330 10 3494 https://omeka.ibu.edu.ba/files/original/979dc0ba6dcf7d44adbf0f7423bf07a2.pdf f6d3143378f5639cf64f8851890119d2 PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Democracy and Economic Development in Turkey: An Exploratory Spatial Data Analysis Fatih ÇELEBĐOĞLU Dr., University of Dumlupinar, Faculty of Economics and Administrative Sciences, Department of Economics, Kutahya, Turkey fcelebi@dumlupinar.edu.tr Hüseyin ALTAY Dr., University of Bilecik, Faculty of Economics and Administrative Sciences, Department of Economics, Bilecik, Turkey haltay16@hotmail.com Abstract: The aim of this paper is to perform an exploratory spatial data analysis on the democracy and development level of the 76 Turkish regions over 1995-2001. While our choropleth maps indicate that the Western part of the country is significantly more developed than the East, the tools of spatial statistics reveal the presence of spatial dependence across provinces. The presence of heterogeneity is reflected in the distribution of LISA statistics. Overall, our results shed new light on the distribution of growth across Turkish regions and its relation with participation rates in general elections. Key words: Turkey, Democracy, Regional Disparities, Spatial Statistics Introduction Democracy is a form of government in which state-power is held by the majority of citizens within a country. All the people should be able to have their say in one way another in everything that affects their lives. It is interesting that almost each developed countries have high level democracy and civil freedom. Furthermore, democracy is related to the level of economic development of a particular country. For this reason, relations between democracy and economic development are intensively examined by economists in the recent years. The first cross-national study on world democratizations emphasized the conditioning effect of industrialization and economic development was performed by Lipset (1959) in his seminal study. Bollen (1979) explores the relationship between development timing and political democracy. Arat (1988) explore democratic instability and economic development. Burkhart and Lewis-Beck (1994) finds that economic development "causes" democracy, but democracy does not "cause" economic development. Muller (1995) investigates that the relationship between the level of economic development and the level of democracy found in most quantitative cross-national research. Barro (1999) finds that improvements in the standard of living predict increases in democracy for over 100 countries from 1960 to 1995. Rodrik (1999) reviews those relations among labor productivity, income levels, the level of manufacturing wages and democracy. Przeworski et al. (2000) implies relations between democracy and development. Hayo (2001) analyzes whether attitudes towards the progress in democratization in Eastern Europe is influenced by economic factors. Heo and Tan (2001) perform causal analysis about relations between democracy and economic growth. Öniş and Türem (2002) look into relations among entrepreneurs, democracy, and citizenship in Turkey. Lee (2005) tests explanations of how public sector size and democracy affect income inequality. Rabinson (2006) researches that the effects of economic development on democracy. In this study, we examine relations between democracy and economic development in terms of regional (provincial) level in Turkey by using Exploratory Spatial Data Analysis (ESDA). Turkey and Regional Development Turkey is formally composed of several provinces used as administrative units. The definition of regions is only used for geographic classification purposes (for example Marmara, Aegean, Southeastern areas) and to cluster provinces according to their level of economic development. For instance, the provinces located in the Southeastern and Eastern Anatolia areas are known to be lagging behind in economic and social terms. 217 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo A couple of reasons have been highlighted in the past to justify the East-West divide that has marked the Turkish regional economies for a couple of decades (Ates et al. 2000; Balkir 1995; Gezici and Hewings 2004). They are, among others, inequalities in salaries (Elveren and Galbright, 2008), the dependence on agriculture and weakness of industrial sector (Ozaslan et al. 2006), the divide in the education level (Ozturk 2002), the migratory flows from the east to the west (Kirdar and Saracoglu 2007), and the lack of private investment in the east (Deliktas et al. 2008). However, it is very difficult to assess the extent to which the phenomena above are the reason or the consequence for the divide observed within Turkey. Following the spirit of the literature cited above, the aim of this paper is to investigate inequalities across the 76 Turkish regions over 1995-2001 by means of an exploratory spatial data analysis (ESDA). It is a set of techniques used to describe and visualize spatial distributions, identify atypical locations or spatial outliers, discover patterns of spatial association, clusters or hot spots, and suggest spatial regimes or other forms of spatial heterogeneity (Anselin 1988 and 1999). Several ESDA have been performed on the issue of regional inequalities. For instance, Dall’erba (2005), Ezcurra et al. (2007), Battisti and Di Vaio (2008) focus on the EU regions. ESDA offers the opportunity to compare the differences between the eastern and western provinces by means of choropleth maps, box plots and scatter plots and measure the extent of spatial autocorrelation. Data analysis Our dataset comes from the Turkish Statistical Institute and the State Planning Organization. They represent for each region the level of per capita income in 1995, the growth rate of per capita income over 19952001, participation rates to general election of the region in 1995 and province level literacy rates in 1995. All data are expressed in 1987 constant prices. The time frame we use (1995-2001) is limited by data availability. Indeed, data before and after that period simply do not exist at the regional level. As a result, even if Turkey currently counts 81 provinces, we are obliged to work with the 76 provinces that correspond to that period. Mapping the Distributions We start our analysis with the quartile maps of the distribution of our variables for each province. Figure 1 displays the distribution of the regional growth rate of per capita GDP relative to Turkey’s average over 1995-2001. The darker areas indicate a greater level of relative growth. It appears from this map that the distribution of growth is pretty random, which is an idea that will need to be assessed in the next section. Fig. 1 Growth Rate for period 1995-2001 in Turkey Figure 2 displays the distribution of regional per capita GDP levels in 1995 relative to Turkey’s average. A clear core-periphery (or east / west) pattern appears in this map, with the core composed of the richest regions, whereas the peripheral regions are also the poorest ones. This confirms the findings of the various studies mentioned in the introduction above. In the Western part of the country, the coastal areas and the province of the capital city are clearly better off than the rest of the country. This is because trade, industry and tourism are developed in these areas. 218 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Fig. 2 Log of GDP per capita (1995) in Turkey Figure 3 shows participation rates to 1995 general elections. This result is clearly indicates that participation rates in Turkey’s East part are lower than West part. Fig.3 Participation Rates to 1995 General Elections in Turkey Figure 4 may give us more insights into the East-West disparities mentioned so far. Indeed, as can be seen on this quartile map, literacy rates as % of population in Turkey (in 1995 and relative to Turkey’s average) is much greater in the West than in the East. Fig. 4 Province Level Literacy Rates in Turkey (1995) As a result, it can be linkage that low level participation to democratic elections and low literacy rates in the East part of Turkey. 219 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Box Plots The box plot is another tool of ESDA. Designed by John Tukey (1977), box plots display five interesting pieces of information about a dataset: the lowest value, the lower quartile of the distribution (25% of the cumulative distribution, noted Q1), the median (Q2), the upper quartile (75% of the cumulative distribution, noted Q3), and the highest value. The median is represented by the line in the center of the rectangular box. In addition, a box plot displays the outliers which are defined as the values above or below a given multiple (either 1.5 or 3) of the difference between the first and third quartile. For instance, a lower outlier corresponds to a value below [Q1-1.5*(Q3-Q1)] and an upper outlier is defined as a value above [Q3+1.5*(Q3-Q1)]. The thin line on the upper part of box plots is called the hinge, here corresponding to the default criteria of 1.5 times the difference between the first and third quartile (Thompson 2003). The box plots of our variables appear in figures 5 to 8. They show that Bolu and Zonguldak are the only (upper) outliers in the distribution of provincial growth rate; while only Kocaeli is the province with the highest value of per capita GDP in 1995 but it is not an outlier. Manisa is the province with the highest value of participation rates to general elections and Đstanbul has the highest value of literacy rates but they are not an outlier also. Canakkale is the province with the lowest value of growth rate in the period of 1995-2001. There are two lowest values (Agri and Mus) in the distribution of log of per capita GDP in 1995. While Ağrı, Batman, Bitlis, Diyarbakır, Hakkari, Mardin, Muş, Şanlı Urfa, Siirt and Van are the provinces with the lowest values in the distribution of literacy rates, other some provinces (Ağrı, Ardahan, Bingöl, Bitlis, Diyarbakır, Erzincan, Gümüşhane, Iğdır, Kars, Rize, Siirt, Şırnak and Tunceli) have the lowest values in the distribution of the share of the population with a university degree. Quartile maps and box plots are useful tools to get some insights into the distribution of a variable. However, they do not formally test whether the spatial distribution of a variable is random or not. For instance, the distribution of the per capita income and province level literacy rates across Turkish provinces is marked by two distinct clusters (East vs. West) as can be seen from figures 2 and 4 above. This observation needs to be tested by the formal tools of Exploratory Spatial Data Analysis. It starts with the definition of a spatial weight matrix and continues with the measurement of spatial autocorrelation. Fig.5 Growth rate for period of 1995-2001 in Turkey 220 Fig.6 Log of Per Capita GDP in Turkey (1995) �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Fig.7 Participation rates to General Elections in Turkey (1995) Fig.8 Province Level Literacy Rates in Turkey (1995) Exploratory Spatial Data Analysis (ESDA) Spatial Weight Matrix A spatial weight matrix is the necessary tool to impose a neighborhood structure on a spatial dataset. As usual in the spatial statistics literature, neighbors are defined by a binary relationship (0 for non-neighbors, 1 for neighbors). All our work is performed under GeoDa. We have used a basic approach for defining neighborhood: contiguity (shared borders). Contiguity-based weights matrices include rook and queen. Areas are neighbors under the rook criterion if they share a common border, not vertices. Based on this concept, we decided to create a weight matrix to investigate the distribution of our variables of interest: k_7 nearest neighbor matrix. We present the k_7 nearest neighbor matrix only below:  w (k ) = 0 if i = j  ij *   wij (k ) = 1 if dij ≤ Di (k ) and wij (k ) = wij (k ) / ∑ wij (k ) for k = 7 j   w (k ) = 0 if d > D (k ) ij i  ij (1) dij is great circle distance between centroids of region i and j and Di (k ) is the 7th order smallest distance between regions i and j such that each region i has exactly 7 neighbors. Now that the weight matrix where has been defined, we estimate a couple of spatial statistics that will shed some light on the spatial distribution of our variables. The most common of them is Moran’s I which is a measure of global spatial autocorrelation (Anselin 1988). Moran’s I for Global Spatial Autocorrelation Spatial autocorrelation refers to the correlation of a variable with itself in space. It can be positive (when high values correlate with high neighboring values or when values correlate with low neighboring values low) or negative (spatial outliers for high-low or low-high values). Note that positive spatial autocorrelation can be associated with a small negative value (e.g., -0.01) since the mean in finite samples is not centered on 1. Spatial autocorrelation analysis includes tests and visualization of both global (test for clustering) and local (test for clusters) Moran’s I statistic (Anselin et al. 2006). 221 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Global spatial autocorrelation is a measure of overall clustering and it is measured here by Moran's I. It captures the extent of overall clustering that exists in a dataset. It is assessed by means of a test of a null hypothesis of random location. Rejection of this null hypothesis suggests a spatial pattern or spatial structure, which provides more insights about a data distribution that what a quartile map or box plot does. For each variable, it measures the degree of linear association between its value at one location and the spatially weighted average of neighboring values (Anselin et al. 2007; Anselin 1995) and is formalized as follows: n It = n * wij (k ) xit x jt ∑∑ i =1 j =1 n (2) n ∑∑ xit x jt i =1 j =1 * Where wij is the (row-standardized) degree of connection between the spatial units i and j and x ij is the variable of interest in region i at year t (measured as a deviation from the mean value for that year). Values of I larger (smaller) than the expected value E(I ) = −1/ (n −1) indicate positive (negative) spatial autocorrelation. In our study, this value is (-0.0133). There are different ways to draw inference here. The approach we use is a permutation approach with 999 permutations. It means that 999 re-sampled datasets were automatically created for which the I statistics are computed. The value obtained for the actual dataset has then been compared to the empirical distribution obtained from these re-sampled datasets. The results of Moran’s I are presented in table 1 below. All the results indicate a positive spatial autocorrelation, i.e. the value of a variable in one location depends positively on the value of the same variable in neighboring locations. For instance, when the per capita income in one province increases by 1%, the one of its neighbors increases by slightly more than 0.6%. Three out of our four variables of interest are significant (at 1%) with the k_7 nearest neighbor matrix. For this reason, this is the weight matrix we will use in the rest of our study. Table 1: Moran’s I and P-Value Variables K_7 Growth Rate (1995-2001) 0.045 (0.129) Log of Per Capita GDP (1995) 0.647 (0.001) Participation Rates to Gen. Elections (1995) 0.706 (0.001) Literacy Rates (1995) 0.799 (0.001) Note: p-values are into brackets Moran’s Scatter plot for Global and Local Spatial Autocorrelation The Moran scatter plot often complements Moran’s I because it provides an easy way to categorize the nature of spatial autocorrelation into four types: low-low (noted LL), low-high (LH), high-low (HL) and highhigh( HH) with the first part refereeing to the studied location itself and the second part refereeing to the neighboring ones. For instance, HH means a high value in the studied area and a high value in the neighboring areas. The four types are reflected in the four quadrants that compose a Moran’s scatter plot. The link between a scatter plot and Moran’s I is reflected by a line of which slope is the value of Moran’s I statistic. Regions located in quadrants I and III refer to positive spatial autocorrelation, the spatial clustering of similar values, whereas quadrants II and IV represent negative spatial autocorrelation, the spatial clustering of dissimilar values. Figures 9 to 12 below display the Moran scatter plots of our variables of interest. For both the per capita income, participation rates and literacy rates, positive spatial autocorrelation is reflected by the value of Moran’s I and the fact that most of the provinces are located in quadrants HH and LL with HH displaying a cluster a Western provinces while LL shows a cluster of Eastern provinces. Once again, it reflects the dualistic structure of Turkey’s provinces. 222 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Fig. 9 Growth rate for period of 1995-2001 in Turkey Fig. 11 Participation Rates to General elections (1995) Fig. 10 Log of Per Capita GDP in Turkey (1995) Fig. 12 Province Level Literacy Rates in Turkey (1995) 223 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Table 2 indicates the name of the regions according to their distribution in the Moran scatterplot quadrants. Positive spatial autocorrelation is reflected by the fact that most provinces are in the high-high and low-low quadrants. More precisely, for the per capita GDP, participation rate and literacy rate variables, the Western provinces are mostly High-high areas while the Eastern ones are Low-Low. Obviously, the Low-High and High-Low quadrants contain fewer provinces. Table 2 Distribution of Spatial Autocorrelation LH HL Growth rate for period of 1995-2001 Ağrı, Bayburt, Bingöl, Bitlis, Eskişehir, Giresun, Gümüşhane, Hakkari, Iğdır, Kastamonu, Kayseri, Kocaeli, Muş, Ordu, Rize, Sivas, Tunceli, Van, Zonguldak, Bolu HH Aksaray, Antalya, Aydın, Balıkesir, Burdur, Bursa, Çanakkale, Corum, Elazığ, Đçel, Đzmir, Karaman, Kırıkkale, Konya, Kütahya, Samsun, Şanlıurfa, Tekirdağ, Uşak, Yozgat, Đstanbul, Gaziantep LL Afyon, Batman, Denizli, Edirne, Isparta, K.Maraş, Kırklareli, Kırşehir, Manisa, Muğla, Nevşehir, Niğde, Sinop, Tokat Log of province level per capita GDP (1995) Ankara, Antalya, Aydın, Balıkesir, Bilecik, Burdur, Bursa, Çanakkale, Denizli, Edirne, Eskişehir, Đçel, Đzmir, Karaman, Kastamonu, Kırklareli, Konya, Kocaeli, Kütahya, Manisa, Muğla, Niğde, Sakarya, Tekirdağ, Uşak, Đstanbul, Zonguldak, Adana, Bolu Adıyaman, Ağrı, Ardahan, Batman, Bayburt, Bingöl, Bitlis, Diyarbakır, Erzincan, Erzurum, Giresun, Gümüşhane, Hakkari, Iğdır, K.Maraş, Kars, Kırşehir, Malatya, Mardin, Muş, Ordu, S.Urfa, Siirt, Sinop, Şırnak, Sivas, Tokat, Tunceli, Van Afyon, Aksaray, Bartın, Çankırı, Isparta, Yozgat Adıyaman, Amasya, Ankara, Ardahan, Artvin, Bartın, Bilecik, Çankırı, Diyarbakır, Erzincan, Erzurum, Hatay, Kars, Malatya, Mardin, Sakarya, Siirt, Şırnak, Trabzon, Adana Amasya, Artvin, Corum, Elazığ, Hatay, Kayseri, Kırıkkale, Nevşehir, Rize, Samsun, Trabzon, Gaziantep Participation to General Elections (1995) Afyon, Ankara, Antalya, Aydın, Balıkesir, Bartın, Bilecik, Burdur, Bursa, Çanakkale, Çankırı, Çorum, Denizli, Edirne, Eskişehir, Isparta, Đzmir, Karaman, Kastamonu, Kırıkkale, Kırklareli, Kocaeli, Konya, Kütahya, Manisa, Muğla, Nevşehir, Sakarya, Samsun, Tekirdağ, Tokat, Uşak, Yozgat, Zonguldak, Bolu Adana, Adıyaman, Ağrı, Ardahan, Artvin, Batman, Bayburt, Bingöl, Bitlis, Diyarbakır, Elazığ, Erzincan, Erzurum, Giresun, Gümüşhane, Iğdır, K.Maraş, Kars, Malatya, Mardin, Muş, Ordu, Rize, Şanlıurfa, Siirt, Şırnak, Sivas, Trabzon, Tunceli, Van, Gaziantep Amasya, Hakkari, Hatay, Kayseri Aksaray, Đçel, Kırşehir, Niğde, Sinop, Đstanbul Literacy Rates (1995) Adana, Afyon, Aksaray, Ankara, Antalya, Aydın, Balıkesir, Bartın, Bilecik, Bolu, Burdur, Bursa, Çanakkale, Çankırı, Denizli, Edirne, Erzincan, Eskişehir, Gümüşhane, Đçel, Isparta, Đstanbul, Đzmir, Karaman, Kayseri, Kırıkkale, Kırklareli, Kırşehir, Kocaeli, Konya, Kütahya, Manisa, Muğla, Nevşehir, Niğde, Sakarya, Samsun, Sivas, Tekirdağ, Trabzon, Uşak, Yozgat, Zonguldak Adıyaman, Ağrı, Ardahan, Batman, Bingöl, Bitlis, Diyarbakır, Elazığ, Erzurum, Gaziantep, Hakkari, Iğdır, K.Maraş, Kars, Mardin, Muş, Şanlıurfa, Siirt, Şırnak, Tunceli, Van Amasya, Artvin Bayburt, Hatay, Malatya, Rize Çorum, Giresun, Kastamonu, Ordu, Sinop, Tokat LISA Statistics for Local Spatial Autocorrelation LISA statistics (Local Indicators of Spatial Autocorrelation) measure, by definition, the presence of spatial autocorrelation for each of the location of our sample. It captures the presence or absence of significant spatial clusters or outliers for each location. Combined with the classification into four types defined in the Moran scatter plot above, LISA indicates significant local clusters (high–high or low–low) or local spatial outliers (high–low or low–high). The average of the Local Moran statistics is proportional to the Global Moran's I value (Anselin 1995; Anselin et al. 2007). Anselin (1995) formulated the local Moran’s statistics for each region i and year  x  I i =  i  ∑ wij x j  m0  j 224 with m0 = ∑ xi2 / n i t as the follows: (3) �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo where wij is the elements of the row-standardized weights matrix W and xi ( x j ) is the observation in region i ( j) . Once again, this result reflects the will of the authorities to counterbalance poverty in the East. We provide the LISA maps (figures 13 to 16) as a visual representation of these results. Fig. 13 Cluster Map (Growth Rate 1995-2001) Fig. 14 Cluster Map (Log of Per Capita GDP 1995) Fig. 15 Cluster Map (Participation Rates in 1995) Fig. 16 Cluster Map (Literacy Rates in 1995) 225 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Conclusions The aim of this paper has been to perform an exploratory analysis of the economic disparities across 76 Turkish provinces. We have investigated the spatial distribution of growth over 1995-2001, of the per capita GDP, participation rates and literacy rates in 1995 across these provinces. First, our quartile maps have revealed the gap between East and West when it comes to per capita GDP, participation rates and literacy rates. Second, the Box plots showed that West Anatolia and the coastal area provinces are upper outliers in the distribution of almost all our variables. When we measure spatial autocorrelation by means of Moran’s I, our results indicate positive (and significant) global autocorrelation for all our variables except growth, thus indicating the geographical location of a province influences its level of income, participation rates and literacy rates. These results are corroborated by the corresponding Moran’s Scatterplots that display most of the eastern provinces in the Low-Low quadrant and the western ones in the High-High quadrant. Finally, LISA statistics confirm the significant presence of local spatial autocorrelation and highlight spatial heterogeneity in the form of two distinct spatial clusters of high and low values of per capita income. Overall, these results confirm the dualistic structure of Turkey’s economic geography, as many previous studies had showed. References Anselin L & Sridharan S & Gholston S (2007). 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Annual Review Politic Sciences. 9, 503–527. Rodrik D. (1999) Democracies Pay Higher Wages. The Quarterly Journal of Economics, Vol. 114, No. 3. 707-738 Thompson JR (2003). John Tukey (1915-2000): Deconstructing Statistics. In: Barry AB and Edward JW (eds.) Proceedings of the Sixth U.S. Army Conference on Applied Statistics, ACAS00/ThompsonJames/ThompsonJames.pdf, Accessed 21 August 2008 Tukey JW (1977) Exploratory Data Analysis. Addison-Wesley, Reading, MA 227 � 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. 204 Title A name given to the resource Democracy and Economic Development in Turkey: An Exploratory Spatial Data Analysis Author Author ÇELEBiOĞLU, Fatih ALTAY, Hüseyin Abstract A summary of the resource. The aim of this paper is to perform an exploratory spatial data analysis on the democracy and development level of the 76 Turkish regions over 1995-2001. While our choropleth maps indicate that the Western part of the country is significantly more developed than the East, the tools of spatial statistics reveal the presence of spatial dependence across provinces. The presence of heterogeneity is reflected in the distribution of LISA statistics. Overall, our results shed new light on the distribution of growth across Turkish regions and its relation with participation rates in general elections. 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/cec09e9f6a84916e578c4d7cb0f8c5fe.pdf 7325dc01933d7f839af230da3fda9167 PDF Text Text Teacher Attitudes in Mixed Ability Classes Şaban ÇEPIK Fatih University/ Turkey Abstract: The purpose of this study is to tap the problems in the mixed ability classrooms, and comment on what the reactions of English teachers towards them should be. Having students who exhibit a wide range of English language ability in the same class often leads to serious pedagogical problems mostly because they are not well-motivated. Besides this, such kinds of students sometimes cause discipline problems, which not only spoils the teaching atmosphere, but also sometimes prevents teaching and learning activities in the curriculum. As for solutions we, teachers, generally act in different ways; some take it easy, while some take it very seriously. Actually, experienced teachers mostly deal with the above mentioned problem intuitively; however, the topic is crucial enough to examine academically. All in all, this paper will suggest and remind us of some practical and significant solutions to the problems regarding mixed ability classes. Key words: mixed ability students, motivation, reaction, pedagogical problems Introduction I find needless to ask whether teachers have different leveled students in the classes, I am sure you have or will have such problems. We all very often encounter mixed ability (lower or higher leveled) students in our classrooms. And as teachers, we must learn to find out these kinds of problems and deal with them effectively. We generally ask these questions concerning the issue; what kind of problems do you have with them? How do you adjust them to the class atmosphere? And how do you treat them to concentrate on the lecture? Teachers need to perceive and recognize the nature of the problems students have in the classrooms. Our reactions towards these students are mostly different from each other, we sometimes approach the matter positively and deal with the problem very seriously but sometimes we ignore it. The unsolved matter of an individual may cause some serious problems like discipline, psychology and class management. Anxiety and disappointment encountered by some students regarding these matters may result in unexpected and extreme reactions. When such problems appear, as teachers we should confront these problems. Our approach and reaction shouldn’t be negative. Always there are some students who are below average and this is quite normal. Different problems may also stem from the pedagogical, psychological or social causes, but we mainly focus on their weakness and difference of level. General Problems with Different Leveled Students Discipline problems Teachers often lose control of their classes when they spend too much time with each student. While they are working with one student, others goof off. In his research, Jones found commonly experienced discipline problems when they finished a lecture and began helping students individually at their seats. Students usually began immediately to ask their teachers for help. Teachers usually responded with a "universal helping interaction." They tried to: 1. Find out where a student was having difficulty. 2. Re-explain the portion of the lesson the student did not understand. 3. Supply the student with additional explanations and examples. Jones contends that this process ordinarily takes at least 5 minutes for each student. If the practice period lasts 30 minutes, no more than six students can receive help. While the teacher is helping these students, the rest of the class, particularly those who are unsuccessfully seeking help from the teacher, will talk and goof around. According to Jones, this result helps explain why talking to neighbors in ways that a constitutes 80% of the discipline problems in a typical classroom. Not only does discipline break down, but the students who do receive help are unable to use 1 �long, drawn-out explanations to successfully complete their work. The universal helping interaction is too slow and inefficient. Teachers tie themselves up for too long period with too few students and leave too many students unattended and for too much of the work period (Jones, 1987a. cited in Jones H.F. cited in Edwards H.C.2000.p.204). As long as the students are involved and interested, and if the topics are challenging they will love the lecture and appreciate the teacher. Demotivation As the essence of learning is motivation, learning may not result in success if we can not motivate the mixed leveled students. Due to conflict of such students, concentration and attention of both the teacher and the learners will be distracted. Low-leveled students may lose self-confidence which is essential for language learning, and the upper leveled students most probably will be bored because their needs are not met satisfactorily. “So what teachers should do is to get the students attention Students lack motivation to learn for various reasons. In some cases they may have limited ability and experience difficulty keeping up and consequently develop chronologically low expectations while desensitizing themselves to failure. Others develop learned helplessness from attributing their performance to low ability. A third group of students who have a lot of difficulties are those who are obsessed with the need to protect their self-worth and who thus focus on performance goals rather than learning goals.” (Edwards H.C.2000. p.306). Apart from this, demotivation may also cause some psychological problems here is the main one; sense of helplessness will cause the law leveled student to have the absence of self-esteem, and this may evoke an inner-conflict which is revealed in a negative way. Problems of Class Management Since different leveled students do not keep up with the lesson the learning atmosphere will be spoilt, their peers will be affected badly and use of class time will be wasted. Professionally a teacher must keep the students active at any moment. In order to do that, he/she should create many actions and attractions to take their attention. Doyle (1986) contends that classrooms are difficult to manage because they are multidimensional, simultaneous, and unpredictable. So this matter is urgent and teachers should perform in full view of every student. Because of the many type of characters in the same classroom, any occasion can have multiple consequences that may require different reactions from the teacher. (Edwards H.C.2000) Teachers`Reactions to Such Problems Generally we are not very patient towards the low leveled students, after warning them twice or three times we get angry with them, or even we behave very harshly because they spoil the class atmosphere. With high leveled ones we do not have many problems with them but hardworking students create problems or at least they rightfully show dissatisfaction. Suggestions and Solutions A) Things That Should Be Done 1-Attention In order to take attention of the weak students we should ask simplified questions, or decrease our speech rate for them and also using eye –contact, gestures and mimics we can draw the students` attention back to the lecture. 2- Negotiation We can work at making language comprehensible to students by negotiating meaning. The teacher can open up lines communication by using questions that aim at classification and confirmation. These same types of questions are useful to negotiate meaning for the students who have less enthusiasm and lower levels. 3- Easier tasks may encourage weak students, and enhance their self-confident. E.g. In high level class students are discussing about the wars in history, we may ask weak students only the place and the date and the heroes of the war may be country. If we adjust the questioning to the language 2 �level of the students they can manage uttering only a few words and by time, they may improve and gain selfconfidence. 4- Cooperative Work (Team Model) If you are suffering a lot from the weak or different leveled students, the way of grouping the students with better ones may help you. Because one of the ways of learning is to be with friends, they learn from each other. One educational strategy Glasser advocates to promote more meaningful learning and reduce discipline problems is cooperative learning, also known as the learning team model. He believes that this kind of learning provides students a better way to satisfy their basic needs. Glasser recommends that students work on long-term projects with other students to go deeper into a subject and become more involved in the experience of learning. For this purpose, he suggests that teachers organize teams of from two to five students who have reached different levels of achievement. He lists several benefits to be gained from cooperative team learning. (Glasser, 1986a cited in Edwards, 2000): • Working in teams provides students a sense of belonging, which helps motivate them to work harder and achieve more. • The more advanced students find it fulfilling to help less able team members because they want the power and friendship that go with a high-performing team. • Less able students also have their needs fulfilled. In the group, they are able to accomplish something, whereas they did very little before. Their contribution to the team is appreciated more than their previous individual efforts were. • By working in teams, students gain a greater sense of independence from the teacher and discover themselves able to make valuable contributions to the class. • Learning teams serve as a structure within which students can obtain a deeper understanding of school subjects. Unless students understand the subjects they study more deeply, they will be unable to make the vital connection between knowledge and power that must underlie any attempt to improve today's schools. • Teams provide a framework within which students can better evaluate themselves. More than just grades may be considered as evidence that students are learning. • Promote positive beliefs about ability. Help them see that their intelligence is not a given amount, but that they can increase it with effort and learning. • Help students make a connection between their efforts and achievements. Help them set realistic goals and develop confidence in reaching them. • Help students learn to take pride in personal accomplishments and their developing expertise, and to minimize the attention given to competition and social comparisons. • Help them achieve a feeling of self-worth through their achievement. (Covington, 1992) • And also, depending on the experience in their research, Hallam & Ireson (2001) claim that a more cooperative environment is encouraged, where students work in groups and support each other. By doing this A more permissive classroom atmosphere will be possible. But on the other hand they mention that they include the comments from a school teacher: ‘I have a few reservations about mixed ability teaching because the higher ability pupils are not stretched to their full potential. However, we do very well with the lower ability in the classroom.’ 5- Using the Praise-Prompt-Leave Sequence Teachers can escape the predicament of mixed ability students by avoiding universal helping interactions and instead using the praise-prompt-leave sequence of instruction. (Jones H.F. cited in Edwards H.C.2000.p.204) Praise- In giving praise, the teacher reviews what the student has done right, which not only provides a positive experience for the student but also defines the starting point for new instruction. For teachers to become good at giving praise, they need to avoid the common habit of looking for errors in students' work. This tendency causes teachers to communicate dissatisfaction as well as frustration and exasperation. Teachers should build on adequately completed work, not defects. They need to develop an aptitude for seeing the positive and making it a reflex action. Once the strength of a student's work is identified, appropriate words can be used to describe it. This language must be a specific description of exactly what is well done- Avoid statements such as "Nice job" and "You're off to a good start," Instead, say "You have organized this paragraph well. There are transitions between all the sentences." Prompt- To prompt is to tell students exactly what to do next. Prompting should be clear and simple. Ordinarily, mastery of concepts involves many steps. Students, however, can perform these steps only one at a time. Teachers therefore should provide a prompt that requires a one-step performance. Asking students to perform many steps tends to produce cognitive overload. Teachers tend to bog students down with excessive, complex verbiage. 3 �They talk too much and explain more than students can keep straight at one time. Instead, teachers should prompt students about the next action to take and then encourage them to act on the prompt. Prompts can either direct a student to do something or not to do something. An initiating request asks a student either to begin something or to do it more. A terminating request asks a student to stop something or to do it less. Leave- Once a clear and simple prompt is given; teachers should leave and turn their attention immediately to other students, take time to observe how students act on prompts. Leaving will cause discomfort, given their inclination to stay at students' desks long enough to see how they respond to instructions. Even so, teachers must avoid the tern longer. Not only does leaving convey confidence in students' ability instruction given, but it also gives teachers more time to circulate in the system, teachers can see more students and see the same student more than once in one class period. At the same time, the teacher gains greater control by being able to move around the entire classroom more quickly. (Jones 1987 cited in Edwards, 2000). 6-Types of learners Hallam, S& Ireson, J.(2001) classify the learners type as; gifted, high-end, academically talented and advanced learners, and we can add lower leveled ones to this group. All these miscellaneous type of learners bother us but if we identify them very well we can find solutions to the problems. Of course gifted students need special interest, low leveled students (if not little school kids) can be motivated in the cooperative learning groups with the assistance of advanced learners. And Like the others they should be encouraged and satisfied as well, and their abilities need to be developed. These learners may fail to achieve their potential without teachers that coach for applying useful, high level and challenging curriculum. B) Things That Should Not Be Done. We sometimes unconsciously demotivate the weak students by motivating them a bit, and later discourage them badly by mentioning their unforgivable mistakes or so on. In the Jones’ Model Fredric H. Jones suggests that teachers should be aware of how most universal helping interactions between students and teachers are initiated and avoid getting caught up in them. The following are actions that might be avoided: Asking students where they are having difficulty is the most common and straightforward means of initiating a helping interaction. Teachers often ask, "Where are you having difficulty?" or "What is it you don't understand?" 1. Teachers are often aware of the difficulties students experience and identify these difficulties as they offer to help. For example, they may say, "I see you are having trouble carrying the correct digit. Let me show you how it is done." 2. Focusing on the students' strengths before calling attention to the problems is a common tactic among teachers who are aware of the necessity of giving students support during feedback. They believe that giving good news first will diminish the negative effects of the bad news that follows. A teacher might say, "You did the first few problems correctly, but when you got to the ones requiring long division, you did them all wrong." 3. Some teachers express their exasperation with students in the way they use body language, such as shaking the head from side to side, as if to say, "I have never seen anything like this. How could you have worked these problems this way?" 4. Sometimes, before they help students, teachers give voice to comments that are simply derogatory (for example, "How can you he so stupid?"). Jones calls these comments "zaps and zingers." Considerable harm can be done to students to whom these comments are directed. (Edwards, ,2000. p.241) 5. Should not be ignored and be insulted 6. High performance should not be expected from the weak ones. 7. Should not be reprimanded, dismissed from the class 8. Teachers should never try corporal punishment. Conclusion Having different or mixed leveled students is unavoidable for the teachers of languages, so what we’ve got to do are to accept the situation. And without ignoring they try to find satisfactory and productive solutions. These solutions are mainly to put them into a cooperative work, motivate them by giving extra help and home task, ask high leveled students to help the lower leveled. Especially if these kinds of students lose their self confidence for 4 �learning they may start thinking that they can not do anything. So teachers should carefully approach in order to help them in time, and prevent them from spoiling the class atmosphere. Children with learned helplessness also benefit from attribution retraining. This consists of providing a planned series of experiences, couched within an achievement context in which modeling, socialization, practice, and feedback are used to teach them (1) to concentrate on what they try to learn without worrying about failing, (2) to deal with mistakes by retracing their steps to find where they slipped up and by analyzing the problem to find a more reasonable approach, and (3) to attribute their failures to insufficient effort, lack of information, or use of ineffective strategies rather than lack of ability (Craske, 1985). These efforts are necessary because success alone is not enough. (Edwards, 2000 p.307). Cooperative learning provides hope for altering this unhappy situation. It provides a way for students to assert themselves without the discomfort of always being compared with their peers and found lacking. Properly organized cooperative learning can help all children experience success and feel more accepted in school. Classrooms thus become more exciting places to learn because students have greater control over what they learn and because the atmosphere in which learning takes place is more fun. In cooperative learning programs, teachers can capitalize on the motivation students already have for learning by involving them in decisions about what they learn and then allowing them to pursue their own interests in their own style. (Edwards, P.313, 2000). Examining the mixed ability teaching environment and students at different ages, and reading the comments of some teachers in the book written by Hallam, S& Ireson, J. (2001) we assume that mixed ability learners at early ages may be more problematic than the mixed ability adult learners. So Cooperative learning can solve our problem at least to an extent. References Covington, M. (1992) Making the Grade: A Self –Worth Perspective on Motivation and School Reform. Cambridge. UK. Cambridge University Press. Edwards, Cliff .H. (2000). Classroom Discipline and Management. New York. US. John Wiley&Sons. Inc. Hallam, S& Ireson, J. (2001).Ability grouping in Education.UK. Sage. Tomlinson, Carol Ann. (2001).How to Differentiate Instruction in Mixed-Ability Classrooms, Alexandria, VA. Association for Supervision and Curriculum Development Tomlinson, Carol Ann. (1999).The Differentiated Classroom, Responding to the Needs of All Learners. Alexandria, VA. Association for Supervision and Curriculum Development Williams M. and Burden L.R (2000). Psychology for Language Teachers, Cambridge, UK. Cambridge University Press. 5 � 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. 311 Title A name given to the resource Teacher Attitudes in Mixed Ability Classes Author Author ÇEPIK, Şaban Abstract A summary of the resource. The purpose of this study is to tap the problems in the mixed ability classrooms, and comment on what the reactions of English teachers towards them should be. Having students who exhibit a wide range of English language ability in the same class often leads to serious pedagogical problems mostly because they are not well-motivated. Besides this, such kinds of students sometimes cause discipline problems, which not only spoils the teaching atmosphere, but also sometimes prevents teaching and learning activities in the curriculum. As for solutions we, teachers, generally act in different ways; some take it easy, while some take it very seriously. Actually, experienced teachers mostly deal with the above mentioned problem intuitively; however, the topic is crucial enough to examine academically. All in all, this paper will suggest and remind us of some practical and significant solutions to the problems regarding mixed ability classes. 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/634a31a356ca025db023bc483ce35e2f.pdf c7c026c56fc93373190817c709a5610c PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo An Excel Solver Model for a Blending Type Optimization Problem in Mining with Quadratic Programming Necmettin ÇETIN Dumlupinar University, Faculty of Engineering, Mining Eng. Dept. Kütahya/Turkey necmettin@dumlupinar.edu.tr Ünal GÖ KT AŞ W olfram Research, Inc. 100 Trade Center Drive Champaign, IL 61820-7237, USA unalg@wolfram.com Abstract: A Stochastic non-linear optimization model using Quadratic Programming (QP) is presented for a hypothetical blending type problem in mining industry. Microsoft Excel 10.0 Solver is used to develop the model for a three-seam coal mine and data are hypothetically generated for a case study problem. Optimum quantities of each run of mine (r.o.m) coal with variability in calorific values to be fed to a nearby power plant are determined with given specifications. QPs arise directly in such applications as least-squares regression with bounds or linear constraints, robust data fitting, Markowitz portfolio optimization, data mining, support vector machines and tribology. They also arise as sub problems in optimization algorithms for nonlinear programming and in stochastic optimization. Keywords: Stochastic Optimization, Quadratic Programming, Coal Blending, Open Cast Mining Introduction Blending problems arise in food, feed, metals, and oil industries. The problem is to mix or blend a collection of raw materials (i.e. differenttypes of meats, cereal grains, or crude oils)into a finished product (i.e. dog food, sausage or gasoline). The cost per unit of productis minimized and itis subject to satisfying certain quality constraints. They are usually modeled by Linear Programming (LP) and solved easily (Erarslan et al, 2001). However,a good optimizer should also exploitthe correlations,the expected values,the variances and the user constraints in real optimal decision-making circumstances. In this study, another mathematical programming method istried for a hypothetical coal mine problem, which is quadratic programming. Quadratic Programming problems (QPs) are optimization problems in which the objective function is a convex quadratic and the constraints arelinear.They have the generalform Min ½ XT Q X + c T X subjectto A X = b, C X >= d W here Q is symmetric positive semi-definite n x n matrix, x є Rn is a vector of unknowns, A and C are matrices, and b and d are vectors of appropriate dimensions. The constraints Ax = b are referred to as equality constraints while Cx >= 0 are known as inequality constraints. QPs arise directly in such applications as least-squares regression with bounds or linear constraints,robust data fitting, Markowitz portfolio optimization, data mining, support vector machines,and tribology. They also arise as sub problems in optimization algorithms for nonlinear programming and in stochastic optimization.(Gertz and Wright, 2003). Problem Definition The coal with varying calorific values is mined out by open cast mining method from different production areas and is fed to a nearby power plant which has an annual capacity of 4.5 million tons and minimum heat content of 1750±100 Kcal/kg. The quality of coal seams are highly changing both horizontally and vertically, which requires a precise scheduling and blending during mining and stockpiling stages. 364 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Otherwise, a great deal of penalty charges has to be paid by Coal Company to the power plant. The three coal seams are assumed to have mean calorific values of 2000, 1800, 1600 Kcal/kg,respectively, with equal standard deviations of 20%. Itis also assumed thatthe coal seams are mined out selectively and stockpiled into separate stockpiles. The objective ofthisstudy isto feed the power plantrequirements withthe availablethree coal seams which are highly variableinterms of calorific values. Optimum quantities of coalto be mined from each ofthese three coal seams are to be determined by Quadratic Programming. Model Construction The key to the development ofthe modelisthe factthat for random variables, X1,X2, X3,., Xn var(c1 X1 + c2 X2 + c3 X3 + ... + cn Xn ) = [ c1 c2 c3 …cn] (covariance matrix) [c1 c2 c3...cn]T The objective function in this study problem is to minimize the variance of power plants calorific values from both the upper and the lower limits (Markowitz, 1952). The constraints are capacity requirement of power plant and both upper and lower mean calorific value limits. A simple covariance matrix is assumed to represent the correlations between each coalseam (Markowitz et al., 1991). Here is how we proceed. The steps of algorithm are presented below as: Step 1: Trial values are entered into the changing cells as: $A$3:$C$3 Step 2: Compute the total amount of coalto be mined from three seams by the formula as =SU M (A3:C3) Step3: Compute the mean calorific values both forlower and upperlimits by the formula as: =SU MPRO D UCT (A5:C5, A3:C3) Step 4: The objective function to be minimized isthe variance of calorific values which is computed by the formula = M M ULT (A3:C3, M M ULT (A8:C10, TRANPOSE (A3:C3))) Note that Control Shift Entermust be hitforthisformula to work. Output Results Excel model is given in Table 1 for a hypothetical coal seam blending problem in mining industry. Excel solver modelis developed in Table 2 and answer reportand sensitivity reports are given in Tables 3 and 4, respectively. 365 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo B1 Seam 2.062.500,0 M EAN C AL O RIFIC V AL UES B2 Seam 1.500.000,0 B3 Seam 937.500,0 A CT_T OT AL_PR O D 4.500.000,0 E(X1) 2000 2000 E(X2) 1800 1800 E(X3) 1600 1600 M E A N_CAL_VAL 1.650,0 1.850,0 Mean Standart Deviation Calorific Values Calorific Values Coal Seam B1 2.000 20,0% Coal Seam B2 1.800 20,0% Coal Seam B3 1.600 20,0% INPUTS B1 B2 B3 B1 B2 B3 B1 100,0% 0,0% 0,0% Correlations B2 B3 0,0% 0,0% 100,0% 0,0% 0,0% 100,0% B1 20,0% Standart Deviation B2 B3 20,0% 20,0% B1 4,0% 0,0% 0,0% Covariance Matrix B2 B3 0,0% 0,0% 4,0% 0,0% 0,0% 4,0% = Plant Cap 4.500.000,0 >= <= Cal_Limit 1650 1850 C AL_VAL_VA R 2,95313E+11 Table 1. An Excel Solver Model for Coal Seam Blending Problem 366 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Table 2. Excel Solver Model for a Case Study Coal Seam Blending Problem Microsoft Excel 10.0 YanıtRaporu Çalışma Sayfası:[blending3.xls]Sayfa1 Yaratılan Rapor: 18.03.2009 13:27:43 Hedef Hücre (En Küçük) Hücre Ad Đlk Değer Son Değer $D$35 CAL_VAL_VAR 2,16738E+12 2,35723E+12 Ayarlanabilir Hücreler Hücre Ad Đlk Değer Son Değer $A$7 B1 Seam 2.062.500,0 2.249.999,9 $B$7 B2 Seam 1.500.000,0 1.687.500,1 $C$7 B3 Seam 937.500,0 562.500,0 Sınırlamalar Hücre Ad Hücre Değeri Formül Durum Serbestlik $D$10 M E A N_CAL_VAL 1.650,0 $D$10>=$F$10 Aynı 0,0 $D$7 ACT_TOTAL_PROD 4.500.000,0 $D$7=$F$7 Farklı 0 $A$7 B1 Seam 2.249.999,9 $A$7>=0 Farklı 2.249.999,9 $B$7 B2 Seam 1.687.500,1 $B$7>=0 Farklı 1.687.500,1 $C$7 B3 Seam 562.500,0 $C$7>=0 Farklı 562.500,0 Table 3. Answer Reportfor Case Study Coal Seam Blending Problem 367 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Microsoft Excel 10.0 Sensitivity Report W orksheet: [blending31.xls]Sayfa1 Report Created: 14.05.2009 23:00:22 Adjustable Cells Final Reduced Cells Na me Value Gradient $A$7 B1 Seam 2.062.500,0 0,0 $B$7 B2 Seam 1.500.000,0 0,0 $C$7 B3 Seam 937.500,0 0,0 Constraints Final Lagrange Cells Na me Value M ultiplier $D$10 M E A N_CAL_VAL 1.850,0 1.012.500.930,5 $D$11 M E A N_CAL_VAL 1.850,0 0,0 $D$7 ACT_TOTAL_PROD 4.500.000,0 131.250,1 Table 4. Sensitivity Reportfor a Case Study Coal Seam Blending Problem In a real case study, sufficient amount of data should be collected for representing the probability density functions for each coal seam and their relationships between them for more accurate results. Geostatistical analysisisrequired to modelthe variability for each coal seam with proper variograms. Conclusions In this study, a new approach tothe blending problem of open pit coal mines is modeled and solved by Quadratic Programming method. Optimum coal blends satisfying the needs of a hypothetical power plant are determined. The models are developed and solved in Excel Solvers 10.0 and it predicts reasonably well for multiple coals with varying calorific values both horizontally and vertically. The developed model can easily be modified for many seams situations otherthan three seams. References H. Markowitz. Portfolio Selection. Journal of Finance, 7:77–91, 1952. H. Markowitz, W. F. Sharpe, and M. Miller. Founders of Modern Finance: Their Prize Winning Concepts and 1990 Nobel Lectures. AIMR, Charlottesville VA, 1991. K. Erarslan, H. Aykul, H. Akçakoca and N. Çetin, 2001, “ Optimum Blending of Coal by Linear Programming at Seyitömer Coal Mine”, IMCET, Ankara, Turkey. E. M. Gertz and S. J. Wright, 2003. “Object Oriented Software for Quadratic Programming”, ACM Transactions, on Computational Logic. W.L. Winston, Fourth Edition, 2004, Operations Research – Applications and Algorithms, Brooks/Cole – Thomson Learning, USA. 368 � 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. 508 Title A name given to the resource An Excel Solver Model for a Blending Type Optimization Problem in Mining with Quadratic Programming Author Author ÇETIN, Necmettin GÖKTAS, Ünal Abstract A summary of the resource. A Stochastic non-linear optimization model using Quadratic Programming (QP) is presented for a hypothetical blending type problem in mining industry. Microsoft Excel 10.0 Solver is used to develop the model for a three-seam coal mine and data are hypothetically generated for a case study problem. Optimum quantities of each run of mine (r.o.m) coal with variability in calorific values to be fed to a nearby power plant are determined with given specifications. QPs arise directly in such applications as least-squares regression with bounds or linear constraints, robust data fitting, Markowitz portfolio optimization, data mining, support vector machines and tribology. They also arise as sub problems in optimization algorithms for nonlinear programming and in stochastic optimization. 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/078d0c5b28e0b5839786cb51decf461a.pdf d077294b74301b3a5849fc31f00c373f PDF Text Text Toplumsal Kimliğin Devamlılığına Dilin Etkisi ve Boşnakların Türkçe Tercihi Mustafa ÇETİN International Burch University, Sarajevo, Bosnia and Herzegovina mcetin@ibu.edu.ba Özet : Kimlik tanımı, kişisel ve toplumsal bir ihtiyaç olarak görünmektedir. Kimlikler; yaşayış ve düşünüş biçimi, dil, töre, gelenekler ve değer yargıları gibi birçok unsurun birleşmesi olarak kabul edilmektedir. Kişisel ve toplumsal kimliğin devamlılığını sağlayabilmek önemli görülmektedir. Bu tebliğde Boşnakların toplumsal kimliğinin demalılığını sağlamada dilin etkisi üzerinde durulmaktadır. Türkizm denilen, Osmanlı Türkleriyle Bosna-Hersek coğrafyasına gelen Müslüman kişi adları ve günlük diyaloglarda kullanılan Türkçe ifadeler anlatılmaktadır. Bunların, toplumsal kimliğin devamlılığına etkisi üzerinde durulmaktadır. Anahtar sözcükler : Boşnak, kimlik, kimliğin devamlılığı. kişi adları, Türkizm, Türk kültürü, toplumsal Toplumsal Kimlik Milli kimlik: Bir milletin kendine özgü düşünüş ve yaşayış biçimi, dil, töre ve gelenekleri, toplumsal değer yargıları ve kuralları ile oluşan özellikler bütünü, milli hüviyet(Türkçe Sözlük, 2005) olarak ortaya çıkmaktadır. Kimlik yüzeysel olarak kısaca kişilerin ve çeşitli büyüklük ve nitelikteki toplumsal grupların “kimsiniz, kimlerdensiniz?” sorusuna verdikleri cevaplardır(Güvenç, 1993:3). Kimlik kavramı toplumun sosyal sisteminin en temel ve en önemli kökenini teşkil etmektedir(Yıldız,2007). Toplumların kökenleri aidiyetlerinin referanslarını göstermektedir. Kişinin “mensubiyet”(attachment) ve “ait olma”( belonging) konusundaki başvuru çevreleri, kimlik”tutumu”nu (cohesion) sağlayan dayanaklardır. Burada kimlik başka bir şeye ait olma ihtiyacının sonucu olarak karşımıza çıkmaktadır(Güleç, 1992:14). Kimlik hem tümüyle toplumsal hem de benzersiz biçimde kişiseldir; değişen derecelerde kişinin kendisi tarafından oluşturulan ve/veya başkaları tarafından atfedilen göndermelerden kaynaklanır. Hayatın dramatik niteliği, kişinin kendisinin sahiplendiği ama ötekilerin ona atfetmediği ya da ötekilerin atfettiği halde kişinin benimsemediği kimliklerin sonsuz ikilemleri içinde akmasından kaynaklanır(Aydın, 1998: 13-14) Toplumsal kimlikleri ayrıştıran ve/veya derinleştiren bu ikilemlerdir. Çağımızın kimlik sorunu, kişi, grup ve toplulukların resmi-ulusal(milli) ve tarihi-kültürel kimliklerinde ortaya çıkmaktadır. Asıl önemli olan ise zaten bu içerikteki kimlik oluşumları ve bütünleşmeleridir(Yıldız, 2007). Boşnak kimliğinin tanımı da tarihi ve kültürel geçmişine dayandırılmaktadır. Osmanlıların 1463'te Bosna'yı fethinin ardından, Türk sarıklarını tercih eden Bogomil inancına mensup halk, kitleler halinde gönüllü olarak İslam dinini kabul etmiştir(Eker, 2006:72). Osmanlılar Bosna'da kendi klasik yönetim kurumlarını oluşturmuş, Müslüman Boşnaklar84 da bölgedeki Osmanlı kültür ve uygarlığının temsilcisi ve sahibi haline gelmiştir(Eker, 2006:73). Boşnak, Osmanlı döneminde, Bosna vilayetinde yaşayan bütün halkın, bazen yalnızca Müslümanların, Yugoslavya döneminde ise ülkede yaşayan İslam inancına mensup Slav kökenli halkın adıdır (Bringa 1995: 238). Yugoslavya'da 1948 yılında yapılan nüfus sayımında Boşnaklar, Müslüman-Sırp, Müslüman-Hırvat, Belirsiz-Müslüman seçeneklerinden %90'a yakın oranda sonuncusunu tercih etmiştir(Bringa, 1995:323; Malcolm 1999:312). Bugünün Boşnak aydınları, eski Yugoslavya'dan tevarüs eden Müslüman yerine Boşnak etnonimini önermiş olsalar da, Bosna'nın yanı sıra Batı'da Müslüman terimi yaygın olarak kullanılmaktadır. Arnavutlar ile birlikte Avrupa'nın yerli Müslümanları olarak tarih sahnesindeki yerini alan Boşnak halkının kimliğiyle ilgili soruya vereceği cevap tektir:Müslim!( Malcolm 1999:311-315). Boşnaklar ötekilerden(Sırp ve Hırvat) farklı bir etnite olarak, Müslüman kimliğiyle tanımlanmaktadır. 84 Boşnaklar (Boşnakça: Bošnjaci), tarih biliminin bakış açılarından birine göre, bir Güney Slav halkıdır. Çoğunluğu Güneydoğu Avrupa'da Bosna-Hersek'te ve Sırbistan ve Karadağ arasındaki Sancak bölgesinde yaşar. Ayrıca Hırvatistan, Slovenya,Almanya, ABD, Avusturya, İsveç, Kosova, Makedonya Cumhuriyeti ve Türkiye’de de Boşnaklar vardır. 351 �Toplumsal Kimliğin devamlılığı ve Dil Kimliğin iki temel bileşeni vardır. Bunlardan ilki tanımlama ve tanıma, ikincisi ise aidiyettir. Kendini tanımlama ve toplum içinde belli bir sıfatla, toplumsal olarak tanıma hem insana özgüdür hem de insani bir ihtiyaçtır. “Toplumsal tanınma” nın en temel aracı öncelikle konuşma dili, ardından da yazılı bir dil ve bir “kültürel eda”dır. Toplumsal ve kültürel dünyanın oluşumu dil aracını gerektirir(Aydın, 1998:12). İnsan yığınlarını “millet” haline getiren “kültür” leridir... Sosyologlar milletleri millet yapan maddi, manevi ortak değer ve müesseselerin hepsine “kültür” adını veriyorlar... Kültür deyince ilk akla gelen şey “dil”dir. “Dil” , millet denilen sosyal varlığı birleştiriyor(Kaplan, 2007: 24-25). Toplumsal kimliğin devamlılığı, tarihten bugüne bütün uluslar için en önemli sorunlardan biri olagelmiştir. Uluslar, toplumsal kimliklerini korumak ve/veya devam ettirmek için birçok yola başvurmuşlardır. Toplumsal kimliği koruma adına 15 Mayıs 1277’de, Karamanlı Mehmet Bey: “ Bugünden sonra, Divanda, Dergahta, Barıgahta, Mecliste, Meydanda Türkçe’den başka dil kullanılmayacaktır.” buyruğunu vermiştir. Bu buyruk, o dönemde yaşayan Türk toplumunun ulusal kimliğini devam ettirme adına girişilmiş önemli bir çaba olarak karşımıza çıkmaktadır. Boşnakların toplumsal kimliğinin devamlılığına dilin çok büyük etkisinin olduğu gözlenmektedir. Özellikle, günlük diyaloglarda kullanılan dil ile bir dil elementi olan kişi adları, Boşnak kimlik tanımının en önemli kanıtlarını teşkil etmektedir. Aslında Boşnakça, Sırpça ve Hırvatça arasında ciddi farklar gözlenmemektedir. Aralarında yüzde yüze yakın oranda simetrik karşılıklı anlaşılabilirlik bulunan bu diller Ana Slav85 dilinin diyalektleri olarak, bütün dil bilgisel düzeylerde birbirine çok yakın özellikleri paylaşırlar(Eker, 2006:76). Ancak Boşnakların kullandığı, Osmanlı Türkçesinden geçen kişi adları ve Türkçe sözcüklerin tercih edilmesi ayırt edici önemli bir faktör olarak göze çarpmaktadır. Boşnakların Türkçe Tercihi ve Boşnak kimliğinin devamlılığı Resim 1.. Başçarşı'daki sokak ismi. Boşnakların Türkçe tercihinden kastedilen, öncelikle Türkçeden Boşnakçaya86 geçen sözcük ya da sözcük öbeklerinin Türkizm şeklinde adlandırılmasıdır. Türkçe ya da Türkçe aracılığıyla kopyalanan Arapça, Farsça hatta diğer dillere ait sözcüklere Güney Slav dillerinde Türkizm (Boş. turcizam, Turcizmi, İng. Turkishism) adı verilir (Eker, 2006:78). Abdullah Şkalyiç 1965 yılında çıkan Turcizmi u Srpskohrvatskom jeziku adlı sözlük tarzındaki yapıtında 8742 Türkizm sözcük vermiştir. Ancak, bu sayının daha fazla 85 Güney Slavca : Banat Bulgarcası · Boşnakça · Bulgarca · Bunyev · Kilise Slavcası · Hırvatça · Makedonca · Karadağca · Eski Kilise Slavcası · Sırpça · Yunanistan'daki Slav Diyalektleri · Slovence 86 Boşnak dili hakkındaBoşnakça (Boşnakça: Bosanski jezik, Bosanski), çoğunluğu Bosna-Hersek'te yaşayan Boşnakların konuştuğu dil. Bosna-Hersek'in nüfusunun yarıdan fazlasını Boşnaklar oluşturur ve Boşnakça bu ülkenin resmi dillerinden biridir. Özellikle son yıllarda Hırvatça ve Sırpça'dan hem biçim, hem sözcük dağarcığı bakımından iyice farklılaşmaya başlamıştır. Hırvatça gibi Latin abecesiyle yazılır. 352 �olabileceğini de belirtmiştir. Bu demek oluyor ki, Osmanlı Türkçesinden Boçnakçaya geçen sözcük sayısı on bin dolaylarındadır. Bu da Türkçenin temel sözcük hazinesine yakındır. İkinci olarak Türkizm dedikleri ifadeleri güncel Boşnakçada kullanma tercihleri gelmektedir. Aslında bu tercih, Boşnakların kimlik tecihiyle doğrudan bağlantılı görünmektedir. İç Savaş ve etnik temizlik sonrasında özellikle medya ve edebiyat aracılığıyla Türkizmler daha bilinçli olarak kullanılmaya, bu yolla Hırvat ve Sırp dilleri yanında, Boşnak dili ve kimliği yeni bir statü kazanmaya başlamıştır (Bringa, 1995: 241). Adıyla, sokak adlarıyla, tarihiyle, kültürüyle Türk dilinin ve kültürünü izlerini taşıyan Başçarşı'yı bugüne kadar sahiplenmek ve korumak da ayrı bir Türkçe tercihidir. Başkentinin (Sarajevo), ikinci büyük kentinin (Tuzla) ve bu şehirlerin en merkezî semtlerinin adları (Baščaršija ve Kapija) Türkçe olan bir coğrafya, Türk kültürünün ve dilinin bölgedeki işlevi hakkında bir fikir verebilir( Eker, 2006:78). Türkizm şeklinde değerlendirilen kişi adlarını çocuklarına vermeleri de toplumsal kimliğin devamlılığı açısında önemli bir tercih konusudur. Şehirlerin sokaklarında duvarlara, yan yana asılan yeşil-beyaz ay-yıldızlı, Ahmet, Fatima, Alah, ahret sözcüklerinin yer aldığı ölüm ilânları ile siyah renkli, haçlı Slobodan, Jasna yazılı ölüm ilanları etnik kimlik vurgularıdır(Eker, 2006:78). Resim 2. Cenaza ilanı Toplumsal kimliklerle toplumsal tercihler arasında sıkı bir bağlantının varlığı göze çarpmaktadır. Dolayısı ile toplumsal kimliğin devamlılığı bakımından Boşnakların kişi adlarındaki tercihi ve günlük konuşma dilindeki Türkçe tercihi önemli görülmektedir.. Boşnakçada Kişi Adları ve Toplumsal Kimliğin Devamlılığı İnsanoglu, genel anlamda yaşamı kolay ve verimli sürdürebilmek için birçok araç geliştirmiştir. İşte dil ve buna baglı olarak adlar bu araçların en önemlilerindendir(Karpuz, 2006). Ünlü adbilimci Adolf BACH :”Bir ulusun ad hazinesi, onun geçmişteki ve bugünkü zihinsel-ruhsal durumunun anlatımıdır.” demektedir(Aksan, 2000:115). 353 �Saraybosna’nın Koşova mezarlığında87 bulunan şehit isimleri üzeründe yapılan araştırmaya göre 1941,1940 ve öncesinde doğan 50 şehidin adları %95’in üzerinde Müslüman adları olarak tespit edilmiştir. Bu sayısal ifade Boşnakların o dönemde Müslüman kimliklerinin çok daha ön planda olduğunu göstermektedir. Aynı yöntemle 1969,1970 ve sonrasında doğanlar arasında yapılan incelemede, 85 şehit adına göre ise Müslüman adları % 80’ lere düşer. Bu dönemdeki adlarda yüzde yirminin üzerinde değişmeler görülür. Bu değişme Hırvatların yoğun olduğu Mostar’da88 daha fazla hissedilmektedir. Yabancı kültürlerin kendini ilk gösterdiği yer, adlardır. Kişi adlarının dilbilim açısından önemli bir yönü de, dildeki yabacılaşmayı veya öze dönmeyi yansıtmasıdır (Güllüdağ, 2002:81). Saraybosna'daki şehitliklerde gözlemlenen kişi soyadlarının içerisinde birçok Türkçe ada rastlanmıştır: Kartal, Kurtoviç, Karaçiç, Durak, Duran, Kalkan, Çelik, Begiç, Beşiç, Aslani, Tosunoviç, Topaloviç, Başiç, Turkoviç, Tulumoviç, Zorlak, Tuzlak, Uzunoviç vb. Ayrıca, Soyadlarda bazı meslek adlarına da rastlanmıştır:Spahiç, Terzimehiç, Subaşiç, Kahvedjiç, Saraçeviç, İmamoviç, Tabakoviç vb. Resim 3,4. Şehitlikten isimler. Gerçekte dinin kendisi, Yugoslav toplumunda da genellikle simgesel işleve sahip olmuş, hatta dinler ve mezhepler arasındaki çizgiler Tito döneminde neredeyse silinecek ölçüde soluklaşmıştır(Eker, 2006:74). Bunun neticesinde karışık evlilikler artmıştır. Karışık evliliklerden olan çocuklara ana ve babanın adlarının ilk hecelerinin karışımından oluşan adlar verildiği gözlenmiştir:İsmar(İsmet-Mariya), İsmir(İsmeta-Miroslav), Fatmir(Fatima-Miroslav)(Lisiçiç, 2006: 71). Bunun yanında evrensel adların da verildiği görülmüştür:Elvir, Alen, Sanel(Lisiçiç, 2006: 68-69). Ayrıca, Boşnak şehitliğinde Sırp ve Hırvat toplumlarının kullandığı adlara da rastlanmıştır: Goran,Zlatar vb. 87 Bosna Hersek 'in efsanevi Cumhurbaşkanı Aliya İzzetbegoviç'in Savaşta yer bulmadığımız için futbol sahalarını Kabristana çevirdik sözlerinin sebebi olan kabristandır. Şehirdeki önemli şehitliklerdendir.Tıp fakültesi ile Şehir stadının arasında yer almaktadır. 88 Mostar Mostar Bosna-Hersek Cumhuriyetinin Hersek bölgesindeki Neretva kantonunun markezi olan şehir.Neretva Nehrinin kıyısında yer alan Mostar, Bosna-Hersek Cumhuriyetinin 4. büyük şehridir. 105.000 nufuslu şehir, BosnaHersek'teki iç savaş sırasında büyük zarar gördü. Şehre ismini veren ünlü Mostar Köprüsü Hırvatlar tarafından yıkıldı. Savaş sırasında Şehrin etnik yapısı değişti. Müslümanlar Mostar'ın doğusunda, Hırvatlar batısında yaşamaya başladı. Sırpların çoğu ise şehirden ayrıldı. 354 �Aşağıda en sık karşılaşılan ilk beş ad verilmiştir. 1941 ve Öncesi Tekrarı 1969 ve Sonrası Tekrarı 1. Saffet 2. Mehmet 3. Şakir 4. Mumin 5. Ramiz 3 3 3 2 2 1. Nejad 2. Safet 3. Almir 4. Elvir 5. Edin 3 3 3 3 3 1992-1995 yılları arasında yaşanan savaş Tito dömeminde silinmeye yüz tutan dinin etkisini artırmıştır. Değişmeye başlayan toplumsal kimliğin yeniden eski çizgisine kaymasını sağlamıştır. Ancak, bugün de küreselleşme, toplumsal kimliği kişi adları bakımından değiştirebilecek bir tehlike olarak sezilmektedir. Buna rağmen dini adlar koyma Bosna Hersek’te, Türkiye’de ve bütün Müslüman ülkelerde çoğunluktadır. Türkiye’de kişi adlarıyla ilgili yapılan birçok çalışma kırsal kesimlerde hala, Müslüman adların verilme oranının % 90 civarlarında olduğunu göstermektedir. Dinsel adlar koyma, pek çok toplumda en yaygın eğilimdir.Hıristiyanlık dünyası adlarının büyük bir bölümünü bu adlar oluşturur; Hıristiyanlığın benimsendiği ülkelerin kişi adlarından çoğu Ahdiatik’te ve İncil’de geçen Peygamber ve din ulularının adlarına dayanır. Örneğin Hz.İsa’yı vaftiz eden aziz Yohanna’nın adı bütün Hıristiyan ülkelerinde en yaygın erkek adlarından biridir. İslamlıkta Peygamberin ad ve sıfatları(Muhammet, Mustafa, Ahmet, Mahmut, Resul, Ekrem), dört halifenin adları(Bekir, Ömer,Osman, Ali) Hz. Ali’nin çocukları (Hasan, Hüseyin) kadın adı olarak da Hatice, Ayşe, Fatma, Emine, Zeynep gibi Hz. Peygamberin eşlerinin, annesinin ve kızının adları, değişik biçimlerle bütün Müslüman ülkelerinde yaygındır (Aksan, 2000:116). Bosnada da aynı gelenek devam ettirilmektedir. P.TROST’a göre kimi adlar(küçük ad, ön ad), onları taşıyan kimselerle ilgili birtakım bilgiler verir(dini, uyruğu, toplum katmanı, yaş katmanı). Bu savda gerçek payı vardır. Örneğin Moşe adını duyduğumuzda bir Musevi, İvan adını duyduğumuzda İslav ırkından bir kimse, Ali, Ahmet, Mustafa gibi adlarda ise bir Müslümanın söz konusu olduğunu düşünürüz(Aksan, 2000:95). Gerçekten, Boşnakları, aynı coğrafyada beraber yaşadıkları, etnik köken açısından aralarında ciddi farklar bulunmayan Sırp’tan ve Hırvat’tan nasıl ayırt edersiniz sorusunun ilk ve en önemli cevabı : Ad’ındandır. Günümüz Boşnakçasında Türkçe Bosna Hersek’te kimliklerin referanslarında en önemli unsurlardan biri de konuşma dili kabul edilmektedir. Boşnaklar, günlük konuşma dilinde sıkça Osmanlı Türkçesinden geçen sözcükleri veya ifadeleri tercih etmektedirler. Bu konuda Boşnak Toplumunda ciddi bir gayret gözlenmektedir. Hatta Sancak bölgesinde89 aile büyüklerinin çocuklarına Türkçe ifadeleri kullanma konusunda ısrarcı oldukları belirtilmektedir. Özellikle Selamünaleyküm, sabah hayrola, akşam hayrola, hamdosum(hamdolsun), hayırlı olsun, eydovale(iyi dua ile), eysahadile(iyi saat ile), hayrola(hayrola), mubareçola(mübarek olsun), kabulosum(kabul olsun), yok vala(yok vallahi), deçmişola(geçmiş olsun), helal olsun, başunsagosum(başın sağ olsun), başustune(başüstüne), beriçetversun(bereket versin), buyrum(buyrun), bayram mubarek ola, Allahemanet(Allah’a emanet ol), Allah razı ola(Allah razı olsun), Allahkerim(Allah kerim) gibi yüzlerce sözcük ve ifade vardır. Türk mutfağından çeşitli damak tadları adıyla tadıyla Bosna’da yaşamaktadır. Boşnaklar arasında en çok tercih edilen yemekler Türk kültüründen kalan yemeklerdir. Bosna-Hersek coğrafyasında hayatın her alanında Türkçe ifadelerle karşılaşmak mümkün görünmektedir. 89 Sancak bölgesi, Sırbıstan sınırları içerisinde kalan, yoğun olarak Boşnakların yaşadığı bölgedir. 355 �Resim 5,6. Boşnak menülerinde Türkçe. Sonuç Boşnak kimliğinin devamlılığına kişi adlarının ve günlük konuşma dilinin etkisinin oldukça fazla olduğu anlaşılmıştır. Türkçenin temel sözcük varlığı Boşnakçada yaşamaktadır. Osmanlı yaklaşık beş yüz yıl hüküm sürdüğü bu coğrafyada Türk dilinden ve kültüründen bir çok miras bırakmıştır. Boşnaklar toplumsal kimliklerini devam etirme adına bu mirasa sahip çıkmaktadır. Türkler ve Boşnaklar birbirine tarihten gelen derin bir sevgi duymaktadır. Boşnaklar, Osmanlı kültür ve medeniyetini, kimliklerinin referansı olarak görmektedirler. Bu manzara iki halkın, iki ülkenin bundan sonraki ilişkilerine de olumlu katkı sağlayacaktır. Kaynaklar: Aksan , Doğan(1995), Her Yönüyle Dil Ana Çizgileriyle Dilbilim,TDK yay Ankara 1995, s.125 Aksan, Doğan(2000), Her Yönüyle Dil(Ana Çizgileriyle Dilbilim),TDK,Ankara, 3.cilt,s.115. Aydın, Suavi (1998), Kimlik Sorunu Ulusalcılık Türk Kimliği, Öteki matbaası. Bringa, Tone (1995), Being Muslim the Bosnian Way: Identity and Communication in a Central Bosnian Village, Princeton, New Jersey: Princeton University Press. Güleç, Cengiz (1992), Türkiye’de Kültürel Kimlik Krizi, V Yayınları, Ankara. Güllüdağ, Nesrin (2002), Sarıkamış Başköy’de Kişi Adları, Fırat Üniversitesi Sosyal Bilimler Dergisi,Cilt:12, Sayı:1,s.81, Elazığ, Güvenç, Bozkurt (1993), Türk Kimliği, Kültür Bakanlığı Yayınları. Eker, Süer(2006), Bosna'da Etno-Linguistik Yapı ve Türk Dili ve Kültürü Üzerine, Milli Folklor, Yıl 18, Sayı 72. Kaplan, Mehmet(2007), Kültür ve Dil, Dergah Yayınları,Cağaloğlu-İstanbul.s.24-25. Karpuz, H. Ömer(2006), Buldan İlçesindeki Kişi Adları, Buldan sempozyumu 23-24 Kasım 2006 356 �Lisisiç, Süleyman(2006), Savremena İmena Boşnyaka, Hrvata İ Srba, Emanet, Zenica. Malcolm, Noel (1999), Bosna, İstanbul: Om Yayınevi. Türkçe Sözlük (2005),TDK, 10. baskı, Ankara. Yıldız, Süleyman (2007), Kimlik ve Ulusal Kimlik Kavramlarının Toplumsal Niteliği, Milli Folklor,yıl 19,sayı 74, s.9-10. 357 � 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. 399 Title A name given to the resource Toplumsal Kimliğin Devamlılığına Dilin Etkisi ve Boşnakların Türkçe Tercihi Author Author ÇETİN, Mustafa Abstract A summary of the resource. Kimlik tanımı, kişisel ve toplumsal bir ihtiyaç olarak görünmektedir. Kimlikler; yaşayış ve düşünüş biçimi, dil, töre, gelenekler ve değer yargıları gibi birçok unsurun birleşmesi olarak kabul edilmektedir. Kişisel ve toplumsal kimliğin devamlılığını sağlayabilmek önemli görülmektedir. Bu tebliğde Boşnakların toplumsal kimliğinin demalılığını sağlamada dilin etkisi üzerinde durulmaktadır. Türkizm denilen, Osmanlı Türkleriyle Bosna-Hersek coğrafyasına gelen Müslüman kişi adları ve günlük diyaloglarda kullanılan Türkçe ifadeler anlatılmaktadır. Bunların, toplumsal kimliğin devamlılığına etkisi üzerinde durulmaktadır. 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/d3de4135d1f0a38c886025886047ff58.pdf 20412d242c55e324e47290db29888803 PDF Text Text The Changing Sufficiencies for Teachers on the Use of Educational Technologies’ Ahmet Naci ÇOKLAR Faculty of Education, Department of Computer Education and Instructional Technologies, Selçuk University Konya/Turkey e-mail: ahmetcoklar@selcuk.edu.tr H. Ferhan ODABAŞI Faculty of Education, Department of Computer Education and Instructional Technologies, Anadolu University, Eskisehir/Turkey e-mail: fodabasi@anadolu.edu.tr Abstract: As with many other fields, technological developments have rapid effects on the field of education. The use of new technologies in the field of education has been followed by ISTE (International Society for Technology in Education) and is conveyed as a standard. The sufficiency requirements of today’s teachers regarding the use of technology is determined by the NETS*T standard. This research studies the changes taking place in the sufficiencies of teachers regarding the use of technology by analyzing the old and new NETS*T (National Educational Technology Standards for Teachers) standards as well as the indicators of these standards. Regarding teachers’ sufficiencies on the use of technology; the speed of technological change, changing roles towards a guide and model (as opposed to an educator) and various innovations brought by the internet (the digital age, digital citizenship etc.) can be described as important determinants. Keywords: Teacher sufficiencies, Educational technologies, Educational technology standards, NETS*T. 1. Introduction In today’s world of rapid technological development, important concepts such as “change” and “innovation” come to mind. Newer, more advanced and more functional models of many products of technology are released before the originals are effectively made use of. Examples of such products would be computers, mobile phones and PDAs. Each new product brings with it new features and capabilities. While once merely tools for voice communication, cellular phones are now capable of playing music, Bluetooth wireless communication, photography and video, multimedia sharing with MMS messaging and lately with the adoption of 3G technology, digital transactions. Mobile phones accurately summarize the change that has taken place in the last ten years. Similarly, despite the fact that the personal computer (PC) entered our lives in the 1970’s and has become small enough to fit in our pockets, it has become more capable and functional. An important technological development of today is the internet. Its current state entered our lives in the late 1990’s and has become an important part of various aspects of our lives such as trade, banking, communication and health services. Another field that has been affected by the internet is education. As a technology, the internet has brought with it various changes and has made certain sufficiencies mandatory. An important part of the education system affected by these changes are teachers. The qualities of teachers change according to changes in technology. 223 �2. Educational Technology Technology can be defined as tools and utilities developed by man to inspect and manipulate their material surroundings as well as all associated knowledge (TDK, 2009). This definition shows that technology is not limited to items and tools. The whole concept regarding the tools and their use is under the scope of the definition of technology. The general purpose of technology, however, is to simplify or make life easier. Educational technology can be seen as the use of technology in the field of education. In this regard, the concept of educational technology encapsulates both tools and utilities and the methods, techniques and underlying system of concepts associated with these tools and utilities (Demierl, Seferoğlu & Yağcı, 2004). Kaya (2005) states that educational technology is a complex and complete process which covers every aspect of human learning as well as the analysis of problems and the people, ideas, equipment and organization required to provide findings, applications, evaluation and management of the solutions to these problems. In other words, educational technology should be considered more than just tools and utilities. The use of educational technologies also covers the methods and techniques, or in other words the sufficiencies associated with the use of devices such as computers, television and PDAs. Akpınar (2004) has stated that every tool or item assisting in the reduction of the interaction of the subject matter to a level understandable by the student is within the study scope of educational technology. 3. Educational Technology Standards Various innovations such as multimedia computers, video discs, CD-ROMs and other computer supported educational applications were introduced to the field of education in the 1990s with the expectation that they would be more widely adopted in time (Kronour, 2004). Due to the inability to ensure the expected levels of technology use, the United States Department of Education started the ‘Preparing Tomorrow’s Teachers to Use Technology’ program (PT3) with significant success in its first year (Stuve & Cassady, 2005). In application, the program made use of the preexisting National Educational Technology Standards (NETS) to remedy what was seen as the problem of ensuring the equal and prevalent use of educational technology throughout the United States (NETS, 2006; Suve & Cassady, 2005; UNESCO, 2002). An important purpose of standards is to add the use of new technologies such as computers and the internet in educational programs. As such, the enforcement of new and high level technologies is attempted (Stuve & Cassady, 2005). 4. The Development and Factor Structure of NETS NETS is not limited to the sufficiencies regarding the use of technology in education by teachers. When analyzed as a process, the standards required for students, teachers and administrators regarding the use and planning of technology were combined under the scope of NETS in June 1998, June 2000 and November 2001 respectively (NETS, 2006). These standards have been designated NETS-S (Student), NETS-T (Teacher) and NETS-A (Administrator). Despite its American origin, many countries and regions such as Australia, China, Ireland, Latin America and England have made use of the NETS standards to develop national and regional standards or have adapted them for their own use (UNESCO, 2002). The primary reason for this is that the NETS subsides within the International society for Technology in Education (ISTE). ISTE has declared its mission statement to be to ensure the effective use of new technology in P-12 education and teacher training without profit. As an international establishment, it is accepted as an authority in many countries (ISTE, 2009). The ISTE updates the NETS standards at regular intervals based on technological developments. The NETS*T standard which deals with teacher sufficiencies has been updated 4 times up to the year 2009. NETS*T was first established in 1993 with 13 indicators and revisions made in 1997 dewvided it into three categories with 18 indicators. In 2000, it took the form of six categories with a total of 23 clauses (NETS, 2006). Finally, the updates performed in 2008 restructured the NETS*T standard into five categories and 20 indicators (NETS, 2009). These indicators determined by the ISTE based on new educational technologies are important aspects in portraying changing sufficiencies for teachers. 5. Changind Teacher Sufficiencies Based on the New NETS*T Standards 224 �To understand the changing sufficiencies of teachers regarding the use of educational technology, a comparison between the latest and previous NETS*T standards must be conducted. Both standards can be viewed in Table 1. NETS*T 2000 Standards NETS*T 2008 Standards I Technology Operations and Concepts I Facilitate and Inspire Student Learning and Creativity II Planning and Designing Learning Environments and Experiences II Design and Develop Digital-Age Learning Experiences and Assessments III Teaching, Learning, and the Curriculum III Model Digital-Age Work and Learning IV Assessment and Evaluation IV Promote and Model Digital Citizenship and Responsibility V Productivity and Professional Practice V Engage in Professional Growth and Leadership VI Social, Ethical, Legal, and Human Issues Tablo 1. NETS-T Standards It can be seen from Table 1 that significant changes have taken place in the sufficiencies required by teachers regarding the use of educational technology. The changing role of teachers towards guidance and counseling advisors stands out. While the teaching qualities of teachers are prioritized in the NETS*T standards of 2000, the new NETS*T standards emphasize teachers’ quialities such as role modeling, inspiration, motivation and assistance. This situation is described in the initial instructions of the NETS*T standards as teachers’ use of technology in the assistance of role modeling and in the fulfillment of student standards (NETS*S). Another important innovation is the inclusion of concepts such as the digital age, digital citizenship and digital responsibility as a reflection of the internet in NETS*T standards. Therefore the innovations brought by educational technology standards towards teachers can be described as the sufficiencies for the digital age. Another important feature is considering teachers have basic levels of sufficiencies regarding technological knowledge and skills, the ensuring of teachers providing technology as a means for creativity and innovation is described as a new sufficiency. Emphasis is placed on teachers’ assistance and role modeling, with teachers making use of face to face or virtual environments to increase student learning stated as sufficiencies. Teachers’ technology sufficiencies such as developing student creativity, increasing learning and planning processes of self evaluation were present in previous standards. Emphasis on the design and development of learning experiences for the digital age can be observed in these standards as well. Considering the speed at which technology changes, new sufficiencies regarding these rapid changes have been put into place. These sufficiencies are described as models for the lifestyle and learning styles of the digital age. In today’s world with rapidly changing technology, a required quality of teachers is the ability to follow new technology, analyze and evaluate it and lead students in its use, providing assistance to students on the use of this technology in both their daily lives and as a research tool or for learning purposes. Another important sufficiency stated is the sufficiencies directed towards digital citizenship and responsibilities. Previous standards incorporated sufficiencies regarding legal and ethical use of computers. This section emphasizes the use of technology and knowledge in a legal and ethical manner with respect towards copyrights. Along with these additions, sufficiencies regarding the healthy use of technology has been omitted. Additionally, new sufficiencies have been implemented regarding the teachers being a model and motivational factor regarding digital ethics in the use of communication technologies for social communication such as chat and e-mail. Regarding vocational development, supporting the use of educational technology as an addition to the general use of educational technologies can be seen as a new sufficiency. In other words, the role modeling and motivation provided by students, teachers and administrators (all individuals) to ensure an increase in the use of technology is considered a standard. Self development and the use of technology for lifelong learning was present in previous standards. However it can be seen that the new standards aim to construct a synergy within the school. 225 �6. Results The new NETS*T standards shaped towards new educational technologies (with an emphasis on the internet) established by ISTE in 2008 put forth new sufficiencies required of teachers regarding the use of educational technologies. The innovations and changes established by the new NETS*T standards regarding teachers’ use of educational technologies can be summarized as follows: ‰ A change in teachers’ roles towards advisors, role models and motivators regarding educational technologies. ‰ Considering teachers’ pre-established and basic levels of technology use, a higher level of sufficiencies through the use of face to face and virtual environments. ‰ Teachers’ ability to use the qualities of the digital age (ie. mobile phones, the internet, PDAs etc.) in the design of learning environments to stimulate curiosity in students, develop creativity and similar objectives rather than mere sources of information. ‰ To follow technology’s rapid change and keep up with this change, while using these new technologies for educational purposes. ‰ In the wake of the spread of the internet, to inform society about increasingly important digital citizenship and to be a leading figure in the legal, ethical and copyright-aware use of technology. ‰ To establish a synergy with all individuals associated with education to increase the use of technology. ‰ Following this study, it is recommended that the new NETS*T standards prepared and established by experts in the field and with a broad field of view by the ISTE be integrated as an important planning resource and organizational tool for in-service training and the teacher training process by all nations. 7. References Akpınar, Y. (2004). Teachers’ Approaches to Some Educational Technology Related Factors Affecting Learning. The Turkish Online Journal of Educational Technology – TOJET, 3(3), Article 15, 2004. Retrieved: 21 01, 2006, from: http://www.tojet.net/ articles/3315.htm. Demirel, O., Seferoglu S. & Yagcı E. (2004). Öğretim Teknolojileri ve Materyal Geliştirme. (5.edition), Ankara: Pegema Publishing. Kaya, Z. (2005). Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Pegem Publishing. Kronour, J. P. (2004). Preservice Teaching Standards: What Skills Should First Year Teachers Possess As They Enter The Field. Unpublished Doctoral Thesis, University of Dayton, Ohio, USA. UNESCO, (2002). Information And Communication Technologies In Teacher Education: A Planning Guide. France: Division of Higher Education. ISTE, (2009). International Society for Technology in Education. Retrieved: 22 04, 2009, from Web Pages of ISTE: http://www.iste.org/AM/Template.cfm? Section=About_ISTE. NETS, (2006). National Educational Technology Standards. Retrieved: 12 01, 2006, from Web Pages of NETS: http://cnets.iste.org/. NETS, (2009). National Educational Technology Standards. Retrieved: 23 04, 2009, from Web Pages of NETS for Teachers: http://www.iste.org/AM/Template.cfm? Section=NETS. Stuve M.. ve Cassady J.(2005). A Factor A Factor Analysis of the NETS Performance Profiles: Searching for Constructs of SelfConcept and Technology Professionalism. Journal of Technology and Teacher Education, 13(2), pp.303-324. TDK, (2009). Türk Dil Kurumu Sözlüğü. Retrieved: 12 05, 2006, from Web Pages of The Turkish Language Association Dictionary: http://www.tdk.org.tr/TR/SozBul.aspx? F6E10F889243CFFAAF6AA849816B2EF05A79F75456518CA. 226 � 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. 403 Title A name given to the resource The Changing Sufficiencies for Teachers on the Use of Educational Technologies’ Author Author ÇOKLAR, Ahmet Naci ODABAŞI, H. Ferhan Abstract A summary of the resource. As with many other fields, technological developments have rapid effects on the field of education. The use of new technologies in the field of education has been followed by ISTE (International Society for Technology in Education) and is conveyed as a standard. The sufficiency requirements of today’s teachers regarding the use of technology is determined by the NETS*T standard. This research studies the changes taking place in the sufficiencies of teachers regarding the use of technology by analyzing the old and new NETS*T (National Educational Technology Standards for Teachers) standards as well as the indicators of these standards. Regarding teachers’ sufficiencies on the use of technology; the speed of technological change, changing roles towards a guide and model (as opposed to an educator) and various innovations brought by the internet (the digital age, digital citizenship etc.) can be described as important determinants. 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/461e204862c7baa2c2f275b74b26db0d.pdf ea585980f1434b6064dda129763986bd PDF Text Text Teaching VAK-abulary Dr. Yakup Çetin Faith University, Turkey ycetin@fatih.edu.tr Abstract:Research on the understanding of the brain and how people learn have introduced the VAK learning styles model to the ELT world in the last two decades. The VAK learning Style - Neuro-linguistic programming model (NLP) - addresses a learner’s three main sensory receivers - Vision, Auditory, and Kinesthetic. Teacher feedback and the findings of prevailing research into the field indicate that teachers’ ability in simultaneous practice of all three styles in their EFL classes boosts language learners’ success almost in all language skills, including vocabulary teaching. Studies on brain and cognition also show that strength of memory depends mostly on how deeply information is processed. The purpose of this presentation is to demonstrate that we will not only maintain a lively foreign language class atmosphere but also provide our students with strong memory when we teach new vocabulary by tapping learners’ VAK sensory receivers which are brain friendly learning styles. Key words: Vocabulary, Learning styles, Visual, Auditory, Kinesthetic learners, “When it comes to words, every person is destined to be a lifelong learner.” Dale Johnson (2001, 9) Introduction Over the last the decade, necessity of vocabulary knowledge has come into its own again in foreign language teaching. Luckily, thanks to notable research in psycholinguistic, computer-assisted language learning, teaching and learning strategies and styles we have come to better understand how the language learner’s mind processes and stores vocabulary. Since vocabulary growth is of great importance to academic success, traditional methods currently used in ELT classes regarding teaching vocabulary need to be urgently readdressed. In other words, the common vocabulary pedagogy which mainly consists of providing learners with dictionary meaning, synonyms, and antonyms is considered quite traditional and insufficient. David Wilkins’ (1972:111) famous quotation “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed. If you spend most of your time studying grammar, your English will not improve much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!” is almost known by everyone interested in teaching foreign languages. Foreign language learners and teachers inspired by these convincing and guiding words have focused on innovative methods both for presenting, practicing, organizing new words and making them accessible and memorable (Harmer & Rossner, 1992; Wellman 1992; McCarthy and O'Dell 1994). For a long time, language courses and textbooks were organized according to a set of grammatical points along side with very limited number of words to support the topic of each language unit. This traditional type of language teaching pedagogy has been mostly based on the common credo of several language teaching methods as Direct Method, Audio-Lingual Method, and Communicative Language Teaching which give great priority to the teaching of grammatical structures. Their rationale behind introducing limited number of words has been that too many words could distract learners from studying the grammatical structures. Conscious or subconscious minds of these methods believe firmly that one grammatical rule can generate numberless sentences; therefore, 73 �teaching grammar is deemed more essential and productive. In their eyes vocabulary is merely a mass of items, while grammar is a system of rules worth teaching. However, more recently the hegemony of grammar has been substantially challenged since Michael Lewis (1998) introduced Lexical Approach whose principles stress the importance of word frequency and lexical chunks in the language teaching and learning process. Similarly proponents of Natural Approach, Total Physical Approach, Suggestopedia, Contend Based Teaching and so forth have also supported the necessity of vocabulary growth which resulted in more interest and research in teaching foreign language words. For instance, Harmer (2007) stated that in certain contexts vocabulary plays greater role than grammatical structures and the correct use of structures is almost impossible if one does not possess the necessary vocabulary knowledge. Fortunately, vocabulary is no more treated like Cinderella even if many ELT publishers insist on grammatical syllabus in their textbooks. The inclusion of different vocabulary activities in recent textbooks shows how seriously vocabulary is treated nowadays. For example, a back cover survey of some popular ELT textbooks shows the degree of importance given to vocabulary teaching: “Strong emphasis on vocabulary, with a particular focus on high frequency, useful words and phrases”. (from Cutting Edge Intermediate) Learning Styles Research in pedagogy has shown that we learn in different ways, at different rates, and under different conditions. Thus, it is significant for teachers to look to come with better ways to teach their students and plan their language classes to address the learning styles of their learners (Carbo, 1981). Newman (1981) defines learning styles as the ways through which people learn, Holland (1982) agrees that learning style is a student's preferred way of learning, and DeCecco (1968: 89) describes learning style as the "personal ways in which individuals process information in the course of learning new concepts and principals." Correspondingly, the results of Specific Diagnostic Study indicate that 29% of elementary and high school students learn best through visuals, 34% through auditory mode, and 37% through kinesthetic mode (Willis and Hodson 1999). Surprisingly, though the concept of learning styles has been known for more than two decades, it is still relatively new for many languages teachers and learners therefore needs constant reminding. Glad to see that it as an indispensable component of most teacher training programs because it stresses the idea of individualized instruction. According to its principles, maximum learning outcome is possible when learners are given to opportunity to learn in terms of their preference. Carbo (1981) argues that learners have different learning styles – mainly visual, auditory, and kinesthetic; thus, there is no single learning method best for all learners. For example, a visual learner may remember words after seeing them several times. A kinesthetic learner may desire to feel, touch, or trace over words to learn them. An auditory learner may learn words better when they are pronounced a few times. Each of these methods may help if they address the right group of learners; otherwise, they may be useless and even hinder learning. With the help of learning style inventory, the teacher can choose the most effective vocabulary teaching activities and materials for their learners. No doubt that when a teacher is able to address all types of learners with the same teaching material, it will help them save time that is otherwise spent on trial-and-error procedures which may result in failure. With respect to vocabulary teaching, if teachers use teaching material which includes visual, auditory and kinesthetic components simultaneously, students may not only learn the target words quickly but also enjoy the class and have long term retention. 74 �Visual Learning of Vocabulary The saying that a picture is often truly worth a thousand words is especially true in foreign language teaching. There is a significant amount of research which supports the idea that pictures can enhance considerably both reading and listening comprehension of L1 students (Clark and Paivio, 1991). Cognitive psychology and visualverbal behavior research supports the influence of pictures on learning (Cronin and Myers, 1997). Canning (2000) also claims that use of visuals in EFL and ESL classrooms can remarkably facilitate language learning, for they are able to form a strong link between the material learned and learners’ mental activity. Pictures are peculiarly effective because they evoke numberless cognitive pegs to make associative and referential connections between mental images and information in the long-term memory. Canning (2000) points out that visuals are available in different forms - illustrations, pictures, perceptions, mental images, figures, impressions, likeness, replicas, reproductions – and provide the learners with immediate comprehension aid. Visuals may help learners predict and infer information, and with their help teachers can present objects, animals, people, occupations, planets, organisms and countless other materials to the students and open useful discussions. However, the same researcher argues as well that visuals can be ineffective when they are not well-chosen and used in improper ways. For example, the use of violent scenes, too many distracters, too crowded or causing an overwhelming effect of information, too small or clearly defined, stereotyped images, poor reproduction, not related to the text, irrelevant captioning, and offering too much information, unclear picture which does not compliment the text do not facilitate learning of the material. Undoubtedly, pictures play an affective and motivational function for students and their benefit is greatest when they are related to the reader’s age. Young learners may benefit more from demonstrations, whereas for older learners “try-to-imagine” instructions may be sufficient. Kehret (1996) has found out that drawing or sketches made by the teachers is a useful tool to enhance comprehension. Accordingly, visual learners have the tendency to see what they are learning; thus, pictures and images help them understand ideas and information better than solely words. They like it when the teacher is capable of creating a mental image, for it provides them with greater understanding and stronger recalling of learning. When they are well-chosen, pictures can make any language learning task, in this case vocabulary teaching, more enjoyable, result in positive attitudes and high retention, and can influence the time learners are willing to spend on the learning material. Kinesthetic Learning of Vocabulary According to pedagogical research, we remember 10% of what we read, 20% of what we hear, 75% of what we see and 90% of what we do. Doubtless to say, the best way to learn something is doing it ourselves. Brown (1996:3) argues that “learning styles research shows that most people prefer learning by experiencing and doing (kinesthetic elements), especially reinforced through touching and movements (tactile elements)”. Similarly, Total Physical Response (TPR) proposes that second language acquisition occurs at a much faster rate when the kinesthetic sensory system of the learner is tapped (Asher, 2003). In TPR - which is based on the coordination of speech and action - language is taught primarily through physical activity. While it addresses both parts – right and left - of the brain, this approach to teaching language seems to enable children and adults to enjoy rapid, stress-free assimilation of any language followed by long-term retention. That is to say, kinesthetic learners enjoy learning when they are given the opportunity to sense the position and movement of a language skill or 75 �learning task. Seemingly, they are likely to avoid lecture and discussion type of classes, yet they do well in learning a language skill when there are materials available for manipulation and hands-on practice. While most children transcend by kinesthetic means during their schooling: especially in their early years they develop in kindergarten by moving, touching, feeling everything as they learn. As they grow older though some may shift to other learning styles – visual or auditory- a great number of them maintain their kinesthetic strengths throughout their lives. Kinesthetic learners strikingly learn faster when the medium of instruction is transmitted through labs, presentations, demonstrations, field trips and other tactile activities. Because of the great number of kinesthetic population it is quite reasonable to change our vocabulary teaching methods which address their gross motor (large-muscle) activity so that they we can enhance their learning. Auditory Learning of Vocabulary According to Dr. Shirley Wyver (reported in FPC Magazine for Australian parents) “Parents may notice they have one child who likes to talk and asks questions,” she says, “whereas the other likes to observe. Both children are engaging, but one is benefiting more from auditory input and the other from visual input”. Auditory learners enjoy listening to someone who talks about a topic rather than reading about it in the first place (Sarasin 1998). They avoid taking lecture notes in order that they can fully understand the lecturer. Further, auditory learners are left brain oriented and therefore respond well to messages, dialogues, speech, and music. They mostly enjoy both internal and external dialogues and demonstrate self-talk habits by often staring into the space and they may ask for somebody to repeat himself. Unlike other learner, they are able to work with music in the background and are not easily distracted by external noise from different sources. Learners with this type of learning style do remember learning instructions better and like it when somebody reads the directions for a given task. Therefore, as far as vocabulary teaching is concerned, they are required to exercise their vocal cords a lot, for their students success mostly relies on how well they can verbalize the learning tasks. VAK – abulary Teaching Sample 1. As an example to VAK-abulary teaching, I would like to present the Frayer Model ( adapted from Yopp, Yopp, and Bishop, 2009) which includes a simple definition of the target word (audio-visual) backed by necessary characteristics (audio-visual), examples (audio-visual), and non-example (audio-visual). I’m certain that the inclusion of pronunciation with phonetic transcription possibility (auditory), a picture (visual) and some tactile activity (kinesthetic) can create a lively classroom, develop deeper comprehension and result in long term retention of the target words. Even though the Frayer Modle is used mostly with nouns, they can be employed to 76 �teach other parts of speech (verb, adjective, adverbs) as well. / `kɑləni / Figure 1 shows a modified version of Frayer Model to present words through VAK-abulary teaching. Figure 1. A Flayer Model for Vak-abulary teaching. 77 �VAK – abulary Teaching Sample 2. The Verbal and Visual Word Association strategy ( also adapted from Yopp, Yopp, and Bishop, 2009) is another exemplar for VAK-abulary teaching, for it asks the learners to approach the target words form several angles as displayed below in Figure 2. Learners are asked to write the target word into the upper-left section (visual and kinesthetic). Further, they are expected to write a simple definition (visual and kinesthetic) obtained either from the teacher or dictionary into the lower-left section of the figure. In order to increase the comprehension of the target word, the teacher should provide the figure with an appropriate picture (visual) and pronunciation possibility of the phonetic transcription (auditory). / `a�sə,le�t / Figure 2. A Verbal Word Word Association strategy for Vak-abulary teaching. VAK–abulary teaching sample 3. This final type of VAK-abulary teaching A. Look, listen and repeat. techniques has been developed by me, myself and is unique in that it provides the teacher not obtain irrigation cultivation only with an energetic class atmosphere, but also amazingly results in high retention of abandon vocabulary, for it tackles concurrently all three learning styles – visual, auditory, and adversely fertilize precipitation aggregate kinesthetic. First, the target words are presented with pictures one by one with exact pronunciation (visual-audio). If teachers do not have access to photos, they may draw sketches. intensify photosynthesis When you choose pictures as a teacher, make B. Listen, point and tell. sure that the pictures are clear and congruent with the words. 4 3 2 In the next phase, the teacher presents the same pictures, only that the words are deleted and 1 replaced with numbers this time. Here the 6 5 7 8 78 9 10 �teacher starts to tell the words randomly and asks the students to point to the proper pictures (kinesthetic) which include a lot of TPR. Following this, the teacher tells the words and asks the students to provide him with the correct numbers that match the pictures and later roles are exchanged (auditory). Finally, this time the teacher deletes the pictures as well and leaves out only the numbers under the pictures. When you ask the students to come up with the C. Imagine and tell. right vocabulary for the numbers, surprisingly they provide you with the correct answers from 2 1 3 4 their mental picture: an activity which involves NLP elements in that it plays both hemispheres 5 6 7 8 of the brain. I firmly believe that rather than simply repeating the words for a longer period 9 10 of time, strong memory relies much more on how deeply the students are able to process the learning of new words. Conclusion Vocabulary teaching is an essential goal in ELT pedagogy, perhaps more significant than is generally accepted by researchers and foreign language teachers. Both parents and teachers can assist learners unforgettably in the vocabulary learning process by providing diverse activities which are most interesting and appropriate to their learning style. Correspondingly, learners’ vocabulary growth, comprehension and retention will increase remarkably provided that teachers practice whole sensory learning by addressing all learning receptors simultaneously: visual, auditory, and kinesthetic. As long as teacher’s teaching style employed in the class does not relate to the learner’s sensory style, most probably students will shut down their preferred learning style which will most probably decrease their success, attention and motivation in the topic. As a result, schools, curriculums and lesson plans need to include large quantities of language activities that address multiple learning styles concurrently in the same lesson. Rather than saying "Do unto others as you would have them do unto you," we should actually pronounce "Present information to others as they will best learn." References Brown, B. L. (1996). Learning Styles and Vocational Educational Practice. U.S. Department of Education, Office of Educational Research and Improvement, Practice Application Brief. Carbo, M. (1981). Reading Style Inventory Manual. New York: Learning Research Associates. Decocco, J. P. (1968). The Psychology of Learning and Instruction. Eaglewood Cliffs, New Jersey: PrenticeHall. Harmer, J. 2007. The practice of English language teaching. (Fourth Edition). London: Longman. Harmer, J. & Rossner, R. (1992). More Than Words, Books 1 and 2. Harlow: Longman. Holland, R. P. (1982). Learner Characteristics and Learner Performance: Implications for Instructional Placement Decisions. Journal of Special Education, 16, 7-22. Johnson, D. (2001). Vocabulary in the elementary and middle school. Boston: Allyn and Bacon. Lewis, M. (1998). Implementing the lexical approach. London: Language Teaching Publications. 79 �McCarthy, M. & O'Dell, F. (1994). English vocabulary in use: 100 units of vocabulary reference and practice, self-study and classroom use - upper intermediate & advanced, Cambridge University Press, Cambridge. Newman, E. (1981). Learning Styles of the Special Needs Student (K-6). Instructor’s Manual, Project: Least Restrictive Environment, MCC In-service Training for Regular Classroom Teachers, 3. Sarasin, L. C. (1998). Learning styles perspectives: Impact in the classroom. Madison, Wis.: Atwood Publishing. Wellman, G. (1992). The Heinemann English Wordbuilder. London: Heinemann. Wilkins D. (1972). Linguistics and Language Teaching. London: Edward Arnold Willis, M.& Hodson, V.K., (1996). Discover Your Child’s Learning Style. Prima Publishing. Yopp, H. K., Yopp, R. H., & Bishop, A. (2009). Vocabulary Instruction for Academic Success. Shell Education. Huntington Beach 80 � 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. 654 Title A name given to the resource Teaching VAK-abulary Author Author Çetin, Yakup Abstract A summary of the resource. Research on the understanding of the brain and how people learn have introduced the VAK learning styles model to the ELT world in the last two decades. The VAK learning Style - Neuro-linguistic programming model (NLP) - addresses a learner’s three main sensory receivers - Vision, Auditory, and Kinesthetic. Teacher feedback and the findings of prevailing research into the field indicate that teachers’ ability in simultaneous practice of all three styles in their EFL classes boosts language learners’ success almost in all language skills, including vocabulary teaching. Studies on brain and cognition also show that strength of memory depends mostly on how deeply information is processed. The purpose of this presentation is to demonstrate that we will not only maintain a lively foreign language class atmosphere but also provide our students with strong memory when we teach new vocabulary by tapping learners’ VAK sensory receivers which are brain friendly learning styles. 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/48f9460e40fa473505c66f5c647e924d.pdf f20cf4f9e71b400ecca2d6b78e11085d PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo A Blind Video-Steganography Technique Based on Visible Light Wavelength for Raw Video Streams Özdemir Çetin Computer Systems Education, Sakarya University, Sakarya,Turkey ocetin@sakarya.edu.tr Ah met Turan Özcerit Computer Systems Education, Sakarya University, Sakarya,Turkey aozcerit@sakarya.edu.tr Abstract: Steganography techniques, which are a set of data hiding algorithms utilizing mathematical methods, have revealed significant advancement by means of latest computing technologies. Although many distinct steganography techniques have been suggested and implemented, an ideal solution has not been reached so far. The primary objective for steganography is to achieve a secure data transfer through a communication channel without attracting attention of unauthorized third parties. Since encryption methods do not meet the steganography requirements, a couple of data masking methods are also required. The performance of a steganography method can be assessed with the statistical similarity between cover media and stego media. In this paper, we have developed a blind steganography technique based on Human Vision System (HVS) using visible light wavelength approach. The proposed technique maintains virtually imperceptible alterations in the stego-video by means of the HVS approach. In addition, the technique developed does not require the cover video in the recovery phase so that it provides more secure manner in many types of applications. 1. Introduction Accessing digital data has not been so easy ever with the dawn of the Internet, especially in the last decade. This reality has also caused many troubles that have not been considered before such as privacy, security, and sharing. In order to create feasible solutions to such issues, many researchers have focused on cryptographic techniques in company with data embedding and data hiding techniques e.g. steganography and watermarking. Although both steganography and watermarking techniques present similar properties, each technique retainsindividual purposes. Whilethe former is usually used for secure data com munication,thelatter is used for copyright protection intents (Cetin 08). In Steganography,the secret datais usually embedded into multimedia files(image, video, audio, etc.).In addition, the media files in the end of steganography routines can be used directly at the destination without requiring extra decrypting procedures. The most distinctive feature of the steganography compared to cryptography isthat unauthorized individuals are not aware ofthe hidden datainthe stego-media (Cetin, Ozcerit 08) Initial steganography techniques have been first applied to images; however, the video streams have attracted a lot attention recently since they can assure a large amount of capacity increase for hidden/secret data (Koz&Alatan 05). The hidden data can be embedded eitherinto image or into audio part of the video streams. The DCT (Discrete Cosine Transform) and the D WT (Discrete Wavelength Transform) are the most frequently used methods forthese purposes. In this paper, we developed a new technique to determine the appropriate pixels, which are the target regionsto store hidden data,in the cover-video frames based on the HVS method. Besides,the chief objective of this study isto keep the perceptibilitylevel ofthe secret data in the cover video as much as insignificant so that external suspicions or attacks can be prevented. In order to realize these requirements,the HVS method is used and supported by visible light wavelength and the color deficiency of human vision at extreme frequencies. We have evaluated the picture quality difference between the stego-video and cover-video with the PSNR (Peak Signalto Noise Ratio) criterion. 385 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo 2. Previous Work One of the first studies on raw video steganography developed by Hartung and Girod and they were inspired from spread spectrum com munication (Hartung& Girod 96). Hartung also applied data embedding techniques directly on raw video streams.Inthe recovery phase ofthe secret data,a correlation method is used at the receiver side and the secret data capacity achieved up to 50 bit/s according to the experimental results. Hartung applied his method to the compressed video streams by embedding secret data into either intra-frames (I-frames), forward predicted frames (P-frames) or bi-directional predicted frames (B-frames) of the MPEG video. The secret datais embedded intothe frames using 8×8 DCT coefficients. Hartung claimed that his method achieved more robust outcome against standard signal attacks according to the obtained results(Hartung&Girod 98). In another study, Swanson proposed the multi-scale watermarking method in which temporallow-pass and high-pass frames are obtained by applying temporal wavelettransform to each frame (Swanson et al. 98). However,the original video stream is needed to recover the watermarking data and thisrequirement can be considered as a serious drawback. 3. Proposed Steganographic Algorithm In this work, we have designed and developed a new data hiding method for raw video streams based on the HVS (Cetin 08). Unlike earlier studies, the method developed uses visible light wavelength approach to determine the most appropriate pixel locations, in which the bytes of secret data are stored, in the cover video frames. We have utilized the imperceptiblelight wavelengths (ultraviolet,infrared) forthis purpose (Jonathan et al. 99). In Figure-1, the process steps of the proposed algorithm are illustrated as a block diagram. Having selected the embedding method,the secret datais embedded intothe cover video by means of specially designed embedding and coding algorithms. The stego-video obtained isthen forwarded into the com munication channel i.e. Internet. At the receiver side, the extraction methods are selected first in accordance with the methods determined at the sender side. The stego-video is then applied to selected extraction and decoding procedures and the secret dataisrecovered when all procedures is completed. Secret File Cover Video Embedding Algorithm Stego Video Communication Channel Stego Video Coding Algorithm Extracting Algorithm Secret File Coding Algorithm Figure-1 General block diagram forthe proposed algorithms 3.1. Visible Light Wavelength Approach In wavelength approach,the data embedding procedures are implemented by utilizing the imperfection of the color vision. The pillar of the approach is based on the determination of appropriate pixels in the video frames by the help of visible light spectrum data perceived by the HVS. The pixels having the boundary values (~380nm or ~750nm) of visiblelight spectrum in the cover video frames,in which the secret data is stored, are determined. In other words, the pixels having a wavelength in the range of infrared or ultraviolet colors are searched forinthe cover video frames.Itis a well-known factthatthe human eyes cannoteasily perceive minute changes atthe visiblelight spectrum extremities. The data embedding procedures are initiated by the segmentation of cover video into the frames. The wavelength values of each pixel in the frames of cover video are resolved by the developed algorithm. Since each pixel has three color compounds (Red, Green, and Blue), each color compound of the pixels are individually recorded into atable as given in Table-1. However, only a particular wavelength range (380-400nm 386 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo or 730-750nm) of each color compound is significant for the pixel selection procedure. The corresponding wavelength range ofthe R, G, and B compounds are also listed for violet and red colorsin Table-1 accordingly. Wavelength Violent: 380∼400 Red: 730∼750 R - color intensity 97∼130 161∼200 G - color intensity 0∼30 0∼30 B - color intensity 97∼175 0∼50 Table 1. Wavelength range of primary colors For instance, a pixel having an RGB (100,0,105) code can be evaluated as appropriate pixel for data embedding procedures according to Table-1. Having determined the appropriate pixels in video frames, the secret data is embedded into those selected pixels by the developed algorithms. In this step,the modified pixels are further checked to see whether their current wavelength is within the acceptable limits.If so, each pixel is labeled as “1” meaning appropriate, otherwise labeled as “0” meaning inappropriate. The amount of pixel wavelength deviation is one of the most crucial criteria for pixel selection procedures. The wavelength deviation should be kept to the minimum for the perceptiveness, which is another important criterion for data embedding method quality assessment.In other words,the stego-video stream should notimply a manipulation in the video frames during the movie. 4. Experimental Results We have evaluated the performance of our steganography method based on both capacity and perceptiveness criteria. Inthe performance evaluation stage,the ‘vipmen.avi’ video fileisselected and used as a reference since itis a very popular experimental video stream among researches and itisa raw type video (AVI) stream as well. The experimented vipmen.avi video file has 283 frames and each frame consists of 160x120 pixels. In the evaluation period, in order to measure the statistical quality of stego-video streams, the PSNR (Peak Signalto Noise Ratio) parameter has been used. The PSNR value presentsthe similarity ratio between the original video and stego-video. Typically accepted range ofthe PSNR is between 30dB and 50dB for statistical quality parameter which is computed at the end of each statistical calculation period (Netravali&Haskell 95). The higher valuesimply high degree of similarity between the original video and stego-video. Since each person has a distinct sense of color and color tones, the PSNR metric cannot provide a perfect evaluation criterion. Therefore, we have used 12 people astest subjects creating another criterion to validatethe methods developed. To compute the PSNR parameter between two video files, the MSE (Mean Squared Error) value is calculated first(Netravali&Haskell 95). Either Equation-1 or Equation-2 can be used forthe calculation. 1 m −1 n −1 MSE = ∑∑ I(i, j) − K(i, j) mn i =0 j= 0 ∑ [I(i, j) − K(i, j)] 2 (1) 2 MSE = M, N (2) M×N K (modified video frame) and I(original video frame) parametersin Equation-1 are compared with each other. The size of video isrepresented by m×n. The PSNR is computed having calculated the MSE value according to Equation-3 (Rabbani&Jones 99).  MAX 2   PSNR = 10log10   MSE  (3) The MAX parameterin Equation-3 representsthe bitsize ofeach pixel. For example,the M A X is 255 when the color depth is selected as 8-bit. 387 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Figure-2 Experimentalresults relating to the PSNR parameter The experimental results obtained from data embedding procedures in the wavelength method have been given in Figure-2. The data embedding algorithms developed have been executed for both a low data capacity video labeled as ‘+’ and a high data capacity video labeled as ‘*’. As seen in Figure-2,the PSNR values for both high data capacity video and low data capacity video are higher than 65dB, which is within acceptable limits compared to the PSNR values forlossy image/video compression standards (Netravali&Haskell 95). The secret data can be in compressed form such as ‘zip’ or‘rar’and inthis case, more storage capacity for secret data can be achieved in the stego-video file. Another great advantage is that data compression applications can also provide encryption technologies to some extent. Therefore, the secret data can be compressed and encrypted before steganography in order to utilize the benefits of the applications mentioned above. 5. Conclusion A novel video-steganography method has been proposed to embed secret data into appropriate pixels of a video stream based on visible light wavelength approach. The true advantage of this approach is to determine appropriate pixels that have colors near to visible light wavelength limits i.e. infrared or ultraviolet and this characteristic maintains a better mechanism to concealthe alterations implemented on the pixels because of the weakness of the HVS. The experimental results show that obtained PSNR values for each scenarios are in the acceptable limits and the developed algorithm have worked with the HVS without causing any significant drawback. References Cetin, O. (2008), “A Data Embedding Algorithm Design for Video Applications Using a New Steganography Approach,” Ph.D. dissertation, Elect.&Comp. Edu., Sakarya Uni., Sakarya, Turkey Cetin, O., Ozcerit, A.T., (2008), “A Novel Video-Stego Method Based On HVS (ĐGS Tabanlı Yeni Bir Video–Sırörtme Yöntemi)” 3rd Information Security&Cryptology Conference with International Participation, Ankara, Turkey, pp.84-88 Koz, A., Alatan, A., (2005), “Oblivious Video Watermarking Using Temporal Sensitivity of HVS”, Proceedings of the 2005 International Conference on Image Processing (ICIP 2005), Genoa, Italy, September 11-14 Hartung, F., Girod, B., (1996) “Digital watermarking of raw and compressed video” in Proc. SPIE 2952: Digital Compression Technologies and Systems for Video Communication, Berlin, Germany, pp. 205–213. Hartung, F., Girod, B., (1998), “Digital watermarking of uncompressed and compressed video”, Trans. Of Signal Processing – Sprecial Issue on Copyright protection and Access Control for Multimedia Services, 66(3):283-301 Swanson, M.D., Zhu, B., Tewfik, A.T., (1998), “Multiresolution scenebased video watermarking using perceptual models”, IEEE J. Select. Areas Commun., vol. 16, pp. 540–550, 1998. Swanson,M.D. Zhu, B., Tewfik, A.T., (1997), “Data Hiding for Video-in-Video”, Proc.ICIP’97, Santa Barbara, CA, 2:676679. 388 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Cetin, O., Ozcerit, A.T., Cakiroglu, M., (2006), “A New Data Embedding Method into Motion Pictures” The 2006 World Congress in Computer Science, Computer Engineering, and Applied Computing, Las Vegas, USA. Jonathan, K.S., Hartung, F., Girod, B., (1999), “Digital Watermarking Of Text, Image, And Video Documents Comput.&Graphics”, Vol. 22, No. 6, pp. 687±695, Elsevier Science Netravali, A.N., Haskell, B.G., (1995), “Digital Pictures: Representation, Compression, and Standards (2nd Ed)”, Plenum Press, New York Rabbani, M., Jones, P.W., (1991), “Digital Image Compression Techniques”, Vol. TT7, SPIE Optical Engineering Press, Bellvue, Washington 389 � 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. 516 Title A name given to the resource A Blind Video-Steganography Technique Based on Visible Light Wavelength for Raw Video Streams Author Author Çetin, Özdemir Özcerit, Ahmet Turan Abstract A summary of the resource. Steganography techniques, which are a set of data hiding algorithms utilizing mathematical methods, have revealed significant advancement by means of latest computing technologies. Although many distinct steganography techniques have been suggested and implemented, an ideal solution has not been reached so far. The primary objective for steganography is to achieve a secure data transfer through a communication channel without attracting attention of unauthorized third parties. Since encryption methods do not meet the steganography requirements, a couple of data masking methods are also required. The performance of a steganography method can be assessed with the statistical similarity between cover media and stego media. In this paper, we have developed a blind steganography technique based on Human Vision System (HVS) using visible light wavelength approach. The proposed technique maintains virtually imperceptible alterations in the stego-video by means of the HVS approach. In addition, the technique developed does not require the cover video in the recovery phase so that it provides more secure manner in many types of applications. 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/e2226a08673639d223d7b948f2ad4d26.pdf 18e65ef33ac697c9425c823bbddfdeac PDF Text Text Energy Consumption Analysis in Marble Cutting Processing Hasan Çimen Technical Education Faculty Afyon Kocatepe University Turkey hcimen@aku.edu.tr Said Mahmut Çinar Technical Education Faculty Afyon Kocatepe University Turkey smcinar@aku.edu.tr Abstract: Energy consumption is main cost part in marble cutting processing with circular sawblades. There exist many parameters that effect the energy consumption. It is possible to ensure optimization in the consumed energy if effects of such parameters can be fully understood. In this study, the effects of travel speed and saw rotation speed on energy consumption for two different natural stones. Cutting tests are realized with the computer controlled test set. In tests, while travel and saw rotation speeds are selected in different values, the cutting depth and cooling water is kept fixed. The results obtained for two cut stones indicate that travel and saw rotation speeds have significant effects on the consumed energy and the effect of travel speed is greater than the effect of saw rotation speed. Introduction Marble is a material widely used in many fields from past to today with its different natural colors and patterns. Afyonkarahisaris one the mostimportant marble supplier cities ofthe world and Turkey withits plenty of marble mines and factories.In Afyonkarahisar,alsothe sectorsthat manufacture marble treating machines and their spare parts have developed together with the marble industry. Today,if we wholly considerthe industry in Afyonkarahisar region,the share of marble industry in totalindustry is about 50%. Most of the production costs in marble treating consist of the consumed electric energy. By using the energy in optimum level,the costs can be decreased. Various machines are being used for marble treating at mines and factories. For separating the block marbles taken from mine to plaques, block cutting machines segmented diamond circular sawblades are used. The name of such machines kwon as S/T in short originates from Striper and Trimmer words. There exist many parameters effecting the cutting operation in cutting machines segmented diamond circular sawblades. These parameters are saw rotation speed, travel speed and direction, cutting depth, mineralogical and physico-mechanic features of marble, metallurgic and mechanic features of diamond sockets on saw, flowing speed of cooling water and saw thickness. Many studies have been realized to examine the effects of the said parameters [1-12]. Studies generally focus on the effects of cutting situation (Buyuksagis 2007, Buyuksagis and Goktan 2005, Xu et al. 2004 and Li and Malkin 2001),cutting parameters(Tutmez et al.2007, Ersoy and Atıcı 2004, Xu et al. 2003 and Xu et al. 2002) (cutting speed, travel speed, cutting depth) and saw structure on cutting performance and efficiency (Ersoy et al. 2005,Sun et al. 2002, Chen 2000 and Chen et al. 1999). Studies made untiltoday generally have focused on saw quality, abrasion and marble physiology. Today, as decrease in energy consumption is very important,studies on determination of electricenergy consumed in marble cutting and optimization of consumption are required (Chuang 2005, Kleimaier and Schröder 2004 and Martynenko and Siregar 2002).In this article,the effects oftravel and saw rotation speeds on energy consumption is examined. In this paper,the effect of parameters on specific cutting energy isresearched and improvementsthat can be made are discussed. 402 �Test set Test sets having computer based data acquisition system are being used especially in scientific studiesto make complex tests easily and transferthe resultsto a computer medium in a secure manner (Hazarika et al. 2006, Zoric and Ilic 2005 and Caldara et al. 1998).In this study, a completely computer controlled test setin prototype of S/T machine is used (Figure 1). Control oftestsetfrom computerisrealized with an interface prepared with Delphi program language (Figure 2). Figure 1. Test set In thistest set,travel speed, saw rotation speed, cutting depth and flow speed of cooling water can be adjusted very sensitively on computer. Saw rotation speed,travel speed and flow speed of cooling water can be changed uninterruptedly in intervals of 4000rpm, 0-4m/min.and 0-20l/min.respectively through there invertors driving the saw, travel and cooling water pump motors. Besides, vertical and horizontal positioning of saw can be made in millimeter sensitivity (Çimen et al. 2008). Figure 2. Interface software As most ofthe energy in cutting operation is being used from vertical saw part,the energy consumption measurement and analysis can only be realized for saw motor(Çınar 2007). For measurements, Shark 100 energy analyzeris used. Analyzer, by digitizing the currents and voltages ofthree phase with analog-digital converter(ADC) with 16 bitresolution and six synchronous system , calculates and transfersthe active,reactive and apparent power values drawn by the motor, harmonic distortions in current and voltage and consumed energy values to computer via serialterminal(Çınar 2007). During the test, data such as current, voltage, power values and saw rotation speed are collected by the interface program. Data collected by the interface program are recorded in atextfilein orderto be treated in spreadsheet program later. 403 �Tests and Analysis Cutting operation isrealized with movement of work piece towards to fixed saw. When the movement directions of saw and work piece given in Figure 3 is considered, down-cutting position isvalid. During the cutting process, waterisflowed to sawblade in orderto cooling of sawblade and removing of sawdust. All cutting testsinthis study are realized in the below cutting position. Bilecik Beige Limestone d = 50 mm Vw = 0,4 m/min. 4 3,5 3 P [ kW ] 2,5 2 1432 rpm 1910 rpm 2387 rpm 2864 rpm 1,5 1 0 10 20 30 40 50 60 70 80 t[ s] Figure 3. Cutting mechanism Figure 4. Cutting test power curve The data record commences when the work piece touches to the saw and continues untilthe contact of saw axis with the work piece ceases.In Figure 4, active power graphics obtained from a group oftests made for different saw rotation speeds are given. As it can be seen, active power demand of motor rises starting from idle working value and when the saw axis entersinto the work piece completely,itremains almost fixed. The power demand decreases towards the end oftest and with leaving ofthe saw axis from the work piece,itfalls again to idle working value. Though the travel speed and saw rotation speed are kept fixed attheiradjusted values,there may changes in power values.The reason ofthisthe change in hardness of marble during the cutting process as the marble is not a homogenous material. The energy accountis made depending on the active power values obtained from the tests. The active energy is equalto area below the power curve. Total energy used can be determined with the 3.1 integral(Çınar 2007). T Etotal = ∫ p(t ) × dt 0 (3.1) Here, Etotalindicates cutting energy (Ws), p active power function (W) and T cutting time (s). Mo mentary energy values calculated by multiplying active power values by sampling time are continuously being added and so total cutting energy is obtained. This energy value is converted from Ws (Watt second) to k Wh (kilowatt hour) unitin order to be more meaningful. For specific cutting energy calculation defined as energy consumed per unit volume,the 3.2 formula is used (Çınar 2007). SE = w total qw (3.2) Here, SE indicates specific cutting energy (kWh/m3), Etotaltotal cutting energy (kWh) and qw total volume of channel opened by the saw (m3).In Figure 5, channels opened by the saw on the work piece are seen. 404 �Figure 5. Work piece and cutting channels qw = ad ⋅ d ⋅ lw (3.3) Channel volume (qw) is calculated with the 3.3 formula. Here,lw indicatesthe length of work piece, d cutting depth and ad channelwidth. Test results and discussion In this article,two types of natural stones Bilecik beige marble and Denizlitravertine are used for cutting tests. The selected two rocks have almost adverse features with respecttotheir physical and mechanical structures. While Bilecik beige marble has a very hard and small particle dimension, Denizlitravertine has very soft and big particle dimension. In the study,total 20 variation tests are made for each rock to observe the effect oftravel speed and saw rotation speed. Tests are realized for (Vw) 0.3, 0.4, 0.5, 0.6 and 0.7m/min values oftravel speed and (ns) 1432, 1910, 2384 and 2864rpm values of saw rotation speed. Besides,in all cutting tests,the cutting dept and flow speed of cooling water are fixed in d=50m m value and in fw=12l/min. value.In Table 1,the specific cutting energy values obtained for each variation are given in groups. The data summarized inthe Table are discussed below under separate headings. Vw [m/ min] 0.3 0.4 0.5 0.6 ns [rp m] Denizli travertine SE [kWh/m3] 1432 1910 2384 2864 1432 1910 2384 2864 1432 1910 2384 2864 1432 1910 2384 2864 464,51 516,51 609,28 652,12 390,21 428,58 513,37 529,19 340,35 352,43 425,21 445,14 339,22 353,83 406,67 430,31 Bilecik beige marble SE [kWh/ m3] 685,37 713,34 800,32 861,71 597,48 615,43 668,55 717,80 528,88 534,59 585,96 613,68 514,59 549,77 570,11 562,82 405 �1432 1910 2384 2864 0.7 327,03 334,68 356,47 381,22 475,27 478,40 505,19 502,01 Table 1. Specific cutting energy values for variation values Effect of saw rotation speed on specific cutting energy With increase of saw rotation speed, specific cutting energy also increases. For each rock examined in the study, specific cutting energy demonstrates a marked increase especially in low travel speeds (0.3 and 0.4 m/min.)(Figure 6).Increase in saw rotation speed (provided thattravel speed willremain fixed) will cause more energy consumption unnecessarily as well asit willspeed deformation of sockets. Forthis reason, saw rotation speed must be keptin a value most convenient forthe cut marble. 1000 700 600 800 500 SE [kWh/m3] 600 SE [kWh/m3] 400 Vw = 0,3m/min. Vw = 0,4m/min. Vw = 0,5m/min. Vw = 0,6m/min. 400 300 Vw = 0,3m/min. Vw = 0,4m/min. Vw = 0,5m/min. Vw = 0,6m/min. 200 200 100 Vw = 0,7m/min. Vw = 0,7m/min. 0 0 1432 1910 2387 1432 2864 Saw rotation speed [rpm] 1910 2387 2864 Saw rotation speed [rpm] (a) (b) Figure 6. Effect of saw rotation speed on specific cutting energy for Bilecik beige marble (a) and Denizli travertine (b) Effect of travel speed on specific cutting energy According to the analysis made for Bilecik beige marble and Denizlitravertine,increase in travel speed decreases the specific cutting energy. Whileincrease intravel speed increases the active power demand,itcauses decrease in cutting time. Decrease in cutting time naturally decreases the specific cutting energy. On the other hand, for allsaw speeds (1432,1910, 2385 and 2864rpm), values of specific cutting energy come very close to each other after some definitevalue oftravel speed (Figure 7). The said becoming closer pointin graphics can be defined as region where the travel speed value getsits optimum value. 1000 700 600 800 500 SE [kWh/m3] 600 400 SE [kWh/m3] 300 400 ns = 1432rpm ns = 1910rpm ns = 2387rpm ns = 2864rpm 200 200 100 0 ns = 1432rpm ns = 1910rpm ns = 2387rpm ns = 2864rpm 0 0,3 0,4 0,5 0,6 Work piece travel speed[m/min.] (a) 0,7 0,3 0,4 0,5 0,6 0,7 Work piece travel speed [m/min.] (b) Figure 7. Effect oftravel speed on specific cutting energy for Bilecik beige marble (a) and Denizlitravertine (b) 406 �W hen the graphics showing the effect of saw rotation and travel speeds on specific cutting energy are examined together,itcan be seen thatthe effect oftravel speed on specific cutting energy is greaterthan the saw rotation speed. Thisis very clear from incline of graphic curves. For thisreason, adjustment oftravel speed ratherthan speed of saw rotation will be more economical and easy approach. Results In this study realized with a completely computer controlled block cutting machine,the effects oftravel and saw rotation speeds on active energy and specific cutting energy are examined on two natural stones.In this study,the following results are obtained; • With increase in travel speed, the specific cutting energy decreases. To increase the travel speed results with decrease in cutting time and so increase in cutting efficiency. • To increasethe saw rotation speed results withincrease in specific cutting energy. As increase in saw rotation speed (provided that travel speed shall be kept fixed) will also increase the active power demand of motor,this means consuming more energy forthe same work. • The travel and saw rotation speeds have significant effects on cutting energy. With determination of optimum values oftravel and saw rotation speeds,itis clearthatthe energy will be ableto be used in productive manner. Even a saving in rate of 10% in energy consumption will bring significant benefitfor Afyonkarahisar of which half ofindustry is established on marble treating. • With studies to be carried out in future on the prototype test set used in that study, travel speed controllers ensuring optimum energy consumption (like PI, PD, PID and Fuzzy) will be developed. Such controllers will be able to keep the travel speed in its optimum value by monitoring the energy consumption of motor during cutting. Besides,in case the expected performance from the developed controllers can be obtained, it will be also applied on S/T machines used in the industry. References Buyuksagis IS, 2007, “Effect of cutting mode on the sawability of granites using segmented circular diamond sawblade”, Journal of Materials Processing Technology, Elsevier Transactions on, March, Vol.183, pp 399-406. Buyuksagis IS and Goktan RM, 2005, “Investigation of marble machining performance using an instrumented block-cutter”, Journal of Materials Processing Technology, Elsevier Transactions on, Nov., Vol.169, pp.258-262.C. Caldara S, Nuccio S and Spataro C, 1998, “A virtual instrument for measurement of flicker”, Instrumentation and Measurement, IEEE Transactions on, Volume 47, Oct. pp. 1155 – 1158. Chuang HJ, 2005, “Optimisation of inverter placement for mass rapid transit systems by immune algorithm”, IEE Proceedings of Electric Power Applications, Jan., Vol.152, pp.61-71. Chen W, 2000, “Cutting forces and surface finish when machining medium hardness steel using CBN tools”, International Journal of Machine Tools & Manufacture, Now., Vol.40, pp. 455-466. Chen H, Li J, Spence J and Li JCM, 1999, “An ELID-cutting saw”, Journal of Materials Processing Technology, Feb., Vol.102, pp.208-214. Çınar SM, 2007, Optimization of Electric Energy Consumption in Marble Cutting Machines, Dissertation Thesis at Afyon Kocatepe University, Electrical Education Department. Çimen H, Çınar SM and Nartkaya M, “The Development of Software and Hardware for Marble Cutting Tests”, 2nd WSEAS Int. Conf on COMPUTER ENGINEERING and APPLICATIONS (CEA’08) Acapulco,Mexico, Volume 1, 25-27 Jan. 2008, pp. 244 – 249. Ersoy A, Buyuksagis I S and Atıcı U, 2005, “Wear characteristics of circular diamond saws in the cutting of different hard abrasive rocks”, Wear, Elsevier Transactions on, Nov., Vol.258, pp 1422-1436. Ersoy A and Atıcı U, 2004, “Performance characteristics of circular diamond saws in cutting different types of rocks”, Diamond and Related Materials, Elsevier Transactions on, Jan., Vol.13, pp 22-37. Hazarika D, Laskar S Sarma A and Sarmah P K, 2006, “PC-Based Instrumentation System for the Detection of Moisture Content of Tea Leaves at Its Final Stage”, Instrumentation and Measurement, IEEE Transactions on, Volume 55, Oct. pp. 1641 – 1647. 407 �Kleimaier A and Schröder D, 2004, “Optimization Strategy for Design and Control of a Hybrid Vehicle”, IEEE Proceedings of 6th International Workshop on Advanced Motion Control, Nagoya-Japan, Dec.8-10, Vol.2, pp.1084- 1089. Martynenko YG and Siregar HP, 2002, “Optimization of power consumption of anthropomorphic robots driven by electromotor”, Proceedings of the Third International Workshop on Robot Motion and Control, Ponzan, Nov.9-11, pp.113117. Polini W and Turchetta S, 2004, “Force and specific energy in stone cutting by diamond mill”, International Journal of Machine Tools and Manufacture, Sept., Vol.44, pp.1189-1196. Sun L, Pun J and Lin C, 2002, “A new approach to improve the performance of diamond sawblades“, Materials Letters, Elsevier Transactions on, Dec., Vol.57, pp 1010-1014A. Tutmez B, Kahraman S andGunaydin O, 2007, “Multifactorial fuzzy approach to the sawability classification of building stones”, Construction and Building Materials, Elsevier Transactions on, Sep., Vol.21, pp 1672-1679W. Xu X P, Li Y. and Yu Y, 2003, “Force ratio in the circular sawing of granites with a diamond segmented blade”, Journal of Materials Processing Technology, Aug, Vol.139, pp.281-285. Xu X P, Li Y, Zeng WY and Li LB, 2002, “Quantitative analysis of the loads acting on the abrasive grits in the diamond sawing of granites”, Journal of Materials Processing Technology, Oct., Vol.129, pp.50-55. Xu XP, Li Y and Malkin S, 2001, “Forces and Energy in Circular Sawing and Grinding of Granite”, Journal of Manufacturing Science and Engineering, Feb., Vol.123, pp.13-22. Zoric AC and Ilic SS, 2005, “PC-Based System for Electrocardiography and Data Acquisition”, 7th International Conference on Telecommunications in Modern Satellite, Cable and Broadcasting Services, Serbia and Montenegro-Nis Volume 2, 28-30 Sept. pp. 619 – 622. 408 � 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. 519 Title A name given to the resource Energy Consumption Analysis in Marble Cutting Processing Author Author Çimen, Hasan Çinar, Said Mahmut Abstract A summary of the resource. Energy consumption is main cost part in marble cutting processing with circular sawblades. There exist many parameters that effect the energy consumption. It is possible to ensure optimization in the consumed energy if effects of such parameters can be fully understood. In this study, the effects of travel speed and saw rotation speed on energy consumption for two different natural stones. Cutting tests are realized with the computer controlled test set. In tests, while travel and saw rotation speeds are selected in different values, the cutting depth and cooling water is kept fixed. The results obtained for two cut stones indicate that travel and saw rotation speeds have significant effects on the consumed energy and the effect of travel speed is greater than the effect of saw rotation speed. 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/6868a625cd1c7b894e485e88cb3bb603.pdf 177822121cd2e62cb64947bd9c526237 PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Urban Planning in Terms of Local Development and the Discussion on Erzurum Sample of its Relationship with the Ergonomics Elif Çolakoğlu Atatürk University Faculty of Economics and Administrative Sciences Department of Public Administration Turkey elifcolakoglu@yahoo.com Önder Barli Atatürk University Com munication Faculty Turkey barli@atauni.edu.tr Abstract: There is no suspect that qualified human capital has positive effects on sustainable development. In particular, on local and regional development, it comes to the fore. In this respect, when it is evaluated, the importance with regard to this will come out in terms of regional development issues. In this regard, it is believed that the urban settlements which has a large portion of the human population is a very effective element and it has been come forward. Ergonomics in the creation of sustainable cities, can be considered as an important tool. If this problems that arising from environment and human conditions is not minimized, the formation of conditions threatened to lives of individuals are likely to increase. Consequently, this study is expressed that along with current problem by developing a variety of solutions, providing more qualified urban life in Erzurum will make a great contribution to sustainable local development. Introduction Industrialisation and high urbanization, increasing population brought soil, water, air, noise, electromagnetic and radioactive pollution as serious environmental problems. As these problems increase, they affect urban life and ongoing local development negatively. When the subject matter is taken up to Erzurum, which is the biggest city of Eastern Anatolian Region as the changes made without taking the topographic structure of the city into consideration after immigrations from neighbor cities and town caused unplanned urbanization in recent years.Itis seen thatthe cityis unplanned areas are affected by especially air, water, noise, soil and electromagnetic pollution. And also the deeds of municipalities such as roads, pavements and lightning are not enough and effective. Those problems are the mostimportant things that cause special investments to escape from the city and region. Therefore is not seen that Erzurum reach an ongoing local development potential due tolosing specialinvestment and taking immigrations. As itcan be seen inthisresearch which some approaches and uses in the centre of ergonomics those problems can be both solved and the city and region’s ongoing developmentincreased. The Cities in the Centre of Ergonomics: The City Ergonomics and Environment It is seen that the process of urbanizations is under bad conditions in developing countries. In such countries,itis a factthatthe people who live in big urbanized and populated cities find out their own living are as which are out of health conditions economic,social and above and below structures. Whereas cities survive as they contain dynamic structures like living organisms. Thus, if it is wanted to changed the process and tendencies back in citiesitis possibleto make positive changes with serious plans. Engineers generally define ergonomics that the process of changing acts and needs of human being into physical forms of engineering or structural systems. (Wolf 2003) Of ergonomics, if one object, one system or one environment is planned for use of people. Itis a fact that this plan should depend on physical and mental characteristics of the people who use this object, this system or this environment. (Pheasant 2003) The approaches of ergonomics help the process of urbanization. The city ergonomics aims to adapt city areas and 337 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo under construction systems to people according to biological,sociological and psychological characteristics and theirlife health and security. In this study the concept of “The Green Ergonomic Cities” is suggested as a solution to wipe out local environmental pollution. As its concept and meaning is large the existence of below constructions and their performance and characteristics (Wolf,ibid.) arethe elements of City Ergonomics.Itincludes a large scale from height level of the pavements, lightning of the streets, bicycle roads and recreation areas. But, below constructions about environmental pollution of citiesin which urban people are affected physically,socially and mentally in great deal,is alimited area. On the other hand,this study is handled in thislimited area. Because ofthe citiesin which the population intense, showing complicated features the presence of the extremely planed systems are necessary for providing of services for each dwelling commercial entity and citizen. (Wolf, ibid.) Especially with these systems which will be made in the cities of countries passing fast unplanned process,the green ergonomic cities will be created. The presentation of green infrastructure services is crucial with this aspects. This process needs to save, plan and manage the naturel units and naturel quallification which includes the feature. (Wolf, ibid.) “Living (green) roofs” being are of the integrated managing systems, “living walls” filtrating the air particules and bettering the air quality “the usage of the grey waters” made of a simple pipe system or “gathering the rain drops” are forming some systems. (Arieff, 27.04.2009) Absolutely reviewing the plans of the cities and its being suitable to green infrastructure providing benefit in citizens disposing the unplanned urbanization, coming out with near enviromental pollution, and meeting the requestsinthis aspects can be considered. Precautions are being taken by inactivating the negative conditions of near enviromental pollutions which may threaten the safety and health of humans in habitats. In the green ergonomic cities in which the human activities are made suitable by the rules of nature and nature of human. As is known near enviromental pollutions like trafficjam, airpollution, water pollution and wastesin crowded urbans are affecting the physical or spiritual health of human in a direct or indirect way on this point of view, the green ergonomic cities approaches, mentioned with the aim of raising the quality of urban life and making the cities and city tissues suitable forthe public health must be activated. By a good planning or contructing healthy habitable cities, near enviromental pollution can be overcome, while making urban plans,it must paid attention to hand over the plans in the aspect of solving the enviromental problem in appropriate to urban mental and details. Urban infrastructure systems dumping and destroying fieldings must be reviewes. While considering the placed functional fields and the relation between them, the issues enviromental problems must be paid attention. A healthy enviromental which presents a possibility of reaction with a fresh air among the basic necessities of citizens, a drinking water, public gardens and green fieldings being multiple requirement can be called an important place on reducing the air pollution. To prevent air pollution oftraffic, more publicstransports must be need to be developed. The settlement mustn’t be established nearby water resources for the underground and overground not polluted; also for protecting the drinkable waterresources,theiraround must be wooded. The achivement ofthe noisethe human can be reduced by modern construction technologies plant screening systems, precautions like in sources and the managing the urban systems. The role of the local councils in the transformation of the cities is indisputably important with a condition must of cooperation of public institutions and particular institutions about services intended for protecting the environment and preventing the near environmental pollutions, the most important duties and responsibilities are the people’s who live in those habitats and the local counsils’. Thus, many valid rules about environmental issues like municipal and enviromental rules, regulations and precepts gives varius duties the local councils. Despite the exiting legal regulations, it is seen that the efficiency and effectiveness cannot be provided in practicein cities.In the councils of complex urbans, and on the analyses of physical structirizes, not getting enough support from landscape architects, architects, environmental engineers, city developers who are experts on those issues, is considered. Whereat, when creating the ergonomic cities consider of human and environment,itisimportantforthelocal councilsto getthe opinions of experts with a participatory management approach. Urban Pollution and Ergonomics in Erzurum Erzurum, which isin the east of Turkey an done of the mostimportant cities of Turkey has been affected by urban pollution. In that city with harsh winter conditions, air pollution is of primary importance. In the city, water pollution, garbages, unplanned urbanization, soil pollution, erosion, noise pollution, visual pollution, acid rains and degradation of pastures have been ordered as other environmental problems. (T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre Envanteri Dairesi Başkanlığı 2008) To make a healthy urban planning in Erzurum the urban ecosystem and environmental problems are to be 338 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo understood firstly. This, also,is going to enlighten the dynamics of sustainable development. 1. The Air Pollution in Erzurum In Turkey, air pollution, which was not be ableto be defined until1970s, emerged especiallyin 1970s and affected all cities between 1970-1995 and was alarmed in more than 30 citiesin 1990s. (Okutan 1996) Itis seen thatthe case is not very differentin 2000 in Erzurum. As itreached to the threat dimensions about human health especially in the winter,itisin the agendum of Erzurum as primary concern which needs a solution. According to the report about The Assessment of Environment Problems and Priorities of Turkey,3 Erzurum is among 24 cities for which air pollution is the primary issue. We can say that the quick and unplanned urbanization, unqualified use of fuel, unconscious use of fuel, not to burn the boilers suitable for the techniques, use of unsuitable technology atindustry, wrong choice of the places ofindustry, structure of meteorology, not to make an environmentally friendly investment or projectin urban communication,traffic concentration and destruction of forests have the most important effects in it.(Gürel 2008) Because the industry systems are insufficent as it can be seen in Table 1. There has been a little effect ofthe emissions leftto the atmosphere from these systems on air pollution. But according tothe data ofthe year 2009,when the contaminators of airhave been ordered,the industry is in the first and the traffic and domestic warm up (T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre Envanteri Dairesi Başkanlığı, ibid.) is in the second place. As foritshows thatthe use of natural gas in city and the other precautions have been applied successfully. Derived from Housing and Service Sectors Derived from Industry Derived from Vehicles T OT AL SO2 (ton/year) (sulphur dioxide) 3600,7 %86,4 PM (ton/year) (particle material ) 3046,2 %88,11 442,6 %10,6 382,9 %11,07 121,8 4143,1 %2,9 28,0 3457,1 N Ox (ton/year) (oxides of nitrogen) 598,2 %28,0 47,3 484,2 Cm Hn (ton/year) (hydrocarbon) 7873,9 %80,2 %4,9 975,0 %9,9 %0,81 1491,0 %69,7 3638,5 %36,8 690,9 %9,7 2136,5 %2,2 CO (ton/year) (carbon monokside) 5743,9 %58,2 9866,7 9809,9 Source: Demircioğlu N. & Kılıç A. (2005), Erzurum Đli Çevre Sorunları, Atatürk Üniversitesi Çevre Mühendisliği Bölümü, Erzurum, p. 82. Table 1: Air Pollutants and Resource Allocation Be Seen in Erzurum as Connected to Emission Factors Used in Turkey In Erzurum placed on a broad plateu covered with Planadöken and Kargapazarı Mountains, due to the inversion layer placed on the city and called ‘’black cloud’’the density of air pollution incresased considerably in 12 days in winter in spite of all precautions because of the topographic structure of the urban prevents the contaminators of air from spreading and falling of speed of wind increases the air pollution. Concerning the cleaness of natural gas and decresing of pollution ,infrastructure works started atthe end of the year 2005 and the natural gas began to be used to worm up in 2006. Even afterthat application, although SO2 and PM values decreased in air pollution,(Eren, Turan 2007)itisseem thatthe air pollution isinthe highestlevel.In quick and unplanned process of urbanizationin Erzurum the scarcity of green areas has an importantrolein pollution. With theincreasing ofthe new settlement regions,the contaminators have increased inthe air and these contaminators worsen the quality of air by moving through the centre ofthe urban. [3]Erzurum’un yanı sıra, Adıyaman, Ağrı, Ankara, Burdur, Çorum, Denizli, Diyarbakır, Elazığ, Gaziantep, Hatay, Iğdır, Isparta, Kahramanmaraş, Karabük, Kars, Kayseri, Kırıkkale, Kütahya, Malatya, Mardin, Sivas, Yozgat ve Zonguldak’tır; T.C. Çevre ve Orman Bakanlığı (2008), Türkiye Çevre Sorunları ve Öncelikleri Envanteri Değerlendirme Raporu (2005-2006), Ankara, p. 9. 339 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo In Erzurum the population of which is nearly 400.000,itis emphasized thatthe air pollution has reached to be a threat dimentions for the people and the environment. It can easly be seen that the air pollution has a negative effect on lifeless beings in Erzurum. It produces negative effects on metal, stone, wooden parts of buildings and machines by turning into composition of acid.(Keleş, Hamamcı 2005) 2. The Water Pollution in Erzurum The need for the city of Erzurum’s drinking water largely provided by the ground water. Moreover; Palandöken Dam, although its having been completed, was builtto fullfillthe need of the city’s drinking water for 50 yearsinthe near future and hasn’t been functioned yet effectively.(Sarsanet al. 2004) Excessive usage of natural resources, uncontrolled and disorganized industrialization activities and urbanization as well as domestic, industrial and agricultural based activities have been pointed out among the primary reasons for he deterioration of the quality of water supply in Erzurum. The lack of sewerage system or itsits being inadequate, notincreasing domesticfutured waste water atthe settlement, big industries’ notrefining waste water, no mass refining in smallindustries, cesspool waste’s not being builteffectively, unloding cesspool wastes to randomly places after having been withdrawn by sewerage truck, uncontrolled usage of pesticites, usage of chemical manure, inadequate capacity and efficiency of purification facility and the crew’s being inadequate in purification facility, are the reasons for water resources’ pollution. (T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre Envanteri Dairesi Başkanlığı, ibid.) Reservoirs constantly have been disinfected by municipalityin orderto avoid negative consequences ofthe polluted water.(Sarsan et al. 2004) In spite ofthis; because of the pollution ofthe waterresourses and city water supply in Erzurum, water based diseases can emerge such as typoid, cholera, hepatit A, salmonella species, bacillery dysentery, amoebic dysentery, acute bloody diarrhea. 3. The Soil Pollution in Erzurum Erzurum city in which soil pollution is the fifth primary problem has been indicated among seven provinces in the country, although soil pollution comes right after the water pollution in the city.4 Although agricultural activities, urbanization, wild storage and industrialisation claimed to be responsiblethe soil pollution atthe period of 2007-2008, (T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre EnvanteriDairesi Başkanlığı,ibid.) concrete data haven’t been produced about soil pollution. Besides, due to the fact that the city lands are not used properly for their own futures,this emerges as another important problem concerning the city lands. For example,it has been pointed out that the place which have mainly the tourism and agricultural potential and which supposed to be used for the settlements were given reconstruction permit.(Sarsan et al.Đbid.) However;liquid, solid, gas contaminants of industrial establishments must be managed in accordance withlegislation ofthe Ministry Environment and Forestry,in orderto avoid soil pollution. There has been a remarable effordinterms of enhancing regularstorage places,providing urbanization in accordance with town planning and supplying fertilisation, disinfestation as well as irrigation in accordance with legislation ofthe Ministry of Agriculture and Rural Affairs.(T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre Envanteri Dairesi Başkanlığı,ibid.) 4. The Noise (Acoustic) Pollution in Erzurum The noise pollution in Erzurum, especially in the lasttwenty years, has occurred as a problem regarding the increase in the number of vehicles connected with population growth and economic developmentin the city. The mostimportant noise sources for Erzurum isthe vehiculartrafficthatresultfrom transport withinthe city.In this regard, it has a huge impact (Yılmaz, Özer 2005) which the wrong behavior of the drivers, horn, roads disorder, sudden braking and technical problems, rapid departure and the influence of noise caused without muffler,ragged and old vehicles. If you take into consideration the noise measurement did in various residential areas within the city limitsin 2007 and 2008, as seen in Table 2,itis seemed thatthe high noise level on the streets shaping the basictransport network of the city. Accordingly,the noise levelinthis street was over 70 dB. [4] Erzurum’un dışında, Bolu, Iğdır, Isparta, Manisa, Tokat, Van bulunmaktadır; T.C. Çevre ve Orman Bakanlığı, Türkiye Çevre Sorunları..., p. 15. 340 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo The Location of Measuring and the Coordinates The Noise Measure Levelis ment Determine Period d (dBA) The Average Monthly Value in 2007 1- Havuzbaşı Vilayet Street 79 2- Havuzbaşı 77 3- Havuzbaşı Hastaneler Street 78 4- Eski Hük. Bin. Cumhuriyet Street 79 5- K.Karabekir Street 72 6- Gürcükapı Junction 78 7- Eğitim Fak. Junction 74 8- Çaykara Street 79 9- Aliravi Street 67 10- Terminal Street 66 11- 1.Marketler 58 12- Ebu Đshak Street 59 13- Kayak Yolu 50 14- 46. Street 59 15- Yenişehir Junction 56 16- 2.Marketler 58 17- Yıldızkent 52 18- Alparslan Street 56 19- Dadaşkent 54 20- Yenişehir Üst Yol 52 Source: T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre Envanteri Dairesi Başkanlığı (2009), Đl Çevre Sorunları Ve Öncelikleri Envanteri Araştırma Formu, Erzurum, p. 58. Table 2: The Noise Measurement didin Various Residential Areas within The City Limitsin 2007 and 2008 In a survey made to determine the sensitivity of public on noise pollution in the city of Erzurum, it has been identified within the city of 50% of the citizen, within the workplace of 20% of their and within housing of 30% of their disturbing due to the noise. (Yılmaz, Özer 2001) It has been controlthat small businesses such as industry associations, businesses, workshops, workplaces and indicate that in reconstruction plan’s works the measurestaken inthe direction ofindustry organizations, workplaces and workshops mustbe creation outside of settlement areas. (T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre Envanteri Dairesi Başkanlığı,ibid.) Conclusion Today, environmental problems in cities have come to the fore. This problems with this aspect is prevented the city and the region's sustainable development at local level. Because in cities have been concentration of air, water, soil and electromagnetic pollution and the heavy living conditions qualified human capitalis almostimpossible to keep. A region retain in the qualified human capitalthatthe most basic elements of sustainable development atlocallevel does not seem possibleto be on increase. In this study, in Erzurum province, with an ergonomics perspective, air, water, soil and noise pollution were included. The important deficiencies and problems in Erzurum in terms of these elements are there. The false in terms of administrative decision-making process, the errors in land use decisions, illegal housing and inadequacy of economic is to structural changes often adversely affect and create existing structures an inappropriate tissue of a settlement and unplanned urbanization. In this regard being a charm center in terms of qualified human capital of the city is impossible. For this, all parties such as municipalities, public institutions and civilsociety organizations,especially by accepting a milestone before of 2011 Universiad Winter Olympics, in the framework of an emergency action plan should meet at a common point. To be done should start and be applied with the requirements of the ergonomic city, namely focus on human and environment, functional, 341 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo planned and contemporary activities. References Arieff, A. (27.04.2009), Blue is the New Green, (http://arieff.blogs.nytimes.com/2008/11/20/blue-is-the-new green/). Demircioğlu, N. & Kılıç A. (2005), Erzurum Đli Çevre Sorunları, Atatürk Üniversitesi Çevre Mühendisliği Bölümü, Erzurum. Eren, Z. & Turan T. (2007), “Doğal Gaza Geçişle Birlikte Erzurum Đlinde Fosil Yakıtlardan Kaynaklanan Hava Kirliliğindeki Değişim”, 7. Ulusal Çevre Mühendisliği Kongresi Yaşam Çevre Teknoloji (24-27 Ekim 2007, Đzmir), TMMOB Çevre Mühendisleri Odası, Đzmir. Gürel, O. (2008) Erzurum Çevre Yönetim Planı (Taslak): Yerel ve Bölgesel Yönetimlerin Çevre Müktesebatını Uygulama Kapasitelerinin Güçlendirilmesi Projesi, Erzurum Đl Çevre ve Orman Müdürlüğü. Keleş, R. & Hamamcı C. (2005), Çevre Politikası, Đmge Kitabevi Yayınları, Ankara. Okutan, H. (1996), “Türkiye’de Hava Kirliliği ve Kömür Gerçeği”, Yeni Türkiye (Habitat Özel Sayısı). Pheasant, S. (2003), Bodyspace: Anthropometry, Ergonomics and the Design of Work, Taylor & Francis, London. Sarsan, Z. et al. (2004), Erzurum Đli Çevre Durum Raporu, T.C. Erzurum Valiliği Đl Çevre ve Orman Müdürlüğü, Erzurum. T.C. Çevre ve Orman Bakanlığı Çevresel Etki Değerlendirmesi Ve Planlama Genel Müdürlüğü Çevre Envanteri Dairesi Başkanlığı (2009), Đl Çevre Sorunları Ve Öncelikleri Envanteri Araştırma Formu, Erzurum. T.C. Çevre ve Orman Bakanlığı (2008), Türkiye Çevre Sorunları ve Öncelikleri Envanteri Değerlendirme Raporu (20052006), Ankara. T.C. Çevre ve Orman Bakanlığı (2008), “Türkiye Çevre Sorunları ve Öncelikleri Envanteri Değerlendirme Raporu (20052006)”, Çevre ve Đnsan, Sayı: 75, Yıl: 4. Wolf, K. L. (2003), “Ergonomics of the City: Green Infrastructure and Social Benefits”, Engineering Green: Proceedings of the 11th National Urban Forest Conference (Edit. C. Kolin), American Forests, Washington D.C.. Yılmaz, H. & Özer S. (2001), “Erzurum Kenti Gürültü Kirliliğine Karşı Halkın Duyarlılığı Üzerine Bir Çalışma”, Atatürk Üniversitesi Ziraat Fakültesi Dergisi, Cilt: 32, Sayı: 3, p. 321-327. Yılmaz, H. & Özer S. (2005), “Evaluation and Analysis of Environmental Noise Pollution in the City of Erzurum, Turkey”, Environment and Pollution, Vol: 23, No: 4, p. 438-448. 342 � 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. 500 Title A name given to the resource Urban Planning in Terms of Local Development and the Discussion on Erzurum Sample of its Relationship with the Ergonomics Author Author Çolakoğlu, Elif Barli, Önder Abstract A summary of the resource. There is no suspect that qualified human capital has positive effects on sustainable development. In particular, on local and regional development, it comes to the fore. In this respect, when it is evaluated, the importance with regard to this will come out in terms of regional development issues. In this regard, it is believed that the urban settlements which has a large portion of the human population is a very effective element and it has been come forward. Ergonomics in the creation of sustainable cities, can be considered as an important tool. If this problems that arising from environment and human conditions is not minimized, the formation of conditions threatened to lives of individuals are likely to increase. Consequently, this study is expressed that along with current problem by developing a variety of solutions, providing more qualified urban life in Erzurum will make a great contribution to sustainable local 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 Q Science (General) https://omeka.ibu.edu.ba/files/original/0653405820017109f5c622c09da2fe51.pdf 70337816cd03196af15d6b165a14d943 PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Stabilization Of Carbon Dioxide In The Flue Gas With Ulexite Meh met Çopur* Chemical Engineering Department, Engineering Faculty, Atatürk University, Erzurum, Turkey mcopur@atauni.edu.tr M. M. Kocakerim Chemical Engineering Department, Engineering Faculty, Atatürk University, Erzurum, Turkey mkerim @atauni.edu.tr Ruşen Guliyev Chemical Engineering Department, Engineering Faculty, Atatürk University, Erzurum, Turkey rusen1985 @yahoo.com Abstract: Turkey is the country having the largest boron reserves in the world. 72% of the world boron reserves is in Turkey. Commercial boron ores include colemanite, tincal and ulexite in Turkey. +3 mm ulexite fraction produced in ulexite concentration plant is exported, but -3 mm fraction, which has 16.6 % B2O3 cannot be sold and is piled up in the mine area. The Taguchi method has been used to determine optimum conditions for stabilization of CO2 gas with ulexite. Chosen experimental parameters and their ranges were (i) reaction temperature, 5-40 °C; (ii) solid-to-liquid ratio (in weight), 0.1-0.5; (iii) ; (iv) mean particle size; -600 -150 µm; (v) stirring speed, 300-700 rpm; (vi) reaction time, 15-120 min. The optimum conditions were found to be reaction temperature, 40 °C; solid-to-liquid ratio, 0.1; mean particle size, -150 µm; stirring speed, 500 rpm and reaction time, 90 min. Under these optimum conditions and 29.78 L CO2/kg ulexite was stabilized. Introduction Carbon dioxide (CO2) emissions have the largest share of anthropogenic emissions of greenhouse gases associated with global warming (IPCC 2001). CO2 is a effective greenhouse gas and the dominant contributorto anthropogenic climate change. Since the Industrial Revolution (i.e., about 1750), global atmospheric concentrations of CO2 have risen about 36 percent(IPCC 2007), principally due tothe combustion offossilfuels. Globally, approximately 29,195 million ton of CO2 were added to the atmosphere through the combustion of fossilfuelsin 2006(EPA, 2009). Fossilfuel burning power plants among largest CO2 emission worldwide(30%); otherlarge sources include cement plants(6%), steel mills(6%) and hydrogen production facilities(1%). Many studies have been accomplished in favor of CO2 removal from the gases. A number of CO2 capturing and removal processes and models have been developed to reduce CO2 in the fuel gases. In a research, NH3 and monoethanolamine (MEA) were used to determine the absorption capacity for CO2 removal effect. It has been determined that the solution of NH3 was more effective than that of the MEA solution to remove CO2 greenhouse gases under similar conditions. The MEA removal process yield was found 94 % and absorption capacity was 0,40 kg CO2/kg MEA, and the NH3 removal process yield was found 99 % and adsorption capacity was 1,20 kg CO2/kg NH3(Yeh and Baiu,1999). It has been reported that, N H3 effect and system performance of process parameters have been investigated in a CO2 absorption removal process at different conditions. The CO2 gas was supplied to the system continuously, formation of ammonium bicarbonate has been occurred through the trials and removal of the CO2 has been successfully observed.(Diao, 2004). A laboratory size spray dryer has been used in another research in different experimental conditions to determine the effecting parameters of CO2 removal. Best yield was acquired at the conditions of 150 o C 48% spray dryer, 10%NaOH + 5% Ca(OH)2 (Chen,2005). Modeling techniques have been used to calculatethe cost and performance of capturing and storing of CO2 from fuel gas of power plants. The research demonstrated thatthe expenses would be increased to excessive coststo reach the 85-90% yield of CO2 capture and storage (Rubin,2007). Fossil fuels provide alarge, affordable source of energy thatislimited by environmentalimpacts rather than resource constraints(Lee,1976). 157 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo As CO2 removalis getting more and more important,the removal process cost has been found a limiting parameter. The objective of Kyoto Protocol is the "stabilization of greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous anthropogenic interference with the climate system (UNFCC, 2005) Therefore developing reasonable removal methods have become a purpose for the researchers. In this research a novel reasonable method has been developed for the CO2 removal by using an unusable squander ulexite ore. M aterial Preparation and Experimental Method Approximately 16.6% ulexide under 3mm sieve from Eti Mine in Bigadiç has been used in the experimental trials. The ulexide samples powdered and sieved. The powders were fractioned to -600 ,-355, 250,-180 and-150 µ m. Volumetric and gravimetric methods have been used to determine the chemical compositions ofthe samples which are given in Table 1. H2 O 17.12 B2 O3 16.6 Na2 O Mg O Al2 O3 SiO2 SO4 CaO 4.20 7.72 0.42 13.22 0.22 25.62 Table 1. The chemical composition of ulexite used in study Fe2 O3 0.18 SrO 1.41 The com mercial CO2 gas was supplied from HABAS Company-Turkey. The experiments have been carried out in a 500 ml glass reactor under atmospheric pressure. The temperature of the reactor was controlled by a thermostatic controller at predetermined temperatures.300 ml distilled water was used to for each reaction trial and the water was saturated with CO2 gas. A water cooled glass cooler was used to recover the vaporized water from the reactor. When the reactor content was reached the desired temperature, a predetermined amount of the fractioned ulexite was added to the saturated aqueous media ofthe reactor while stirring at predetermined mixing speed and supplying 30 ml/min CO2 gas into the reactor. At the end of each trialthe reaction media was filtered and B2 O3 analysis has been carried outin solution. Taguchi method Taguchi method is a systematic application of design and analysis of experiments for the purpose of designing and improving product quality. There are two differences of this method from other statistical experimental design methods. First, parameters affecting an experiment can be investigated as controlling and not controlling (noise factor). Second, this method can be used to investigate the parameters for more than two levels(Çopur,1997). The use of the parameter design in the Taguchi method to optimize a process with multiple performance characteristics includes the following steps: (a) to identify the performance characteristics and select process parameters to be evaluated; (b) to determine the number of parameter levels for the process and possible interaction between the process parameters; (c) to select the appropriate orthogonal array (OA) and assignment of process parameters to the orthogonal array; (d) to conduct the experiments based on the arrangement ofthe orthogonal array;(e) calculatethe performance characteristic;(f)to analyze the experimental result using the performance characteristic and ANO V A; (g) to selectthe optimal levels of process parameters; and (h)to verify the optimal process parametersthrough the confirmation experiment [Nian,1999,Phadke,1989]. The orthogonal array experimental design method was chosen to determine experimentalplan, L25 (55)(Table 4), Because it is the most suitable for the conditions being investigated; five parameters each with five values (Phadke,1989).In order to observe the effects of noise sources on the dissolution process,each experiment was repeated twice under the same conditions at differenttimes. The performance characteristics were chosen as the optimization criteria. There are three categories of performance characteristics, the larger the- better, the smaller-the-better and the nominal-the-better. The the larger -the- better was evaluated by using the following equation (Pignetiello,1988, Peace,1995): 1 n 1  (1) SN = −10 log  ∑ 2  i = 1 n Y  i  where SNL is performance characteristic, n the number of repetition done for an experimental combination, and Yi the performance value of ith experiment. In Taguchi method, the experiment corresponding to optimum working conditions might not have been done during the whole period of the experimental stage. In such 158 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo cases, the performance value corresponding to optimum working conditions can be predicted by utilizing the balanced characteristic of OA. Forthis,the additive model may be used (Phadke et al., 1983) (2) Yi = µ + X i + ei If experimentalresults arein percent (%), before evaluating eqs 2 transformation ofthe percentage values should be applied first using the following equation. Values ofinterest arethen later determined by carrying out reverse transformation by using the same equation (Taguchi, 1987) 1  − 1 P  Ω( dB ) = −10  (3) Run No A B C D E 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 2 3 4 5 1 3 4 5 1 2 4 5 1 2 3 5 1 2 3 4 1 2 3 4 5 3 4 5 1 2 5 1 2 3 4 2 3 4 5 1 4 5 1 2 3 1 2 3 4 5 4 5 1 2 3 2 3 4 5 1 5 1 2 3 4 3 4 5 1 2 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5 Table 2. L25 (55) Ortogonal experimental plan table Parameters A B C D E Reaction temperature (°C) Particle size (µ m) Stirring speed (rpm) Solid-to-liquid ratio (g/cm3) Time (min) 1 5 -600 300 0.1 15 2 10 -355 400 0.2 30 Levels 3 4 20 30 -250 -180 500 600 0.3 0.4 60 90 5 40 -150 700 0.5 120 Table 3. Parameters and theirvalues corresponding to theirlevelsto be studied in experiments Since Eq. (2) is a point estimation which is calculated by using experimental data in order to determine whether the additive model is adequate or not,the confidence limits for the prediction error must be evaluated. The prediction erroristhe difference between the observed Yi and the predicted Yi. The confidence limitsforthe 159 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo prediction error are 1 1 Se = ±   σ e2 +   σ e2 n  0  nr  (4)  hatadan dolayı karelerin toplamı  σ e2 =   hatanın serbestlik derecesi  (5) 1 1  1 1  1 1  1 1 = + − + − + − .... n0 n  n Ai n   n Bi n   n Ci n  (6) where Se isthe two-standard deviation confidence limit, n isthe number of rows in the matrix experiment,isthe number of repetitions in the confirmation experiment and nAi, nBi, nCi,… are the replication numbers for the parameterlevels Ai, Bi, Ci,… Ifthe prediction erroris outside theselimits,the possibility thatthe additive model is not adequate should be suspected. Otherwise, the additive model can be considered to be adequate (Phadke, 1989). Result and Discussion The reactions between ulexide and CO2 in aqueous solution have been given in equations 7, 8 and 9. Na 2 O.2CaO.5B2 O3 .16H 2 O(k) +3CO2 → 2CaCO3(k) +NaHCO3 +NaB5O6 (OH)4 +5H3 BO3 +6H 2 O (7) Na 2 O.2CaO.5B2 O3 .16H 2 O(k) +3CO2 → 2CaCO3(k) +NaHCO3 +NaB3O3 (OH) 4 +7H3 BO3 +3H 2 O (8) Na 2 O.2CaO.5B2 O3 .16H 2 O (k) +2CO 2 → 2CaCO3(k) +Na 2 B4 O5 (OH) 4 +6H 3 BO3 +5H 2 O (9) The ratios of the borate ions depending on the pH values have been given in Figure 1. The pH value during the chemicalreaction was recorded as between 6.5-7. The stochiometricratio of different borat species according to pH values was given in Figure 1. At the pH value the borate ions were found out as follow B5 O6 (OH)4 -, B4 O5(OH)4-, B3 O3(OH)4- and B(OH)3. The amount of captured CO2 in solution is proportional with the borate ions. Figure 1.The stochiometric ratio of different borat species according to pH values(Adams,1964). The results acquired from the experiments have been analyzed according to optimization criteria and the results have given in Figures 2. Figure 2 was obtained by calculating captured CO2 by the aqueous media from Equation 160 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo 6, 7 and 8. To obtain optimal parameters levels,thelarger-the better performance characteristicin Eq.(1) has been taken for stabilization of CO2.The performance characteristics have been calculated and charted in Figure 5. Figure 5 shows the degrees of the influences of parameter on the performance characteristics. The optimallevel of a process parameteristhe level with the highest SN. Parameterlevels make the performance value maximum as seen in Figure 5 were A5, B5, C3, D1 and E4. 35 34 33 SN = -10*log10(1/N* (1/y²)) 32 31 30 29 28 27 26 25 24 23 22 1 2 3 4 5 A 1 2 3 4 5 1 2 B 3 4 5 1 2 C 3 4 5 1 2 D 3 4 5 E Figure 5. The effect of each parameter on the optimization criteria for carbon dioxide stabilization In the working range, optimum conditions have found to be the temperature of 40 oC, particle size 15 µ m, stirring speed 500 rpm, solid/liquid ratio 0.1 g/cm3 and the time 90 min. Under these optimum conditions and 29.78 L CO2/kg ulexite was stabilized. Variance analysis was performed to determine the effective parameters and their confidence level for CO2 absorption. Statistical A N O V A table has been established to see the process parameters statistically important or not. F-testis atoolto see which process parameters have a significant effect on the stabilization of CO2. Usually, the larger the F-value, the greater the effect on the process due to the change of the process parameter. Optimal combination of the process parameters can be predicted with A N O V A analyses and performance characteristics. The results of variance analysis are given in Tables 4. As can be seen in Table 4 and Figure 5 for stabilization of CO2,it has been found thatrespectivelythe temperature,the solid-to-liquid ratio and time have significant effects on the absorption process while the stirring speed and particle size having no significant effect within the working range. Parameters SS Df MS F A 324.6316 4 81.15791 41.62341 B 18.0640 4 4.51600 2.31612 C 10.9688 4 2.74219 1.40638 D 130.1742 4 32.54356 16.69060 E 59.0990 4 14.77475 7.57752 Error 7.7993 4 1.94981 Table 4. Result ofthe analysis of variance forthe carbon dioxide stabilization 161 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo A verification experiment is a powerful tool for detecting the presence of interactions among the control parameters.Ifthe predicted response under the optimum conditions does not match the observed response,then itimplies that the interactions are important. If the predicted response matches the observed response, then it impliesthatthe interactions are probably notimportant and thatthe additive modelis a good approximation [16]. It has been estimated that carbon dioxide can be captured in optimal conditions and were found to be 29.41 L CO2/kg ulexide. In order to test the predicted results, confirmation experiments were carried out twice at the same working conditions. Experimental value was obtained as 29.78 L CO2/kg ulexite. The fact that the CO2 absorbtion values from confirmation experiments are within the calculated confidence intervals shows that experimental results are within ± 5% in error. This case states that there is a good agreement between the predicted values and experimental values, and interactive effects of parameters are indeed negligible.It may be concluded thatthe additive modelis adequate for describing the dependence ofthis CO2 stabilization process on the various operational parameters (Phadke, 1989). It was observed that the temperature is much more effective than stirring speed on reaction between CO2 and ulexide. For a heterogeneous reaction system, the mechanism controlling the reaction rate can be determined by taking into consideration the parameters which affect the reaction rate. Accordingly, it can be deducted that for the processes in which stirring speed is more effective,the rate of the process is controlled by diffusion while for the processes in which temperature is more effective, the rate is controlled by a chemical reaction. Therefore,forthe present work it can be stated that carbon dioxide capturing process is controlled by chemicalreaction. Conclusion The results can be drawn from thisresearch: 1) It has been determined that-3 m m ulexide was an effective reactive to capture CO2 gas. 2) The important parameters are temperature, solid-liquid ratio and time. 3) The optimum conditions were found to be, 40 o C, 0.1 g cm−3, 500 rpm, 90 min, particle size 150 µ m. 4) 29.78 L CO2/kg ulexide was stabilized under optimum conditions. 5) Predicted and observed B2 O3 values were related each other. The experimental model process is adequate to determine the relations. Acknowledgements It is a great pleasure to thank TUBITAK (The Scientific and Technological Research Council of Turkey) for their financial support during our project (107Y170). References U.S. Environmental Protection Agency(2009), Inventory of U.S. Greenhouse Gas Emissions and Sinks:1990 – 2007 Adams,B.M., (1964), Boron, Metallo-Boron Compounds and Boranes, Interscience (Wiley), New York, p.88 Chen, J.C., Fang, G.C., Tang, J., Liu, L., 2005 Removal of carbon dioxide by a spray dryer, Chemosphere 59 99–105 Çopur, M., Pekdemir, T., Çelik, C., Çolak, S., (1997), Determination of the optimum conditions for the dissolution of stibnite in HCl solutions, Ind. Eng. Chem. Res. 36 682–687. Diao, Y., Zheng, X., He, B., Chen, C., Xu, X., (2004),” Experimental study on capturing CO2 greenhouse gas by ammonia scrubbing”, Energy Conversion and Management 45 2283–2296. IPCC - Intergovernmental Panel on Climate Change, IPCC reports (2001). Küçük, Ö.,Kocakerim, M.M., Yartaşı, A. and Çopur, M.,(2002), “Dissolution of Kestelek’s colemanite containing clay mineras in water saturated with sulfur dioxide”, Ind. Eng.Chem.Res.,41, 2853-2857. Lee,S.,(2006), Encyclopedia of Chemical Processing, Copyright © 2006 by Taylor & Francis,P.305 Nian, C.Y., Yang, W.H., Tarng, Y.S., (1999), Optimization of turning operations with multiple performance characteristics, 162 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Mater. Processing Technol. 95 90–96. Peace, G.S., (1995),Taguchi Methods: A hands-on Approach to Quality Engineering, Addison-Wesley, New York, , p. 273– 337. Phadke, M.S., (1989),Quality Engineering using Robust Design, Prentice-Hall, Englewood Cliffs, NJ, p. 292. Phadke, M.S., Kackar, R.N., Speeney, D.D., Grieco, M.J., (1983), Off-line quality control in integrated circuit fabrication using experimental design, Bell Syst. Tech. J. 62 (5) 1273–1309. Pignatiello, J.J., (1988),An overview of strategy and tactics of Taguchi, IEE Trans. 20 (3) 247–254. Rubin, E. S., Chen, C., Rao, A. B., (2007), “Cost and performance of fossil fuel power plants with CO2 capture and storage”, Energy Policy 35 4444–4454 Taguchi,G., (1987), System of Experimental Design, Quality Resources, New York, p. 108 U.S. Environmental Protection Agency(2009), Inventory of U.S. Greenhouse Gas Emissions and Sinks:1990 – 2007 United Nations Framework Convention on Climate Change. Retrieved on 15 November 2005. Yeh, A. C., Baiu, H., (1999), “Comparison of ammonia and monoethanolamine solvents to reduce CO2 greenhouse gas emissions”, The Science of the Total Environment 228.121-133 163 � 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. 499 Title A name given to the resource Stabilization Of Carbon Dioxide In The Flue Gas With Ulexite Author Author Çopur, Mehmet Kocakerim, M. M. Guliyev, Rusen Abstract A summary of the resource. Turkey is the country having the largest boron reserves in the world. 72% of the world boron reserves is in Turkey. Commercial boron ores include colemanite, tincal and ulexite in Turkey. +3 mm ulexite fraction produced in ulexite concentration plant is exported, but -3 mm fraction, which has 16.6 % B2O3 cannot be sold and is piled up in the mine area. The Taguchi method has been used to determine optimum conditions for stabilization of CO2 gas with ulexite. Chosen experimental parameters and their ranges were (i) reaction temperature, 5-40 °C; (ii) solid-to-liquid ratio (in weight), 0.1-0.5; (iii) ; (iv) mean particle size; -600 -150 mm; (v) stirring speed, 300-700 rpm; (vi) reaction time, 15-120 min. The optimum conditions were found to be reaction temperature, 40 °C; solid-to-liquid ratio, 0.1; mean particle size, -150 mm; stirring speed, 500 rpm and reaction time, 90 min. Under these optimum conditions and 29.78 L CO2/kg ulexite was stabilized. 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)