66 10 3494 https://omeka.ibu.edu.ba/files/original/8536b7484e04592a6fa7055e89574eb1.pdf 2c1ddfc9107e0d52c6a3bec676500b64 PDF Text Text Disabled People in Sakarya and the Problems With Public Transport: What has been done, What should be done. Hakan Aslan Department of Civil Engineering Division of Transportation Sakarya University Turkey haslan@sakarya.edu.tr Abstract: Disability comes in many shapes and forms, but where it affects mobility there are problems. The use of taxis or a car seems to be most convinient way of travelling for the disabled people. It is a very demanding and difficult, even sometimes impossible, job to get to a bus route, then getting on the bus for those having disability problem. Once you manage this part of the journey, there comes another problem: Will you be able to go whereever you want without multiple changes? Most city buses in Sakarya do not have wheelchair lifts – and the ones that do- are not used efffectively due to routine repair problems. This paper is based on a research among the disabled people from Sakarya, those with audial, visual or physical problems that prevent them from having freedom of movement. The outcome of this research is shared with the Transportation Department of Sakarya Municipality. Introduction Disability is defined by the World Health Organisation as: “ Disability is an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations.” As can be seen from this definition, the disability is a quite complex phenomenon reflecting different aspects of the real life situations for those having difficulty to live in a society according to a standard or norm. Disability may be in one`s life since his/her birth or it may occur at any part of his/her life time. In transportation engineering context, disability may be regarded as any sort of impairment limiting the mobility. A person carrying a couple of bags after shopping, or a mother pushing a push-chair with a child in it could be seen as disabled person with this regard although he or she may not have any physical or mental problem what so ever. Falkmer (2001) states that the children with disabilities are prone to a higher degree of accident risk compared with children in general. Đt has also been stated that the wheel-chair related injuries of disabled people are mainly due to tips and falls to get on or off the buses (Kirby et al., 1994 ). Shaw ( 2000 ) expresses that as long as abrupt maneuvers are prevented, the majority of wheel-chair users` injuries can be eliminated. From another perspective, concessionary fares and policies designed to include older people in both public and private transport enhance the mobility of these people (Metz, 2003 ) . The aim of this study is to analyse the perception of the disabled people regarding transportation infrastructure currently available in Sakarya. A questionare, for this purpose, has been prepared and completed by 207 respondents. The safety issues, such as the possibility of an injury risk in an accident as a passenger when travelling on a public bus or in a taxi just like other passengers do, have not been considered in this research simply because the main issues were uniquely regarded as those disabled people experienced while using transportation system in Sakarya. However, the safety issues directly related to being disabled are included in the paper. 338 �The Structure of the Questionnaire and Scope of the Study The first part of the paper describes the general structure of the questionaire. The second part uses and analyses the findings and data to see the whole picture in order to investigate the mobility problems of the people. The last section suggests the proper and necessary actions to be taken to make sure that Sakarya is a city of zero difficulty in performing daily travel activities for so-called disabled people. The questionnaire consists of fourteen sections. The first one seeks the respondents` information about their name, age, sex, educational level and disability problem, i.e., visual, audial, orthopaedic, etc. The second section deals with the issues of the way that respondents travel. The questions have been prepared to collect the information about the public transportation modes and vehicles that they use along with the information about the average travel time and distance in a day both on weekdays and weekends. The third part asks questions regarding if any other way of travel is used apart from public transportation. The following sections are designed to get information about whether a private vehicle is used, the purpose of travel, Origin and Destination ( O-D ) points including links, if they can travel between O-D points within planned travel time. The coming two parts are basically about the traffic rules and fines to investigate the attitude of disabled people towards present law. The following part is related to the concerns of the people regarding the general transportation system of Sakarya. The sub-questions are about the planning system, enforcement level, paratransit systems and road users including pedestrians. The next one questions the least safe points and states that disabled people perceive in the road network, such as zebra crossings, intersection points or when getting off a public vehicle, etc. The effect of parked vehicles are investigated in the next section. The last question is about the general impression of the disabled people if they feel safe when travelling at any point in Sakarya. The answers of these questionnaire were acquired through one-by-one interviews with the members of The Disabled People`s Association of Turkey, Division of Sakarya. A total of four sub-social authorities in Sakarya were contacted for investigation. The willingness of these authorities enabled us to get as broad a picture as possible. The participants are; • • • • Six Dots Foundation for the Blinds, Division of Sakarya Association for the Physically Disabled, Division of Sakarya Association of Audial Impairments, Division of Sakarya Autism Association of Sakarya The selection of respondents ( interviewees ) was grounded on the ambition to obtain as broad a range of perception categories. As a result, the organisations above were contacted and the interviews were made at the centre of associations rather than the homes of the participants due to privacy concerns. As the main motivation of this research is to reveal the transportation related perception of the disabled people in Sakarya, deep statistical analysis has not been done. Đt is believed that the presentation of the findings of this study would give a clear picture of the strong and weak points of the transportation system in Sakarya from the points of the disabled people. Findings The quantitative data collected through the questionnaire were grouped to clarify the answers. Đn this way, the obtained information is believed to be useful to comprehend and highlight the respondents` perspective. Figure1 below indicates the range of the age of the people in this study. 339 �Figure1: The age groups of the study As can be seen from this figure, 68,11% of the respondents is quite young people, below 30 years old.. Đt is believed that this figure illustrates the fact that the obtained results should be seriosly taken into account in order to plan the future as far as disabled people are concerned. The current situation could have been more precise for the middle age and elderly people if the number of people of this group had had a higher proportion. Nevertheless, it is stil believed that the 31,89% can be seen a good proportion to see the general perspective of these people`s perception. Figure2: Educational levels of the study group Figure 2 above clearly states that majority of the respondents, 54.59%, has only the basic educational level. This is another point to be mentioned for expressing the lack of opportunities for disabled people in terms of the quality of the education that they get. Đt should be mentioned here that 55,5% of those graduated from the university has visually disabled people. Those attending special schools are mainly autistic children constituting 17,39 per cent of all respondents. 340 �Figure 3 below illustrates the group of people according to the disability that they have. Figure 3: Disability type of the respondents The proportion of the physically disabled people is the highest one, 46,37%. The classified other portion gives the number of those having autism problem. The interviewees of this type were the parents or gurdians of the disabled people. The following figure, Figure 4, denotes the choice of the respondents interms of transportation mode. Figure 4: The choice of transportation mode for mobility As some respondents use more than one mode of travelling, total number of people seems to be higher than the total number of interviewees. The group of own-vehicle mainly consists of battery power-wheelchair owners. The disabled people travelling with their own cars is only 10 per cent of the group. Special services seems to perform a very important role for those having autism problem to have a reasonable mobility. There should not be a reasaon to mention that the autistic people normally travel with their parents or guardians. Đf we look at the usage, travel time, travel distance and travel speed of the related transportation modes, Figure 5 below is obtained. 341 �Figure 5: Travel characteristics of transportation modes The numerical values from Figure 5 presents the fact that disabled people are essentially dependent on the public transportation vehicles. Buses operated privately or publicly play an important function for the mobility of the disabled people. Services, operating on scheduled time-tables, also seem to be very important transportation option. The average travel time with own-vehicle (mainly battery-power wheelchairs ) is 20.5 minutes per day along an average distance of 2.4km corresponding 7.02km/h average travelling speed. The highest travel speed is offered by taxis, 45,4km/h. The shared cap and minibus services travel more or less at the same average speed, 42,62km/h and 41,3km/h, respectively. The figures also indicate that considering all the modes, the avreage daily travel distance is 56,6 km. Đt is intresting to note that the total distance travelled by disabled people travelling on the vehicles driven by other person rather than himself corresponds 95.75% of total daily average distance. This clearly means that disabled people heavily dependent on the other people for their mobility. The public service to respond this structure,hence, must be organised and operated very efficiently for giving a good transportation opportunity for those in need. The average travel time for own-vehicle transportation corresponds to the 19.44% of the average total. This high proportion stems from the fact that the speed of this type of vehicle is quite low ( 7.02 km/h ) causing to spend more time to travel the unit distance. The following figure categorizes the critical locations perceived as the least safe points by the respondents. 342 �Figure 6: Perceived locations of least safe points Figure 6 exhibits that 28.85% of the participants do not feel safe even on the pavements. Đn addition, 19.54% of the people perceive that all these three locations are not safe enough for them to perform their daily mobility activities. As expected, conflict points for road crossings, signalised junctions and zebra crossings, represent the most critical points of safety perception. Results and Discussion The outcomes and related suggestions of this study may be summarised as below. • • • • • • • • • • The disabled people in Sakarya require a well established, regular, safe and frequent public transportation system for having a good opportunity whenever and wherever they want to travel, just like the other people do. They deserve more respect and recognition from the other road users. Signalised intersections, especially the city centre, must be designed and operated by considering the needs of the disabled people. This could be done by giving extra time for blind people, or presenting police officer to make sure that road users obey the traffic rules for giving a safe traffic environment for the others. Parking on the pavements is a very important problem. It becomes even more problematic when drivers park their vehicles on the ramps, access points for the disabled people to get on or off the pavements. Enforcement measures should be taken more seriously to lessen the danger for the disabled people. The unauthorised usage of allocated disabled parkings by drivers creates another significant problem for those wishing to travel with their own cars to central parts of the city. The main concerns of the participants are related to the planning and paratransit transportation system of the road retworks in Sakarya. The roads are thought to be not wide enough to walk or use the wheelchair on them safely and there are not sufficient designated road sections for the people. The transfer opprtunities for long journeys are neither suffucient in number nor frequent enough. There is also a demand that the long journey routes should be combined and a single route is obtained. The traffic fines could be categorized to increase the ones related violating disabled people`s right. The usage of the seat-belt is reasonably acceptable , 87.75 % , among the disabled people even for relatively short journeys. The violance of the traffic rules among disabled people in Sakarya resulting in fines is very low to mention. Just one person fined for improper parking. The reliability of bus services is not satisfactory enough. Some technical, such as bus-lanes, and operational measures should be taken. The main destination point seems to be the city centre, although there is a wide range of origin points. 343 �• • • The purpose of the journeys can be classified as 35.6% for education, 27.5% for health, 28.17% for social activities, 4.2% for job and %4.53 for the others. The question of whether the participants feel safe in general when using the transportation network system ( including walking ) was answered as 71.45% no, 28.55% yes. This should urge all the authorities to take all the required and necessary measures to provide safe mobility environment for the disabled people. When the respondents asked to answer if they travel between their origin-destination points within the expected travel time, 84.52% of the people said, interestingly, yes and 15.48% said no. This means that although people do not feel safe when using the road network, their anticipation level of travel time reliability is quite high. References Falkmar,T. (2001). Transport mobility for children and adolescents with Cerebral Palsy (CP). Thesis, Faculty of Health Sciences, University of Linköping,Sweden. Kirkby, R.L., Ackroyd-Stolarz, S.A., Brown, M.G., Kirkland, S.A., and MacLeod, D.A. ( 1994 ). Wheelchairrelated accidents caused by tips and falls among noninstitutionalized users of manually propelled wheelchairs in Nova Scotia. Am.J.Phys.Med.Rehabil. 73, (pp. 319-330) Metz, D. ( 2003 ) Transport policy for an ageing population. Transportation Reviews, Vol. 23, No:4, (pp. 375386) Shaw, G. (2000) Wheelchair rider risk in motor vehicles: a technical note. J.rehabil.Res.Dev 37 (1) 344 � 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. 450 Title A name given to the resource Disabled People in Sakarya and the Problems With Public Transport: What has been done, What should be done. Author Author Aslan, Hakan Abstract A summary of the resource. Disability comes in many shapes and forms, but where it affects mobility there are problems. The use of taxis or a car seems to be most convinient way of travelling for the disabled people. It is a very demanding and difficult, even sometimes impossible, job to get to a bus route, then getting on the bus for those having disability problem. Once you manage this part of the journey, there comes another problem: Will you be able to go whereever you want without multiple changes? Most city buses in Sakarya do not have wheelchair lifts – and the ones that do- are not used efffectively due to routine repair problems. This paper is based on a research among the disabled people from Sakarya, those with audial, visual or physical problems that prevent them from having freedom of movement. The outcome of this research is shared with the Transportation Department of Sakarya Municipality. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/03884403535bf7041eb4007bc0e5584b.pdf cfa28b515d85e7a7db99ec8c456316c2 PDF Text Text Determination of Biological Effect of Entomopathogen Fungus on Galleria mellonella (Lepidoptera: Pyralidae) Ş. Evrim Arıcı University of Suleyman Demirel, Faculty of Agriculture, Department of Plant Protection Isparta/TURKEY evrima@ziraat.sdu.edu.tr Mehmet Sedat Sevinç University of Suleyman Demirel, Faculty of Agriculture, Department of Plant Protection Isparta/TURKEY medantinc@mynet.com.tr Đsmail Karaca University of Suleyman Demirel, Faculty of Agriculture, Department of Plant Protection Isparta/TURKEY ikaraca@sdu.edu.tr Ozan Demirözer University of Suleyman Demirel, Faculty of Agriculture, Department of Plant Protection Isparta/TURKEY ozand@ziraat.sdu.edu.tr Abstract: In this study, Entomopathogenic fungi Perlomyces chlamidosporia, Fusarium subglutinans, Fusarium solani, Baveria bassiana were investigated to the effect of larvae great wax moth Galleria mellonella (Lepidoptera: Pyralidae). P. chlamidosporia, F. solani, two isolates of F subglutinans (8, 12), and B. bassiana were cultured for 10 days potato dextrose agar (PDA) medium and incubated in dark conditions at 25 ± 1 ºC. 1x107 spor / ml suspension for each isolates was used for each isolates and Tween 20 was added in. By dipping method suspensions of spore were experimented on Larvae of G. mellonella (Lepidoptera: Pyralidae). Larvae of G. mellonella were cultured in 12-cm plastic petrie dishes at 25 ± 1 0C. 1, 24, 48 hours and 8, 13 days after the applications were eveluated the death larvae of G. mellonella. The mortality rate of G. mellonella was observed between 50-70% but statistical difference between isolates was not determined. The results obtained in the application used the types of Entomopathogenic fungus can be used biological control for G. mellonella. Introduction Great wax moth (Galeria mellonella) is economical pest of honey bees (A. mellifera) and they are widespread in particularly low altitude and temperate reason region which beekeeping land (Allan, 2000), and they known that an important pest which beekeepers fall into trouble to protect their honeycombs all over the world (Sanford, 2003). Great Wax Moth’s mature individuals, pupae, and egg stages don’t damage to effervesced honeycombs but their larvaes do different levels of damage to honeycombs in the appropriate environtenmal conditions (temperature, humidity, food). Great wax moth develops at above 4 °C' temperature and %70 humidity, commonly eliminates possibility of re-use of honeycomb by opening the tunnels in stored effervesced honeycombs. (HaeWoon et al. 1995, Ritter et al., 1992). Such as chemical (aluminum phosphide, methyl bromide, ethylene dibromide, paradichlorobenzene (naphthalene), sulfur), physical applications (cold-hot) and biological insecticides (Bacillus thuringiensis) control methods used in different ways to protect effervesced honeycombs from great wax moth in some countries (Tutkun et al. 1987; Ritter et al. 1992; Ahmad, 1994; Yacobson et al. 1997; Delaware, 2000; Kumova &Korkmaz 2002). 19 �Many chemical substances which using to Great wax moth reduce the chance of marketing or eliminate it because of residue on honey or wax. Today from this perspective, residue and ease of application of insecticide to pest has taken into consideration and lead to new ways is inevitable (Allan, 2000). Biological control is one of the most suitable alternative method for chemical control in different ecosystems and an environmentally friendly alternative that involve the use of natural enemies and pathogens to control pests. A number of entomopathogenic fungi have been identified biological control agents to control insects. These fungal agents are virulent, infect insect by contact persist in the environment for a long time and have one of the largest host list. Recently it was studied on safety of entomopathogenic fungi (Goettel & Jaronski 1997; Goettel & Hajek 2000; Goettel et al. 2001; AliShtayeh1 et al. 2002, Shah & Pill 2003, Copping, 2004, Tuininga et al 2009¸ Zeinat et al. 2009). The aim of the present study was to determine of possible effects of entomopathogenic Fusarium subglutinans, Fusarium solani, Beauveria bassiana and Pochonia clamydosporia on the Galeria mellonella’s larvae Materials and Methods Galeria mellonella and entomopathogenic fungi two isolates of Fusarium subglutinans (8, 12), Fusarium solani, Beauveria bassiana and Pochonia clamydosporia were used in this study. Galeria mellonella were taken to climate room in 25±1 ºC temperature and % 65±5 humidity for reproduction of their number. Food from mix of honey, glycerin, dry wax and wheat bran were taken into the jar which closed with tulle for air circulation and G. mellonella’s larvaes were taken into this jars to be mature individuals. The adults from pupaes were taken into the jars which prepared by same way to laying egg. The larvaes from egg were removed from food environment before the pupal period for application. The fungi were cultured on PDA medium and incubated at 25ºC under dark conditions for 10 days. Suspensions of spore from each isolate were prepared and spore concentrations (1X107) were prepared in distilled sterillized water with the help of haemocytometer. By dipping method suspensions of spore were experimented on last instar stage larvae and newly hatched G. mellonella’s larvaes (3-5 sn), after Tween 20 was added in suspensions. For the control experiment, sterillized water was applied to the test insects. The G. mellonella’s larvaes were put in plastic petri dishes (12 cm) under controlled conditions (25ºC) and the plastic petri dishes were supplied with honey for nutrition purposes. Petri dishes containing G. mellonella’s larvaes were sealed with Parafilm to reduce moisture loss. Samples were then incubated at 25 0C and a photoperiod of 16 hours light for 13 days. For each petri dish had five larvae of G. mellonella five replicants and experiment for each entomopathogenic fungi consisted of five replicate according to completely randomized design. For each experiment daily mortality had been recorded for 13 days. Obtained data from bioassays were analyzed by SPSS version 16.0.1. Data were analyzed by ANOVA and treatment means separated by TUKEY test (P <0:05) to select isolates for a new assay with several cultivars Results and Discussion In this study G. mellonella larvae found to be infected by entomopathogenic fungi and was observed mortality of G. mellonella’s larvae (Table 1). Although a statistical difference was found between the isolates and the control group, no statistical difference was determined between the isolates. Entomophage pathogen Pochonia clamydosporia Fusarium solani Fusarium subglutinans (12) Fusarium Mortality of G. mellonella 24 h 0,2±0,2 48 h 0,6±0,4 8d 1±0,3 13 d 1,4±0,5 0,6±0,4 0,2±0,2 0,6±0,4 0,2±0,2 1,2±0,7 1±0,3 3±0,8 2,8±07 0,6±0,2 1±0,4 1,6±0,7 2,8±0,5 20 �subglutinans (8) Beauveria bassiana 0,4±0,2 0,6±0,6 1,6±0,5 2,8 ±0,6 Table 1: Mortality of G. mellonella larvae It was observed 4% mortality of the larvae of G. mellonella infected with F. subglutinans 12 , 20% with F. subglutinans 8, while was determinated 12% mortality of larvae of G. mellonella infected with Fusarium solani, B.bassiana, and P. clamidosporium in 48 h (Table 2). It was recorded in 13 d 28% mortality of larvae of G. mellonella infected with P. clamidosporium, 60% with F.solani, while was observed 56% mortality of G. mellonella larvae with F. subglutinans 12, F. subglutinans 8 and with B.bassiana. Some researcher indicated similarly results (James & Elzen 2001; Shah & Pill 2003; Mohammed et al. 2009). In addition same researcher used larvae of G. mellonella to determine the relative abundance of entomopathogenic nematodes, and fungi (Chadler et al. 1997; Ali-Shtayeh et al. 2001; Tuininga et al. 2009). Entomophage pathogene Mortality % 48h 13 d 12 12 4 20 28 60 56 56 12 56 Pochonia clamydosporia Fusarium solani Fusarium subglutinans (12) Fusarium subglutinans (8) Beauveria bassiana Table 2: Mortality percentage of G. mellonella ‘s larvae In conclusion; fungal mycel of entomopathogens used in this study had grown on death larvae of G. mellonella. Entomopathogenic fungi can used for biological control and in pest management. References Ahmad, M. (1994). Biological Control of Greater Wax Moth, Galleria mellonella L. Journal of Apicultural Research (Pakistan). Vol. 32(3), 319-323. Allan, L. (2000). Wax Moth and its Control. Departmen of Agriculture Western Australia. http://www.agric.wa.gov.au/agency/pubns/farmnote/2000/f00697.htm. Chandler, D., Hay, D., &Reid, A.P. (1997). Sampling and occurrence of entomopathogenic fungi and nematodes in UK soils Applied Soil Ecology 5 133-141 Copping, L.G. (2004). The Manual of Biocontrol Agents.British Crop Protection Council, Alton, 702 pp Delaware, M. (2000). New Jersey, Pensylvania, Westiginia and the USDA Cooperating. MAAREC Publication, 4.5. Goettel, M.S., & Jaronsky, S.T. (1997). Safety and registration of microbial agents for control of grasshoppers and locust. Mem. Entomol. Soc. Can., 171: 83-99. Goettel, M.S., & Hajek A.E. (2000). Evaluation of non-target effects of pathogens used for management of arthropods. In: Wajnberg E,Scott JK, Quimby PC (eds) Evaluating indirect ecological effects of biological control. CABI Publishing, Wallingford, pp 81–97 Goettel, M.S., Hajek, A.E., Siegel, J.P., & Evans, H.C. (2001). Safety of fungal biocontrol agents. 21 �HaeWoon, O., ManYoung, L., Young Duck, & Chang (1995). Developing Periods and Damage Patterns of Combs by The Greater Wax Moth, Galleria mellonella. Korean Journal of Apiculture 10: 1, 5-10. James, R.R., & Elzen, G.W. (2001). Antagonism between Beauveria bassiana and imidacloprid when combined for Bemisia argentifolii (Homoptera: Aleyrodidae) control. J. Econ. Entomol., 94: 357–61 Kumova, U., & Korkmaz, A. (2002). Peteklerin Büyük Bal Mumu Güvesi (Galleria mellonella L.) ‘ ne Karşı Korunması Üzerine Bir Araştırma. Türkiye 3. Arıcılık Kongresi, Adana. Mohammed S. Ali-Shtayeh1, Abdel-Basit B.M, & Mara’i Rana M. J. (2002). Distribution, occurrence and characterization of entomopathogenic fungi in agricultural soil in the Palestinian area Mycopathologia 156: 235–244, 2002. Ritter, W., Perschill, F., Vogel R. 1992. Comparision of the effect of various methods fort he control of wax moths. Allgemeine Deutsche Imkerzeitung. 26: 1, 11-13. CAB Abstracts 1993-1994, AN:930234018 Sanfort, M.T. (2003). Controlling Wax moth, one of a series of the Entomology and nematology Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. EDIS Web Site at http://edis.ifas.ufl.edu Shah, P. A., & Pell, J. K. (2003). Entomopathogenic fungi as biological control agents. Appl Microbiol Biotechnol, 61:413–423 Tuınınga, A. R., Mıller J. L., Morath S. U., Danıels T. J., Falco R. C., Marchese M., Sahabı, S., Rosa, D., & Stafford K. C. (2009). Isolation of Entomopathogenic Fungi From Soils and Ixodes scapularis (Acari: Ixodidae) Ticks: Prevalence and Methods. J. Med. Entomol. 46(3): 557-565 Tutkun E., Çakmakçı, L., & Boşgelmez A. (1987). Bal Arısı Kolonilerinde Bacillus thrugiensis Preparatlarının Büyük Mum Güvesi (G. mellonella) Larvalarına Karşı Kullanım Olanakları Üzerinde Araştırmalar. TÜBĐTAK, Tarım ve Ormancılık Araştırma Grubu, Tarımsal Mikrobiyoloji Ünitesi Proje no: Tarmik-8-34 s. Yacobson, B., Navarro, S., Donahaye, E. J., Azrielli, A., Sloyevsky, Y., & Ephrati, H. (1997). Control of Beeswax moths using carbondioxide in flexible plastic and metal structure. In: Proc. Int. Conf. Controlled atmosphere and fumigation in grain storages 21-26 April 1996, Nicosia Cyprus pp: 169-174. Zeinat K.M., S.A. El-Sayed, Radwan T.E.E., & Ghada, S. Abd El-Wahab (2009). Potency Evaluation of Serratia marcescens and Pseudomonas fluorescens as Biocontrol Agents for Root-knot Nematodes in Egypt. Journal of Applied Sciences Research, 4(1): 93-102 22 � 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. 324 Title A name given to the resource Determination of Biological Effect of Entomopathogen Fungus on Galleria mellonella (Lepidoptera: Pyralidae) Author Author Arıcı, S. Evrim Sevinç, Mehmet Sedat Karaca, İsmail Demirözer, Ozan Abstract A summary of the resource. In this study, Entomopathogenic fungi Perlomyces chlamidosporia, Fusarium subglutinans, Fusarium solani, Baveria bassiana were investigated to the effect of larvae great wax moth Galleria mellonella (Lepidoptera: Pyralidae). P. chlamidosporia, F. solani, two isolates of F subglutinans (8, 12), and B. bassiana were cultured for 10 days potato dextrose agar (PDA) medium and incubated in dark conditions at 25 ± 1 ºC. 1x107 spor / ml suspension for each isolates was used for each isolates and Tween 20 was added in. By dipping method suspensions of spore were experimented on Larvae of G. mellonella (Lepidoptera: Pyralidae). Larvae of G. mellonella were cultured in 12-cm plastic petrie dishes at 25 ± 1 0C. 1, 24, 48 hours and 8, 13 days after the applications were eveluated the death larvae of G. mellonella. The mortality rate of G. mellonella was observed between 50-70% but statistical difference between isolates was not determined. The results obtained in the application used the types of Entomopathogenic fungus can be used biological control for G. mellonella. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/98ef3ef63e155fe19c5288629463fa32.pdf badb97ff9e20a17c32c6b42f328ff83f PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo How to Improve Effectiveness in Public Schools Hasan Arslan Canakkale Onsekiz Mart University Turkey arslan.phd@gmail.com Abstract: The aim of this study is to search effectiveness level of the primary schools, to examine the relationships between the levels of effectiveness and to study whether there is a meaningful relationship between independent factors and level of effectiveness or not. Inputs, climate, teaching, conditions and outputs are taken into consideration as the factors of the effectiveness. While the level of the effectiveness in the primary schools is found in medium level in the sample of 25 primary schools but mean levels are different. Meaningful differences are observed in some of the independent factors. The relationships between some factors are determined as strong positive in coefficient Pearson Correlation. Introduction The researches on the school effectiveness started to find out an answer to the question of “how can we use the facilities of schools to increase the success of students?” at the beginning. How the schools could be more productive and increase their success by using their facilities was discussed. The studies focused on the effectiveness of schools because of the failures of schools and the failures of preparing the students to the society. The indirect pressures held by the politicians, local governors and parents on the schools led to an increase in the numbers of school effectiveness researches (Bergin and Solman, 1995). Today’s schools are very beyond the classical view. The function of today’s school can be described as humanistic, social, cultural and educational (Cheng, 1996; Şişman, 2002). By the global developments, international competitiveness, economic relationships and the rapid changes in the information fostered changes in the structure and running of schools. The schools are affected from these external improvements. That is why, the schools must not deny the global goals of international relationships. Educational reformists, politicians and the school management specialists always have always been interested in the successes of the schools and constructing them better as much as possible. (Balcı, 2002). The researches on the effectiveness of schools are closely related with the educational system in both developed and developing countries. The evaluations on the effectiveness of the schools between the locally and centrally governed are expected to be different (Schiefelbein, 2000). The self improvements and managements of the schools are affected negatively in the countries having strong central governments, since the schools are expected to overcome the standards of central governments. It is inevitable that there are different school effectiveness evaluations between the locally governed schools and school based ones. The schools strictly dependent on central government are resembled to a plaything from a 301 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo distance. The successful results of school effectiveness are seen on school based systems (Gamage, Sipple and Partridge, 2002). The schools can represent their authentic characteristics and carry out best management styles and effective works in school based approach (MacBeath and Mortimore, 2001). Private schools like public ones can be regarded as more lucky in the implementation of effectiveness. Besides, being independent in private schools with more competitiveness and market oriented schools are in the competition of offering best service to the students and consequently to their parents. Having autonomous structures in the management of schools increase their effectiveness (MacBeath and MacCall 2001, Bedi and Garg, 2000). Thus, the effectiveness of private schools are higher than the publics. Factors of Determining School Effectiveness In this research 18 key factors are used to evaluate the effectiveness of the schools. Factors are divided into five categories related to each other. School inputs come into system influenced by the educational, cultural, economic and politic factors. This study was implemented to evaluate the effectiveness of public primary schools in Turkey which is a developing country with a very strong central government and not willing to transfer the power to the schools. Despite the lack of political pressures on school effectiveness, parents have some complaints about the schools for preparing the students insufficiently to the society. The government has been struggling to solve the problems about the quantity before the quality. Because the number of the students in the classrooms is more than 40’s and binary education is very common. The business of the schools can be seen as a very important barrier in school effectiveness studies. Designing a continuous improvement is significant to change the structure of today’s schools for effectiveness (Zamuda, Kuklis, Kine, 1996). The partial implementations and changes do not achieve the desirable outcomes. There is a strong relation with the existing culture and school effectiveness (Cheng and Wong, 1996). So the existing culture must have the characteristics of self renovation and development. The aim of this study is to determine the effectiveness level in primary schools and to research the intensity of the relation between the dimensions and to find out if there is a relation between the independent factors and the dimensions of effectiveness. Method This is a descriptive research and the survey of effectiveness was used as a survey instrument. The instrument was applied on 25 public primary schools and 20 teachers participated voluntarily in each school to the scope of the research. Firstly, the teachers were trained for the aim of the instrument and how to handle it. These teachers applied the questionnaire questions to the 20 voluntary teachers in their schools. They gave the questionnaires to the voluntary teachers by explaining the rules for the application. 302 Later, they collected the �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo questionnaire by giving academic support in case of necessity. 468 questionnaires of the total 500 were collected back available. Questionnaire form including 50 items was applied to the voluntary teachers. Questionnaire form contains five sections except demographic information part: inputs, climate, teaching-learning process, conditions and outputs. The answers to the questionnaire were examined generally and later analyzed as for dimensions, means, frequencies and the percentages. The correlation among the dimensions was analyzed by determining their effectiveness levels after T-Tests and Anova Tests about gender and similar factors. Result Kocaeli City is the targeted population of the research. 500 of the 2000 total primary school teachers in the city participated randomly as a sample. The differences in the rates of teachers according to the gender are close to the each other. % 50.4 of the sample is female and % 49.4 is male (Table I). The range in age group is between 28-33 with the frequency of % 35.5. 22-27 age interval followed this group with frequency of % 25. As it seen on the table I, the teachers participated in the research are relatively young. As to the occupational experience, the rate of 1-5 year interval is % 36.8. The experienced teachers with 6-10 years are in the rate of % 31. According to this data, the teachers participated in the research have the experience of more than 1-10 years in % 60. Variables Gender Female Male Age 22-27 28-33 34-39 40-45 46-above Branch Pr Science and Math Branch Social Sciences Fine Arts Other Job Experience 1-5 6-10 11-15 16-above F % 236 232 50.4 49.6 117 166 85 51 49 25.0 35.5 18.2 10.9 10.5 179 85 138 30 36 38.2 18.2 29.5 6.4 7.7 172 145 56 95 36.8 31.0 12.0 20.3 Tablo I. Frekance and Percentage of Independent Variables by Gender, Age, Branch, 303 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Experience The studies about school effectiveness were held on five dimensions. These dimensions: school inputs, school climate, conditions, outputs of learning-teaching process and the outputs of this process. The three of the five dimensions were divided into sub-dimensions among each other. School inputs were examined in the subtitles of “support of parents and environment”, “support of educational system”, and “sufficient material support”. The dimensions of school climate were examined in the sub-titles of “the expectation from the students”, “positive teacher behaviors”, “order and discipline”, “schedules”, and “rewards and reinforcements”. Finally, conditions were examined in the sub-titles of “effective leadership”, “qualified teacher power”, “flexibility”, and “autonomy”. Learning-teaching process and process outputs were taken up as a single dimension. The highest effectiveness level is in “conditions” with the mean of 3.29 on 5 (Table II). Following the mean of conditions, learning-teaching process is the second highest one with the mean of 3.22, school climate mean is 2.87, school inputs mean is 2.86 and school outputs mean is 2.81. The average mean was found as 3.01 (Table II). The effectiveness level of schools is seen as average from the obtained data. Especially, learningteaching process, school climate and the process outputs are found below the average. The lowness in the school inputs can be explained with the lack of sufficient support from the parents and environment, the problems in the relations between school, parents and environment, unsuitable educative conditions of educational system and insufficient support of material for educative purposes. The lowness of effectiveness level in school climate can be explained as the lack of qualitative schedules for the teachers and students needs, the communication problems between teachers and students, discipline problems in class and school level, old schedules, insufficient rewards and reinforcements for students and teachers. The lowness in educative conditions can be stem from ineffective leadership, inflexibility of working conditions and compulsion. The lowness in the learning-teaching and process outputs can be result from the poor commitment of teachers to the school, methods and techniques of poor quality, overcrowded classes, binary education, the lack of enough effort for students’ success and perfection. f X ss alfa I.School Inputs 466 2.86 .63 .87 The Support from Parents and Environment 466 2.94 .67 .80 The support of Educational System 468 2.84 .83 .82 The Support of Sufficient Material 468 2.79 .77 .85 II.School Climate 462 2.87 .55 .93 The Expectations from the Students 468 2.84 1.07 .53 Positive Teacher’s Behaviors 467 3.17 .78 .79 Order and Discipline 466 2.63 .50 .75 Dimensions 304 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Schedules 467 2.82 .76 .74 Rewards and Reinforcements 467 2.90 .85 .74 III.Conditions 463 3.29 .63 .83 Effective Leadership 466 3.23 .89 .78 Qualitative Teacher Power 466 3.60 .70 .77 Flexibility and Autonomy 467 3.06 .76 .84 IV.Learning-Teaching Process 467 3.22 .58 .85 V.The Outputs of Process 465 2.81 .58 .65 General Mean 457 3.01 .49 .99 Tablo II. Dimensions of School Effectiveness by School Inputs, School Climate Conditions, Learning-Teaching Process, School Outputs (frekans,means,ss, alfa) As the analysis of Table III, the differences between the effectiveness of the dimension can be realized better. The outputs of the process are the lowest mean of 2.81 while the inputs of schools are the second lowest mean of 2.86. The school climate as the process between input and output is the mean of 2.87, conditions; 3.29 and learning-teaching process; 3.22. As it seen in this table III, the effectiveness level of conditions and learning-teaching process are seen relatively higher. Maybe, this data can be result from the effective communication between the teachers, certain culture and climate of school, sufficient device and equipment for the lessons, appropriate methods and techniques. Besides, it is significant that the effectiveness means are relatively higher than the outputs in the reflection. School Climate (X= School Inputs Providing Conditions (X= 3.39) Outputs of ProcessX=2.8 Teach.-Learning (X= 3.22) Tablo III. Comparisons of Means by Dimensions of School Effectiveness The differences can be seen according to the dimensions of the effectiveness and gender in Table III. There is a significant difference in the five dimensions of effectiveness, learning-teaching process, output, input and climate according to the results of t-tests. P value is found as .024 in conditions dimension between males and females. This results shows that there is a significant difference in this dimension. There is a significant 305 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo difference between the male and female effectiveness levels in conditions, which shows that the performances of the females are higher in this dimension. Gender N Input Đklim Learning-Teaching Conditions Output X Ss F P Female 234 2.85 .61 .96 ..326 Male 232 2.86 .64 Female 232 2.88 .52 2.74 .098 Male 230 2.86 .58 Female 235 3.25 .58 Male 232 3.18 .59 Female 232 3.35 .58 Male 231 3.24 .67 Female 233 2.77 .58 Male 232 2.86 .58 .18 .743 5.14 .024 .31 .574 Tablo IV. T-test of Dimensions of School Effectiveness by Gender Table V shows whether or not there is a relation between the teachers’ job experiences and effectiveness dimensions. There is not a significant difference between conditions and job experience in the five effectiveness dimensions. However, a significant relation is found between the other effectiveness dimensions and job experience. P value in the process of experience and learning-teaching process is .047, in output process P: .000, in input process P: .012, in climate process P: .003. The reasons for the differences result from the variations of 16 and above age group as to the others. In other words, the effectiveness levels of 16 and above experienced teachers are higher than the others. N X Ss F P 1-5 171 2.85 .62 3.67 .012 6-10 144 2.75 .58 11-15 56 2.85 .68 16-+ 95 3.03 .64 169 2.84 .56 4.66 .003 6-10 142 2.79 .48 11-15 56 2.83 .62 16-+ 95 3.05 .54 171 3.21 .59 2.67 .047 145 3.14 .53 Experience Input Đklim 1-5 Learn-teach 1-5 6-10 306 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Cond. Output 11-15 56 3.22 .59 16-+ 95 3.36 .63 1-5 168 3.31 .63 6-10 145 3.25 .57 11-15 56 3.22 .64 16-+ 94 3.37 .70 1-5 170 2.79 .57 6-10 144 2.71 .55 11-15 56 2.77 .65 16-+ 95 3.05 .54 .99 .394 7.39 .000 Tablo V. Anova Test of School Effectiveness by Experience Pearson Correlation analysis aiming at measuring the relations between effectiveness of the dimensions generally indicates that there is a strong and average relation in the level of P 0.01 in all dimensions. A higher strong relation determined between input and climate (0.750), climate and conditions (0.750), teaching and climate (0.720). There is a relation in the direction of positive at normal level between the dimensions. As seen in Pearson Correlation analysis, a positive relation expected between the effectiveness levels (Table. VII). Correlations CONDITIO TEACHING OUTPUT CLIMATE OK.ıNPUT Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N CONDITIO TEACHING OUTPUT CLIMATE OK.ıNPUT 1 ,693** ,383** ,758** ,624** , ,000 ,000 ,000 ,000 463 463 461 459 461 ,693** 1 ,509** ,720** ,596** ,000 , ,000 ,000 ,000 463 467 464 463 465 ,383** ,509** 1 ,448** ,442** ,000 ,000 , ,000 ,000 461 464 465 461 465 ,758** ,720** ,448** 1 ,750** ,000 ,000 ,000 , ,000 459 463 461 464 462 ,624** ,596** ,442** ,750** 1 ,000 ,000 ,000 ,000 , 461 465 465 462 466 **. Correlation is significant at the 0.01 level (2-tailed). Tablo VII. Pearson Correlation of Dimensions of School Effectiveness Conclusion The studies related with school effectiveness must gradually increase to meet the requirements of society, to provide and implement more functional educational policies and to run the positive dynamic within 307 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo the schools. The studies up to now supplied knowledge and culture accumulation. The national and international studies in developing and developed countries obtained better self-recognizing for schools and revealed that the reality of authentic identity for each school. Every new research contributes to this subject about the accumulation of knowledge and culture. This research shows that the relations between the effectiveness dimensions and demographic indicators are perceived different. The findings of the research differentiate on the contrary with the literature about the positive correlation of “experience and age” and “organizational commitment and performance”. The effectiveness of the primary schools is held on five dimensions. These dimensions are; school inputs, school climate, conditions, learning-teaching process and student outputs. As in the means of dimensions, the highest mean is 3.29 on 5 in conditions dimension. Following the condition dimension, the second highest mean 3.22 is in teaching-learning process. Following these conditions, the mean of school climate is 2.87 and the mean of student outputs is 2.86. The lowest mean is 2.81 of student outputs with the cumulative effect of the other dimensions. These means show us the effectiveness levels in primary schools group between lower of medium and top of the medium limits. In other words, the effectiveness levels of primary schools are definitely insufficient. As to the relations between the independent variables and effectiveness dimensions, significant relations are found between some variables. The relation between conditions and gender is significant in respect of the gender variable. The effectiveness of the females is significantly higher in the conditions dimension. Besides that, significant differences are not found between the gender and the dimension of inputs, school climate, school outputs, teaching-learning process. ANOVA test shows that there is a significant relation between the age of independent variables and effectiveness dimensions in the level of P 0.05. The level of effectiveness of 46 and above age group is significantly higher in all dimensions found by Tukey test showing the effecting factor of age and effectiveness dimensions. A similar result in the relations between the age groups and the dimensions is found like the relation between the experience and the dimensions. Contrary of the literature about the negative correlation between age and performance or effectiveness, in this research a significant relation is found between forward ages and effectiveness as to the other age intervals. A positive relation is seen between all of the dimensions. There is a strong relation between “climate and conditions”, “climate and teaching”, and “climate and outputs”. The relation among the other dimensions is found positively in medium level. According to the research findings, school climate can be admitted more effective than the other dimensions. It is beyond doubt the studies related to the school effectiveness going from general to the particular in knowledge and culture accumulation will increase the students’ success by activating the internal dynamics of the schools. Furthermore, the studies assist to meet the demands of the society and contribute to the adaptation of the educational policies into the school systems functionally. References Arslan, H. (2004). School Effectiveness in Primary Schools. Unpublished Research. 308 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Balcı, A. (2002). Efective Schools: school improvement. Ankara: PegemA Yayıncılık. Bedi, A, and Garg, A. (2000). The Effectiveness of Private versus Public Schools: the case of Indonesia. Journal of Development Economics,61, 463-494. Bergin, M. and Solman, R. (1995). Coping with Restructuring: a study of senior educational administrators. Journal of Educational Administration, 33,2, 52-68. Bernharth, V. (2002). The School Portfolio Toolkit: A Planning, Implementation, and Evaluation Guide for Continuous School Improvement. CA: Eye On Education. Cheng, K, and Wong, K. (1996). School Effectiveness in East Asia. Journal of Educational Administration, vol.34, 5, 32-49. Cheng, Y.C. (1996). A School-based Management Mechanism for School Effectiveness and Development, School Effectiveness and School Improvement, 7,1, 35-61. Cohen, M. 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Monitoring Education: Indicators, Quality and Effectiveness. London: New York:Casse. Gamage, Sipple, and Partridge (2002). Research on School-based Management in Victoria. Journal of Educational Administration. 34,1, 24,52. Henevelt, W. and Craig, H. (1996). Schools Count: World Bank Project Designsand the Quality of Primary Education in Sub-Saharan Africa. World Bank Technical Paper. Washington, D.C.: The World Bank. Holdaway, E. and Johnson, N. (1993). School Effectiveness and Effectiveness Indicators. School Effectiveness and School Improvement. 4,3, 165-188. Hopkins, D., Ain, M. and West, M. (1994). School Improvement in an Era of Change. London: Cassel. Hopkins,D. (2003). School Improvement for Real. Journal of Education Change, 4, 195-208. Kreft, G.G. (1991). Model-based Ranking of Schools. International Journal of Educational Research, 15,45-61. MacBeath , J. and Mortimore, P. (2001).Improving School Effectiveness.In by J. Macbeath and P. Mortimore (Eds.), School Effectiveness and Improvement: the story so far. Buckingham: Open University Press. MacBeath, J. and MacCall , J. (2001). Improving School Effectiveness.In by J. Macbeath and P. Mortimore (Eds.), The Policy Context. Buckingham: Open University Press. MacBeath, J. Mortimore, P. (2001). Improving School Effectiveness. Buckingham:Open University Press. 309 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo McBeath, J., and Stoll, L. (2001). A Profile of Change. Edited by J. Macbeath and P. Mortimore in Improving School Effectiveness. Buckingham: Open University Press. Murphy , J.and others. (1985). Supervising and Evaluating Principals: Lessons from Effective School Districts. Educational Leadership, 43, 2, 78-82. Reeves, J., MacCall, J. and MacGilchrist, B. (2001). Improving School Effectiveness.In by J. Macbeath and P. Mortimore (Eds.),Change Leadership: planning, conceptualization and perception. Reynold, D., Creemers, B.P. and Stoll, L. (1990). Making Good Schools. London: Routledge. Reynolds, D. Teddlie, C. 8 (2000). The Processes of School Effevtiveness. Edited by C.Teddlie and D. Reynolds. London: Falmer Press. Reynolds, D. and Muijs, D. (2000). Effective Teaching: international research. Cambridge: Pearson Publishing. Reynolds, D., Creemers, B.P.M. and Peters, T. (1989a). School Effectiveness and Improvement: Procedings of the First International Congress, London 1988, Cardiff, University of Wales College of Cardiff and Groningen, RION. Rowen, B. (1984). Shamanistic Rituals in Effective Schools, Issues in Education, 2, pp.76-87. Rutter, M. and Maughan, B. ( 2002). School Effectiveness Findings 1979-2002. Journal of School Psychology , 40, 6, 451-475. Scheerens, J. (1999). School Effectiveness in Developed and Developing Countries. Unpublished Report for the World Bank. Scheerens, J. and Bosker, R.J.(1997). The Foundations of School Effectiveness. Oxford: Elsevier Science Publication. Schiefelbein, P. (2000). The Effectiveness of Private versus Public Schools: the case of Indonesia. Journal of Development Economics, 61, 463-494. 310 � 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. 711 Title A name given to the resource How to Improve Effectiveness in Public Schools Author Author Arslan, Hasan Abstract A summary of the resource. The aim of this study is to search effectiveness level of the primary schools, to examine the relationships between the levels of effectiveness and to study whether there is a meaningful relationship between independent factors and level of effectiveness or not. Inputs, climate, teaching, conditions and outputs are taken into consideration as the factors of the effectiveness. While the level of the effectiveness in the primary schools is found in medium level in the sample of 25 primary schools but mean levels are different. Meaningful differences are observed in some of the independent factors. The relationships between some factors are determined as strong positive in coefficient Pearson Correlation. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/ac4140c70da3c537917d04689b742245.pdf 963dd24329735d7bfb643ffc0f38818e PDF Text Text Poisonous Marine Organisms In Turkey And First Medical Aids Mustafa Alparslan Çanakkale Onsekiz Mart University, Faculty of Fisheries, Department of Hydrobiology, Çanakkale malparslan@comu.edu.tr Hasan Barış Özalp Çanakkale Onsekiz Mart University, Faculty of Fisheries, Department of Hydrobiology, Çanakkale Sadettin Doğu Çanakkale Onsekiz Mart University, Faculty of Fisheries, Department of Hydrobiology, Çanakkale Abstract: There are many poisonous marine organisms in BlackSea, Mediterranean, Aegean Sea and Marmara Sea in Turkey. These organisms: Trachinus draco, Scorpaena scrofa, S. porcus, Rhizostoma pulmo, Chrysaora hysoscella, Aurelia aurita, Pelagica noctiluca, Anemonia sulcata sulcata. First aid : if tentacles of nematocysts are still stuck to the skin, they need to be removed gently. Be careful not to squeeze them as to not discharge more nematocysts. Local anesthetic spray or ointment may remove some of the pain on minor stings. Tannic acid is believed to work well. Give cardiovascular and respiratory assistance if needed. Medical treatment:The best anesthetic ointments in order of efficiency seem to be: Lignocaine 5%; Ultralan 0.5% . Lignocaine gel. Benadryl cream isn’t as effective. Commercial creams don’t work as long. Se For other jellyfish stings, soak or rinse the area in vinegar (acetic acid) for 15-30 minutes to stop the nematocysts from releasing their toxins. vere itching may occur after a few days. Steroid ointments (i.e. hydrocortisone) could help. Keywords: Black Sea, Marmara Sea, Poisonous organisms, First aid. Introduction Human deaths attributed to poisonous marine animals, particularly fishes, have been recorded since biblical times and some religious laws still condemn eating fish that are finless or scaleless. Figures of scaleless, poisonous fishes have been found on Egyptian tombs. Some early naturalists went further than just recognizing dangerous animals, they actually used marine toxins to remedy ailments. For example, Pliny the Elder (29–79 A.D.) used ground sting ray stingers to relieve the pain of toothaches. The best procedure to follow, if you are stranded, starved, and have to eat a fish you know nothing about, is to skin it, remove the head and internal organs carefully, and then soak the remaining meat in water for several hours, throwing away the water before cooking. Many poisons from plants and animals are soluble in water. Often, cooking alone will not destroy or remove the toxic substances. In Japan, finer restaurants have licensed puffer cooks that have been specially trained in preparing puffer for human consumption. Yet the Japanese, even though they are familiar with poisonous fishes, suffer about 100 deaths yearly from puffer poisoning. Puffer poison has the scientific name tetrodotoxin, after the family name for puffer fishes, Tetraodontidae. It can take 10 minutes or 3 hours before symptoms are evident: nausea, vomiting, muscular weakness, paralysis, and respiratory distress. No specific antidote is known. It is estimated that 30,000 human illnesses from eating poisonous marine animals, primarily fishes and shellfish, occur each year, some of them resulting in death. With figures like that, the title of the article "Eat Puffer and Maybe Suffer" should be taken seriously. Fortunately, we are not rich in point of dangerous marine organisms according to Australia and New Zealand. owever, some poisonous fish and jellyfish effect to human during summer time in Turkey.: Scorpaena scrofa Linnaeus, 1758 (Red scorpionfish) Distribution: Eastern Atlantic: British Isles (rare) to Senegal including Madeira, the Canary Islands, and 616 �Cape Verde. Also throughout the Mediterranean except Black Sea. South African species thought to be the same as population in the northeast Atlantic. Biology: Solitary and sedentary over rocky, sandy or muddy bottoms. Feeds on fishes, crustaceans and Mollusks Human uses: Fisheries: commercial; aquarium: public aquariums Scorpaena porcus Linnaeus, 1758 (Black scorpionfish) Distribution: Eastern Atlantic: British Isles to the Azores, and the Canary Islands, including Morocco, the Mediterranean Sea and the Black Sea.. Biology: Solitary and sedentary over rocky, sandy or muddy bottoms. Feeds on fishes, crustaceans and Mollusks Human uses: minor commercial; aquarium: commercial Scorpaena notata Rafinesque, 1810 (Small red scorpionfish) Distribution: Eastern Atlantic: Bay of Biscay to Senegal, Madeira, Azores and the Canary Islands, including the Mediterranean (rare in northern Adriatic) and the Black Sea (as Scorpaena notata afimbria). Biology: Common in rocky littoral habitats. Feeds on crustaceans and small fishes. Flesh is tasty and used in making 'bouillabaisse' Human uses: Fisheries: commercial; aquarium: commercial Scorpaena elongata Cadenat, 1943 (Slender rockfish) Distribution: Eastern Atlantic: Mediterranean Sea and Morocco to off northern Namibia Biology: Sedentary species which occurs in rocky areas. Feeds on fishes, shrimps and other benthic invertebrates Human uses: Fisheries: minor commercial Scorpaena maderensis Valenciennes, 1833 (Madeira rockfish) Distribution: Eastern Atlantic: Azores, Madeira, and Morocco to the Canary Islands, Cape Verde and Senegal. Also known from several localities in the Mediterranean Sea Biology: Inhabits shallow coastal waters. Feeds on crustaceans and small fishes. Anterolateral glandular groove with venom gland Human uses: Fisheries: commercial Trachinus draco Linnaeus, 1758 (Greater weever) Distribution: Eastern Atlantic: Norway to Morocco, Madeira and Canary Islands, including the Mediterranean and the Black Sea, Reported from Mauritania Biology: On sandy, muddy or gravelly bottoms, from a few meters to about 150 m. Rest on the bottom, often buried with eyes and tip of first dorsal fin exposed. At night they swim around freely, even pelagically. Feed on small invertebrates and fishes; chiefly nocturnal. Oviparous, eggs and larval stages pelagic. There are dark markings along the scales; the anterior dorsal fin is black and contains venomous spines. Utilized fresh and frozen; can be pan-fried, broiled, boiled and baked. Spawning takes place in June and August, pelagic eggs are 1 mm. Human uses: Fisheries: minor commercial; gamefish: yes; aquarium: public aquariums Trachinus radiatus Cuvier, 1829 (Starry weever) 617 �Distribution: Eastern Atlantic: Gibraltar to the Gulf of Guinea; probably further south. Known from the Mediterranean. Biology: Found on sand and mud bottoms on the continental shelf from shoreline to a depth of about 150m. Oviparous. Eggs and larvae are pelagic. Human uses: Fisheries: commercial Trachinus araneus Cuvier, 1829 (Spotted weever) Distribution: Eastern Atlantic: Portugal to Angola. Also known from the Mediterranean Distribution in the Turkish coasts: Marmara Sea, Agean Sea and Mediterranean Sea Biology: Inhabit shallow waters to about 100 m depth, burrowing in the bottom. Feed on small fishes and Crustaceans. Anterolateral glandular grooves and opercular spine with venom gland Oviparous, eggs and larvae are pelagic. Human uses: Fisheries: minor commercial Echiichthys vipera Cuvier, 1829 (Lesser weever) Distribution: Eastern Atlantic: North Sea to the Mediterranean, Morocco and Madeira. Reported from the Canary Islands Distribution in the Turkish coasts: Marmara Sea, Aegean Sea and Mediterranean Sea Biology: Littoral and benthic, on sandy, muddy or gravelly bottoms, from a few meters to about 150 m (in winter). Rest on the bottom, often buried with eyes and tip of first dorsal fin exposed. Considered as the most dangerous of the European weevers, both for its poison and for its frequent occurrence very near to beaches There are venom glands on the first dorsal fin, which is totally black, and on the gill cover Human uses: Fisheries: minor commercial; gamefish: yes Dasyatis pastinaca Linnaeus, 1758 (Common stingray) Distribution: Northeast Atlantic and Mediterranean Sea Distribution in the Turkish coasts: Marmara Sea, Aegean Sea and Mediterranean Sea Biology: Found over sandy and muddy bottoms, sometimes in estuaries and near rocky reefs. Feed on bottom fishes, crustaceans and mollusks. Ovoviviparous, gestation period about 4 months and 4-7 young are produced. Wings marketed smoked, dried-salted, and also used for fishmeal and oil. Harmful to shellfish banks; dangerous to bathers and fishers due to its poisonous spine. Barbed poison spine is a modified denticle that can be 35cm long, shed occasionally and replaced. Siganus luridus Rüppell, 1829 (Dusky spinefoot) Distribution: Western Indian Ocean: Red Sea and East Africa to islands in the western Indian Ocean. Immigrant to Mediterranean via the Suez Canal Distribution in the Turkish coasts: South Aegean Sea and Mediterranean Sea Biology: Found in small schools in very shallow water close to the bottom. Prefer hard bottoms of compacted sand with rock or coral debris. Solitary adults and groups of 3 or 4 adults have also been observed. Feed on a wide range of benthic algae. May suddenly stop and erect its fins (dorsal, anal and pelvic) presenting an encircling array of spined to potential predators; these spines are venomous. A food fish that is occasionally poisonous. Probably does not adapt well in captivity. Minimum depth from. Human uses: minor commercial Siganus rivulatus Forsskål, 1775 (Marbled spinefoot) Distribution: Western Indian Ocean: Red Sea and East Africa to islands in the western Indian Ocean. Immigrant to Mediterranean via the Suez Canal Distribution in the Turkish coasts: Aegean Sea and Mediterranean Sea 618 �Biology: Inhabits shallow waters and generally in schools of 50 to several hundred individuals; prefers protected areas. Feeds by grazing on algae Human uses: Fisheries: minor commercial; aquaculture: commercial First Aids for Poisonous Fish Venomous fish stings: - stonefish - catfish venomous -other stinging fish Wash the wound site and immerse in hot water about 45ºC for a maximum duration of 90 minutes Irrigate the wound and remove foreign debris Radiograph to exclude retained spiny material Give oral or parenteral analgesia and occasionally local or regional anaesthesia for severe pain Stonefish antivenom is available for stonefish stings with severe pain or systemic effects Surgical consultation for involvement of joints or bones Stingray injuries • 6. 7. • Wash the wound site and immerse in hot water about 45ºC for a maximum duration of 90 minutes Apply local pressure for bleeding and resuscitate if there are thoracic or abdominal injuries 3. 4. 5. 8. 9. Irrigate and debride the wound Titrate intravenous analgesia and/or local or regional anaesthesia Surgical consultation for deep injuries, injuries to the chest or abdomen, or with retained material Resuscitation and surgical intervention for major trauma from thoracic or abdominal injuries Table 1. First aids of poisonous fish Results An estimated 500 or so poisonous fishes are inshore species living in warm seas between 45 degrees N and 45 degrees S. Many forms are numerous around small islands in the Pacific. Unfortunately, it is impossible to just look at a fish and tell whether it is poisonous. In some fishes, toxicity is strongly associated with the ripening of their reproductive organs or where the fish lives. Fish toxins are sometimes concentrated in a single organ, such as the liver, muscles, skin, or reproductive organs, or the whole animal may be poisonous. Puffers, of course, are not the only poisonous fishes. Certain species of snapper, sea bass, barracuda, jack, moray eel, parrotfish, shark, grouper, wrasse, and surgeonfish have also been implicated in human illnesses. Most of these fishes contain one or several toxins, one of which is known as ciguatera toxin. Ciguatera is more famous in Pacific waters; however, in Florida, the red tide organism, Karenia brevis, a one-celled dinoflagellate, and shellfish exposed to blooms of this organism, reportedly have a ciguatera-like toxin that can cause human suffering. Ciguatera poison is thought to originate at the base of the food chain. In Pacific waters, it has been traced to toxic blue-green algae that are eaten by small fishes and, in turn, are eaten by larger fishes. It is through the food chain that the toxin is taken in and accumulated. Perhaps other animals of the sea are better known as poisonous and dangerous animals to be avoided. Their effect on man is more direct—by attack. This involves stinging cells or venom glands. The sea wasps or jellyfish of the Austro-Asian area have caused many swimmers pain, scars, and even death. There have been 55 documented deaths attributed to sea wasps since 1963. Physalia, the Portugese Man-of-War, is a jellyfish-like animal known as a siphonophore that periodically causes swimming activity to cease along the Florida east coast and other areas. First-aid stations are set up on beaches to help those suffering from Physalia attacks. Jellyfish and siphonophores have stinging cells called nematocysts in their tentacles, and some Physalia tentacles have been reported to extend 30 feet deep in seawater. Physalia toxin interferes with the conduction of nerve impulses and can cause the heart to stop beating. In addition to poisonous jellyfish and siphonophores, there are poisonous or venomous (having venom glands) cone shells, octopuses, sea cucumbers, sea urchins, marine worms, and other ocean denizens. In almost all cases, the toxin interferes with the permeability of the nerve membrane and inhibits passage of nerve impulses. The physical effect may only involve nausea, drowsiness, weakness, or vomiting, or it may 619 �proceed to paralysis and death. In most cases, a cure is not known; however, a drug called neostigmine has been successful in the treatment of barracuda poisonings. Some human illnesses attributed to eating fish are caused by decomposing bacteria and are common among jacks, skipjacks, and oceanic bonito; however, symptoms usually subside within 12 hours. It is estimated that 30,000 human illnesses from eating poisonous marine animals, primarily fishes and shellfish, occur each year, some of them resulting in death. With figures like that, the title of the article "Eat Puffer and Maybe Suffer" should be taken seriously. Poisonous marine animals can kill people, but unbelievable as it may sound, they can save lives too. Natural products from land plants have been used for years as antibiotics, narcotics, analgesics, anti-leukemia agents, and other drugs in the treatment of human distress. Why not use products from marine plants and animals as drugs? After all, poisons from marine animals show potential in the treatment of hearing diseases, intestinal troubles, infections, tumors and other ailments. One of the biggest problems is money. It takes approximately 7 million dollars to develop a drug before it is submitted to the federal Food and Drug Administration and then only 1 out of 2,500 drugs submitted reach the commercial market. Another problem involves the collecting and harvesting of suitable marine organisms. If the chemical structure and properties of the poison are known, then scientists can artificially recreate the substance and need not worry about how many animals they have to collect. Prior to the 1960s, little was known about the chemical makeup of marine toxins, but now that scientists have unraveled the chemistry of these poisons, synthesis of these potential drugs is possible. There is one outstanding use of a marine poison as a drug—puffer poison is being used as a narcotic for terminal cancer patients in Japan. Perhaps the Japanese, because they are surrounded by the sea and depend on it so desperately for food, are more attuned to its resources. The Japanese also found that a certain acid in the brown seaweed Digenia is a valuable drug in the control of tapeworm, whipworm, and roundworm. There are many natural compounds of seaweeds that show antibacterial, antifungal, and antiviral activity. However, these are not poisons, rather they are often components of the cell walls or byproducts of everyday functions. Ironically, some poisons are thought also to be the byproducts of everyday functions, particularly among the one-celled organisms. One product of marine seaweeds, although not of a poisonous nature, deserves attention because of its potential anti-tumor and anti-leukemia activities in animals exposed to radiation. Sodium alginates of seaweeds tend to inhibit the absorption of radioactive strontium in the bloodstream and bone tissue of rats by 75 percent. To cite examples of potential uses for poisons or toxins often involves using the effect of the poison as the cure. For example, ciguatera poison, which affects the neuromotor system, can relax spasms when administered in small doses. Another poison isolated from an electric eel shows potential as an antidote for pesticide poisoning. These are only a few examples, but they are enough evidence to support research on potential drug sources from the sea. Poisonous Jellyfish Rhizostoma pulmo Macri, 1778 Description Umbrella hemispherical, translucent; exumbrella surface finely granular, jelly thick, central portion stiff, thinner and flexible in outer third. With 8-12 velar marginal lappets per octant; marginal tentacles absent. Eight rhopalia; rhopalial lappets smaller than inter- rhopalar, pointed. Subumbrellar musculature in eight distinct peripheral muscle fields. Stomach occupying central third of bell, roughly square with concave sides; from it 16 substantial canals connect to bell edge; younger specimens have narrow ring canal which follows closely outline of each marginal lappet; in many older specimens ring canal apparently absent in places and perhaps in some is completely lacking; an intermediate ring canal about 1/3 of radius in from margin, broad; centripetal to this is a coarse, irregular anastomosing network of canals, connecting only with intermediate ring canal and not with radial canals. Peripheral to intermediate ring-canal a similar but finer meshwork, branchings become increasingly more fine towards perimeter. Manubrium short, massive and translucent; concealed by 16 scapulets upon it. Each scapulet small, inverted Y-shaped in section, bearing numerous mouthlets. The eight oral arms are inverted Y-shaped in section, supporting two long, massive, outwardly-directed blades also bearing numerous mouthlets. Oral arms without lateral clubs and filaments, each arm with a large, translucent terminal club. Four gonads, each a much convoluted lobe fundamentally forming most of a circle but not obvious due to 620 �convolutions. In older animals surface of gonad bearing grooves extending to its edge. Ecology Strobilation and the production of the ephyra stage seem restricted to the summer months; peak abundance of mature medusae in late summer and autumn with large numbers cast ashore in autumn and winter storms. Specimens living in deeper offshore waters will probably survive the winter and can be encountered as late as June of the following year. Depth range Medusae are usually recorded at or near the water surface, but probably being more abundant in the (coastal) water column as the result of the strong currents of ebb and flow and resting on the bottom during slack-water periods. World distribution North and South Atlantic Oceans, Mediterranean, Black Sea, Red Sea. Distribution in the Turkish coasts: Aegean Sea, Marmara Sea, Black Sea, Mediterranean Sea Chrysaora hysoscella Linnaeus, 1767 Distribution: Belgian Coast, Dutch Exclusive Economic Zone European waters Morphology: Umbrella flat smooth and thick, 15-49cm in diametar, the color is variable, but is characterized by 16 v-shaped gold-brown or yellow-brown marks on the upper umbrella, radiating from the central region, there are 24 marginal tentacles, which are easly broken off, and thirty-two pigmented semi-circular marginal lappets. Present from half May until half September. Umbrella between 1 and 12 cm. Young medusa with umbrella diameter less than 4 cm have only 8 tentacles and are hard to distinguish from Pelagia noctiluca (Leloup, 1952, Russell, 1970). Small medusa (2-4cm) identified as Pelagia noctiluca (De Blauwe, 2001) were in fact Chrysaora hyosescella. (C.hysoscella was very intensive around Marmara Sea, Çanakkale Strait and Aegean Sea in 2009.Tentacles reached to 2.45 cm.(Ozalp,Alparslan,and Dogu,2009). Cassiopea andromeda Forskäl, 1775 (Upside down jellyfish) Description This jellyfish usually lies mouth upward on the bottom, in calm shallow water, gently pulsating its bell to create water flow over it's arms. The bell of Cassiopea is yellow-brown with white or pale spots and streaks. The outstretched arms are also brownish with extended frilly tentacles. Adults can grow to 30 cm in diameter. They are often mistaken as sea anemones. Habitat Cassiopea are typically found in shallow lagoons, intertidal sand or mud flats, and around mangroves. Cassiopea feed on drifting zooplankton. Individuals also harbors photosynthetic dinoflagellate algae that provides food to the jellyfish. The zooxanthellae live in the tissues on the ventral surface of the jellyfish, and the jellyfish sits on the bottom upside-down to provide sunlight to the symbiotic algae. Distribution Hawaiian Islands Throughout main Hawaiian Islands. Native Range Indo-Pacific Danger to humans and first aid These jellyfish can deliver a painful sting. If stung, apply a cold pack to relieve the pain if necessary Aurelia aurita Linnaeus, 1758 Life History Sexual maturity in Aurelia aurita commonly occurs in the spring and summer. The eggs develop in gonads located in pockets formed by the frills of the oral arms. The gonads are commonly the most recognizable part of the animal, because of their deep and conspicuous coloration. 621 �Anemonia sulcata Pennant, 1777 A.sulcata has long tentacles and cnidoblast cells. .Approximately, that can reach 12-15 cm.long.Colors chances yellow and viyola. Some effects of the sea anemone toxin, ATX-II, on vertebrate skeletal muscle have been described. At a concentration of 1 X 10(-7)-1 X 10(-6)M, ATX-II caused a sodium-dependent depolarization of the muscle fibres of the rat soleus and extensor digitorum longus, of the mouse soleus and extensor digitorum longus and of the chicken posterior latissimus dorsi. The muscle fibres of the frog sartorius were insensitive to the toxin. Action potentials generated by direct stimulation were prolonged by ATX-II, but the degree of prolongation was variable. Chicken posterior latissimus dorsi muscle fibres were most sensitive in this regard, and mouse extensor digitorum longus were least sensitive. Both denervated and immature muscle fibres were more sensitive to ATX-II than mature innervated muscle fibres. The sensitivity to ATX-II declined rapidly as muscle fibres matured. In some muscles, the prolongation of the action potential was enhanced by repetitive stimulation, but not by the passive depolarization or hyperpolarization of the muscle fibres. The actions of ATXII could be reversed by washing in all but the innervated soleus of the mature rat. Prevention Wear protective clothing (gloves, wet suits, dive skins) when swimming in jellyfish-infested areas. Avoid picking up dead jellyfish. Dead jellyfish may still have live nematocysts that can still release toxins (even after they have dried up). Avoid going into known jellyfish-infested areas. If you do, know what type of jellyfish are common to the area. Be prepared to treat a jellyfish sting. Have a basic first aid kit (make sure it has an oral antihistamine in the kit) prepared and bring it with you. Take a course in basic first aid before heading to the beach, snorkeling, swimming, or scuba diving. In the evening or at night when swimming, snorkeling, or scuba diving, take care to look for jellyfish on the surface of the water. Expel air from the alternate air source while ascending during scuba diving to disperse any jellyfish directly above you. Educate yourself as to the type of jellyfish that may be in the waters in which you are swimming, snorkeling, or scuba diving. Bring Safe Sea Jellyfish After Sting® pain relief gel in case you do get stung. Do not swim in waters where large numbers of jellyfish have been reported. Wearing a wet suit or Lycra dive skin can prevent stings. If you have a known insect sting allergy carry an allergy kit, which contains injectable epi-pens (epinephrine, adrenaline). Make sure those with you know how to administer the epi-pen in case you are unable to do so. Do not touch any marine life while swimming, snorkeling, or scuba diving. Most marine animals have a protective coating that when touched, is rubbed off when and exposes the animal to bacteria and parasites; moreover, touching, "playing," or moving marine animals is stressful for them. Corals are easily damaged when touched and the area if the coral touched by hands, fins, or the body will die. To protect the ocean environment, when swimming, snorkeling, or scubadiving look, don't touch, and leave only bubbles. Never use fresh water for the skin. Jellyfish Stings Treatment If you are stung by a box jellyfish, seek medical help immediately. While you are waiting for medical help, flood the area with vinegar until medical help is available and keep as still as possible. If you are not close to medical care, soak the area and tentacles for 10 minutes or more, before attempting to remove them. If the sting is on the arms or legs, you can place a pressure dressing (like an ACE wrap used for a sprained ankle) around the sting. Be careful that you do not stop blood flow - the fingers and toes should always stay pink. This will help to slow down the spread of the toxin. For other jellyfish stings, soak or rinse the area in vinegar (acetic acid) for 15-30 minutes to stop the nematocysts from releasing their toxins. If you do not have vinegar available, rinse in sea water,70% isopropyl alcohol, or Safe Sea Jellyfish After Sting® pain relief gel. Do not use fresh water. Fresh water will cause the nematocysts to continue to release their toxin. For the same reason, do not rub the area, apply ice or hot water. Remove tentacles with a stick or a pair of tweezers. Wear gloves if you have them available. Apply shaving cream or a paste of baking soda to the area. Shave the area with a razor or credit card to remove any adherent nematocysts. Then reapply vinegar or alcohol. The shaving cream or paste prevents nematocysts that have not been activated from releasing their toxin during removal with the razor. Eye stings should be rinsed with a commercial saline solution like Artifical Tears; dab the skin around the eyes with a towel that has been soaked in vinegar. Do not place vinegar directly in the eyes. Mouth stings should be treated with 1/4 strength vinegar. Mix ¼ cup of vinegar with ¾ cup of water. Gargle and spit out the solution. Do not drink or swallow the solution. For pain, take acetaminophen (Tylenol) 325 mg 1-2 tablets every 4-6 hours for pain; or Ibuprofen (Motrin) or Aleve every 8 hours for pain. CPR may be necessary for all stings if the person stops breathing and/or no longer has a pulse. 622 �References Bilecenoglu, M.(2002).A new jellyfish in Turkish Coasts: Cassiopea andromeda (Forsskal,1775) Chu, G.W. and C.E. Cutress. (1954). Human dermatitis caused by marine organisms in Hawaii. Proc. Haw. Acad. Sci.195354:-9. Coleman, N. (1991). Encyclopedia of Marine Animals. Blandford: London, U.K. 33. Cooke, W.J. (1984). New scyphozoan records for Hawaii: Anomalorhiza shawi Light 1921 and Thysanostoma loriferum (Ehrenberg 1835); with notes on several other rhizostomes. Proc. Biol. Soc. Wash. 97: 583-588. Cornelius, P. (2010). Aurelia aurita (Linnaeus, 1758). Accessed through: World Register of Marine Species at http://www.marinespecies.org/aphia.php?p=taxdetails&id=135306 on 2010-05-09 Cutress, C.E. (1961). [Comment on introduced jellyfish in Hawaii] p. 549, in: Doty, M.S. 1961. Acanthophora, a possible invader of the marine flora of Hawaii. Pac. Sci. 15(4): 547-552 . Handal, K. (1992).American Red Cross.Part 2: First aid and Safety Handbook.1.st.ed.Boston,MA: Little,Brown and Company;1992:59-62 Hernroth, L. and Grondahl, F. 1983. On the Biology of Aurelia Aurita. Ophelia, 22(2):189-199. http://web.ukonline.co.uk/aquarium/pages/greaterweever.html.Retrieved 2006-09-22. http://www.emedicineHealth.com http://www.fishbase.org http://www.suite101.com/blog/johnblatchford/mauve_stingers#ixzz0nRE1qElo Hummelinck, P. W. (1968). Caribbean Scyphomedusae of the genus Cassiopea. Studies on the Fauna of Curacao and other Caribbean Islands. 25: 1-57 Hummelinck, P. W. (1968). Caribbean Scyphomedusae of the genus Cassiopea. Studies on the Fauna of Curacao and other Caribbean Islands. 25: 1-57. Hyman, L. (1940). The Invertebrates: Protazoa through Ctenophora. Mc Graw Hill Inc., New York. 497-538. Kideys A.E. and Gücü, A.C. (1995). Rhopilema nomadica: A poisonius Indo-Pasific Scyphomedusan New to the Mediterranean Coast of Turkey. Israel Journal of Zoology 41: 615-617.) Malej, A. Faganeli, J. and Pezdic, J. (1993). Stable isotope and biochemical fractionation in the marine pelagic food chain. Marine Biology, 116(4): 565-570. Özalp, H.B., Alparslan, M and Doğu, S (2009). Monitoring Researches on Chrysaora hysoscella (Linnaeus, 1766) around Çanakkale Strait. 13th. Underwater Science and Technologies Conference. November,2009.p.71-73. Uchida, T. (1970). Occurrence of a rhizostome medusa, Cassiopea mertensii Brandt from the Hawaiian Islands. Annotat. Zool. Jap. 43:102-104. Uchida, T. (1970). Occurrence of a rhizostome medusa, Cassiopea mertensii Brandt from the Hawaiian Islands. Annotat. Zool. Jap. 43:102-104. 623 � 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. 609 Title A name given to the resource Poisonous Marine Organisms In Turkey And First Medical Aids Author Author Alparslan, Mustafa Özalp, Hasan Barıs Doğu, Sadettin Abstract A summary of the resource. There are many poisonous marine organisms in BlackSea, Mediterranean, Aegean Sea and Marmara Sea in Turkey. These organisms: Trachinus draco, Scorpaena scrofa, S. porcus, Rhizostoma pulmo, Chrysaora hysoscella, Aurelia aurita, Pelagica noctiluca, Anemonia sulcata sulcata. First aid : if tentacles of nematocysts are still stuck to the skin, they need to be removed gently. Be careful not to squeeze them as to not discharge more nematocysts. Local anesthetic spray or ointment may remove some of the pain on minor stings. Tannic acid is believed to work well. Give cardiovascular and respiratory assistance if needed. Medical treatment:The best anesthetic ointments in order of efficiency seem to be: Lignocaine 5%; Ultralan 0.5% . Lignocaine gel. Benadryl cream isn’t as effective. Commercial creams don’t work as long. Se For other jellyfish stings, soak or rinse the area in vinegar (acetic acid) for 15-30 minutes to stop the nematocysts from releasing their toxins. vere itching may occur after a few days. Steroid ointments (i.e. hydrocortisone) could help. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/2557eb6d66c6a8c7caf6ee2045460317.pdf 51457cf19c30dbb1de67aad04ee17d2b PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Relations among Individual and Organization by Method of the MyersBriggs Personality Indicator Assist. Prof. Dr. Amel Alić University of Zenica Pedagogical Faculty Zenica aalic@ibu.edu.ba Abstract Personality type is a concept which, in the field of research of the organizational culture, could be related to the Briggs & Myers model of personality development. Briggs and Myers were the authors of the world’s most extensive database of the MBTI or the Myers-Briggs personality type indicators. Today, the appliance of the MBTI model is supported by the observation of typological code for 16 types of personalities, while dichotomy of these four preferences results in 16 types of personality that form the base of the Myers model and the MBTI indicator. Based on the observation of a typological code for 16 personality types and by permutation of dichotomies of these four preferences, 16 personality types which form the base of the Myer’s model and the MBTI indicator were defined. Nowadays, it is well-known, that dominance of personality types among individuals, as well as among personality types of organizations, could vary from culture to culture. On the basis of these researches it was confirmed that specific quality of a culture and characteristics of the climate in which the culture has been developing (specific beliefs, system of values and patterns of behavior) determine the way in which the organizational culture will develop and the directions which it will follow. They also define the relations between an individual and an organization, among individuals, especially in the sense of defining freedoms, rights and power relations. The aim of this research is to investigate the possibility of appliance of the MBTI personality indicators, to both, individuals and school organizations. Using the results of this widespread and cross-culturally applied indicator, it is possible to establish a unique profile of schools and individuals employed there. It is also possible to establish characteristic strengths and weaknesses, work environment, communication styles, management types, and by recognizing a dominant profile, it is possible to influence the improvement of the work quality of an individual and of the whole school organization. Key words: personality type, organization personality type, organizational culture 243 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Introduction Personality type or psychological type is a concept most frequently related to the model of personality development created by Katharine Brigg and her daughter Isabel Myers (Briggs & Myers), the authors of the most extensive database about personality typology, known as the MBTI or Myers-Briggs personality type indicators. Myers and her mum Katharine Briggs developed a model and a database on the grounds of the ideas and theories of the psychologist Carl Jung, Freud’s contemporary and a leading representative of the Gestalt theory of personality. During the early 1940s Myers and Briggs expanded Jung’s model through the initial development of the MBTI by adapting Jung’s concept to a language understandable to common people. The book “Gifts Differing” by Isabel Myers which was published in 1980, after she had died, gives a comprehensive introduction to Jung/Myers theory (Berens, Nardi, 1999). The MBTI is a registered trademark of the Myers-Briggs Indicator Trust board, published by CPP, Inc (previously Consulting Psychologist Press) which also distributes the database and together with the authorized publishers make the MBTI available in about 20 different languages. Besides, the alternative versions of the database have been professionally adjusted and verified for other languages as the literal translations from the English language would have been inadequate. After almost twenty-years-long research of the Jung’s theory (from 1923 until 1941), these authors managed to develop an empiric way of establishing personality typology by adding two more types. After the MBTI “personality indicator” had been tested and updated by Educational Testing Service (1956) and Typology Laboratory (University of Florida, 1971), Consulting Psychologists Press (1975) published one of their most famous editions of the MBTI personality indicators (Fakete, Keith, 2003; Kaluzniacky, 2004). Today, this typology has been widely applied and approved of by various associations. One of the most recent versions is the one suggested by David Keirsey and Marilyn Bates (Please, Understand Me, 1978). According to Berens and Nardi (1999, p. 46.), it is also possible to divide group 16 types in 4 central quadrants of temperaments: NT (rational), NF (idealist), SJ (guardian) and SP (artisan): INFJ Foreseer Developer INFP Harmonizer Clarifier ISTJ Planner Inspector ISFJ Protector Supporter ENFJ Envisioner Mentor ENFP Discoverer Advocate ESTJ Implementor Supervisor ESFJ Facilitator Caretaker INTJ Conceptualizer Director INTP Designer Theorizer ISTP Analyzer 0perator ISFP Composer Producer ENTJ Strategist Mobilizer ENTP Explorer Inventor ESTP Promoter Executor ESFP Motivator Presenter Table 1. Myers-Briggs personality types (adapted from: Berens & Nardi, 1999., p.8.-9.) Personality and organization Today, the appliance of the MBTI model is supported by the observation of typological code for 16 types of personalities, while dichotomy of these four preferences results in 16 types of personality that form the base of the Myers model and the MBTI indicator. The preference of a specific mental orientation is determined by extraverted and introverted domination. In Mayer’s personality determination this is represented by the first letter: E or I. While extraverts derive energy from the outer world as a primary energy source, introverts derive primary energy from an inner world of information, thoughts, ideas and other reflections. Rarely, almost never, extraverts need to “recharge batteries” as a result of too much interaction with the people in surrounding. They have to confront things, people, places and activities in the outer world, the source of their life strength. On the other hand, when the circumstances require a large quantity of attention focused to the “outer” world, introverts will find themselves retreating toward a private sphere in order to recover their inner energy. 244 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Two types of perceptional mental processes determine the preference of sensing or intuiting, thinking or feeling. The first group of mental preferences refers to the way of perception or gaining information. In the Myer’s personality determination, this is represented by the second letter: S or N. Those preferring sensing perception favour clear, palpable data and information which are easily incorporated into their “here and now” experiences. Unlike the first, intuiting perception gathers abstract, conceptual, more general pieces of information and projects them into the future. The second group of mental preferences explains the way people make ”judgments” and decisions – which reveals judging processes. In the Myer’s personality determination, this is represented by the third letter: T or F. Those preferring thinking judgments are naturally predisposed to make decisions in an objective, logical and analytic way with an accent on completing the tasks and achieving good results. The owners of feeling judgments make decisions in a global, harmonic way, and in accordance with the system of values. They also take into account the consequences of their decisions and actions on other people. Mental processes that determine orientation in the outer world by the MBTI model, reveal the preference of judging type to perceiving type. This last dichotomy in the Myers-Briggs typology is represented by the fourth letter: J or P. Past researches show that those who prefer judging mostly rely on T or F preference in leading the outer life. Typically, this leads to a style based on self-containment, organization, planning or in one way or another, sorting out things and/or people in the outer world. Meeting the needs require intervening in the outer world. While some people do it intrusively, others, with respecting other people, do it discreetly. On the other hand, those who prefer perception rely on S or N preference within the sorting out the outer world. Typically, this leads to an open, adjustable and flexible style of treating things and people in the outer world. (Berens, Nardi,1999) Based on the observation of a typological code for 16 personality types and by permutation of dichotomies of these four preferences, 16 personality types which form the base of the Myer’s model and the MBTI indicator were defined. In the first quadrant, matrix 4x4, there are “idealist-diplomacy types”: INFJ – foreseer developer, INFP – harmonizer clarifier, ENFJ – envisioner mentor and ENFP – discoverer advocate. Personality types in this quadrant are determined by the dominance of an intuitive-feeling profile. The following table describes personality positioned in the first quadrant: INFJ – foreseer developer Personal growth. Sustain the vision. Honouring the gifts of others. Taking a creative approach to life. Talent for foreseeing. Exploring issues. Bridge differences and connect people. Practical problem solving. Live with a sense of purpose. Living an idealistic life often presents them with a great deal of stress and a need to withdraw. ENFJ – envisioner mentor Communicate and share values. Succeeding at relationships. Realizing dreams-their own and others. Seek opportunities to grow together. Heeding the call to a life work or mission. Enjoy the creative process. Intuitive intellect. Reconcile the past and the future. Talent for seeing potential in others. 0ften find living in the present difficult. INFP – harmonizer clarifier Going with the flow Knowing what is behind what is said. Uncovering mysteries' Exploring moral questions. Talent for facilitative listening' Relate through stories and metaphors' Balancing opposites. Getting reacquainted with themselves' Struggling with structure and getting their lives in order. ENFP – discoverer advocate Inspiring and facilitating others. Exploring perceptions. Talent for seeing what's not being said and voicing unspoken meanings. Seek to have ideal relationships. Recognize happiness. Living out stories. Respond to insights in the creative process. Finding the magical situation. Restless hunger for discovering their direction. Table 1. An explanation of “idealist-diplomacy types” (Adapted from: Berens, Nardi,1999) Second quadrant describes people with a dominant intuitive-thinking profile and these types, authors (like Berens & Nardi) describe as “rational strategy types”: INTJ – conceptualizer director, INTP – designer theorizer, ENTJ – strategist mobilizer and ENTP – explorer inventor. INTJ – conceptualizer director Maximizing achievements. Drive for self-mastery. Build a vision. Very tong-range strategizing. Realizing progress toward goals' Systems thinking. Talent for seeing the reasons behind things. Being on the Leading edge. Maintaining independence. Find it difficult to let INTP – designer theorizer Becoming an expert. Seeing new patterns and elegant connections. Talent for design and redesign. Crossing the artificial boundaries of thought. Activate the imagination. Clarifying and defining. Making discoveries. Reflect on the 245 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo go in interacting with others. ENTJ – strategist mobilizer Being a leader. Maximize talents. Intuitive explorations. Forging partnerships. Mentoring and empowering. Talent for coordinating multiple projects. Balance peace and conflict. Predictive creativity. Often overwhelmed by managing all the details of time and resources. process of thinking itself. Detach to analyze. Struggle with attending to the physical world. ENTP – explorer inventor Being inventive. Talented at building prototypes and getting projects launched. Lifelong learning. Enjoy the creative process. Share their insights. Strategically formulate success. An inviting host' Like the drama of the give and take. Trying to be diplomatic. Surprised when their strategizing of relationships becomes problematic. Table 2. An explanation of “rational strategy types” (Adapted from: Berens, Nardi,1999) In the third quadrant there are people with dominant sensory-feeling/thinking profile. In the researches, these people are described as “guardian logistic types” ISTJ – planner inspector, ISFJ – protector supporter, ESTJ – implementor supervisor and ESFJ – facilitator caretaker. ISTJ – planner inspector Drawing up plans and being prepared. Take responsibility. Getting work done first. Being active in the community. Loyalty to their roles. Cultivating good quantities. Doing the right thing. Bear life's burdens and overcome adversity. Talented at planning, sequencing, and noticing what's missing. Having to learn so much in hindsight is painful at times. ESTJ – implementor supervisor Talent for bringing order to chaotic situations. Educating themselves. Industrious, work-hard attitude. Balance work with play. Having a philosophy of life. Having the steps to success. Keeping up traditions. Being well balanced. Connecting their wealth of life experiences. 0ften disappointed when perfectionist standards for economy and quality are not met. ISFJ – protector supporter Noticing what’s needed and what’s valuable. Talent for careful and supportive organization. Know the ins and outs. Enjoy traditions. Work to protect the future. Listening and remembering. Being nice and agreeable. Unselfish willingness to volunteer. Feeling a sense of accomplishment. Exasperated when people ignore rules and don't get along. ESFJ – facilitator caretaker Accepting and helping others. Managing people. Hearing people out. Voicing concerns and accommodating needs. Admire the success of others. Remember what’s important. Talented at providing others with what they need. Keep things pleasant. Maintaining a sense of continuity. Accounting for the costs. Often disappointed by entrepreneurial projects. Table 3. An explanation of “guardian logistic types” (Adapted from: Berens, Nardi,1999) The fourth part of the matrix describes people with a dominant sensory-thinking/feeling profile, and they are marked as “artisan tactics types”: ISTP – analyzer operator, ISFP – composer producer, ESTP – promoter executor, ESFP – motivator presenter. (1 and 2) ISTP – analyzer operator Actively solving problems. Observing how things work. Talent for using tools for the best approach. Need to be independent. Act on their hunches or intuitions. Understanding a situation. Taking things apart. Making discoveries. Sharing those discoveries. Unsettled by powerful emotional experiences. ESTP – promoter executor Taking charge of situations. Tactical prioritizing. Talent for negotiating. Want a measure of their success. Keep their options open. Enjoy acting as a consultant. Winning people over. Caring for family and friends. Enjoy exhilaration at the edge. Disappointed when others don't show respect. ISFP – composer producer Taking advantage of opportunities. Stick with what's important. Talent for putting together what is just right. Creative problem solving. Building relationships. Attracting the loyalties of others. Being their own true self. Have their own personal style. Play against expectations. Struggle with nurturing their own self-esteem. ESFP – motivator presenter Stimulating action. Have a sense of style. Talent for presenting things in a useful way. Natural actors-engaging others. 0pening up people to possibilities. Respect for freedom. Taking risks. A love of learning, especially about people. Genuine caring. Sometimes misperceive others' intentions. Table 4. An explanation of “artisan tactics types” (Adapted from: Berens, Nardi,1999) 246 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo According to Fakete, and Keith (2003), it is possible to observe, and investigate the companies through “personnel” or “individualistic” characteristics. Same as individual typology, the appliance of rearranged MBT indicator could provide understanding of organizations within 16 types of “personalities”, which was included in this research, as follows: ''Solid as a rock'' (ISTJ) ''You Can Count on Us'' (ISFJ) ''Vision Driven by ''Going All Out for Values'' Greatness'' (INFJ) (INTJ) ''Action, Actin – We ''Working to make a ''Quest for Meaningful ''In Pursuit of Intelectual want Action'' Difference'' Work'' Solutions'' (ISTP) (ISFP) (INFP) (INTP) ''Thriving on Risky ''We Aim to Please'' ''It's Fun to Do Good ''If We Can't Do It, No Business'' (ESFP) Work'' One Can'' (ENFP) (ENTP) (ESTP) ''Playing by the Rules'' ''Doing the Right Thing'' ''Seeing the Picture in ''Driven to Lead'' (ESTJ) (ESFJ) Human Terms (ENFJ) (ENTJ) Table 5. The matrix of 16 types of organizational personalities (Adapted from: Fakete and Keith, 2003) Each of these 16 types explains the most common advantages, weaknesses, communication skill preferences, values, strengths, challenges, and market orientation for the organizational type. According to Fakete and Keith (2003, p. 46.), it is also possible to divide group 16 types in 4 central quadrants: dominantly IS , IN , ES, and EN. Profile of the school organizational culture Most authors agree that the concept of the organizational culture could be described by a dominant pattern of common beliefs and values of employees, mutual way of seeing things, principals that determine their behaviour and by defining acceptable and unacceptable norms of behaving and acting (Hofstede, 2005). Organizational culture, definitely, has its subcultures, but also its layers, which should be observed from: individual level, inner-organizational level and inter-organizational level (Jex, 2002). Schein distinguishes three levels of the organizational culture, with material symbols on the first level, technology and patterns of behaviour on the second level and basic preconceptions that make this specific culture different from the others on the third, paradigmatic level (Schneider, Smith, 2004). A complete understanding of the functioning of the organizational culture would not have been possible without the results of the researches of national cultures from the aspects of management and the organizational culture done by Greert Hofstede, published during the period between 1967 and 1973. He later updated his researches by those done in 1990. On the basis of these researches, Hofstede defined four basic dimensions which specify national cultures: power distance (PD), uncertainty avoidance (UA), individualism/collectivism (IC) and the relation of male/female values (MA) (Hofstede, 2005). Following table explains, in a short, the main characteristics of these four cultural dimensions (Hofstede, 2001, and 2005): Low-PD Countries Parents put less value on children’s obedience. Students put high value on independence. Authoritarian attitudes in students are a matter of personality. Managers seen as making decisions after consulting with subordinates. Close supervision negatively evaluated by subordinates. High-PD Countries Parents put high value on children’s obedience. Students put high value on conformity. Students show authoritarian attitudes as a social norm. Managers seen as making decisions autocratically and paternalistically. Close supervision positively evaluated by subordinates. 247 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Low-UA Countries Lower anxiety level in population. Greater readiness to live by the day. Lower job stress. Less emotional resistance to change. Less hesitation to change employers. Loyalty to employer is not seen as a virtue. Preference for smaller organizations as employers. Smaller generation gap. Lower average age in higher-level jobs. Low-IC Countries Importance of provisions by company (training, physical conditions). Emotional dependence on company. Large company attractive. Moral involvement with company. Moral importance attached to training and use of skills in jobs. Students consider it less socially acceptable to claim pursuing their own ends without minding others. Managers aspire to conformity and orderliness. Low-MA Countries Relationship with manager, cooperation, friendly atmosphere, living in a desirable area, and employment security relatively more important to employees. Managers relatively less interested in leadership, independence, and self-realization. Belief in group decisions. Students less interested in recognition. Weaker achievement motivation. High-UA Countries Higher anxiety level in population. More worry about the future. Higher job stress. More emotional resistance to change. Tendency to stay with the same employer. Loyalty to employer is seen as a virtue. Preference for larger organizations as employers. Greater generation gap. Higher average age in higher-level jobs: gerontocracy. High-IC Countries Importance of employees’ personal life (time). Emotional independence from company. Small company attractive. Calculative involvement with company. More importance attached to freedom and challenge in jobs. Students consider it socially acceptable to claim pursuing their own ends without minding others. Managers aspire to leadership and variety. High-MA Countries Earnings, recognition, advancement, and challenge relatively more important to employees. Managers have leadership, independence, and self-realization ideal. Belief in the independent decision maker. Students aspire to recognition (admiration for the strong). Stronger achievement motivation. Table 6. Summary of Connotations of Cultural Dimension Differences Found in Survey and Related Research (Addapted from Hofstede, 2001, 2005) On the basis of these researches it was confirmed that specific quality of a culture (in all four dimensions determined by Hofstede) and characteristics of the climate in which the culture has been developing (specific beliefs, system of values and patterns of behaviour) determine the way in which the organizational culture will develop and the directions which it will follow. They also define the relations between an individual and an organization, among individuals, especially in the sense of defining freedoms, rights and power relations. Organizational cultures of schools, in this sense, could be observed in all their differences, in the field of inner and outer-group relations, features of individualism in contrast to collectivism, uniqueness in the sense of taking risks and making emotional relations among employees as well as relations between employees and the organization and whether the organizational culture has been orientated towards power, people, tasks or towards entrances (focus is on legalities, legislative, birocracy, etc…) (Schneider, Smith, 2004). Now we can certainly claim that the knowledge about functioning of the organizational culture could also be updated and enriched by the appliance of the MBTI model. The Myers-Briggs personality typology in the conditions of the organizational culture enables determination of personal profiles, prediction of behaviour of an individual in different situations, possible preferences for jobs and professional orientations but also it enables easier understanding of the profiles of people we work with on the daily basis. On the basis of the MBTI model it is also possible to determine and predict in what way will the mutual profile of the employees build its own “personality”, “individuality” and a profile of the organizational culture in which we work. Same as with individuals, organizational cultures could be expressed through dichotomies of extraverted–introverted, sensingintuiting, thinking-feeling and judging-observing profiles (Fakete, Keith, 2003). 248 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Method of the research The details were being gathered during the autumn of 2009, and it was continuation of previous research done on smaller sample within the same organization (Alić, 2009). Having in mind that the research of the personality profile in organizational conditions and an appropriate profile of an organization are most often possible to perform on a small sample, therefore, for this research we decided on an appropriate stratified sample. In this sense, we included 20 permanently employed professors (all with the vocation of full professor, associate professor or senior-lecturer) and the assistants at one of the faculties of the University of Zenica. The sample has been balanced regarding to gender and vocational levels. Participation was on voluntary basis and all the participants were guaranteed discretion. The filling of the questionnaire was preceded by getting accustomed with the instruments, filling the forms and the main goals of the research. The basic details about participants were also included in the questionnaire (OP and SES). In the research, a descriptive method was used with the elements of correlative analysis. Personality profile was operiationalized by the MBTI scale which consists of 44 items and which, after the preferences of dichotomic categories extroverted-introverted, sensory-intuitive, thinking-feeling and judging-observing, serves as a basis for the final personality profile (Berens, Nardi, 1999) For the determination of the organizational profile we used a model and instruments CAP2 which consist of 56 items also dichotomicly organized (Fakete, Keith, 2003). Individual preferences of characteristics, and also the preference of characteristics of the organization, have been operationalized by the scales which are used to discover central organizational cultures defined by four dimensions: organizational focus, type of gathering information, type of decision-making process and specific work style. Both used instruments were earlier widely applied in numerous researches, while their inner reliability (Cronbach alpha coefficient) was between 0.71 and 0.84 (by item analysis and analysis of separated factors EI, SN, TF, JP different reliability was acquired), which should be considered as an acceptable reliability (Fakete, Keith, 2003). Results The MBTI personality profile and CAP2 profile of organization were analysed in the same way: first the factor analysis of personality had been completed and then the analysis of the profile of organization. Due to a small independent sample, it was possible to apply non-parametric statistics, and in the case of possible correlations between the preferred profile of personality and valuations of the profiles of organization Spearman’s coefficient of correlation. What was of the primary relevance was related to the possible relations between profiles of personalities and evaluation of the profile of organization, or more precisely, in what way a personality of an individual could influence the shaping of the profile of an organization. Starting from this preconception, we searched the possible correlations among separated factors E-I, S-N, T-F and J-P, both among individuals and between preferred characteristics of individuals and organization. At the same time, we observed in what situations a correlation between two dominant (middle) profiles S-N and T-F occurs and according to which both individuals and organizations within typological codes for 16 personality types are being placed. Finally, it was possible to predict that certain profiles of personalities will not show capability for mutual cooperation which in the case of managing positions could be helpful to the heads of departments and higher organizational units when forming pairs and teams. An excerpt from the correlational matrix for variables for extrovert personalities and extrovert organizations shows that a correlation on the level p<0,01 was present with the participants who prefer “action and diversity” and those who “like to think while talking to people” (r = 0,707; p = .000), while the negative correlation on the level p<0,05 was present with participants who “work fast, sometimes without thinking” and those who “tell about things through the things they do” (r = -0,598; p = .040). These results leads to the conclusion that with the first two personality types it is possible to expect cooperation and moving towards the same organizational goals, while in the other case it is possible to expect certain problems if personalities with these characteristics need to cooperate. The correlation between extroverted personality and the estimation of organization’s extrovercy is noticed on the level p<0,05 between people who strive towards a direct contact with clients and an estimation of a social orientation of the organization and those who are open to meet others and an estimation of the organization’s strength (r = 0,674; p = .016). An excerpt from the correlational matrix for variables for introvert personalities and introvert organization shows that the correlation on the level p<0,01 was present with participants who prefer “quiet and time to think about everything” and those who “like to think in solitude” (r = 0,707; p = .000), while the negative 249 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo correlation on the level p<0,05 was present with participants who “think about things before they start talking about them” and those who are “slow in the attempts to understand something” (r = -0,598; p = .040). As in the case of extroverted types, it is obvious that it would not be productive to make pairs with types of personalities previously described. On the basis of obtained results it is possible to conclude that the mutual tasks will be more successfully solved if we follow the principle of complementation and not homogamy. Within the scope of observing this factor it was understandable that there was no correlation on the level p<0, 01 between the participants who “work better with others” and the estimation of a highly noticeable weakness of the organization (r = 0,674; p =.000). In the case of S factor it was noticeable that on the level p<0,05 there is a negative correlation between those who prefer experience and those who value imagination (r = -0,632; p =.014), while a positive correlation appear on the level p<0,05 between the participants who like to use all senses and are patient with details and the estimation of the profile of organization in terms of “practicality” and “being with both feet on the ground” (r = o,683; p<.014). On the basis of other results it is advisable to avoid giving same tasks to those who within S and N factor “give attention to the meaning of things and how they complement each other” and those who put imagination before “common sense” having in mind that on the level p<0, 05 appears a negative correlation between people who prefer these characteristics (r = -0,632; p = .027). At the same time, with the people who “give attention to the meaning of things and how they complement each other”, “like to use imagination” and are” impatient with details” (N factor) it is possible to expect them to estimate the organization in terms of “innovativity” and “visionary team” having in mind that on the level p<0, 05 there is a positive correlation (r =0,683; p =.014). On the other hand, people who the same organization see as “practical” and “down-to-earth” prefer characteristics of “using all senses”, “patience with details” and they appreciate experience, having in mind that on the level p<0,05 there is a positive correlation between the mentioned variables (r = 0,683; p = .014). The observed T and F factor between individuals and the estimation of the personality of organization have shown the existence of a negative correlation on the level p<0,05 between those who “think about things logically” and see the organization as “impersonal” (r = - 0,577; p =.049) while a negative correlation on the level p<0,05 with the estimation of the organization in terms of “personal” and “close” is noticeable with those who “decide on the basis of personal feelings and valuating even if it is not logical” (r = - 0,577; p = .049). These results could lead to a conclusion that in the case of people with a dominant rational preference but also of those with a noticeable sensitive preference, the expectations about organizational culture which they belong to failed to some extent. Concerning these factors, an excerpt from the correlational matrix showed a high correlation between people who “could neglect or hurt the feelings of other people, by not always being aware of that” (T factor) and the estimation of “impersonal” organization (on level p<0,01; r = 0,707; p =.000) and also the same correlation between people (F factor) who are “aware of other people’s feelings” and the estimation in terms of “personal” and “close”. Conclusion On the basis of the appliance of the MBTI model and typological code for 16 personality types, and by the permutation of dichotomies of these four preferences that form the basis of the Myers model and the MBTI indicator, it is possible to determine a personality of an individual in an organization but also a profile of the organization. Using the results obtained by the appliance of this wide-spread and cross-culturally tested indicator it is possible to define profiles of organizations and employed individuals, determine characteristic strengths and weaknesses, work climate, communication styles, types of managing and according to recognition of a dominant profile, influence the improvement of the work quality of an individual and the whole organization. Summarizing the results obtained in this research it is possible to conclude that while making pairs and teams who need to solve everyday tasks should give allowance to the implementation of the principle of complementarity and not homogamy, as the resemblance of profiles often leads to conflicts and bad results. At the same time, the preference of central characteristics: extroverted-introverted, sensory-intuitive, thinkingfeeling and judging-observing profiles (represented by the letters E-I, S-N, T-F and J-P) strongly influence the estimation of the personality of organization but also individual projections of the employees and the profile of the organizational culture. This inner and outer movement of the organizational culture does not necessary have to be determined by the nature of organization but also by individual and group influences of employees. At the same time we can draw a conclusion that it is possible to expect constantly present individual and group frustrations and dissatisfaction by the organizational climate if the individuals with the dominant extroverted characteristics on one hand or introverted characteristics on the other hand (same with the factors S-N, T-F and J-P) do not recognize the dominance of the similar characteristic in the organization they work for. 250 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Reference Alić, A. (2009). Primjena MBTI indikatora u procesu ocjenjivanja kvaliteta nastavnog osoblja i organizacione culture. Quality 2009, godina VI, broj 1. (str. 191-196) Berens, L., Nardi, D. (1999). The Sixteen Personality Types – Descriptions for Self-discovery. California: Telos Publications. Fakete, S., Keith, L. (2003). Companies Are People, Too. New Jersey: John Wiley & Sons. Hofstede, G., Hofstede, G.J., (2005). Cultures and Organizations: Software of the Mind. McGraw-Hill books. Hofstede, G.H. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations. London: Sage Publications, Imc. Jex, S.M. (2002). Organizational Psychology: A Scientist-practitioner Approach. New York: John Wiley & Sons. Jovanović-Božinov, M. and others (2003). Organizaciono ponašanje. Beograd: Megatrend. Kaluzniacky, E. (2004). Managing Psychological Factors in Information System Work: An Orientation to Emotional Intelligence. London: Information Science Publishing. Schneider, B., Smith, D. (2004). Personality and Organizational Culture; In: Schneider, B., Smith, D. (Eds.) (2004). Personality and Organizations. New Jersey: Lawrence Erlbaum Associates. 251 � 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. 704 Title A name given to the resource The Relations among Individual and Organization by Method of the Myers- Briggs Personality Indicator Author Author Alić, Amel Abstract A summary of the resource. Personality type is a concept which, in the field of research of the organizational culture, could be related to the Briggs & Myers model of personality development. Briggs and Myers were the authors of the world’s most extensive database of the MBTI or the Myers-Briggs personality type indicators. Today, the appliance of the MBTI model is supported by the observation of typological code for 16 types of personalities, while dichotomy of these four preferences results in 16 types of personality that form the base of the Myers model and the MBTI indicator. Based on the observation of a typological code for 16 personality types and by permutation of dichotomies of these four preferences, 16 personality types which form the base of the Myer’s model and the MBTI indicator were defined. Nowadays, it is well-known, that dominance of personality types among individuals, as well as among personality types of organizations, could vary from culture to culture. On the basis of these researches it was confirmed that specific quality of a culture and characteristics of the climate in which the culture has been developing (specific beliefs, system of values and patterns of behavior) determine the way in which the organizational culture will develop and the directions which it will follow. They also define the relations between an individual and an organization, among individuals, especially in the sense of defining freedoms, rights and power relations. The aim of this research is to investigate the possibility of appliance of the MBTI personality indicators, to both, individuals and school organizations. Using the results of this widespread and cross-culturally applied indicator, it is possible to establish a unique profile of schools and individuals employed there. It is also possible to establish characteristic strengths and weaknesses, work environment, communication styles, management types, and by recognizing a dominant profile, it is possible to influence the improvement of the work quality of an individual and of the whole school organization. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/153fd4504d226d7e4e134dafb2ca4ed4.pdf 93782fecbd08bb0f7a52d20b9a6d467e PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Evliya Çelebi in Bosnia Münteha Gül Akmaz Çankırı Karatekin University/Turkiye muntehagul@karatekin.edu.tr Abstract: Famous Turkish traveller Evliya Çelebi, who lived in 17th century, travelled Ottoman territory from west to east, at the same time he went around neigbourhood. At the end of these travels lasted approximately fifty years, his work Seyahatnâme, which is composed of ten volumes, has come out. Seyahatnâme is not only unique resource for Turkish culture, history, language and literature but also a rich treasure for folks lived in the Ottoman territory. One of these folks is the Bosnians. Evliya Çelebi travelled in Bosnia, one of the provinces of Ottoman Empire, entirely in the 17th century and gave important information about its history, geography, political, economical and cultural structures of the region. Evliya, who had outstanding powers of observation, told about Bosnia, from its castles to mosques, foods to clothes eleborately. Moreover it is possible to find information about Bosnians in Seyahatnâme. Not only Bosnians in Bosnia but also Bosnians who had been settled down different parts of Europa because of their success in battles were told. In addition, Evliya Çelebi focused on Bosnian language and gave samples of this language. In the frame of this presentation, information about Bosnia, Bosnians and their language mentioned by Evliya Çelebi in the Seyahatnâme are going to be studied. Key Words: Evliya Çelebi, Seyahatnâme, Bosnia, Bosnians, Bosnian language. Introduction Famous Ottoman Turkish traveller Evliya Çelebi, lived in the 17th century, travelled various places in Asia, Europe and Africa. Evliya, during his travels lasted more than forty years, described sightseeing places, and places even he did not see but heard or read about, from mosques to fountains, languages to clothes eleborately in his ten-volume work Seyahatnâme§§§§§§§. One of the places that Evliya Çelebi had visited is Bosnia which was a province of Ottoman Empire in the 17th century. His advanture in Bosnia starts with the attendance of Melek Ahmed Pasha as the governor the province.******** Although Evliya departed in order to go to Bosnia with Melek Ahmed Pasha in March 1659, as a result of his struggle with the treasurer, he enters Grand Vizier Köprülü Mehmed Pasha’s service. After joining the campaign for the Celâlîs in Anatolia (March/April 1659), Boğdan campaign (November 1659) and the conquest of Varat Castle in Erdel (April 1660). After the conquest of the castle Evliya Çelebi was sent to Bosnia with the Bosnia Province Fetihnâme. Evliya passes Fektebatur Castle, Yanova Castle, Tımışvâr Castle, Dente Redoubt††††††††, Pancova Redoubt, Belgrad City, Village Ruzay, Valiva County and arrives Dıragoda. Here he crosses the Drin River by ship and reaches Sirebreniçse Castle. Finally, he is in Bosnia (5, p.132-221 [77b127b]). During his stay in Bosnia, Evliya Çelebi had the opportunity to travel around the province, and wrote the information about what he saw in his SN. As the information that the author provided will be over the borders of this paper, so that Sarajevo‡‡‡‡‡‡‡‡, specifically, the center of the province in that period and todays capital of Bosnia Herzegovina will be on focus. Evliya told the Bosnian travel in the 5th book of SN, however with many reasons he refers to Bosnia, Bosnians, Bosnian language in other books of SN many times. For instance while mentioning the uplands under the contol of Ottomans, one of his examples is Köprez in Bosnia (3, p. 29 [18b]). There were “famous, strong, brave” men coming from Bosnia among the Grand Vizier Kara Murâd Pasha’s soldiers who won the struggle with Celâlîs in Üsküdar (3, p. 51 [32a]). §§§§§§§ In the rest of the text the abbreviation SN is used for Seyahatnâme. Melek Ahmed Pasha was appointed to this duty as a result of a painful event. His beloved wife died after giving birth his daughter. In order to lighten his sadness Sultan Mehmed IV sent him to Bosnia province (5, p. 133-135 [77b-78b]). †††††††† Evliya Çelebi defines redubt which is a kind of castle specific to that region as follows: “Small square shaped wooden castle is called here as redubt.” (5, s. 189 [110a]). ‡‡‡‡‡‡‡‡ The name of Sarajevo is often called as Sarây, Sarây city, Bosnasarây in SN. However Sarajevo is the first center of Bosna, Travnik and Banyaluka became the center of province from time to time (Öztuna 1998: 279). ******** 385 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Evliya Çelebi refers to Bosnia in similes and comparisons while talking about different places. The author expresses the suburbs of Belgrad which are as big as the suburbs in Sarajevo (5, p. 195 [113b]), some ironworks in Belgrad can only be done by the firemen in Sarajevo (5, p. 199 [115b]). 1. Evliya Çelebi in Bosnia The first stop of Evliya Çelebi in Bosnia is Srebrenica Castle (5, p. 222 [127b]). Srebrenica Castle This castle was built by Serbian King Despotic King. The castle was conquered by Mehmed the Conqueror and became an Ottoman land. Evliya Çelebi, as he did in many land names, does the etymology and says that the name of the castle comes from serebne which means “silver” in Latin, Serbian, Bulgarian and Crotian languages. Because there is silver in the mountains of this castle.§§§§§§§§ After giving some information about the castle and suburb, the author mentions about a disease among the people of this city. The people who drink water from the Sirib River that rises from the silver mines have knobs on their throats, these knobs are called kuşka********* (5, p. 222 [127b]). While passing through the Ravna Upland huge trees takes the intention of Evliya Çelebi. Evliya measures the length of a tree which was tumbled by a strong wind as four hundred and sevety feet and says that eighteen people can only embrace this tree with difficulty. Moreover this upland is very popular with the timbers in Rumelia, Arabic and Persia (5, p. 222 [128a]). Later Evliya Çelebi, passes through a Bosnian village Poçepye and arrives at Şahin Paşa Palace. Maçkosa or in other words Kedi Inn is very close to here. Evliya passes Kalasinça and Mokra Inns and reaches Sarajevo (5, p. 222-223 [128a]). Traveller gives the most detailed information about Sarajevo among other places in Bosnia. The City of Sarajevo Evliya Çelebi uses a consistent system††††††††† to tell the cities where he finds enough materials. The given information about Sarajevo is also more or less within this system. Evliya starts to tell the city with its history. According to historian Latin Yanvan‡‡‡‡‡‡‡‡‡ the settlement of this city starts with the construction of five or ten houses by Dubrovnic King in order to control the mountain pass. When this place with the good weather and water becomes a district, the king constructs a castle. And the district becomes a city. During the Mehmed the Conqueror period in (...)§§§§§§§§§ the castle was conquered and he constructed a huge palace (sarây) and as the time passes, the city was called as Sarây. The word Sarây and the river in the city of Bosnia form the name Bosnasarây. The name of the castle before the conquest is Mokrahâ (5, p. 223 [128a]). After giving this information about the establishment of the city, Evliya Çelebi mentions about some features of the castle. The unit of length given by Evliya is feet. As he did many times previously, he measures the surrounding of the castle as four hundred feet by pacing it off. He calls this castle as a unique white pearl which was restored by Melek Ahmed Pasha (5, p. 223 [128a]). §§§§§§§§ According to Evliya Çelebi one of the mints in Rumelia is in Srebrenica [1, p. 258 [176b]). Dankoff calls kuşka as “Adam’s apple, goiter” (2004: 186). Here probably Evliya Çelebi means the goiter caused by the mixture of silver mine to the water. ††††††††† For the details of this system, please see Tezcan 2002: 232. ‡‡‡‡‡‡‡‡‡ This resource is directly addressed by Evliya Çelebi as a resource book. Evliya Çelebi says that a non-Muslim Simyon who was a jewelry master read the Yanvan History and he listened to Simyon and bore in mind. Moreover he knows Simyon from his childhood and as he was a wise man, he learnt fluent Grek and Latin (1, p. 33 [23a]). This not understood history was discovered by Stephâne Yerasimos. This book called Kitab’ül-Unvan written in Arabic and is the work of North Syria, Menbic bishop Agaphios who tries to adjust “Jewish, Christian Greek, Rome history calendars”; later “unvan” deformed and converted to Yanvan.” (Açık 2009: 28). §§§§§§§§§ Evliya Çelebi gave a blank on the date of the conquest of Sarajevo. Sarajevo was conquered in 1463 by Fatih Sultan Mehmed Khan (Kaşıkçı-Yılmaz 2001: 224). ********* 386 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo According to the observations of Evliya, the buildings of the city lie on the hills of right and left side of the Milaçka River. Most of them are covered with tiles but some are covered with wood and have smooth chimneys (5, p. 223 [128b]). When talking about the governors of the city, Evliya Çelebi informs 7 counties in Bosnia according to the Law (Qanunnameh) of the Suleyman the Lawgiver: Kilis, Hersek, Đzvornik, Pojega, Rahoviçse, Zaçne, Kırka. Sarây City is the governing center. The number of zeamet is 59, that of tımar is 1792. The has is 650 thousand coins********** (5, p. 223 [128b]). After mentioning the governmental structure of Bosnia and Sarajevo, Evliya records that there are 104 districts in Sarajevo††††††††††. Ten of them are Serbian, Bulgarian, Wallachian and Latin, two of them are Jewish districts. All remaining districts belong to the Muslims. Greek, Armeian and other Europeans have no districts but they come to the city (5, p. 223-224 [128b]). In the later section Evliya Çelebi gives information about the palaces of notables and notes that 77 mihrabs of 170 are mosques that are open for Friday praying and lists the names of the mosques in which he had the chance to pray: Sultân Mehmed Mosque, Ferhâd Pasha Mosque, Hüsrev Pasha Mosque, Gâzî Alî Pasha Mosque, Đsâ Pasha Mosque and Hünkâr Mosque.‡‡‡‡‡‡‡‡‡‡ Among them Hüsrev Pasha Mosque§§§§§§§§§§ is in the center of city and has the most crowded prayers. One of the most important features of this mosque is providing hot water to the taps despite the heavy winter in Bosnia. A few mosques have this feature as well (5, p. 224-225 [128b-129a]). Evliya Çelebi indicates that in addition to these mosques there are 100 small mosques and lodges in the city, but he gives a blank for the number of madrasahs probably to write later. However according to the SN there are 8 darü’l-kurra (the school for learning Quran), 10 darü’l-hadis (school for hadith education), 180 mekteb-i sıbyan (primary school) in that period. Some of the 47 tekkes in the city are: Celâleddîn-i Rûmî Tekke, Müsâfir Şeyh Tekke, Abdülkâdir-i Geylânî Tekke, Halvetî Tekke, Şerîfî Đbrâhîm Efendi Tekke (5, p. 224-225 [129a]). There is also some information about the places of worships of non-Muslim in Sarajevo in SN. Evliya Çelebi says that although there are churches here, they have no monasteries with bells. Evliya adds that the churches of Serbian and Latin are in good condition where other Europeans and Greek pray there and the Jewish have only one synagogue (5, p. 228 [131a]). As the Ottomans gave great importance to the water which is a strategic factor (Bruinessen 2003: 37) Evliya Çelebi reserve a few sections for the water resources. Evliya says related to water culture of Sarajevo that there are more than 100 fountains without spout, public fountains in 300 points, and mentions about Milaçka River, Sarây River and Sava River. The traveller says about Sarajevo which has rich water resources that “In short city Saray is simply water”. (5, p. 225 [129b]). 700 wells, 176 water mills, 5 Turkish baths, 670 dynasty baths, 3 caravansarays, 23 inns, 8 single houses, 1080 shops, 7 bridges, 7 soup kitchens where teachers and travellers eat food are the other architectural structures related to Sarajevo recorded by Evliya Çelebi.*********** (5, p. 227-228 [130b-131a]). And also there ********** In the first book of SN, Evliya Çelebi gives us this general information about Bosnia Province according to the Law (Qanunnameh) of the Suleyman the Lawgiver: 7 counties, zeamet 150, tımar 1792 (p. 71 [49a]), has 650.000 coins (p. 72 [49b]). In the same book Evliya says that there are 8 counties in Bosnia: Hersek, Kilis, Đzvornik, Pojega, Zaçina, Karaka, Rahoviçe and Banaluka (Banyaluka). Sarây City is the governing center (p. 73 [50b]). The Suleyman’s Law used by Evliya Çelebi is thought to be the Manor and Provincial Organization Law prepared during Suleyman the Lawgiver period. Evliya made some changes on this law in order to adjust it to his text and added the changes upto his time, then used it (Akgündüz 1992: 455, 528). According to the Manor and Provincial Organization Law, Bosnia has 7 counties and the zuama and tımar are 2280 swords. Its counties are Bosna, Hersek, Kilis, Đzvornik, Zacasna , Kırka, Varçoviç (Akgündüz 1992: 463). †††††††††† Evliya Çelebi did not provide any information about the number of houses in Sarajevo. The number of houses in this city was recorded as 4270 in the end of 16th century. As there was not a census at that time, the estimated population of the city is 4270 x 5 = 21 350 (Orhonlu 2002: 528). The visitator of Papacy, Petros Masarechi gave the population of Bosnia as 900.000 Muslims (66%), 300.000 Catholic (22%) and 150.000 Orthodox (11%) during his visit in 1624 (T.C. Başbakanlık Devlet Arşivleri Genel Müdürlüğü Osmanlı Arşivi Daire Başkanlığı 1992: 4). ‡‡‡‡‡‡‡‡‡‡ Among the others the mosques like Sultân Mehmed Mosque, Hüsrev Pasha Mosque, Alî Pasha Mosque are still existing (Kaşıkçı-Yılmaz 2001: 226, Car-Drinda 1999). §§§§§§§§§§ Hüsrev Pasha Mosque with shrines (Gâzî Hüsrev Bey ve Murad Bey shrines) around it, is a charity complex that contains fountain, madrasah, library, soup kitchen, guesthouse, school, inn, tekke, Turkish bath, clock tower and market. This complex, built after Ottoman period and the symbol of Sarajevo, helped the city to grow and develop where it was a small city before the conquest (Öztürk 2002: 436-437) and sarajevo became a new culture and science center (Kaçar 2002:156). With the help of such complexes which carry all characteristics of Turkish-Islam culture, cities like Mostar, Travnik, Zıvornik became big cities (Öztürk 2002: 436). *********** For detailed information about worship houses, tekkes, madrasahs, Turkish baths, inns and caravansarays, bridges totally built within the concept of charity system after 1604 in Bosnia, please see Car-Drinda 1999. 387 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo are 26 thousand gardens with water and pools in it, Mevlevîhâne Parade, Tekyecik Grove, parades by the Sarây River are the recreational areas (5, p. 229 [131b]). Hüsrev Pasha Visit, Gâzî Murâd Pasha Vizit, Oğlan Mustafâ Efendi Vizit are the visiting places in Sarajevo recorded by Evliya Çelebi (5, p. 229 [132b]). In the section that is about the fortune of the city, Evliya Çelebi says that the founder of city Dubrovnik King established the city in the Sagittarius period where Jupiter is the source for prosperious according to the fortune tellers advises, and adds that the city is still developing and making profit as a result of this event. However he indicates that as Sagittarius is in fire group, the city sometimes burns (5, p. 228 [131a]). Moreover he tells that he witnessed a fire when he was in the city (5, p. 228 [131a]). The grains and plants that are grown in Sarajevo also found a place in SN. According to SN; millet, peas, barley, beans, lentils, chickpeas, oats, rye and heldine††††††††††† are grown in Sarajevo. As Sarajevo is mountainous and covered with rocks, the wheat comes from Ishtar Vlach and Herzegovina. In this land some fruit trees are not available but in Herzegovina, Mostar and sea shores all fruits except date is available. Sarajevo is famous for the grape, cherry, sour cherry, pear, apple and plum (5, p. 228 [131a]).‡‡‡‡‡‡‡‡‡‡‡ Food is one of the topics that Evliya Çelebi used in city descriptions. Evliya tasted the food and drink of Sarajevo City. He tastes a bread§§§§§§§§§§§ made of heldine, and writes it as tasty as honey. Besides, Latin salmon, Ruçka bun************, chicken patty, cream baklava, soups with various herbs, stew of bacon, kapusta††††††††††††, surutka cheese are desirable food in the city. The regional drinks are surutka or cheese juice made of goat’s milk, cherry juice, hardaliyye‡‡‡‡‡‡‡‡‡‡‡‡, honey juice and ramazanniye§§§§§§§§§§§§. It comes strange for Evliya Çelebi that Sarajevans keep ice and snow in hay into the cellars and use them in their cherry compotes in summer time (5, p. 226 [130a]). Bosnia land is also rich in terms of mines. ************* Evliya Çelebi says that there are nine mines in this province and three of them are not available in any other location. Some of the mines the author mentions about are silver, nora††††††††††††† stone, blue stone, lead, copper, iron. There is gold mine in Bosnia but it costs more than its benefit so it is not operated (5, p. 229 [131b]). Copper goods in Sarajevo and manufacture of iron weapons in Foniçsa (5, p. 229, [131b]) are related with the mines in this region. In front of the beauty and wealth of Sarajevo, Evliya Çelebi comments that this city is the most prosperous, the most ornate, and the most developed city among the other cities that have the word of sarây such as Aksarây, Tabesarây, Vize Sarâyı (5, p. 230 [132a]). After visiting Sarajevo, Evliya Çelebi departs for Hilevne Castle where Melek Ahmet Pasha stays (5, p. 231 [132b]). Later the traveller had the chance to see many places in Bosnia territory sometimes alone or with Melek Ahmed Pasha thanks to some administrative works such as rescuing the hostages, collecting the grain charges. Evliya finished his Bosnian travel by going to Rumelia in November 1660 with Melek Ahmed Pasha (5, p. 288 [165a]). However he had some more visits to Bosnia on several occasions. 2. Bosnian There are rumors on the origin of the Bosnians. It is written in the 3rd book of the SN that the roots of Bosnians reaches to Noah. According to the Christian historians Bosnians come from the race of Bosnian, the son of Sırfâyil who Rumalia is given to him as a homeland after the Flood (p. 220-221 [136b-137a]). According Kiel said that most of the buildings recorded by Evliya Çelebi in the Balkans were demeloshid while Ottomans were retreating (2003: 115). ††††††††††† “a type of cereal” (Dankoff 2004: 144). ‡‡‡‡‡‡‡‡‡‡‡ Evliya Çelebi, records that the salep which is a very rare plant, is also grown in Köprez Uplands in Bosnia and Çimene Uplands in Herzegovina (1, p. 251 [172a]). §§§§§§§§§§§ Evliya, passes on that this bread is a gift to the giants who helped Belkıs Hatun to recover from feather problems by Suleyman (6, p. 284 [163a]). ************ “a kind of buttery bun eaten at breakfast” (5, p. 228 [131a]). Breakfast is also called as ruçka in this region (5, p. 229 [131b]). †††††††††††† “pickled cabbage” (5, p. 228 [131a]). ‡‡‡‡‡‡‡‡‡‡‡‡ “a type of arrack” (Dankoff 2004: 143). §§§§§§§§§§§§ “a kind of drink made of grape” (5, p. 229 [131a]). ************* After the conquest of Bosnia, the mines are awarded to tax farmers from Dubrovnik. Silver in Fojnica and Kreşevo, lead in Olovo, silver and lead in Srebrenica were mined. There were iron mines in some villages of Hersek and Pavlovici, on the right side of Drina River and in Praca River. The most important iron manufacturing center was Çagnice (Đnalcık 2009: 97). ††††††††††††† This word is transcripted as nora in the text (5, p. 229 [131b]) however the original of the word is probably ‫( هرون‬nûre (Mütercim Âsım Efendi 2000: 570) / nûra (Kestelli 2004: 367)) which means “a powder used to get the useless feathers from body ”. Moreover it is written in The Dehkhoda Dictionary that this powder is called as nûre/nûra which related to nur (light) that brightens the body (please see www.loghatnaameh.com ). 388 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo to the Latin historians the ancestor of the Bosnians is Posnak dev (giant)‡‡‡‡‡‡‡‡‡‡‡‡‡. The people of this land is called “Boşnak” which is derivated from Posnak. These historians write that there were huge people in the mountains as their ancestor was Posnak giant (5, p. 229 [131b]). Before becoming muslims the Bosnians were Bogomil, so they are also called as “sons of Potur derivated from Pateren which is the other name of Bogomils.” (Uzunçarşılı 1975: II 84). Bosnians like calling them as “Bosnevî”, because the word bosgak or bosñak written as ‫ بسکق‬means “giant unbelievers” in Bosnian language (5, p. 229 [131b]). While Evliya Çelebi is mentioning about Sarajevo, he gives features of the people of the city. According to the information in SN, the people of the city are healthy and fit because the wheather and water of the city is quite pleasant. As they have strong belief they go the mosque when they hear the ezan. People of Sarajevo do not like lazy and untalented people (5, p. 227 [130a]). Evliya, explains how the people in the city earn their life as follows: some of them are border veterans, some of them are in service section, some of them are artisans and some of them are traders. Some of them works for aga or pasha as a soldier (sekban) (5, p. 228 [131a]). While telling the beauties of the city, Evliya Çelebi says that this city is called source of ladies as the features of ladies have a good reputation among other places (5, p. 227 [130a]). The traveller says that most of the ladies in this city have beautiful faces but use scarves. The ladies are beautiful, pleasant, know how to speak and have teeth like pearl. They speak pleasantly. The young ladies are so polite and religious that they have never seen or heard the voice of any other male except their fathers or grandfathers (5, p. 227 [130b]). The author also mentions about the sufis in Sarajevo in SN. One of them is Abdî Çelebi. He has lots of wonders, once Evliya Çelebi witnessed one of them as Abdî Çelebi knew the fire in Kazancılar Çarşı before it occured. The other sufi mentioned by Evliya is Deli Nisâ Kadın (5, p. 228 [131a]). The clothes of the Bosnians are also mentioned in SN. Of course there is a difference with the notables and the public. The notables wear broadcloth and kontos and sable fur, in winter fox fur and satin robe. Their shoes are yellow and their turban clothes are hunkari. They wear glittering fine muslins. The middle class wears murex broadcloth and shoes and lamb fur. The subclass wears broadclothes, most of them wears green calpac. According to SN the ladies, rarely walking around, wear green, red and mixed colored broadclothes, yellow shoes, skullcaps and wear white muslin and black veils (5, p. 227-228 [130b]). Evliya tells that the soldiers of 760 castles such as Budin, Egri, Kanija, Bosnia in the borders are brave Bosnians (5, p. 230 [132a]). Moreover some of the soldiers of Van Castle (4, p. 120, [256a]), Erciş Castle in Van (4, p.101 [245a]), Yanova Castle in Tımışvâr (5, p. 212 [122b]) are Bosnians. Evliya, through the travels in Ottoman territory, praises the Bosnian saying that the soldiers of Eğri, Budin and Bosnia castles are so brave that he has never seen such brave soldiers in another place. (4, p. 120, [256a]; 5, p. 255 [146a]). And also the inhabitants of Belgrad (5, p. 199 [115b]), people of Budin (6, p. 153 [88a]) are Bosnians. According to the information provided by the author clues related to the distribution of Bosnian population in the Ottoman territory in the 17th century can be caught. It can be seen that the Bosnian hold important positions in the state. When Mehmed II conquered Bosnia, he showed tolerance to Bosnian Christians and gave them the opportunity to work for state. With the respect of Turkish to belief and the Bogomil Bosnians which is close to Islam, and as a result of cruelty of kings and Hungarians, they converted to Islam very fast§§§§§§§§§§§§§ and according to a rumour, Conqueror asked them their wish when they all become Muslims, they asked employment in state so they had important roles in the army, in the palace and in the state (Uzunçarşılı 1975: 64-85). Some of the Bosnian statesmen mentioned in SN are: Sokullu Mehmed Pasha (1, p. 68 [47b]), Recep Pasha (1, p. 97 [67a]), Gâzî Hüsrev-i Şîr Pasha (5, p. 42 [25b]), Kethudâ Boşnak Đbrâhîm Pasha (8, p. 192 [295b]), Serdâr Boşnak Süleymân Beğ (10, p. 520 [Q 351a] [P 345a]). Besides these statesmen, sometimes a sheikh, sometimes a musician can be in front of the reader in SN with the Bosnian idetity. According to the records of Evliya the owner of the Boşnakbağı Resort in Kasımpasa is a Bosnian sheikh that belongs to Uşşaki tariqah**************. Again the sheikh of the Koyun Baba Tekke in Adalya Castle in Teke County is Boşnak Zülfikâr Dede (9, p. 147 [Y 136a]). Boşnak Mahmûd Ağa is one of the ‡‡‡‡‡‡‡‡‡‡‡‡‡ Evliya Çelebi tells a story related to Posnak giant. According to the story, as Belkis Hatun has too many feathers this Posnak Giant brought and taught how to use nure mine. Belkis Hatun recovers from feather problem with this mine and Süleyman prays for the posnak giant (5, p. 229 [131b]. Evliya tells the story in details in 6th book (p. 284 [163a]). §§§§§§§§§§§§§ According to Moačanın the most important reason for the Bosnians to accept Islam as a mass action is that the heavy taxes that non-muslims have to pay (2002). Đnalcık also says that the reason for the massive religion conversion is heavy taxes (2009: 108). ************** The gardener of the Boşnakbağı resort is Sheikh himself (1, p. 179 [126b]). Moreover the popular “Bosnian Dede rose” in Kasımpaşa should be grown in this garden (1, p. 180 [127a]). 389 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo master of kopuz (a musical instrument) that is typical for Bosnia, Budin, Kanlıca, Eğri and Tımışvâr (1, p. 304 [207a]). The names of Bosnians can be seen in some architectural constructions. Kelemser Boşnak Đsmail Efendi Mansion (1, p. 195 [137b]), Boşnak Mustafa Efendi Inn (9, p. 35 [Q 16b] [P 16b]), Boşnak Mustafa Pasha Mosque (10, p. 465 [Y 438a]) are samples for these constructions. The only negative thing related to Bosnian told by Evliya Çelebi is their attitude towards cats. According to a talisman from ancient ages, the number of mice in the city is so low and the number of cats is low, in turn. Feeding cat whose main task of is catching mouse so the people do not feed any cats. In this topic which is an indication of stinginess, people of Banyaluka condemn Sarajevo people. However Evliya Çelebi expresses that the people of Sarajevo are very generous and friendly (5, p. 226 [130a]). 3. Bosnian Language One of the features that make SN an indispensable source is that it contains materials related to many earth languages besides the Turkish. Evliya Çelebi has theories, or rather notions, on the origins and relations of the languages (Dankoff 2004: 58). The author explains the formation of many languages with Bosnian language: There was a bishop who informed the birth of Jesus, invited Rumelian people to Christianism in Köstence. This bishop was very sophisticated and he formed Bulgarian, Serbian, Voynik, Cakona, Crotian, Bosnian, Polish, Russian, Czech, Swedish languages in three hundred years and taught them to monks under his service. These monks had been distributed to various regions so the languages they had learnt were distributed as well (3, p. 234 [146a-146b]). Evliya Çelebi, who provides various information about the origins of languages, behaved like a linguist where he had been and recorded language features of the region and gave samples of word, phrase and sentences. The author did not forget the Bosnian language which is one of the Slavic languages which he mentioned as familiar to Latin language during his travel to Bosnia. First the numbers are written in Bosnian language: “yedno dıva tıri 1 2 3 çetri 4 pet 5 şes sedem osem 6 7 8 devet 9 deset 10” (5, p. 229 [132a]). Later the traveller gives some passages from Makbûl-i Ârif (Potur Şâhidî), a Turkish-Bosnian poetic dictionary†††††††††††††† written by Muhammed Hevâî instead of giving a list of his recorded words or short sentences as he did in many other languages‡‡‡‡‡‡‡‡‡‡‡‡‡‡. Two of them are: Boğ tanrı yedno birdir hem yedino vahdetî Duşe cândır çoyik âdem dirligidir jiveti Hem ferişte angil oldu göklere de nebesa Ray cennet ray-niki oldu demek cennetî Moma kızdır prah tozdur tırağ izdir put yol Viseko yüksek hizeko alçak u hem nizeti (God, one, unity) (soul, man, life) (angel, sky) (heaven, deserving of heaven) (girl, dust, footstep, road) (high, low) Vodüna sulı çamura kalu çamura batan ana de baltan (watery, mud, who sinks in mud) Kazın adı hem dahi ördeğün biri patkadır biri guskadır (goose, duck) Arı ijderal adı turnanın dahi çapladır balığı yudan (bee, crane) Golup de hem gügercine girlo kanat ve mehr mecat (pigeon, wing, seal) Gemi lagadır ve more deniz unont olan boğulup batan (boat, sea, who has drowned) Neke bat yunak tğodi peji tserav pijre isterce meke§§§§§§§§§§§§§§ Olımaz yiğit kalıcı kişi geriye bakan yüregi atan (5, p. 230 [132a]). Evliya Çelebi gives the most common words used in Budin in which all the people are Bosnian. Muhassal-ı çelam “in short”, demişüm “I have said.”, şâyed gelmeyesün “if you don’t come”, sağ mısun “Are you alive?” (6, p. 153 [88a]) are some of them. Besides, Evliya Çelebi sometimes mentioned some Bosnian words in the whole SN. For instance, while Evliya was talking about Maçkosa Inn, he explains that maçkosa means “cat” (5, p. 222 [128a]). Again while talking about Mokra Inn, he explains that mokra means “precipitous stony place” in Bosnian (5, p. 223 [128a]). †††††††††††††† ‡‡‡‡‡‡‡‡‡‡‡‡‡‡ §§§§§§§§§§§§§§ For further information please see Okumuş 2009. The Bosnian words in verse are written in Italic and the English equivalents of them are in parenthesis. “He can not be a brave who holds back, looks behind, whose heart palpitates.” 390 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Ruçka is the name of “breakfast” (5, p. 229 [131b]). Virbaza, a name of a water in Travnik means “willow” *************** (5, p. 232 [133a]). “Daugher of king and wife of king” is called queen in Bosnian (6, p. 134 [77b]). Ustolni is “stool”, bograd is “white” (7, p. 20 [12b]), kobila is “horse castle” (7, p. 140 [80a]). While the author is giving the equivalent of “hot spring” word in other languages, he says that this word is called bana in Bosnia and Rumelia††††††††††††††† (2, p. 204 [345b]). Evliya Çelebi records that the people of this region shorten the names such as Muhammed as Maho, Ahmed as Ahmo, Şabân as Şabo, Đbrâhîm as Đbro, Zülfikâr as Zuko, Hasan as Haso, Hüseyin as Hüso, Cafer as Cafo, Süleymân as Sülo, Ramazân as Ramo and Ali as Alo‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡. The names of their slaves are Hûrem or Hürrem, Behlûle, Yoro, Safo, Hoyrad, Fehrâd, Kînân or Kenan. Evliya gives as examples of women names: Sâliha, Sâbiha, Râziye, Marzıye, Meryem, Hümâ, Havvâ, Ümmühân and Nâdire. The nicknames transfered by the author are Lübzâde, Filibzâde, Koskızâde, Lâfîzâde, Çovozâde, Yunakzâde and Döşözâde (5, p. 227 [130b]). Various conversations can be added to the information related to Bosnian language given by Evliya Çelebi. The traveller presents the sentences of Idris Baba who lived in Peçoy, Kanije in about 1590 in Bosnian dialect from the inhabitants: “Bire biz kırduyuz, bire şimden gerü kâfiri bağlıyor durmuyor esîr ediyor.”§§§§§§§§§§§§§§§ (6, p. 120 [69b]). Evliya also presented the conversations he witnessed. He presents the conversation directly among the border veterans in a vineyard. One of these veterans says “Bire cele cânum, hoço çelo Allâhı seversen kazı yiğit bir manca yeyelüz.”**************** in Bosnian dialect (5, p. 255 [146a]). “Belî, biz ol köyleri ve ol yolları biliriz. Niçe bin kerre varmışuz ve gelmişüz. Yüriye durmayaluz, varalum ve vilâyetleri vuralum, yakalum ve yıkalum. Varaluz kâfirleri kıraluz, esîrler alaluz.”†††††††††††††††† These sentences are said by border veterans in a battle in Bosnian (6, p. 323 [185b]). Evliya Çelebi, who ran away from enemy during the siege of Şebenik Castle one of the castles of Venedik, witnessed a dialogue in Bosnian between a muslim father and son who came to chop wood: “Bre Meho”‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡, “Đşto veliş?”§§§§§§§§§§§§§§§§, “Hodamu sinko, hodamu”***************** The father talked to Evliya in Bosnian dialect: “Ya sen safâ celdun. Ya sağ misun? Ya sen bu dağlarda nişlerisun?”††††††††††††††††† (10, p. 148 [Y 124]). Thus it is possible to find sample Bosnian words and sentences and Turkish samples formed in Bosnian dialect. Of course Bosnian language is not the only spoken language in the territority of Bosnia Province. Evliya Çelebi recordeds the regions who speak Bosnian outside Bosnia in the 17th century in his SN. Vidin City and Banya Town in Rumelia Province (6, p. 99 [58a]), Mitroviçse City (6, p. 103 [59b]) and Şemetorna Castle (7, p. 20 [12a]), Rodnik Castle (6, p. 239 [137b]), Öziçe City (6, p. 247 [141a]), Ustolni Belgrad (7, p. 27 [16a]) and Đhram castle (7, p. 167 [93b]) in Semendire County in Budin, Sonlok Castle in Eğri Province (7, p. 136 [78a]) and Baç Castle in Segedin County (7, p. 139 [79b]) are the some examples to this. Of course Bosnian population in these regions has a big impact for Bosnian language‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ to be spoken. The people of Sarajevo speak Turkish, Serbian, Latin, Crotian and Bulgarian beside Bosnian. (5, p. 227 [130a]). *************** While Evliya Çelebi was mentioning about Virba wood, he declares that virba means “willow” (5, p. 251 [144a]). ††††††††††††††† While he was mentioning about Banya town in Vidin, he declares that “hot spring” is called banya or bana in Bosnian in this region (6, p. 100 [58b]). ‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ Evliya declairs the same feature while mentioning about Banyaluka and he writes that the names of the people in this region are Haso {Hasan}, Huso {Hüseyin}, Muso {Musa}, Memo {Memi}, Cafo {Cafer}, Ahmo {Ahmed}, Mahmo {Mehemmed}, Zuko {Zülfikar}, Đbro {Đbrahim} in Bosnian language (5, p. 268 [153b]. These words could be formed by added affix ‘o’ at the end of them. This affix is added instead of either a vocal or a sound group or one syllable or two syllables. It isn’t known that to which language this affix belongs but it can be estimated that it comes from Serbian as it is used as vokatif affix in Serbian (Hafız 1999: 520). §§§§§§§§§§§§§§§ “We killed, now then he is tying the enemy, he does not stop, he is capturing them.” “Please come dear, lets eat meal for the love of God.” †††††††††††††††† “Yes, we know those villages and all ways. We have gone there and turned back several times. Let’s walk, Let’s not stop. Let’s go there and shoot, destroy the villages. Let’s go and kill the enemies and capture them.” ‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ “Meho!” §§§§§§§§§§§§§§§§ According to Evliya Çelebi’s translate it means “What do you say?” (10, p. 148 [Y 124]). ***************** According to Evliya Çelebi’s translate it means “Come here my lovely son, come!” (10, p. 148 [Y 124]). ††††††††††††††††† “Welcome. Are you alive? What are you doing in theese mountains?” ‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ Today Bosnian is spoken initially in Bosna Herzegovina, Serbia, Sancak, Montenegro, Croatia, Macedonia, Slovenia and Turkey (Gökdağ-Dinçer 2007: 205). **************** 391 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 4. Conclusion Evliya Çelebi, who travelled around the Bosnia province, gives detailed imformation on many issues such as historical, geographical, administrative and political, architectural, economic, philological, folklore, social, cultural characteristics of the province. Evliya draws a colorful picture of Bosnia in the 17th century. When SN is considered a basic resource in many issues for that period (Faroqhi 2006:712) the value of this picture will be better understood. SN is quite important for the researchers who work on the history of urbanism and architecture in the Ottoman Balkans and has resource problems (Kiel 2003: 116). The information on the Ottoman monuments, city life and lay out provided by the author are important documents which are neglected to record of a civilazation (Shaw 2008:348). However the information in SN in which sometimes reality and fiction are confused should be used by comparing with other resources. References Açık, Tansu. (2009). “Evliyâ Çelebi’de Yunan-Roma Dünyası”, Çağının Sıradışı Yazarı Evliyâ Çelebi, Hazırlayan: Nuran Tezcan, Yapı Kredi Yayınları, Đstanbul, 23-33. Akgündüz, Ahmed. (1992). Osmanlı Kanunnâmeleri ve Hukukî Tahlilleri, 4. Kitap Kanunî Devri Kanunnâmeleri I. Kısım Merkezî ve Umumî Kanunnâmeler, FEY Vakfı Yayınları, Đstanbul. Bruinessen, Martin van. (2003). “Evliya Çelebi Ve Seyahatnamesi”, Evliya Çelebi Diyarbekir’de, Derleyenler: Martin van Bruinessen-Hendrik Boeschoten, Çeviren Tansel Güney, Đletişim Yayınları, Đstanbul, 25-38. Car-Drinda. (1999). “XVII. Yüzyıl Bosna Sancağında Vakıf Müesseseleri”, Osmanlı, C V (Toplum), Ankara, 63-74. Dankoff, Robert. (2004). Evliya Çelebi Seyahatnamesi Okuma Sözlüğü, Katkılarla Đngilizceden Çeviren: Semih Tezcan, Türk Dilleri Araştırmaları Dizisi: 37, Đstanbul. Evliyâ Çelebi Seyahatnâmesi 1. Kitap, Hazırlayan: Orhan Şaik Gökyay, Yapı Kredi Yayınları, Đstanbul, 1996. __________ 2. Kitap, Hazırlayanlar: Zekeriya Kurşun-Seyit Ali Kahraman-Yücel Dağlı, Yapı Kredi Yayınları, Đstanbul, 1999. __________ 3. Kitap, Hazırlayanlar: Seyit Ali Kahraman-Yücel Dağlı, Yapı Kredi Yayınları, Đstanbul, 1999. __________ 4. Kitap, Hazırlayanlar: Yücel Dağlı-Seyit Ali Kahraman, Yapı Kredi Yayınları, Đstanbul, 2001. __________ 5. Kitap, Hazırlayanlar: Yücel Dağlı-Seyit Ali Kahraman-Đbrahim Sezgin, Yapı Kredi Yayınları, Đstanbul, 2001. __________ 6. Kitap, Hazırlayanlar: Seyit Ali Kahraman-Yücel Dağlı, Yapı Kredi Yayınları, Đstanbul, 2002. __________ 7. Kitap, Hazırlayanlar: Yücel Dağlı-Seyit Ali Kahraman-Robert Dankoff, Yapı Kredi Yayınları, Đstanbul, 2003. __________ 8. Kitap, Hazırlayanlar: Seyit Ali Kahraman-Yücel Dağlı-Robert Dankoff, Yapı Kredi Yayınları, Đstanbul, 2003. __________ 9. Kitap, Hazırlayanlar: Yücel Dağlı-Seyit Ali Kahraman-Robert Dankoff, Yapı Kredi Yayınları, Đstanbul, 2005. 392 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo __________ 10. Kitap, Hazırlayanlar: Seyit Ali Kahraman-Yücel Dağlı-Robert Dankoff, Yapı Kredi Yayınları, Đstanbul, 2007. Faraqhı, Suraiya. (2006). “Kentlerde Toplumsal Yaşam”, Osmanlı Đmparatorluğu’nun Ekonomik ve Sosyal Tarihi, Türkçeye çevirenler: Ayşe Berktay, Süphan Andıç, Serdar Alper, C 2, Eren Yayıncılık, (2. Baskı), Đstanbul, 699-729. Gökdağ, Bilgehan Atsız-Dinçer, Aslıhan. (2007). “Balkanlarda Dil Ve Kimlik”, Balkanlar El Kitabı, C 3 Dil ve Edebiyat, Balkan Kaynakçası, Derleyenler: Osman Karatay-Bilgehan A. Gökdağ-Melahat Pars, Karam & Vadi, 191-222. Hafız, Nimetullah. (1999). “Kosova Türk Ağızlarında Sırp ve Arnavut Dilinin Etkisi”, 3. Uluslararası Türk Dil Kurultayı 1996, Türk Dil Kurumu Yayınları, Ankara, s. 517-522. Đnalcık, Halil. (2009). Osmanlı Đmparatorluğu’nun Ekonomik ve Sosyal Tarihi, Türkçeye çeviren: Halil Berktay, C I, Eren Yayıncılık, (3. Baskı), Đstanbul. Kaçar, Mustafa. (2002). “Osmanlı Đmparatorluğu’nda Klasik Bilim Geleneğinin Tarihçesi”, Türkler, C 10, Yeni Türkiye Yayınları, Ankara, 155-174. Kaşıkçı, Nihat-Yılmaz, Hasan. (2001). Mora’dan Viyana’ya Osmanlı’nın Avrupası (Ülkeler-Şehirler-Đz Bırakanlar), Türk Metal Sendikası Araştırma Bürosu, Ankara. Kestelli, Raif Necdet. (2004). Resimli Türkçe Kamus, Hazırlayanlar: Recep Toparlı, Belgin Tezcan Aksu, Canan Selvi Kanoğlu, Seyfullah Türkmen, Türk Dil Kurumu Yayınları, Ankara. Kiel, Machiel. (2003). “Şehrin Fiziksel Özellikleri”, Evliya Çelebi Diyarbekir’de, Derleyenler: Martin van Bruinessn-Hendrik Boeschoten, Çeviren: Tansel Güney, Đletişim Yayınları, Đstanbul, 101-116. Moačanın, Nenad. (2002). “Osmanlı Bosnası”, Türkler, C 10, Yeni Türkiye Yayınları, Ankara, 399-405. Mütercim Âsım Efendi. (2000). Burhân-ı Katı, Hazırlayanlar: Mürsel Öztürk, Derya Örs, Türk Dil Kurumu Yayınları, Ankara. Öztuna, Yılmaz. (1998). Osmanlı Devleti Tarihi -2- “Medeniyet Tarihi”, T.C. Kültür Bakanlığı Yayınları, Ankara. Öztürk, Nazif. (2002). “Osmanlı Döneminde Vakıflar”, Türkler, C 10, Yeni Türkiye Yayınları, Ankara, 433-446. Okumuş, Sait. (2009). “Muhammed Hevâî Üsküfî ve Türkçe-Boşnakça Manzum Sözlüğü Makbûl-i Ârif (Potur Şâhidî)”, Turkish Studies, Volume 4/4, Summer, 823-844. Orhonlu, Cengiz. (2002). “Şehir Mimarları”, Türkler, C 10, Yeni Türkiye Yayınları, Ankara, s. 528-539. Shaw, Stanford (2008). Osmanlı Đmparatorluğu Ve Modern Türkiye, Çeviren: Mehmet Harmancı, C 1, E Yayınları, Đstanbul. T.C. Başbakanlık Devlet Arşivleri Genel Müdürlüğü Osmanlı Arşivi Daire Başkanlığı. (1992). Bosna-Hersek Đle Đlgili Arşiv Belgeleri (1516-1919), Ankara. Tezcan, Nuran. (2002). “Bir Üslup Ustası Olarak Evliya Çelebi”, Evliya Çelebi ve Seyahatname, Yayına Hazırlayanlar: Nuran Tezcan-Kadir Atlansoy, Doğu Akdeniz Üniversitesi Yayınları, Gazimağusa, Mersin, 231243. Uzunçarşılı, Đsmail Hakkı. (1975). Osmanlı Tarihi, C II, Türk Tarih Kurumu Basımevi, Ankara. www.loghatnaameh.com 393 � 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. 723 Title A name given to the resource Evliya Çelebi in Bosnia Author Author Akmaz, Münteha Gül Abstract A summary of the resource. Famous Turkish traveller Evliya Çelebi, who lived in 17th century, travelled Ottoman territory from west to east, at the same time he went around neigbourhood. At the end of these travels lasted approximately fifty years, his work Seyahatnâme, which is composed of ten volumes, has come out. Seyahatnâme is not only unique resource for Turkish culture, history, language and literature but also a rich treasure for folks lived in the Ottoman territory. One of these folks is the Bosnians. Evliya Çelebi travelled in Bosnia, one of the provinces of Ottoman Empire, entirely in the 17th century and gave important information about its history, geography, political, economical and cultural structures of the region. Evliya, who had outstanding powers of observation, told about Bosnia, from its castles to mosques, foods to clothes eleborately. Moreover it is possible to find information about Bosnians in Seyahatnâme. Not only Bosnians in Bosnia but also Bosnians who had been settled down different parts of Europa because of their success in battles were told. In addition, Evliya Çelebi focused on Bosnian language and gave samples of this language. In the frame of this presentation, information about Bosnia, Bosnians and their language mentioned by Evliya Çelebi in the Seyahatnâme are going to be studied. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/d1677ff2a0116682ea9d38fa82f46bb8.pdf 5b68aa346ab569f15b76607ea3291351 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Attitudes of Pupils to TV Show Based Vocabulary Teaching in EFL Classes Mehmet Akdoğan International School of Sarajevo, Sarajevo, Bosnia makdoga@gmail.com Melih Karakuzu Ataturk University, Erzurum, Turkey mkarakuzu@yahoo.com Harun Baştuğ Sarajevo College, Sarajevo, Bosnia harunbastug@yahoo.com Abstract: This paper argues how current popular TV Shows can increase motivation and help the pupils learn vocabulary in a fast and an effective way. They can serve as great time savers and more memorable activities for the benefit of them. The use of vocabulary in a meaningful context adds up to its invaluable outcome in terms of student participation and attitudes towards the lessons. Moreover, an ELT teacher may construct his/her own teaching material out of these shows and plans the vocabulary teaching lessons according to the needs of the pupils. It is also believed that all of the pupils would like to have and enjoy these shows as their vocabulary lessons regardless of their gender. Seven sample lessons taken from a comedy show called "My Name is Earl" are used in the study to illustrate the case. The study was applied to 50 students in International School of Sarajevo. Introduction The use of technology, specifically multimedia, for foreign language instruction has expanded rapidly in the world especially during the last few decades. Studies of the effect of technology-enhanced instruction on achievement and studies of student attitudes regarding learning with technology have also increasingly been reported. Moreover, a student's attitude and motivation has frequently been reported to be the most critical factor for success within computer-assisted language learning environments (Brandl, 2002; Desmarais, 2002; Doherty, 2002; Gilbert, 2001; Murday & Ushida, 2002; Warschauer, 1996a, 1996b). Motivation, according to Winne and Marx (1989), is both a condition for, and a result of, effective instruction. Hence, it is plausible to speculate that students' motivation plays an important role in successful CALL implementation and that, if used effectively, the CALL environment can enhance students' motivation to learn a second language (L2). Thus, especially in the recent years, language teachers have made use of different videos to enhance teaching vocabulary in their classroom settings. Traditionally, two main uses of video have been distinguished: instructional video, specifically created to teach foreign languages, and authentic video materials, such as films, TV series, commercials, etc., originally created for native speakers of the language. The great value of these video comes from its combination of sounds, images, and sometimes text (as subtitles), together with the socio-cultural information about habits, traditions, culture, etc. All this makes it a very comprehensible tool for teaching vocabulary to foreign language students. Based on these, this study investigated the role of TV Shows on student L2 vocabulary learning and how this, in turn, affected students' attitudes. The present study reports data from an investigation of the attitudes of students’ own vocabulary learning, based on the TV show called My Name is Earl. It also sought to determine whether students have positive or negative attitudes towards the use of TV Shows while studying vocabulary. A comparison was also made between the scores of the male and female participants. 145 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo L2 Vocabulary Acquisition There is considerable evidence that L1 learners acquire a large amount of their vocabulary through guessing from context (Sternberg, 1987). The frequency at which the L1 learner encounters words, and the variety of contexts in which words are encountered, ensure that the learner will eventually come across most new words in a context where the word is guessable. It is suggested however that foreign language students do not undergo the same rich and varied exposure to vocabulary (Singleton, 1999). As a result, although EFL students quickly learn many of the high frequency words that occur in teaching materials, they experience a breakdown in their ability to guess from context when faced with the much lower frequency words found in unsimplified texts. This is because the low-frequency words found in unsimplified texts make up too large a proportion of those texts. In other words, since there are not enough familiar words in the text for the learner to use as clues, guessing unfamiliar words from context becomes extremely difficult or impossible. Moreover, these low frequency words as well as high frequency ones are not easily and comfortably used in meaningful contexts by the EFL students. Thus, most of the students have difficulty in using their vocabulary knowledge in real life. One of the most effective ways to overcome this problem is to find appropriate authentic materials to provide sample cases to illustrate the usage of these words/phrases. The Study Each individual has his/her own beliefs about the materials introduced and these perceptions play a great role in their learning process. According to Krashen (1987), "comprehensible input" and the affective state are the true causes of language acquisition. On this hypothesis, production exercises would be relevant to language acquisition only insofar as they lower affective barriers or provide additional comprehensible input. In our study, the words/phrases in glossary parts have been chosen based on the teacher’s observations about the students and frequent use and difficulty level of the target vocabulary has been taken into consideration. In the study, the vocabulary lessons are based on the TV show called “My Name is Earl (Season 1)” and they have been used once a 146 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo week for 7 weeks in a row from March 8 to April 23 2010. During the lessons, firstly the glossary parts with between 15 to 20 words are studied/reviewed. Then, the students are asked to take a look at the gap fill questions. The pupils are supposed to fill in the gaps while watching the TV show with subtitles. After the seventh episode, questionnaires with 20 questions were delivered personally to respondents. The questionnaire contained five graded Likert Scale questions, which measured the interest, effectiveness and usefulness of the course elements. The approach used for developing the instrument was practical: questions were formulated in order to evaluate student attitudes and feelings towards these lessons (see Table 1). A total of 50 questionnaires were distributed and all were received during the same class period, resulting in response rate of 100 percent. Respondents’ anonymity was ensured by asking them not to identify themselves in any way other than circling their gender. The sample for this study was selected conveniently from three different classes of International School of Sarajevo, BIH. The sample included teenagers aged from 14 to 15 only. Gender was represented by 50 percent males and 50 percent females. Findings All the results are statistically analyzed in our study. Firstly, we take 3 as our medium point as we use a five graded Likert Scale. When we look at table 2, it shows us how different the averages are from our average point, 147 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo which is 3 according to our scale. The study suggests that the higher our t value and the lower our p value (the authors have based their study on 0.05 p value), the more difference we have. The values lower than 0.05 are considered to be significantly different from 3; on the other hand, the ones over 0.05 are considered to be same with 3. In other words, the respondents think positively on the values with a p value of lower than 0.05; however, they are indecisive about the questions whose values are over 0.05. In our study, all of the p values in this case are 0, which means that all of the students think positively on these vocabulary lessons based on TV shows. Especially, they want most to have more vocabulary lessons based on TV Shows and then secondly, they agree that these lessons are their favorite vocabulary lessons and these lessons are interesting and they enjoy them a lot. On the other hand, in spite of thinking still positively on having a chance to review the target vocabulary by watching the related episode at home, they seem to be least decisive about this item. 148 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo As for Table 3, it is used to find out if there is significance in the attitudes of males and females towards the vocabulary lessons. Again, we should keep in mind that, we have based our study on 0.05 p value. As suggested in statistical analysis researches, the higher the t value and the lower the p value, the more difference we have between the respondents’ attitudes. According to the study, in 18 of the items there are no significant differences but in only question 16 and 8, males and females think significantly different. That is to say, in all other cases, there is no big difference in the beliefs, perceptions and attitudes between the male and female pupils, both of the groups have similar attitudes towards the lessons, they think more or less the same; however, the males think that they come to the lessons with greater motivation thanks to these lessons compared to the females. Moreover, again the male pupils believe more than the female ones do that these lessons help them with their speaking skills. 149 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Suggestions for Further Research All in all, both girls and boys have positive attitudes towards all of the questions and the lessons in return. In item 16 and 8, the boys seem to think more positively compared to the girls and find the lessons more enjoyable and fun but it may be because of many reasons including the main characters’ being men and these men’s being better natured than the female characters. These all are topics for further research with TV shows whose main characters are good females. Then, we can have a better and healthier analysis on this gender difference issue...etc. Moreover, all of the participants are 14-15 year old teenagers in our case and the research could be applied to younger children, late teenagers and even adults to see their attitudes and compare them with the findings of this research. As stated earlier, in this study the same comedy show has been used in the classroom in this study; however, different kinds of TV Shows should also be used and compared and contrasted to have a better understanding of the situation. Limitations of the Research The participants chosen are all from the author’s present classes. Therefore, their response to the author’s questions may not be 100% reliable. The reliability may not be guaranteed because they are the author’s students and they may have certain worries when replying the questions. And they may have their own preferences and they have different levels of learning English, from B2 to C2. And still they may like or dislike answering some of the questions, thus the answers may be not completely accurate. And what is more, the author’s knowledge of computer may not be sufficient. In addition, the questions may not cover all the essential aspects of these vocabulary lessons. Conclusion By and large, student evaluation of TV show based courses showed that the participants had a highly positive attitude towards implementations especially with respect to enjoying these lessons and asking for more of this kind of vocabulary lessons. Eliciting ideas on course improvements showed that students would like to watch TV shows during the classes as much as possible for different reasons mentioned. Some significant benefits for students related to the use of TV shows in classrooms include increased motivation, improvement in student involvement and great help with basic skills, as well as more student-centered learning and motivation to coming to the lessons, and more active processing with better recall. It is observed that students appear to gain confidence assessing their own learning too. All things considered, foreign language words are learned better when directly associated with appropriate nonverbal referents; this efficient association can only be found in real life or in authentic video. In the type of activities advocated in this paper, authentic video as TV shows is not there to overload learners with unknown language (as the detractors of the use of authentic input could claim); thanks to a series of activities that surround a previously selected clip from beginning to end, the viewing is controlled and directly addressed to the teacher’s goals for a particular lesson. Therefore, just as vocabulary teaching and learning should not be divorced from the classroom setting, vocabulary teaching and learning should not be separated from the use of authentic video in class because students learn the vocabulary best in meaningful contexts and the TV shows are of great significance in this manner that they contain lots of real life cases and speech patterns…etc. for the benefit of the EFL learners. Thereore, the positive effects of the shows should not be ignored but stressed and encouraged through different approaches and techniques. The encouraging impact of the TV show based course has been estimated as highly positive in regard to student attitudes both towards the course and vocabulary learning and as expected, this study confirmed many presumptions including the one about gender differences. Finally, it has been seen that the pupils would like to have more and more TV shows and they feel the positive atmosphere of these lessons not only during but also before and after the lessons. 150 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References My Name Is Earl Season 1 DVD (2005) created by Greg Garcia, NBC television Network Danan, M. (1992) Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42, 497-527. Eiko Ushida, “The Role of Students’ Attitudes and Motivation in Second Language Learning in Online Language Courses” University of California, San Diego Calico Journal, Vol 23, No. 1 (September 2005) Ghadirin, S. (2001) Providing controlled exposure to target vocabulary through the screening and arranging of texts. Language Learning and Technology, 6(1): 147-164. J. Stepp-Greany, “Student Perceptions on Language Learning in a Technological Environment: Implications for the New Millennium” Language Learning & Technology, Vol. 6, No.1, pp. 165-180, January 2002. Krashen, S. D. (1987). Principles and practice in second language acquisition. Englewood Cliffs, NJ: PrenticeHall. Singleton D. (1999) Exploring the second language mental lexicon . Cambridge : Cambridge University Press. Sternberg, R.J. (1987). Most vocabulary is learned from context. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Erlbaum. Winne, P. H. & Marx, R. W. (1989). A cognitive processing analysis of motivation within classroom tasks. In C. Ames & R. Ames (Eds. ),Research on motivation in education (Vol. 3, pp. 223-257). Orlando, FL: Academic Press. 151 � 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. 416 Title A name given to the resource Attitudes of Pupils to TV Show Based Vocabulary Teaching in EFL Classes Author Author Akdoğan, Mehmet Karakuzu, Melih Bastuğ, Harun Abstract A summary of the resource. This paper argues how current popular TV Shows can increase motivation and help the pupils learn vocabulary in a fast and an effective way. They can serve as great time savers and more memorable activities for the benefit of them. The use of vocabulary in a meaningful context adds up to its invaluable outcome in terms of student participation and attitudes towards the lessons. Moreover, an ELT teacher may construct his/her own teaching material out of these shows and plans the vocabulary teaching lessons according to the needs of the pupils. It is also believed that all of the pupils would like to have and enjoy these shows as their vocabulary lessons regardless of their gender. Seven sample lessons taken from a comedy show called "My Name is Earl" are used in the study to illustrate the case. The study was applied to 50 students in International School of Sarajevo. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/60c511c1666bed50f9dc34c36078a3e8.pdf 26b44e77f76ab0137497b8fa75bbd563 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo SLA Implications to Language Learning Strategies and Pedagogy Azamat Akbarov Faculty of Education, International Burch University Sarajevo, Bosnia and Herzegovina aakbarov@ibu.edu.ba Mustafa Arslan Faculty of Education, International Burch University Sarajevo, Bosnia and Herzegovina marslan@ibu.edu.ba Abstract: The topic of language learning has been one of the most prolific areas of research in ESL education in recent years. With the advent of the communicative approach in ESL education, greater responsibility has been placed on ESL learners for their own learning then under the previous teaching methods used in ESL classrooms. Therefore, the learners under the communicative approach often need to employ various and specific language learning strategies in order to carry out their tasks or to facilitate their language learning. The purpose of this paper is to provide ESL teachers with a broad picture for the area of language learning strategies. In addition, it aims to offer ESL teachers some applications for their own classrooms. There have been there major domains related to research on language learning strategies: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. Several implications and applications are discussed based on the findings from the three domains. 1. Introduction Learning strategies have been defined as specific behaviours and thought processes employed by the learner to facilitate acquisition, storage, retrieval, or use of information (Chamot, 1993). In line with this definition, language learning strategies can be defined as conscious and semi-conscious thoughts and behaviours that learners use to make language learning more succesful, self-directed, and enjoyable (Cohen, 2002). After perceiving the failure of the Grammar translation Method and the Audio-Lingual Method in terms of fostering real communication skills, ESL/EFL educators have begun to search for more affective language teaching methods. This quest caused the advent of the communication approach in language teaching (Oxford, 1989). As the communicative approach has been utilized in ESL/EFL classrooms, learners have become more autonomous and taken greater responsibility for their own learning compared to those educated under the AudioLingual Method. Under this circumstance, the communicative approach encourages learners to use language learning or to carry out their language learning tasks. The area of language learning strategies has been one of the popular ones in ESL/EFL research and pedagogy since the 1970's. This paper synthesizes research conducted on language learning strategies to this date and aims to provide ESL/EFL teacher with a broad picture of language learning strategies and offer some ways to apply them to their classrooms. Existing research on language learning strategies generally falls into the following three categories: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. After examinig each area based on finding from previous work, several implications and applications will be discussed. 2. Identification and Classification of Language Learning Strategies Interest in the identification of language learning strategies emerged in the 1970s when several researchers explored “good language learning” studies (Naiman, Frchlich, &Todesco, 1975; Rubin, 1975; Stern, 1975). During this time, it was assumed that good language learners use better learning strategies than poor language learners (Oxford, 1989), and that these strategies could be detected by concentrating on what good language learners did as they learned a language. Rubin (1975) identified the good language learner's characteristics as follows: 1) being a willing and accurate guesser, 2) having a strong, persevering drive to communicate, 3) often being uninhibited and willing to make mistakes in order to learn or communicate, 4) focusing on form by 14 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo looking for patterns, 5) taking advantage of all practice opportunities, 6) monitoring his or her own speech as well as that of others, and 7) paying attention to meaning. Stern (1975) presented the following ten strategies of good language learners: 1) a personal learning style or positive learning strategies, 2) an active approach to the learning task, 3) a tolerant and outgoing approach to the target language and empathy with its speakers, 4) technical know-how about how to tackle a language, 5) strategies of experimantation and planning with the object of developing the new language learning into an ordered system, and revising this system progressively, 6) constantly searching for meaning, 7) willingness to practice, 8) willingness to use the language in real communication, 9) self-monitoring and critical sensitivity to language use, and 10) developing the target language more and more as a separate references system and learning to think in it (p. 316). Finally, Naimen et al, (1975) suggested that good language learners: 1) select language situations that allow one's preferences to be used, 2) be actively involved in language learning, 3) see language as both a rule system and a communication tool, 4) extend and revise one's understanding of the language, 5) learn to think in the language, and 6) address the affective demands of language learning. During the 1980s, a number of researchers presented various classifications of članguage learning strategies. First, Rubin (1987) classified strategies as direct and indirect strategies depending on their contribution to the language learning process. Examples of the former categories are clasification/verification, monitoring, memorization, guessing/inductive reasoning, deductive reasoning, and practice. The latter categories include learners' behaviors such as creating practice opportunities and using production tracks such as communication strategies. O'Malley and Chamot (1990) offered a comprehensive summary and evaluation of strategy research to 1990 in their volume entitled Learning Strategies in Second Language Acquisition. In this volume, they classified language learning strategies into the three categories: 1) metacognitive strategies, 2) cognitive strategies, and 3) social/affective strategies. Detailed strategies of the three strategy categories are shown in table 1. TABLE 1. Classification of Language Learning Strategies (O'Malley & Chamot, 1990) Major Strategies Metacognitive strategies Cognitive strategies Social/Affective Strategies Specific Strategies Advance organization Advance preparation Organizational planning Selective attention Self-monitoring Self-evalution Self-management Rescurcing Grouping Note taking Summarizing Deducation Imagery Auditory representation Elaboration Transfer Inferencing Questioning for clarification Cooperation Self-talk Oxford (1990) classified language learning strategies based on the synthesis of previous work on good language learning strategies in general (Naiman et al, 1975; Rubin, 1975; Stern, 1975) and in relation to each of the four language skills (Tyache & Mendelsohn, 1986). As in Rubin's classification, Oxford (1990) classified language learning strategies as direct and indirect strategies; however, Oxford's subcategories of direct and indirect strategies were quite different from Rubin's classification. Oxford classified them in terms of four language skills rather than Rubin's idea of their contribution to language learning processes. Direct strategies in Oxford's classification involve memory , cognitive, and compensation strategies, and indirect strategies include metacognitive, affective, and social strategies, Detailed descriptions of the six categories of strategies (Oxford & Crookall, 1989) are as follows: 15 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 1. Memory strategies: techniques especially tailored to help the learner store new information in memory and receive it later 2. Cognitive strategies: skills that involve manipulation and transformation of the language in same direct way (e.g., through reasoning analysis, note taking, functional practice in naturalistic settings, formal practice with structures and sounds, etc.) 3. Compensation strategies: behaviors used to compensate for missing knowledge of some kind (e.g., inferencing while listening or reading or using synonyms or circumlocution while speaking or writing) 4. Metacognitive strategies: behaviors used for centering arranging, planning, and evaluating one's learning. These “beyond-the-cognitive” strategies are used to provide “executive control” over the learning process. 5. Affective strategies: techniques like self-reinforcement and positive self-talk which help learners gain better control over their emotions, attitudes, and motivations related to language learning 6. Social strategies: behaviors involving other people in the language learning process (e.g., questioning, cooperating with peers, and developing enpathy) 3. Factors Influencing Use of Language Learning Strategies An enormous number of studies have been conducted in recent years in order to explore factors affecting the use og language learning strategies. These factors include 1) L2 proficiency level, 2) affect, 3)ethnicity, 4) age, 5) gender, and 6) learning style. a. L2 Proficiency Level A number of studies demonstrated that students use somewhat different language learning strategies as they progress to higher course levels. Chamot and Kapper (1989), using think-aloud protocols, investigated upper and lower thirds of L2 learners' strategies in their longitudinal study. According to the results of the study, more proficient learners were more purposeful in performing tasks than less proficient learners. In addition, more proficient, leatners made greated use of learning strategies such as elaboration, inferencing, selective affention, and self-monitoring than less proficient learners. Politzer (1983) found that higher-course level students employed more positive language learning strategies than did lower-course level students. In the study of Chamot et al. (1987), as the course level rose, metacognitive strategy use increased and cognitive strategy use decreased. However, the course level did not affect social/affective strategy use in that the use of social/affective strategies remained very low across all course levels. O'Mally et al. (1985b) reported that intermediate level students used proportionately more metacognitive strategies than students with beginning level proficiency. Nyikos (1987) discovered developmental trends in strategy use, with decreasing and increasing uses of various strategies as student's language learning progressed. b. Affect The affect variable L2 includes L2 learner's attitudes toward ESL/EFL learning, motivation, anxiety, etc. According to Gardner and Lambert (1972), attitudes and motivation have playes significant roles in successful language learning. Oxford (1989) also noted that the existing literature on attitudes has shown its significant role in language learning in general. It is therefore likely to be influential in strategy use. In the study of Blalystok and Frchlich (1978), learners' attitude was found to be highly influential in the choince of language learning strategies- more influential than language aptitude. Little other empirical research has been done on the influence of attitudes on strategy use. Gardner (1985) found that motivation, closely related to attitudes, was the most influential factor in second language learning. In the study by Oxford and Nyikos (1989), motivation was found to be the most powerful factor influencing use of language learning strategies out of all other variables measured. 16 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo c. Ethnicity A number of studies have reported the significant influence of ethnicity on leaener's choice of strategies. According to these studies, Asian students tended to employ strategies involving rote memorization and language rules more than communication strategies, in addition, they responded less positively to strategy training than did Hispanic students (O'Malley). Table 2 offers comparisons among the studies that adopted Oxford's Strategy Inventory for Language Learning (SILL) (1990) in several ethnic groups. According to Table 2, metacognitive strategies were found to be the more frequently used strategies, and memory strategies were revealed to be the less frequently used strategies in most of the studies. Cognitive, social, and affective strategies were found to be diverse in terms of frequency in use across all the studies. TABLE 2. Comparisons among the Studies Using the SILL. Researchers Subjects' ethnicity Dougles (1992) American Yang (1992) Taiwanese Mullins (1992) Thailand Jung (1996) Korean More frequently used strategies Metacognitive S. Social S. Cognitive S. Compensation S. Affective S. Metacognitive S. Compensation S. Metacognitive S. Cognitive S. Metacognitive S. Affective S. Compensation S. Less frequently used strategies Compensation S. Memory S. Affective S. Social S. Cognitive S. Memory S. Social S. Affective S. Memory S. Cognitive S. Memory S. Social S. d. Age According to the results of several studies, adult language learners use more diverse and sophisticated language learning strategies then did younger learners. However, Oxford (1989) indicated that the motivational orientation of the adult learners, who were learning a language for immediate career purpose, might have been a greater factor than age in the above studies. Using a think-allowed procedure, Leaver (1989) also investigated the relationship between age and strategie choice by comparing the strategies used by two children and 15 adults learning foreign languages. According to the results of the study, there were significant differences between the two groups use of strategies. The adults used bottow-up processing strategies, whereas the children employed top-down processing strategies. Leaver, however, realized that age was not a factor affecting their differences and strategies. e. Gender The gender variable has been also explored by a number of ASL/AFL researchers. Politzer (1983) found that women used social learning strategies significantly more often than men. In the late 1980s and 1990s, Oxford and her colleagues reported the effects of gender on strategy use. According to a study by Ehrman and Oxford (1989), adult female language learners, in contrast to males, showed significantly greater use of language learning strategies in four categories: general study strategies, functional practice strategies, strategies for searching for and communicating meaning, and self-management strategies. Oxford and Nyikos (1989) also discovered that female learners, as compared to male learners, used language learning strategies significantly more often in three or five possible strategy categories: formal rule-based practice strategies, general study strategies, and converstional/input elicitation strategies. However, Oxford (1989) noted that the sex differences in the above studies above mights have been associated with women's greater social orientation, strong verbal skills, and greater conformity to norms, both linguistic and academic, as demonstrated by earlier research. 17 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo f. Learning Style Learning style can be defined as a person's “general approach to learning and problem solving” (Nam & Oxford, 1998, p. 52). By contrast, learning strategies refer to a person's “specifc methods of approaching a problem or task” (Brown. 1987, p. 79). Little research has been conducted to determine the relationship between learning style and learning strategies. Gallin (1999) found that those who were more intuitive in cognitive style preference were more likely to use inferencing strategy while reading than the less intuitive in cognitive style preference. 4. Language Learning Strategy Training The purpopse of research on EFL/ESL learning strategies was to provide unseccssful language learns with the effective learning strategies used by successful ones. A number of studies have investigated the effects of language learning strategy instruction on ESL/EFL leaeners achievements. Cohen and Aphek (1980) explored the effects of vocabulary learning training on students learning Hebrew. An experimental group was trained to use word association startegies in vocabulary learning tasks. Results indicated that the experimental group employed the association strategies in subsequent vocabulary learning tasks and showed better perfomance on vocabulary test that did the control groups. Hosenfeld (1984) investigated the effect of startegy training on reading comprehension. She trained two unsuccessful readers with the strategies of successful readers. After the tretment, she found that the two unsuccessful readers began to employ the language learning strategies used by succesful readers in subsequent reading tasks. The study by Oxford et al, (1990) expored the effects of strategy training in various international settings. Oxford and her five collegues investigaed the effects of strategy training on students learning Hebrew in Insreal (Cohen), students learning Danish in Denmark (Sutter), students learning Spanish in U.S. (Lavine), student learning Russian in the U.S. (Oxford), students learning German in the U.S. (Nyikos) and students learning English in France (Crookall). The six researchers reported that their strategy training generally yielded positive results and consluded that “strategy training – if designed carefully and sensitively with the learners needs in mind – can becom a key element in creative, self – directed langauge leraning” (p. 211). Park (1996) investigated the effects of self-regulated strategy training on the four variables in reading performance of ESL students. The experiment lasted for eight weeks and the four variables were reading comprehension, strategy use, reading attitudes, and learning styles. During the experiment, an experimental group received both cognitive and metacognitive strategies. According to the results of the study, there were significant positive effects in reading proficiency. The experiment group showed significant better performances in the posttest compared to the protest. The control group also demonstrated some improvements during the experimental period, but it failed to reach the level of significance. However, there were no significant differences in the use of strategies between the two groups after the treatment. In addition, no significant differences in the overall attitudes toward reading and learning styles were observed during the treatment period. Reflecting on the results of the above studies, the effects of strategy training on language learning seems to be inconclusive. 5. Implications and Applications So far, we have examined research in the area of language learning strategies in terms of three categories: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. Several implication can be explored for future research directions in ESL/EFL language learning strategies. First, the language strategy indentification and classification research has aimed to identify the most effective foreign language learning strategies and to offer ways in which those effective strategies can be taught to less proficient foreign language learners. As we have observed, good ESL/EFL learners use a larger variety of language learning strategies whereas poor ESL/EFL learners have a smaller repertoire of strategies. They also use them more consciously and more frequently than do poor ESL/EFL learners. Bacon (1992) indicated that when EFL learners are aware of the variety of strategies that are available to them, thay can better choose, use, evaluate, and modify those that work best for them as individuals. Therefore, we shoul provide our students with various and numerous language learning strategies to the greatest extent possible. Especially, we should introduce the characteristics of good learners and the good learners language learning strategies to our students and try to develop their awareness and use of those strategies. Second, the findings drown from the previous research have indicated that a number of factors were interrelated with learners use of language learning strategies. Therefore, as ESL/EFL researchers, we should try to explore the relationship between each variable and the use of language learning strategies using diverse methods. While conducting various experiments, we should also carefully examine how these variables affect 18 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo our students language learning strategies and what other variables could be influential in their use of language learning strategies. Based on the results of these procedures, we could identify and classify some benrficial language learning strategies for our students and make well-designed strategy instruction plan. Third, although the effects of strategy training on language learning is not yet fully conclusive, a number of studies have confirmed the positive effects of language learning strategies. These results suggest the necessity of offering strategy training to ESL/EFL learners. However, the majority of ESL/EFL students do not perceive the usefulness of language learning strategies for facillitating their English language. We thus should develop their awareness of language learning strategies and how to employ those strategies by providing them with strategies training. Existing research indicates that enormous time and effort is needed on the part of ESL/EFL teachers to produce the positive effects of strategy learning. Therefor, we should be patient in implementing strategy learning, and the strategy training should be designed and conducted in a systematical way over the long term. Some practical applications to ESL/EFL education can be also considered. From the research in the area of learning strategies, we can consider a learning strategy instructional framework as following four steps: 1) identifying the students present strategies, 2) assessing their strategy needs, 3) offering strategy instrucion, and 4) helping students transfer strategies to new tasks. The final step would be helping students transfer strategies to new tasks. Transfering strategies that students have learned to new task might not be easy for the students to do on their own. After offering strategy instructions, we should give them opportunities to discuss the new strategies on some other similar types of language tasks and to practice using yhem on these tasks. When the students are involved in the new language tasks, we should reduce the reminders to use the strategies by degrees in order to make them utilize the strategies automatically and independently on other tasks. In summary, as ESL/EFL teachers, we sholud give some guidelines to our students on how they can learn language more easily and more effevtively. Offering them strategy training would be one effective way to meet that goal. In conducting strategy training, we should first identify what strategies our students employ in language learning tasks, and then assess the efficacy of the strategies in a systematic way, using diverse measurements. Then, instruction could be focused on those strategies that appear to be effective and beneficial, especially for those students who have poor language skills. Finally, strategy training by ESL/EFL teachers should be offered in a very explicit way. If not, it would be hard for students to realize the necessity and usefulness of certain strategies. Strategy training with a explicit manner will make students perceive those more easily and use the strategies more independently and automously in their other communication situations. References: Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56, 9-49. Cohen, A. (2002). Learning style and language strategy preferences: The role of the teacher and the learner in English language teaching. English Teaching, 57 (4), 41-55 Ehrman, M. & Oxford, R. Effects of sex differences, career choice, and psychological type on adult language strategies. Modern Language Journal, 73, 1-13 Ellis, R. (1994). The study of second language acquisition. Oxford, New York: Oxford University Press. Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297. Margolis, D. (2003). Teaching implications of Korean tertiary student use of compensation strategies. English Teaching, 58 (1), 177-199 O’Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Park, Y. (2006). Self-regulated strategy training in second language reading: its effects on reading comprehension, strategy use, reading attitudes, and learning styles of university ESL students. Foreign Language Education, 2 (1), 59-80. 19 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10 (3), 209-231. Song, M. (1999). Reading strategies and second language reading ability: The magnitude of the relationship. English Teaching. 54. 73-95 Thompson, I. & Rutin, J. (1995). Can strategy instruction improve listening comprehension? Foreign Language Annuals, 29, 331-3 Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study, Foreign Language Annuals, 30, 387-409 20 � 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. 354 Title A name given to the resource SLA Implications to Language Learning Strategies and Pedagogy Author Author Akbarov, Azamat Arslan, Mustafa Abstract A summary of the resource. The topic of language learning has been one of the most prolific areas of research in ESL education in recent years. With the advent of the communicative approach in ESL education, greater responsibility has been placed on ESL learners for their own learning then under the previous teaching methods used in ESL classrooms. Therefore, the learners under the communicative approach often need to employ various and specific language learning strategies in order to carry out their tasks or to facilitate their language learning. The purpose of this paper is to provide ESL teachers with a broad picture for the area of language learning strategies. In addition, it aims to offer ESL teachers some applications for their own classrooms. There have been there major domains related to research on language learning strategies: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. Several implications and applications are discussed based on the findings from the three domains. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/507316735252cd347d4a728342ca9dd5.pdf 837043626adc3d76bbd96b12c31d7fdc PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Trends toward Grammar Instruction in the Context of Second Language Acquisition Azamat Akbarov English Department, International Burch University Sarajevo, Bosnia and Herzegovina aakbarov@ibu.edu.ba Abstract: The purpose of this study is to review the historical background of grammar instruction in ESL/EFL to find out its present status, and to suggest how to approach grammar instruction. Language teaching methodologists have not presented consistent advices to teachers about the role of grammar in language teaching and learning over the past some decades. Even today the situation is not clear because of the many conflicting positions taken in the methodological literature. The status of grammar in second or foreign language teaching and learning has shifted to a considerable degree. The shift of grammatical status has been from a position of central importance to disregardful status, and back to a position of renewed importance. Some focus on form is necessary for many learners to achieve accuracy and fluency in their acquisition of a second or foreign language. Grammar interacts with words, and it is resources to create and negotiate meaning and communication between speaker/writer and listener/reader. Structures are not learned in isolation, and language learning is an organic process characterized by backsliding, leaps in competence, and grammatical elements. 1. Introduction Language teaching is not easily categorized into methods and trends. So far, the field of second or foreign language teaching has undergone many changes. The major methodological approaches to language teaching have differed from each other with regard to grammar instruction. In the last few decades of the 20th century lots of developments began to take place in grammar instruction and research. There was renewed interest in an explicit focus on form in the classroom. Especially, publications argued that learners benefit from grammar instruction (Celce-Murcia, 1991; Celce-Murcia, Dornyei and Thurell, 1997; Ellis, 1998) and suggested new approaches to grammar instruction, such as teaching grammar in a discourse context and designing grammatical consciousness-raising (Ellis, 1995). In the 1940’s the Audiolingual Approach appeared in foreign language teaching as a reaction to Direct Method and Army Specialized Training Program (ASTP). And the method enjoyed many years of popularity (Brown, 2001) and dominated language teaching for over twenty years. In the Audiolingual Approach, it was held that the learners learn their target language largely through habit formation. However, this view came to be challenged by proponents of the cognitive code approach whose basic assumption was that language learning was rule-governed behavior. The decade of the 1970’s was innovative era in second and foreign language research, and major changes have taken place with respect to content, curriculum, and the implications for teaching grammar. This led to a movement toward integrating grammar into a communicative curriculum. As a result, in the 1990’s grammar in language teaching began to draw a new attention of applied linguists to the revised name, form-focused instruction (Spada, 1997). Even though the questions of when, how, and how much focus grammar has not been settled, recent works on grammar pedagogy show new ideas and new approaches. 2. Methodological Background In the history of second or foreign language teaching, the teaching of grammar was a central concern. In fact, the teaching of grammar had often been considered to be most important part of language teaching until the era of Direct Method. However, currently the place of grammar in the language classroom is rather uncertain. Traditionally, it was hoped that, through the study of the grammar of the target language in the GrammarTranslation Method, the meaning of the target language would be made clear by translating it into students’ native language (Larsen-Freeman, 1986.p.12). In the method, grammar provided the rules for putting words together, and instruction often focused on the from and inflection of words (Brown, 2000). However, this method couldn’t satisfy the learners’ needs of developing communicative competence. Since then, many language teaching approaches have appeared in the field of foreign language teaching, especially in the 1970s. 7 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Among many approaches, I will survey four methodological approaches in this paper – (a) Grammar Translation Method, (b) Audiolingual Approach, (c) Cognitive Approach, and (d) Communicative Approach. Grammar Translation Method has the longest history in the teaching of foreign language. Until recently, this method has been very stalwart among many competing methods or approaches. In this method, classes are taught in the mother tongue, with little active use of the target language. Long and elaborate grammatical explanations are given. Students study grammar deductively: that is, they are given the grammar rules and examples, are told the memorize them, and then asked to apply the rules the examples. Reading or difficult classical texts is begun in the early state. Little attention is paid to the content of texts, and the only drills are exercises in translating disconnected sentences from target language into the mother tongue. As a result, it does nothing to enhance students communicative ability in the target language. During the World War II. the Audiolingual Approach was developed in the United States as an attempt by structural linguists to have an influence on the teaching of modern foreign languages. This approach was firmly grounded not only in linguistic theory but also in psychological theory. In the 1940s and the 1950s, structural linguists were engaged in a scientific and descriptive analysis of languages. Applied linguists came to apply such analysis to teaching linguistic patterns. At the time, behavioristic psychologists advocated conditioning and habit-formation models of learning that were perfectly married with the mimicry drills and pattern practices of audiolingual methodology (Brown, 2001, p. 23). In this approach, grammatical structures were sequenced, rules were taught inductively and vocabulary was severely limited in the early stage of learning (Celce-Murcia, 1991a,p. 6). Moreover, it was important to prevent learns from making errors which lead to the formation of bad habits. In the Audiolingual Approach, according to Larsen-Freeman (1986), new vocabulary and structures were presented through the dialogues which were learned through imitation and repetition. At the time, teachers wanted their students to be able to use the target language communicatively, and the structures of the language were emphasized over all the other areas. The focus was largely sentence-oriented. The Cognitive Approach, a reaction to the behaviorist features of the Audilingual Approach, was influenced by generative transformational linguists, such as Chomsky and his followers. In the approach, language learning was viewed as rule acquisition, not habit formation. This led some language-teaching programs to promote the deductive approach rather than the inductive approach in the Audiolingual Approach. Arguing that children acquire a system of rules subconsciously, the proponents of the Cognitive Approach injected more deductive rule learning into language classes (Brown 2001). However, they did not ignore inductive rule learning entirely. In developing students’ language ability, the teaching tried to proceed from linguistic competence to linguistic performance. Language learners must know the rules of the language before being asked to apply those rules. This base was believed to be made up of the grammar of the language. In cognitive teaching, the major emphasis is placed on meaningful learning , meaningful practice, and expression of meaning (Chastain, 1976, p. 149). Errors were viewed as inevitable in language learning. However, the focus of instruction still rarely moved beyond the sentence level. In the 1970s, some anthropological linguists and functional linguists had an interest in an idea of viewing language as an instrument of communication. Thus, the Communicative Language Teaching (CLT) grew out of a theory of language as communication, originated in the works of Hymes (1972) and Halliday (1973). The late 1980s and 1990s saw the development of the approach that highlighted the fundamentally communicative properties of language. It has no monolithic identity. No single model of CLT is universally accepted as authoritative. Canale and Swain’s (1980) definition of communicative competence is probably the best known. They identified four dimensions grammatical, sociolinguistic, discourse, and strategic competence. Under this influence, the syllabus of a second\foreign language course should not be organized around grammar but around subject matter, tasks, semantic notions and pragmatic functions. Language classrooms were increasingly characterized by authenticity, real-world simulation, and meaningful tasks. The goal of language teaching was to develop learners’ ability to communicate in the target language. Fluency and accuracy were seen as complementary principles underlying communicative techniques. The role of the teacher was primarily to facilitate language use and communication. It was only secondarily to provide feedback and correct learner errors. Students were given opportunities to focus on their own learning process. Students were encouraged to construct meaning through genuine linguistic interaction other people. The communicative language subsumed under various functional categories. In the Communicative Approach, less attention was paid to the overt presentation and discussion of grammatical rules then in other approaches. Currently, there is some debate on the nature, extent, and the type of grammar instruction among the proponents of the communicative approach. 3. The Instruction of Grammar There was the communicative revolution in language teaching in the 1970s. Since then, it has become apparent that grammar is an instrument for the comprehension and production of spoken and written language 8 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo and that grammar itself is not be goal of learning. In many face-to-face communications, sociolinguistic appropriacy and discourse competence are more important than grammatical accuracy. However, there are situations in which a reasonable degree of accuracy is also critical. Celse-Murcia and Hilles (1988) suggest that ESL\EFL teacher should never teach grammar as an end in itself but always with reference to meaning, social factors, discourse, or a combination of these factors. Similarly, Larsen-Freeman (1991) sees form meaning, and function as three interacting dimensions of language. Thus, grammar is not merely a collection of forms but rather involves the three dimensions of what linguists refer to as syntax, semantics, and pragmatics, (Celse-Murcia & Larsen-Freeman, 1999, p. 4). Therefore, we cannot think of language learning and teaching without grammar. 3.1. Teaching Grammar as Meaning Meaning cannot be separated from forms in language learning and teaching and teaching. As an example, teaching the different aspects, like simple present tense and present progressive, is best viewed as grammar in the service of meaning. Simple aspect refers to events that are conceptualized as complete wholes. The events are not presented as allowing for further development. This aspect stands in contrast to progressive aspect, which is incomplete or imperfective – where the event or state is viewed as some portion of a whole and where there is room for further development or change (Celse-Murcia & Larsen-Freeman, 1999). If students are presented with many well-demonstrated examples as in (1) below, they have a basis for understanding and practicing the correct use of these two aspects: (1). a. Lejla and Aldin live in Sarajevo. b. Lejla and Aldin are living in Sarajevo. The simple present in (1.a) presents the fact that Lejla and Aldin live in Sarajevo as a whole events, not allowing for further development. There is no suggestion of change. The present progressive in (1.b) suggest that their living in Sarajevo may be temporary, thus allowing for the possibility of change. In (1.b) Lejla and Aldin’s living in Sarajevo is in some position of the whole. In the sense that we understand that they may have lived elsewhere before moving to Sarajevo and will likely in the future move again. Like this, form and meaning are interrelated. 3.2. Teaching Grammar as Social Function Grammar is often used as a means of expressing socially appropriate messages. As an example, we use certain modal auxiliaries for polite expressions when requesting a favor. Would and could are more polite than will and can. (2 ) a. Will you open the door? b. Would you open the door? With regard the politeness, Carrel and Conneker (1981) found considerable agreement among native speakers and learners of English as to which forms were considered the most polite in making requests as in the following examples: (3) a. A glass of water b. Give me a glass of water c. I want a glass of water d. I’II have a glass of water e. I’d like a glass of water f. Do you have a glass of water? g. Can you give me a glass of water? h. Could you give me a glass of water? 9 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo In (3), there is a hierarchy of politeness. According to Celse-Murcia and Larsen-Freeman (1999), sentence mood contributes the most to the order of the politeness: interrogative-most polite: declarative – next most polite: imperative –least polite. Presence of modals contributes next to politeness. However, learners must become aware of the possible consequences of using the wrong modal forms when requesting a favor. So, in order to establish the link between grammar and socially appropriate behavior. ESL/EFL learners need sufficient-meaningful practice with intended social messages in dialogues, role plays, and simulations. 3.3. Teaching Grammar as Discourse Language has often been defined as a system of arbitrary symbols used for human communication. With respect to human communication, there is a set of universal conventions on all communication. As the conventions are universal, they appear in almost all types of spoken and written discourse. To master the conventions of discourse that cross sentence boundaries is almost as important as to develop a sense of when to use certain structures in discourse depending on topics or genres. Halliday and Hasan (1976) refer to these features of text structure as cohesion. According to them, cohesion involves the principled use of referential forms such as pronouns, demonstratives, definite articles: substitute expressions such as do and so; ellipsis; conjunction; and lexical chaining to create texture in discourse. With regard to ellipsis, students are invited to expand a conversation as in (4) into a complete one. (4) A. Coming? B. Where? A. Ayers Rock. B. Why? A. Holiday. B. When? A. Next week. B. Sorry. A. Why? B.Work. (Nunan, 1995, p. 150) (5) A: …..coming…? B: Where….? A:…..Ayers Rock. B: Why? A:….holiday. B:When…? A: Next week B: ….sorry…. A: Why? B:….work. Like this, students should have the ability to fill in the blanks using conversational context and grammatical knowledge. In the following written test, what do the italicized referents refer to? 10 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo (6 ) After they saved a little money. However and Ellen wanted to buy a house. So they did. The floor plan was almost exactly the same as that of Ellen’s parents home where she was reared. Buying it was not easy for the young couple, but Ellen was determined to go to through with it. (Rutherford, 1987, p. 161) In the above written test, coherence is accomplished by using reference, substitution, and other noun phrase. The link between grammar and discourse is crucial for learning and teaching a second or foreign language. 4. Grammatical Consciousness-raising Current views of language teaching are almost universally agreed on the importance of some form-focused instruction within the communicative framework, ranging from explicit treatment of rules to noticing and consciousness-raising (Fotos, 1994) techniques for structuring input to learners. The forms of language include the organizational components of language and the systematic rules that govern their structure (Brown, 2001). With respect to the forms, there are three formal categories phonological, grammatical, and lexical forms. In this paper, the main focus is on grammatical form. According to Spada (1997), form-focused instruction (FFI) is pedagogical effort which is used to draw the learner’s attention to language form either implicitly or explicitly (p. 73). A range of approaches to form is implied in this definition. On one end of the continuum, there are explicit explanations and discussions of rules and exceptions. On the other end, there are (a) implicit, peripheral references to form; (b) learners paying attention to specific linguistic features in input; and (c) the incorporation of form into communicative tasks or grammar consciousness raising. It is clear that grammar is needed in a communicative language teaching framework. However, the questions of when, how, and how much focus to place on grammar has not been settled so far. In the question of whether particular students benefit more from FFI. Brown (2000,p.235) suggests as following: The wide-ranging research on learner characteristics, style, and strategies supports the conclusion that certain learners clearly benefit more than others from FFI. Analytic, field-independent, left-brain-oriented learners internalize explicit FFI better than relational, field-dependent, right-brain-oriented learners. Students who are judging and thinking students on the Myers-Brigg’s scale will more readily be able to focus on form (Ehrman, 1989). In the current research, there is a general agreement on the importance of FFI. But there are some different points of view on how instruction should be given to learners. Brown (2001. pp. 365-8) gives several issues about this: (a) Should grammar be presented inductively or deductively (b) Should we use grammatical explanations and technical terminology in a CLT classroom? (c) Should teachers correct grammatical errors? Though both inductive and deductive approaches are applied to grammar instruction, an inductive approach is more appropriate in most contexts and it is more suitable in keeping with natural language acquisition. It can confirm more easily the concept of interlanguage development and build more intrinsic motivation by allowing learners to discover language rules. According to the situations and contexts, however, there are times when grammar is presented deductively. In the use of grammatical explanation and terminology, different approaches were applied in language teaching. In Grammar-Translation Method, there was a strong emphasis on grammatical explanations and on the terminology necessary to perform those explanations. But in recent Communicative Language Teaching, grammatical explanation and terminology must be used carefully. Language learners need to gain linguistic form by seeking situational meaning. The linguistic form is learned incidentally rather than as a result of focusing directly on linguistic form. But adults can benefit from occasional explanation. If necessary, the teacher needs to keep his explanations brief and simple. And he can use students mother tongue if students cannot follow the explanation in the target language. Grammatical consciousness-raising contrasts with traditional grammar instruction. In grammatical consciousness-raising, a great attention is paid to form-function relationships. It also attempts to relate the grammatical structures in question to a broader discourse context. And it takes an organic view rather than linear view of learning. Rutherford (1987) rejects the traditional beliefs that language is constructed out of discrete entities and language learning is the gradual accumulation of these entities. Thus, classroom activities should be basically inductive rather than deductive. Some of grammatical consciousness-raising exercises bear a superficial resemblance to traditional grammar exercises. According to Nunan (1995), however, they have quite a different purpose. Above all, they are derived 11 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo from genuine interactions and authentic texts. Their context is basically communicative in nature. The exercises recycle language points over several units. They inductively invite learners to develop hypotheses about the feature of the target language. 5. Integration of Grammar Instruction into a Communicative Curriculum For more than half a century, language teaching profession has identified the four skills – listening, speaking, reading and writing – as important. They tend to focus on one or two of the four skills. They tend to treat the four skills in separate segments of a curriculum. However, in recent research there is a trend toward skill integration in language teaching (Brown.2001), for an example, when teaching reading, the course will deal with related listening speaking and reading skills. Before the advent of Communicative Language Teaching, the focus on the forms of language almost predisposed curriculum designers to segment courses into the separate language skills. At that time, a syllabus dealt with pronunciation of the phonemes of the target language, stress and intonation, structural patterns which were sequenced according to grammatical difficulty, and variations in those patterns. Moreover, a preoccupation with language rules and paradigms taught students a lot about language at the expense of teaching language itself. However, we cannot deny that recent proficient teachers who follow principles of CLT would never conduct a reading class without use of speaking, listening, and writing in the class. Such a course might encompass phonological, morphological, syntactic, lexical sematic, and discourse elements. Grammar is an essential component in language learning and teaching. In the verbal communication, a speaker cannot express his or her idea properly and a listener cannot receive the speaker’s messages properly without the knowledge of grammar. But the knowledge of grammar itself is also of no use. Grammar interacts with other aspects of language, content, and culture In an attempt to integrate grammar with content-based and task-based language teaching, teachers and students need to deal with both bottom-up and top-down language skills. Both bottom-up and top-down skills are applied to four skills of language – listening, speaking, reading, and writing. The bottom-up skills represent the accurate use of words and structures needed to perform the suitable tasks . On the other hand, the top-down skills involve the understanding of the content and tasks, especially how meaningful components are organized and sequenced. In case of listening comprehension, some listeners segment the stream of speech into constituent sounds, link them together to form words, chain the words together to form clauses and sentences, and so on (Nunan, 1995). In this bottom-up approach, it is unlikely that the listeners would be able to comprehend the aural messages by listening to the text. However, if listeners are provided with a context for making sense of text, the listening task becomes relatively easy. Meaning doesn’t reside exclusively within the words on the tape recorder or on the page. Nunan (1995) stated successful listeners and readers can utilize both inside the head knowledge to interprete what they hear and see. The use of inside the head knowledge, that is, knowledge which is not directly encoded in words, is known as the top-down view of listening even though grammar instruction often comes in when bottom-up approach is not adequate, successful learners use both bottom-up and to-down strategies in language learning. Grammar exists to enable us to mean. Without the knowledge of grammar, it is impossible to communicate beyond a very elementary level. Acquiring the grammatical system of the target language is often of central importance because an inadequate knowledge of grammar would limit linguistic creativity and the capacity for communication. The notion that the learning of grammar is a linear, step-by-step process has largely been replaced by an organic view in which the development of grammatical competence is seen in terms of process as well as product. In the current language teaching, the greatest potential lies in integrating focus on form with content-based and task-based language teaching. Both language teachers and learners need to appreciate that dealing with such content and tasks requires both top-down and bottom-up language skills and both deductive and inductive learning if necessary. The top-down skills refer to understanding the content and tasks. On the other hand the bottom-up skills represent the accurate use of the words and structures needed to carry out the tasks in relation to content. Thus, grammar without regard to intercommunication-spoken or written-does not contribute to language learning and teaching. Relevant discourse structures might be helpful. We need integrate grammar instruction into a communicative curriculum. 6. Conclusion Consistent advices have not been presented to teachers about the role grammar in language teaching over the past some decades. Even today the situation is not clear because of the many conflicting positions taken in the 12 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo methodological literature. Many, not all researchers suggested that some focus on form be necessary for many learners to achieve accuracy and fluency in their acquisition of a second or foreign language. There is an evidence (Higgs & Clifford 1982) that a grammarless approaches can lead to the development of a broken ungrammatical pidginize form of the target language. And there is no convincing evidence that grammarless instruction would ultimately be beneficial to second or foreign language learners especially those who want achieve a high level of accuracy and proficiency. During the past four decades the status of grammar in second or foreign language teaching has shifted to a considerable degree. The status of grammar has been from a position of central importance to disregardful status and back to a position of renewed importance. For a few decades language teaching profession saw grammar as a essential part independent of meaning social function and discourse structure. However now we can see grammar as one of important components in communicative competence. It is inadequate that grammar is a system that simply emerges on its given input and practice without meanings function and discoursal context. Grammar interacts with words and it is resources to create and negotiate meaning and communication between speaker/writer and listener/reader. Grammar needs to be learned and it sometimes needs to be taught inductively or deductively according to situations. In addition, we always need to think of its new in the organic view of language learning and to integrate grammar into a communicative instruction. References: Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56, 9-49. Brown, G. (1995). Speakers listeners and communication: Explorations in discourse analysis. New York, NY: Combridge University Press Brown, H.D. (2000). Principles of language learning and teaching (4th Ed.) White Plains, NY. Pearson education. Brown, H.D. (2001). Teaching by principles an interactive approach to language pedagogy (2nd Ed.) White Plains, NY: Pearson Eucation) Canale, M. & Swain, M (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1(1). 1-47 Celce-Murcia, M (1991a). Language teaching approaches: an overview. In M. Celce- Murcis (ed) Teaching English as a second or foreign language (2nd ed.) New York, NY: Newbury House Ellis, R (1995). Interpretation tasks for grammar teaching. TESOL Quarterly 29 87-105 Ellis, R (1998). Teachings and research: Options in grammar teaching. TESOL Quarterly 32 87-105 Ellis, R. (1994). The study of second language acquisition. Oxford, New York: Oxford University Press. Halliday, M.A.K (1973). Explorations in the function of language. London: Edward Arnold. Larsen Freeman, D. (1986). Techniques and principles in language teaching. New York, NY: Oxford University Press. Long, M. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3) . 359-82 Nunan, D. (1995). Language Teaching Methodology: A textbook for teachers. New York NY: Prentice-Hall Rutherford, W. (1987). Second Language Grammar: Learning and teaching. London: Longman Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10 (3), 209-231. Spada, N. (1997). Form-Focused instruction and second language learning acquisition: A review of classroom and laboratory research. Language Teaching , 30. 13 � 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. 353 Title A name given to the resource Trends toward Grammar Instruction in the Context of Second Language Acquisition Author Author Akbarov, Azamat Abstract A summary of the resource. The purpose of this study is to review the historical background of grammar instruction in ESL/EFL to find out its present status, and to suggest how to approach grammar instruction. Language teaching methodologists have not presented consistent advices to teachers about the role of grammar in language teaching and learning over the past some decades. Even today the situation is not clear because of the many conflicting positions taken in the methodological literature. The status of grammar in second or foreign language teaching and learning has shifted to a considerable degree. The shift of grammatical status has been from a position of central importance to disregardful status, and back to a position of renewed importance. Some focus on form is necessary for many learners to achieve accuracy and fluency in their acquisition of a second or foreign language. Grammar interacts with words, and it is resources to create and negotiate meaning and communication between speaker/writer and listener/reader. Structures are not learned in isolation, and language learning is an organic process characterized by backsliding, leaps in competence, and grammatical elements. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/702adb1865d3d24d23df85bd35694b0d.pdf 3e08db733cbcb28f09f735a3e90de4ff PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Corporate Governance and Earning Management: An Investigation on Turkish Capital Market Mehmet AYGÜN Assoc. Prof., Yüzüncü Yıl University, Van, TURKEY maygun@yyu.edu.tr Süleyman ĠÇ Dr., Gaziantep University, Gaziantep, TURKEY icsuleyman@yahoo.com M. Akif ARVAS Res. Assist., Hacettepe University, Ankara, TURKEY akif_arvas@hotmail.com Abstract: The main purpose of this paper is to examine the relationship between corporate governance and earning management. The data set covers 107 firms‘data listed on Istanbul Stock Exchange for the period 2006–2007. In the study, accrual is used as an earning management indicator. Publicly offering rate, board of directors and duality are used alternative proxies for corporate governance indicators. Regression and correlation analysis are used. According to the results, there is a negative relationship between earning management and corporate governance indicators. This negative relationship is statistically significant for duality variables. An important finding from the study is that corporate management has extensively been adopted accordingly in large firms and in firms with low leverage rate. 1. Introduction The increasing number of corporate scandals in the last five years have stained corporate governance reputation and questioned the effectiveness of its current structure. As a result, corporate governance has received attention from policymakers, investors, corporate boards (Donker ve Zahir, 2008). Corporate governance has become a popular topic in the international academic and business debate (Bebchuk and Cohen 2009). Corporate governance is of critical importance not only to the companies‘ directors who are interested in knowing the level of their companies governance structure and compliance with best practices and regulations, but to market participants who are keenly interested in the governance risks associated with companies. Corporate governance is a set of mechanisms that affect how a corporation is operated. It deals with the welfares and goals of all the stakeholders, including shareholders, management, board of directors, lenders, regulators, and the economy as a whole. La Porta, et al. (2000) Defined, ―Corporate governance is, to a certain extent, a set of mechanisms through which outside investors protect themselves against expropriation by the insiders.‖ They define ―the insiders‖ as both managers and controlling shareholders. The purpose of corporate governance is to achieve the best overall welfare of all stakeholders and promote economic efficiency both internally and externally. Empirical research on corporate governance is based on the theoretical framework of agency theory advanced by Jensen and Meckling (1976), Fama (1980) and Fama and Jensen (1983), with a focus on the principalagent problem. In corporations, principal-agent problem occurs when the interest of managers (the agent) is not in line with the interest of owners (the principal). Firms with good governance are assumed to provide transparent disclosures of the allocation of decision and control rights between the firm and its investors thereby making them more investor-friendly than firms that do not. Therefore, because ‗‗better governance enables firms to access capital markets on better terms‖ (Doidge et al., 2007), good governance practices should positively impact a firm‘s valuation and market performance. The concept of corporate governance evokes the question of corporate performance and higher returns in the case of companies complying with certain rules. The research on these relations constitute a substantial proportion of papers in modern management, finance as well as law and economics. Researchers have investigated 26 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo relationships between company performance and corporate governance variables such as ownership structure (concentration, shareholder identity), board structure (composition, turnover, proportion of independent, insider/outside or affiliated members), structure and functioning of board committees, structure and size of executing compensation (fixed salary vs. incentives programs and stock options), structure and size of debt (long vs. short term, private vs. public). Although, the research findings remain relatively mixed, many results do reveal clear relations between governance characteristics and performance (Aluchna, 2009). One of the most important functions of corporate governance is to ensure the quality of the financial reporting process. The issue of corporate governance has become more important due to the highly publicized financial reporting frauds at Enron, WorldCom, Adelphia and Parmalat, in particular, and a very high level of earnings restatements. While there is an extensive literature on opportunistic earnings management in response to specific incentives to achieve one result or another, research looking at the impact of corporate governance on earnings management is quite limited. The few papers that address these issues (e.g., Klein (2002)) focus more on the magnitude than the direction of earnings management, and thus shed little light on the ability of these variables to offset the one-sided incentive of management to increase reported earnings that results from stock and option-based compensation. More recently, Cornett et al. (2008) examine the impact of incentive-based compensation and corporate governance on firm performance in light of potential earnings management. They find that incentive-based compensation has a significant impact on financial performance as measured by reported earnings. However, once earnings are adjusted for discretionary accruals the link between compensation and performance disappears. In contrast, the estimated impact of corporate governance variables on performance more than doubles when discretionary accruals are removed from measured profitability. Shah et all (2009) examines the relationship between quality of Corporate Governance and Earnings Management for Pakistani companies. As the result of their analysis they found that indicates the presence of Positive relationship between corporate governance and earnings management. Cornett et all, (2006) examines whether corporate governance mechanisms affect earnings management at the largest publicly traded bank holding companies in the United States. They found that the use of discretionary accruals is positively related to a bank‘s unmanaged operating performance, capital ratios, and asset size. In contrast, the use of discretionary accruals is negatively related to a bank‘s non-discretionary accruals and market-to-book ratios. Prencipe and Bar-Yosef (2009) examines the effectiveness of board independence on earnings management in family-controlled companies. Their empirical results provide evidence that the impact of board independence on earnings management is indeed weaker in family-controlled companies. The same result also holds for the lack of CEO/board chairman duality function. Such effects become stronger in cases where the CEO is a member of the controlling family. Liu and Lu (2007) examine the relation between earnings management and corporate governance in China by introducing a tunneling perspective. They empirically demonstrate that firms with higher corporate governance levels have lower levels of earnings management. Ahmed et all (2008) examining whether monitoring mechanisms play a role in constraining earnings management resulting from equity incentives. They show that equity incentives are not positively associated with abnormal accruals suggesting that they seem to align manager interests with shareholder interests rather than motivate opportunistic earnings manipulation. Corporate governance models can vary according to the system of corporate ownership and management control mechanisms prevailing in a country. In Turkey, a market-oriented corporate governance and control system cannot be said to exist, since the flotation ratios of listed companies and share dispersion levels are low. According to a corporate governance study conducted in 2003,18 the flotation ratio of listed companies in Turkey is approximately 15–20 per cent, while only 15 per cent of the Istanbul Stock Exchange (ISE) 100 Index companies have a flotation ratio of more than 50 per cent. In practice, Turkish companies are characterized by the existence of one or more majority shareholders owning controlling blocks of shares. Furthermore, unlike in some other European countries, the system is not bank-based, as a domination of banks over companies does not seem to exist either through ownership of shares.19 or through the exercise of voting rights for shares held in custody.20 Instead, most large corporations are held by families or individuals.21 Hence, the Turkish corporate ownership and management control system can be generally classified as insider controlled (Nilsson, 2007). The main purpose of this study examines how corporate governance mechanisms affect earnings management. Public offerinf rate, size of executive board and duality are used as alternative indicators for the corporate governance. For Turkey, an indicator has not been defined yet. In the study two control variables are included in the model. According to the results, there is a negative relationship between earnings management and corporate management. Another findings indicates that the earning management has extensively been adopted in large firms and firms with low leverage rates. 27 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The remainder of this paper is organized as follows. Section 2 presents our research design choices and their rationale. The results are presented in Section 3 and the conclusion in Section 4. 2. Research Design The purpose of this paper examines relationship between corporate governance and earnings management. In this paper, we examine companies listed on Istanbul Stock Exchange during the period of 2006 to 2007. Because of the difference in their asset structures, banks and participation banks, insurance firms, leasing and factoring firms, real estate investment trust and security investment trusts are not taken to the sample. Hence 107 firms covered in the study. Measuring corporate governance is difficult because it cannot be directly observed and it usually involves multiple dimensions. While there is no consensus on how corporate governance can be measured, prior literature suggests several different ways to proxy for corporate governance. For instance, Bai et al. (2004) use both internal single dimensions, such as ownership structure, executive compensation, board of directors and financial disclosure, and external single dimensions, such as external takeover market, legal infrastructure, and product market competition. Gompers et al. (2003) create a 24-factor G-index to measure corporate governance and Brown and Caylor (2006) use 51 corporate governance provisions to create a broader measure. Other empirical studies examine the impact of a single dimension of corporate governance, such as ownership concentration and the separation of CEO and the chairman of the board. In this study, we use to measure corporate governance three variables: Publicly Offering Rate (POR), Board of Directors (BSIZE) and Duality. The variables used are defined as; POR, firms‘ public offering rate. BSIZE, The number of board members. Jensen (1993) and Yermack (1996) argue that small boards are more effective in monitoring managerial behavior as the smaller group forces members to be more engaged. Larger boards can also result in a free-rider problem where the addition of directors causes the overall monitoring to decrease as directors may rely on other directors to monitor managers. This is also consistent with Beasley (1996) who finds that companies with larger board sizes are more prone to fraud compared to those with smaller boards. However, Klein (2002) argues that large boards allow for directors to specialize in monitoring and have greater diversity among the committees of the board resulting in greater monitoring. Additionally, the larger the board, the greater the likelihood different perspectives on opportunities facing the corporation may be heard. DUALITY a binary variable is used as a proxy for duality. This binary variable takes the value of one if the CEO also served as chairman of the board and zero otherwise. Separating the position of the CEO from the position of Chairman of the Board helps delineate the decision making authority of the CEO from the monitoring and oversight activities of the board of directors (Fama and Jensen, 1983). If a single person simultaneously holds both positions the likelihood of material misstatement increases as important decisions may not be reviewed by the board and actions inconsistent with the corporation‘s controls may be taken. Consistent with previous research, discretionary accruals are used to identify earnings management. We use a modified version of the Jones model (Dechow, 1996). Discretionary accruals from regressions of total accruals on changes in sales and on property, plant, and equipment within industries. TACC = NI − OCF (1) Where; TACC: Total accrual NI: Net Income OCF: Operating Cash Flow NDCA it = α1 (1/ TA i, t-1) + α2 [(ΔREV it –ΔARit)/TA i, t-1] (2) Where; NDCAit: is nondiscretionary accrual in year t scaled by lagged total assets TAi, t-1: is a total asset at the end of year t -1 ΔREV it = is revenues in year t ΔARit = is net receivables in year t Our control variables include leverage and firm size. We have used a logarithmic transformation of the 2006–2007 total assets to use our size variable (SIZE). Leverage provides a mechanism to curb agency costs, so the use of leverage as a control variable is warranted in this study. Our leverage variable is calculated as a ratio by dividing the firm‘s total debt by its total assets for each calendar year. 28 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Considering theoretical discussions and empirical studies (Shah et all, 2009; Cornett et all, 200/) the model has been set in order to test the relationship between corporate governance and earning management as is below. ACC it = β0 + β1 (POR) + β2 (BSIZE) + β3 (DUALITY) + β4 (SIZE) + β5 (LEVERAGE) + εit 3. Results Regression and correlation analyses are used. Table 1 shows the results of descriptive statistics to variables. The results of descriptive statistics indicates that mean return on assets (ACC) is about 3 % while mean POR is 33 % and BSIZE is 6, 6636. On the other hand the mean SIZE is 8.4554 and the mean LEV is 41 %. DEĞĠġKENLER ACC POR BSIZE DUALITY SIZE LEV N 214 214 214 214 214 214 Mean ,0302 ,3325 6,6636 ,5888 8,4554 ,4172 Minimum -,40 ,01 3 ,00 7,05 ,05 Maximum ,50 ,86 13 1 9,94 ,90 St. Dev. ,1241 ,1879 1,9807 ,4943 ,6735 ,2067 Table 1: Descriptive Statistics Table 2 shows the results of correlation coefficients of variables used at the analysis. As it can be seen from the table negative and statistically significant results have been obtained between DUALITY and ACC. There is a very significantly negative relationship (5%) between duality and ACC. There exits a significantly (5%) negative relationship between duality and ROE and also significantly negative relationship (5%) between ACC and LEV. There is a positive relationship between ACC and SIZE. The correlation among the independent variables is low and less than 0.50, thus there is no multicollinearity problem in the model. DEĞĠġKENLER ACC POR BSIZE DUALITY SIZE LEV ACC POR BSIZE DUALITY SIZE 1 -,103 1 ,167 -,174 1 -,269** ,055 -,066 1 ,235* -,231* ,433** -,019 1 -,303** -,029 -,131 ,033 ,136 **, * significant at 5 % and 10 %, respectively. LEV 1 Table-2: Correlation Table Table 3 shows the results of regression analysis about financial performance. Model 1 searches the relationship between POR and ACC. When the results are examined it can be seen that there is a negative but statistically insignificant relationship between ACC and POR. According to the results of Model 2 which searches the relationship between ACC and BSIZE positive but still insignificant relationship can be observed. Model 3 searches the relationship between DUALITY and ACC. When the results are examined it can be seen that there is a statistically significant negative relationship at 1% level between DUALITY and ACC. Dependence variables of two models have also negative relations with LEV and positive relations with SIZE. F-statistics values are significant at 1% level for three of the models. But adjusted R2 values are low for three of the models. Model 4 presents the regression of earning management on all variables. When the results are examined it can be seen that there is a statistically negative relationship between ACC and corporate governance variables. This negative relationship statistically significant at % 1 level between ACC and DUALITY. We do not find a significant between ACC and POR and BSIZE. 29 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Variables and Parameters CONSTANT POR BSIZE DUALITY SIZE LEV F-Statistic Adj. R2 Observation Model 1: Dependent Variable: ACC -,294 (-1,958)** -,034 (-,553) Model 2: Dependent Variable: ACC -,323 (-2,265)** Model 3: Dependent Variable: ACC ,000 (,003) ,050 (2,904)*** -,205 (-3,770)*** 7,138*** ,148 214 ,052 (2,760)*** -,205 (-3,679)*** 7,016*** ,145 214 -,063 (-2,928)*** , 051 (3,164)*** -,199 (-3,810)*** 10,456*** ,211 214 Model 4: Dependent Variable: ACC -,261 (-1,771)* -,026 (-,434) -,001 (-,198) -,063 (-2,883)*** ,051 (2,748)*** -,202 (-3,733)*** 16,208*** ,297 214 ***, ** and * significant at 1 %, 5 % and 10 % , respectively. Table 3: Regression Analysis 4. Conclusion In this study, the relationship between corporate governance and earnings management in Turkish Financial market. Data set covers 107 firms‘ data for 2006-2007 period. Public offering rate, the size of executive board and duality are used alternative indicators for corporate management. Corporate management is proxied by discretionary accruals. According to the results, a negative relationship is found significant at 1% level for duality variable. Another finding states that earnings management is extensively used in large firms and in firms with low leverage rate. In the literature, corporate governance index itself is used in econometric models. But due to a lack of this index, for Turkey, apart from the literature, the alternative indicators mentioned above are used as proxies for corporate governance. But the attempts are in process to estimate such an index for Turkey. Another difficulty arises from the insufficient number of the years used in the regression. As it can been seen that the larger is the period, the healthier might be the results. These two issues should be kept in mind for the future studies on Turkey. 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Extent The size or duration of the resource. 134 Title A name given to the resource Corporate Governance and Earning Management: An Investigation on Turkish Capital Market Author Author AYGÜN, Mehmet İÇ, Süleyman ARVAS, M. Akif Abstract A summary of the resource. The main purpose of this paper is to examine the relationship between corporate governance and earning management. The data set covers 107 firms‘data listed on Istanbul Stock Exchange for the period 2006–2007. In the study, accrual is used as an earning management indicator. Publicly offering rate, board of directors and duality are used alternative proxies for corporate governance indicators. Regression and correlation analysis are used. According to the results, there is a negative relationship between earning management and corporate governance indicators. This negative relationship is statistically significant for duality variables. An important finding from the study is that corporate management has extensively been adopted accordingly in large firms and in firms with low leverage rate. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory