walrath, J.C., Hawes, J.J., Van Dyke, T., Reilly, K.M. (2010). Genetically engineered mouse models in cancer research. Adv Cancer Res. 106, 113-64. Wu, H.H. and Wang, S. (2010). Strain differences in the chronic mild stress animal model of depression. Behav Brain Res. 290 �Yu, T., Li, Z., Jia, Z., Clapcote, S.J., Liu, C., Li, S., Asrar, S., Pao, A., Chen, R., Fan, N., Carattini-Rivera, S., Bechard, A.R., Spring, S., Henkelman, R.M., Stoica, G., Matsui, S.I., Nowak, N.J., Roder. J.C., Chen, C., Bradley, A., Yu, Y.E. (2010). A Mouse Model of Down Syndrome Trisomic For All Human Chromosome 21 Syntenic Regions. Hum Mol Genet. Zhao, S., Liu, E., Chu, Y., Zheng, H., Kitajima, S., Morimoto, M. (2007). Numbers of puplications related to laboratory animals. Scand J Lab Aninm Sci. 34 (2), 81-86. Zimmerman, B., Niewiesk, S., Lairmore, M.D. (2010). Mouse Models of Human T Lymphotropic Virus Type-1-Associated Adult T-Cell Leukemia/Lymphoma. Vet Pathol. 291 � 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. 442 Title A name given to the resource Laboratory Animals and Experimental Research in a Sustainable Scientific Development Author Author UZUN, Metehan TOPÇU, Birkan Abstract A summary of the resource. Laboratory animals are used and the experimental research is run in various scientific fields such as human and animal health, disease control, sustainable environmental health, health industry and product innovation, and biosafety planning. The experimental research includes those studies that are not yet proven to be completely safe or those not possible to be run on humans. Rats, mice and rabbits are commonly used in these studies. Based on the kind of the study, cats, dogs, guinea pigs, hamsters, sheep, cattle, chicken, sparrows, goats, horses, nonhuman primates, invertebrates, fish and fly species can be used. Though labaratory animals provide significant contributions to the humans and development in science, they require protection by humans and require to be protected from unfair use. Ethical boards and rules are formed to accomplish those goals prohibited the use of the laboratory animals in experimental research under unethical conditions and ruled that any research shall use methods that require the least amount of pain and suffering. The boards ruled not only on research methods but also on feeding and management practices to uphold the main principles of animal welfare. It is obvious that these rulings are the already late responsibility of human kind. 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/d108b5d6e78b647f71ff09170b1140fb.pdf 0c77c4c96e9e6da222154082bcb164e1 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Case Study Orginated Education in Construction Technology Latif Onur Uğur Ahi Evran University, Kaman Technical Vocational College, Kaman, Kirşehir/Turkey onurugurtr@yahoo.com Đlknur Bekem Ahi Evran University, Kaman Technical Vocational College, Kaman, Kirşehir/Turkey ilknurbekem@hotmail.com Abstract: It has an up most importance of the construction technician students to have professional information as well as to have an ability to cope with the people and the foundations necessary. In this study the importance of the case study has been investigated. A case study has been applied to the students to determine the developments in their professional life and solutions, in one term time; and to determine acquisition a survey has been done. The survey has been done to the Ahi Evran University, Kaman Vocational High School Construction Technology students during Construction Management course. 23 cases have been selected from experience which had been leaved at different times and places. Every week 2 cases have been read, and the students have been asked how they would react if he/she were one of the person in the cases. After taking the written answers, oral debates have been done, and the opposititons were seen with the students. At the end of the term a survey has been done to determine how useful the case studies were. It has been seen that case study has been found useful by most students as it gave them an idea of the professional life to be emphatic. It is thought that such technicqs can be useful for the students to prepare them to the professional life. Introduction The aim of the case study method is to gain abilities to people who have different opinions and values in the same society to solve the problems on the ground of differences by communicating with each other. The case study examination is based on solving a problematic matter in class environment by students. The case study examination is based on finding solution ways for the cases calling problematic with the participation of participants (Altunçekiç, A. 2010). The case study examination necessitates the active participation of the students to the problem that can be faced in real life. The case may be real or imaginary and it is generally written. The students who study on the case, analyses the data and evaluate it after they learned the content of the case, at last they reach a solution. The students, sometimes, may be asked to write the case. The case must be proper for the level of the students. The basic problematic and its details must be obvious in the case and the story must have been fictionalized reasonably. The key questions must be prepared to clarify the case and provide the direction in the desired way (for example, about the reason, occurrence and results of the case). The teacher must have a good leadership to direct the discussions (Mesleki ve Teknik Öğretim Dairesi, 2006). 127 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The study The researches on learning method base on case study indicated that it develops the performance abilities of the students (Çakır, Ö.S. and others 2010) Scwartz and Burget indicated that learning method base on case study develops the performance abilities of the students in their study in 1997. Although, one of the aims of the education is to prepare the students for real life, traditional schools grows student far from real life abilities on account of education system based rote-learning. The performance abilities like organizing, self-expression are needed for lifetime and they must be enabled in the schools. Jones (1997) stated as a result of his research that students consider the cases similar to real life and they like cases. Arambula-Greenfield (1996) stated that students prefer the education based on cases since it helps the personal development and they can easily establish the relation between the matters in the article. Cliff and Curtin (2000) indicated that education based on cases increases the level of understanding the realities and concepts, of students. Herried (1994), too, has focused on the students understanding ability of the matter and as a result of the study, stated that cases develop the learning by practicing, learning internalization, ways to approaching the real life matters and oral communication. As a result of the literature researches, it is seen that students in Turkey in the field of civil technician have no experience in case study practice. To be able to compensate such fault, 17 people who took part in either national or international projects in the construction field as architect/engineer/building teacher and the cases they met during their work life were written into 23 different texts. The second grade students of civil technician was given those different situation definitions in the context of Site Management course and ask for the comment/analyses. Majority of those 23 cases are real. The questions were asked in the class by the instructor, they were also presented on papers and students were given time to think. The situations which were asked for evaluation to students are given in Table 1 as summary. 128 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo A master builder who is very close to retirement has been asked for building a house and he took lightly and at the end, the boss gave the house to him as a gift. Veli Göçer; sea sand, very cheap houses, construction on the fields without investigation of ground 2 conditions … and the earthquake. Is he the only one who is guilty? Since the required time and money was not spend, the block supports were not built so the block 3 was collapsed so the work could not be achieved on time. Opinions of workers, masters, technicians, engineers and site manager on insufficiency of job work 4 security precautions. No safety belt on scaffold, insufficiency of rigidity of scaffold, no use of helmet, no belt during the 5 crane installation in Iraq. There are requests and pressure to controller for the permission of concreting although it was 6 warned that iron equipment and block supports are not strong enough. The worker experienced an industrial accident on account of his own fault and he is suggested by 7 others to bring a lawsuit for compensation against the employer and threaten him for jail. The construction watcher goes up to the roof then he falls and dies, the site manager is in the court. 8 The building contractor who misleads people by using qualified labels on cheap paints for 9 exhibition as if he does a good buildings. The cooperative management tries to re-start the construction after the cancellation of the license 10 since there is no basement recovery, filling bevel without slope stability, by providing a patronage. Acceleration measures of the site manager during a meeting since the work plan could not be 11 followed in a timely manner. 12 The discussions to determine the price before the tender file is given. 13 The site manager having a payment trouble on account of the late payment of the progress billing. 14 The new comer crane operator was beaten by the existing operators.. 15 The controller who notices that there are more/less iron during the control. 16 The teams of wall, alum and coating which strikes for more wages while the works are so intensive. 17 While the personnel are so much needed, reclaim a engineer without any discipline. Although it is demanded in a timely manner, the cement plant sent the cement lately in general and 18 the workers are paid to over-work. 19 The intervention to the fight between the workers of two contractors who make the same work. A contractor who does not pay the wages of his workers after he is paid the progress bill and 20 continue to cooperate with him. There is a struggle for the returns of personnel who were in an event and sent to the jail while they 21 were in critique mission. 22 Telling a technician about the death of his father and send him to his place. 23 Noticing that the person responsible for purchase cheats and intervention. Table 1. Cases 1 Findings During the practices for an academic semester, a selection of interesting student comments in relation with different cases is given in Table 2. The most interesting answers according to the implementing instructors in the aforementioned situation are; 129 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo A master builder who is very close to retirement has been asked for building a house and he took lightly and at the end, the boss gave the house to him as a gift. • I think that the boss gave the house as a gift since he disliked the house. • People working in the construction sector must never take their job lightly. Veli Göçer; sea sand, very cheap houses, construction on the fields without investigation of ground 2 conditions … and the earthquake. Is he the only one who is guilty? • The institutions which did not control, as well. • Everyone who took place in the construction is guilty. Since the required time and money was not spend, the block supports were not built so the block was 3 collapsed so the work could not be achieved on time. • The responsible technician must be punished. • The work plan was not given the necessary importance. Opinions of workers, masters, technicians, engineers and site manager on insufficiency of job work 4 security precautions. • Workers never feel themselves in security. That feeling affects their performance. • The workers have not considered it. • “Worker: We are not considered as human being. Master: What will I do if anything happens to my workers? Technician: How can I secure the life security? Engineer: The technician cares about it, I will tell him to do. Site Manager: There are many responsible. Why should I think about it?” No safety belt on scaffold, insufficiency of rigidity of scaffold, no use of helmet, no belt during the 5 crane installation in Iraq. • Human is valuable whether in Iraq or in Italy. • There is a possibility of termination of the freedom of the site manager. There are requests and pressure to controller for the permission of concreting although it was warned 6 that iron equipment and block supports are not strong enough. • People have lost their moral values on account of ambitious to earn more money. • The person who makes such pressure, where does he take courage from? • If the controller accepts, he is a murderer. The worker experienced an industrial accident on account of his own fault and he is suggested by 7 others to bring a lawsuit for compensation against the employer and threaten him for jail. • There will be no matter since he is not right. Sorry for the money he spends. • The worker is fault but he searches the fault in someone else. The construction watcher goes up to the roof then he falls and dies, the site manager is in the court. 8 • What does watcher do on the roof? The building contractor who misleads people by using qualified labels on cheap paints for exhibition as 9 if he does a good buildings. • The contractor should be put in those paints. • It is unethical. • He is a cheater. The cooperative management tries to re-start the construction after the cancellation of the license since 10 there is no basement recovery, filling bevel without slope stability, by providing a patronage. • The management is murderer. • The only aim of the management is to earn money. • I resigned if I was in the management. • Why the license was given if it was not proper? Acceleration measures of the site manager during a meeting since the work plan could not be followed 11 in a timely manner. If he accelerates, he should consider the necessity of the use of more equipment, machine and workers. The discussions to determine the price before the tender file is given. 12 • The discussion environment has already been necessary for the proper offer. • There must be a very careful market analyses. The site manager having a payment trouble on account of the late payment of the progress billing. 13 • The works become slower. • He tells the situation and expects the understanding of the workers. The new comer crane operator was beaten by the existing operators.. 14 1 130 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo • • • I am not involving in that matter. They think that the new comer is better than them so they tried to deter from. Who knows what did he do? The controller who notices that there are more/less iron during the control. 15 • It is a trouble if he says improper, there is a conscience if he ignores… • It must be intervened and it must be according to the project. The teams of wall, alum and coating which strikes for more wages while the works are so intensive. 16 • The teams are opportunist. • I fire the teams and find new teams. • I behave as if I accept their demand till the new teams arrives, and then I fire them. While the personnel are so much needed, reclaim a engineer without any discipline. 17 • No one is unique. • I give him promotion. • I give him more responsibilities. Although it is demanded in a timely manner, the cement plant sent the cement lately in general and the 18 workers are paid to over-work. • I change the cement supplier. The intervention to the fight between the workers of two contractors who make the same work. 19 • I listen both parties and try to find a mid-way. • I forbid them to communicate with each other. A contractor who does not pay the wages of his workers after he is paid the progress bill and continue 20 to cooperate with him. • I do not cooperate with him anymore. There is a struggle for the returns of personnel who were in an event and sent to the jail while they 21 were in critique mission. • In my opinion, they must be away from the profession at least for five years. I do nothing for their return. • I help for return. Telling a technician about the death of his father and send him to his place. 22 • Sending him is the ethical approach. Even, a close friend can be sent with him as a company. • I told him that his father is very sick. I do not tell him his death. Noticing that the person responsible for purchase cheats and intervention. 23 • I inform the authorities. • I inform my supervisor for his punishment. Table 2. Answers of students A questionnaire consisting of 9 questions was applied to 67 students after the case study in the Site Management course. The questionnaire tried to determine the students’ satisfaction from the application and their opinions about it. The questions in the questionnaire can be seen in the Table 3. Yes 1 2 3 4 5 6 7 8 I am satisfied with case study application. I am in favour of doing such applications in other courses. The students having this course after us should experience such application. A multi-discussion environment could be created after the application. That application indicated me the possible situations which I can face to while I am on work. That application contributed my ability to think positively. In comparison with other illustrations in the courses, that application is more attractive for me. That application causes better feelings towards my profession. Your opinions and demands about the application. 9 Table 3. The questionnaire after the case application 131 No �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 1. 2. 3. 4. 5. 6. 7. 8. 9. Some findings as a result of the questionnaire are below; The percentage of the students who are satisfied with the application is 82 %. When the civil technician students asked whether they desire to have the similar applications in other courses, 8 % of them said “Yes”. 71 % of the students answering the questionnaire said that they are in favour of the application on behalf of the students who would have the same class after them. A multi-discussion environment was created in the class as a result of the case study application according to the 94 % of the students. 6 % of the students mentioned that they had opinions about what they can face to during the work by the help of the application. 78 % of participants to the questionnaire told that it contributed positively to their analytic thought abilities. In comparison with other teaching methods, case study method is more attractive for 74 % of the students. 81 % of the students mentioned that the application cause better feelings towards their profession. The participant students demanded that, • They want to have more information on work security and labour health; • They want to have complete information on construction law; • They demand the generation of lecture notes on case studies. Conclusions When the results of the case study in civil technician education are evaluated on the basis of the questionnaire; • Majority of the students have satisfaction with the application, • They want similar case studies in other courses, • The creation of the multi-discussion environment provided development in their analytic thought skills, • In comparison with other teaching methods, the case study is much more attractive for them, • They like more their profession with the application, • They have information about the situation they can face during the work life. It is thought that, as one of the teaching method, the case study examination method will provide to practise and know their sector closely in case the method is used in other courses in construction programme, for students. 132 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Altunçekiç, A. (2010). Örnek Olay Đncelemesi, http://w3.gazi.edu.tr/web/alperal/orn-ola.pdf Mesleki ve Teknik Öğretim Dairesi. (2006). Modüler Öğretim, Lefkoşa. http://www.mebnet.net/duyurular/meyap/modegitim.pdf Çakır, Ö.S., Berberoğlu, G., Alpsan, D., Uysal, D. (2010). Örnek Olaya Dayalı Öğrenme Yönteminin, Cinsiyetin Ve Öğrenme Stillerinin Öğrencilerin Performanslarına, Biyoloji Dersine Karşı Tutumlarına, Akademik Bilgilerine Ve Üst Düzey Düşünme Yeteneklerine Etkisi, http://www.fedu.metu.edu.tr/ufbmek5/b_kitabi/PDF/Biyoloji/bildiri/t14.pdf Schwartz, R.W., and Burget, J.E. (1997). Problem-based learning and performance-based testing: Effective Alternatives for undergraduate surgical education and assessment of student performance. Medical Teacher. 19(1) 19-23. Jones, M.A. (1997). Use of a classroom jury trial to enhance students’ perception of science as part of their lives. Journal of Chemical Education. 74(5), 537. Arambula-Greefield, T. (1996). Implementing Problem-Based Learning In A College Science Class, Journal of College Science Teaching 26 (1), 26-30. Cliff, W.H., and Curtin, L.N. (2000). The directed case method: Teaching concept and process in a content-Rich Course, Journal of College Science Teaching, 30(1) 64-66. Herreid, F.C (1994). Cased studies in science – A novel method of science Education. (pp. 221-229). Journal of College Science Teaching. 23. 133 � 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. 414 Title A name given to the resource Case Study Orginated Education in Construction Technology Author Author Uğur, Latif Onur Bekem, İlknur Abstract A summary of the resource. It has an up most importance of the construction technician students to have professional information as well as to have an ability to cope with the people and the foundations necessary. In this study the importance of the case study has been investigated. A case study has been applied to the students to determine the developments in their professional life and solutions, in one term time; and to determine acquisition a survey has been done. The survey has been done to the Ahi Evran University, Kaman Vocational High School Construction Technology students during Construction Management course. 23 cases have been selected from experience which had been leaved at different times and places. Every week 2 cases have been read, and the students have been asked how they would react if he/she were one of the person in the cases. After taking the written answers, oral debates have been done, and the opposititons were seen with the students. At the end of the term a survey has been done to determine how useful the case studies were. It has been seen that case study has been found useful by most students as it gave them an idea of the professional life to be emphatic. It is thought that such technicqs can be useful for the students to prepare them to the professional life. 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/f655a108bebd21775b59e970eb34832d.pdf c6bd709168650a001e11da1c35e29152 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Evaluation of Vocational Education Construction Technician by Lecturers Latif Onur Uğur Ahi Evran University, Kaman Technical Vocational College, Kaman, Kirşehir/Turkey onurugurtr@yahoo.com Đlknur Bekem Ahi Evran University, Kaman Technical Vocational College, Kaman, Kirşehir/Turkey ilknurbekem@hotmail.com Serdar Korkmaz Ahi Evran University, Kaman Technical Vocational College, Kaman, Kirşehir/Turkey skorkmaz@ahievran.edu.tr Abstract: In this study the faculty members who served in the Civil technician training in Construction Technology Program which one of two-year Vocational Technical High School Program, have been trying to search for relating to alumni comments and suggestions about classroom curriculum, industry-based training applications, information systems. For this purpose a questionnaire was administered to teaching staff who served in different vocational schools of different universities which consists of 28 questions. Survey in the context of the teaching staff of the course content, how much they are happy, whether they think the theoretical and practical lesson hours in curriculum classes, the laboratory facilities of the application whether or not, technical field trips, conferences, seminars served in the vocational schools which are applied in frequency were asked. Apart from problems related to curriculum, construction technician has a very important place in teaching that the inspection of industrial training, internship and then interview, examination and achievement levels of students received a result that responses were evaluated. The ideas of the construction teaching staff in arranging a national symposium on education technicians and construction sectors in the field of civil engineering/construction teacher/architectural education provider to do joint activities with the perspectives were investigated. In addition, surveys of faculty members applied the quality of construction technicians in the art are also to be thinking about. Some results of the findings of this work, a symposium is desired as soon as possible broad participation with a construction technician education, the construction industry different topics technicians was trained with organizations collaborate and projects consolidated at being desirable, training of the overall goal reached, but inspection and examination of the continuing benefits, monitoring system on the development of graduates are beneficial. Introduction The construction sector is one of the oldest branch of industry on earth. It firstly existed by people who tried to protect themselves from the negative impacts of the nature and it developed, diversified and reached its current level by the time when water constructions, temples, memorials, city walls for cities and countries, roads and bridges and with other constructions were built. Approximately 150 years ago, that branch of industry caused the existence of civil engineering as the first engineering and the first engineering education begun (Yoklu, 2009). Another higher education facility that supply qualified labour for the sector is occupational high 134 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo schools. The alumni of the occupational schools are employed in private construction or supervision companies as civil technician in the constructions of dam, road, airport, house, etc., and in public and local administrations as technicians in the departments of natural resources, transportation/highways, construction or material test laboratories. They play an important role in planning, projects, construction and control phases of all the constructions, including but not limited to roads, bridges, dam, airport, water supply and distribution, houses and trade centres (Uğur and others., 2008). The study There are many studies which have been done generally by students on the civil technician education in the higher occupational schools for two years. Those studies have been focused on courses, educational perspectives, instructors, job trainings, physical sufficiency of the schools. Birinci and Arı (2004) stated that there are lack of laboratories and workshops in some of those occupational schools; however, those schools with their implementative orientation for the educational qualification give no great importance to the buildings with special design for the continuance of the education. Hızlan (1997) stated that the basic criteria of the education are the conformity and objective unification of industry and schools. The assessments of the instructors on the basis of the opinions of students is one of the most used methods to determine the features of the education and many countries have been accepted such data as an important input (Shevlin, 2000, Greenwald, 1997, Mskheachie, 1997). The student assessments, however, cause some discussions. Those discussions have been focused on invalidation of the student assessments since the expectations and prejudgments of students may affect the assessment and whether those students have met the required qualifications to make such assessments. (Kaya and others, 2007). It is seen that the number of the studies about the opinions of the instructors who are very important for the civil technician education. A questionnaire with 28 questions has been asked to 60 instructors who are employed in 12 different occupational school of civil technician in Turkey to assess the education in the schools. The occupational schools where those instructors are employed are in the Table 1. University / Vocational education Ahi Evran University / Kaman Ahi Evran University/ Kırşehir Batman University / Batman Bitlis Eren University/ Bitlis Cumhuriyet University / Sivas Çukurova University / Adana Dicle University / Dicle Hacettepe University / Polatlı Sakarya University/ Hendek Selçuk University / Kadınhanı Faikiçil Selçuk University/ Teknik bilimler Süleyman Demirel University/ Isparta Table 1. Universities and occupational schools where the instructors are employed The questionnaire have tried to clarify the profile of the instructors, sufficiency of courses, laboratories, implementations on civil technician, benefits of cooperation of the civil technician education and students with other departments and students of other departments, job trainings for students and probable participation of symposium/congress on civil technician. The opinions of instructors on the development of the civil technician education have been taken, as well. There are multiple-choice questions for 25 and the rest is open ended. The answers of the instructors have been converted to percentages and they were explained meaning by the help of graphics and tables. 135 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Findings According to the findings, the participants have been working averagely in occupational schools for 6 years. The percentage of the academic members is 41,7 % and lecturer is 58,3 % in those 60 instructors answering the questionnaire. The instructors consist of 50 % civil work instructors, 42 % civil engineering and the rest is, 8 %, architecture (see Figure 1) Lecturer's occupations 42% Civil Engineer Architect 50% Construction teacher 8% Figure 1. Professions of the instructors Educational background of instructors; %34 “BA degree”, %33 “MA degree”, %33 is “doctorate” (see. Figure 2). Graduation status of lecturers 33% 34% Undergraduate MA Ph.D. 33% Figure 2. Educational backgrounds of instructors The instructors participating to questionnaire are asked which courses have sufficient contents they think enough. When the answers are examined (see Table 2), it is seen that they find mostly the content of “Concrete Technology” with 98,38 %. It is followed by “Construction Technology” and “Construction Static” with 7,29 %. 136 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Courses % Concrete Technology 9,38 Construction Static 7,29 Construction Technology 7,29 Organization of office and construction site 6,25 Soil Mechanics 6,25 Damage Detection in Structures 6,25 Materials Science and Building Materials 6,25 Topography 5,21 Quantities and Discovery Works 5,21 Computer 4,17 Computer Aided Design 4,17 Road Construction 4,17 Resistance 4,17 Systems Analysis and Design 4,17 Structure Installation Information 3,13 Steel Structures 3,13 General and Technical Communication 3,13 Business administration 3,13 Architectural drawings of buildings and details 2,08 Water Supply and Waste Water 2,08 Hydraulics and hydrology 1,04 Timber Structures 1,04 Prefabricated Buildings 1,04 Total 100 Table 2. The courses and percentages which the instructors find sufficient The instructors were asked that which course contents are insufficient in the curriculum; the answers and percentages are indicated in Table 3. Accordingly, “Wooden Building” and “Business Management” are found insufficient in terms of their content with 21,43 %. They are followed by “General and Technical Communication” with 17,86 % and “Hydraulic and Hydrology” with 14,29 %. Courses % Wooden building 21,43 Business management 21,43 General and Technical Communication 17,86 Hydraulics and hydrology 14,29 Water Supply and Waste Water 14,29 Systems Analysis and Design 7,14 Organization of office and construction site 3,57 Total 100 Table 3. The courses and percentages which the instructors find insufficient The instructor have assessed the existing courses and stated that there can be other courses which can be included in the civil technician education. The courses which the instructors find useful to add the curriculum are 137 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo construction technician drawing, laboratories on mansonry and wooden, cement and floor mechanics laboratories, construction law, job security and labour health, computer aided project management. The instructors of occupational higher schools have stated that theoretical and practical hours of the courses are not suitable for 66,7 %, however, 33,3 % of the instructors have stated the suitability of the courses for the civil technician programmes. The instructors, 91,7 % have stated that the new comer students have insufficient background to have civil technician education. The instructors have asked for the sufficiency assessment of the computer, foreign language, topography and problem solution implementation in the programmes. The answers indicated; • Computer implementation 66,7 % sufficient (see Figure 3), • Foreign language 50 % mid-level sufficient (see Figure 4), • Topography 75 % mid-level sufficient (see Figure 5), • Problem solution 66,7 % mid-level sufficient (see Figure 6) Computer application 66,7 Enough 16,7 Medium 16,7 No 0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0 Figure 3. Assessment of the sufficiency of the computer implementation Foreign language application 8,3 Enough 50,0 Medium 41,7 No 0,0 10,0 20,0 30,0 40,0 50,0 Figure 4. Assessment of the sufficiency of the foreign language Topograpy application 8,3 Enough 75,0 Medium 16,7 No 0,0 10,0 20,0 30,0 40,0 50,0 60,0 Figure 5. Assessment of the sufficiency of the topography 138 70,0 80,0 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Problem solving application 33,3 Enough 66,7 Medium No 0,0 0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0 Figure 6. Assessment of the sufficiency of the problem solution The answers of the instructors to question about the frequency of the technical visits in their occupational higher schools are in Figure 7. Accordingly; • 51 % of the instructors stated that there is no technical visit at all; • 33 % of them stated that there is a technical visit once a year; • 8 % of them stated that there is a technical visit once a semester; • The rest 8 % stated that there are technical visits more than one in a semester. The frequency of technical visits 8% Never Once a year 51% 33% Once a semester More than once a semester 8% Figure 7. Frequency of the technical visits The instructors have been asked the frequency of the conferences and seminars in their own schools; 42 % stated that “once in semester”. 17 % of the instructors stated that there is not any conference/seminar in their school (see Figure 8). The frequency of conferences and seminars 17% 33% 8% Never Once a year Once a semester More than once a semester 42% Figure 8. Frequency of conference and seminars The instructors have assessed the duration of job training, scope, accuracy, practice and opportunity to learn the construction sector in the construction programme of students as “insufficient”, “average” and “sufficient”. • The ratio of sufficient for the job training are equal to average and insufficient as 33,3 %. 139 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo • According to the instructors, the scope of the job training for the civil technician programme students are 16,7 % sufficient, 58,3 % average and 25 % insufficient. • Only 16,7 % of the participants find the accuracy of the job training is sufficient. • There is no instructor who finds the scope of the job training is exactly what it should be. 50 % finds it insufficient while the other 50 % finds it “averagely sufficient”. The instructors, as 58,3 %, stated that the opportunity for students to learn the sector during the job training is insufficient. Only the 8,3 % thinks that such opportunity is sufficient. No instructor has supervised the students during the job training. However, 75 % of the instructors say there are interviews/tests for post jobtraining periods. According to the answers of the 50 % of instructors, 70 % of students are successful in these post-job training interviews and tests. On the other hand, 25 % of the instructors has stated that the ratio of successful students in post-job training evaluations as less than 70 % (see Figure 9). Percentage of success in interview/test of internships 8% 0% 25% 17% Less than % 70 70% 80% 90% 100% 50% Figure 9. Success ration in post-job training interview/examinations The instructors were asked about the information on construction programme in their web sites and the answers are in the Table 4. Accordingly, mostly included web information is; • 25,64 % course contents, • 23,08 % courses, • 20,51 % definition of civil technician education. The web sites; • Legislation, • Authority and responsibilities, • Occupational modes (Occupational roles, control, project drawing, bill of quantities, etc.), • General situation of the construction sector, • Place of the civil technicians in the sector, and • Occupational and sectoral institutions are not included. Web information % Course contents 25,64 Course List 23,08 Technician training is the definition of construction 20,51 Technical tours 12,82 Legislation 12,82 Internship applications 2,56 Vocational training 2,56 Total 100,00 Table 4. Web site contents The 41,7 % instructors have negative opinions about 6 semester technician education that will be enforced by the Board of Higher Education (YÖK). %33,3 of instructor has no idea about the matter (see Figure 10). 140 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo View of 6 semesters of training technicians 33,3 I have no idea 41,7 Negative 25,0 Positive 0,0 5,0 10,0 15,0 20,0 25,0 30,0 35,0 40,0 45,0 Figure 10. Opinions on 6 semester technician education. The instructors were asked “do you think that a national level congress or symposium on ‘Civil Engineering Education” should be held on” and all of them answered positively by saying “Yes, it should be”. In case such an organization is held, the instructors will; • 44,4 % will participate in with a paper, • 17 % will not participate in, • 11,1 % will be work in scientific committee, • 11,1 % will participate as referee, • 11.1 % will be in advisory board, • 6 % will participate as audient (see Figure 11). Form of congresses and symposia to join 17% 11% 11% 6% Science committee Advisory board Referee Participate with a paper 11% Listeners I don't join 44% Figure 11. Form of participation to congress or symposium When the instructor were asked whether they have student follow up system; only 16,7 % told that they have a follow up system, 25 % told that such a system is at the developmental stage. 58,3 % of the participants stated that they do not have such a follow up system. The instructors assessed the benefits of co-works their current institutions which educates the civil technicians with other institutions which educate civil engineering, building teacher/architecture. As it can be seen in Table 5, • In terms of the co-ordination of the instructors, such efforts will benefit 50 %, • In terms of harmonization of the different disciplines in the same sector, such efforts will benefit 58,3 %, that is great, • In terms of following the technical developments, such efforts will benefit 91,7 %, that is great, • In terms of following the changes in legislation, such efforts will benefit 75 %, that is great, • In terms of contributing the changes in legislation, such efforts will benefit 66,7 %, that is great, • In terms of updating the education methods and practices, such efforts will benefit 91,7 %, that is great, • In terms of joint projects and increasing the scientific researches, such efforts will benefit 83,3 %, that is great. 141 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Coordination of the teaching staff More Medium No 41,7 50,0 8,3 Belonging to different disciplines in the same sector, 58,3 41,7 0,0 harmonization of training programs Technical monitoring developments closely 91,7 0,0 8,3 Monitoring of legislative changes 75,0 8,3 16,7 Contribute to changes in legislation 66,7 33,3 0,0 Updating of teaching methods and practices 91,7 8,3 0,0 To carry out joint projects 83,3 8,3 8,3 Increasing scientific research 83,3 8,3 8,3 Table 5. Opinions on the aspects of benefit of co-works with institutions which educate on civil engineering/ building teacher / architecture. A question in the questionnaire made the instructors to assessed the aspects of benefit that in case the civil technician students pair up with students of engineering/architecture/building teacher on different grounds; according to the answers; • Such an effort will be useful to understand the roles in the work life (%66,7), • Such an effort will be useful for health evaluation of authorities and responsibilities in the construction projects (%75,0), • It will be useful in terms of the diminishing the emotions on account of misunderstandings (%83,3), • Such an effort will be useful to understand the other occupations’ scope of education (%75,0). (see Table 6). More Medium No A better understanding of the role of business 66,7 33,3 0,0 75,0 25,0 0,0 Authority and responsibility for construction projects more robust assessment of 83,3 16,7 0,0 Misunderstanding caused by the reduction of the sense of 75,0 25,0 0,0 Understanding of the scope of vocational training of other Table 6. Assessment the aspects of benefit that the civil technician students pair up with students of engineering/architecture/building teacher on different grounds. The instructors were asked whether the civil technician education must be monotype or it must be different according to the university/occupational higher school; 67 % of them said “must be different”. (see Figure 20). 33% Must be the same Must be different 67% Figure 20. Civil technician education must be monotype or different from each other, the answers and percentages Majority of the participants stated that civil technicians cannot take place in the occupational higher schools as instructor (%91,7). 142 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The instructors, 91,7 %, have supported the existence of the course of Occupational Ethic in the construction programmes of occupational higher schools. (Figure 12). Professional ethics course 8,3 Hayır 91,7 Evet 0,0 20,0 40,0 60,0 80,0 100,0 Figure 12. Perception of the instructors on occupational ethic course The instructors, also, defined the possible revisions in the current system to grow better civil technicians, as below: • The supervision of the job-training should be increased. • The frequency of conference, seminar and technical visits should be increased. • The duration of education should be increased. • The technology must be traced more closely. • The cooperation between schools and companies should be developed by signing protocols. • The qualifications of the instructors should be increased. • The open admission should be abolished. Conclusions Those are seen in the direction of the answers given by the instructors; The content of some courses of civil technician education are insufficient, it is useful to update those courses, • It is found useful civil technician education to add the courses of technical drawing, labour health and job security, • The exchange of theoretical and practice hours will contribute to the students positively, • Majority of the students who begins the civil technician education have insufficient infrastructure, therefore, its compensation either in secondary education or at the beginning of the higher education, , • It is necessary to increase the practice of foreign language, computer and topography and frequency of technical visit, conference and seminars. • The job-trainings are not supervised during the term but the post-job training examination is useful, the supervision needs to be increased, • The scope, accuracy and practice of job-training have been found averagely sufficient and should be recovered, • It will be positive when the information on legislation, authorities and responsibilities of technicians, situation of the sector is placed into web sites, • Only the quarter of the instructors have positive opinions about the 6 semester education in 2 years, • The occupational ethic practices will be useful, • A civil technician education symposium with broad participation is demanded, • A cooperation and joint projects with institutions which educates technicians for different places of construction sector are desired, • It will be useful to develop alumni follow-up systems. • 143 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Toklu, C.Y. (2009). Đnşaat Mühendisliği Eğitiminde Yeni Eğilimler, 1. Đnşaat Mühendisliği Eğitimi Sempozyumu, Antalya. Uğur, L.O, Yüksel, E., Bekem, Đ., Korkmaz, S. .(2008). Đnşaat Teknikerliği Eğitimi Üzerine Bir Alan Araştırması, Selçuk Üniversitesi Teknik Bilimler Meslek Yüksekokulu, Teknik-Online Dergi Cilt 7, Sayı:3. Binici, H., Arı, N. (2004). Mesleki ve Teknik Eğitimde Arayışlar, (pp. 383-396). Gazi Üniversitesi, Gazi Eğitim Fakültesi Dergisi, Cilt 24, Sayı. Hızlan, D. (1997). Okul-Sanayi Đlişkileri, Đnkılap Yayınevi, Đstanbul. Shevlin, M. and etc. (2000). The Validity of Student Evaluation of Teaching in Higher Education: love me, love my lectures?, Assessment & Evaluation in Higher Education, Vol. 25, No. 4. Greenwald, A. G. (1997). Validity Concerns And Usefulnes Of Student Rating Instruction, (pp. 1182–1186). American Psychologist, 52(11). Mckheachie, W. J. (1997). Student Rating: The Validity of Use, (pp.1218–1225). American Psychologist, 52(11). Kaya, H.Đ., Bay, E., Yazıcı, G., Şebin, K. (2007). Öğretim Elemanlarının Ders Verdikleri Öğrencilerin Özelliklerine Đlişkin Görüşleri, Sosyal Bilimler Enstitüsü Dergisi / Journal Of Graduate School Of Socıal Scıences, Cilt 10, Sayı 2. 144 � 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. 415 Title A name given to the resource Evaluation of Vocational Education Construction Technician by Lecturers Author Author Uğur, Latif Onur Bekem, İlknur Korkmaz, Serdar Abstract A summary of the resource. In this study the faculty members who served in the Civil technician training in Construction Technology Program which one of two-year Vocational Technical High School Program, have been trying to search for relating to alumni comments and suggestions about classroom curriculum, industry-based training applications, information systems. For this purpose a questionnaire was administered to teaching staff who served in different vocational schools of different universities which consists of 28 questions. Survey in the context of the teaching staff of the course content, how much they are happy, whether they think the theoretical and practical lesson hours in curriculum classes, the laboratory facilities of the application whether or not, technical field trips, conferences, seminars served in the vocational schools which are applied in frequency were asked. Apart from problems related to curriculum, construction technician has a very important place in teaching that the inspection of industrial training, internship and then interview, examination and achievement levels of students received a result that responses were evaluated. The ideas of the construction teaching staff in arranging a national symposium on education technicians and construction sectors in the field of civil engineering/construction teacher/architectural education provider to do joint activities with the perspectives were investigated. In addition, surveys of faculty members applied the quality of construction technicians in the art are also to be thinking about. Some results of the findings of this work, a symposium is desired as soon as possible broad participation with a construction technician education, the construction industry different topics technicians was trained with organizations collaborate and projects consolidated at being desirable, training of the overall goal reached, but inspection and examination of the continuing benefits, monitoring system on the development of graduates are beneficial. 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/651d5e0e0dc9eeb2ff9170145d184854.pdf 4e2e9e518029104bbb1ae7012837021f PDF Text Text Xia, S.,Zhong F.,Zhang Y.,Li H.(2010).Bio- reduction of nitrate from groundwater using a hydrogen – based memrane biofilm reactor : Journal of Environmental Sciences , 22(2) 257 – 262. 811 �Stance of Undergraduates of Department of Construction at Vocational High Schools Upon Technician Training and Expectations from Both Higher Education Institutions and Governments: Sample of Vocational High School University of Düzce Assistant.Prof. Latif Onur UĞUR* lougur@ahievran.edu.tr Lecturer. Serdar KORKMAZ* serdarkorkmaz1984@gmail.com (*) Ahi Evran University Kaman Technical Vocational Collage Kaman, Kirşehir/Turkey Abstract: The goal of the study is to specify both opinions of undergraduates of department of construction at vocational high school over courses they take all through their education and expectations of them from authorities regarding technician training. For this reason, a questionnaire is carried out for seniors at department of construction of vocational high school of Düzce, T.R University of Düzce. According to the research, the seniors state they think they are going to benefit most from courses of Computer-Assisted Design, Ferroconcrete, Works of Quantities and Specifications, Statics of Construction and System Analysis and Design. % 50 of seniors state laboratory opportunities are on sufficient level; more than half of them state the education they have taken enables to work in this profession. % 40 of seniors expect from the administration to increase opportunities of practices (laboratory, land, computer…etc). Their leading expectation from governments is to improve signing authority. Training higher-up, improving job opportunities and developing laboratories- implementation areas succeed the expectation. Key words: Civil Technician, Vocational High School, Technician Training, Laboratory Practices. Introduction In Turkey, technician training started in 1953. In 1962, in technician schools totally 3700 students had received training including, 22 trainings in the evenings and 4 during the daytime. With the participation of technician schools which were opened in 1965 in Istanbul (night) and Ankara (daytime), technician training had continued until 1967. Due to various reasons, in 1967 technician training and in 1972 upper technician training had been brought to an end. In 1975, 45 colleges were opened bound to The Foundation of Common Higher Education (YAY-KUR), in 1979 the number of technician schools were increased up to 59, including 45 vocational high school. In 1982, vocational high schools were committed to the universities by being illustrated to Law No 2547 in Higher Education Law. The number of vocational high schools which were alienated to the universities in 1982 is 44. In 1997, the number of Vocational High Schools was around 400. Students who graduate from technical programs of Vocational High Schools are called “Technician”, and the students who graduate from social programs are called “Vocational Staff Member”. Entrance to the Vocational High Schools is provided with OSS. During the academic year of 1996-1997, approximately 68 thousand students registered for the Vocational High Schools. During the academic year of 1996-1997, approximately 150 thousand students were trained in Technical Programs of the Vocational High Schools (109 program), Economics and Administrative Programs (40 Programs) and Health Programs (18 Program). (Gürbüz, 1997, p.1). In consideration of the academic year of 2002-2003, 262 types of programs were provided in 474 vocational high schools. These are collected in three basic groups including Technical Programs, Economics and Administrative Programs and Health Programs. The number of associate degree programs in the Faculty of Open Education is thirteen. In Public Universities mostly technical programs, in foundation universities and open education associate degrees mostly social, economics and administrative programs are applied (Kaya, 2005). 812 �Today in our country vocational high schools are divided into five departments including Department of Skilled Trade Program, Department of Economics and Administrative Program, Department of Health Program, Department of Technical Program and Department of Agrarian Program. Every single department is divided into programs as well. Construction Program takes place in the Department of Technical programs. According to the OSS 2008 Choice Guide (TRNC included), 63 universities include construction program. According to OSS 2008 Choice Guide (2nd education included), total quota of 2 year construction programs is 6650 students (OSYM, 2008). The level of higher education is a system determined to provide to be recognized mutually in a national and international scale along with providing a compatibility between the qualifications earned through training and research, given degrees (Bircan,2008,p.2) Vocational High School: It is the only High School which cultivates the qualified manpower the industry needs. Vocational High Schools cultivates manpower with the title of technician and vocational staff member (YOK, 2004, p.10-26) The criteria in Vocational High Schools are determined according to the student number before the academic year. These criteria are; 11. Physical conditions of the unit which will go into operation ( classroom + laboratory + workshop) Computer Hardware; Up to 60 students, 60 students included, 2 computer centers with internet connection for 30 students Between 61-150 students 3 computer centers internet network connection for 30 students Between 151-240 students 4 computer centers internet network connection for 30 students Between 241-330 students 5 computer centers internet network connection for 30 students Between 331- 420 students 6 computer centers internet network connection for 30 students Between 421-510 students 7 computer centers internet network connection for 30 students Between 511- 600 students 8 computer centers internet network connection for 30 students Between 601-690 students 9 computer centers internet network connection for 30 students Between 691-780 students 10 computer centers internet network connection for 30 students Physical conditions; For each program minimum two classrooms, For the teaching staff two offices, Library supporting the program, Considering every program type, proper workshop practice area and materials [May not be necessary in some social programs] (YOK, 2003, p.7) Technician: Technicians can be defined as vocation members who completed their associate degrees, cultivated according to the needs of the industry with the necessary information and qualifications as a result of the training they received, know how to reach the information, have ability to solve problems, have improved the ability to take a decision, have accepted the necessity of a lifelong education, have completed the development considering human relations, know another language at a basic level, use computer basically and for their jobs, can contribute to the social, cultural activities either directly or indirectly. Technicians have more theoretical knowledge than the other technicians whom they collaborate together as a team. From another aspect, they are technical employees who have no problems in perceiving the orders they get from senior managers due to their positions, who are in control of practice, who can easily pass an order to another employee or can create a solution in event of a problem (Solar Commission, 2007, p.1) Building technician; composes the vocational group who work actively as a technical employee in construction buildings such as, barrages, roads, airports, dwellings, etc., natural resources, transportation/ highway, construction departments and material testing laboratories of the controlling firms and public and local administrations. From the highway, bridge, barrage, airport, water carry / distribution systems and dwellings to the trade center, technicians play an important role in plans, projects, and construction and control steps of every building. (MEB-YÖK, 2002, p. 9) Law No 4702, provides the integrity in vocational and technical training. The first level of vocational and technical education in Turkish education is vocational and technical secondary education, and the second level is the associate degree given in vocational high schools. These two levels of education should be continuation and complement of each other (Kaya, 2005). The lessons taught in the Department of Technical Programs, Construction Program of the universities are arranged within MEB-YÖK Vocational High School Program Development Project. Düzce Vocational High School is chosen as a sample in this research and the courses taught for four semesters are included in Chart 1. 1st SEMESTER 813 �Optic Code 101 103 105 107 109 111 113 115 121 123 125 127 129 131 133 Optic Code 102 104 106 108 110 112 114 122 124 126 128 130 132 134 Name of the Course Mathematics-I Computer- I Scientific Principles of Technology Construction Static I Construction Technology I General and Technical Communication Material Science and Construction Material Mechanical Drawing Turkish Language I Principles of Atatürk and Revolution History-I English I German I French I Physical Education I Fine Arts I Theoretical 3 1 3 2 2 1 2 2 2 2 4 0 0 Practical 1 1 1 1 0 1 1 0 0 0 0 Credit 4 2 4 3 2 2 3 2 2 2 4 1 1 0 0 28 Total 2nd SEMESTER Name of the Course Theoretical Practical Mathematics-II Computer- II Construction Static II Construction Technology II Beton Technology Resistance Construction Architecture and Detail Drawing Turkish Language II Principles of Atatürk and Revolution History-II English II German II French II Physical Education II Fine Arts II 814 Credit Type P P P P P P P P P P P P E E 3 1 2 1 3 2 2 2 2 4 1 1 1 1 1 0 1 0 0 0 4 2 3 2 4 2 3 2 2 4 0 0 1 1 0 0 28 Total 3rd SEMESTER Optic Code Name of the Course Theoretical Practical 201 Computer Supported Design I 1 1 203 Soil Mechanics I 2 1 205 Topography 2 2 207 Iron Concrete I 2 2 209 Construction Establishment Knowledge 2 0 211 Office and Construction Site Organization 3 0 213 Steel structure I 2 0 221 Hydraulics and Hydrology 2 1 223 Highway Construction I 2 1 225 Loss Assessment in Construction I 2 1 227 Vocational Foreign Language 2 1 229 Wooden Constructions 2 1 231 Prefabricated Constructions I 2 1 Total 4th SEMESTER Type P P P P P P P P P P P P P E E Credit 2 3 3 3 2 3 2 3 3 3 3 3 3 24 Type P P P P P P P E E E E E E �Optic Code 202 204 206 208 210 212 214 216 222 224 226 228 230 232 Name of the Course Theoretical Computer Supported Design II Soil Mechanics II System Analysis and Design Iron Concrete II Quality Assurance and Standards Business Management Footage and Detection Work Steel structure II Water Supply and Waste Waters Highway Construction II Loss Assessment in Construction II Entrepreneurship Masonry Prefabricated Constructions II Practical Credit Type 1 1 2 1 1 1 1 0 1 1 1 1 1 2 3 3 2 2 2 4 2 3 3 3 3 3 P P P P P P P P E E E E E 1 2 2 1 1 1 3 2 2 2 2 2 2 Total Table 1. Düzce Vocational High School Department of Construction Course List (Düzce Üniversity, 2008) 26 Students who achieve the final grade which universities determined, who complete required assignments, projects, model applications in the required norm; students who complete sixty work days of internship based on industry in two academic years and students who reach grade points average when they graduate get “Construction Technician” title. Literature Research High Education includes all educational institutions which provide higher education minimum two years. The aim of higher education is; “to educate students towards their interests, abilities and talents, to make researches on scientific fields, to publish research-observation results which enable science to improve, to complete the researches and observations required by the government and inform the results, to spread the information orally and in writing which improves the level of Turkish society and enlightens common opinion, and to serve in mass education considering the country’s science policy, society’s need for manpower at high levels and various levels.” Examining the statistic of the students graduated from high school between years of 1997-1998 and 2002-2003, majority of the graduates are found in the year of 1997-1998 with the number of 541.163. In spite of the fact that this number reduced in the following two academic years, it increased in 20012002 and 2002-2003 and exceeded half million. This shows that; in the near future, approximately half million new student will apply for high education. (Yağcızeybek, 2008, http://zulfikar.forumup.com/about1018zulfikar.html) With the influence of politics, vocational high schools continued to be opened in districts in order to prevent the buildup in universities, to cover the need of manpower, etc., and in the year of 2005 the number reached 555 from the number of 412 in the year of 2001. Majority of these schools have continued the education for the sake of qualified manpower in the buildings which are not suitable for education, and which are devoid of laboratory materials. There are even schools in which there is not a teaching staff. The lack of teaching staff is at the peak. There are schools which can not compose their administrative board. (Henden et, 2005) Vocational high schools had been stimulated for the variety of programs. The education of every profession was tried to be increased to the associate level and studies had been made towards this. Some of these diversification are, for example, programmes of bus driving, hair dressing, nut expert and etc. The aim is to satisfy the needs of environment. In the line with this purpose, the number of opening programme in vocational higher schools reaches 275. However, some programmes are combined by board of higher education on the account of the fact that vocational high schools’ programme diversity creates appellation conflict. In this context with the 04/12/2001 dated decision of Higher Education Executive Council programmes were developed within the scope of “Vocational and Technical Secondary Education Institutions Programme Coherence and Continuity Projects.” With the 19/07/2002 dated and 2002.27.2090 decision of Higher Education Institution 75 programme were developed and by associating lowered to 15. Association and aggregation were not argued enough in public opinion and the thoughts of related instructors of Vocational High Schools were not taken or if it was taken, it did not considered sufficiently. Although it is thought that association of programmes which have the same 815 �contexts is an appropriate decision, the associations of some programmes which have different contexts mostly affect the students who choose these programmes. For instance, students who win the drawer programme were placed to construction programme. When students come to school to enroll into drawer programme and when they learn they have to enroll into construction programme, it is seen that as a reaction they do not enroll into school. Also from students who want to enroll into school an application for enrolling in construction programme is wanted. Because students who win drawer programme were forced to enroll construction programme, after a while it is seen some of these students drop out. (Henden et.,2005) Vocational and technical education aims to raise producer people. Vocational and technical education system which can response to needs of skilled and technical of labor market in terms of quantity and quality can have a positive effect in the increase of Turkey’s competitive power in the Global market. Between the efficiency of vocational and technical education system and the quality of teachers of shop classes, there is a strong relationship. (Yağcızeybek, 2008, http://zulfikar.forumup.com/about1018-zulfikar.html) Vocational higher school students who go to vocational high school which is associated with vocational higher schools can not benefit from university instructors because of insufficient number of instructors and the distance of associated higher school and similar causes. Mostly high school teachers are appointed to these students’ lessons. Students can become university graduate without entering the university environment. Although these students do not enter the university environment and do not take university culture, how can we say these students are university graduate? Thus, students who are in associates MYO schools express that they do not want to come to MYO and do not want to take education in guest high schools because teachers of vocational high schools enter the lessons there that they do not see any difference and also benefiting from same workshop does not provide a plus them. Students announce that they want not associate high schools with MYOs but MYOs and they also want to leave vocational and technical education areas (METEB). (Henden et.,2005) Erdem prepared an investigation which consists of 45 questions. Questionnaire was applied to randomly chosen vocational higher school graduate group which has 144 person and the results were evaluated. According to study findings, from 114 person the percentage of %20.41 believe that during their education in their schools they take lesser skill about their basic skill; %44.10 believe that they take medium level education; and %34.50 believe that they take higher level education. It is seen that graduates information which is taken from vocational higher school use them %14.00 very little; % 16.60 little; %46.50 medium level; %24.60 higher level while solving a problem about their job. %35.00 of graduates work as worker while %44.00 as member of profession, %10.30 as manager and %9.70 as the owner of business office. Graduates can understand a text in foreign language at least %46.80 and talk a foreign language at least %50.80. Also it is seen that at least %54.40 of these graduates can use computer. Which easiness was there for the assessment of your spare time in your graduate school? %21. 90 of respondents claim they have none and %44. 70 claim they have less than three options. %69.80 expresses that although they have library in their school, they cannot benefit from it effectively. %42.60 of respondents believes they had a qualified education their graduate vocational high school. %60.30 prefers to take education in a vocational higher school which has international standards and complete its development rather than a newly opening faculty. %70.40 of the participants of questionnaire believes that apart from the permanent instructors for reaching a more qualified vocational higher school education, from experienced employee of production and service sector should be benefited. %56.50 of respondents does not believe they had a qualified education in their vocational higher school. (Erdem, 1999). Goal and Method Goal The aim of this study is to determine the thoughts of students of construction programme about the lessons they take during their education and the expectations of these students about construction technician education from authorized persons. Method In this study as an example students who are in second year in T.C. Düzce University Düzce Vocational Higher School Construction Programme are chosen. A Questionnaire is applied to 64 students who take the education of construction technician in Düzce Vocational Higher School Construction Technician Programme. The results obtained are explained by using frequency, percentage and graphic representations. Questionnaire application was done in 2009-2010 academic year spring semester before final examinations. Thus, it is aimed that students who are about to graduate can evaluate their education. 816 �Findings and Comment Lessons in education of Construction Technician Düzce Vocational Higher School was opened by depending on ministry of national education under the name of technical and social sciences departments in the year of 1976. In 1992 it is connected to Abant Đzzet Baysal University and in 2006 with the foundation of Düzce University, it is connected to Düzce University. (Düzce University, 2008). According to applied questionnaire results to students who are about to finalize their two year education in Düzce Vocational Higher School, 55 of the total 64 students are male (%85.94) and 9 (%14.06) of the them are female. While %67.19 of the participant students take place in the range of 17 and 21 years old, %32.81 of them are between 22-25 years old. There are not any students who are older than 25 years old. The age range appears low and this shows that more than the half of the students begins to university education at the latest two years after they finish their high school education. Figure 1. Sufficiency of Curriculum lessons for profession practice When it is asked whether their technician education which continues two year they take curriculum lessons is sufficient to perform that job; 36 students answered (% 56.25) as “yes sufficient,” 21 students (%32.81) as “it was sufficient reasonably,” and 7 students as (%10.94) “no, it was not sufficient.” An important number of construction technician applicants who are in construction programme and who will be graduate after final examinations think the education they took is enough for the practice of this profession. (See Graphic 1) Technical Programmes Departments of Universities are the places in which students learn information and skills which are belong to a technical field (construction, drilling, food, computer technology and programming and etc). Each technical programme should provide a technical education and through which students can realize that profession after their graduation. Students who take construction technician education after their graduation in the light of their knowledge which is taken from higher school will perform their professions. In the frame of committed questionnaire students who are about to graduate were asked: “Please mark the five lessons which do you think will help you mostly in your vocational life?” 55 (%85.94) of the total 64 students “computer aided design”, 40 of them (%62.50) “ferroconcrete” 40 of them (%62.50) “quantities and budget estimates”, 32 of them (%50.00) “construction statistics,” 27 of them (%42.19) “system analyses and design” lessons will be very beneficial for them in their vocational life, they think. According to questionnaire results the lessons “entrepreneurship,” “prefabricated structure,” “quality assurance and standards,” “building installations knowledge,” and “masonry units” are the lessons students think they will not benefit them from them very much from these vocations. When students were asked “please mark five lessons which do you think benefit in your profession life?” as a response 28 (%43.75) students mark “scientific principles of technology,” 28 (%43.75) students “business economics”, 27 (%42.19) students “quality assurance and standards”, 26 (%40.63) students “general and technical communication”, 25 (%39.06) students “soil mechanics”. According to data, students generally think that the lessons which have the context of project design, project design calculation and calculation via project will be more beneficial in their profession life. Nowadays because the preference computer aided programmes being practical and dependable can be a cause of this thought although it is not certain. 817 �In the frame of two year construction programme with the guideline of determined programme and lesson context by YÖK education is done in higher schools. In the frame of questionnaire the question “if you have the chance while taking education in construction technician department which three lessons do you want to take in a more detailed way?” to students who are applicant to do construction technician profession. While more than the half of the students (36 students, %56.25) want to take “quantities and budget estimate”, 17 students (%26.56) “building statistics” and 13 students (%20.31) “concrete technologies” lessons in a more detailed way. The applicants of construction technicians “lessons which they think they benefit most in their profession life” afore is determined as “computer aided design”, “ferroconcrete,” “quantities and budget estimate,” “building statistics” and “system analyses and design.” Students also “want to learn some lessons in a more detailed way” such as “computer aided design,” “ferroconcrete”, “quantities and budget estimate,” “building statistics,” and “concrete technology”. As it is seen the lessons show consistency with each other. The students of construction technologies want to learn the lessons which they will benefit mostly in their profession life in a more detailed way. Training hardware and education applications in construction technician education In the scope of the questionnaire when it is asked “whether they have enough laboratory in their schools” to construction technician graduate students, 23 (%35.94) students of total 64 students response as “yes, there is” while 32 students (%50.00) “there is in medium level” and 9 students (%14.06) “no, there is not.” %85.94 (50.00+35.94) of the students, who take two year technician education, expresses “there is enough laboratory possibility.” (See, graphic 2) Figure 2. Laboratory Possibility To construction technician applicants during their education it is asked “whether they make enough computer application.” 7 students (%11.00) express that they make “very much” application, while 13 students (%20.00) claim they make “enough” application, 28 students (%44.00) say they make “medium level” application, 9 students (%14.00) say they make “little” application and 7 students (%11.00) claim they make “very little” application. %25.00 (%11.00 + %14.00) of the participants of students think that “computer applications are not performed enough or done little application.” 818 �Figure 3. Sufficiency of land application When it is asked “whether they made enough land application” to construction programme students, 36 students (%56.00) response as the made very little application” 15 students (%23.00) claim they made “little” application, 12 students (%19.00) say they made “medium level” application and 1 student (%2.00) claims they made “very much” application. No one from the surveyed students mark the option “yes, I believe we made enough land application.” When the response of asked questions are examined, it is appeared that only %2.00 of the students believe they made “very much” or “enough” land application. %78.00 (%56.00 + %23.00) of the surveyed students think that they made “little” or “very little” application. Land application in technician education provides students to perform their theoretical knowledge in practical way in application areas. Because of the littleness of land application, it is possible for students to have hard times in their profession life after their graduation. In the ÖSS examination of construction programme, students can select this programme from the “computational” point type. The student who will graduate from construction programme will have the title of “construction technician.” In other words, this student will be “craft”. Solving a problem is one of the essential factors for one craft because a craft should have the practical calculating and solving skill. In this context when it is asked to students who will take the title of construction technician “whether they made enough problem solving”, 4 students (%6.00) express they made “very much” application, 12 students (%19.00) claim they made “enough” application, 18 students (%28.00) say they made “medium level” application, 17 students (%27.00) claim they made “little” application and 13 students (%20.00) suggest they made “very little” application. Expectations from authorized institution and organization The expectations of students from education system are directly proportional with their future planning. According to their future goals, students have some wish and demand from authorized institutions and organizations. For the purpose of the determination of the expectations of students who are about to graduate from Düzce Vocational Higher School with gaining related necessary theoretical and practical knowledge a questionnaire is performed and it is asked students to write their expectations with from the manager of Düzce vocational higher school and higher school management with the questions about these issues. EXPECTATIONS FROM HIGHER SCHOOL MANAGER Enhancement in application possibilities Active academic programme Enhancement in technical visits Enhancement in laboratory possibility Preservation of existing order Renewal of education staff Enhancement in the dialogue with teachers Enhancements in social possibilities 819 FREQUENCY PERCENTAGE 23 13 10 7 1 1 1 1 40.35 22.81 17.54 12.28 1.75 1.75 1.75 1.75 �TOTAL 57 Table 2. Expectations from Higher School Manager 100 To surveyed students are asked about “their expectations from the higher school manager of their school.” This question is asked as an open ended comment and while 57 students of the total 64 students writing about their thoughts, 7 students does nor express any wish and demand. 23 students (%40.35) from 57 respondent students have the expectations of “enhancements of application possibilities,” 13 students (%22.81) want the “preparation of active academic programme,” 10 students (%17.54) want “the enhancements of technical visits,” and 7 students (%12.28) want “increase in laboratory possibilities.” “Preservation of existing lesson plan and social possibilities,” “renewal of academic staff,” “the enhancements of social possibilities” and “enhancements in dialogue with teachers” take place among the low ratio (%1.75) expectations. From this it is understood that students have expectations about “more application possibilities” and “more application field” from higher school management. (See table 2). Expectations from YÖK President FREQUENCY PERCENTAGE 6 17.65 Circulation of education in a longer term 6 17.65 Giving signing authority to technicians 4 11.76 Abolishment of open admission 4 11.76 Giving attention on applied training 4 11.76 Abolishment of unnecessary lessons Abolishment of the difference between engineer 3 8.82 and technician 2 5.88 Making amendments in DGS 2 5.88 Enhancement in lesson hours Making introduction which makes department 2 5.88 more important 1 2.94 Auditing of teachers TOTAL 34 100 Table 3. Expectations from YÖK President In the survey, technician candidate students were also asked about their expectations from YÖK. While 34 students from total 64 students were writing something to this open ended question, 30 students did not write any wish and demand. 6 students (%17.65) from the total 34 respondent students express their expectation as “circulation of education in a longer term,” 6 students (%17.65) as “giving signing authority to technicians,” 4 students (%11.76) as “abolishment of open admission,” 4 students (%11.76) as “giving attention on applied training,” 4 students (%11.76) as “abolishment of unnecessary lessons,” 3 students (%8.82) as “abolishment of the difference between engineer and technician,” 2 students (%5.88) as “making amendments in DGS,” 2 students (%5.88) as “enhancement in lesson hours,” 2 students (%5.88) as “making introduction which makes department more important,” and 1 student as “auditing of teachers.” (See, Table 3). From this it is understood that students want more detailed and longer education about their department. One of the most important expectations of students from YÖK is “giving the signing authority to technicians.” However, this authority was given within certain limits by Ministry of Public Works and Settlement. Thus, in February 5, 2008 “the building control application regulations” of Ministry of Public Works and Settlement became valid by issuing in official journal. With the 15th item of regulation, as per building site the limits of audit mandate is given as following: Technician Techie Technical instructor (Building, Machine, (Building, Machine, (Building, Machine, Electric) Electric) Electric) 15.000 m² 10.000 m² 5.000 m² Table 4. Limits of audit mandate (Ministry of Public Work and Settlement, 2008) According to regulation, the audit mandate limit of building, machine and electric technician is 10.000 m². Through responses it is understood that some of the students do not know about this authorization. (See, table 4). 820 �EXPECTATIONS FROM POLITICAL FREQUENCY PERCENTAGE POWERS 5 45.45 Giving signing authority to technicians 2 18.18 Providing higher level education possibility 2 18.18 Providing job opportunity Enhancement of Laboratory and application 1 9.09 fields 1 9.09 Providing equality in education 11 100 TOTAL Table 5. Expectations from political powers For the purpose of determining the expectations of students from political powers, to the asked open ended question 11 students from the surveyed 64 students give answer but 53 students do not express any wish and demand. 5 students (%45.45) from the respondent 11 students are in the expectation of “giving signing authority to technicians,” 2 students (%18.18) are in the expectation of “providing higher level education possibility,” 2 students (%18.18) are in the expectation of “providing job opportunity,” 1 student (%9.09) is in the expectation of “enhancement of Laboratory and application fields,” and 1 student (%9.09) is in the expectation of “providing equality in education.” (See, Table 5). When we look at the students’ expectations, they want to have an application improvement in their education and they want to have an enhancement in authority, responsibility and job opportunities related with their education field. Results and Suggestions Results • Male students (%85.94) are predominant in the education of construction technician education. • A large proportion of the students are in the range of 17-21 years old (%67.19). • More than the half of the graduate students (%56.25) indicates that the lessons in the curriculum are enough for the application of this profession. • According to questionnaire results, if there is possibility the students want to take following lessons in a more detailed way because they think these lessons wil be very beneficial in their profession life: (%85.94) “computer aided design”, (%62.5) “ferroconcrete”, (%62.50) “quantities and budget estimate”, (%50.00) “building statistics” and (%42.19) “system analyses and design.” The lessons Atatürk Principles and history and Turkish language are excluded from this question. • According to questionnaire results, the least beneficial lessons in students profession life are (%43.75) “Scientific principles of technology”, (%43.75) “business economics”, (%42.19) “Quality assurance and standards”, (%40.63) “general and technical communication” and (%39.06) “soil mechanics.” • %50.00 of students indicates that laboratory possibilities are in “enough level.” While %36.00 of students think there is “medium level” laboratory possibility, %14.00 of students claim “there is not enough laboratory possibility.” • %25.00 (%14.00+ %11.00) of students think “laboratory applications are not done sufficiently.” • A large proportion of the students (%56.00+ %23.00) think “field applications are not done sufficiently or done very little.” • In the subject of enough problems solving students have different thoughts. While %25.00 (%6.00+ %19.00) of students think “lot of and enough application is done,” %47.00 (%27.00+ %20.00) of students believe “little or very little application is done.” On the other hand, %28.00 of students thinks “medium level application is done.” • %40.35 of students is in the expectation of “enhancement of application possibilities” from higher school management. “Arrangement of active lesson plans,” “enhancements of technical visits,” and “enhancement of laboratory possibilities,” follow aforementioned expectation respectively. • Students’ expectations from YÖK also show variety. Some these main expectations are “circulation of education in a longer term” (%17.65), “giving signing authority to technicians” (%17.65), “abolishment of open admission” (%11.76), “giving attention on applied training” (%11.76), and “abolishment of unnecessary lessons” (%11.76). • The main expectation of students from political powers is “giving signing authority to technicians” (%45.45). “Providing higher level education possibility” (%18.18), “providing job opportunity”, 821 �(%18.18), “enhancement of Laboratory and application fields” (%9.09), “providing equality in education” (%9.09) follows the aforementioned main expectation. Suggestions According to obtained data, the possibility of lessons which take place in higher school curriculum and theoretical knowledge application use of students should be increased. Hence, they can begin their profession life with a specific level application experience. Laboratory possibilities which students will use during their education actively should be renewed in a compatible way with the developing technology and new laboratories should be established. It should not be forgotten that learning by “doing- performing” is one of the learning types. Land applications should be considered as a part of the education and studies which provide more active participation of students to school-industry collaboration should be arranged. Moreover, instructing students about their after graduate authorization will be very beneficial. 822 �References Bircan, Đ. (2008). Towards [iro.atilim.edu.tr/Yeterlilik.ppt] a Framework for Qualifications of Higher Education of Turkey. p.2, Düzce University. (2008). Vocational High School of Düzce. [http://79.123.147.197/dmyo/] Erdem, A. (1999). Adequacy of Education in Vocational Schools and Quality Assurance”, ISSN 1306-0767 Journal Of Legıslatıve, year 2, number 23 Gürbüz, R. (1997). Expectations of vocational high school. p.1, Çankırı Henden, R. and Tunç, A. (2005). Vocational Technical Education in Transition without Exam Practice. Journal of The National Education, number 165, Ankara Kaya, F. (2005). Demographic Structure of Vocational High School Students and Research on the Effectiveness of Vocational High School. National Vocational Education and Journal of Social Sciences, number 168, Ankara MEB-YÖK. (2002). Vocational Schools Development Program- Construction Program. Trade Commission of Construction Program, p.9, Ankara Ministry of Public Work and Settlement. (2008). Buıldıng Control Applıcatıon Regulatıons. Official Newspaper, Number 26778, February 5 OSYM. (2008). ÖSS Preferences Guide. Yağcizeybek, S. (2008). Career Technical Education Issues and Suggestions. [http://zulfikar.forumup.com/about1018zulfikar.html] YÖK. (The Council of Higher Education). (2003). Criteria of Vocational High Schools. p.7, Ankara Solar Commission. (2007). III. National Meeting of Directors [http://myotoplantisi.cu.edu.tr/komisyon1/GünesKomisyonI.doc] , p.1, November 8-9, Adana of the Vocational, YÖK (The Council of Higher Education). (2004). Present Status of Vocational Higher School and Vocational and Technical High Schools in the Vocational High School Assessment exams without're Late. Ankara University Press, Ankara 823 � 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. 632 Title A name given to the resource Stance of Undergraduates of Department of Construction at Vocational High Schools Upon Technician Training and Expectations from Both Higher Education Institutions and Governments: Sample of Vocational High School University of Düzce Author Author Uğur, Latif Onur KORKMAZ, Serdar Abstract A summary of the resource. The goal of the study is to specify both opinions of undergraduates of department of construction at vocational high school over courses they take all through their education and expectations of them from authorities regarding technician training. For this reason, a questionnaire is carried out for seniors at department of construction of vocational high school of Düzce, T.R University of Düzce. According to the research, the seniors state they think they are going to benefit most from courses of Computer-Assisted Design, Ferroconcrete, Works of Quantities and Specifications, Statics of Construction and System Analysis and Design. % 50 of seniors state laboratory opportunities are on sufficient level; more than half of them state the education they have taken enables to work in this profession. % 40 of seniors expect from the administration to increase opportunities of practices (laboratory, land, computer…etc). Their leading expectation from governments is to improve signing authority. Training higher-up, improving job opportunities and developing laboratories- implementation areas succeed the expectation. 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/68279f92ce2eb33c8683308b1e838e16.pdf 4a76eed01ab334165b8d5b219e5fb71b PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo An Examination of Teacher Candidates on the Turkish Consciousness Assist Prof. Dr. Havva YAMAN Sakarya University Faculty of Education, Department of Turkish Teaching, 54300 Hendek, Sakarya/Turkey hyaman@sakarya.edu.tr Assist Prof. Dr. Erkan YAMAN Sakarya University Faculty of Education, Department of Educational Administration, 54300 Hendek, Sakarya/Turkey eyaman@sakarya.edu.tr Abstract:This study was undertaken to assess identify the state of Turkish consciousness in the teacher candidates. In study were applied “Turkish Consciousness Scale” (TCS) that developed by Yaman (2010). Students receive their scores from Turkish Consciousness Scale, the arithmetic mean and standard deviations were considered to be taken into consideration. In order to identify the effect of individual variables, Mann Whitney U Test and Kruskal Wallis Tests. Analysis showed that the variables of Turkish love of course, attended by teacher candidates resulted in significant differences in teacher candidates perceptions whereas the variables of gender, class and socioeconomic status did not affect the perceptions of teacher candidates. Key Words: Teacher candidates, Turkish consciousness Introduction Language is the most powerful institution that socializes people and makes them a member of the society. Human beings are a part of firstly family and then the area and nation. Common languages have the power to provide solidarity and each individual has to benefit from this power in a sufficient level. A common language is an indispensable means by which human beings can define and understand each other, and easily express their opinions to the addressee. The most significant aspect of the language is its function of regulating the relations within a society. Especially in our modern advanced societies, this aspect of the language is closely intertwined with the liberal and democratic maintenance of the relations not only between individuals and public institutions but also between state administration and citizens (Gokturk, 1989:222; Sagir, 2002:8-9). Mother tongue is one of the most important factors in binding individuals together and turning a society from a random mass of people into a nation. A sense of intimacy arises among those who have adopted the atmosphere of the same mother tongue within their sub-consciousness. This is the result of the effect of a mother tongue on shaping personality and their worldviews being common. This partnership, as well as the power of a mother tongue to bend individuals together, is called sense of mother tongue”. (Ozdemir, 1983:21). Being the conveyor of a culture, language also reflects the worldviews of the individuals adopting that culture. Since information technologies and globalization are increasingly becoming widespread, languages, which ensure communication between people, have drawn near to each other and words from dominant cultures have started to be used in other languages. Words and suffixes/prefixes borrowed from foreign languages are either intended to fill a conceptual and formal gap in a language or caused by a widespread admiration for and thus a tendency to imitate foreign words. The cultural dominance of English is felt in Turkey, too. The names of stores and goods, and various terms and concepts regarding certain fields are borrowed without an attempt to seek for new Turkish equivalents for any given English word, and it sometimes becomes a matter of “prestige” to use such words (Korkmaz, 1995:625; Parlak, 2000:2). A language is a reflection of a nation’s way of life and, in the broadest sense, its worldview, certain stages it has undergone throughout the history and the relations it has established with other societies. All the changes a nation has undergone over time are reflected on language in different ways. The civilization of a nation in a particular era might shed light on a whole series of events concerning its vocabulary in that era (aksan, 1997; Gulensoy, 1995; Vendryes, 2001). 229 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Those individuals who are detached and isolated from collective consciousness through images which are unfamiliar to their own culture are so deprived of the world of consciousness required by a language that they cannot reproduce it even when they are using it and dragged into the world of images. It should be noted here that the images which have coexisted with a language over ages go beyond their own capacity and start to be as effective in shaping the conscious as language. The human mind, which has both shaped and been influenced by cultural and belief environment since before now, has always used language not only in verbal but also in written form. Used throughout the sense of reality and unreality, language has always been descriptive. In this sense, language plays a key role in thinking and human interaction (Celik, 2002:767). Language consciousness could be defined as “the sensitivity concerning the usage of the common language used in the society, which the individual is a part of”. The Turkish language, which is being spoken in a vast geographical region, has a significant function in providing the integrity of the country as well. Having the position as a conveyor for the national culture, the Turkish language has conveyed the emotions and ideas of the Turkish society for centuries until today by means of oral and written works, whereby it has empowered the creation of national unity and brotherhood from this perspective. An individual’s consciousness of his/her mother tongue is mostly developed through formal education. Therefore, the importance of teachers in making children and youngsters gain an consciousness of their mother tongue is undeniable. Development of a staunch consciousness of the Turkish language by prospective teachers will have a positive effect on the future generations’ consciousness of it. Within this context, the purpose of this study is to determine the prospective teachers’ consciousness of the Turkish language and present the correlation between this consciousness and certain variables. Method Description-based quantitative study model was employed in the study. Study models attempt to describe a past or present condition as it was or is. The study was conducted through the use of correlational study model, a comparative one. This model makes an attempt to determine the existence or the level of covariance between two or more variables (Karasar, 2000). Population and Sample The population of the study is comprised of the prospective teachers who studied at the Faculty of Education, University of Sakarya, during the Educational Year 2008-2009. The sample consists of 602 prospective teachers selected through random sampling, a type of simple random sampling. 42% (255) of the prospective teachers are male whereas 58% (347) of them are female. As for their socioeconomic level, 5% (27) of the prospective teachers are included within low economic group; 92% (544) of them within intermediate economic group; and 3% (21) within high economic group. 37.2% (222) of the prospective teachers always like Turkish Language Lesson; 32% (196) of them often like it; 25% (148) of them occasionally like it; 5% (29) of them rarely like it; and 1% (7) of them never like it. As for their level of foreign language, 43% (259) of the prospective teachers have a low level; 53% (321) of them an intermediate level; and 4% (22) of them a high level. Instruments for Data Gathering In study were applied “Turkish Consciousness Scale” (TCS) that developed by Yaman (2010). The factor analysis, 17 points gathered under three factors, which are named as “individual usage”, “the importance of unity of the country”, and “correct usage of Turkish in mass media”, and which indicate the 50,8% of the total variance. The inner consistency reliability coefficients of the scale was .88 for the whole scale; .85 for the “individual usage”, .69 for the “the importance of unity of the country”, and .87 for the “correct usage of Turkish in mass media”. In the affirmative factor analysis made for verifying the three factor structure of the scale, it was seen that the Ki-square value is significant (x2= 348.96, sd= 110, p= 0.00), while the fitness index values were found to be RMSEA=.051, CFI=.98, IFI=.98, GFI=.95, AGFI=.94 and SRMR=.047. Processing the Data The normality of the variable distribution was investigated in order to determine which tests to apply. A Shapiro Wilk Test indicated that not all variables were normally distributed, and therefore non-parametric tests were used in the further data analysis. Students receive their scores from Turkish Consciousness Scale, the arithmetic mean and standard deviations were considered to be taken into consideration. In order to identify the effect of individual variables, Mann Whitney U Test and Kruskal Wallis Tests. 230 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Findings Dimensions N x ss Sh x Individual Usage The Importance of Unity of the Country Correct Usage of Turkish in Mass Media Total 602 602 602 602 26,95 17,53 21,14 65,62 6,33 2,62 3,72 12,67 0,25 0,10 0,15 0,50 Table 1. The Dimension of the Turkish Consciousness Scale Belong to the Mean, Standard Deviation and Standard Error Values As can be concluded from Table 1, the arithmetic mean of the total score obtained by the prospective teachers from the Scale for the Consciousness of the Turkish Language is 65,62. When this figure is divided by 17, the total number of the items included in the scale, we have 3,8. This figure suggests that the prospective teachers are highly conscious of the Turkish language. Dimension Groups N x sira ∑ The Importance of Unity of the Country Male Female 255 263,80 67269,00 347 329,20 114234,00 sira U z 34629,000 -4,634 p ,000 Table 2. The Dimension of the Importance of Unity of the Country Differ According to Gender Variant Configuration to Determine Mann-Whitney U Test Results According to Table 2, there is a meaningful difference between female and male students, in favor of female ones, concerning the importance of the Turkish language to national integrity (U=34629,000; p<.01). Female students ( x =329) have a higher level of consciousness of the importance of language to national integrity than male ones ( x = 264). On the other hand, no meaningful correlation has been observed between individual use and gender. Dimension Groups N x sira ∑ Correct Usage of Turkish in Mass Media Male Female 255 274,79 70072,50 347 321,13 sira 111430,50 U z 37432,500 -3,254 p ,001 Table 3. The Dimension of the Correct Usage of Turkish in Mass Media Differ According to Gender Variant Configuration to Determine Mann-Whitney U Test Results According to Table 3, there is a meaningful difference between genders in the consciousness of the correct use of the Turkish language in mass media (U=37432,500; p< .01). Female students ( x =321), have a higher level of consciousness of the correct use of the Turkish language in mass media than male ones ( x = 275). Score Groups N x sira ∑ TCS Total Score Male Female 255 347 274,57 321,29 70016,50 111486,50 sira U z 37376,500 -3,258 p ,001 Table 4. The Turkish Consciousness Scale Total Score Differ According to Gender Variant Configuration to Determine Mann-Whitney U Test Results 231 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo As can be concluded from table above, the variable “gender” has a differentiating effect on the total score obtained by the prospective teachers from the Scale for the Consciousness of the Turkish Language. It can be observed that female students ( x =321) have a higher level of consciousness of the Turkish language than male ones ( x =275). The of love of Turkish Significant N x sira p Dimension sd x2 Course Difference Always 222 369,55 alwaysOften 196 288,76 rarely Individual Occasionally 148 224,60 66,284 4 ,000 Usage Rarely 29 279,97 Never 7 215,21 Table 5. The Dimension of the Individual Usage Differ According to the of Turkish Love of Course Variant Configuration to Determine Kruskal Wallis-H Test Results According to Table 5, there is a meaningful correlation between the individual use of the Turkish language and the level of liking Turkish Language Lesson [χ2 (4) =66,284; p<.01]. According to the Mann Whitney U Test that was conducted to find the source of the meaningful correlation, there is a statistically meaningful difference between those prospective teachers who always like Turkish Language Lesson (SO=130,65) and those who rarely like it (SO=90,40), in favor of those who always like it (U=2186,500; p< .01). Dimension The Importance of Unity of the Country The of love of Turkish Course Always Often Occasionally Rarely Never N x sira x2 sd 222 196 148 29 7 357,42 298,43 232,67 262,97 228,79 50,441 4 p Significant Difference alwaysrarely ,000 Table 6. Dimension of the The Importance of Unity of the Country Differ According to the of Turkish Love of Course Variant Configuration to Determine Kruskal Wallis-H Test Results As can be concluded from Table 6, there is a meaningful correlation between the consciousness of the importance of the Turkish language to national integrity and the level of liking Turkish Language Lesson [χ2 (4) =50,441; p<.01]. According to the Mann Whitney U Test that was conducted to find the source of the meaningful correlation, there is a statistically meaningful difference between those prospective teachers who always like Turkish Language Lesson (SO=130,68) and those who rarely like it (SO=90,21), in favor of those who always like it (U=2181,000; p< .01). Dimension Correct Usage of Turkish in Mass Media The of love of Turkish Course Always Often Occasionally Rarely Never N x sira x2 sd 222 196 148 29 7 354,10 281,72 255,88 270,59 279,79 34,555 4 p Significant Difference alwaysrarely ,000 Table 7. Dimension of the The Correct Usage of Turkish in Mass Media Differ According to the of Turkish Love of Course Variant Configuration to Determine Kruskal Wallis-H Test Results As can be concluded from Table 7, there is a meaningful correlation between the consciousness of the correct use of the Turkish language in mass media and the level of liking Turkish Language Lesson [χ2 (4) =34,555; p<.01]. According to the Mann Whitney U Test that was conducted to find the source of the meaningful correlation, there is a statistically meaningful difference between those prospective teachers who always like Turkish Language Lesson (SO=130,04) and those who rarely like it (SO=95,10), in favor of those who always like it (U=2323,000; p< .01). 232 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Score TCS Total Score The of love of Turkish Course Always Often Occasionally Rarely Never N x sira x2 sd 222 196 148 29 7 374,42 288,30 219,53 267,45 232,86 75,305 4 p Significant Difference alwaysrarely ,000 Table 8. The Turkish Consciousness Scale Total Score Differ According to the of Turkish Love of Course Variant Configuration to Determine Kruskal Wallis-H Test Results As can be concluded from Table 8, there is a meaningful correlation between the scores obtained by the prospective teachers from the Scale for the Consciousness of the Turkish language and the level of liking Turkish Language Lesson [χ2 (4) =75,305; p<.01]. According to the Mann Whitney U Test that was conducted to find the source of the meaningful correlation, there is a statistically meaningful difference between those prospective teachers who always like Turkish Language Lesson (SO=131,33) and those who rarely like it (SO=85,21), in favor of those who always like it (U=2036,000; p< .01). No meaningful correlation has been determined between the variables socioeconomic level and level of foreign language, and the total score obtained from the Scale for the Consciousness of the Turkish Language and the sub-dimensions of the scale. Conclusion The purpose of the present paper is to determine the prospective teachers’ consciousness of the Turkish language and to present the correlation through certain variables. On the basis of the scores obtained from the Scale for the Consciousness of the Turkish Language, the study concluded that the prospective teachers had a high level of consciousness of the Turkish language. It was observed that female prospective teachers expressed more positive opinions than male ones regarding the importance of the Turkish language to national integrity and its correct use in mass media. On the other hand, liking Turkish Language Lesson was a factor in the prospective teachers’ consciousness of the Turkish language. The fact that those prospective teachers who always like Turkish Language Lesson scored better in the Scale for the Consciousness of the Turkish Language than those who rarely like it has demonstrated the importance of Turkish Language Lesson to making children and youngsters gain a consciousness of the Turkish language. Conducting this study in the Faculties of Education across Turkey and a comparison of the findings could be recommended for future researchers. 233 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Aksan, D. (1997). Türkçenin gücü. Ankara: Bilgi Yayınevi. Çelik, E. (2002). Modernizmin ulusal dil bilinci üzerine etkisi. Türk Dili Dil Bayramının 70. Yılı Özel Sayısı, 609, 765-770. Göktürk, A. (1989). Sözün ötesi. Đstanbul: Đnkılâp Kitabevi. Gülensoy, T. (1995). Türkçe el kitabı. Kayseri: Bizim Gençlik Yayınları. Karasar, N. (2000). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınları. Korkmaz, Z. (1995). Bilinçli dil sevgisi ve eleştirel düşünce üzerine. Türk Dili Üzerine Araştırmalar (pp: 625631). Ankara: TDK Yayınları. Özdemir, E. (1983). Ana dili olarak Türkçe öğretimi. Türk Dili Dil Öğretim Özel Sayısı, 379-380, 18-30. Parlak, B. (2000). Dil değişimi ve Türkçe kullanımı tartışmaları. Muğla Üniversitesi SBE Dergisi, 1(2), 1-16. Sağır, M. (2002). Đlköğretim okullarında Türkçe dil bilgisi öğretimi. Ankara: Nobel Yayınları. Vendryes, J. (2001). Dil ve düşünce. (Çev. Berke Vardar). Đstanbul: Multilingual Yayınları. Yaman, H. (2010). Turkish Consciousness Scale: The Study of Validity and Reliability. Journal of Turkish Educational Sciences, Published During. 234 � 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. 702 Title A name given to the resource An Examination of Teacher Candidates on the Turkish Consciousness Author Author YAMAN, Havva YAMAN, Erkan Abstract A summary of the resource. Abstract:This study was undertaken to assess identify the state of Turkish consciousness in the teacher candidates. In study were applied “Turkish Consciousness Scale” (TCS) that developed by Yaman (2010). Students receive their scores from Turkish Consciousness Scale, the arithmetic mean and standard deviations were considered to be taken into consideration. In order to identify the effect of individual variables, Mann Whitney U Test and Kruskal Wallis Tests. Analysis showed that the variables of Turkish love of course, attended by teacher candidates resulted in significant differences in teacher candidates perceptions whereas the variables of gender, class and socioeconomic status did not affect the perceptions of teacher candidates. 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/3ff52ba204a0a0827fa13600f5c1e041.pdf ce75419525fc05beb7a761f0a7cf7f67 PDF Text Text Importance of Sustainable Aquaculture in Rural Development Telat YANIK Atatürk Üniversitesi Ziraat Fakültesi Su Ürünleri Mühendisliği Bölümü 25240-Erzurum talatyanik@yahoo.com Mine ÖNALAN Barbaros Hayrettin Paşa Đlköğretim Okulu, Erzurum mineonalan@yahoo.com Abstract: Aquaculture is one of the fastest growing segments of the Turkey agriculture. Its popularity and success as an investment opportunity and a means of diversifying farming operations have resulted in a growing interest among traditional agriculture producers and others. As Turkish people have become more health conscious, the demand for fisheries production has increased. Per capita consumption of seafood has grown from about 1kg in mid 1980's to around 7 kg in 2008. To be successful, producers must have the ability to make a reasonable assessment of sustainable aquaculture enterprise opportunities and limitations including current breeding, feeding, water quality, production technologies and management practices. Therefore, in the present paper some aspects of sustainable aquaculture on the rural development will be discussed. Key words: sustainable, aquaculture, rural development Sustainable Development The Brundtland Commission (WCED, 1987) defined sustainable development as:‘...the ability to meet the needs of the present without compromising the ability of the future generations to meet their own needs’. The Principle of Sustainable Development as it was endorsed in the Rio-Declaration of 1992, interpreted as comprising the inter-relation of natural and technological aspects on the one hand, with socio-economic and value-based considerations on the other. Folke and Kautsky (1992) reported that a successful aquaculture system should not have wastes, only by-products, to be used as positive contributions to the surrounding ecosystems and the economy. The Food and Agriculture Organization of the United Nations (FAO,1995) define sustainable development in their Code of Conduct for Responsible Fisheries, as:. . . the management and conservation of the natural resource base and theorientation of technological and institutional change in such a manner as toensure the attainment and continued satisfaction of human needs for presentand future generations. Such sustainable development (in the agriculture,forestry, and fisheries sectors) conserves land, water, plant, and animal resources,is environmentally non-degrading, technically appropriate, economically viable,and socially acceptable. Sustainability can be defined simply as the maintenance of capital (Goodland and Daly, 1996). According to Edwards and Demaine (1997) a new revolution or philosophy is required to promote sustainable development that will more equitably allocate resources among the world population. The Western philosophy in which humanity is considered as above and not part of nature, with a mandate to exploit it, should be replaced by the Oriental philosophy of man being a part of nature. Most of the countries in the world, the poor people live in rural areas. The most reported problems of rural areas are: poverty, unemployement, lack of land etc.. (Yanik, 2009a, Yanik 2010a). Various types of aquaculture form an important component within agricultural and farming systems development. These can contribute to the alleviation of food insecurity, malnutrition and poverty through the provision of food of high nutritional value, income and employment generation, decreased risk of monoculture production failure, improved access to water,enhanced aquatic resource management and increased farm sustainability (FAO 2000, Prein and Ahmed 2000). In order to solve these problems global aquaculture is now the fastest growing food production subsector in many countries. For example, FAO supports this process by promoting sustainable aquaculture development in its member countries and aims to assist them in achieving an increased contribution of this sector to rural development. As a developing country Turkey shows many similarities with the other countries with respect to reduce poverty and hunger and to ensure food security. Rural development has various dimensions such as the process of sustained growth of the rural economy and improvement of well-being of rural men, women and children (Yanik 2009b) . 624 �Fisheries being one of the four sub-sectors (plant production, animal husbandry and forestry) of the agricultural sector of Turkey. Although it has very large potential for aquaculture with its marine and fresh waters, it is not easy to say that the fisheries sector, with a share of 0.3% in GNP (Gross National Product) and 2.7% in the agricultural sector, has played its expected role in agriculture and national economy. However, it is estimated that more than 5 000 employees work in the sector and related activities (Okumus, 2003); the secondary support services, namely feed, equipment and consultancy are also developing rapidly and provide job opportunities. Aquaculture is one of the fastest growing segments of the Turkey agriculture (Yanik 2005). Its popularity and success as an investment opportunity and a means of diversifying farming operations have resulted in a growing interest among traditional agriculture producers and others. As Turkish people have become more health conscious, the demand for fisheries production has increased. Per capita consumption of seafood has grown from about 1kg in mid 1980's to around 7 kg in 2008 (Yanik, 2009b) . The aquaculture share of total fishery production (140.000 metric tonnes in 2007) is around 10–14 percent by volume and around 25 percent by value. The majority of production (about 98 percent) comes from intensive farming systems; rainbow trout is mainly consumed locally, while around 75 percent of seabass and the seabream are exported to EU countries. Almost all the aquaculture products are marketed as whole fresh fish. Aquaculture sector is developing in Turkey (Yanik 2009a and Yanik 2010ab). Major strengths of the sector are public support, fish demand and relatively cheap labour, and the limiting factors of it are poor species and product diversity, resource use conflicts, water availability and increasing environmental and animal welfare issues. To be successful, producers must have the ability to make a reasonable assessment of sustainable aquaculture enterprise opportunities and limitations including current breeding, feeding, water quality, production technologies and management practices. Some problems have been faced in the rural regions for sustainable aquaculture production: -Feed staffs and proving feeds for the farmers, -business viability and competitiveness, -marketing and processing problems -water sources should be cleaned by filtering or transferring sewages with a pipe and collecting in a septic tank. -Then this could be used as manure for agricultural purposes. -Soil erosion to the riverine systems -Adaptations to mitigate climate change. Due to climate changes some of the species may not give best performance, so studies should be conducted considering this matter (Yanik, 2009). Sustainable System According to FAO, (1995) the sustainable development is the management and conservation of the natural resource base and the orientation of technological and institutional change in such a manner as to ensure the attainment and continued satisfaction of human needs for present and future generations. Such sustainable development (in agriculture, forestry, fisheries sectors) conserves land, water, plant, and animal resources, is environmentally non-degrading, technically appropriate, economically viable, and socially acceptable. It is believed that the rapid development of aquaculture and its social-economic environment necessitates a periodical re-assessment of the guidelines as well as their implementation. The sustainable development of aquaculture requires adequate consideration of interactions among environmental, social, and economic factors that accompany any development (Chua 1992; WB 1998; NACA/FAO 2000). In assessing the sustainability of any enterprise or technology, consideration should be given to at least the following (Frankic and Hershner, 2003): . the sustainability (or continuity) of supply, and quality of inputs; . the social, environmental and economic costs of providing the inputs (e.g., depletion of resources elsewhere); . the long-term continuity (or sustainability) of production; . financial viability; . social impact and equity; . environmental impact; and . efficiency of conversion of resources into useful product. Full development of aquaculture has been constrained by a variety of technical, institutional, and financial problems. More specifically, aquaculture is faced with the following key constraints: (i) limited access of fish farmers to high-yielding environment-friendly aquaculture technologies; (ii) inadequate research and protocol development for breeding high value species; (iii) inadequate processing facilities for producing value-added 625 �products for the export market; (iv) lack of private sector participation in various stages of aquaculture production, trade, and marketing; (v) inadequate regulatory framework including land and water use; (vi) slow market development including infrastructure and market information support, trade and commercialization; and (vii) non-implementation of international accreditation systems (e.g., European Union and Hazard Analysis Critical Control Point). (Anonymous, 2005). Ommani and Chizari (2010) showed the interactions between social, ecological and economical factors in sustainable system (Fig 1). According to Greenpeace (2010), in order to be regarded as sustainable, an aquaculture system should have following properties that must be fully realised to achieve the sustainability. -using of plant-based feeds originating from sustainable agriculture -not using fishmeal or fish-oil-based feeds from unsustainable fisheries -using cultured juveniles instead of wild-caught ones. -cultivating non native species in land-based tanks -not releasing discharges and effluents to the surrounding environment -not disturbing the ecological balance by representing a risk to local wild plant and animal populations -not using genetically modified fish or feed -using suitable stock size to prevent the risk of disease outbreaks and transmission -not depleting local resources, i.e, drinking water supplies -not creating risks for the health of inhabitants -giving support to the long-term economic and social well-being of local communities (Greenpeace, 2010). Fig. 1. Indicators of ecological, economic and social aspects of sustainability of the fishery system (Ommani and Chizari 2010). Regarding sustainable development many efforts has been given to increase aquaculture in rural areas (Caffey et al. 1998;Yanık, 2005) For this purpose many guideleness have been published and symposiums were held in many countries. For example The First International Symposium on Sustainable Fish Farming in Oslo in 1994 and the Second International Symposium on Sustainable Aquaculture in Oslo in 1997. It was the time the Holmenkollen Guidelines for Sustainable Industrial Fish Farming were declared. According to Holmenkollen guidelines for sustainable aquaculture (Anonymous 1998.) Each State should: -establish an aquaculture development plan based upon the need for food security, rural development, disease control, biodiversity and sustainable use of resources. The context of integrated use of water resources and of potential production areas should be applied -establish and implement a national strategic development plan, which identifies and designates areas and resources important for future aquaculture or other food productions, and protects them from being irreversibly allocated to other purposes. 626 �-ensure co-ordination between relevant governmental departments, and implementation of participatory planning processes involving local communities and all stakeholders, in the development of aquaculture. -establish, implement and enforce appropriate laws and regulations to ensure responsible aquaculture, including food safety, environmental safety and ethical criteria and the protection of the rights of indigenous people and local communities. -establish and implement a licensing or regulatory system governing the use of exotic species, including genetically modified organisms and organisms from breeding programs, with due considerations to human health and to impacts of escapees. -be appreciative of the difficulty that allowing aquaculture to develop in response to market demand can generate problems of equity, for example if aquatic resources currently consumed by the poorer section of the community are to be used as feed for aquaculture. Producers and industry should: -take full advantage of new technologies and management procedures that can improve quality and quantity of aquaculture products and reduce risk of adverse effects on the environment and on the livelihood of other people including future generations. -strictly abide by the internationally agreed food safety, environmental safety and ethical criteria if genetically modified organisms, chemo-therapeutants or hormones are utilized in the production. -develop standards and practices, which embody ethical principles for ensuring health and welfare of fish and shellfish and for slaughter practices. -become increasingly customer oriented in defining quality attributes and strengthen dialogue with the consumer. In particular the industry has an independent responsibility to provide adequate product and production information on all issues recognized to be of consumer concern. The scientific and technological community should: -give a priority to domestication of relevant aquaculture species, involving control of the whole life cycle and thus allowing genetic improvement. As the economic costs of domestication efforts are high, concentration will be on few species. However, this should not preclude the evaluation of alternative species. -give a priority to the development of integrated, polyculture-based fish farming for omnivorous or herbivorous species, specially those useful in utilizing organic wastes. -give a priority to the development of sources for animal feed other than fish protein and fish lipid. -recognize the responsibility to develop and make available the best technology, in particular for the efficient use of the resources and for avoiding harm to the environment. Intergovernmental organizations and development agencies should: -recognize the potential of aquaculture to contribute significantly to the world´s aquatic food supply and support its realization. -require, as a precondition for involvement in aquaculture development projects, that all parties abide by these guidelines. -give a priority to transfer, adaptation and implementation of technological innovations, capacity building, training and education in order to harvest the full potential of aquaculture in developing countries. Conclusions Farmers should be able to; -Explain the primary water chemistry parameters and water quality management strategies required to maintain health. -Recognize how to select an aquaculture site and explain the differences in construction techniques, and yields from levee ponds, cages, raceways, and recirculating aquaculture systems. -Describe the life histories (reproductive, nutritional and temperature) and production strategies for 20 species of food, bait, sport, and ornamental species with highest aquaculture potential. -Describe the processing and marketing strategies with special emphasis on niche marketing. -Select a species, production system, and market and write an aquaculture business plan (Yanik 2009b). Recommendations The Technical Assistance 627 �The Technical assistance should be given freely and help to construct fish farms at different capacities as longterm aquaculture subsector strategy that will reduce poverty and enhance the sustainability of the subsector. It will cover teaching govermental laws and policies about rural areas, projecting fish farms to be submitted Ministry of Agriculture and Rural Affairs (MARA), aquaculture support infrastructure facilities and services, including research, training and extension, credit, trade and marketing as well as fish health management. The outcomes will include rationalization of subsector policies, institutional arrangements, and planned interventions expansion of aquaculture production and productivity that will particularly benefit the poor and prevent the migration from villages to city centers or even big cities. Methodology and Key Activities In long term, area specific strategies and interventions based on an in-depth study and evaluation of present conditions and projected changes in the regional, national, and international settings should be created to overcome the constraints of the areas. In order to solve the problems, the technical assistance will be included surveys to gather pertinent information in support of strategy formulation, and workshops for consultation with stakeholders. In short term, considering the aquacultural potential of the areas, the technical assistance will cover the analyzing existing policies and institutional arrangements and identify required changes for subsector development; reviewing technical issues relevant to aquaculture development and management, and formulating a strategy and innovative measures to effectively address the issues i.e finding suitable places for aquaculture and solutions for the water pollution. As an example Aras et al. 2002 reported that the nort eastern anatolia has 30000 metric tonnes per year aquacultural potential, although there has been only about 1000 metric tonnes of annual production. Implementation Arrangements There should be a reponsible govermental organization such as Managery of Agriculture in city centers for administration, implementation and designing strategies for sustainable aquaculture. It will implement the technological assistance through its Fisheries division. References Anonymous 1998. Sustainable Aquaculture. Proceedings of the Second International Symposium on Sustainable Aquaculture, Oslo, Norway 2.-5. November1998; A.A.Balkema: Rotterdam/Brookfield Anonymous, 2005. Technical Assistance Republic of the Philippines: Strategy for Sustainable Aquaculture Development for Poverty Reduction Project. Project Number: 39031 Aras NM, Yanık T, Kocaman EM, Haliloğlu HI., 2002. Kuzey Doğu Anadolu Bölgesi kapsamında su ürünleri sektörünün ulaşabileceği potansiyel büyüklüğünün mali projeksiyonu. Atatürk Üniv. Ziraat Fak. Derg. 33:447-449 Caffey, R.H., R.F., Kazmierczak, R.P. Romaire, and J.W. Avault. (1998). Indicators of aquaculture sustainability: a Delphi survey. Presented at World Aquaculture '98; Las Vegas, NV. The international triennial conference and exposition of the World Aquaculture Society, the National Shellfisheries Association and the Fish Culture Section of the American Fisheries Society. Book of Abstracts, p. 91. Chua T.E. 1992. Coastal aquaculture development and the environment: the role of coastal area management. Marine Pollut. Bull. 25(1–4): 98–103. Edwards, P. and Demaine, H. (1997) Rural Aquaculture: Overview and Framework for Country Reviews. Regional Office for Asia and the Pacific (RAP), Food and Agriculture Organization of the United Nations (FAO), Bangkok, Thailand. RAP Publication 1997/36. FAO (1995) Code of Conduct for Responsible Fisheries. Food and Agriculture Organization of the United Nations, Rome, 41pp. FAO. 2000. Small ponds make a big difference. Integrating fish with crop and livestock farming. Food and Agriculture Organization of the United Nations, Rome, Italy, 30 pp Folke, C. and Kautsky, N. (1992) Aquaculture with its environment: prospects for sustainability. Ocean and Coastal Management 17, 5–24. 628 �Frankic, A. and Hershner, C., 2003. Sustainable aquaculture: developing the promise of aquaculture. Aquaculture International 11: 517–530. Goodland, R. and Daly, H. (1996) Environmental sustainability: universal and non-negotiable. Ecological Applications 6, 1002–1017. Greenpeace, 2010. Sustainable Aquaculture. At: http://www.greenpeace.org/international/campaigns/oceans/sustainableaquaculture/ NACA/FAO 2000. Aquaculture development beyond 2000: the Bangkok Declaration and Strategy. Conference on Aquaculture in the Third Millennium, 20–25 February, Bangkok, Thailand, 27 p. Ommani A.R. and Chizari, M., 2010. Strategies for Sustainable Aquaculture: Designing for the future. Retrieved 10 April, 2010 from http://ommani.webs.com/a35.pdf Prein, M. & Ahmed, M. 2000. Integration of aquaculture into smallholder farming systems for improved food security and household nutrition. Food and Nutrition Bulletin, 21, 466-471 WB (World Bank) 1998. Sustainable aquaculture. Rural Development Department. No. 22. WCED (1987) Our Common Future. World Commission on Environment and Development. Oxford University Press, Oxford, UK. Yanik, 2005. Some General Aspects in Fish Farming, American Fisheries Society Student Sub-unit at SUNY Cobleskill, NY. Sep 12. Yanık T., 2009a. Aquaculture in Turkey. FAO/NACEE Conference on Aquaculture in the Caucasus Region, International Conference on Aquaculture 21-22 April 2009, Armenia Yanik, 2009b. Main Concerns to Increase Potential Aquaculture in Ispir Region of Erzurum. Rural Development Challenges in the EU and Turkey, Workshop of Defining of Alternative Products Đspir-Erzurum Turkey, 3-4 April 2009 Yanık T., 2010a. Status and Poteinal of Aquaculture in Turkey. Seminar of Erasmus exchange staff at Firenze University, Feb 4. Yanık T., 2010b. Some Sample Boreal Water sources of Anatolia For Fish Culture in Erzurum, Visitor staff at Erasmus Program (European Region Action Scheme for the Mobility of University Staff/students) Firenze University Italy, Feb 4. 629 � 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. 610 Title A name given to the resource Importance of Sustainable Aquaculture in Rural Development Author Author YANIK, Telat ÖNALAN, Mine Abstract A summary of the resource. Aquaculture is one of the fastest growing segments of the Turkey agriculture. Its popularity and success as an investment opportunity and a means of diversifying farming operations have resulted in a growing interest among traditional agriculture producers and others. As Turkish people have become more health conscious, the demand for fisheries production has increased. Per capita consumption of seafood has grown from about 1kg in mid 1980's to around 7 kg in 2008. To be successful, producers must have the ability to make a reasonable assessment of sustainable aquaculture enterprise opportunities and limitations including current breeding, feeding, water quality, production technologies and management practices. Therefore, in the present paper some aspects of sustainable aquaculture on the rural development 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) https://omeka.ibu.edu.ba/files/original/c7166d328698e496f8c80a4adfe7b5f7.pdf 9031366ac68156b8189c17e00aa3d319 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Travertine as Construction and Building Material Saffet YAĞIZ Pamukkale University Denizli, Turkey syagiz@pau.edu.tr Abstract An experimental study was conducted to investigate physico-mechanical properties of travertines being quarried in western Turkey as construction and buildings material. Four common type of travertine, one of the most common construction materials in the world, were collected from quarries operated around the city of Denizli in south of Turkey, and related rock property tests including both dry and saturated unit weight of travertine, effective porosity, water absorption by weight, uniaxial compressive strength, P-wave velocity, slake durability test were conducted on the samples. Consequently, the results of the performed tests were evaluated according to the national and international construction stone regulations. Concluding remark is that travertine quarrying in the Denizli Basin of Turkey satisfies the relevant natural stone standards with negligible distinction to be used for construction and building purposes. Key words: Buildings, Construction, Travertine Introduction Travertine that could be used in both interior and exterior of buildings is one of the most useable construction and buildings stones in the world. Travertine is a variety of calcium carbonate commonly formed around the hot and cold carbonate-bearing springs. Travertine consists predominantly of quartz grains that usually held together by cementing material with small percentages of feldspar and mica particles and clay. As silica and iron oxide provide the strongest bond for travertines, calcium carbonate gives weakest. Their color ranges from light white, yellow through dark brownish. Even though travertine is often called marble, simply a very pure and mostly porous form of limestone. The Denizli extensional basin in western Turkey has widespread travertine accumulation since Late Quaternary (Figure 1). The total area occupied by modern and old travertines is more than 100 km 2 and its thickness can reach up to 60 m (Özkul et al. 2000). Most of the studies performed on the Denizli travertines are generally focused on Pamukkale (one of the famous travertine deposite of the world) and mainly related to hydrogeology of hot waters, geothermal potential, wasting and conversation (Koçak, 1971; EĢder et al. 1991; Ekmekçi et al. 1995). Some studies have been subjected to dating, morphological classification and relations between travertine and active tectonic-seismicity of the region (Altunel and Hancock, 1993a and 1993b; Hancock et al. 1999). The most common lithotypes presently quarried in Denizli basin are shrub, reed and crystalline crust type travertine respectively; So far, there is no attempt made to investigate physico-mechanical properties of travertine to examine the quality of them for construction purposes. In this paper, travertine types commonly quarried in the area was investigated and results of the research are discussed herein from the scope of their usability and suitability for construction and buildings. Geological Composition of Travertine Quarried in the Denizli Basin Thermal spring waters usually contain large amounts of calcium bicarbonate. As the spring water reaches to earth surface, the water lose most of the dissolved carbon dioxide (gases) and the calcium carbonate in solution readily precipitates as a thin layer of calcite (Demirdağ, 2007). Travertine precipitated at different depositional conditions; so they exhibit variation of color, appearance, bedding, porosity, texture, strength and chemical composition in the Basin (Yağız, 2009). Mainly quarried travertine lithotype in the basin includes; shrub type travertine represented by small bush like growths are common deposit on horizontal and sub horizontal surface (Chafetz, 1984); onyx type travertine commonly forms as a result of rapid precipitation due to fast flowing water on smooth slope; reed type travertine deposited marsh-pool, mound and self built channels (Pentecost, 1990) and noche, 667 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo compact and subunit of reed type one (Guo and Riding, 1998; Akyol et al. 2005). Every travertine type has its specific texture and chemical composition because of its own depositional and environmental conditions (Figure 2). Figure 1. Location map of the sampling area, Denizli-Turkey 1 Shrub type 2 Onyx type 3 Reed type 4 Noche type Figure 2. Macro photograph of the studied rock samples collected from quarries Laboratory Testing Methods Travertine blocks were obtained from quarries operating around the city of Denizli and consequently, samples were prepared to conduct laboratory tests in accordance with the specification of the International Society for Rock Mechanics (ISRM, 1981) and Turkish Standard Institute (TSE 699, 1987). Index Properties of Travertine The samples with 70x70x70mm dimension were used in determination of unit weight, porosity and water absorption of travertines as recommended (ISRM, 1981; TSE 699, 1987). The spacemen volume was computed from an average of several caliper readings. Dry weight of sample was obtained with a balance, capable of weighing to an accurac dry sat) was obtained from the ratio of sample weight to the volume in kg/m3. The effective porosity (n‘), pore volume and water absorption by weight (w) was determined via saturation and caliper techniques (ISRM, 1981). Rock fullness ratio (F) also computed by multiplying bulk density of rock with the ratio of water absorption by weight to void ratio. For each travertine type, the measurements were carried out on ten samples and the average values of the relevant properties with standard deviation are tabulated as in Table 5. Uniaxial Compressive Strength Test 668 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The uniaxial compressive strength (UCS) of rock was tested on cubical-samples (having dimension of 70x70x70mm) smoothly sawed from large size blocks in accordance with TSE 699 standards. The ends of the samples were cut parallel to each other and at right angle to the longitudinal axis and then smoothened to ensure that the samples were free from abrupt irregularities and roughness. The stress rate applied uniformly within the limits of 0.5-1.0 MPa/s. The test was conducted perpendicular to observed beddings or layers on a sample to get rid of anisotropy affect on obtained values. Ten samples were tested for each travertine type and the average values were recorded as the UCS of travertine (Table 5). P-Wave Velocity Test P-wave velocity of travertine was measured on the UCS samples using the Portable Ultrasonic Nondestructive Digital Indicating Tester (PUNTID plus). This tester measures the time of propagation of ultrasound pulses in a sample in the range (0.1kHz. The measurement was carried out perpendicular to visual beddings or layers by using good coupling agent necessary between rock surfaces and both receiver and transducer face for accuracy of measurement. Afterward, Pwave velocity was computed from the ratio of distance between transducer and receiver to the time that P-wave takes to travel the distance. The tests were performed on 10 samples by following ISRM methods for each travertine type and the average values were used in the dataset. As result of tests, studied travertine types show high P-wave velocity ranging from 4.5 to 5.0km/s according to P-wave classification as given in Table 1. Vp (km/s) <2.5 2.5-3.5 3.5-4.0 4.0-5.0 >5.0 Description Very low Low Moderate High Very high Shrub Onyx Reed Noche x x x x Table 1. P-wave velocity classification for studied travertine types (Anon, 1979a) Slake Durability Test (SDI) The slake durability test was carried out by using the standard testing method developed (Franklin and Chandra, 1972) and as suggested (ISRM 1981). To perform the test, ten rock lumps made blunt with chisel (ten pieces of about 40–60 g each) were taken and rotated in a drum half immersed in tap water about 20 oC for 10 min at 20rpm. Test drum was made of a standard sieve mesh of 2mm so that the products of slaking from rock samples could pass through the sieve into the water bath. The slake durability index (Id 2) corresponding to the second cycle was computed as the percentage ratio of final to initial dry weights of rock in the drum after the drying and wetting cycles. The test was performed on ten sample of each travertine type with four cycles as suggested by various researchers (Gökçeoğlu et al. 2002; Dhakal et al. 2002; Gupta et al. 2007; Yağız and Akyol, 2008). Consequently, the averaged values of slake durability indices for each travertine type with standard deviation were tabulated in Table 2. As shown in Table 2, the shrub and noche type travertine shows almost same slaking behavior while reed type gives lower durability, but onyx type demonstrates the highest durability for soaking in tap water that pH ranges from 6.75 to 7.05. 669 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Slaking cycle Units % Shrub type x ± SD Onyx type x ± SD Reed type x ± SD Noche type x ± SD Number of test Id1 % 99.23±0.08 99.53±0.04 98.94±0.12 99.25±0.11 10 Id2 % 98.91±0.10 99.24±0.07 98.55±0.14 98.87±0.12 10 Id3 % 98.57±0.11 99.05±0.09 98.23±0.16 98.59±0.13 10 Id4 % 98.34±0.12 98.86±0.10 97.95±0.19 98.32±0.16 10 Table 2. Average slake durability indices and standard deviation of travertine types The lower value of slake durability represents the higher susceptibility for degrading. So, slake durability of travertine was classified according to first and second cycle of durability indices (Yağız, 2010) in Table 3. As mentioned previously, each test was conducted on ten samples and the average values of the results are also reported together with standard deviations herein (Table 4). Id2 Id1 Durability Shrub Onyx Reed Noche >30 <60 Very low 30–60 60–85 Low 60–85 85–95 Medium 85–95 95–98 Medium high 95–98 98–99 High >98 >99 Very high Class of travertine according to Id1 V. High V. High V. High High Class of travertine according to Id2 V. High V. High V. High V. High Table 3. Durability of travertine types according to slake durability classification (Frank and Chandra, 1972) UCS x ± SD (MPa) Vp n‘ w x ± SD x ± SD x ± SD (km/s) (%) Shrub 61±20.6 4.8±0.12 Onyx 58±15 Reed 41±16.6 Travertine type x ± SD x ± SD (%) Fullness x ± SD (%) (kg/m3) (kg/m3) 1.35±0.46 0.55±0.19 98.65±0.46 2427±25.2 2440±22.2 4.7±0.19 2.05±0.88 0.76±0.34 97.95±0.88 2664±46 2683±38.1 4.5±0.11 1.89±0.50 0.80±0.22 98.11±0.50 2317±56.3 2336±54.0 dry sat Noche 64±10.9 5.0±0.08 1.59±0.89 0.66±0.38 98.41±0.89 2373±48.1 2389±42.1 x =average values and SD=Standard deviation Table 4. Engineering properties of travertine type based on average values of ten tested samples 670 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo 64 TSE11143 (1987) >50 TSE2513 ASTMC97 ASTMC170 (1987) (1990) (1990) >52 41 64 >30 - - - 2318 2373 >2300 - >2305 - 0.76 0.80 0.66 <3 <7.5 <0.2 - 1.35 2.05 1.89 1.59 - <12 - - Vp Class High High High High - - - - SDI Class (Id1 and Id2) High High High High - - - - Properties of travertine Shrub Onyx Reed Noche UCS (MPa) (tile flooring) 61 58 41 (for wall covering) 61 58 2427 2663 w (%) 0.55 n‘(%) 3 dry (kg/m ) Table 5. Suitability of investigated travertine types for construction and buildings Discussions The uniaxial strength, P-wave velocity, effective porosity, slake durability index, fullness ratio, water absorption by weight and both dry and saturated unit weight of travertine that were quarried around the city of Denizli were investigated. 10 samples were prepared and the tests were performed for each type of travertine in order to obtain the best representative value for each rock property. TSE and ASTM standards were used to investigate quality of travertine types as construction materials. Further, P-wave velocity and slake durability classification were performed according to the scientific classifications recommended by various researchers (Anon, 1979a; Frank and Chandra, 1972) as represented in Table 5. Properties of investigated travertine types are very good and acceptable except effective porosity in ASTM standards that counts travertine as marble. The ASTM standard stated that the effective porosity of travertine should be more than three percent (Table 5). In fact, this range is actually impossible for travertine that is more porous and weaker than marble. In TSE, natural stone were categorized in detail according to their origin (TSE 11143, 1993; TSE2513, 1977); on the other hand, the stone were categorized as general in the ASTM standard (ASTM C97, 1996; ASTM C170, 1990); however, such a variation between two different standards is likely. Conclusions In this study, several type of travertine was investigated according to their physic-mechanical properties and usability for modern civil construction and buildings. It is fact that the travertine is categorized as sedimentary origin, porous and weak rocks; therefore, the important issue is not only its properties but also where to be used. Investigated travertine types quarried in the Denizli Basin of Turkey have reasonably good quality to be used for construction and buildings purposes in accordance with national and international standards. Further, P-wave velocity of travertine types is high meaning is that they do not have much micro crack and alteration. The slake durability of those travertine is very high according to the relevant durability classification. So, these travertine types could be used for the purposes without thinking of annual precipitation or humid environments. Concluding remark is that even though reed type travertine being porous has low density and the uniaxial compressive strength is the lowest in comparison with others, type of travertine quarried in the area have acceptable stone quality to be used for developing and constructing building and recreation environments in the modern cities. References Akyol, A., Yağız, S., Özkul, M., ġen, G., Kato, S: (2005). Physical properties of hot spring travertines related to lithotypes at Pamukkale Region in Denizli. In: Proceedings of 1st Int. Symposium on Travertine, M, Özkul, S. Yağız, B. Jones, (Eds), 286-290 Denizli, TR Altunel, E., Hancock, P.L. (1993a) Morphology and structural setting of Quaternary travertines at Pamukkale, Turkey. Geological Journal, 28, 335-346. 671 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Altunel, E., Hancock, P.L. (1993b). Active fissuring and faulting in Quaternary travertines at Pamukkale, western Turkey. Z. Geomorph. N. E. 285-302. Anon, (1979a). Classification of rocks and soils for engineering geological mapping, part 1-Rock and Soil materials. Bulletin of International Association of Engineering Geology, 19, 364-371. ASTM C97 (1996). Standard test method for absorption and bulk specific gravity of dimension stone. Annual Book of ASTM Standards Vol. 4.08. ASTM C170 (1990). Standard test method for compressive strength of dimension stone. Annual Book of ASTM Standards Vol. 4.08. Chafetz, H.S., Folk, R.L. (1984). Travertines: Depositional morphology and the bacterially constructed constituents. Journal of Sedimentary Petrology, 54(1), 289-316 Demirdağ, S. (2007). The effect of using different polymer and cement based materials in pore filling applications on technical parameters of travertine stone. Cnstruction and buildings materials, online. Dhakal, G., Yoneda, T., Kato, M., Kaneko, K. (2002). Slake durability and mineralogical properties of some pyroclastic and sedimentary rocks. Engineering Geology, 65, 31–45. EĢder, T., Yılmazer, S. (1991). Geothermal resources of Pamukkale and travertine forming, Tıbbi Ekoloji ve Hidroklimatoloji Dergisi, In: Special issue for the Symposium, Özer N. (Ed), 32-51. Ekmekçi, M., Günay, G., ġimĢek, ġ. (1995). Morphology of rimstone pools, Pamukkale, Western Turkey. Cave and Karst Sciences, 22,103-106. Franklin, J.A., Chandra, C. (1972). The slake durability test. International Journal of Rock Mechanics and Mining Sciences, 325– 341. Gökçeoğlu, C., Ulusay, R., Sönmez, H. (2002). Factor affecting the durability of selected weak and clay bearing rocks from Turkey, with particular emphasis on the influence of the number of drying and wetting cycles. Engineering Geology, 57, 215–237. Guo, L., Riding, R. (1998). Hot-spring travertine facies and sequences, late Pleistocene, Rapolano Terme, Italy. Sedimentology, 45(1), 63-180. Gupta, V., Ahmed, I. (2007). The effect of pH of water and mineralogical properties on the slake durability (degradability) of different rocks from the Lesser Himalaya, India. Engineering Geology, 95, 79-87. Hancock, P.L., Chalmers, R.M.L., Altunel, E., Çakır, Z. (1999). Travitonics: using travertines in active fault studies. Journal of Structural Geology, 21, 903-916. ISRM, (1981). Rock characterization testing and monitoring, ISRM Suggested Methods. International Society for Rock Mechanics, 211p. Koçak, A. (1971). Hydrogeological investigation of Denizli-Pamukkale and Karahayit. Mineral Research and Exploration Institute, Report No.5670. Özkul, M., Varol, B., Alçiçek, M.C. (2002). Depositional environments and petrography of Denizli travertines, Bulletin of the Mineral Research and Exploration, 125, 13-29. Pentecost, A. (1990). The formation of travertines shrubs: Mammoth Hot Spring, Wyoming. Geological Magazine, 127, 159-168. TSE 699 (1987). Methods of testing for natural buildings stones, Institute of Turkish Standards. 75p Ankara TR TS2513, (1977) Natural stone testing methods, Institute of Turkish Standard, Ankara, TR TSE11143, (1993). Travertine as building and facing stone, Institute of Turkish Standard, 8p Ankara TR Yağız, S., Akyol, E. (2008). Investigation on the relationship between lithological features and slake durability index of travertine in Denizli. Project Report no: MHF004, (unpublished report). 672 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Yağız, S. (2009). Predicting Uniaxial compressive strength, modulus of elasticity and index properties of rocks using Schmidt hammer. Bulletin of Engineering Geology and the Environments, 68,55-63. Yağız, S. (2010). Geomechanical properties of construction stones quarried in South-western Turkey. Scientific Research and Essays, 5(8), 750-757. 673 � 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. 261 Title A name given to the resource Travertine as Construction and Building Material Author Author YAĞIZ, Saffet Abstract A summary of the resource. An experimental study was conducted to investigate physico-mechanical properties of travertines being quarried in western Turkey as construction and buildings material. Four common type of travertine, one of the most common construction materials in the world, were collected from quarries operated around the city of Denizli in south of Turkey, and related rock property tests including both dry and saturated unit weight of travertine, effective porosity, water absorption by weight, uniaxial compressive strength, P-wave velocity, slake durability test were conducted on the samples. Consequently, the results of the performed tests were evaluated according to the national and international construction stone regulations. Concluding remark is that travertine quarrying in the Denizli Basin of Turkey satisfies the relevant natural stone standards with negligible distinction to be used for construction and building purposes. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory