318 10 3494 https://omeka.ibu.edu.ba/files/original/8015a1cbfba2d6bc294c5336d500ca84.pdf 7e8705bf44dfcf4ce1926feeaab96cea PDF Text Text Türk Dili Ve Edebiyatı Bölümlerinde Osmanlı Türkçesi Eğitimi Mehmet GÜMÜŞKILIÇ Özet:Osmanlı Türkçesi, Türk dili tarihinin yaklaşık 450-500 yıllık bir dönemini ihtiva etmektedir. İlim âleminde Osmanlıca da denilen bu devrede Arap harfli Türkçe metinler yazılmıştır. Osmanlıca tarih boyunca hiçbir zaman başka bir dil olmamıştır. Arapça, Farsça unsurlar içermekle beraber dil Türkçedir. Bu döneme vâkıf olabilmek için iyi bir donanıma sahip olmak gerekir. Bunun için de ilk önce Arap alfabesi çok iyi bilinmelidir. Daha sonra bol bol Arap harfli Türkçe metin okunmalı ve bu metinler yazılmalıdır. Ayrıca günümüze yabancı olan kelimeler sözlüklerden bulunup, kavranılmalıdır. Günümüzde Türkiye’de Türk Dili ve Edebiyatı, Tarih, bazı Sanat Tarihi, Kütüphanecilik bölümlerinde ve İlahiyat Fakültelerinde ilmî olarak Osmanlı Türkçesi eğitimi verilmektedir. Bunların dışında bazı özel teşebbüsler çeşitli vakıflar aracılığıyla Osmanlı Türkçesi dersleri açmaktadır. Kendi kültürümüzü, tarihimizi, edebiyatımızı, dilimizi ve toplumsal yapımızı iyi anlayabilmek için Osmanlı Türkçesi dersi vasıtadır. Bu vasıta kullanılarak kültür köklerimize ilk elden ulaşma imkânına sahip olabiliriz.. Tebliğimizde; Türkiye’de bulunan 8 üniversite örnek olarak alınmış ve bu üniversitelerin Türk Dili ve Edebiyatı bölümlerinde okutulmakta olan Osmanlı Türkçesi değerlendirilmiş ve bu derslerin daha verimli bir şekilde öğrencilere verilebilmesi için neler yapılması gerektiği hakkında bazı teklifler sunulmuştur. Tebliğimiz; Osmanlı Türkçesi eğitiminin gerekli olduğu, bu eğitimin toplumda yaygınlaşması gerektiği konusuna bir nebze de olsa dikkat çektiyse hedefine ulaşmış sayılacaktır. Anahtar Kelimeler: Osmanlı Türkçesi, Türk Dili ve Edebiyatı Bölümü, Arap Harfli Metinler, Üniversitelerde Osmanlı Türkçesi Eğitimi. Giriş Osmanlı Türkçesi, Türkçenin tarihî devirlerinden birisidir. Bu dönem yaklaşık 15. asrın ortalarından 20. asrın başlarına kadar devam etmiştir. Bu devreye ilim âleminde Osmanlıca da denmektedir. Osmanlıca tabiri ile aslında Türkçe kastedilmektedir. Zaten Tanzimat’a kadar, Türkçe metinlerin Osmanlı Türkçesi veya Osmanlıca ile yazıldığına dair bir ifadeye pek rastlanmamıştır. Bu dönemde Türkçe, genellikle ‘Türk dili, Türkî, Türk’ün dili’ gibi kelimelerle ifade ediliyordu (Akalın; 2002, s.15-16). Osmanlı Türkçesi ifadesi, belki de ilk defa, Tanzimat’tan sonra ‘lisân-ı Osmânî’90, ‘Osmanlıca’ (Öksüz; 1995, s.14, 28, 167), ‘lehçe-i Osmânî’91 tabirleri ile dilimize girmiştir. Osmanlı Türkçesi kendi arasında üç kısma ayrılır: İlk döneme ‘Başlangıç Dönemi Osmanlı Türkçesi’; ikinci döneme ‘Klasik Devir Osmanlı Türkçesi’; son döneme ise ‘Yenileşme Devri Osmanlı Türkçesi’ adı verilir. İlk dönem 15. yüzyılın ortalarından, yani Fatih Sultan Mehmet’in İstanbul’u fethetmesinden 16. yüzyılın başlarına kadar; ikinci dönem 16. yüzyılın başlarından 20. yüzyılın ortalarına, yani Tanzimat Fermanı’na kadar; son dönem ise Tanzimat Fermanı’nın ilan edilmesinden 20. yüzyılın başlarına, yani II. Meşrutiyet’in ilanı olan 1908 yılına kadar olan dönemdir (Özkan; 2007, s.483-485). Osmanlı Türkçesi devresinde yüz binlerce Türkçe eser meydana getirilmiştir. 1928 yılında yapılan harf inkılabından sonra92 ise Latin harfli alfabeye geçildi. 1908’den günümüze kadar olan döneme Türk dili tarihi bakımından Türkiye Türkçesi denmektedir. Latin alfabesinin kabulünden belli bir müddet sonra Arap harfleriyle yazılan Türkçe metinler, okullarda Osmanlı Türkçesi dersleri olmadığı için maalesef okutulamamıştır. Bu da; kültürümüzü, dilimizi, edebiyatımızı, tarihimizi, sanatımızı yeni nesillerin anlamada zorluk çekmesi demekti. Ayrıca 1932 yılında başlayan ve kısa bir süre sonra yapılan hatanın farkına varılmasından sonra vazgeçilen, fakat 1940 yılından sonra geniş bir şekilde sürdürülen dilde tasfiyecilik hareketi neticesinde ( Özkan; 1995, s.43-45) Türkçede kullanılan ve herkesin bildiği Arapça, Farsça kökenli birçok kelimenin yerine Türk dili kurallarına uygun olmadan pek çok kelime uydurulmuş, Türkçenin ağızlarında kullanılan mahallî kelimeler ve çeşitli Türk lehçelerinde yer alan bazı kelimeler Türk yazı diline geçirilmeye başlanmış, böylece genç Türk neslinin geçmişle bağları koparılmaya 90 Meselâ, Namık Kemal “Lisân-ı Osmânî’nin Edebiyatı Hakkında Bazı Mülâhazâtı Şâmildir.” (Kalpaklı; 1999, s.19-24) adlı makalesinde bu tabiri kullanmaktadır. 91 Ahmet Vefik Paşa; 1876’da ilk baskısı, 1890 yılında da ikinci baskısı yapılan sözlüğüne Lehçe-i Osmânî adını koymuştur (Bu sözlük Latin harfleriyle Recep Toparlı tarafından hazırlanmış ve Türk Dil Kurumu bu çalışmayı 2000 yılında basmıştır.). 92 Harf inkılabından önce Latin harflerine geçiş ile ilgili tartışmalar için bakınız: ( Usluer; 2006, s.365-377, Ertem; 1991, s.89-222 ) 358 �çalışılmıştır. Tasfiyecilik hareketinin siyasî bir yönü olduğu da gözden uzak tutulmamalıdır. 1950 ile 1960 yılları arasında Türk Dil Kurum ile hükümet arasında bir anlaşmazlık söz konusuydu. 1945 yılında öz Türkçe kelimeler daha çok kullanılarak Türkçeleştirilen anayasa, 1952 senesinde yeniden eski şekline, yani tabiî biçimine döndürülür ( Akalın; 2002, s.43). Bu yıllarda dilin tabiî mecrasına girdiğini söyleyebiliriz. 1960 askerî darbesinden sonra ise Türkçe yeniden bir çıkmaza girmiştir. 1952 yılında değiştirilen anayasanın dili 1961’de tekrar öz Türkçe ile yazılmıştır ( Akalın; 2002, s.44). Yani 1960 ile 1980 yılları arasında “Öz Türkçecilik, arı Türkçecilik, dilde özleştirme, dilde ilericilik, devrimci görüş” adlarıyla dilde ırkçılık ve tasfiyecilik özelliği taşıyan aşırı özleştiricilik hareketi var olmuştur ( Korkmaz; 2002, s.62). Bu yapmacık dil hareketinin tam olarak başarıya ulaşması mümkün değildi. Halk kendisinin anlamadığı, Türkçenin musikîsine uygun olmayan kelimeleri reddetti. Arılaştırma hareketi azalıp çoğalmakla birlikte 1980’li yıllara kadar sürdü93. 1980’den sonra Türkçe daha sağlıklı bir mecrada yoluna devam etti. 1995’ten sonraki yıllarda bilgisayarın, dolayısıyla internetin ve cep telefonunun yaygınlaşmasından sonra ise, İngilizce kelime ve tabirler dilimizi istilâ etmeye başladı. Teknolojinin baş döndürücü bir şekilde gelişmesinin kitap okuma alışkanlığına ket vurduğunu söyleyebiliriz. Bununla beraber, internetin yaygınlaşmasının bir takım kitapçıların kitaplarını internet üzerinden satmalarını sağladığını; medya kuruluşlarının artmasının, reklâm pastasının büyümesinin de bazı kitapların daha çok okunmasını temin ettiğini söylememiz yerinde olacaktır. Günümüzde kitaba ilgi bir yandan azalırken, öte yandan insanların kendi kültür köklerini aramaları sonucunda bazı kitaplara ilgi artmaktadır. Tebliğimizde; kendi öz benliğimizi daha iyi kavramada vasıta olabilecek Osmanlı Türkçesini günümüzde akademik bir şekilde öğretmeye çalışan Türk Dili ve Edebiyatı bölümlerinde okutulan Osmanlı Türkçesi veya Osmanlıca derslerinin kalitesi ve Osmanlıca eğitiminin daha verimli olabilmesi için neler yapılması gerektiği üzerinde durulacaktır. Osmanlı ve Osmanlıcaya İlgi Osmanlı Devleti tarihin en büyük devletlerinden birisi olarak kabul edilmektedir. Bu kadar büyük bir iradenin elbette ki büyük bir dili de olacaktı. İlim âleminde Osmanlı Türkçesi veya Osmanlıca adıyla bilinen bu dil, aslında Türkçeden başka bir dil değildi. Türkçe Fatih’in İstanbul’u fethetmesinden sonra artık bir imparatorluk dili hâline gelmişti. Bu dil İstanbul’a değişik yerlerden gelen insanların konuşma biçimlerinin ortak bir potada eritilmesi sonucu ortaya çıkmıştır. Yani birçok unsurun dillerinde geçen şekillerle oluşan İstanbul Türkçesi, bir imparatorluk dili hâlini almış ve yüzyıllar boyunca hâkimiyetini sürdürmüştür. Türk dili tarihi göz önüne getirildiğinde yaklaşık 500 senelik uzunca bir dönem Türkçe yazılan yüz binlerce kitaba ilk elden ulaşabilmek için Osmanlı Türkçesi eğitimi almak gereklidir. Yukarıda da belirttiğimiz gibi Osmanlı Türkçesi veya Osmanlıca ayrı bir dil değildir. Hiçbir zaman da farklı bir dil olmamıştır. Bazı kişiler günümüzde “Özgeçmiş”lerinde bildiği diller arasına Osmanlıcayı da eklemektedirler. Bu son derece yanlış bir davranıştır. Tabiî şunu da belirtmek gerekir ki, çok uzun bir dönem devam eden Osmanlı Türkçesi devresine hâkim olmak kolay değildir. Bunun için bir takım donanımlara sahip olmak lazımdır: Arap harfli imlâyı iyi bilmek, Arapça ve Farsça tamlamalara, birleşik yapılara ve kelime kadrosuna vâkıf olmak ve Türkiye Türkçesi gramerini ayrıntılı bir şekilde kavramak. Türkiye’de günümüzde Osmanlı Türkçesi eğitimi; üniversitelerin Türk Dili ve Edebiyatı, Tarih, Kütüphanecilik ve bazı Sanat Tarihi bölümleri ve yeni açılan Sosyal Bilimler Lisesi dışında hiçbir yerde resmî olarak verilmemektedir. Bu saydığımız birimlerin dışında bazı belediyeler ve sivil toplum örgütlerinin Osmanlıca kursları düzenlediklerine şahit oluyoruz. Görüldüğü gibi ülkemizde Osmanlı Türkçesi eğitimi ancak sınırlı bir şekilde sürdürülmektedir. Türk Dili ve Edebiyatı Bölümlerinde Osmanlıca Ülkemizde Fen-Edebiyat Fakültesi bulunan neredeyse bütün üniversitelerde Türk Dili ve Edebiyatı Bölümü mevcuttur. Bu bölümlerin hepsinde de Osmanlı Türkçesi dersi yer almaktadır. Aşağıda bazı üniversitelerin Türk Dili ve Edebiyatı Bölümlerinde okutulan Osmanlı Türkçesi dersleri hakkında istatistikî bilgiler verilecektir. 1) İstanbul Üniversitesi: Türk Dili ve Edebiyatı Bölümünün bulunduğu en eski üniversitelerden olan İstanbul Üniversitesi’nde Osmanlı Türkçesi dersi, 1 ve 2. dönemlerde (1. sınıfın ilk ve ikinci dönemi) 4 teorik 2 pratik olmak üzere haftada 6’şar; 3. ve 4. dönemlerde (2. sınıfın ilk ve ikinci dönemi) ise haftada 2’şer saat zorunlu olarak verilmektedir ( http://www.istanbul.edu.tr). 93 Özellikle 1968’den 1980’e kadar uydurma dili savunanlarla, halkın anladığı dilimize geçmiş ve Türkçeleşmiş kelimeleri kullanmanın gerektiğini müdafaa edenler arasında daima bir mücadele olmuştu. Hatta bu öyle bir hâl almıştı ki, özellikle entelektüel kişiler arasında onların kullandığı kelimelerden, hangi siyasî görüşe sahip olup olmadıklarına dair hükümler çıkarılıyordu. Uydurma dil, memleketimizde büyük tahribat yapmıştı. Bu konuda bakınız: (Özkan; 1997, s.330-343) 359 �2) Fatih Üniversitesi: Özel üniversitelerin içinde en yüksek puanla öğrenci alan Fatih Üniversitesi FenEdebiyat Fakültesi Türk Dili ve Edebiyatı Bölümü, bursluluk puanı bakımından da Türkiye’de ikinci durumdadır. Bölümde Osmanlı Türkçesi; 1, 2, 3 ve 4. dönemlerde (1. sınıfın ilk, ikinci ve 2. sınıfın ilk, ikinci dönemi) haftada 4’er saat mecburî olarak okutulmaktadır ( http://www.fatih.edu.tr). 3) Gazi Üniversitesi: Bu üniversitede Osmanlı Türkçesi dersleri 1, 2, 3, 4. dönemlerde (1. sınıfın ilk, ikinci ve 2. sınıfın ilk, ikinci dönemi) haftada 3’er saat zorunlu olarak okutulmaktadır http://www.fef.gazi.edu.tr). 4) Ankara Üniversitesi: Bu üniversitenin Dil ve Tarih-Coğrafya Fakültesi Türk Dili ve Edebiyatı Bölümü’nde Osmanlı Türkçesi dersi 1, 2 ve 3. dönemlerde (1. sınıfın ilk, ikinci ve 2. sınıfın ilk dönemi) haftalık 4’er saat zorunlu olarak verilmektedir ( http://www.dtcf.ankara.edu.tr). 5) Marmara Üniversitesi: Bu üniversitenin Türk Dili ve Edebiyatı Bölümü’nde okutulmakta olan Osmanlı Türkçesi dersi, 1, 2 ve 3. dönemlerde (1. sınıfın ilk, ikinci ve 2. sınıfın ilk dönemi) haftada 4’er; 4, 5 ve 6. dönemlerde (2. sınıfın ilk, 3. sınıfın ilk ve ikinci dönemi) haftada 2’şer saat mecburî olarak okutulmaktadır (http://www.marmara.edu.tr). 6) Boğaziçi Üniversitesi: Üniversitenin Türk Dili ve Edebiyatı Bölümü’nde Osmanlı Türkçesi dersi, 1 ve 2. dönemlerde (1. sınıfın ilk ve ikinci dönemi) haftada 4’er saat zorunlu olarak verilmektedir ( http://turkishliteratur.boun.edu.tr). 7) Uludağ Üniversitesi: Üniversitenin Türk Dili ve Edebiyatı Bölümü’nde 1, 2, 3 ve 4. dönemlerde (1. sınıfın ilk, ikinci ve 2. sınıfın ilk, ikinci dönemi) haftada 3’er saat olmak üzere Osmanlı Türkçesi dersi mecburî bir şekilde okutulmaktadır ( http://www.uludag.edu.tr). 8) Kültür Üniversitesi: Vakıf üniversitelerinden olan Kültür Üniversitesi’nin Fen Edebiyat Fakültesi’ne bağlı Türk Dili ve Edebiyatı Bölümü’nde Osmanlı Türkçesi dersi 1 ve 2. dönemlerde (1. sınıfın ilk ve ikinci dönemleri) haftada 4’er; 3 ve 4. dönemlerde (2. sınıfın ilk ve ikinci dönemi) ise haftada 2’şer saat olarak zorunlu bir şekilde verilmektedir ( http://www.fen-edebiyat.iku.edu.tr). Yukarıda verdiğimiz 6 devlet ve 2 vakıf üniversitesinde bulunan Türk Dili ve Edebiyatı bölümlerine bakıldığında Osmanlı Türkçesi; 4 yıl, yani 8 dönem boyunca zorunlu bir şekilde haftalık ders saati bakımından en fazla Marmara Üniversitesi’nde 18 saat olarak verilmektedir. İstanbul ve Fatih üniversitelerinde ise 4 sene, yani 8 dönemde haftada 16’şar saat olarak mecburî Osmanlı Türkçesi dersleri okutulmaktadır. Yukarıda bahsedilen 8 üniversitenin içinde 4 yıllık bir zaman diliminde Osmanlı Türkçesi dersi, haftalık 8 saatle en az Boğaziçi Üniversitesi’nde okutulmaktadır. Bu sekiz üniversitenin 6’sında Osmanlı Türkçesi dersi 1. ve 2. sınıfların ilk ve ikinci dönemleri olmak üzere 4 dönemde; Marmara Üniversitesi’nde 3 yıl boyunca, Boğaziçi Üniversitesi’nde ise sadece 1 yıl boyunca zorunlu olarak okutulmaktadır. Bu tablo bize Osmanlı Türkçesi dersinin üniversitelerin çoğunda 1 ve 2. sınıflarda okutulduğunu 3. ve 4. sınıflarda ise bu dersin gösterilmediğini ortaya koymaktadır. Osmanlı Türkçesi Eğitim-Öğretiminde Karşılaşılan Zorluklar Osmanlı Türkçesi veya Osmanlıca dersleri öğrenciler arasında en zor ders kategorisine giren derslerdendir. Türk Dili ve Edebiyatı bölümlerinin en temel dersi olarak vasıflandırabileceğimiz bu dersten başarılı olabilmek için belli bir birikim elde etmek gerekir. 1. ve 2. sınıfta bu dersi iyi öğrenen öğrenciler, 3. ve 4. sınıfta diğer derslerde de avantaj kazanacaklarıdır. Çünkü özellikle 3. ve 4. sınıflarda Eski Türk Edebiyatı ve Yeni Türk Edebiyatı derslerinde okutulan metinler genellikle Arap harfleriyle yazılan Türkçe metinler olmaktadır. Osmanlıcası iyi olan öğrenciler 3. ve 4. sınıfta pratik yapma imkânı bulabilmektedirler. Osmanlıcanın 1. sınıfı temel bir sınıftır. Bu sınıfta öğrencilere ilk olarak Arap harfleri kavratılmalıdır. Bu sınıftakiler, ilkokul 1. sınıftaki talebeler gibi Arap harflerini 50’şer veya 100’er defa yazmalı ve harflerin bitişme şekillerini iyi öğrenmelidirler. İlk 1-1,5 ay bu konulara ağırlık verildikten sonra kelime okumalarına önem vermek gerekir. Kelimelerden, yavaş yavaş cümlelere geçilmeli; sonra da en basit metinden başlayarak daha zor metinler okutulmalıdır. Günümüze göre yabancı sayılabilecek kelimelerin anlamlarının sözlüklerden bulunup bunların kavranılmasının önemi öğrenciye anlatılmalıdır. Şemseddîn Samî’nin Kâmûs-ı Türkî’sinin herkesçe alınması sağlanmalıdır. Tamamen Arap alfabesiyle tanzim edilmiş olan bu sözlük sayesinde öğrenciler metinlerdeki kelimeleri doğru olarak okuyacaklardır. Öğrencilere bir de madde başları Latin harfleriyle oluşturulmuş bir sözlük de kullanmaları tavsiye edilebilir. İlk dönemin sonlarına doğru Latin harfli metinleri Arap harfleriyle yazma alıştırmaları yapılmalıdır. 1. sınıfın ikinci döneminde ise metin okumayla birlikte Latin alfabesiyle yazılan metinleri Arap harfleriyle yazma konusuna da devam edilmelidir. Ayrıca öğrencilere 2. dönem için dönem ödevi ve okunacak haftalık parçalar yazma ödevi olarak verilmelidir. Bu dönemde ayrıca Arapça vezinlere de yavaş yavaş girilmeye başlanmalıdır. 2. sınıfta Osmanlı Türkçesi derslerinde, 1. sınıfa göre daha ağır metinler okutulmalıdır. Bu sınıfta metinlerin yanı sıra Osmanlı Türkçesi grameri de öğrencilere belletilmelidir. Gramerde 1. sınıfta başlanılan 360 �Arapça vezinlere 2. sınıfta devam edilmelidir. İkinci dönem ise Arapça ve Farsça tamlamalar ve vakit kalırsa Farsça türemiş isim ve türemiş sıfatlar; birleşik isim ve sıfatlar da konu olarak öğrencilere anlatılmalıdır. Osmanlı Türkçesi Eğitimi İçin Teklifler: Osmanlı Türkçesi Türk Dili ve Edebiyatı Bölümlerinde yukarıda da dile getirdiğimiz gibi genellikle 1. ve 2. sınıflarda okutulmaktadır. 3. ve 4. sınıflarda bir kaç seçmeli dersin dışında Osmanlı Türkçesi ile ilgili bir ders bulunmamaktadır. Üniversitelerin Türk Dili ve Edebiyatı bölümlerinde umumiyetle 19 ve 20. asırda yazılan matbu metinler okutulmaktadır. Tarih bölümlerinde ise dîvanî, rik’a gibi yazı çeşitleriyle yazılmış metinler de öğrencilere verilmektedir. Osmanlı Türkçesi derslerinin daha verimli olabilmesi için tekliflerimiz şunlardır: 1) Osmanlı Türkçesiyle ilgili dersler seçmeli bile olsa 3. ve 4. sınıflarda da değiş adlarla öğrencilere verilmeli ve böylece öğrencilerin Osmanlıca ile ilgili irtibatlarının kopmaması sağlanmalıdır. 2) 3. ve 4. sınıfta Osmanlıca dersleri konulmasının mümkün olmadığı durumlarda, özellikle Eski ve Yeni Edebiyat derslerinde verilebilecek Arap harfli metinler sayesinde öğrenciler, Osmanlıca derslerinde öğrendiklerini pratik yapma imkânı bulacaklardır. Yani Osmanlı Türkçesini iyi bilen ve günümüze yabancı olan kelimeleri bugünkü karşılıklarıyla kavrayan bir öğrenci 3. ve 4. sınıflarda rahat edecektir. 3) Özellikle Tarih bölümlerinde öğretilen çeşitli yazı stilleri ile ilgili de Osmanlı Paleografyası adlı bir ders konabilir. Böylece Türk Dili ve Edebiyatı Bölümü öğrencileri de padişah fermanlarını, tapu sicil kayıtlarını ve çeşitli evrakları az çok okuyabileceklerdir. 4) Osmanlı Türkçesini öğrencilere sevdirebilecek aktiviteler yapılmalıdır. Metinler belki görsel olarak öğrencilere sunulmalı, böylece talebelerin dikkati çekilmeli ve onların derslere yoğunlaşmaları sağlanmalıdır. 5) Talebelerin, Osmanlı Türkçesi ile irtibatlarının derslerin dışında da kopmaması için onlara bol bol ödev verilmeli ve bu yaptıkları ödevlerin karşılığını muhakkak alacakları söylenmelidir. Bunun neticesinde öğrenciler hem ödevlerini yapıp, hem de ödevleri yaparken kelimenin yazılış şekillerine ve günümüzdeki anlamlarına dikkat edecekler ve Osmanlıca ile olan ilişkileri devam edecektir. 6) İstanbul bir kültür hazinesidir. El yazmaları ve matbu Arap harfleriyle yazılmış birçok eseri bünyesinde barındıran bir şehirdir. Özellikle İstanbul’da bulunan üniversitelerin Türk Dili ve Edebiyatı bölümlerinde okuyan talebelere kütüphaneler gezdirilmeli ve cetlerimizin bize bıraktıkları eski kitapların ne derece önemli olduğu idrak ettirilebilmelidir. Öğrencilerin, geçmişte büyük bir kültür hazinesine sahip bir milletin torunları olduklarının bilincine varma yolunda kütüphane gezileri büyük önem taşımaktadır. Osmanlıcaya vâkıf olanların Osmanlıcayı bilmeyenlere göre ayrıcalık sahibi olacakları talebeye hissettirilmelidir. 7) Öğrencilere; Osmanlı Türkçesi eğitimi-öğretimi sayesinde günümüzde Türkçede çok sık, sık, bazen veya nadiren kullanılan kelimelerin orijinal imlâlarını kavradıkları takdirde bunları güzel, doğru ve Türkçenin musîkisine uygun olarak telaffuz edebilecekleri ve yeni nesilleri daha fazla etkileyebilecekleri anlatılmalıdır. 8) Geçmiş, yani tarih günümüzün aynasıdır. Geçmişte meydana gelen olaylar millî hafızamızdır. Kendi kültür köklerini iyi bilmeyen nesiller, geleceğe güvenle bakamazlar, başka milletlerin kültür hegemonyasına girerler. 20. yüzyıl ve bu yüzyıldan önceki yüzyıllarda meydana gelen tarihî hadiseler, günümüzde çözülemeyen pek çok hadisenin de temelini oluşturmaktadır. Türk toplumu olarak geçmişte ilişki içinde olduğumuz bir çok milletle alâkamızı daha güvenli bir şekilde sürdürebilmek ve kültürel köklerimizi yakından tanıyabilmek için Arap alfabesiyle yazılmış Türkçe metinlere (Osmanlı Türkçesine) vâkıf olmanın elzem olduğunu devletimizin üst kademesinden insanlara da kabul ettirebilmek için sık sık Osmanlı dönemiyle ilgili medyada programlar yapılıp, yazılar yazılıp, sempozyumlar düzenlenmeli; devlet başkanının, bakanların ve üst düzey bürokratların buralara katılmaları temin edilmelidir. Osmanlı Türkçesi eğitiminin daha büyük kitlelere ulaştırılabilmesi için yukarıda yaptığımız elbette bu tekliflerle sınırlı değildir. Sonuç Tarihimizi, kültürümüzü, edebiyatımızı, dilimizi iyi anlayabilmede en önemli vasıtalardan olan Osmanlı Türkçesi eğitimi günümüzde önem kazanmaktadır. Medya da Osmanlı Devleti’nin toplum yapısını bugünlerde daha ilgi ile takip etmektedir. Televizyonlarda çeşitli tarih, kültür, sanat ve edebiyat programları yapılmakta; gazetelerin kültür sayfalarında geçmiş kültürümüz ile ilgili yazılara rastlanmakta; Osmanlı dönemiyle ilgili romanlar, hikâyeler yazılmakta; böylece Osmanlı dönemine alâka, gün geçtikte artmaktadır. Bu döneme ilk elden ulaşabilmek ve 1928 yılında yapılan harf inkılâbından önce Türklerin yaklaşık 900-1000 sene kullandıkları Arap harfleriyle yazılmış olan Türkçe metinleri anlayabilmek için gereken donanımı bize sağlayacak olan en önemli husus, Osmanlı Türkçesi eğitimi ve öğretimidir. Osmanlı Türkçesi veya ilim âleminde yaygın olan adıyla Osmanlıca günümüzde üniversitelerin ancak sınırlı sayıdaki bölümlerinde okutulmaktadır. Bu bölümlerin 361 �başında gelen Türk Dili ve Edebiyatı Bölümü’nde verilen Osmanlı Türkçesi dersi, bölümün en temel dersi olmalıdır. Tarih bölümlerinde de Osmanlıca dersi verilmektedir. Bu iki bölümün dışında bazı İlahiyat fakültelerinde, Kütüphanecilik, Sanat Tarihi, Müzik bölümlerinde de Osmanlı Türkçesi dersi genellikle seçmeli ders olarak okutulmaktadır. Bunun dışında 6-7 sene önce açılan Sosyal Bilimler liselerinde de Osmanlıca dersi liselerin müfredatında bulunmaktadır. Yukarıda bahsettiğim müesseselerin ve bazı özel teşebbüslerin açtıkları özel kurslarda verilen Osmanlı Türkçesi derslerinin dışında maalesef Türkiye’de çok uzun bir dönem –yaklaşık 450-500 sene- Arap harfleri kullanılarak meydana getirilen yüz binlerce Türkçe kitaba ulaşabilmenin en önemli aracı olan Osmanlıca eğitimi hiçbir yerde yapılmamaktadır. Bu da bizim en önemli eksikliklerimizdendir. Genç nesle, milletimizin dünya yüzündeki büyük devletlerin kültürlerinden hiç de eksik olmayan, hatta onların kültürlerinden daha ileri bir kültür oluşturan Osmanlı dönemini aydınlatabilmede vasıta olan Osmanlı Türkçesinin önemi kavratılmalı ve kültür köklerine bağlı olmayan milletlerin dünyada hiçbir zaman söz sahibi olamayacakları idrak ettirilebilmelidir. Tebliğimizde Osmanlı Türkçesini nazara vermeye, Osmanlıca eğitiminin toplumda yaygınlaşabilmesi için bazı teklifler yapmaya çalıştık. Bu önemli konuya dikkat çektiysek, tebliğimiz hedefine ulaşmış sayılmalıdır. Kaynaklar Ahmet Vefik Paşa Lehçe-i Osmânî (Haz.: Recep Toparlı), Türk Dil Kurumu Yay., Ankara 2000, 1005 s. Faruk Kadri Timurtaş, “Uydurmacılık, Uydurma Kelimeler ve Türkçede Kelime Yapımı”, SİSAV (Siyasî ve Sosyal Araştırmalar Vakfı), Türk Dili Semineri, Prof. Dr. Faruk Kadri Timurtaş Makaleler (Dil-Edebiyat İncelemeleri) (Haz.: Mustafa Özkan), Türk Dili Kurumu Yay., No: 693, Ankara 1997, 631 s. Hatice Şirin Usluer, Başlangıcından Günümüze Türk Yazı Sistemleri, Akçağ Yay., Ankara 2006, 406 s. Mustafa Özkan, “Osmanlı Türkçesi”, TDV İslâm Ansiklopedisi, Cilt: 33, İstanbul 2007, s.483-485. ------------, Türk Dilinin Gelişme Alanları ve Eski Anadolu Türkçesi, Filiz Yay., İstanbul 1995, s.43-45. Namık Kemal, “Lisân-ı Osmânî’nin Edebiyatı Hakkında Bazı Mülâhazâtı Şâmildir.” OsmanlıDîvân Şiiri Üzerine Metinler (Haz. Mehmet Kalpaklı), Yapı Kredi Yay., İstanbul 1999, s.19-24. Rekin Ertem, Elifbe’den Alfabe’ye, Dergâh Yay., İstanbul 1991, 437 s. Şükrü Akalın “Cumhuriyet Döneminde Türkçe”, Türkler, Cilt: 18, Ankara 2002, s.15-53. Yusuf Ziya Öksüz, Türkçenin Sadeleşme Tarihi Genç Kalemler ve Yeni Lisan Hareketi, Türk Dil Kurumu Yay., No: 606, Ankara 1995, 240 s. Zeynep Korkmaz, “Atatürk ve Dil Devrimi”, Türkler, Cilt: 18, Ankara 2002, s.54-64. http://www.fen-edebiyat.iku.edu.tr http://www.turkishliteratur.boun.edu.tr http://www.uludag.edu.tr http://www.dtcf.ankara.edu.tr http://www.fatih.edu.tr. http://www.fef.gazi.edu.tr http://www.istanbul.edu.tr http://www.marmara.edu.tr 362 � 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. 404 Title A name given to the resource Türk Dili Ve Edebiyatı Bölümlerinde Osmanlı Türkçesi Eğitimi Author Author GÜMÜŞKILIÇ, Mehmet Abstract A summary of the resource. Osmanlı Türkçesi, Türk dili tarihinin yaklaşık 450-500 yıllık bir dönemini ihtiva etmektedir. İlim âleminde Osmanlıca da denilen bu devrede Arap harfli Türkçe metinler yazılmıştır. Osmanlıca tarih boyunca hiçbir zaman başka bir dil olmamıştır. Arapça, Farsça unsurlar içermekle beraber dil Türkçedir. Bu döneme vâkıf olabilmek için iyi bir donanıma sahip olmak gerekir. Bunun için de ilk önce Arap alfabesi çok iyi bilinmelidir. Daha sonra bol bol Arap harfli Türkçe metin okunmalı ve bu metinler yazılmalıdır. Ayrıca günümüze yabancı olan kelimeler sözlüklerden bulunup, kavranılmalıdır. Günümüzde Türkiye’de Türk Dili ve Edebiyatı, Tarih, bazı Sanat Tarihi, Kütüphanecilik bölümlerinde ve İlahiyat Fakültelerinde ilmî olarak Osmanlı Türkçesi eğitimi verilmektedir. Bunların dışında bazı özel teşebbüsler çeşitli vakıflar aracılığıyla Osmanlı Türkçesi dersleri açmaktadır. Kendi kültürümüzü, tarihimizi, edebiyatımızı, dilimizi ve toplumsal yapımızı iyi anlayabilmek için Osmanlı Türkçesi dersi vasıtadır. Bu vasıta kullanılarak kültür köklerimize ilk elden ulaşma imkânına sahip olabiliriz.. Tebliğimizde; Türkiye’de bulunan 8 üniversite örnek olarak alınmış ve bu üniversitelerin Türk Dili ve Edebiyatı bölümlerinde okutulmakta olan Osmanlı Türkçesi değerlendirilmiş ve bu derslerin daha verimli bir şekilde öğrencilere verilebilmesi için neler yapılması gerektiği hakkında bazı teklifler sunulmuştur. Tebliğimiz; Osmanlı Türkçesi eğitiminin gerekli olduğu, bu eğitimin toplumda yaygınlaşması gerektiği konusuna bir nebze de olsa dikkat çektiyse hedefine ulaşmış sayılacaktır. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/50ac86cd4b46b7c67eabaf9c6cbef2ce.pdf 14519a8a1056d243b154e19dfc9f9ded PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Linear Support Vector Machines for HIV-1 Protease Site Detection M urat Gök Science Institute, Sakarya University, Sakarya, Turkey muratgok @gmail.com Ah met Turan Özcerit Computer Systems Education, Sakarya University, Sakarya,Turkey aozcerit@sakarya.edu.tr Abstract: Several studies have been done for the HIV-1 protease specificity problem by applying machine learning computation techniques recently. In this work, a Linear Support Vector Machine (LSVM) technique has been applied to predict the cleavability of proteins by HIV-1 protease. We used Orthonormal Encoding (OE) extraction technique to map octopeptide sequence inputs. According to simulation outcomes, we have achieved better result, which has a rate of %91.8, compared to earlier studies to predict the cleavability of HIV-1 protease. 1. Introduction HIV-1 protease (Beck et al. 2000) is a small enzyme in the AIDS virus that ensures its replication. The mature and infectious viral particles can only be generated when the polyproteins are cleaved by the HIV protease; otherwise, the viral particles are inactive (Graves et al. 1992). The cleavage sites in the viral polyproteins do not share sequence property. HIV-1 protease inhibitors target the active site in HIV-1 protease for preventing its maturation functioning. Owing to the factthat HIV-1 protease cleavage sites in proteins are templates for inhibitor drugs, deciphering and understanding HIV-1 protease is vital. In this paper, we apply Linear Support Vector Machines (LSV M) for detecting HIV-1 protease cleavage sites in proteins with the view of Orthonormal Encoding technique. During the last decade or so, for the HIV-1 protease, there have been several works to develop various prediction methods based on machine learning.In (Cai et al.1998) multilayer perceptron (MLP) which is a nonlinear machine learning method was used to solve this problem. Recently, Support Vector Machine (SV M) has been adopted for the prediction of the cleavage sites.In (Cai et al. 2002),the authors applied Vapnik’s SV M to the HIV-1 cleavage problem. In (Röngnvaldsson et al. 2003),the authors showed that HIV-1 protease cleavage prediction is alinear problem and LSV M isthe best classifierforthis problem. In (Nanni etal.2006),the authors studied an encoding technique that combines the amino acid substitution matrix Blosum50 together with the sequence order of the amino acid composition. In this work, a linear discriminate classifier (LDC) and a radial basis function SV M were combined. 2. Background and Techniques 2.1. Peptide Sequences A protein sequence is composed of variable combinations of 20 natural amino acids ∑(A, C, D, …, W,Y). A peptide is represented by P = P4 P3 P2 P1 ↓P1’ P2’ P3’ P4’ where ↓denotes a scissile bond, Pi is an amino acid belonging to ∑ (Röngnvaldsson et al. 2003). 2.2. Orthonormal Encoding (OE) Feature Extraction Technique Feature extraction is a process that extracts a set of features from the original pattern representation. Orthonormal Encoding is a robust feature extraction technique to map the octopeptide to a sparse orthonormal representation. Each amino acidinthe peptide sequence (Pi)isrepresented by a 20 bits vector with 19 bits setto zero and one bit set to one. We implemented OE in OSU toolbox (http://sourceforge.net/projects/svm/) in MatLab program. 381 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo 2.3. Data Set A large data set comprised 1625 substrates has been used. This data set had been experimentallytested for cleavage by the wild type HIV-1 protease (Kontijevski et al.2007). On this dataset, we conducted 10 tests. Each training and testsets has been randomly re-sampled but maintained the distribution ofthe patterns intwo classes. 2.4. Hyperplane Classifiers: 1-Norm Support Vector Machines (Fung et al. 2005) Support Vector Machines are a set of related supervised learning methods used for classification and regression. We considerthe problem of classifying m pointsin the n-dimensionalinput space Rn,represented by the m x n matrix A, according to membership of each pointAi in the class A+ or A− as specified by a given m x m diagonal matrix D with plus ones or minus ones along its diagonal. Forthis problem, depicted in Figure 1,the linear programming support vector machine with a linear kernel (thisis a variant ofthe standard SV M) is given by the following linear program with parameter ν > 0: min ( ω ,γ , y )∈R n +1+ m ve′y + || ω || 1 s.t. D ( Aω − eγ ) + y ≥ e (1) y ≥ 0, W here ||.||1 denotes the 1-norm as defined in the Introduction. That problem is indeed a linear program, and it can be easily seen from the equivalentformulation below: min (ω ,γ , y )∈R n +1+ m ve′y + e′t s.t. D ( Aω − eγ ) + y ≥ e (2) t ≥ ω ≥ −t , y ≥ 0. For economy of notation we shall use the firstformulation (1) with the understanding that computational implementation is via (2). Ifthe classes are linearly inseparable, which is often the case in real-world datasets, then two planes bound the two classes with a “soft margin” (i.e. bound approximately with some error) determined by the nonnegative error variable y,thatis: (3) Aiω + yi ≥ γ + 1, for Dii = 1, Aiω + yi ≥ γ − 1, for Dii = -1. The 1-norm of the error variable y is minimized parametrically with weight ν in (1), resulting in an approximate separating plane.This plane classifies data as follows: = 1, then x ∈ A+ , sign( x′ω − γ )  = −1, then x ∈ A− , (4) W here sign (·) is the sign function defined in the Introduction. Empirical evidence indicates that the 1norm formulation has the advantage of generating very sparse solutions. This results in the normal ω to the separating plane x′ω = γ having many zero components, which implies that many input space features do not play a rolein determining the linear classifier. Figure 1. The LP-SV M classifierinthe w-space ofRn. The plane of equation (3) approximately separating pointsin A+ from pointsin A−. 382 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo This makes this approach suitable for feature selection in classification problems. Since our rule extraction algorithm depends directly on the features used by the hyperplane classifier,sparser normal vectors ω willlead to rules depending on a fewer number of features. 3. Results and Discussion O wing to the factthat OE makes the domain space sparser (i.e.from 208 to 2160),the ratio of number of features and the sample size increases.In Figure 2, a graphical description of the system experimented is given. On step 1, training data encodes as Orthonormal encoding. Referred training data is labeled with respect to (Kontijevski 2007). On step 2, By Using orthonormal encoded inputs, LSV M Classifieris constructed. On step 3, testing data is encoded as orthonormal encoding. Finally, a confusion matrix which is a table with two rows two columns that reports the number of True Negatives, False Positives, False Negatives, and True Positives produced from LSV M classifier. We conducted 10 tests and get 0.9277 class rate values as stand-of-the art. We have used totally 540 samples as seen Table 1. Data Training Test Cleaved data 184 190 Uncleaved data 356 350 Total 540 540 Table 1. Sample data experimented Figure 2. Graphical description ofthe system experimented 4. Conclusion In this paper,the problem is to predict whether a given peptide, HIV-1 protease cleavage site,is cleaved or not. We showed by an empirical approach, LSV M with OE inputs can partition the space successfully. Experimentalresultsshow thatour result outperforms the results as pointed in (Nanni et al.2006) has a value of 91.8% and in (Kim et al. 2008) has a value of 89.92%. 383 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo References Beck, Z.Q., Hervio, L., Dawson, P.E., Elder, J.E., Madison, E.L. (2000). Identification of efficiently cleaved substrates for HIV-1 protease using a phage display library and use in inhibitor development. Virology. Graves, B.J., Hatada, M.H., Miller, J. K., Graves, M.C., Roy, S., Cook, C.M., Krohn, A., Martin, J.A., Roberts, N.A. (1992). In Structure and Function of the Aspartic Protease: Genetics, Structure and Mechanisms, Dunn, B., Ed. Plenum: New York; p. 455. Cai Y.D., Chou K.C. (1998). Artificial neural network model for predicting HIV protease cleavage sites in protein. Adv Eng Software 29:119-128 Cai Y.D., Liu X.J., Xu X.B., Chou K.C. (2002). Support vector machines for predicting HIV protease cleavage sites in protein. JComputer Chemistry 23: 267–274. Röngnvaldsson, T., You, L. (2003). Why neural networks should not be used for HIV-1 protease cleavage site prediction. Bioinformatics, 1702–1709. Nanni L., Lumini A. (2006). A reliable method for HIV-1 protease cleavage site prediction methods. Neuro Computing 69: 838 - 841. Kontijevski A., Wikberg J.E.S., Komorowski J. (2007). Computational proteomics analysis of HIV-1 protease interactome. Proteins:Structure, Function and Bioinformatics 68: 305–312. Fung G., Sandilya S.,Rao R.B. (2005). Rule Extraction from Linear Support Vector Machines. KDD’05, August 21–24, Chicago, Illinois, USA. Kim H., Zhang Y., Heo Y., Oh H., Chen S. (2008). Specificity rule discovery in HIV-1 protease cleavage site analysis. Compuatational Biology and Chemistry 32: 72–79. 384 � 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. 514 Title A name given to the resource Linear Support Vector Machines for HIV-1 Protease Site Detection Author Author Gök, Murat Özcerit, Ahmet Turan Abstract A summary of the resource. Several studies have been done for the HIV-1 protease specificity problem by applying machine learning computation techniques recently. In this work, a Linear Support Vector Machine (LSVM) technique has been applied to predict the cleavability of proteins by HIV-1 protease. We used Orthonormal Encoding (OE) extraction technique to map octopeptide sequence inputs. According to simulation outcomes, we have achieved better result, which has a rate of %91.8, compared to earlier studies to predict the cleavability of HIV-1 protease. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/f8633003c17d7ab55cc0142cfb484209.pdf 3cd0771198ce6f5cf700c2a747e762b7 PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Caper (Capparis spp.) Growing Techniques and Economical Importance M uharrem Güleryüz Ataturk University Agricultural Faculty Department of Horticulture 25240 Erzurum-Turkey Gürsel Özkan Ataturk University Agricultural Faculty Department of Horticulture 25240 Erzurum-Turkey Sezai Ercişli Ataturk University Agricultural Faculty Department of Horticulture 25240 Erzurum-Turkey Abstract: Caper has been using as a medicinal and aromatic plant for a long time in particular Mediterranean basin. More recently there have been obvious increased interest to this plant because of a wide culinary and medicinal use areas of this plant. Anatolia is one of the natural growing areas of this plant and local people use it in several ways. The plant has an important commercial value. Particularly in dry areas, the plant naturally found and preventing erosion. In this review we gave information about caper production possibilities, growing techniques, history etc. Introduction Capers has been known for a long time as a aromatic and medicinal plant and itis naturally grown in mostly in Mediterranean countries (Toncer and Tansi, 2000; Kan et al., 2006). The seeds has been reported in Yanghai cemetery in China (Jiang et al., 2007). In old Egypt civilation the seeds was also found together with Pharaoh tombs. Capers were mentioned by Dioscorides as being a marketable product ofthe ancient Greeks. In Aristo and Hipokrattime, the plant particularly its buds was known as a secret plant (Bilgin, 2004). Capers are also mentioned by the Roman scholar, Pliny the Elder. The plant had been a part of the Mediterranean diet for over 5,000 years and several archaeologists has unearthed caper seeds, along with grape, pistachio, almond and olive seedsin Mediterranean basin, which belonged tothe middle Bronze age. Capers widely distributed in some areas in Italy and it has been extensively reviewed in Ronesans time (Barbera and Lorenzo, 1984). The peoples consumed caper flower buds and fruits (caperberry) for a long time. The famous traveller, Evliya Celebi mentioned caper plants 400 years ago in Osmancik town of Corum city in Anatolia region. There is a strong association between the caper plant and seas. The important caper specie, Capparis spinosa is said to be native to the Mediterranean basin, but its range stretches from the Atlantic coasts of the Canary Islands and Morocco to the Black Sea to the Crimea and Armenia, and eastward to the Caspian Sea and into Iran. Therefore itis believed that capers originated from dry regions in Mediterranean and Near Asia. Currently, capers naturally grown in Spain, France, Morocco, Monaco,Italy, Malta,former Yugoslavia, Greece, Tunisia, Algeria, Africa, Southeast Asia, Himalayas, Pacificislands and some parts of Australia(Bilgin, 2004).In these countries,locally capers are collected from wild plants withintheir naturalrange. European main sources are Spain, France and Italy (especially Sicily and the Aeolian island of Salina and the Mediterranean island of Pantelleria). Capers are also cultivated in Dalmatia as well. In Turkey, it is widely distributed in Western cities, middle Anatolia, East Black Sea and Sothern cities(Davis, 1965; Olmez etal.,2004).Itislocally known as ‘Kebere’,‘Gebre otu’,‘Gebere’ or ‘Yılan kabağı’in different part of Turkey (Ozcan et al., 2004). Systematic, Morphology and Anatomy Capers belongs to Capparidaceae family and the family include around 46 genus. Caper is belong to Capparis genus and Capparis spinosa L. and Capparis ovata Desf. are the main cultivated species (Kan and 94 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Arslan, 2004). C. spinosa has three sub species; C. spinosa var.inermis Turra, C. spinosa var.spinosa Zoh. and C. spinosa var. aegytia Lam. On the other hand, C.ovata Desf.is alsoincluded three sub species such as C. ovata var. palestina Zoh., C. ovata var.canescens (Coss.) Heywood and C. ovata var. herbacea Willd.In general caper plantis a shrub with 30-50 cm height. However, C. spinosa can be reach up to 2.5 m and can be found between 200-300 a.s.l(Kan and Arslan, 2004). C. ovata is generally has horizontal growth habit with 20-30 cm height. This specie can be seen atthe altitude of between 300-1500 a.s.l(Davis, 1965). The aerialparts of capers can be cover approximately 15 m2 soilarea. The plant has very strong perranialroot system. It can be reach up to 40 m underthe soil(Olmez et al.,2004). Forthisreason,the plantare used in erosion controlstudies. The plantis also suitable for dry areas. Leaf stipules may be formed into spines. Flowers are born on first-year branches (Rivera et al., 2002; Yilmaz et al., 2002). Capers flowers has mild aroma and itinclude 4 sepal and 4 petals which has white to pink color and numerous anthers and only one stamen. The anthers are in violet color. The flowers has nectarium. It can be pollinated by bees or vasps (Sozzi, 2001; Rivera et al., 2002). The caper fruits named as caperberry and itis elipsoid or ovate shape. The maturated fruits suddenly opened and seeds go outside (Sozzi, 2001). Climate Capers can be grown on semi-arid conditions. Dry heat and intense sunlight make the preferred environment for caper plants.Plants are productive in zones having 200-600 mm annual precipitation and easily survive summer time temperatures higher than 35-40°C. However, caper is a cold tender plant and has a temperature hardiness range similar to the some kind of subtropical fruits for example pomegranate, fig and particularly olive trees (-9 °C) (Kan and Arslan, 2004). However in Northeast Anatolia, caper plants can bee seen in colder areas where olive trees can not be found Soil Plants grow wellin nutrient poor sharply-drained gravelly soils. Mature plants develop large extensive root systems that penetrate deeply into the soil. Therefore itcan be grown in very poor soils as well. Capers are salt-tolerant and flourish along shores within sea-spray zones. The caper's vegetative canopy covers soilsurfaces which helps to conserve soilwater reserves (Olmez et al., 2004). Propagation Capers can be propagated either from seed or cuttings. For seed propagation, caper seeds are miniscule and are slow to nurture into transplantable seedlings. Fresh caper seeds germinate readily-but only in low percentages. To obtain high germination percentage, stratification should be apply on caper seeds. In this way, seeds placed moist medium and waited 2-3 months in cold storage near O o C (Tansu and Kocabaa, 1997; Sozzi, 2001; Yilmaz et al., 2002). The seed coats of capers very resistto obtain water inside (Cesari, 2003). The seed coats are also include lignins. The use of plant growth regulators, particularly gibberellins has been reported increased seed germination ratio in caper seeds from 22% to 64% (Macchia and Casano, 1993; Soyler and Khawar, 2007; Suleiman et al., 2009). The seeds can be dispersed by some animals (Tansu and Kocabaa, 1997; Sozzi, 2001). Caper cuttings are hard-to-rooting (Soyler and Arslan, 2000; Kan et al.,2002). The best cutting collection time are February, March or April in Mediterranean areas. The stem cuttings can be prepared from basal portions, greaterthan 1 cm diameter and 8 cm in length with 6-10 buds. The rooting media must be well drained with bottom heat. The use IBA can be helpfultoincrease rooting. Planting, Irrigation, Pruning and Fertilization For commercial production, the planting can be start in January, February or March. The planting distances can be applied 2x2 or 3x3 in dry areas and 4x4 or 5x5 in irrigated areas. Depending on the roughness of the topography; about 2,000 plants per hectare can be planted. The first year plants do not prefer excess irrigation.If possible, dripirrigation is better. A full yieldisexpected after 3to 4 years. Plants are pruned back in winter to remove dead wood and watersprouts. Pruning is crucialto high production. Heavy branch pruning is necessary, as flower buds arise on one year old branches. Three year old plants will yield 1 to 3 kilograms of 95 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo caper flower buds per plant. Caper plantations can be lasted 20 to 30 years. Fertilization is a not big issue in caper production. Harvest and Processing As well known caper is produced mainly for unopened flower buds. These unopened flowers are exported after harvest (Soyler and Aslan, 1999). For harvest,itis very crucisalthat only unopened flower buds should be picked on a dry days. Harvesting is carried out regularly throughout the growing season. In Turkey and the other producer countries, caper flower buds are collected mainly by hand. The unopened flowers can be picked up 5-6 time per season. After harvest, unopened flowers are preserved either in vinegar or under layers of salt at the concentration of 20% in a jar.In Turkey,the export companies mostly located in Izmir,Istanbul, Bursa etc. The collected caper buds classified according to diameter of buds. In Italy, capers are graded on a scale from '7'to '16', which indicates their size in millimeters. The diameter lower than 7 mm is accepted the best one. This classification is not applied in Turkey. Among two main species, C. ovata is better physical and chemical properties for processing (Ozcan and Akgul, 1999; Giuffrida et al., 2002). Culinary Uses As mentioned before, unopened flower buds of capers have an important commercial value in capers producer countries. These flower buds either pickled in vinegar or preserved in granular salt. Moreover, semimature fruits (caperberries) and young shoots may also be pickled for use as a condiment. Capers have a sharp piquant flavor and add pungency, a peculiar aroma and saltinessto comestibles such as pasta sauces, pizza,fish, meats and salads. It was interesting that the flavor of caper similar to that of mustard and black pepper which comes from mustard oil: methyl isothiocyanate (released from glucocapparin molecules) arising from crushed plant tissues. Capers make an important contribution to the pantheon of classic Mediterranean flavors that include: olives, rucola (argula, or garden rocket), anchovies and artichokes. In most parts of the world, tender young shoots of caper plants can be eaten as a vegetable, or pickled. More rarely, mature and semi-mature fruits are eaten as a cooked vegetable. Medicinal Uses There is very old belief that capers reduce flatulence and to be anti-rheumatic in effect.In ayurvedeic medicine capers are recorded as hepatic protectors, improving liver function. Capers have reported uses for arteriosclerosis, as diuretics, kidney disinfectants, vermifuges and tonics. Infusions and decoctions from caper root bark have been traditionally used for dropsy, anemia, arthritis and gout. Capers contain considerable amounts of the anti-oxidant bioflavinoid rutin. Caper extracts and pulps have been used in cosmetics, but there has been reported contact dermatitis and sensitivity from their use. Economic Importance The European Union countries are the biggest markets for capers. They need high quality caper flower buds. As far as we know, the EU rejected imports from some North African countries recently because of the toxic residue found in the products. However, for the caper products that are appropriately certified, the world market is wide open. Further, organic production of capers will open an additional market niche. A good marketing concept will bring thislocal plantto an export success because the growing conditions for capers are outstanding in Turkey. On the other hand the plant needs to be advertisement on it. Therefore an effective advertisement can also increase its consumption in Turkey as well. References Barbera,G.,&Lorenzo, R.I. (1984). The caperculture in Italy. Acta Horticulturae, 144, 167-171. 96 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Bilgin, M. (2004). Kapari yurt içi piyasa ve ürün araştırması. Đstanbul Ticaret Odası Dış Ticaret Şubesi Araştırma Servisi (in Turkish). Davis, P.H. (1965) Flora of Turkey and the East Aegean Islands, Edinburgh, Edinburgh University Press. Giuffrida, D., Salvo, F., Ziino, M., Toscano, G., & Dugo, G., (2002). Initial investigation on some chemical constituents of capers (Capparis spinosa L.) from the island of Salina. Italian Journal of Food Science, 1(14),.25-33. Jiang, H.E., Li, X., Ferguson, D.K., Wang, Y.F., Liu, C.J., & Li, C.S. (2007). The discovery of Capparis spinosa L. (Capparidaceae) in the Yanghai tombs (2800 years B.P.), NW China, and its medicinal implications. Journal of Ethnopharmacology 113,409-420. Kan , Y., & Arslan, N. (2002). Konya’da doğal plarak yetişen kapari (Capparis ovata Desf. var.canescens (coss.) Heywood)’de bazı fenolojik ve morfolojik özellikler üzerine bir araştırma. Bitkisel ilaç maddeleri toplantısı, Bildiriler, 29-31 Mayıs. Eskişehir,.144-148 (In Turkish). Kan, Y., Akay, A., Kan, M., & Kan, A. (2006). Kebere (Capparis ovata Desf. var canescens (coss.) Heywood)’nin doğal olarak yetiştiği lokasyonların toprak özellikleri ve bunların tomurcuk verimi üzerine etkileri. Selçuk Üniversitesi Ziraat Fakültesi Dergisi 20(40), 90-93. Macchia, M., &. Casano, S. (1993). Propagation of caper (Capparis spinosa). Sementi Elette, 39, 37-42. Ozcan, M., & Akgul, A. (1999). Influence of species, harvest date and size on composition of capers (Capparis spp.) flower buds. Molcular Nutrition & Food Research, 42 (2),102-105. Ozcan, M., Hacıseferogulları, H., &Demir, F., (2004). Some physico-mechanic and chemical properties of capers (Capparis ovata Desf.var. canescens(coss) Heywood) flower buds. Journal of Food Engineering, 65, 151-155. Olmez, Z., Yahyaoglu, Z., &Ucler, A.O. (2004). Effects of H2SO4, KNO3 and GA3 treatments on germination of caper (Capparis ovata Desf.) seeds. Pakistan Journal of Biological Sciences 7(6), 879-882. Rivera, D., Inocencio, C., Carreno, E., Reales, A., & Alcaraz,F. (2002). Archaeobotany of capers (Capparis) (Capparaceae). Veget Hist Archaeobot, 11, 295-313. Soyler, D., & Khawar, K.M. (2007). Seed germination of caper (Capparis ovata var. Herbacea) using α naphthalene acetic acid and gibberellic acid. International Journal of Agriculture & Biology, 9(1),.35-37. Sozzi, G.O., (2001). Caper bush: Botany and Horticulture, Horticultural Reviews, 27, 125-128. Söyler, D., & Arslan, N. (1999). Kebere (Capparis spinosa L.) tohumlarının çimlenmesine farklı sıcaklık ve ışıklandırmanın etkisi. Ege Tarımsal Araştırma Dergisi, 9(1), 63-75. Söyler, D., & Arslan, N. (2000). Kebere (Capparis spinosa L.) çeliklerinin köklenmesi üzerine bazı büyümeyi düzenleyici maddelerin etkileri. Turkish Journal Agricultural Forestry, 24, 595-600. Suleiman, M.K., Bhat, N.R., Abdal, M.S., Jacob, S., Thomas, R.R., Al-Dossery, S., V Bellen, R. 2009. Germination studies of Capparis spinosa L., Propagation of Ornamental Plants, 9(1), 35-38. Tansu, S., & Kocabaa, F. (1997). Importance of caper (Capparis spinosa L.) under forest ecosystem and its cultivation. In: Mukerji A.K. (Ed). XI World Forestry Congress, Antalya, Turkey, Vol 3, Topic 15: 259 (Abstract). Tonçer, Ö., & Tansı, S. (2000). The caper (Capparis ovata Desf.var.palaestina Zoh.) culture in Turkey. Pakistan Journal of Biological Sciences, 3(4),568-570. Yılmaz, H., Karahan, F., Bulut, Z., Demircan N., & Alper H. (2002). Kurak bölgelerde havza planlamasında bazı sekonder bitkilerin biyolojik onarım yönünden değerlendirilmesi. Su havzalarında toprak ve su kaynaklarının korunması, geliştirilmesi ve yönetimi sempozyumu,Hatay, Turkey, (pp.77-84). 97 � 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. 484 Title A name given to the resource Caper (Capparis spp.) Growing Techniques and Economical Importance Author Author Güleryüz, Muharrem Özkan, Gürsel Ercisli, Sezai Abstract A summary of the resource. Caper has been using as a medicinal and aromatic plant for a long time in particular Mediterranean basin. More recently there have been obvious increased interest to this plant because of a wide culinary and medicinal use areas of this plant. Anatolia is one of the natural growing areas of this plant and local people use it in several ways. The plant has an important commercial value. Particularly in dry areas, the plant naturally found and preventing erosion. In this review we gave information about caper production possibilities, growing techniques, history etc. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/1cb4c73f4bc14d028a695da66835c8ff.pdf 56833697334c2965ccd05d51afe3f9a1 PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Development of IT in Education in Bosnia and Herzegovina Example: Faculty of Economics, University of Sarajevo Aida HABUL Prof. Dr., Sarajevo University, Faculty of Economics 71000 Sarajevo, Bosnia and Herzegovina aida.habul@efsa.unsa.ba Merdžana OBRALIĆ International Burch University, Faculty of Economics Department of Business Administration 71000 Sarajevo, Bosnia and Herzegovina m.obralic@ibu.edu.ba Abstract: Use of technology is changing the way we work, learn, and communicateeven the way we carry out our regular, daily activities. In high education, technology has had a dramatic impact on teaching and learning, including service-learning experience. Service-learning classes and activities can be augmented through the use of technology to provide more effective experience for faculty, students and community participants. With their ready access to new technologies, higher education institutions are well-positioned to take advantage of rapid changes in the field. Keywords: IT, Development, Education Introduction Computerization is a process that facilitates the flow, saving and access to information. Looking through education, IT, when it comes to communication between professors and students and saving time, represents the relief during the educational process. This model of work has certain infrastructural and demographic requirements, therefore it is important to decide whether BH is able to support, and when they will have this feature. (dr.Zlatko Lagumdzija, mr.Zlatan Šabić, Mr.Tarik Zaimović, mr. Kačapor Kemal, mr. Dragan Ivanovic, 2006) Computerization is one of the areas of study that in a positive sense, is transforming the profile and image of the organization. It transforms the existing and creates new, appropriate educational programs. Therefore, the computer helps each organization, through stable and evolutionary development, to become a leading educational institution in its field at the state and regional levels. Computerization helps to increase the productivity of the organization to the extent that any set goals of that organization are available. Employees use new tools that will help their communication through modern technology. Today, technological support is such that the participants in the organization can unload most of their daily problems of a practical nature. Therefore, they can be concentrated on the objectives and essence of the teaching process. Staff of organization should have at their disposal the most modern computer-communication aids. Each business unit should be computerized. Internal communication should be at an extremely high level. (Dr. Zlatko Lagumidžija, 2006) Distance Learning (DL) Distance learning, abbreviated DL, is very often linked to modern methods of learning and comes from encouraging the expression of Distance Learning and translated into the Bosnian language means ‘’learning remotely’’. The idea of DL rests on dislocating classical classes and assignments to the new virtual classroom, where a completely new opportunity for study is provided to students. In addition to professor – student interaction, there is also student-student interaction. The phase of synchronous and asynchronous learning is being combined. It also replenishes individual and group work. If you are involved in the educational process, you will see that all of these forms ultimately complement each other. Distance learning, as a new form of learning, offers to students who do not have time to follow the daily lectures, to learn the material and offers them the possibility of learning in a time when it is most convenient for 327 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo them. This form of educational process, in the last 20 years due to the rapid development of information technology, computers and computer network, has joined, or has almost completely replaced the previously known methods of education. Enormous importance in the expansion of this form of education is placed on the Internet, as a global computer network, which is fast and relatively cheap, can connect very remote participants, and helps us overcome technical, linguistic and other barriers in the educational process. An increasing number of students in the world conduct a significant part of their studies at home, by using information from the Internet that are prepared just for them and designed to lead them through the process of learning and absorbing content. At the Faculty of Economics in Sarajevo, this kind of learning started six years ago, where the student through the Courseware received additional materials from the professors. In addition it served professors and other students for further explanation, the exchange of information and to work on common tasks. In the world market there are great courseware tools for organizing remote learning, as commercial and free software packages. Of the commercial tools among the best software packages are WebTV and Blackboard, and the free: Moodle and Caroline. Applications for distance learning, made by Moodle Courseware tool on Windows XP operating system and Apache / MySQL / PHP platform in the form of a local Web server, presents a view of basic opportunities of the software Moodle package in the organization process of distance learning. There are many legitimate reasons for the establishment and expansion of remote education. We have loose-linked or partially isolated parts of the country, we have employed and unemployed people who need various forms of supplementary education in the age in which, because of other obligations, cannot come to a classic educational environment and invest time in learning programs. We have educational institutions with tradition and quality that do not meet in the world bidders of educational content, and have, on the other hand, a relatively viable network IT infrastructure that can solve more technical service needs to distance learning. Education today is considered to be the condition of survival and development of modern societies, because the importance of education, especially in the field of information technology, is at a proportional size with technological development of society. Existing State of Computerization in Bosnia and Herzegovina In general, computerization in Bosnia and Herzegovina is a slow process that does not enjoy such a growth trend, such as in developed countries. Many factors, including the economic condition of the state and the level of education are determining this trend. Information and communication technologies as an integral part of the modern movement are changing our business world, as well as household and government institutions more slowly than expected. These changes promise faster and cheaper communication of citizens, which indirectly affects the positive development of society as a whole. (Sadovic Mirza, prof.dr.Aida Habul, 2008) It was noted that the number of Internet users is still bigger in the Federation of Bosnia and Herzegovina than in the Republic of Serbia and is 36% versus 20%. The younger generation uses this method of communication more than adults. When it comes to students, 80% of them are using the Internet. This information is useful to indicate that we are ready to head to more systematic and better access to organizational IT in higher education. (Rizvić Amra, 2008) In this case we have decided to take a more detailed analysis of use and development of pre-existing IT systems - Distance Learning (DL), its advantages, the current suitability of this vision of study in Bosnia and Herzegovina, and provide any suggestions for improving it. IT at the Faculty of Economics in Sarajevo 1. Faculty of Economics in Sarajevo The Faculty of Economics in Sarajevo was founded in 1952. From then until 2005 13,246 students of four-year study graduated 541 students of three-years of study and 2,578 students of two-year study. The Masters of Science degree acquired 435 candidates and there were 174 doctoral dissertations. The entire period since the establishment of the Faculty is characterized by intensive development focused on the following lessons and educational processes, as it’s modernizing. 2. View of the state of IT at the Faculty of Economics in Sarajevo The Faculty of Economics is a leader in the whole process of E-education in Bosnia and Herzegovina by the number of advanced courses, access to e-education and standardization of developed courses, which have devoted special attention to the aim of obtaining international certification - accreditation. Project E-education, 328 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo meaning Distance Learning (DL), which is developing at the Faculty of Economics as a project of the MIT (Management and Information Technologies) Center, began in 2005. The first generation of DL students (of 150) entered the DL study in the 2006/2007 school year. It is necessary to mention that this is not classical DL studies, but the combination of DL study and standard studies (70% of classes take place online, 30% in class). The largest part of each exam is graded in class. Today at the Faculty of Economics in Sarajevo, about 980 students are participating in the DL study and about 120 professors and assistants are involved. The Faculty of Economics in Sarajevo, out of all the faculties in the University of Sarajevo, is equipped with the most technology. It has 340 PCs (20% of the total number of PCs at the University of Sarajevo), 20 laptops and 6 MAC's. Network infrastructure is well made; all desktop computers are linked to the LAN network. There is also infrastructure for wireless connections (The hot spot in the building is in the square of liberation and the building at the Skenderija Plateau). When it comes to the DL project, the technical infrastructure of the Faculty is used, but one mail service and a computer room with 30 computers is reserved for this project, while other infrastructure is used if necessary. Nonpermanent faculty employee is not related solely to this project. Carriers of the project are members of the MIT Department of Economics, University of Sarajevo, together with technical personnel (7 are actively involved), working on improving service and providing the necessary assistance relevant to professors who create the DL course, in terms of getting acquainted with the teaching staff from the Moodle platform and students, who work in the function of the DL operator (13). (Rizvić Amra, 2008) Research The comparison of different research may find that the students expressed agreement that the development of IT raises the quality of study. It is a very small percentage of students who do not agree with the above statement, with no significant differences by years of study. It is interesting to notice that the students with the most positive attitude are the students in the final years of study. The reason for this could be that these are students who began their studies at the Faculty at a time when it was not at this level of IT maturity, and were witnesses of the progress. Unlike them, students of first, second and third years of study at the faculty come to the time when the use of information technology is almost the same as today. Conclusion Widespread use of technology is changing the way we work, learn, and communicate-even the way we carry out our regular, daily activities. In high education, technology has had a dramatic impact on teaching and learning, including service-learning experience. Service-learning classes and activities can be augmented through the use of technology to provide more effective experience for faculty, students and community participants. With their ready access to new technologies, higher education institutions are well-positioned to take advantage of rapid changes in the field. The process of education in the distance is, "old" is more than a hundred years, and its temporal development depends on the development and availability of communication media. The first forms of remote education were based on letters and postal delivery as a communication tool. Recently the field of DL learning has been intensively studied for several reasons. The belief that the end of any secondary school or faculty stops the need for learning and education was long ago abandoned. From the introduction of the computer in daily human environment, human life has required change and adjustment, and training employees in an adequate way. In the past 20 years, distance education has become very popular in the world due to the rapid development of IT. In such a communication based environment, it becomes quite clear that modern communication has become the basis of human life. So learning with computers and computer networks has replaced the previously known methods of distance instruction, such as correspondence schools and educational programs on radio and television. This especially took place in countries where large distances always presented a problem in the organization of education, which today have developed IT infrastructure, such as Canada, USA, Australia and South Africa. Internet in these countries successfully overcame spatial distances and very well replaces all other known media. The purpose and meaning of Web lectures to listeners is that at any time they have access to teaching materials which are easier and better to be prepared for the coming lessons and exam preparation. New opportunities and responsibilities in the career of young people in terms of changes in places of work, change jobs because of better financial conditions, variable working hours, and a large number of meetings and business trips, work on the ground, etc., give the new generation of students who are able to finance their education by working, more and more access to learning programs from a distance. Learning from a distance is a form of modern learning which is applicable to all forms of education (schools, universities, specialist and postgraduate studies, etc.). Distance learning includes almost all the 329 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo essential features of classical learning and by accepting all the benefits of new telecommunications and computer technology, it is becoming modern. The process of DL study can be improved with better technical equipment and appropriate standardization. The need for international accreditation of Faculty, as a carrier of E-education is of extreme importance. E-education and this kind of study is the future of the world so Bosnia and Herzegovina should work hard to be in line with the world’s E-education. Reference Bajgorić N., (2005), Management of Information Technology, Faculty of Economics in Sarajevo, Sarajevo Bajgorić N., Kenjić V., (2006), ECTS - information package, Faculty of Economics in Sarajevo, Sarajevo Capgemini study, (2007), The User Challenge Benchmarking The Supply Of Online Public Services Colorful D. Seifer, 2003, The Use of Technology in Higher Education Service-Learning Jellassi T., Enders A., (2005), Strategijes for e-Business Creating Value Through Electronic & Mobile Commerce - Concepts & Cases, Prentice Hall, New Jersey Kotler, P., and Fox, K. (1995). Strategic Merketing for Educational Institutions, Prentice Hall, New Jersey Lagumdžija Z., Bajgorić N., N. Brkic, Šabić Z., Kačapor K., Zaimović T., Kenjić V., (2006) Basic project “Distance learning” Ekonmskom studies at the University of Sarajevo Lagumdžija Z., Zaimović T., Šabić Z., K. Kačapor, Ivanovic D., (2005), Management Information Systems, Faculty of Economics in Sarajevo, Sarajevo Mehić E., S. Brkic, Kenjić V., (2006), a guide for freshmen, Faculty of Economics in Sarajevo, Sarajevo Mujačić S., Z. Gajic, D. Matic, R. Beinhauer, (2007), Cross cutting report 2007 Bosnia and Herzegovina, WUS Austria, Graz Policy for Information Society Development in BiH, (2004), UNDP, Sarajevo Shaik, N., (2005),''Marketing Distance Learning Programs and Courses: A Relationship Marketing Strategy'', Online Journal of Distance Learning Administrator, Volume VIII, Number II. www.efsa.unsa.ba 330 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 238 Title A name given to the resource Development of IT in Education in Bosnia and Herzegovina Example: Faculty of Economics, University of Sarajevo Author Author HABUL, Aida OBRALIĆ, Merdžana Abstract A summary of the resource. Use of technology is changing the way we work, learn, and communicateeven the way we carry out our regular, daily activities. In high education, technology has had a dramatic impact on teaching and learning, including service-learning experience. Service-learning classes and activities can be augmented through the use of technology to provide more effective experience for faculty, students and community participants. With their ready access to new technologies, higher education institutions are well-positioned to take advantage of rapid changes in the field. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/cfb32f62fc16d856e9f3bed075663353.pdf cefc7765d7a5cc2e8b94bc61481ddce1 PDF Text Text About Speech Levels and Interaction between Their Units H. HAYRULHEY SamSIFL,Samarkand,Uzbekistan Abstract:Article is devoted to an actual problem interaction – linguistics of the text and speech. In article one of pressing questions of modern linguistics – a problem of levels of speech and definion of units making it is analyzed. As levels of speech are investigated a phrase (offers), the complex syntactic whole and paragrafh. Keywords: Linguistics, progress, linguistic communication, speech acts. Progress achieved in the sphere of world linguistics has been making a great and indisputable contribution to the development of our science. Only some of the books published during recent years can serve as an evident to this: V.G. Borobotka “Principle of forming discourse. From psycholinguistics to linguosinergetics”; KrasnikhV.V. “Ethnopsycholinguistics and linguoculturology”; “Language and knowledge. Parts of speech from cognitive point of view. The role of language in the world cognition” by Kubriyakova E.S; “The bases of discourse theory” by Makarov M.D; “Language philosophy. Culture studies and didactics” by Rojdestvenskiy Y.V; “Keys to communication. The bases of communication theory” by Yakovlev I; “Linguistic communication and speech acts” by Bach K., Harnish R.M; “Linguistic theory of America” by Newmeyer F.L. and others. It should be stated that units of each level themselves imply a separate system. The fact that, they enter into hierarchic relations and join the units of other levels, extends the notion of a system and produces an idea about a whole -language system. This situation can be observed not only in the relation between the units of language levels, but also in the combinations of speech units. When speaking about speech units we must mention that this problem has just been included into the list of problems discussed in linguistic literature. Scientists have not come to one conclusion concerning the units of speech and appropriate levels. And the main reason for this that till the present moment linguistics has not distinguished language and speech, and consequently, language problems has been studied thoroughly, while speech problems left behind. There are a lot of positive effects of admitting speech linguistics as a separate branch of linguistics. Development of speech linguistics as a separate branch indissolubly connected with the demands of science development; as our traditional linguistics lacks its power and sources to give scientific grounds for text linguistics and interpret problems connected with it. Besides this, it has become clear that the idea of including sentence into language units is wrong. But it is also wrong to come to conclusion that speech linguistics is prior to language linguistics. Speech linguistics is closely related to language linguistics; it deals with interpreting problems of the units bigger than language units, and their levels. Even we can say that speech linguistics continues language linguistics. There- fore, units of language and speech and the hierarchic relationship between them act depending on each other. We can observe this in the process of segmenting text or when synthesizing text formation by inductive method. So, studying language and speech separately does not and cannot imply denying relationship between them. We can quote the following statement of V.B. Kasevich on this point: “We must distinguish language levels (of language system) and levels of speech activity. If a language level is a separate subsystem of language, that has its rank of language hierarchy, level of speech – is a separate “tact” or stage of language mechanism’s work, when some concrete subsystem or concrete language level participates in the process of production or perception of discourse” [1.21]. But V.B.Kasevich emphasizes that sentence and level expressed by it is related to language: “A fragment of complete information can not be expressed by any other language units smaller than sentence” [1.21]. We think that the ability of sentence to express a complete idea does not require it’s belonging to language units, as expression of a message is formed in speech. He gives hints at this idea being not final and writes: “The problems of the number and quality of language and speech levels activity are far from their final conclusion” [1.24]. As a matter of fact, levels of speech is a sphere of our linguistics that still needs an explanation; on the contrary, levels of language are studied thoroughly. It’s known that the number of speech units should coincide with the number of language units. But there are still no sound ideas about levels of speech because this problem 426 �is controversial. Thus, it is difficult to compare the problems of investigation of speech and language units with each other. We have mentioned that the phonematic, the morphematic levels are formed on the basis of such language units as the phoneme, the morpheme; and, the word and the lexematic level are above all others. The sentence level which is realized by means of words belongs to speech not language. However, V.M.Solntsev excludes phraseological units and idioms from this list [2.18]. In our viewpoint the question of phrasemes and idioms is open. It’s true that most of the phrasemes and idioms can be considered as speech units, as they exist in the system of our language as ready- made. But wouldn’t it be a mistake if we don’t include into the language units the phrasemes in the form of sentence like “Alining tarvuzi qo’ltig’idan tushdi” (Ali was disappointed)? Of course, the components of the phraseme are used in figurative meaning: Ali dropped his water-melon from his hands. But still, it is connected with semantic side of the problem. As for the syntactic features, this phraseme meets all requirements of sentence level. M.Mirtojiev states: “Though phraseme has a form of a phrase or a sentence and makes a lexical unit, it still possesses its syntactic features. So it is equal to words inside the sentence and functions as one of them. This can be equally applied to phraseological units in the form of phrase and those of sentences. But at this point we shouldn’t forget that phraseology is a semantic phenomenon. For this reason, it can cause only semantic deformation, but not syntactic” [3.187]. Indeed, one type of phraseological units considered as a set phrase is important only from semantic point of view. But syntactically it’s of no importance. Syntactic relations between the components of phraseological units can serve as a proof of our words. Sh. Rahmatullaev states to this point: “Syntactic analysis of a phrase analyzes the structure of language unit, not speech. Generally speaking, syntactic relations between the words comprising a phrase are constant and always inner” [4.10]. We can agree with considerations of both scientists mentioned above. But still, in Uzbek linguistics we can not see any research work in the form of monography on syntactic nature of phraseological units. It is true that we can observe ideas remarks of this kind in recent manuals, educational supplies and some scientific articles. For example, H.Jamolkhonov states: “Connection of words in phrasemes doesn’t differ from the one of the words in the structure of free combinations or sentences: they all are connected hierarchically, but: a) words in free expressions or sentences are connected in the process of speech, while in phrasemes, long before; and they are set” [5.206]. One more that thing should be stated is: when speaking about phraseological units, we think that phrasemes in the form of sentences find their real form in speech, while in language they have only patterns (models). So, it is appropriate to consider sentence as a speech unit, while word combination as a language one. First, it stipulates an invariable structure, second, components of word combination in sentence become sentence components. This includes word combination into the list of speech units, and shows impossibility of interpreting it as a separate level. The fact that word combination is formed in the process of speech can not serve as a reason for this point. The second unit of speech is a complex syntactic construction including several sentences and form hierarchic relations. Thus complex syntactic construction (traditional complex sentence) needs thorough investigation. Our linguists give different interpretation not only to the term “complex syntactic structure” but also to the term “complex sentence”. Some linguists state that it is necessary to stop using the term complex sentence (Ovsyanko-Kulikovskiy, Sakulina, Kartsevskiy, etc.). They accept only the concept of a (simple) sentence. However, I.F.Vardul considers that not all complex constructions can be interpreted as simple sentences. Besides this, according to I.F.Vardulin’s point of view, sentences traditionally called as complex sentences can not have the status of sentence, compound sentences have this status. But if there are no complex sentences what is the need of the concept of compound sentences. Besides all other above mentioned scientists, I.F.Vardul follows L.S.Barkhudarov and G.V.Kolshanskiy and calls complex sentences as parallel constructions; he states that it is more appropriate to call compound sentences as whole sentences [6.70]. The unit of speech, which is bigger than sentence, is a paragraph. This status is connected with its integrative character, as independent sentences, parcelative and attached constructions, complex syntactic constructions come in the paragraph. L.G.Fridman also mentions paragraph as a unit of speech and says: “According to communicative plan sentence is the main syntactic unit. Levels bigger than sentence is complex construction and paragraph. If sentence has been studied from all its aspects, complex syntactic construction and paragraph have not been studied at all” [7.155-156]. This statement of Fredman is not out of place, of course. But he includes only independent sentences into the list of paragraph components and ignores complex syntactic construction and other syntactic structures. Thus, we see that in his above mentioned idea, he emphasizes that complex syntactic construction is a speech unit. If syntactic construction is a speech unit, it forms bigger unit of speech than sentence, and if it is used as a paragraph component, it establishes hierarchic relations with it. 427 �We must empathize that paragraph presupposes the highest level of speech and includes independent sentences as well as complex syntactic constructions; there fore it has integrative character. This is very important, as hierarchic relations of speech units are connected with that character of paragraph. Besides, this integrative character measures the degree completeness of the information expressed in the paragraph. As a conclusion, we include sentence, complex syntactic constructions and paragraph into the list of speech units and on this basis we state speech levels having the same termination. References Касевич В.Б. (1977) , Элементы общей лингвистики, Мockba. Солнцев В.М.(1972), О понятии уровня языковой системы // Вопросы языкознания, №3,.s.18. Миртожиев М.М. (2004), Ҳозирги ўзбек адабий тили,Тошкент,. Раҳматуллаев Ш. (1978), Ўзбек тилининг изоҳли фразеологик луғати, Тошкент.. Jamolxonov H. ( 2005), Hozirgi o′zbek adabiy tili,Toshkent. Вардуль И.Ф. (1977), Основы описательной лингвистики (синтаксис и супрасинтаксис),. Мockba. Фридман Л.Г.(1967), К исследованию абзаца как синтаксической единицы (на матер. немецкого языка) // Уровни языка и их взаимодействие, Мockba s. 155-156. 428 � 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. 437 Title A name given to the resource About Speech Levels and Interaction between Their Units Author Author HAYRULHEY, H. Abstract A summary of the resource. Article is devoted to an actual problem interaction – linguistics of the text and speech. In article one of pressing questions of modern linguistics – a problem of levels of speech and definion of units making it is analyzed. As levels of speech are investigated a phrase (offers), the complex syntactic whole and paragrafh. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/50f12d11746589ca30ad517de3f32488.pdf 94d0f866ceb937be5886e962d9a858b5 PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Larry Greiner Growth Model in the Organization Life and a Case Study Mustafa HOTAMIŞLI Asist. Prof. Dr, Afyon Kocatepe University, Faculty of Economics and Administrative Sciences, hotamisli@aku.edu.tr Hasan ĐBĐCĐOĞLU Prof. Dr., Isparta Suleyman Demirel University, Faculty of Economics and Administrative Sciences, hibici@iibf.sdu.edu.tr Mete KARAYEL Res. Assist., Afyon Kocatepe University, Faculty of Economics and Administrative Sciences, mkarayel@aku.edu.tr Abstract: The study aims to inquire in terms of Larry E. Greiner’s Model of Organizational Growth in the development process of structural changes in the organizational life. The present case study explicitly will be able to reveal “how” realizing according to Greiner’s Model of Organizational Growth. This study will help to understand to us the process of organizational growth and the content of the subject. In addition this study specifically will help to understand along with organizational growth which comprising according to phases of organizational life cycle of the organizational culture and organization structure of the strategies of Greiner’s Model of Organizational Growth. Due to such motivating facts as the promise made by organization management beforehand to allow me to conduct a comprehensive survey, changes in the management styles, adaptation of the theories of modern management and the ability of ongoing continuous of the growth’s providing in the extend of qualitative, an advanced and technological manufacturing environment and a dynamic competitive atmosphere. Kordsa Inc. was chosen to be handled for our analysis. The research covers prospective practicing of organizational growth and organization history of Kordsa Inc. from 1973 to 2004 in Turkey. Key Words: L.Greiner’s Organizational Growth Model, Organizational Life. 1. Introduction Organizations go through some phases as born, growing, maturity and death like every living organisms. However organization can be immortal contrary to live organisms in the theory. For immortalizing their lives, organizations have to manage organizational growth process successfully in the hyper competition periods. There are organizational growth models and applications, which were developed in the scope of organization life cycle, (Sutton at all.,p.45;Miller at all.,p.225; Churchill at all.,p.30-35;Adizes,p.10; Santora at all.,p.12;Lester at all.p.314) for not terminating and also maintaining organizational growth. Among these models, Larry E. Greiner’s Organizational Growth Model(Greiner p.55;) is accepted as a classic in organization literature by organization theorists. Accordingly, Greiner Organizational Growth Model’s theoretical ground consists of terminating evolutionary problems in organizational growth’s different phases by using revolutionary solution approaches. Greiner’s Organizational Growth Model, its applications, effects of applications on organizational structure and organizational culture, effects of Greiner’s Organizational Growth Model applications in Kordsa Inc. on organizational structure and organizational culture were analyzed in the study. Filley and Aldag said that “Organizations can harmonize themselves to environmental situations; however they cannot previously predict this harmonization. At the same time, Filley and Aldag propose that transitions in organizational growth phases doesn’t happen frequently, and expecting how it will shape advanced level organization is not possible (Whetteen et all,p.50).. On the other hand, theorists like Cavoie and Culbert argue that developments in frequent intervals guide organizational transitions truly by the time. (Cavoie et all.,p.417-420). 259 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo 2. L. Greiner Organizational Growth Model Organization theorists developed models trying to explain organizational growth phases. L. Greiner’s article named “Evolution and Revolution as Organizations Grow” is the most valuable one and is accepted as a classic. (Bedeian,at all, p.466.). In addition to this, also Kaplan and Johnston modeled organizational growth from the evolutionary and revolutionary dimensions (Kaplan at all., p.13). Greiner propose that dissolution of every revolution time interval determines whether organization will arrive to next evolution phase or not. At the same time, finalization of growth phases cause to arise of management crises belonging to every phase (Tang etc.p.29).. Greiner analyzed organizations’ growth situations in five main dimensions. These are from Figure 2; Organization’s Age, Organization’s Size, Evolution Phases, Revolution Phases and Sector’s Growth Rate. Big Org. In Fast Growth Rated Industries Org. In Middle Growth Rated Industries Organization Size Org. In. Slow Growth Rated Industries Small Young Organization Age Mature Evolutionary Crisis Phase Revolutionary Crisis Phase . Figure 1. How do organizations grow? Resource: GREINER, 1998, s. 56. 3. L. E. Greiner’s Organizational Growth Applications Greiner Organizational Growth Model consists of five phases and every phase has two dimensions. First dimension is evolutionary dimension in which organizational growth is stable and calm, another dimension is revolutionary dimension in which every phase triggers other phase. 260 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 5. ...Crisess?? ? Big 4. Officiality Crisis Size of the Organization 3. Control Crisis 5. Growth With Cooperation 4. Growth With Harmonization 2.Autonom y Crisis 3. Growth With Decentralization 1.Leadershi Youth p Crisis Small 2. Growth With Org. Evolutionary Time Direction Interval Age Maturity Revolutionary Time Interval 1. Growth With Creativity Figure 2. Greiner’s Five Phases Organizational Growth Model Resource: GREINER, Evolution.. s. 58; Larry E. GREINER, “Evolution and Revolution as Organizations Grow”, President and Fellows of Harvard College, July-August 1972, s. 39. Organization comes to the breakpoint while accumulations and tensions in one phase is calm, and revolution is created to cause radical changes in organizational structure. According to this model, every structure is valid for a specific time period and organizational change triggers radical structure changes. Changing organizational structure solves the problems in that time, and prepares infrastructure fort he problems may occur in the future. 4. Reflections Of Organizational Growth Applications On Organizational Structure Organizational structures in organizational growth process can adapt to new situations during passing new phases. These organization structures; Informal Organization Structure, Centralized-Functional Organization Structure, (Jones,p.453;Greiner, Harvard,p.53).. We will try to analyze organizational growth reflections on organizational structures which occurs during growth process. 5. Reflections Of Organizational Growth Applications To Organizational Culture Compatible Organizational culture applications to changing structures are seen in organizational growth process. In this part, organization cultures (Flamholtz at all.p.314;Schein,p.262,), Entrepreneurship-Power Culture, Role Culture, Professionalism-Institutionalism-Process Culture, Destek Kültürü, Cooperation Culture were analyzed. 6. Analysis Of Reflections Of Greiner Organizational Growth Model’s On Organization Structure And Organization Culture 6.1. Research Purpose General purpose of the study is analyzing Kordsa Inc.’s organization structure and organization culture in light of Greiner Organizational Growth Model. 261 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Answers to research questions determined in the framework of this general purpose will be searched in the light of data gathered. • How do Kordsa organizational growth applications change according to L. E. Greiner Organizational Growth Model applications? • How are the reflections of Kordsa organizational growth applications on organization culture according to organization life cycle phases seen from the perspective of G Model? 6.2. Scope Of Research Selection of the organization using organizational growth application effectively has big importance for arriving the aim of the study. Therefore, Compatibility of main parameters in E. Greiner’s Organizational Growth Model like Organization Age, Organization Size, Evolution Phases, Revolution Phases and Growth Rate of The Sector Kordsa Inc.’s organization structure, became effective to determine sample organization in the study. 6.3. Research Method The study is a qualitative research. Semi structured interview technique and content anaylsis were used in this qualitative research. In this study, as one of case study techniques, technique was chosen. Semi structured interview technique was applied to executives. Data intended for organization growth applications, the subject of the study, was tried to be obtained. In content analysis, records, activity reports about phases of managements’ foundation to now, and data from management proceeding handbooks were analyzed. 6.4. Research Limitations Main constraint in the study is there is no empirical study on organizational growth from the perspective of organization life cycle in our literature. Furthermore, executives didn’t reply some questions by accepting them as a company secret. 6.5. Research Results And Evaluation a. Results and Evaluation About the Relationship between L. Greiner’s Organizational Growth Model Applications and Organization Structure and Organization Culture L. Greiner’s Organizational Growth Model Applications has effect on organization culture and organization culture according to organization life phases. According to these phases an organization structure in newly founded organization goes through phases in order of; informal organization structure, centralizedfunctional organization structure,, matrix organization structure. At the same time, organization cultures in this phase are; entrepreneur-power culture, role culture, professionalism-institutionalism-process culture, support culture and cooperation culture. b. Results and Evaluation About the Relationship between L. Greiner’s Organizational Growth Model Applications and Organization Structures in Organization Life Cycle Phases In the research, by making observation-interview-document analysis researches it was found that, sample has passed first four phases and now in the fifth phase in organizational structure changes shaped by phases at Greiner Organizational Gowth Model applications. After making observation-interview-document analysis researches it was found that organizational structure in this phase has organic organization structure qualifications consisting of matrix organizations. c. Results and Evaluation About the Relationship between L. Greiner’s Organizational Growth Model Applications and Organization Culture in Organization Life Cycle Phases After making observation-interview-document analysis researches it was found that Creativity, sharing, harmony and role culture is dominant from the foundation date of Kordsa 1973 to 1987. In 1987 by organizational growth, Kordsa’s organization structure transformed to divided structure, Kordsa’s production capacity increased, and Kordsa started to enter wide markets. In this phase, deficient culture transformed to support culture. In 1994, institutionalism-professionalism-process culture was started to be applied. 262 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo In 1998, Kordsa made a %50-50 cooperation with Dupont and in 2004 it bought remaining shares of Dupont. By this, this corporation transformed to a global structure from organizational dimension. In this phase, “cooperation culture” was seen. Similar results were found in literature review. 1973-1981 1981-1987 1987-1990 1990-1998 1998-2004 5. ...Crises?? Big 4. Officiality Crisis Size of the Organization 3. Control Crisis 5. Growth With Cooperation 4. Growth With Harmonization 2.Autonom y Crisis 3. Growth With Decentralization Youth 1.Leadershi p Crisis Organization Age 2. Growth With Evolutionary Time Direction Interval Maturity AgAge Revolutionary Time Interval 1. Growth With Creativity Small Figure 3. The Five Phases Of Greiner Organizational Growth Model Of Kordsa Inc. 7. Results and Suggestions Kordsa Inc. was founded in 1973 and consequently it was understood that it is important to analyze organization’s age, including periodical applications between 1973-2004 years and as anticipated in Greiner Organizational Growth Model. Organizations’ growth and maturation arise in evolutionary process. This evolutionary phase, is long growth process defined as “specific time interval”. Kordsa Inc. experienced evolutionary process among the periods 1973-1981, 1981-1987, 1987-1990, 1990-1998, 1998-2004. Unimpeded evolution is not inevitable and is not sustainable indefinitely. Organizations enter a revolutionary process by the crisis after evolutionary phases. Kordsa Inc. experienced these processes among the years 1987-1990 and 1998-2004. References: Adizes, Ishak (1999), Managing Corporate Life Cycles, Prentice Hall Pres, Paramus. Lester Donald L.,John A. Parnell,William “Rick” Crandall,Michael L. Menefee (2009) “Organizational Life Cycle And Performance Among SMEs Generic Strategies For High And Low Performers”,International Journal of Commerce and Management,Vol. 18 No:4, 2008,Acc.Date:10.03.2009, www.emeraldinsight.com/10569219.htm Bedenian, Arthur G. ve Raymond R. Zammuto (1991), Organizations Theory and Design, The Dryden Press, Chicago. Brush Candida G., Patricia G.Grene, Myra M.Hart, Linda F.Edelman (2009), “Resource Configuration Over The Life Cycle of Ventures”, Frontiers of Entrepreneurship Research, Acc.Date:10.03.2009), (http://www.babson.edu/entrep/fer/papers97/index97) 263 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Cameron, Kim S. David A. Whetten (1988), “Models of the Organizational Life Cycle”, Readings in Organizational Decline, Edited: Kim S. CAMERON, Robert I. SUTTON, David A. WHETTEN, Ballinger Publishing Company, Cambridge Massachusetts. Cavoie D., S. A. Culbert (1988), “Stages in Organization and Development”, Human Relations, Num:31. Churchill C., L. V. Lewis, “The Five Stages of Small Business Growth”, Harvard Business Review, Vol: 61, Num: 3, s. 30-35. David, Whetten,A,S. Kim Cameron (2004), Developing Management Skills, Pearson Education; International Edition. Filley A.C., R. J. Aldag (2009), “Organizational Growth Types, Greenwich, Acc.Date. 10.03.2009,(http://oss.sagepub.com/cgi/reprint/2/4/380) Flamholtz, Eric G, Zeynep Akşehirli (2000), ”Organizational Success and Failure”, European Management Journal, Vol:18, Num:5. Greiner Larry E., (1972) “Evolution and Revolution as Organizations Grow”, President and Fellows of Harvard College, s. 39. Greiner, Larry E. (1998), “Evolution and Revolution as Organizations Grow”, Harvard Business Review. Hill, Linda (2002), AHarvard Business Scholl “Perlegen Sciences”. Jones, Gareth (2003), Organizational Theory, Design, and Change, Fourth Edition, Prentice Hall; 4 edition. Kaplan,M.Soren, E.Robert Jhonston, (1998), Disclocations-Drivers of Industry Evolution, Innovation and Corporate Growth”, Strategic Change, N.7. Miller Danny, Peter H. Prisen, “Successful and Unsuccessful Phases of the Organizational Life Cycle”, Readings in Organizational Decline. Nelson K.H.Tang, Ossie Jones, Paul L.Forrester (1997), “Organizational Growth Demands Concurent Engineering”,Integrated Manufacturing Systems, Vol.8, Num.1, s.29. Santora Joseph C. And James C. Sarros, (2009), Founders, Leaders, And Organizational Life Cycles: The Choice Đs Easy – Learn Or Fail!, Development And Earnıng In Organızatıons, Vol. 22 No. 3 2008, Acc.Date.10.03.2009, www.emeraldinsight.Com/Reprints. Schein, Edgar H, (1992), Organizational Culture and Leadership, 2.Edition Jossey Bass Inc. San Francisco. 264 � 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. 214 Title A name given to the resource Larry Greiner Growth Model in the Organization Life and a Case Study Author Author HOTAMISLI, Mustafa iBiCiOĞLU, Hasan KARAYEL, Mete Abstract A summary of the resource. The study aims to inquire in terms of Larry E. Greiner’s Model of Organizational Growth in the development process of structural changes in the organizational life. The present case study explicitly will be able to reveal “how” realizing according to Greiner’s Model of Organizational Growth. This study will help to understand to us the process of organizational growth and the content of the subject. In addition this study specifically will help to understand along with organizational growth which comprising according to phases of organizational life cycle of the organizational culture and organization structure of the strategies of Greiner’s Model of Organizational Growth. Due to such motivating facts as the promise made by organization management beforehand to allow me to conduct a comprehensive survey, changes in the management styles, adaptation of the theories of modern management and the ability of ongoing continuous of the growth’s providing in the extend of qualitative, an advanced and technological manufacturing environment and a dynamic competitive atmosphere. Kordsa Inc. was chosen to be handled for our analysis. The research covers prospective practicing of organizational growth and organization history of Kordsa Inc. from 1973 to 2004 in Turkey. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/88a42195e6bbce14a3b8c80377a68fa2.pdf 91160412c4899bf99a4c0f45fd7f081b PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo A New Approach to a Marketing Decision Model via the Fuzzy Expert System A.Samet Hasiloglu Department of Computer Engineering, Ataturk University, Erzurum, Turkey, asamet@atauni.edu.tr U mit Gul Vocational College of Narman, Ataturk University, Erzurum, Turkey Abstract: This paper proposes a new forecasting method for a marketing decision model. To support the modeling process, a fuzzy expert system was designed to determine whether a new product should enter the market. The fuzzy expert system based model presenting of a new product to the market at the best time will provide an advantage to the companies in competitive environment and increase their share of the market. In the final stage of this framework, algorithms for building fuzzy expert systems are explained and applied to a case study. The proposed method was tested with an actual data load of product life cycle. Keyword: fuzzy expert system; product life cycle; marketing decision model Introduction Real-world decision-making is much too complex, uncertain and imprecise to lend itself to precise, prescriptive analysis.Itisthis realization that underlies the rapidly growing shiftfrom conventional techniques of decision analysis to technologies based on fuzzy logic. Fuzzy logic was originally proposed as a means of representing uncertainty and formalizing qualitative concepts that have no precise boundaries. So far, of fuzzy logic has gained much more attention in engineering applications than in business and finance applications, but an even larger potential existsinthe latterfields (Facchinetti et al., 2003 & Yavuz et al.). Fuzzy logic is an excellent way to combine Artificial Intelligence methods (Zadeh, 1993). Fuzzy set theory and fuzzy logic provide a general method for handling uncertain and vague information, which unfortunately are unavoidable in many real world decision-making processes (Frantti & Mahonen, 2001). Fuzzy logic avoids the abrupt change from one discrete output state to another when the input is changed only marginally. Thisis achieved by a quantization of variablesinto membership functions (Herrmann, 1995). Expert systems were designed to reason through knowledge to solve problems using the same methods that humans use. A fuzzy expert system is an expert system that utilizes fuzzy sets and fuzzy logic to overcome some ofthe problems which occur when the data provided by the user are vague orincomplete. In this paper, we illustratethatthe fuzzy approach may be usefulin industrial economics.In particular, a fuzzy expert system has been adapted for product life cycle management. The well-known product life cycle approach describes the changing features of markets during their evolution. It may therefore serve as a theoreticalframework within which market changes can be explained (Klepper & Graddy, 1990). To supportthe decision process, a fuzzy expert system was designed to determine whether to enter of a new product into the market. Finally, when operating the fuzzy expert system, three different deductions can be made:the preservation of the present status,the introduction ofthe new productto the market and the withdrawal of the productfrom the market. The organization of this paper is organized as follows: Section 2 briefly summarizes the basic principles ofthe productlife cycle. Section 3 provides an overview of the Fuzzy expertsystems.In section 4 (the main part of this paper),the major modeling issues ofthe study are examined, based on a fuzzy expert system. This paper concludes with a summary ofthe findings and directions for future research. 241 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Product Life Cycle All products and services have certain life cycles. Life cycle refers to the period from the product’s first launch into the market untilits final withdrawal. The life cycleis split up in phases. Since an increase in profits isthe major goal of a company that introduces a product into a market,the product’s life cycle management is very important(Komninos, 2002). New product failures may occur because of an overestimation of market size, product design problems,Incorrectly positioned, priced or advertised products,costs of product development and / or competitive actions (Kotler & Armstrong, 2001). Although the life cycle varies in accordance with the product and sector base,the product’slife cycle – period usually consists of five major phases as shown in (Fig. 1). The first period is the product development phase, the second period is the entrance phase, the third period is the growth phase, the fourth period is the maturity phase and the fifth period is the satisfaction phase. The product development phase begins when a company finds and develops a new productidea. The entrance phase isthe period of a product’s presentation to the market and the effort spent for its acceptance. Generally, this isthe period of catching up at par point. The growth phase is the best step, where the product has reached its maximum profit and has been through its brightest period. In the maturity phase, problems gradually arise up and in sales startto decrease. Despite this sales decrease, companies try to keep their sales high by using other marketing activities,called sales efforts.In that period increase in sales like jumping sales (comb tooth) occur. It is generally agreed that innovation, performance, and competition depend significantly on the maturity ofthe markets(Dosi,1997). The Satisfaction phase isthe period thatthe companies prefer notto be in because they willstarttolose in a while. During the maturity period, significant changes are made in the way that the product is behaving in the market. Presentation of a new product to the market at the best time will provide an advantage to competing companies and increase their share ofthe market (Leenders & Wierenga, 2002). Figure 1: Life cycle period of a new product In the conventional productlife cycle,introduction of a new productto the market corresponds point "A" in (Fig. 1) (http://www.otterbein.edu/home/fac/brccbly/courses/images/plc.gif). When a company comes to this point atthe end of the maturity period, it has to choose one of these alternatives: new product, new market, or withdrawal of goods from the market,so as notto enterinto the 5-th period. As shown in Point "A" (McDonald, 1995)the existing system is considered to be lateforthe new product to enter the market. This point is the period in which the company withstands a number of costs called other sales efforts(promotion, excess goods, discount, etc.)to keep the sales active.Itis plain to see from a review of the conventionallife cycle that profit has started to fallin spite ofthe increase in sales. The proposed system attempts to determine the point specified as point "A" in (Fig. 1) by means of the expertsystem. Inthis proposed structure, point "A" can be taken to an earliertime than in the existing policies.In the operation ofthe system, productlife cycle maturity period characteristics will be reviewed and efforts will be made to determine the most suitable time for presentation ofthe productto the market by evaluating the factors called as macro and micro marketindicators. There are some major productlife cycle managementtechniques that can be used to optimize a product’s revenues in respect to its position in a market and its life cycle. These techniques are mainly marketing or management strategies that are used by most companies worldwide and include the know-how of product 242 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo upgrade,replacement and termination. Nevertheless, a product manager must know how to recognize which phase of itslife cycle a product is in,regardless ofthe problems inthe model discussed above. To do that,a good method is the one which follows (Komninos, 2002): a.Collection ofinformation aboutthe product’s behavior over a period atleast of 3–5 years. (Information willinclude price, units sold,profit margins,return ofinvestment – ROI, market share and value). b.Analysis of competitor short-term strategies (analysis of new products emerging into the market and competitor-announced plans about production increase, plant upgrade and product promotion). c.Analysis ofthe number of competitorsin respect of marketshare. d.Collection ofinformation ofthe life cycle of similar productsthat will help to estimate the life cycle of new products. e.Estimation of sales volume for 3 – 5 years from productlaunch. f.Estimation of the total costs compared to the total sales for 3 – 5 years after product launch (development, production, promotion costs). Strategies that must be applied as soon as the phase of product life cycle is recognized are given in the (Tab. 1) (Komninos, 2002). Strategic Goal Competition Product Development Phase Make your product known and establish a test period Almost not there Product Limited number of variations Price Goal High sales to middle men Promotion Goal Entrance Phase Growth Phase Acquire a strong market position Maintain your market position and build on it Early entry of aggressive competitors into the market Introduction of product variations and models Price and distribution channel pressure Aggressive price policy (decrease) for sales increase Creation of Reinforcement of public-market product awareness product and preference awareness Exclusive General and and selective reinforced distribution through distribution through all distribution certain channels available distribution channels and creation of high profit margins for middle men Maturity Phase Satisfaction Phase Defend market position from competitors and improve your product Establishment of competitive environment “Milk” all remaining profits from product Improvement – upgrade of product Price decrease Re-estimation of price policy Defensive price policy Variations and models that are not profitable are withdrawn Maintain price level for small profit Reinforcement of middle men Maintain loyal to Gradual decrease middle men General and reinforced distribution with good supply to the middle men but with low margins of profit for them General and reinforced distribution with good supply to the middle men but with low margins of profit for them Some competitors are already withdrawing Withdrawal from most channels of distribution except those used in the development phase Table 1: Strategies of each productlife cycle phase Fuzzy Expert Systems A fuzzy expertsystem is an expertsystem that utilizesfuzzy sets and fuzzy logicto overcome some of the problems which occur when the data provided by the user are vague and incomplete.Itconsists of a fuzzification module, an inference engine, a fuzzy rule base and a defuzzification module. The fuzzification module preprocesses the input values submitted to the fuzzy expert system. Crisp inputs x1 x2 . . . xn ... Fuzzification Subsystem Fuzzy Rule Base Fuzzy inference engine 243 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Figure 2: Structure ofthe fuzzy expert system The inference engine usesthe results ofthe fuzzification module and accessesthe fuzzy rulesinthe fuzzy rule base to infer whatintermediate and output values to produce. The final output ofthe fuzzy expert system is provided by the defuzzification module. The structure of the developed system is shown in (Fig. 2). This structure is common for fuzzy inference systems. Developed Marketing Decision Model In this study, a new marketing decision model was developed, whose structure identifies the fuzzy logic inference flow from the input variablestothe output variables. The fuzzification inthe inputinterfacestranslates analog inputs into fuzzy values. The fuzzy inference takes place in rule blocks, which contain the linguistic control rules. The outputs of these rule blocks are linguistic variables. The defuzzification in the output interfaces translatesthem into analog variables. The decision tree ofthe modelis shown in (Fig. 3).   Economic _ conditions Global _ Market   Political _ Circums tan ces   Competition   Performance _ of _ productManufacture Other _ Selling _ Efforts  Pr oportional _ Increase _ ın _ Sells    Manufacture _ Po int T arg et _ Market   Re newal Figure 3: Decision tree ofthe model (Fig. 4) shows the entire structure of this fuzzy system including input interfaces,rule blocks and output interfaces. The connecting lines symbolize the data flow. The fuzzification method, “Compute membership function (MBF)”,isthe standard fuzzification method used in almost all applications. This method only storesthe definition points ofthe membership functions in the generated code and computes the fuzzification atruntime. For output variables, different defuzzification methods exist as well. The most often used method is center-of-maximum (“Co M”), which delivers the best compromise of the firing rules (Von Altrock, 1997; Bojadziev & Bojadziev, 1997). In (Fig. 4),the rule block ofthe structure ofthe fuzzy logic system is shown. This block containsthe rules of the system describing the control strategy. Rule blocks contain the control strategy of afuzzy logic system. 244 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Figure 4: Structure ofthe fuzzy logic system Each rule block confines allthe rules for the same context. A context is defined by the same input and output variables of the rules. The ‘IF' part of the rules’ describe the situation for which the rules are designed. The ‘THEN’ part describes the response of the fuzzy system in this situation. The degree of support (DoS) is used to weigh each rule according to itsimportance, which ranges from zero to one. Global market indicators, overall economic situation and legal and political circumstances prevailing in the market arethe factors reviewed. The fuzzy expertrules of the global market can be sum marized in (Tab. 2). Economic cond. Negative Negative Negative Ineffective Ineffective Ineffective Positive Positive Positive IF AND Political circums. Negative Ineffective Positive Negative Ineffective Positive Negative Ineffective Positive THEN Global market Pessimistic Pessimistic Pessimistic Pessimistic Pessimistic Optimistic Pessimistic Optimistic Optimistic Table 2: Rules ofthe rule block “RuleBlockGlobalMarket” The target marketindicatorfactors are a renewal ofthe product and manufacture point. Manufacture point isthe comparison of performance of the products and itsrivals. The result of this review revealsthe probability that performance of the product can be lower or higher than or equal to that of the closest rival product. The condition of “manufacture point” has three condition domain factors: m.p. < c.m.p., m.p. = c.m.p.and m.p. > c.m.p. Above, “m.p.” is the manufacture point of our product, “c.m.p.” is the manufacture point of the competitor’s product. The Fuzzy expertrulesinthe target market are summarized in (Tab.3). IF Manufacture point AND Renewal THEN Target market Mp<cmp not_ok Wait Mp<cmp Mp=cmp Mp=cmp Mp>cmp Mp>cmp Ok not_ok Ok not_ok Ok Medium Wait Impulsive Medium Impulsive Table 3: Rules ofthe rule block “RuleBlockTargetMarket” The factors of manufacture indicators are “competition”, “other selling efforts” and “proportional increase in sales”. The most striking signs of the maturity stage are a decrease in competition, rivals’ introduction of new products to different market sector and construction of existing market. The fuzzy expert rules of “manufacture” can be summarized in production rules in (Tab. 4). 245 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Competition Decreased Decreased Decreased Decreased Increased Increased Increased Increased AND IF Other selling efforts Decreased Decreased Increased Increased Decreased Decreased Increased Increased AND Prop. increase in sells Decreased Increased Decreased Increased Decreased Increased Decreased Increased THEN Manufacture Poor Good Good Very good Good Very good Very good Very good Table 4: Rules ofthe rule block “RuleBlockManufacture” As a result of a sales rates' decrease, a company willinitiate other sales efforts to increase sales. These efforts will escalate the cost of other sales efforts. Thus, the profit rate will drop because a big portion of the profitis used to finance other sales efforts. The fuzzy expertrules in the “Performance” can be summarized in the production rulesin (Tab. 5) and (Tab. 6) shows the summary ofthe project. Global market Pessimistic Pessimistic Pessimistic Pessimistic Pessimistic Pessimistic Pessimistic Pessimistic Pessimistic Optimistic Optimistic Optimistic Optimistic Optimistic Optimistic Optimistic Optimistic Optimistic AND IF Manufacture Poor Poor Poor Good Good Good Very good Very good Very good Poor Poor Poor Good Good Good Very good Very good Very good AND THEN Performance Bad Bad Passive Bad Passive Passive Passive Passive Active Passive Passive Active Passive Active Active Active Active Active Target market Wait Medium Impulsive Wait Medium Impulsive Wait Medium Impulsive Wait Medium Impulsive Wait Medium Impulsive Wait Medium Impulsive Table 5: Rules ofthe rule block “RuleBlockPerformance” Global Market Manufacture Target Market Performance Result Input Variables 2 3 2 7 7 Output Variables 1 1 1 1 1 Intermediate Variables 1 1 1 3 3 Rule Blocks 1 1 1 1 4 Rules 9 8 6 18 41 Membership Functions 6 7 5 3 21 Table 6: Summary of project As a result of operating the expert system, three different deductions can be made: preservation of the present status,introduction of a new producttothe market and the withdrawal ofthe productfrom the market,i.e.: If PERFOR M A NCE = Active Then “Preserve the present status” If PERFOR M A NCE = Passive Then “Introduce the new producttothe market” If PERFOR M A NCE = Bad Then “Withdraw the product from market” Results The fuzzy expert system-based marketing decision model, which defines the product life cycle, was implemented in an automated knowledge base. Our model was constructed using FuzzyTech as an expert system development tool for determining productlife cycle. The Productlife cycle maturity period characteristics were reviewed and efforts were made to determine whethertointroduce the productintothe market or not. As a result of operating the expert system, three different deductions can be made: “preservation of the present status”, “introduction ofthe new producttothe market” and “withdrawal ofthe productfrom the market”. 246 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Conclusion In this paper, we propose a way to deal with product life cycle management. This new idea is to reproduce what fuzzy expert system does when they have to decide a new product’s market entering time. Values taken by these reviewed factors are interpreted by means of the fuzzy expert system and the best decision forthe company is made. As a result ofthe study,the most suitabletime forintroduction ofthe product to the market can be determined, instead of withstanding the costs of other sales efforts and losing profit or risking the loss of market share during the product's maturity period. In further research, to get a most realistic model,itis possible to add quantitative parameters to model such as production per unittime, wasting machine hours,labor hours,and raw material. Besides,to adapting this model to reallife, generalrules should be extended. For example,to define political circumstances of the target society, new rules set can be added to model. References Bojadziev, G., & Bojadziev, M. (1997). Fuzzy Logic for Business, Finance and Management, Singapore, World Scientific Publishing Co. Dosi, G. (1997). Industrial structures and dynamics: evidence, interpretations and puzzles. Industrial and Corporate Change, 6, 3–24. Facchinetti, G., Mastroleo, G., & Paba, S. (2003). A Fuzzy Approach to Empirical Identification of Industrial Districts. In Fuzzy Application Library/Business Applications/ Identification of Industrial Districts, on-line http://www.fuzzytech.com/e/district.html Frantti, T., & Mahonen, P. (2001). Fuzzy Logic-based forecasting model, Engineering Applications of Artificial Intelligence, 14, 189-201. Herrmann, C.S. (1995). A Hybrid Fuzzy-Neural Expert System For Diagnosis, In M. Kaufman, IJCAI, (pp. 494-501). Montreal, Canada: Darmstadt. Kasabov, N. K. (1996). Foundation of neural networks, fuzzy systems, and knowledge engineering. NY: MIT Press. Klepper, S., & Graddy, E. (1990). The evolution of new industries and the determinants of market structure. RAND Journal of Economics, 21(1), 27–44. Komninos, I. (2002). Product Life Cycle Management, on-line http://www.urenio.org/tools/en/Product_Life_Cycle_Management.pdf Kotler, P., & Armstrong, G. (2001). Principles of Marketing, NJ: Prentice-Hall. Leenders, M.A., & Wierenga, B. (2002). The effectiveness of different mechanisms for integrating marketing and R&D Mark. The Journal of Product Innovation Management, 19(4), 305-317. McDonald, M. (1995). Marketing Plans. How to prepare them: how to use them. Third Edition, Oxford: Butter worthHeinemann Ltd. Von Altrock, C. (1997). Fuzzy Logic and Neurofuzzy Applications in Business and Finance, NJ: Prentice Hall. Yavuz, U., Hasiloglu, A.S., Kaya, MD., Karcioğlu, R. ve Ersöz, S., “Developing a marketing decision model using a knowledge-based system”, Knowledge-Based Systems 18 (2-3), 125-129 (Apr 2005). Yen, V.C. (1999). Rule selection in fuzzy expert systems, Expert Systems with Applications, 16, 79-84. Zadeh, L.A. (1993). The role of fuzzy logic and soft computing in the conception and design intelligent systems. In E. P. Klement, & W. Slany, Fuzzy Logic in Artificial Intelligence, 8th Austrian Artificial Intelligence Conference, FLAI '93, (pp. 1). Linz, Austria: 695, Springer. 247 � 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. 470 Title A name given to the resource A New Approach to a Marketing Decision Model via the Fuzzy Expert System Author Author Hasiloglu, A.Samet Gul, Umit Abstract A summary of the resource. This paper proposes a new forecasting method for a marketing decision model. To support the modeling process, a fuzzy expert system was designed to determine whether a new product should enter the market. The fuzzy expert system based model presenting of a new product to the market at the best time will provide an advantage to the companies in competitive environment and increase their share of the market. In the final stage of this framework, algorithms for building fuzzy expert systems are explained and applied to a case study. The proposed method was tested with an actual data load of product life cycle. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/4e3fee2eafb7e086fb968aba1091cbff.pdf 1c4967fc95332afc95f6a81ba2958f21 PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Sustainability of Effective Use of Water Sources of Turkey Şükriye Aras HĐSAR Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, sarashisar@hotmail.com Olcay HĐSAR Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, ohisar@atauni.edu.tr Sıtkı ARAS Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, msaras@atauni.edu.tr Adem Yavuz SÖN M E Z Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, ayavuzs@atauni.edu.tr Gonca ALA K Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, galak@atauni.edu.tr Abstract: Natural water resources had been threaten by increase of temperature due to global warming and not proper usage of them this causing health problems both for human and aquatic environment. Therefore new studies have been forced in the rehabilitation and sustainable usage of water sources recently in the world. In this paper information about their currency state and future projections is given based on many published data. Keywords: water resources, Turkey, sustainable Introduction One of the important vital resources of sustainable development is water. World population in 20.century increased approximately three fold in proportion to 19.century. On the contrary it is seen that utilization of water resources increased six fold. However the fast consumption doesn’t have properties about providing equal opportunities and benefits to beneficiaries of resources. Swedish hydrologist Malin Falkenmark points out that annual capitation of agricultural, domestic-urban,industrial water demand limit of minimum sufficiency is 1000m3 in a country. So under thislimit means poverty in point of water. There are water famines especially in three regions of world at presenttime. These are Africa,the Middle East and South Asia. In 20.century,itis written official enrolments thatthe speed of water consumption increase istwo half fold of the speed of population increase broad world. Even the Middle East in which has trouble with water problem, the rate of population increase exceeds %3 in lots of counties, and new generation doubles up the previous one numerically. On the other hand,itis guessed that with the increasing population in the developing countries in 20 years,in ratio of %17 more water will be needed to grow food products. On that account,itis guessed that the increase in total water consumption will be %40 in 2025. According to World Bank experts’ guesses, the number of countries which have substantially troubles with water famine is anticipated to rise to %34, and itis pointed outthatmore than 3 billion people will be faced with water famine in 2025. Water crisis is described like that over one billion people’s not gaining enough access to healthy 333 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo drinking water and half of world population’s not having enough water and groundwork of waste water. So, unavoidable water crisisis possiblein the whole world. On the other hand, according to evaluations, dirty waters cause %80 of illness in developing countries, and death of approximately 10 million people ever year. The recession of water quality and the anxieties about qualification of water provided that water resources are included in environmental protection and development content of United Nations Environment Program. Turkey’s Water Potential and Assessment of Situation W hen the water potential of a country, which is reinforced by rainfall, is divided to population, capitation of annual average of water amount is gotten. It does not mean thatthe water potential of a country is always usable property. There are important differences between the total water potential and usable water potentialin countries where rivers have irregular flow. Turkey is 779.425 square kilometersintotal area,land area is 765.152 square kilometers and water area is 14.300 square kilometers. The climate of Turkey is semiarid and there are excessivetemperature differences among some regions. Annual average amount of rainfallis 643m m3 (TUĐK 2008). Water resources are limited according to irrigable solid in Thrace and Central Anatolia regions, in Eastern Black Sea is reverse of this. Underground and aboveground waters of our country are given in Table 1 and 2. Flow 186,05 Consumable Annual Average Amount of Water 95,00 Actual Annual Consumption 27,50 Table 1. Aboveground Waters (billion m3) (Kıran, 2005) Drainable Annual Water Potential 12,20 Assigned Amount 7,80 Actual Annual Consumption 6,00 Table 2. Underground Waters (billion m3) (Kıran, 2005) W hen population increase of our country is considered, capitation amount of annual water is guessed 2750m3 in 2010; capitation amount of usable wateris 1300m3 in same term. It shows thatthere will be critical deficiency of waterin furtheryears especially in arid yearsin some parts of country (Kıran, 2005). W hile the annual population increase is %2.3 in Turkey, this rate is %3.6 in Southeastern Anatolia Project region, and this is twofold of %1.8 increase in world. Actually when capitation annual water amount is considered,the common aspectisthat Turkey is not a rich country about water resources. The capitation annual amount of water is 1300m3 in our country. However this amount is 3000m3in Asia, 5000 in Western Europe, 7000 in Africa, 18000 in North America, 23000 in South America and 7600m3 in overallworld (Türkkan 2009). The Possible Effects of Global Warming and Insensible Use of Water to Our Country’s Water Resources All world countries and science world started to ponder about more productive use and development sustainability of available water resources because of global warming and unconscious usage of natural water resources. Global warming is named shortly “the rising oftemperature on surface of atmosphere, oceans, and land masses”. The cause of this warming is guessed as greenhouse gases which are included to atmosphere with the burn of fossilfuelslike coal, natural gas, crude oil. Global warming started to produce clearly its effects in our country too like whole world. Turkey is in the risk group countries about potential effects of global warming. Our country will be affected by negative part of global warming like forestfires, arid, desertification and especially reducing of water resources. According to V. technical report of IPCC, which was published in 2002, it is made determined that temperature increases to 0.25°C every 10 years in Turkey, there is fall average %10 in rainfall, when a line is drawn from Samsun to Adana between 2071-2100 years, its west part will warm up 3-4°C, its east part will warm up around 4-5°C, daily rainfall amount will fallto 0.25mm, vaporization and evaporation willincrease, summer aridity will increase, there will be decline in fish species which live in interior waters depending on reducing in waterresources (Atalık 2005). Againitis made determined alot ofresearchesin paralleltoreport of IPCC; the negative effect of climate change to water resources will be pretty much in 10 yearsterms to come. One of the biggest problems of available recourses is water pollution when itis considered that aridity 334 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo and desertification problems will increase more with global warming in our country which takes place in arid and semiarid belt. Natural water resources are become dirty and unusable by upward industry and industrialization, and polluting resources day by day. Water pollution is one ofthe mostimportant environment problems in nowadays (Uslu &Türkman 1987). Chemical pollutions are frequently come across by usage of pesticide and chemical drug in agriculturalstrife withthe development ofindustry and industrialization especially late yearsin waters of our country (Sönmez et al. 2008). Wash, which is a physical pollution,is one of the biggest problems of water resources. Our barrages are established for kind of aim with big investments, another aim of them is irrigation. Our barrages fillin shortertime than estimated economic life with soil materials which are carried by river and surface flows. Generally economic lives of barrages are determined 50 years, butitisseen thatsome barrages fill in 15-20 years with the effectof excessive wash (Karamanlı13 years, Altınapa 10 years, Kemer 22 years). Itis clear that our country’s water resources are become weak day by day, and they are not developed enough according to upward population. So, itis possible that there will be water problems in 10 years in our country which is not water wealthy. Water Policy of Turkey and the Conformity with World Strategies Turkey aims to join European Union in the near future. With this aim, our country has to make consistent own legislation to legislation of Union and has to make applicable this new legislation. Water Frame Directive was prepared frame by European Union in 1996 and put into effect in 2000. It is a conjunctive directive to all member countries and candidate countries in concession process. The necessary precautions and constitutionaltransforms of candidate member countries are clear especially. The two main titles of Water Frame Directive of European Union attract attention. First of them is “Usage of Sustainable Water” (80/68/EEC) topic (Efeoğlu, 2005). To provide continuity of available resources is emphasized and to constitute necessary substructure about financial supportis wanted in this main title. The otherimportanttitle is “Aquatic Ecosystem and Prevention of Waters”. In other words to prevent pollution in available resources and to avert damage to nature stabilityis aimed. W hen the two materials are handled holistically, providing sustainability and averting pollution of our available resources are only possible with again attend to production with make refining of used waters or return them to nature stability. The same situation appears when development and strategic plans of our country are looked at. The two provisions support regulation of management of resource in 9th development plan of 20072013 years.“Environmental Protection and Development of Urban Groundwork” title of plan is 159.provision.It emphasizes that “Fast population increase and industrialization duration continue to be an importantforce factor on sustainable usage of natural resources. The uncertainties in distribution of duty and authority between institute and institution about protect environment and not being negative affected of production duration about sustainable usage of natural resources have not been dispelled sufficiently.” 162. Provision points out the agreement on the topic that “United Nations Climate Change Frame Engagement was approved by the Turkish National Assembly in 24 May 2004. As a conclusion, our resources are limited and bounded sustainability because of industrialization, upward population and especially climate change. First ofthese resource are waters without doubt. So the waters which are used in areas ofindustry,industrialand production, are necessary totake for provident and refinement certainly. Conclusion Water resources should be used to satisfy the needs of present day and future for the protection of ecolojic stability and also providing sustainable devepment of human societies. It is more important for our country which isin the risk group countries because of global climate change. The mostimportant solution way isthe providing sustainability of available resources. Our rivers, which are the most important renewable water resources, should be used consciously, should be protected regime of them, short built dimension catchments should be constituted and evaluated instead of high built dimension catchments. Waters, which are used in industry and industrial,should be returned to natural environment with least damage afterrefinement. Economic lives of river,lake and barrages should be lengthened with taking necessary precautions about erosion and water pollution which is based on agricultural pest control. To constitute an applicable “Sustainable Water Policy” is necessary with founding a functional government unit and determining inventories of water resources. The most important ofthem isto encourage people about conscious water usage, and stoping waste should be emphasized because wateris not an endless resource. 335 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo References AB Sustainable water resources .www.abgs.gov.tr Atalık, A. (2005). Effect of global warming on water resources and agriculture. www.zmo.org.tr “Climate Change and Biodiversity”, IPCC Technical Paper V, April 2002 Efeoğlu, A. (2005). A.B Water frame drective and continued study of this area in turkey. Development plan 9. www.dpt.gov.tr Kıran, A. (2005). Water in the Middle East. Đstanbul. Sönmez, A.Y., arslan, G., Hisar, O & Aras, M.S. (2008). Water information. Ankara. Şen, Z. (2006). Effect of climate change on water resources. Türkan, M. (2009). Potential and significant of our country water resources. Forest ecology and solid research headengineering. Ankara. Uslu, O., & Türkman, A. (1987). Aaquatic toxicology and control. T.C. premiership environment main management. 336 � 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. 498 Title A name given to the resource Sustainability of Effective Use of Water Sources of Turkey Author Author HİSAR, Sükriye Aras HİSAR, Olcay ARAS, Sıtkı SÖNMEZ, Adem Yavuz ALAK, Gonca Abstract A summary of the resource. Natural water resources had been threaten by increase of temperature due to global warming and not proper usage of them this causing health problems both for human and aquatic environment. Therefore new studies have been forced in the rehabilitation and sustainable usage of water sources recently in the world. In this paper information about their currency state and future projections is given based on many published data. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/e85d667c9fa6742fe0ab3990fcd52f4b.pdf f5d9c1eeb35cb7c0960313940e365fc4 PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Fiscal Framework of Sustainable Development Abdulkadir IŞIK Pamukkale University Abstract : The achievement of sustainable development—combining economic development, social development, and environmental protection—is a key challenge facing the international community. To this end, progress will beneeded in a number of different policy areas, with the right mix of policies varying from country to country. The purpose of this paper is to explore the relationships between fiscal policy—the range of the government’s taxing and spending decisions—and the economic, social, and environmental aspects of sustainable development.. Fiscal policy is central to the work of the all fiscal institutions, whose mandate is to promote international monetary cooperation, the balanced growth of international trade, exchange stability, and orderly exchange arrangements. Fulfilling this mandate is the insititutions primary contribution to sustainable development. Finaly this paper discussed fiscal activities of any economic system effect on the sustainable development. Keywords: Sustainable development, Fiscal Framework, and Institutions 1. The Terms of Sustainable Development The concept of sustainable development is about ensuring that the costs of one generation’s activities do not compromise the opportunities of future generations. It stresses the long term compatibility of the economic, social and environmental dimensions of human well-being. There are tax aspects of various significances in these three dimensions, some of which are under the primary responsibility of developing countries. Part of economic growth in some country is achieved through policies that allow and sometimes even encourage businesses and people not to think and act in a sustainable way. The current debate often centres on specific fiscal remedies to address sustainable development issues. From the perspective of developing counties, such measures would typically include the use of targeted taxes or tax incentives to encourage / discourage specific behaviour that affect economic, environmental or social sustainability, such as the adoption of environmental taxes; or tax incentives to attract Foreign Direct Investment; or tax incentives for continuing education. From the perspective of OECD countries, there is also a recurrent debate concerning the possible creation of new taxes in wealthy countries to collect funds that would be allocated to development projects in less developed countries (e.g. the Tobin tax) Sustainable development has three pillars—economic development, social development, and environmental protection.1 It entails “. . . balancing the economic, social, and environmental objectives of society . . . integrating them wherever possible through mutually supportive policies and practices and making trade-offs where (this) is not possible. This includes, in particular, taking into account the impact of present decisions on the options of future generations.”2 In September 2000, the member states of the United Nations underscored the importance of sustainable development by re-affirming the Millennium Development Goals (MDGs), a set of time-bound targets for improving human development along several important dimensions. Fiscal policy—the range of the government’s taxing and spending decisions—has important effects on all aspects of sustainable development: economic, social, and environmental. Fiscal policy affects sustainable development through its effects on growth, the environment, and human resource development. These effects operate at both a macroeconomic level and through the myriad ways in which governments’ tax and spending decisions affect incentives to work, spend, save, and invest. Fiscal policy is central to the work of the lot of fiscal institutions. 2. Revenue Composition and Growth An efficient and fair tax system is an important component of a growth strategy. While foreign aid can make an important contribution, the main source of finance for a country’s public expenditure must be its own tax revenue. This requires an effective tax administration and a tax policy that minimizes distortions to ensure that the best use is made of resources across the economy. To minimize distortions, tax systems should avoid excessive complexity, focusing on taxing a broad range of goods and services at relatively uniform rates. Income taxation also has a role to play, although weak administrative capacity limits revenue from this source in many 401 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo developing countries. Tax systems should also be sensitive to the possibility of market failure, not least in relation to the use of the environment and natural resources, and be administered in a manner that is transparent, impartial, and rules-based. 3. Expenditure Composition and Growth Allocating a higher share of public spending to physical and human capital formation can also promote growth. Investments in physical capital, such as roads and other infrastructure, can increase the economy’s productive capacity.23 Although the efficacy of such investment varies across projects and countries, recent research indicates that it may have a significant impact on economic growth. One study finds, for instance, that an increase in public investment in transportation and communication of percent of GDP is associated, on average, with an increase in annual per capita GDP growth of as much as 0.6 percentage points. A better-educated and healthier population contributes to growth. Beyond their direct effects on wellbeing, improvements in the education and health status of the population also increase worker productivity. Reductions in communicable diseases such as malaria have positive spillover effects on growth by promoting tourism and foreign direct investment. Indeed, it has been estimated that each 10 percent improvement in life expectancy at birth can raise the per capita GDP growth rate by 0.4 percentage points. Although it has been difficult for economic research to quantify the magnitude of the effect of education on growth, there is nonetheless evidence that it can be significant. Economic growth, in turn, has beneficial effects on education attainment and health status, contributing to a virtuous cycle of stronger education, health, and growth. Physical and human capital spending should also be protected during fiscal adjustments. Fiscal consolidations that protect capital expenditure tend to be both more sustainable and better for growth. This finding reinforces the notion that reorienting public expenditures away from less productive spending, such as untargeted subsidies, and toward more productive spending, such as investments in physical and human capital, facilitates growth in many countries in both the short and long runs. 4. Fiscal Policy for a Sustainable Environment In both developed and developing countries, fiscal policy has an important role to play in assuring sustainable use of natural resources and safe guarding the environment. This applies to both the tax and spending sides of the government’s budget. On the former, Taxes can be used to ensure that prices reflect the full social costs of producing goods and services. This type of pricing is most conducive for growth over the long term. The prices charged for petroleum products, for instance, need to reflect not only the cost of buying or selling them on the world market but also the social costs of the airborne pollution their usage can create and—in the absence of better-targeted instruments, such as toll charges—the congestion associated with motor vehicle use. 5. Sustainable Development and Governance Poor governance poses a number of obstacles to human development. Corruption results in the allocation of budgetary resources for unproductive programs and inefficiencies in public spending, which reduces the effectiveness of outlays on social and poverty-reducing programs in fostering social development. Poor governance results in budgetary allocations tilted in favor of less-productive investment projects and defense-related spending and against nonwage operations and maintenance expenditures, which reduces the quality and productivity of existing infrastructure. Corruption also reduces revenue and therefore the ability of the government to mobilize the resources needed to finance critical poverty-reducing programs. Corruption results in the poor capturing a smaller share of the benefits from public spending and, more generally, in higher poverty and income inequality. Good governance is essential to ensuring that higher social spending translates into better social outcomes. Even if spending is allocated to propoor activities, public funds must be used for their intended purposes to ensure that these outlays have a positive impact on human development. As such, a sound public expenditure management (PEM) system and transparency in government operations are pivotal not only for good macroeconomic management but also for good governance. Good governance is also essential for promoting environmental sustainability. Progress in alleviating environmental problems in developing countries has been slow, often owing to ill-defined property rights regimes, corruption, and a general lack of capacity and political will at the national level.53 The IMF’s general emphasis on improving the quality and transparency of spending decisions has improved the effectiveness of developing countries’ environmental and other spending. In Brazil, for example, federal spending on environmental protection programs grew during an IMF-supported program. 402 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Conclusions The international financial institutions (IFIs) need to continue to provide financial support to countries pursuing sustainable growth and poverty-reduction strategies. In this regard, IFIs need to ensure that such support is used to promote strategies that are country-owned and developed with input from PSIA. In countries where the institutional capacity to develop and implement such strategies is weak, it is essential for IFIs to provide technical assistance, including in public expenditure management, Finally, international financial institutions should foster more extensive dialogue with member country governments and civil society to improve communication and better explain the rationale for their policies. Also National budgets are at the heart of the macroeconomic policy. They reflect choices that government have made, but more fundamentally they reflect the values and the claims made on resources by various social groups, i.e. the balance of power within a society. References Abed, George, Liam Ebrill, Sanjeev Gupta, Benedict Clements, Ronald McMorran, Anthony Pellechio, Jerald Schiff, and Marijn Verhoeven, 1998, Fiscal Reforms in Low-Income Countries: Experience Under IMF-Supported Programs, IMF Occasional Paper No. 160 (Washington: International Monetary Fund). Aghion, P. and Howitt, P., editors (1998). Endogenous Growth Theory. MIT Press, Cambridge, MA. Alesina, Alberto, and Roberto Perotti, 1996, “Fiscal Adjustments in OECD Countries: Composition and Macroeconomic Effects,” IMF Working Paper 96/70 (Washington: International Monetary Fund). Barbier, E. B. and Markandya, A. (1990). The Conditions for Achieving Environmentally Sustainable Development. European Economic Review, 34:659{669. Basar, T. and Olsder, G. (1982). Dynamic Noncooperative Game Theory. Academic Press, New York. Becker, G. S. (1991). A note on restaurant pricing and other examples of social inuences on price. Journal of Political Economy, 99:1109{1116. Becker, R. A. (1982). Intergenerational Equity: the Capital-Environment Trade- O_. Journal of Environmental Economics and Management, 9:165{185. Bell, F. and Leeworthy, V. (1990). Recreational Demand by Tourists for Saltwater Beach Days. Journal of Environmental Economics and Management, 18:189. Chichilnisky, G. (1997). What is Sustainable Development. Land Economics, 73:467{491. Sanjeev Gupta,Michael Keen, Benedict Clements, Kevin Fletcher Luiz de Mello Muthukumara Mani, Sustainable Development and Macro economic Policy Pamphlet Series No:54, IMF Washington, D.C.2002 Sarma, E.A.S. and Sarma, J. V. M.,Financing Government Expenditure for Sustainable Development in India. Available at SSRN: http://ssrn.com/abstract=321461 403 � 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. 282 Title A name given to the resource Fiscal Framework of Sustainable Development Author Author ISIK, Abdulkadir Abstract A summary of the resource. The achievement of sustainable development—combining economic development, social development, and environmental protection—is a key challenge facing the international community. To this end, progress will beneeded in a number of different policy areas, with the right mix of policies varying from country to country. The purpose of this paper is to explore the relationships between fiscal policy—the range of the government’s taxing and spending decisions—and the economic, social, and environmental aspects of sustainable development.. Fiscal policy is central to the work of the all fiscal institutions, whose mandate is to promote international monetary cooperation, the balanced growth of international trade, exchange stability, and orderly exchange arrangements. Fulfilling this mandate is the insititutions primary contribution to sustainable development. Finaly this paper discussed fiscal activities of any economic system effect on the sustainable development. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/454c21ec095e99aeee72a1f67b2d3e7c.pdf 85271265e659e81ad2cdaf551190e238 PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Determination of the Yield and Yield Components of Narbon Vetch (Vicia narbonensis L.) Lines Grown in Spring Selahattin Iptas Department of Field Crops, Faculty of Agriculture Gaziosmanpasa University Tokat, TURKEY iptas@hotmail.com Yasar Karadag Department of Field Crops, Faculty of Agriculture Gaziosmanpasa University Tokat, TURKEY ykaradag@gop.edu.tr Abstract: Fifteen narbon vetch (Vicia narbonensis L.) lines obtained from ICARDA were used in this study. The highest seed yield (1163 kg/ha) was obtained by the line 2390, the lowest seed yield was obtained (1110 kg/ha) by the line 2561. As an average, the 1000-seed weight ranged between 171.4 g and 318.8 g, whereas biological yield ranged between 4043 kg/ha and 7899 kg/ha. It has been found that the relationship among the traits varied according to the years. Although there were negative correlations (-0.656**) between 1000-seed weight and seed per pod, and also there was positive correlations (0.830**) between 1000-seed weight and pod length. The biological yield was positively correlated (0.680**) with pod length and 1000seed weight. Except for the plant height, there was no significant correlation between the seed yield and other characteristics in summer sown lines. Keywords: Narbon vetch (Vicia narbonensis L.), plant height, 1000-seed weight, biological yield, seed yield, relationship between seed yield and other traits. Introduction In the arid and semi-arid regions of Turkey,traditional cereal/fallow cropping systems are practiced by majority ofthe farmers. Every year,about 16.7 million ha are under cultivation and 5.1 million ha areleft as a fallow (Anonymous, 1998). Hence, approximately one fifth of the crop land is left as a fallow for 12-14 months. Central and southeastern areas generally receive lessthan 500 mm average annual precipitation during December and May months. Plant growth is seriously affected by the amount and distribution of rainfall. The fallow practice could be ended by using suitable cropping system intransitional regions having 400-500 m m or more annual rainfall (Acikgoz 1988, Iptas et al. 1994). Tokat Province is located in the region of the Transitional climate. Hence,the amount of rainfall varies according to year-to-year. Since the fallow area was 25.1% of the total cropland in the year 1980, it reduced to 8.9 % in the year 2000. The area obtained by reducing fallow area can be used to grow chick-pea,lentiland vetch species. Vetch species are grown either as pure stand or as a mixture with cereals for green herbage, hay and seed production. Narbon vetch (Vicia narbonensis L.)is grown for seed production widely in arid and semi-arid regions (Acikgoz, 1988; Eason et al. 1987; ICARD A 1988). Buyukburc et al.(1994),Iptas et al.(1994), Buyukburc & Iptas (2001) have found that narbon vetch has a potentialimportance for seed production, when sown either in autumn or in spring in Tokat Province. Major portion of precipitation occursin early spring monthsin Tokat Province. Climatic conditions are suitable between the end of February and the second quarter of March for spring sowings. Narbon vetch crop when sown as spring legume under Tokat ecological condition will getit’sseed maturation within 119-128 days. The seed of narbon vetch contains about 20-32 % protein,hence itis expected to play a very importantrole in the dietary of broiler chickens (Abd-el Moneim 1992, Eason et al. 1990, Thomson et al. 1990). The straw is palatable as a forage for sheep (ICARDA, 1989). The objectives of this study are to: (i) determine the yield and the yield components, (ii) determine the relationship between the seed yield and other agronomic traits. 83 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Material and Methods This study was carried out during the year 1995 and 1996 under Tokat-Kazova (40o 13I -40o 22I N, 36o 1I 36 40 E, elevation 623 m) ecological conditions by growing narbon vetch lines as a spring crop. Some climatic data regarding the research area are given in Table 1. As itis seen in Table 1 that total rainfall of 236.8 mm, 354.1 mm and 203.6 mm was recorded between March and June months during the 1995, 1996 and long durations, respectively. In 1996, the amount of rainfall was higher than the year 1995 and long durations. Almost half of the annual rainfall has fallen into March and June months in Tokat-Kazova region as long durations. The study soils are slightly alkalinein reaction, medium in calcium carbonate content, medium to poor in P content, high in K content and medium to poor in organic matter. o I Average temperature (o C) Rainfall (mm) Relative humidity Months Long Long 1995 1996 duration 1995 1996 duration 1995 1996 March 9.0 5.2 7.1 30.1 112.9 40.2 45.7 73.8 April 10.9 10.2 12.5 115.3 122.1 63.7 52.8 69.4 May 17.1 18.8 16.3 33.7 83.9 60.3 44.9 64.0 June 21.0 18.6 19.5 57.7 35.2 39.4 45.3 58.8 July 20.9 23.0 21.9 26.7 0.9 11.2 55.2 55.0 Mean/Total 15.8 15.2 15.5 263.5 355.0 214.6 48.8 64.2 Table 1: Climatic data regarding the experimental years and long duration period (%) Long duration 57.9 57.6 55.2 55.5 52.9 55.8 Fifteen genotypes of narbon vetch were used; 2561 and 2393 accession, Syria origin; 2380, 2383, 2390, 2391, 2392, 2467 and 2468 accession, Lebonan origin; 2461, 2462, 2464, 2465 and 2466 accession, Turkey origin. The experiments were carried out as a randomized complete block design with three replications. The seed bed was prepared conventionally and the plots seeded as 200 seed/plot on 5th March 1995 and 12th March 1996,in rows spaced 30 cm apart with four rows. Before seeding, 30 kgN/ha and 60 kg P2 O5/ha were uniformly broadcast on allthe plots. The plots were weeded manually throughoutthe growing season as and when needed. At harvest, measurements on the plant height, pod per plant, number of seed per pod, and pod length were also recorded for each plot. These measurements were obtained from 10 plant for each plot. The plots were handharvested at the surface of soil and plants were weighed in order to determine the biological yield. After thrashing, clean seeds were weighed and the 1000-seed weight was determined. The harvest index was calculated by dividing the seed yield by total biological yield. Harvests were finished between 15-30 June in both years. The analysis of variance of the years 1995, 1996 and means of 2 years were done, and average differences were determined by Least Significant Difference (LSD) test as suggested by Duzgunes (Duzgunes et al. 1987). Also, the General Linear Model procedure of SAS was used to determine the simple correlation coefficients among all measured variables. Results and Discussion Yield And Yield Components Plant height of narbon vetch lines are presented in Table 2. As itis seen in Table 2, that plant height varied between 53.0 and 77.3 cm (average of two years). Highest plant height was observed for line 2468, lowestforline 2390. 84 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Plant height (cm) 1995 1996 Mean 2561 63.1 63.6 63.4 2380 64.3 60.0 62.2 2383 72.4 73.4 72.9 2388 65.2 68.9 67.1 2390 49.5 56.4 53.0 2391 63.1 65.1 64.1 2392 61.0 70.2 65.6 2393 66.8 68.4 67.6 2461 64.9 73.4 69.2 2462 65.2 74.3 69.8 2464 74.1 69.3 71.7 2465 63.9 52.2 58.0 2466 69.7 72.3 71.0 2467 75.4 69.7 72.6 2468 76.3 79.1 77.7 Mean 66.3 67.7 67.0 LSD ns ns 13.5** *,** significant at 0.05 and 0.01 probability levels Accession Pod per plant (no./plant) 1995 1996 Mean 5.4 10.6 8.0 4.5 12.4 8.5 5.2 11.9 8.6 5.3 10.0 7.7 7.0 9.7 8.3 5.6 11.9 8.7 7.4 16.1 11.8 4.6 10.9 7.7 5.8 10.4 8.1 7.0 10.0 8.5 6.7 8.5 8.3 6.4 10.7 8.6 6.8 9.6 8.3 6.6 10.5 8.6 6.2 10.5 8.4 6.0 10.9 8.5 ns ns ns Seed per plant (no./plant) 1995 1996 Mean 4.5 4.7 4.6 4.6 4.1 4.4 4.0 4.4 4.2 3.3 4.1 3.7 3.9 3.8 3.9 3.5 4.1 3.8 4.1 3.8 4.0 3.9 5.1 4.5 3.5 4.2 3.9 3.7 4.7 4.2 2.9 4.5 3.7 3.6 4.4 4.0 3.5 4.1 3.8 3.9 4.4 4.2 4.1 4.1 4.1 3.8 4.3 4.0 0.9** 0.7* 0.6** Table 2: Plant height, pod per plant and seed per plant of narbon vetch lines Pod length (mm) 1995 1996 Mean 2561 44.6 47.6 46.1 2380 50.6 53.3 52.0 2383 50.0 57.3 53.6 2388 49.3 55.6 52.4 2390 47.3 55.3 51.3 2391 49.0 56.6 52.8 2392 52.6 56.3 54.4 2393 53.6 62.3 57.9 2461 51.0 60.6 55.8 2462 53.6 61.3 57.4 2464 51.3 61.3 56.3 2465 50.6 60.0 55.3 2466 51.6 59.6 55.6 2467 53.6 57.3 55.4 2468 56.3 58.0 57.1 Mean 51.0 57.5 54.2 LSD 0.6** 0.7** 0.5** *,** significant at 0.05 and 0.01 probability levels Accession 1000 seed weight (g) 1995 1996 182.6 160.3 233.0 246.0 259.3 256.5 265.3 288.1 243.0 268.9 273.0 276.8 234.3 275.2 298.6 261.8 299.3 264.6 322.6 257.0 345.3 292.3 304.3 273.3 327.0 283.5 274.0 279.4 264.6 271.5 275.0 263.6 52** 22** Mean 171.4 239.5 257.9 276.7 256.0 274.9 254.8 280.2 282.0 289.8 318.8 288.8 305.2 276.7 268.1 269.3 33** Biological yield (kg/ha) 1995 1996 Mean 4033 3590 3811 3985 3854 3919 4666 4236 4451 4180 4478 4329 4277 3819 4048 3937 4593 4260 3693 2809 3251 5152 3958 4555 5152 4618 4885 7485 5104 6294 6076 5069 5572 5930 4963 5446 6319 4826 5572 5103 3666 4384 5881 3215 4548 5058 4186 4621 2065** 1420** 1256** Table 3: Pod lenght, 1000 seed weight and biological yield of narbon vetch lines The number of pod per stem was more during the year 1996 than 1995 (Table 2). The increase in the number of pod per stem was probably due to rainfall distribution during the vegetative stage. Buyukburc & Iptas (2001) also reported thatthe amount of rainfall had more effect on the number of pod per stem. Mean pod length ranged from 44.6to 56.3 mm in 1995, 47.6to 62.3 mm in 1996 and 46.1to 57.9 mm as a mean oftwo years. The difference among lines are statistically significant atthe 0.01 level.Increased number of pod per plantincreased the pod length because of the more rainfall happened during the year 1996. This result confirms the findings of Buyukburc & Iptas (2001). The resultsregarding the number of seed per pod is given in Table 2. As itis seen in Table 2,thatthe number of seed per pod varied according to the years. This difference in general was related to the amount of rainfall. The number of seed per pod was the highest (4.6 seed/pod) in line-2561 and the lowest (3.7 seed/pod)in line-2464 and line-2388. Forthe 2-year average,significant differences (P<0.01)in 1000-seed weight were found among narbon vetch lines (Table 3). Weight of 1000-seeds was more in the year 1995 than the year 1996. This difference was due to decreased pod length and the number of seed per pod inthe year 1995. Four lines (2464, 2466, 2462 and 2465) showed difference in 1000-seed weight than other lines. According to the means of two years, maximu m biological yields were obtained by line-2462 (6294 kg/ha),followed by line2464 (5572 kg/ha),followed by line-2466 (5572 kg/ha) and followed by line-2465 (5446 kg/ha) (Table 3). Data on seed yield and harvest index are presented in Table 4, respectively. Table 4 also indicates that both seed yield and harvestindex varied significantly (P< 0.01). Seed yield has also decreased inthe second yearin lines 2392, 2462 and 2468. The seed yield varied between 728 and 1532 kg/ha during the year 1995 and varied 85 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo between 930 and 1848 kg/ha during the year 1996. Data on average of two year indicate that maximum seed yield was obtained from line-2390 (1666 kg/ha), followed by line-2391 (1514 kg/ha),line-2392 (1411 kg/ha) and line-2383 (1373 kg/ha),respectively. Relationship between seed yield and the other characters Simple correlation coefficients among the seed yield and the other traits are presented in Table 5. There was no year-to-year variation interms ofrelationship between seed yield and yield components. Correlation was found (0.668**) between seed yield and the number of pod per plant (only in 1995). However,this correlation was not found in the year 1996. Decreased plant height, increased, the seed yield (mean of two year). Buyukburc & Iptas (2001) have reported a significant and positive relationship among seed yield, plant height and biological yield of similarlines when sown in winter. Similar authors have also found negative significant relationship with pods per plant. Since summer sowings have less vegetation growing period than winter sowings, due to this summer grown plants complete their vegetation stage in short period than winter grown plants. Hence, the difference in plant height and other agronomic characters is expected between sum mer and winter grown plants. An increase in pod length and 1000-seed weight have increased biological yield during the year 1995 (Table 5). In second year, a significant negative relationship was observed (-0.610*) between biological yield and number of pods per plant. According to the average oftwo years,increasing number of seed per pod decreased (-0.656**) the weight of 1000 seed (Table 5). Similar results were reported by Buyukburc & Iptas (2001) in winter sown. Itis possible to benefitfrom the seed and straw of annuallegume forage crops grown in arid and semi-arid region (ICARDA 1988, Cakmakci & Acikgoz, 1994). Due to this varieties which give more seed and straw are preferred. As reported by Abd-el Moneim & Cooks (1990) that generally varieties with high harvestindex have high biological yield. However,in summer sown crops this position is not true. A significant negative relationship was observed between harvest index and biological yield in both years. This position shows that summer sown lines with high seed yield have high harvestindex and low straw yield. Seed yield Harvestindex (kg/ ha) (%) 1995 1996 Mean 1995 1996 Mean 2561 910 1303 1107 23.8 36.0 29.3 2380 1161 1578 1370 29.8 41.3 35.0 2383 1066 1678 1373 22.2 39.4 30.4 2388 728 1848 1288 17.4 41.2 29.8 2390 1532 1800 1666 36.6 46.9 41.0 2391 1240 1787 1514 31.6 39.2 35.4 2392 1492 1331 1411 41.0 47.3 43.6 2393 869 1573 1217 16.7 40.7 26.6 2461 955 1598 1276 18.6 35.0 26.0 2462 1310 1280 1296 17.6 25.0 20.6 2464 1003 1343 1173 16.8 27.1 21.4 2465 1194 1370 1282 19.8 27.5 23.4 2466 1279 1319 1299 20.2 27.2 23.2 2467 1269 1403 1336 24.7 39.0 30.6 2468 1491 930 1211 25.9 29.1 27.0 Mean 1166 1476 1323 24.2 36.1 29.6 LSD 476** 521** 293* 10** 10** 7** *,** significant at 0.05 and 0.01 probabilitylevels Table 4: Seed yield and harvestindex of narbon vetch lines. Accession 86 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Plant Pod per Seed per Pod length 1000-seed Characters height plant pod weight Pod per -0.105 1 plant -0.015 2 -0.055 3 Seed per -0.178 -0.319 pod 0.100 -0.331 -0.016 -0.093 0.584* 0.217 -0.110 Pod length 0.322 -0.258 0.249 0.518** 0.050 -0.236 1000-seed 0.378 0.294 -0.790** 0.509 weight 0.176 -0.076 -0.363 0.704** 0.316 -0.067 -0.656** 0.830** Biological 0.424 0.391 -0.418 0.537* 0.783** yield -0.087 -0.610* 0.283 0.510 0.282 0.286 -0.394 -0.265 0.585* 0.680** -0.183 0.668** 0.240 -0.320 -0.062 Seed yield -0.380 0.024 -0.173 -0.118 0.145 -0.528* 0.344 -0.319 -0.138 0.039 Harvest -0.510 0.278 0.472 -0.163 -0.600* index -0.256 0.570* -0.366 -0.448 -0.067 -0.470 0.569* 0.021 -0.464 -0.458 1: 1995; 2:1996, 3: means of 2 year. *,** significant at 0.05 and 0.01 probabilitylevels,respectively. Biological Seed yield yield 0.122 0.212 -0.335 -0.622* -0.626* -0.869** 0.684** 0.611* 0.729** Table 5: The simple correlations coefficient of seed yield and other traits Conclusions This experiment was carried out during the year 1995 and 1996 under Tokat-Kazova ecological conditions. The results are sum marized as under: a) When narbon vetch (Vicia narbonensis L.) was sown in March,it gave 1107-1666 kg/ha seed yield (average of two years). b) Ecological factors (especially precipitation) have significantly affected the seed yield and agronomic characters. c) The lines as 2390, 2391, 2392 and 2383 when sown in summer were found to be better than other lines in respectto seed yield. References Abd-el Moneim, M.A., & Cooks, P.S. (1990). Growth analysis, herbage and seed yield of certain forage legume species under rain-fed conditions. J. Agron. & Crop Sci., 164, 34-41. Abd-el Moneim, M.A. (1992). Narbon vetch (Vicia narbonensis L.): A potential feed legume crop for dry areas in west Africa. J. Agron. & Crop Sci., 169 (5), 347-353. Acikgoz, E. (1988). Annual forage legumes in the arid and semi-arid regions of Turkey. In: D.B.Beck and L.A.Materon (eds.), Nitrogen Fixation by legumes in Mediterranean Agriculture, Martinus Nijhoff Publ., The Hague, Netherlands. pp. 4754. Anonymous, (1998). The Summary of Agricultural Statistics. Rep. of Turkey, Prime Ministry State Institute of Statistics Publication. Buyukburc, U., Iptas, S. & Yilmaz, M. (1994). Tokat ve yoresinde bazi tek yillik baklagil yembitkilerinin yazlik adaptasyonuna yonelik bir arastirma. Gaziosmanpasa University, Journal of Agricultural Faculty, 11 (1), 145-156. 87 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Buyukburc, U., & Iptas, S. (2001). The yield and yield components of some narbonne vetch (Vicia narbonensis L.) lines in Tokat ecological conditions. Turkish J. of Agr. & Forestry, 25, 79-88. Cakmakci, S., & Acikgoz, E. (1994). Components of seed and straw yield in common vetch (Vicia sativa L.). Plant Breeding, 113: 71-74. Duzgunes, O., Kesici, T. Kavuncu, O. Gurbuz, F. (1987). Arastirma ve Deneme Metotlari. Ankara Universitesi, Ziraat Fakultesi Yayinlari, Ankara. Eason, P.J. Johnson, R.J. & Castleman, G.H. (1987). Narbon beans a potential new legume for poultry. Proc. Nutr. Soc. Aust. 12, 119. Eason, P.J., Johnson, R.J. & Castleman, G.H. (1990). The effects of dietary inclusion of narbon beans (Vicia narbonensis L.) on the growth of broiler chickens. Aust. J. Agric. Research, 41, 565-571. ICARDA (International Center for Agricultural Research in the Dry Areas), Pasture, Forage and Livestock Program Report, (1988) p.143-166. Aleppo, Syria. ICARDA (International Center for Agricultural Research in the Dry Areas), (1988). Pasture, Forage and Livestock Program Report, Aleppo, Syria, pp.12-26. Iptas, S., Buyukburc, U. & Yilmaz, M. (1994). Tokat ve yoresinde tek yillik baklagil yembitkilerinin kislik adaptasyonuna yonelik arastirmalar. 1st. Tarla Bitkileri Kongresi, (1994) pp. 25-29 Nisan, Bornova-Izmir, 17-21. Thomson, E.F., Rihawi, S. & Nersoyan, N. (1990). Nutritive value and yields of some forage legumes and barley harvested as immature herbage, hay and straw in north-west Syria. Exp.Agriculture, 26, 49-56. 88 � 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. 480 Title A name given to the resource Determination of the Yield and Yield Components of Narbon Vetch (Vicia narbonensis L.) Lines Grown in Spring Author Author Iptas, Selahattin Karadag, Yasar Abstract A summary of the resource. Fifteen narbon vetch (Vicia narbonensis L.) lines obtained from ICARDA were used in this study. The highest seed yield (1163 kg/ha) was obtained by the line 2390, the lowest seed yield was obtained (1110 kg/ha) by the line 2561. As an average, the 1000-seed weight ranged between 171.4 g and 318.8 g, whereas biological yield ranged between 4043 kg/ha and 7899 kg/ha. It has been found that the relationship among the traits varied according to the years. Although there were negative correlations (-0.656**) between 1000-seed weight and seed per pod, and also there was positive correlations (0.830**) between 1000-seed weight and pod length. The biological yield was positively correlated (0.680**) with pod length and 1000- seed weight. Except for the plant height, there was no significant correlation between the seed yield and other characteristics in summer sown lines. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General)