36 10 3494 https://eprints.ibu.edu.ba/files/original/bf2b7703fee4496646533051368c083b.pdf 7cfdf3a9a12c2ae9ec16e026b49c66c4 PDF Text Text Aquaponic (Integrating Fish and Plant Culture) Systems Gurel Turkmen Faculty of Fisheries, Ege University, Izmir, Turkey gurel.turkmen@ege.edu.tr Yusuf Guner Faculty of Fisheries, Ege University, Izmir, Turkey yusuf.guner@ege.edu.tr Abstract: Aquaponic is the combined culture of fish and plants in recirculation systems, has become increasingly popular. Nutrients, which are excreted directly by the fish or generated by the microbial breakdown of organic wastes, are absorbed by plants cultured hydroponically (without soil). Fish feed provides most of the nutrients required for plant growth. As the aquaculture effluent flows through the hydroponic component of the recirculation system, fish waste metabolites are removed by nitrification and direct uptake by the plants, thereby treating the water, which flows back to the fish-rearing component for reuse. Aquaponic has several advantages over other recirculation aquaculture systems and hydroponic systems that use inorganic nutrient solutions. The hydroponic component serves as a biofilter, and therefore a separate biofilter is not needed as in other recirculating systems. Aquaponic systems have the only biofilter that generates income, which is obtained from the sale of hydroponic produce such as vegetables, herbs and flowers. In the UVI system, which employs raft hydroponics, only calcium, potassium and iron are supplemented. The nutrients provided by the fish would normally be discharged and could contribute to pollution. Removal of nutrients by plants prolongs water use and minimizes discharge. Aquaponic systems require less water quality monitoring than individual recirculation systems for fish or hydroponic plant production. Aquaponic increases profit potential due to free nutrients for plants, lower water requirements, elimination of a separate biofilter, less water quality monitoring and shared costs for operation and infrastructure. Keywords: Aquaponic, Aquaculture, Agriculture 1. Introduction Aquaponic, also known as the integration of hydroponics with aquaculture, is gaining increased attention as a bio-integrated food production system. In aquaponics, nutrient-rich effluent from fish tanks is used to fertigate hydroponic production beds. This is good for the fish because plant roots and rhizobacteria remove nutrients from the water. These nutrients generated from fish manure, algae, and decomposing fish feed are contaminants that would otherwise build up to toxic levels in the fish tanks, but instead serve as liquid fertilizer to hydroponically grown plants. In turn, the hydroponic beds function as a biofilter stripping off ammonia, nitrates, nitrites, and phosphorus so the freshly cleansed water can then be recirculated back into the fish tanks. The nitrifying bacteria living in the gravel and plant roots play a critical role in nutrient cycling. In hydroponics applications, the nutrient solution needs to be prepared measured, mixed, and then added to the reservoir. In aquaponic, there's no mixing fertilizer involved, making it a great way for beginners to cultivate plants. Only the fish needs to be fed. In closed recirculation systems with very little daily water exchange (less than 2%); dissolved nutrients accumulate in concentrations similar to those in hydroponic nutrient solutions. Dissolved nitrogen, in particular, can occur at very high levels in recirculation systems. Fish excrete waste nitrogen, in the form of ammonia, directly into the water through their gills. Bacteria convert ammonia to nitrite and then to nitrate Ammonia and nitrite are toxic to fish, but nitrate is relatively harmless and is the preferred form of nitrogen for growing higher plants such as fruiting vegetables. Aquaponic systems offer several benefits. Dissolved waste nutrients are recovered by the plants, reducing discharge to the environment and extending water. Minimizing water exchange reduces the costs of operating aquaponic systems in arid climates and heated greenhouses where water or heated water is a significant expense. Having a secondary plant crop that receives most of its required nutrients at no cost improves a system’s profit potential. The plants remove nutrients from the culture water and eliminate the need for separate and expensive biofilters. Aquaponic systems require substantially less water quality monitoring than separate hydroponic or recirculation aquaculture systems. Savings are also realized by sharing operational and 657 �infrastructural costs such as pumps, reservoirs, heaters and alarm systems. In addition, the intensive, integrated production of fish and plants requires less land than ponds and gardens. Aquaponic systems do require a large capital investment, moderate energy inputs and skilled management. Niche markets may be required for profitability. A number of universities globally are currently exploring the science of aquaponics to advance this extreme cultivation technique (Dunning et al. 1998, Edwards, 2003, Diver 2006, Rakocy et al. 2004, 2006). 2. Aquaponic Systems 2.1. System Design The design of aquaponic systems closely mirrors that of recirculation systems in general, with the addition of a hydroponic component and the possible elimination of a separate biofilter and devices (foam fractionators) for removing fine and dissolved solids. Fine solids and dissolved organic matter generally do not reach levels that require foam fractionation if aquaponic systems have the recommended design ratio. The essential elements of an aquaponic system are the fish-rearing tank, a settleable and suspended solids removal component, a biofilter, a hydroponic component, and a sump (Fig. 1). Figure 1: Optimum Arrangement of Aquaponic System Components (Rakocy et al. 2006). Effluent from the fish-rearing tank is treated first to reduce organic matter in the form of settleable and suspended solids. Next, the culture water is treated to remove ammonia and nitrate in a biofilter. Then, water flows through the hydroponic unit where some dissolved nutrients are taken up by plants and additional ammonia and nitrite are removed by bacteria growing on the sides of the tank and the underside of the polystyrene sheets (i.e., fixed-film nitrification). Finally, water collects in a reservoir (sump) and is returned to the rearing tank. The location of the sump may vary. If elevated hydroponic troughs are used, the sump can be located after the biofilter and water would be pumped up to the troughs and returned by gravity to the fishrearing tank. The system can be configured that a small side-stream flow may go to a hydroponic component after solids are removed, while most of the water passes through a biofilter and returns to the rearing tank. The biofilter and hydroponic components can be combined by using plant support media such as gravel or sand that also functions as biofilter media. Raft hydroponics, which consists of floating sheets of polystyrene and net pots for plant support, can also provide sufficient biofiltration if the plant production area is large enough. Combining biofiltration with hydroponics is a desirable goal because eliminating the expense of a separate biofilter is one of the main advantages of aquaponic. An alternative design combines solids removal, biofiltration and hydroponics in one unit. The hydroponic support media (pea gravel or coarse sand) captures solids and provides surface area for fixedfilm nitrification, although with this design it is important not to overload the unit with suspended solids. As an example, Fig. 2 shows the commercial-scale aquaponic system that has been developed at the University of the Virgin Islands (UVI). It employs raft hydroponics (Rakocy et al. 2004, 2006). 2.2. Fish Production Tilapia is the fish species most commonly cultured in aquaponic systems. Although some aquaponic systems have used channel catfish, Clarias spp., largemouth bass, crappies, rainbow trout, sturgeon pacu, common carp, koi carp, silver carp, grass carp, goldfish, Asian sea bass (barramundi) and Murray cod, most commercial systems are used to raise tilapia. Most freshwater species, which can tolerate crowding, will do well 658 �in aquaponic systems (including ornamental fish). One species reported to perform poorly is hybrid striped bass. They cannot tolerate high levels of potassium, which is often supplemented to promote plant growth. To recover the high capital cost and operating expenses of aquaponic systems and earn a profit, both the fish rearing and the hydroponic vegetable components must be operated continuously near maximum production capacity. The maximum biomass of fish a system can support without restricting fish growth is called the critical standing crop. Operating a system near its critical standing crop uses space efficiently, maximizes production and reduces variation in the daily feed input to the system, an important factor in sizing the hydroponic component. There are three stocking methods that can maintain fish biomass near the critical standing crop: sequential rearing, stock splitting and multiple rearing units (Szyper 1989, Rakocy et al. 2006, Lorena et al. 2008). Figure 2. Layout of UVI Aquaponic System (Rakocy et al. 2006). 2.2.1. Sequential Rearing Sequential rearing involves the culture of several age groups (multiple cohorts) of fish in the same rearing tank. When one age group reaches marketable size, it is selectively harvested with nets and a grading system, and an equal number of fingerlings are immediately restocked in the same tank. There are three problems with this system: 1) the periodic harvests stress the remaining fish and could trigger disease outbreaks; 2) stunted fish avoid capture and accumulate in the system, wasting space and feed; and 3) it is difficult to maintain accurate stock records over time, which leads to a high degree of management uncertainty and unpredictable harvests. 2.2.2. Stock Splitting Stock splitting involves stocking very high densities of fingerlings and periodically splitting the population in half as the critical standing crop of the rearing tank is reached. This method avoids the carryover problem of stunted fish and improves stock inventory. However, the moves can be very stressful on the fish unless some sort of “swimway” is installed to connect all the rearing tanks. The fish can be herded into the swimway through a hatch in the wall of a rearing tank and manoeuvred into another rearing tank by movable screens. With swimways, dividing the populations in half involves some guesswork because the fish cannot be weighed or counted. An alternative method is to crowd the fish with screens and pump them to another tank with a fish pump. 2.2.3. Multiple Rearing Units With multiple rearing units, the entire population is moved to larger rearing tanks when the critical stand-ing crop of the initial rearing tank is reached. The fish are either herded through a hatch between adjoining tanks or into “swimways” connecting distant tanks. Multiple rearing units usually come in modules of two to four tanks and are connected to a common filtration system. After the largest tank is harvested, all of the remaining groups of fish are moved to the next largest tank and the smallest tank is restocked with fingerlings. A variation of the multiple rearing unit concepts is the division of a long raceway into compartments with movable 659 �screens. As the fish grow, their compartment is increased in size and moved closer to one end of the raceway where they will eventually be harvested. These should be cross-flow raceways, with influent water entering the raceway through a series of ports down one side of the raceway and effluent water leaving the raceway through a series of drains down the other side. This system ensures that water is uniformly high quality throughout the length of the raceway. Another variation is the use of several tanks of the same size. Each rearing tank contains a different age group of fish, but they are not moved during the production cycle. This system does not use space efficiently in the early stages of growth, but the fish are never disturbed and the labour involved in moving the fish is eliminated. A system of four multiple rearing tanks has been used successfully with tilapia in the UVI commercial scale aquaponic system (Fig 2). Production is staggered so one of the rearing tanks is harvested every 6 weeks. At harvest, the rearing tank is drained and all of the fish are removed. The rearing tank is then refilled with the same water and immediately restocked with fingerlings for a 24-week production cycle. Each circular rearing tank has a water volume of 7,800 litters and is heavily aerated with 22 air diffusers. The flow rate to all four tanks is 375 litters/minute, but the flow rate to individual tanks is apportioned so that tanks receive a higher flow rate as the fish grow. The average rearing tank retention time is 82 minutes. Nile tilapia are stocked at 77 fish/m3 and red tilapia are stocked at 154 fish/m3. Annual production has been 4.16 mt. for Nile tilapia and 4.78 mt for red tilapia (Tab. 1). However, production can be increased to 5 mt. with close observation of the ad libitum feeding response (Rakocy et al. 2006). Tilapia Nile Red Harvest weight per tank (kg) 480 551 Harvest weight per unit volume (kg/m3) 61.5 70.7 Initial Weight (g/fish) 79.2 58.8 Final Weight (g/fish) 813.8 512.5 Growth Rate (g/day) 4.4 2.7 Survival (%) FCR 98.3 89.9 1.7 1.8 Table 1: Average Production Values for Male Mono-Sex Nile and Red Tilapia in the UVI Aquaponic System. The logistics of working with both fish and plants can be challenging. In the UVI system, one rearing tank is stocked every 6 weeks. Therefore, it takes 18 weeks to fully stock the system. If multiple units are used, fish may be stocked and harvested as frequently as once a week. Similarly, staggered crop production requires frequent seeding, transplanting, harvesting and marketing. Therefore, the goal of the design process is to reduce labour wherever possible and make operations as simple as possible. For example, purchasing four fish-rearing tanks adds extra expense. One larger tank could be purchased instead and partially harvested and partially restocked every 6 weeks. However, this operation requires additional labour, which is a recurring cost and makes management more complex. In the long run, having several smaller tanks in which the fish are not disturbed until harvest (hence, less mortality and better growth) will be more cost effective (Racoky et al. 2004, 2006). 2.3. Solids Most of the fecal waste fish generate should be removed from the waste stream before it enters the hydroponic tanks. Other sources of particulate waste are uneaten feed and organisms (e.g., bacteria, fungi and algae) that grow in the system. If this organic matter accumulates in the system, it will depress dissolved oxygen (DO) levels as it decays and produce carbon dioxide and ammonia. If deep deposits of sludge form, they will decompose anaerobically (without oxygen) and produce methane and hydrogen sulphide, which are very toxic to fish. Suspended solids have special significance in aquaponic systems. Suspended solids entering the hydroponic component may accumulate on plant roots and create anaerobic zones that prevent nutrient uptake by active transport, a process that requires oxygen. However, some accumulation of solids may be beneficial. As solids are decomposed by microorganisms, inorganic nutrients essential to plant growth are released to the water, a process known as mineralization. Mineralization supplies several essential nutrients. Without sufficient solids for mineralization, more nutrient supplementation is required, which increases the operating expense and management complexity of the system. However, it may be possible to minimize or eliminate the need for nutrient supplementation if fish stocking and feeding rates are increased relative to plants. Another benefit of solids is that the microorganisms that decompose them are antagonistic to plant root pathogens and help maintain healthy root growth. Sand and gravel hydroponic substrates can remove solid waste from system water. Solids remain in the system to provide nutrients to plants through mineralization. With the high potential of sand and gravel media to clog, bed tillage or periodic media replacement may be required. The use of sand is becoming less common, but one popular aquaponic system uses small beds (250 cm by 125 cm) containing pea gravel 660 �ranging from 0.31 to 0.63 cm in diameter. The hydroponic beds are flooded several times daily with system water and then allowed to drain completely, and the water returned to the rearing tank. During the draining phase, air is brought into the gravel. The high oxygen content of air (com- pared to water) speeds the decomposition of organic matter in the gravel. The beds are inoculated with red worms (Eisenia foetida), which improve bed aeration and assimilate organic matter (Hutchinson et al. 2004, Racoky et al. 2004, 2006). 2.3.1. Solids Removal The most appropriate device for solids removal in a particular system depends primarily on the organic loading rate (daily feed input and feces production) and secondarily on the plant growing area. For example, if large numbers of fish (high organic loading) are raised relative to the plant growing area, a highly efficient solids removal device, such as a microscreen drum filter, is desirable. Microscreen drum filters capture fine organic particles, which are retained by the screen for only a few minutes before backwashing removes them from the system. In this system, the dissolved nutrients excreted directly by the fish or produced by mineralization of very fine particles and dissolved organic matter may be sufficient for the size of the plant growing area. If small amounts of fish (low organic loading) are raised relative to the plant growing area, then solids removal may be unnecessary, as more mineralization is needed to produce sufficient nutrients for the plants. However, unstabilized solids (solids that have not undergone microbial decomposition) should not be allowed to accumulate on the tank bottom and form anaerobic zones. A reciprocating pea gravel filter (subject to flood and drain cycles), in which incoming water is spread evenly over the entire bed surface, may be the most appropriate device in this situation because solids are evenly distributed in the gravel and exposed to high oxygen levels (21 percent in air as compared to 0.0005 to 0.0007 percent in fish culture water) on the drain cycle. This enhances microbial activity and increases the mineralization rate. With clarification as the sole method of solids removal, large quantities of solids would be discharged to the hydroponic component. Therefore, another treatment stage is needed to remove re-suspended and fine solids. In the UVI system, two rectangular tanks, each with a volume of 700 litres, are filled with orchard/bird netting and installed after each of the two clarifiers (Fig. 2). Effluent from each clarifier flows through a set of two filter tanks in series. Orchard netting is effective in removing fine solids. The filter tanks remove the remaining 50 percent of total particulate solids. The orchard netting is cleaned once or twice each week. Before cleaning, a small sump pump is used to carefully return the filter tank water to the rearing tanks without dislodging the solids. This process conserves water and nutrients. The netting is cleaned with a highpressure water spray and the sludge is discharged to line holding ponds. The organic matter that accumulates on the orchard netting between cleanings forms a thick sludge. Anaerobic conditions develop in the sludge, which leads to the formation of gases such as hydrogen sulphide, methane and nitrogen. Therefore, a degassing tank is used in the UVI system to receive the effluent from the filter tanks (Fig. 2). A number of air diffusers vent the gasses into the atmosphere before the culture water reaches the hydroponic plants. The degassing tank has an internal standpipe well that splits the water flow into three sets of hydroponic tanks. Solids discharged from aquaponic systems must be disposed of appropriately. There are several methods for effluent treatment and disposal. Effluent can be stored in aerated ponds and applied as relatively dilute sludge to land after the organic matter in it has stabilized. This method is advantageous in dry areas where sludge can be used to irrigate and fertilize field crops. The solid fraction of sludge can be separated from water and used with other waste products from the system (vegetable matter) to form compost. Urban facilities might have to discharge solid waste into sewer lines for treatment and disposal at the municipal wastewater treatment plant (Hutchinson et al. 2004, Racoky et al. 2004, 2006). 2.4. Biofiltration A major concern in aquaponic systems is the removal of ammonia, a metabolic waste product excreted through the gills of fish. Ammonia will accumulate and reach toxic levels unless it is removed by the process of nitrification (referred to more generally as biofiltration), in which ammonia is oxidized first to nitrite, which is toxic, and then to nitrate, which is relatively non-toxic. Two groups of naturally occurring bacteria (Nitrosomonas and Nitrobacter) mediate this two-step process (Fig 3) (Cacchione 2007). Nitrifying bacteria grow as a film (referred to as biofilm) on the surface of inert material or they adhere to organic particles. Biofilters contain media with large surface areas for the growth of nitrifying bacteria. Aquaponic systems have used biofilters with sand, gravel, shells or various plastic media as substrate. Biofilters perform optimally at a temperature range of 25 to 30 °C, a pH range of 7.0 to 9.0, saturated DO, low BOD (<20 mg/liter) and total alkalinity of 100 mg/liter or more. Nitrification is an acid-producing process. Therefore, an alkaline base must be added frequently, depending on feeding rate, to maintain relatively stable pH values. Some method of removing dead biofilm is necessary to prevent media clogging, short circuiting of water flow, decreasing DO values and declining biofilter performance (Hutchinson et al. 2004). 661 �If a separate biofilter is required or if a combined biofilter (biofiltration and hydroponic substrate) is used, the standard equations used to size biofilters may not apply to aquaponic systems, as additional surface area is provided by plant roots and a considerable amount of ammonia is taken up by plants. However, the contribution of various hydroponic subsystem designs and plant species to water treatment in aquaponic systems has not been studied. Therefore, aquaponic system biofilters should be sized fairly close to the recommendations for recirculation systems. Nitrification efficiency is affected by pH. The optimum pH range for nitrification is 7.0 to 9.0, although most studies indicate that nitrification efficiency is greater at the higher end of this range (high 8s). Recommended pH ranges for hydroponic systems are between 5.5 and 6.5 and for aquaculture systems are between 6.5 and 8.5 (Tyson et al. 2004). The pH of a solution affects the solubility of nutrients, especially trace metals. Essential nutrients such as iron, manganese, copper, zinc and boron are less available to plants at a pH higher than 7.0, while the solubility of phosphorus, calcium, magnesium and molybdenum sharply decreases at a pH lower than 6.0. Compromise between nitrification and nutrient availability is reached in aquaponic systems by maintaining pH close to 7.0. Nitrification is most efficient when water is saturated with DO. The UVI commercial-scale system maintains DO levels near 80 percent saturation (6 to 7 mg/L) by aerating the hydroponic tanks with numerous small air diffusers (one every 4 feet) distributed along the long axis of the tanks. Reciprocating (ebb and flow) gravel systems expose nitrifying bacteria to high atmospheric oxygen levels during the dewatering phase. The thin film of water that flows through NFT (nutrient film technique) channels absorbs oxygen by diffusion, but dense plant roots and associated organic matter can block water flow and create anaerobic zones, which precludes the growth of nitrifying bacteria and further necessitates the installation of a separate biofilter. Ideally, aquaponic systems should be designed so that the hydroponic subsystem also serves as the biofilter, which eliminates the capital cost and operational expense of a separate biofilter. Granular hydroponic media such as gravel, sand and perlite provide sufficient substrate for nitrifying bacteria and generally serve as the sole biofilter in some aquaponic systems, although the media has a tendency to clog. If serious clogging occurs from organic matter overloading, gravel and sand filters can actually produce ammonia as organic matter decays, rather than remove it. If this occurs, the gravel or sand must be washed and the system design must be modified by installing a solids removal device before the media, or else the organic loading rate must be decreased by stocking fewer fish and reducing feeding rates. Raft hydroponics, which consists of channels (with 30 cm of water depth) covered by floating sheets of polystyrene for plant support, also provides sufficient nitrification if solids are removed from the flow before it reaches the hydroponic component. The waste treatment capacity of raft hydroponics is equivalent to a feeding ratio of 180 g of fish feed/m2 of plant growing area/day. This is equivalent to about 4.5 kg of feed for each 250 cm x 125 cm sheet of polystyrene foam. After an initial acclimation period of 1 month, it is not necessary to monitor ammonia and nitrite values in the UVI raft system A significant amount of nitrification occurs on the undersides of the polystyrene sheets, especially in the areas exposed to strong currents above air diffusers where the biofilm is noticeably thicker (Hutchinson et al. 2004, Racoky et al. 2004, 2006). Figure 3: The Nitrogen Cycle in Aquaponic Systems (Cacchione 2007). 662 �2.5. Hydroponic Subsystems A number of hydroponic subsystems have been used in aquaponic. Gravel hydroponic subsystems are common in small operations. To ensure adequate aeration of plant roots, gravel beds have been operated in a reciprocating (ebb and flow) mode, where the beds are alternately flooded and drained, or in a non flooded state, where culture water is applied continuously to the base of the individual plants through small diameter plastic tubing. Depending on its composition, gravel can provide some nutrients for plant growth (e.g., calcium is slowly released as the gravel reacts with acid produced during nitrification). One popular gravel-based aquaponic system uses pea gravel in small beds that are irrigated through a distribution system of PVC pipes over the gravel surface. Numerous small holes in the pipes distribute culture water on the flood cycle. The beds are allowed to drain completely between flood cycles. Solids are not removed from the culture water and organic matter accumulates, but the beds are tilled between planting cycles so that some organic matter can be dislodged and discharged. Sand has been used as hydroponic media in aquaponic systems and is an excellent substrate for plant growth. In an experimental system, sand beds (7.5 m long by 1.5 m wide by 15 cm deep) were constructed on slightly sloped ground covered by polyethylene sheets adjacent to in-ground rearing tanks, with the tank floors sloping to one side. A pump in the deep end of the rearing tank was activated for 30 minutes five times daily to furrow irrigate the adjacent sand bed. The culture water percolated through the sand and returned to the rearing tank. A coarse grade of sand is needed to reduce the potential for clogging over time and some solids should be removed before irrigation. Perlite is another media that has been used in aquaponic systems. Perlite is placed in shallow aluminium trays (7.5 cm deep) with a baked enamel finish. The trays vary from 20 cm to 10 cm wide and can be fabricated to any length; with 50 cm the maximum recommended length. At intervals of 50 cm, adjoining trays should be separated by 7.5 cm or more in elevation so that water drops to the lower tray and becomes re-aerated. A slope of 2.5 cm in 30 cm is needed for water flow. A small trickle of water enters at the top of the tray, flows through the perlite and keeps it moist, and discharges into a trough at the lower end. Solids must be removed from the water before it enters the perlite tray. Full solids loading will clog the perlite, form short-circuiting channels, create anaerobic zones and lead to non-uniform plant growth. Shallow perlite trays provide minimal area for root growth and are better for smaller plants such as lettuce and herbs. A floating or raft hydroponic subsystem is ideal for the cultivation of leafy green and other types of vegetables. The UVI system uses three sets of two raft hydroponic tanks that are 30 m long by 125 cm wide by 4 m deep and contain 3 m of water. The channels are lined with low-density polyethylene liners (20 mil thick) and covered by expanded polystyrene sheets (rafts) that are 250 cm long by 125 cm wide by 3.8 cm thick. Net pots are placed in holes in the raft and just touch the water surface. Two-inch net pots are generally used for leafy green plants, while 7.5 cm net pots are used for larger plants such as tomatoes or okra. Holes of the same size are cut into the polystyrene sheet. A lip at the top of the net pot secures it and keeps it from falling through the hole into the water. Seedlings are nursed in a greenhouse and then placed into net pots. Their roots grow into the culture water while their canopy grows above the raft surface. The system provides maximum exposure of roots to the culture water and avoids clogging. The sheets shield the water from direct sunlight and maintain lower than ambient water temperature, which is a beneficial feature in tropical systems. A disruption in pumping does not affect the plant’s water supply as in gravel, sand and NFT subsystems. The sheets are easily moved along the channel to a harvesting point where they can be lifted out of the water and placed on supports at an elevation that is comfortable for workers (Alka et al. 2000, Racoky et al. 2006). 2.6. Sump Water flows by gravity from gravel, sand and raft hydroponic subsystems to a sump, which is the lowest point in the system. The sump contains a pump or pump inlet that returns the treated culture water to the rearing tanks. There should be only one pump to circulate water in an aquaponic system. The sump should be the only tank in the system where the water level decreases as a result of overall water loss from evaporation, transpiration, sludge removal and splashing. The sump is a good location for the addition of base to the system. Soluble base such as potassium hydroxide causes high and toxic pH levels in the sump. However, as water is pumped into the rearing tank, it is diluted and pH decreases to acceptable levels (Hutchinson et al. 2004, Racoky et al. 2006). 2.7. Construction Materials Many materials can be used to construct aquaponic systems. Budget limitations often lead to the selection of inexpensive and questionable materials such as vinyl-lined, steel walled swimming pools. Fibreglass is the best construction material for rearing tanks, sumps and filter tanks. Fibreglass tanks are sturdy, durable, non-toxic, movable and easy to plumb. Polyethylene tanks are also very popular for fish rearing and gravel hydroponics because of their low cost. NFT troughs made from extruded polyethylene are specifically designed 663 �to prevent the pudding and water stagnation that lead to root death and are preferable to makeshift structures such as PVC pipes. Plastic troughs are commercially available for floating hydroponic subsystems, but they are expensive. A good alternative is the 20-mil polyethylene liners that are placed inside concrete block or pouredconcrete side walls. They are easy to install, relatively inexpensive and durable, with an expected life of 12 to 15 years. A soil floor covered with fine sand will prevent sharp objects from puncturing the liners. Lined hydroponic tanks can be constructed to very large sizes hundreds of feet long and up to 9 m wide (Racoky et al. 2004, 2006). 2.8. Component Ratios Aquaponic systems are generally designed to meet the size requirements for solids removal (for those systems requiring solids removal) and biofiltration (if a separate biofilter is used) for the quantity of fish being raised. After the size requirements are calculated, it is prudent to add excess capacity as a safety margin. However, if a separate biofilter is used, the hydroponic component is the safety factor because a significant amount of ammonia uptake and nitrification will occur regardless of hydroponic technique. The optimum ratio of daily fish feed input to plant growing area will maximize plant production while maintaining relatively stable levels of dissolved nutrients. A volume ratio of 30 litter of fish-rearing tank to 220 litter of pea gravel hydroponic media (0.31 cm to 0.63 cm in diameter ) is recommended for reciprocating (flood and drain) gravel aquaponic systems. This ratio requires that tilapia be raised to a final density of 250 g/4 l and fed appropriately. With the recommended ratio, no solids are removed from the system. The hydroponic beds should be cultivated (stirred up) between crops and inoculated with red worms to help break down and assimilate the organic matter. With this system, nutrient supplementation may not be necessary. As a general guide for raft aquaponics, a ratio in the range of 60 to 100 g of fish feed/m2 of plant growing area per day should be used. Ratios within this range have been used successfully in the UVI system for the production of tilapia, lettuce, basil and several other plants. In the UVI system all solids are removed, with a residence time of <1 day for settleable solids (>100 micrometers) removed by a clarifier, and 3 to 7 days for suspended solids removed by an orchard netting filter. The system uses rainwater and requires supplementation for potassium, calcium and iron (Racoky et al. 2004, 2006). 2.9. Plant Growth Requirements For maximum growth, plants in aquaponic systems require 16 essential nutrients. These are listed below in the order of their concentrations in plant tissue, with carbon and oxygen being the highest. The essential elements are arbitrarily divided into macronutrients, those required in relatively large quantities, and micronutrients, those required in considerably smaller amounts. Three of the macronutrients carbon (C), oxygen (O) and hydrogen (H) are supplied by water (H2O) and carbon dioxide gas (CO2). The remaining nutrients are absorbed from the culture water. Other macronutrients include nitrogen (N), potassium (K), calcium (Ca), magnesium (Mg), phosphorus (P) and sulphur (S). The seven micronutrients include chlorine (Cl), iron (Fe), manganese (Mn), and boron (B), zinc (Zn), copper (Cu) and molybdenum (Mo). These nutrients must be balanced for optimum plant growth. High levels of one nutrient can influence the bioavailability of others. For example, excessive amounts of potassium may interfere with the uptake of magnesium or calcium, while excessive amounts of either of the latter nutrients may interfere with the uptake of the other two nutrients. Water temperature is far more important than air temperature for hydroponic plant production. The best water temperature for most hydroponic crops is about 24 °C. However, water temperature can go as low as the mid-60s for most common garden crops and slightly lower for winter crops such as cabbage, brussel sprouts and broccoli (Alka et al. 2000, Racoky et al. 2004, 2006). 2.10. Vegetable Selection Many types of vegetables have been grown in aquaponic systems. However, the goal is to culture a vegetable that will generate the highest level of income per unit area per unit time. With this criterion, culinary herbs are the best choice. They grow very rapidly and command high market prices. The income from herbs such as basil, cilantro, chives, parsley, portulaca and mint is much higher than that from fruiting crops such as tomatoes, cucumbers, eggplant and okra. For example, in experiments in UVI’s commercial scale system, basil production was 5,000 kg annually at a value of $110,000, compared to okra production of 2,900 kg annually at a value of $ 6,400. Fruiting crops also require longer culture periods (90 days or more) and have more pest problems and diseases. Lettuce is another good crop for aquaponic systems because it can be produced in a short period (3 to 4 weeks in the system) and, as a consequence, has relatively few pest problems. Unlike fruiting crops, a large portion of the harvested biomass is edible. Other suitable crops are Swiss chard, pak choi, Chinese cabbage, collard and watercress. The cultivation of flowers has potential in aquaponic systems. Good results 664 �have been obtained with marigold and zinnia in UVI’s aquaponic system. Traditional medicinal plants and plants used for the extraction of modern pharmaceuticals have not been cultivated in aquaponic systems, but there may be potential for growing some of these plants. All plant production has to be coupled to the producer’s ability to market the final product (Rakocy et al. 2006). In Canada, greenhouse tomato and cucumber production in aquaponic system in 2004/2005 reached 20.7 kg/plant/year and 33.4 kg/plant/year respectively exceeding average yields of these crops in greenhouse sector in Alberta for the first time. The average yield of basil increased in from 8.7 kg/m2 of greenhouse area to 11.9 kg/m2 in 2005 compared to 2005 (Savidow 2005). 2.11. Pest and Disease Control Pesticides should not be used to control insects on aquaponic plant crops. Even pesticides that are registered would pose a threat to fish and would not be permitted in a fish culture system. Similarly, therapeutants for treating fish parasites and diseases should not be used because vegetables may absorb and concentrate them. The common practice of adding salt to treat fish diseases or reduce nitrite toxicity is detrimental to plant crops. Nonchemical methods of integrated pest management must be used. These include biological control (resistant cultivars, predators, pathogens, antagonistic organisms), physical barriers, traps, and manipulation of the physical environment. There are more opportunities to use biological control methods in enclosed greenhouse environments than in exterior installations. Parasitic wasps and ladybugs can be used to control white flies and aphids. In UVI’s systems, caterpillars are effectively controlled by twice weekly spraying with Bacillus thuringiensis, a bacterial pathogen that is specific to caterpillars. Fungal root pathogens (Pythium), which are encountered in summer at UVI and reduce production, dissipate in winter in response to lower water temperature. The prohibition on the use of pesticides makes crop production in aquaponic systems more difficult. However, this restriction ensures that crops from aquaponic systems will be raised in an environmentally sound manner and be free of pesticide residues. A major advantage of aquaponic systems is that crops are less susceptible to attack from soil borne diseases. Plants grown in aquaponic systems may be more resistant to diseases that affect plants grown in standard hydroponics. This resistance may be due to the presence of some organic matter in the culture water that creates a stable growing environment with a wide diversity of microorganisms, some of which may be antagonistic to plant root pathogens (Racoky et 2006). 2.12. Economics The economics of aquaponic systems depends on specific site conditions and markets. It would be inaccurate to make sweeping generalizations because material costs, construction costs, operating costs and market prices vary by location. The UVI system is capable of producing approximately 5,000 kg of tilapia and 630 cases of lettuce or 5,000 kg of basil annually based on studies in the Virgin Islands. Enterprise budgets for tilapia production combined with either lettuce or basil have been developed. The U.S. Virgin Islands represent a small niche market with very high prices for fresh tilapia, lettuce and basil, as more than 95 percent of vegetable supplies and nearly 80 percent of fish supplies are imported. The budgets were prepared to show revenues, costs and profits from six production units. A commercial enterprise consisting of six production units is recommended because one fish-rearing tank (out of 24) could be harvested weekly, thereby providing a continuous supply of fish for market development (Rakocy et al. 2006). In Canada, water use efficiency in mixed basil/tilapia operation was 394.3 liters per $100 of output, which is for 65.7% more efficient than in the best hydroponics system (600 liters per $100 of output) (Savidow, 2005). 3. Conclusion Aquaponic systems retain water for long periods of time, require less monitoring, and provide free nutrients. Aquaponic system encounters fewer pest and disease problems than traditional hydroponic systems due to the amount of organic material in the water. In contrast to the sought after sterile environment of hydroponics, the aquaponic system thrives on a diversity of bacteria – bacteria that can be antagonistic to pathogens and bacteria that boost plants’ immune systems. In fact, the aquaponic system has operated for several years without changing the water. Unlike traditional hydroponic solutions that require a complete nutrient mix, the UVI system’s tilapia provides adequate amounts of 10 of the 13 nutrients essential to plants. Only potassium, calcium and iron must be supplemented. And to maintain the proper pH level the operators add either calcium hydroxide or potassium hydroxide, which provide the missing potassium and calcium nutrients. Iron is added separately Normal recirculation aquaculture systems discharge an estimated five to ten percent of system water daily due to excess nitrate accumulation. UVI’s system uses nitrates and other nutrients for plant growth, so it discharges less than one percent of system water daily, alleviating the potential for pollution related to water 665 �discharge. Aquaponic is the only system in the world that has a biofilter that makes money (Sherrill 2008). New technologies take time to be accepted and implemented. However, global water shortages have created a more urgent interest in aquaponic, one of the most water-efficient systems in the world. References Alka, G., Muali, G., & Tilak, K.V.B.R. (2000). Mechanism of Plant Growth Promotion by Rhizobacteria. Indian Journal of Experiment Biology, 38, 856-862. Cacchione, S. (2007). The Nitrogen Cycle. Backyard Aquaponics, 1, 6-8. Diver, S. (2006). Aquaponics-Integration of Hydroponics with Aquaculture. Natioanal Sustainable Agriculture Information Service. ATTRA Publication. 28pp. Dunning, R.D., Losordo, T.M., & Hobbs, A.O. (1998). The Economics of Recirculating Tank Systems: A Spreadsheet for Individual Analysis SRAC Publication No:456, Southern Regional Aquaculture Center, USA, 8p. Edwards, P. (2003). Philosophy Principles and Concepts of Integrated Agri-Aquaculture Systems, 6-13. In (eds, Gooley, G.J. & Gavine, F.M.) Integrated Agri-Aquaculture Systems. A Resource Handbook for Australian Industry Devepoment, RIRD Publication, 183pp. Hutchinson, W., Jeffry, M, O’Sullivan, D., Casement, D., & Clarke, S. (2004). Recirculating Aquaculture Systems Minimum Standards For Design, Costraction and Management. Inland Aquaculture Association of South Australia Inc.70pp. Lorena, S., Cristea, V., & Oprea, L. (2008). Nutrents Dynimic in an Aquaponic Recirculating System For Sturgeon And Lettuce (Lactuca Satıva) Productıon. Zootehnie si Biotehnologii, 41 (2), 137-143. Rakocy, J.E., Bailey, D.S.R., Shultz, C., & Thoman, E.S. (2004). Update on tilapia and vegetable production in the UVI aquaponic system. p. 676-690. In: New Dimensions on Farmed Tilapia: Proceedings of the Sixth International Symposium on Tilapia in Aquaculture, Held September 12-16, 2004 in Manila, Philippines. Rakocy, J.E., Massor, M.P., & Losordo, T.M. (2006). Recirculating Aquaculture Tank Production Systems: Aquaponics— Integrating Fish and Plant Culture. SRAC Publication No. 454, 16pp. Savidow, N. (2005). Evaluation and Development of Aquaponics Production and Product Market Cababilities in Alberta Phase II. Department of Fisheries and Oceans, 57pp. Sherrill, G. (2008).Working Together. The Growing Edge, March/April, 24-26. Szyper, J. (1989). Backyard Aquaculture in Hawaii A Practical Manual. Windward Community College, Aquaculture Development Program, Dept. of Land and Natural Resources, State of Hawaii.87pp. Tyson, R.V., Simonne, E.H., White, J.M., & Lamb, E.M. (2004). Reconciling Water Quality Parameters Impacting Nitrification in Aquaponics: The pH Levels. Proc. Fla. State Hort. Soc., 117, 79-83. 666 � 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. 614 Title A name given to the resource Aquaponic (Integrating Fish and Plant Culture) Systems Author Author Turkmen, Gurel Guner, Yusuf Abstract A summary of the resource. Aquaponic is the combined culture of fish and plants in recirculation systems, has become increasingly popular. Nutrients, which are excreted directly by the fish or generated by the microbial breakdown of organic wastes, are absorbed by plants cultured hydroponically (without soil). Fish feed provides most of the nutrients required for plant growth. As the aquaculture effluent flows through the hydroponic component of the recirculation system, fish waste metabolites are removed by nitrification and direct uptake by the plants, thereby treating the water, which flows back to the fish-rearing component for reuse. Aquaponic has several advantages over other recirculation aquaculture systems and hydroponic systems that use inorganic nutrient solutions. The hydroponic component serves as a biofilter, and therefore a separate biofilter is not needed as in other recirculating systems. Aquaponic systems have the only biofilter that generates income, which is obtained from the sale of hydroponic produce such as vegetables, herbs and flowers. In the UVI system, which employs raft hydroponics, only calcium, potassium and iron are supplemented. The nutrients provided by the fish would normally be discharged and could contribute to pollution. Removal of nutrients by plants prolongs water use and minimizes discharge. Aquaponic systems require less water quality monitoring than individual recirculation systems for fish or hydroponic plant production. Aquaponic increases profit potential due to free nutrients for plants, lower water requirements, elimination of a separate biofilter, less water quality monitoring and shared costs for operation and infrastructure. 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://eprints.ibu.edu.ba/files/original/874b4a3b6609573c7ea7d877e2834f3d.doc 0ab5de3a7c37cd017310bb9e7fec47c2 https://eprints.ibu.edu.ba/files/original/69da3be64ed2d59921cbf1d3c03e51ed.pdf a8a10959f2c860b23d1dffb5fb864f5e PDF Text Text 1st International Annual Student Symposium Arab World Institute, Jean Nouvel Zedina Hujdur International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT Built between 1981 and 1987, the Institut du Monde Arabe (IMA), or the Arab World Institute, is representing the museum for Arabian art. This building is an “evidence“ or a try of translation of ancient Arab culture into a more modern and sophisticated language. Symbols from Arabian culture combined with high-tech glass and steel, this building is a physical symbol of the friendship between France and the Arab world which makes it facing the contradiction of Arabian and European culture. Also, because of its special location, it becomes the connection of old and new Paris. The Arab World Institute is a structure of two faces. On the north side, facing the river, the building is sheathed in glass which is etched with a white ceramic image of the adjacent skyline. On the south side, the wall is covered with what seems to be “moucharabieh“ , the kind of latticed screens found on patios and balconies in Arab countries. The screens are actually grids of automated lenses used to control light creating the magnificent magic of this place. As a result, a mysterious atmosphere is created for human body to catch the divinity. Divinity seems to have a direct connection with the size of holes on the high‐tech panels of façade. With the helping of camera lens and computer technology, the connection is no longer rigid. Instead, it becomes a dynamic process which makes divinity and architecture having an opportunity to permeating each other. Another continuation of Arabic motif is also representing the spatial play of size and space in form. Jean Nouvel required to create a work that maximized space as well as form and it can be seen in the harmony with the design of the space that leads us to the conclusion: Structure is part of the design. 54 | � 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. 1410 Title A name given to the resource Arab World Institute, Jean Nouvel Author Author HUJDUR, Zedina Abstract A summary of the resource. Built between 1981 and 1987, the Institut du Monde Arabe (IMA), or the Arab World Institute, is representing the museum for Arabian art. This building is an “evidence“ or a try of translation of ancient Arab culture into a more modern and sophisticated language. Symbols from Arabian culture combined with high-tech glass and steel, this building is a physical symbol of the friendship between France and the Arab world which makes it facing the contradiction of Arabian and European culture. Also, because of its special location, it becomes the connection of old and new Paris. The Arab World Institute is a structure of two faces. On the north side, facing the river, the building is sheathed in glass which is etched with a white ceramic image of the adjacent skyline. On the south side, the wall is covered with what seems to be “moucharabieh“ , the kind of latticed screens found on patios and balconies in Arab countries. The screens are actually grids of automated lenses used to control light creating the magnificent magic of this place. As a result, a mysterious atmosphere is created for human body to catch the divinity. Divinity seems to have a direct connection with the size of holes on the high‐tech panels of façade. With the helping of camera lens and computer technology, the connection is no longer rigid. Instead, it becomes a dynamic process which makes divinity and architecture having an opportunity to permeating each other. Another continuation of Arabic motif is also representing the spatial play of size and space in form. Jean Nouvel required to create a work that maximized space as well as form and it can be seen in the harmony with the design of the space that leads us to the conclusion: Structure is part of the design. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English,PR English literature https://eprints.ibu.edu.ba/files/original/f2e7c6cfb7abf1d618b7b703b93345f2.docx 88250150a138e7358acb15158e7d009b https://eprints.ibu.edu.ba/files/original/be44594590d5ff8f0b0cd049d70e540b.pdf fe6fe943e3341a510c4c3b2d0d39ba51 PDF Text Text Arabic Education in the Ottoman Madrasas until the Reign of Sultan Mehmed II the Conqueror Betül Can Karamanoglu Mehmetbey University/ Karaman, Turkey Key Words: Ottoman Education System, Madrasas, Arabic Language Education, Teaching Methods, Arabic Grammar Books. ABSTRACT In this study, from the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror, the methods and books used in the education of the Arabic language in the curriculum in the Ottoman madrasas are examined. In this context, this study also determines the position of Arabic in the education of Ottoman madrasas. The study population of this research constitutes the educational system of madrasas having been the higher education institutions during the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror. Described as the part of the study population, the sample of the research is mainly composed of Arabic education in these madrasas. In this study, upon using cluster sampling from the sampling techniques, Arabic education is divided into three groups, morphology (sarf), syntax (nahiv) and rhetoric (belâgat). In this research which is a qualitative study, data acquisition methods, used in the qualitative studies as data sources, such as document collection and its analysis, the survey and the evaluation of the work pertaining to this area are applied. As the data of this research is qualitative, “documentary survey” is used as data collection techniques. Studies indicate that the Arabic language, in the Ottoman madrasas, had a position to prepare the students for the religious sciences and it was taught so as to comprehend the religious texts. In the light of this information, it is proposed that whilst carrying out the modern education methods, the classical Arabic grammar books used by the Ottoman scholars be applied. � 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. 1734 Title A name given to the resource Arabic Education in the Ottoman Madrasas until the Reign of Sultan Mehmed II the Conqueror Author Author BETUL, Can Abstract A summary of the resource. Key Words: Ottoman Education System, Madrasas, Arabic Language Education, Teaching Methods, Arabic Grammar Books. ABSTRACT In this study, from the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror, the methods and books used in the education of the Arabic language in the curriculum in the Ottoman madrasas are examined. In this context, this study also determines the position of Arabic in the education of Ottoman madrasas. The study population of this research constitutes the educational system of madrasas having been the higher education institutions during the foundation of the Ottoman Empire prior to the reign of Sultan Mehmed II the Conqueror. Described as the part of the study population, the sample of the research is mainly composed of Arabic education in these madrasas. In this study, upon using cluster sampling from the sampling techniques, Arabic education is divided into three groups, morphology (sarf), syntax (nahiv) and rhetoric (belâgat). In this research which is a qualitative study, data acquisition methods, used in the qualitative studies as data sources, such as document collection and its analysis, the survey and the evaluation of the work pertaining to this area are applied. As the data of this research is qualitative, “documentary survey” is used as data collection techniques. Studies indicate that the Arabic language, in the Ottoman madrasas, had a position to prepare the students for the religious sciences and it was taught so as to comprehend the religious texts. In the light of this information, it is proposed that whilst carrying out the modern education methods, the classical Arabic grammar books used by the Ottoman scholars be applied. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://eprints.ibu.edu.ba/files/original/c0252f0bac02371618dd87765a021f55.pdf 568a89e93c5e4619eff612004be0827a PDF Text Text ARAPSKO TURSKO PİSMO U BUKVARU REDJEPA VOKE Zeqir KADRİU - Xhemaludin IDRİZİ Trakya Üniversitesi, Edebiyat Fakültesi, Edirne / Türkiye Pozajmene rijeçi: Azbuka, arapsko, albanska, tursko, pismo, prerodba, skola, obraozovanje. SAŽETAK Redjep Voka je jedan od najznaçajnijih prerodbenjaka,koji je dao veliki doprinos albankoj azbuci u XIX veku. Albansku azbuka prerodbenjaka,Redzepa Voke jeste arapskoturskim pismom. Ona obuhvata 34 slova sa arapsko-turskog pisma.U XIX veku,imalao je i druge azbuke sa latinskim grckim pismom. Predstavnici arapskog-turskog pisma u albanskom bukvaru bili su odgojeni u skolama tursko-osmanske imperije. Ova çinjenica govori da jedan dio obrazovanih u ovim skolama smatrali da arapsko-tursko pismom moze se pisati i albanski jezik Ovaj Redzepov stav i misao bio je do odrzavanja Manastirskog Kogresa (1908) u Bitolu ( danasnja Bitola u Republici Makedoniji) ,u kome je usvojena albanka azbuka sa 36 glasa uglavnom iz latinskog pisma. � https://eprints.ibu.edu.ba/files/original/2430db74e5dd6c3080849ec616e30bf0.docx 6965629b505cae2ec6e501dab27ca90d 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. 2013 Title A name given to the resource ARAPSKO TURSKO PİSMO U BUKVARU REDJEPA VOKE Author Author KADRIU, Zeqir IDRIZI, Xhemaludin Abstract A summary of the resource. Pozajmene rijeçi: Azbuka, arapsko, albanska, tursko, pismo, prerodba, skola, obraozovanje. SAŽETAK Redjep Voka je jedan od najznaçajnijih prerodbenjaka,koji je dao veliki doprinos albankoj azbuci u XIX veku. Albansku azbuka prerodbenjaka,Redzepa Voke jeste arapsko-turskim pismom. Ona obuhvata 34 slova sa arapsko-turskog pisma.U XIX veku,imalao je i druge azbuke sa latinskim grckim pismom. Predstavnici arapskog-turskog pisma u albanskom bukvaru bili su odgojeni u skolama tursko-osmanske imperije. Ova çinjenica govori da jedan dio obrazovanih u ovim skolama smatrali da arapsko-tursko pismom moze se pisati i albanski jezik Ovaj Redzepov stav i misao bio je do odrzavanja Manastirskog Kogresa (1908) u Bitolu ( danasnja Bitola u Republici Makedoniji) ,u kome je usvojena albanka azbuka sa 36 glasa uglavnom iz latinskog pisma. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://eprints.ibu.edu.ba/files/original/8c3cef4a583850ad7f58fa206a47b555.pdf 3234436409442c941aa65217aeac5e04 PDF Text Text Araştırma Yöntemleri SPSS Uygulamalı IBU Publications �Araştırma Yöntemleri SPSS Uygulamalı Authors: Prof. Dr. Hüseyin PADEM hpadem@ibu.edu.ba Yrd. Doç. Dr. Ali GÖKSU agoksu@ibu.edu.ba Arş. Gör. Zafer KONAKLI zkonakli@ibu.edu.ba Publisher: International Burch University Editor in Chief: Prof.Dr. Hüseyin PADEM Reviewed by: Prof. Dr. İbrahim GÜNGÖR, Akdeniz University Prof. Dr. Akif KUTLU, Süleyman Demirel University Assoc. Prof. Dr. Teoman DUMAN, International Burch University DTP & Design: Suhejb Djemaili DTP and Prepress: International Burch University Printed by: Circulation: 500 copies Place of Publication: Sarajevo Copyright: International Burch University, 2012 International Burch University Publication No: 13 Reproduction of this Publication for educational or other non-commercial purposes is authorized without prior permission from the copyright holder. Reproduction for resale or other commercial purposes prohibited without prior written permission of the copyright holder. Disclaimer: While every effort has been made to ensure the accuracy of the information, contained in this publication, International Burch University will not assume liability for writing and any use made of the proceedings, and the presentation of the participating organizations concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. ------------------------------------------------CIP - Katalogizacija u publikaciji Nacionalna i univerzitetska biblioteka Bosne i Hercegovine, Sarajevo 004.42:311.2](075.8) PADEM, Hüseyin Araştırma yöntemler¡ : SPSS uygulamali / Hüseyin Padem, Ali Göksu, Zafer Konakli. - Sarajevo : International Burch University, 2012. – 181 str. : ilustr. ; 24 cm Bibliografija: str. 175-180. ISBN 978-9958-834-04-2 1. Göksu, Ali 2. Konakli, Zafer COBISS.BH-ID 19416326 -------------------------------------------------------- �Prof. Dr. Hüseyin PADEM Yrd. Doç. Dr. Ali GÖKSU Arş. Gör. Zafer KONAKLI Araştırma Yöntemleri SPSS Uygulamalı IBU Publications Sarajevo, 2012. ��5 İ Ç İ N D E K İ LER İÇİNDEKİLER..................................................................................... 5 ÖNSÖZ.............................................................................................. 11 1. BÖLÜM BİLGİ, BİLİM VE BİLİMSEL YÖNTEM BİLGİ, BİLİM VE BİLİMSEL YÖNTEM .......................................... 13 BİLGİ KAYNAKLARI VE BİLGİYE ULAŞMA ................................. 14 BİLİM VE ÖZELLİKLERİ.................................................................. 17 Bilimin Tanımı................................................................................... 17 Bilimin Amacı ................................................................................... 18 1- Varlığı keşfetme............................................................................... 20 2 - İnsanı keşfetme ............................................................................. 22 3 - Olayları çözme................................................................................ 23 BİLİMİN ÖZELLİKLERİ ................................................................... 24 BİLİM TARİHİ ................................................................................. 25 Nobel Ödülleri................................................................................... 29 BİLİMİN FARKLI AMAÇLA KULLANIMI....................................... 30 BİLİM VE TOPLUM......................................................................... 34 1- Bilgisizlik....................................................................................... 35 2 -Fakirlik........................................................................................... 36 3 - İhtilaf............................................................................................ 36 BİLİMİN SINIFLANDIRILMASI ..................................................... 37 BİLİM VE KÜLTÜR ......................................................................... 39 Sürdürülebilir Bilim......................................................................... 39 �6 2. BÖLÜM ARAŞTIRMA KONUSUNUN BELİRLENMESİ VE KARAR VERME ARAŞTIRMA KONUSUNUN SEÇİMİ............................................ 41 HİPOTEZ VE ARAŞTIRMA SORULARININ BELİRLENMESİ...... 44 KARAR VERME............................................................................... 45 Araştırma Çalışmalarında Karar Verme......................................... 47 3. BÖLÜM LİTERATÜR TARAMASI VE ARAŞTIRMA ÖNERİSİ LİTERATÜR TARAMASI................................................................. 49 ARAŞTIRMA ÖNERİSİ NASIL HAZIRLANIR................................ 51 Araştırma önerilerinde en çok yapılan hatalar............................. 56 4. BÖLÜM METODOLOJİ GİRİŞ................................................................................................. 57 NİTEL ARAŞTIRMA (QUALITATIVE RESEARCH)........................ 57 NİCEL ARAŞTIRMA (QUANTITATIVE RESEARCH).................... 58 KARMA ARAŞTIRMA..................................................................... 58 �7 5. BÖLÜM ARAŞTIRMA METOTLARI VE VERİ TOPLAMA VERİ TOPLAMA SÜRECİ................................................................ 61 Ana Kitle (Population)...................................................................... Örneklem (Sample)........................................................................... Geçerlilik (Validity)........................................................................... Güvenilirlik (Reliability)................................................................... 62 63 63 64 VERİ TOPLAMA YÖNTEMLERİ...................................................... 64 Tarama............................................................................................... Görüşme............................................................................................. Deney.................................................................................................. Gözlem................................................................................................ Anket.................................................................................................. 65 66 67 68 68 Metodolojinin Belirlenmesi................................................................ Soru Tiplerine Karar Verilmesi........................................................... Soruların İçeriklerine Göre Sınıflandırılması................................... Soruların Cevaplarına Göre Sınıflandırılması.................................. Anket Hazırlarken Yapılan Başlıca Hata Türleri.............................. Anketin Dizayn Edilmesi.................................................................... Pilot Uygulama.................................................................................... Hedef Gruba (Örneklem) Uygulama................................................. Olasılıklı Örnekleme Yöntemleri........................................................ Olasılıksız Örnekleme Yöntemleri..................................................... 69 73 74 76 80 85 86 86 87 89 6. BÖLÜM VERİLERİN ANALİZİ, DEĞERLENDİRME VE SONUÇ VERİ ANALİZİ.................................................................................. 91 Sürekli ve Ayrık Değişken................................................................ 93 ÖLÇME.............................................................................................. 93 �8 ÖLÇEK VE ÖLÇEK GELİŞTİRME..................................................... 96 İkili Karşılaştırma................................................................................ 97 Karşılaştırmalı Olmayan Ölçekler................................................... 98 Çoklu Ölçekler...................................................................................... 98 Tekli Ölçekler...................................................................................... 100 Sürekli Ölçekler................................................................................. 102 SONUÇ VE DEĞERLENDİRME.................................................... 103 7. BÖLÜM BİLİMSEL ARAŞTIRMALARIN YAZIM KURALLARI ARAŞTIRMANIN YAZILMASI...................................................... 105 Başlık................................................................................................ Kapak Sayfası.................................................................................. Teşekkür Sayfası.............................................................................. Özet................................................................................................... İçindekiler........................................................................................ Tablo Listesi..................................................................................... Şekiller Listesi.................................................................................. Kısaltmalar....................................................................................... Giriş.................................................................................................. Metotlar (Yöntemler)...................................................................... Sonuç................................................................................................ Tartışma........................................................................................... Kaynaklar......................................................................................... Ekler.................................................................................................. 107 107 107 108 109 109 110 110 110 111 113 113 114 118 8. BÖLÜM BİLİMSEL YAYINLAR VE YAYINA GÖNDERME BİLİMSEL YAYINLAR.................................................................... 119 ISI (Institute For Scientific Information) Tarafından Taranan Dergiler............................................................................................ 119 �9 Alan İndeksli Dergiler..................................................................... Ulusal Hakemli Dergiler................................................................ Hakemli Dergiler (Peer-Reviewed Journals)................................. Açık Girişli Dergiler (Open Access)............................................... Birden Çok Hakemli Dergiler (Double Blind)............................... Bildiri Kitapları (Proceedings)....................................................... Diğerleri........................................................................................... 121 122 122 122 123 123 123 YAYINA GÖNDERME.................................................................... 124 Dergi Seçiminde İpuçları ve Dikkat Edilmesi Gereken Hususlar. 128 9. BÖLÜM ARAŞTIRMACI VE ETİK KURALLAR ETİK NEDİR?.................................................................................. 131 ETİK KURALLAR............................................................................ 131 ETİK KURALLARA AYKIRI DAVRANIŞLAR................................. 133 Aşırma (Plagiarism)........................................................................ Uydurma (Fabrication)................................................................... Çarpıtma (Falsification).................................................................. Duplikasyon (Duplication)............................................................. Dilimleme (Salami Slicing)............................................................ Haksız Yazarlık................................................................................ Diğer................................................................................................. 133 134 135 135 136 136 136 10.BÖLÜM TEMEL İSTATİSTİKİ METOTLAR TEMEL İSTATİSTİKİ KAVRAMLAR.............................................. 139 DEĞİŞKEN TİPLERİ....................................................................... 140 �HİPOTEZ TESTİ ............................................................................. 141 1.Tip ve 2.Tip Hatalar...................................................................... 142 Bir-Kuyruklu ve İki Kuyruklu Testler............................................ 143 VERİLERİ ÖZETLEME: TANIMLAYICI İSTATİSTİKLER.............. 143 Temel Kavramlar............................................................................. 144 İSTATİSTİKİ TESTLERİN SINIFLANDIRILMASI......................... 151 FARKLILIKLARI İNCELEME TEKNİKLERİ: .TEK GRUP VE İKİ GRUP T-TESTİ .......................................................................................... 152 Temel Kavramlar............................................................................. 152 ORTALAMALARIN KARŞILAŞTIRILMASI: VARYANS ANALİZİ (ANOVA)........................................................................................ 163 Temel Kavramlar............................................................................. 164 Temel Kavramlar ............................................................................ 174 Ki-kare Bağımsızlık testi ............................................................... 174 KORELASYON ANALİZİ ............................................................... 178 Temel Kavramlar............................................................................. 179 Kısmi Korelasyon (Partial Correlation)......................................... 183 ÇOKLU REGRESYON ................................................................... 184 Temel Kavramlar............................................................................. 184 Hiyerarşik Regresyon (Hierarchical Regression)......................... 191 FAKTÖR ANALİZİ.......................................................................... 192 Kaynakça..................................................................................... 203 �11 Ö N S ÖZ Bu kitap, Üniversitelerde eğitim gören lisans ve lisansüstü öğrencilerinin araştırma metotları ile ilgili kaynak ihtiyaçlarının karşılanmasına yardımcı olmak amacı ile hazırlanmıştır. Üzerinde durulan konular mümkün olduğunca basit bir anlatım dili kullanılarak sunulmaya çalışılmıştır. Araştırma metotları ile ilintili hazırlanan birçok kitap, kısaca bilim ve özelliklerinden sonra veri toplama ve istatistik metotların uygulaması yörüngesinde yoğunlaşmıştır. Yenilik olarak bu kitapta örnekler verilerek insanlığın karşılaştığı temel sorunlar ve bunların çözümünde bilimin etkinliği vurgulanmıştır. Bilim tarihine kısaca değinilmiş ve bilim insanlarının topluma karşı sorumlulukları üzerinde durulmuştur. Kitap, hem sosyal bilimler, hem de fen ve sağlık bilimlerinde çalışan araştırıcıların kullanabileceği niteliktedir. Kitabı orijinal kılan hususlardan birisi de insan, varlık ve olayların araştırılmasını kapsayan bilim anlayışında, bilimi anlama ve kavramada maddenin metafizik boyutunun da vurgulanmasıdır. Teknolojik olarak gelişmiş toplumların göze çarpan en önemli özellikleri bilgi üretimi, kullanımı ve bunu teknolojiye dönüştürmedeki araştırma kararlılığı ve ciddiyetleridir. Bilimsel bilgi üretme sürecinin belli bir sistematik ile yapılması gereklidir. Araştırma sırasında bazı sorunlar çıkabilir. Ortaya çıkabilecek sorunların azaltılması, önceden tahmin edilmesi veya bu sırada çözülmesi veyahut da etkisinin en aza indirgenmesi gereklidir. Bu sistematik kurallar çerçevesinde elde edilen bilginin tez, makale, rapor veya sunum şeklinde �12 Araştırma Yöntemleri yazıya dökülmesiyle hatalar azalacaktır. Üretilen bilginin güvenilirliği daha çok bu bilginin hangi metotlarla elde edildiği ve test edildiği ile ilgilidir. Kitabın öğrencilerimize, öncelikle bilimsel düşünme ihtiyacı hissettirmesi, sonrasında da araştırma isteği uyandırması ve her seviyede araştırmaya yönlendirmesi oranında amacına ulaşacağını ümit ediyoruz. 29 Şubat 2012, Bosna Hersek Prof. Dr. Hüseyin PADEM Yrd. Doç. Dr. Ali GÖKSU Arş. Gör. Zafer KONAKLI � 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. 1374 Title A name given to the resource Araştırma Yöntemleri Author Author Huseyin, Padem GÖKSU, Ali KONAKLI, Zafer Abstract A summary of the resource. Bu kitap, Üniversitelerde eğitim gören lisans ve lisansüstü öğrencilerinin araştırma metotları ile ilgili kaynak ihtiyaçlarının karşılanmasına yardımcı olmak amacı ile hazırlanmıştır. Üzerinde durulan konular mümkün olduğunca basit bir anlatım dili kullanılarak sunulmaya çalışılmıştır. Araştırma metotları ile ilintili hazırlanan birçok kitap, kısaca bilim ve özelliklerinden sonra veri toplama ve istatistik metotların uygulaması yörüngesinde yoğunlaşmıştır. Yenilik olarak bu kitapta örnekler verilerek insanlığın karşılaştığı temel sorunlar ve bunların çözümünde bilimin etkinliği vurgulanmıştır. Bilim tarihine kısaca değinilmiş ve bilim insanlarının topluma karşı sorumlulukları üzerinde durulmuştur. Kitap, hem sosyal bilimler, hem de fen ve sağlık bilimlerinde çalışan araştırıcıların kullanabileceği niteliktedir. Kitabı orijinal kılan hususlardan birisi de insan, varlık ve olayların araştırılmasını kapsayan bilim anlayışında, bilimi anlama ve kavramada maddenin metafizik boyutunun da vurgulanmasıdır. Teknolojik olarak gelişmiş toplumların göze çarpan en önemli özellikleri bilgi üretimi, kullanımı ve bunu teknolojiye dönüştürmedeki araştırma kararlılığı ve ciddiyetleridir. Bilimsel bilgi üretme sürecinin belli bir sistematik ile yapılması gereklidir. Araştırma sırasında bazı sorunlar çıkabilir. Ortaya çıkabilecek sorunların azaltılması, önceden tahmin edilmesi veya bu sırada çözülmesi veyahut da etkisinin en aza indirgenmesi gereklidir. Bu sistematik kurallar çerçevesinde elde edilen bilginin tez, makale, rapor veya sunum şeklinde yazıya dökülmesiyle hatalar azalacaktır. Üretilen bilginin güvenilirliği daha çok bu bilginin hangi metotlarla elde edildiği ve test edildiği ile ilgilidir. Kitabın öğrencilerimize, öncelikle bilimsel düşünme ihtiyacı hissettirmesi, sonrasında da araştırma isteği uyandırması ve her seviyede araştırmaya yönlendirmesi oranında amacına ulaşacağını ümit ediyoruz. 29 Şubat 2012, Bosna Hersek Prof. Dr. Hüseyin PADEM Yrd. Doç. Dr. Ali GÖKSU Arş. Gör. Zafer KONAKLI Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Book Section PeerReviewed H Social Sciences (General),Q Science (General) https://eprints.ibu.edu.ba/files/original/e459e99d8babbff7a81a7f2f3131ea8b.pdf 7c2d60219f966b967cf0fbd495df77bc PDF Text Text Araştırma Yöntemleri SPSS Uygulamalı IBU Publications �Araştırma Yöntemleri SPSS Uygulamalı Authors: Prof. Dr. Hüseyin PADEM hpadem@ibu.edu.ba Yrd. Doç. Dr. Ali GÖKSU agoksu@ibu.edu.ba Arş. Gör. Zafer KONAKLI zkonakli@ibu.edu.ba Publisher: International Burch University Editor in Chief: Prof.Dr. Hüseyin PADEM Reviewed by: Prof. Dr. İbrahim GÜNGÖR, Akdeniz University Prof. Dr. Akif KUTLU, Süleyman Demirel University Assoc. Prof. Dr. Teoman DUMAN, International Burch University DTP & Design: Suhejb Djemaili DTP and Prepress: International Burch University Printed by: Circulation: 500 copies Place of Publication: Sarajevo Copyright: International Burch University, 2012 International Burch University Publication No: 13 Reproduction of this Publication for educational or other non-commercial purposes is authorized without prior permission from the copyright holder. Reproduction for resale or other commercial purposes prohibited without prior written permission of the copyright holder. Disclaimer: While every effort has been made to ensure the accuracy of the information, contained in this publication, International Burch University will not assume liability for writing and any use made of the proceedings, and the presentation of the participating organizations concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. ------------------------------------------------CIP - Katalogizacija u publikaciji Nacionalna i univerzitetska biblioteka Bosne i Hercegovine, Sarajevo 004.42:311.2](075.8) PADEM, Hüseyin Araştırma yöntemler¡ : SPSS uygulamali / Hüseyin Padem, Ali Göksu, Zafer Konakli. - Sarajevo : International Burch University, 2012. – 181 str. : ilustr. ; 24 cm Bibliografija: str. 175-180. ISBN 978-9958-834-04-2 1. Göksu, Ali 2. Konakli, Zafer COBISS.BH-ID 19416326 -------------------------------------------------------- �Prof. Dr. Hüseyin PADEM Yrd. Doç. Dr. Ali GÖKSU Arş. Gör. Zafer KONAKLI Araştırma Yöntemleri SPSS Uygulamalı IBU Publications Sarajevo, 2012. ��5 İ Ç İ NDEKİLER İÇİNDEKİLER..................................................................................... 5 ÖNSÖZ............................................................................................. 11 1. BÖLÜM BİLGİ, BİLİM VE BİLİMSEL YÖNTEM BİLGİ, BİLİM VE BİLİMSEL YÖNTEM ......................................... 13 BİLGİ KAYNAKLARI VE BİLGİYE ULAŞMA ................................ 14 BİLİM VE ÖZELLİKLERİ ................................................................. 17 Bilimin Tanımı.................................................................................. 17 Bilimin Amacı .................................................................................. 18 1- Varlığı keşfetme.............................................................................. 20 2 - İnsanı keşfetme ............................................................................ 22 3 - Olayları çözme............................................................................... 23 BİLİMİN ÖZELLİKLERİ .................................................................. 24 BİLİM TARİHİ ................................................................................ 25 Nobel Ödülleri .................................................................................. 29 BİLİMİN FARKLI AMAÇLA KULLANIMI...................................... 30 BİLİM VE TOPLUM ........................................................................ 34 1- Bilgisizlik ...................................................................................... 35 2 -Fakirlik.......................................................................................... 36 3 - İhtilaf ........................................................................................... 36 BİLİMİN SINIFLANDIRILMASI .................................................... 37 BİLİM VE KÜLTÜR ........................................................................ 39 Sürdürülebilir Bilim ........................................................................ 39 �6 2. BÖLÜM ARAŞTIRMA KONUSUNUN BELİRLENMESİ VE KARAR VERME ARAŞTIRMA KONUSUNUN SEÇİMİ ........................................... 41 HİPOTEZ VE ARAŞTIRMA SORULARININ BELİRLENMESİ ..... 44 KARAR VERME .............................................................................. 45 Araştırma Çalışmalarında Karar Verme ........................................ 47 3. BÖLÜM LİTERATÜR TARAMASI VE ARAŞTIRMA ÖNERİSİ LİTERATÜR TARAMASI ................................................................ 49 ARAŞTIRMA ÖNERİSİ NASIL HAZIRLANIR ............................... 51 Araştırma önerilerinde en çok yapılan hatalar............................. 56 4. BÖLÜM METODOLOJİ GİRİŞ................................................................................................ 57 NİTEL ARAŞTIRMA (QUALITATIVE RESEARCH)....................... 57 NİCEL ARAŞTIRMA (QUANTITATIVE RESEARCH) ................... 58 KARMA ARAŞTIRMA..................................................................... 58 �7 5. BÖLÜM ARAŞTIRMA METOTLARI VE VERİ TOPLAMA VERİ TOPLAMA SÜRECİ ............................................................... 61 Ana Kitle (Population)..................................................................... Örneklem (Sample).......................................................................... Geçerlilik (Validity) .......................................................................... Güvenilirlik (Reliability).................................................................. 62 63 63 64 VERİ TOPLAMA YÖNTEMLERİ..................................................... 64 Tarama .............................................................................................. Görüşme............................................................................................ Deney................................................................................................. Gözlem............................................................................................... Anket ................................................................................................. 65 66 67 68 68 Metodolojinin Belirlenmesi ............................................................... Soru Tiplerine Karar Verilmesi.......................................................... Soruların İçeriklerine Göre Sınıflandırılması .................................. Soruların Cevaplarına Göre Sınıflandırılması ................................. Anket Hazırlarken Yapılan Başlıca Hata Türleri ............................. Anketin Dizayn Edilmesi.................................................................... Pilot Uygulama ................................................................................... Hedef Gruba (Örneklem) Uygulama ................................................ Olasılıklı Örnekleme Yöntemleri....................................................... Olasılıksız Örnekleme Yöntemleri .................................................... 69 73 74 76 80 85 86 86 87 89 6. BÖLÜM VERİLERİN ANALİZİ, DEĞERLENDİRME VE SONUÇ VERİ ANALİZİ ................................................................................. 91 Sürekli ve Ayrık Değişken ............................................................... 93 ÖLÇME............................................................................................. 93 �8 ÖLÇEK VE ÖLÇEK GELİŞTİRME.................................................... 96 İkili Karşılaştırma ............................................................................... 97 Karşılaştırmalı Olmayan Ölçekler .................................................. 98 Çoklu Ölçekler..................................................................................... 98 Tekli Ölçekler..................................................................................... 100 Sürekli Ölçekler................................................................................. 102 SONUÇ VE DEĞERLENDİRME ................................................... 103 7. BÖLÜM BİLİMSEL ARAŞTIRMALARIN YAZIM KURALLARI ARAŞTIRMANIN YAZILMASI ..................................................... 105 Başlık ............................................................................................... Kapak Sayfası ................................................................................. Teşekkür Sayfası............................................................................. Özet.................................................................................................. İçindekiler ....................................................................................... Tablo Listesi .................................................................................... Şekiller Listesi................................................................................. Kısaltmalar...................................................................................... Giriş ................................................................................................. Metotlar (Yöntemler)..................................................................... Sonuç............................................................................................... Tartışma .......................................................................................... Kaynaklar ........................................................................................ Ekler................................................................................................. 107 107 107 108 109 109 110 110 110 111 113 113 114 118 8. BÖLÜM BİLİMSEL YAYINLAR VE YAYINA GÖNDERME BİLİMSEL YAYINLAR ................................................................... 119 ISI (Institute For Scientific Information) Tarafından Taranan Dergiler............................................................................................ 119 �9 Alan İndeksli Dergiler.................................................................... Ulusal Hakemli Dergiler................................................................ Hakemli Dergiler (Peer-Reviewed Journals)................................ Açık Girişli Dergiler (Open Access) .............................................. Birden Çok Hakemli Dergiler (Double Blind).............................. Bildiri Kitapları (Proceedings) ...................................................... Diğerleri .......................................................................................... 121 122 122 122 123 123 123 YAYINA GÖNDERME ................................................................... 124 Dergi Seçiminde İpuçları ve Dikkat Edilmesi Gereken Hususlar 128 9. BÖLÜM ARAŞTIRMACI VE ETİK KURALLAR ETİK NEDİR?................................................................................. 131 ETİK KURALLAR........................................................................... 131 ETİK KURALLARA AYKIRI DAVRANIŞLAR................................ 133 Aşırma (Plagiarism)....................................................................... Uydurma (Fabrication).................................................................. Çarpıtma (Falsification)................................................................. Duplikasyon (Duplication)............................................................ Dilimleme (Salami Slicing) ........................................................... Haksız Yazarlık............................................................................... Diğer ................................................................................................ 133 134 135 135 136 136 136 10.BÖLÜM TEMEL İSTATİSTİKİ METOTLAR TEMEL İSTATİSTİKİ KAVRAMLAR ............................................. 139 DEĞİŞKEN TİPLERİ ...................................................................... 140 �HİPOTEZ TESTİ ............................................................................ 141 1.Tip ve 2.Tip Hatalar ..................................................................... 142 Bir-Kuyruklu ve İki Kuyruklu Testler........................................... 143 VERİLERİ ÖZETLEME: TANIMLAYICI İSTATİSTİKLER............. 143 Temel Kavramlar ............................................................................ 144 İSTATİSTİKİ TESTLERİN SINIFLANDIRILMASI ........................ 151 FARKLILIKLARI İNCELEME TEKNİKLERİ: TEK GRUP VE İKİ GRUP T-TESTİ ......................................................................................... 152 Temel Kavramlar ............................................................................ 152 ORTALAMALARIN KARŞILAŞTIRILMASI: VARYANS ANALİZİ (ANOVA)........................................................................................ 163 Temel Kavramlar ............................................................................ 164 Temel Kavramlar ........................................................................... 174 Ki-kare Bağımsızlık testi .............................................................. 174 KORELASYON ANALİZİ .............................................................. 178 Temel Kavramlar ............................................................................ 179 Kısmi Korelasyon (Partial Correlation)........................................ 183 ÇOKLU REGRESYON .................................................................. 184 Temel Kavramlar ............................................................................ 184 Hiyerarşik Regresyon (Hierarchical Regression)........................ 191 FAKTÖR ANALİZİ ......................................................................... 192 KAYNAKÇA.................................................................................... 203 � https://eprints.ibu.edu.ba/files/original/3f6ffd1df7bfb363e2933675887971d2.pdf 63d8efbf87cdd9562d7d8b3dc51dfa6f PDF Text Text 11 ÖNSÖZ Bu kitap, Üniversitelerde eğitim gören lisans ve lisansüstü öğrencilerinin araştırma metotları ile ilgili kaynak ihtiyaçlarının karşılanmasına yardımcı olmak amacı ile hazırlanmıştır. Üzerinde durulan konular mümkün olduğunca basit bir anlatım dili kullanılarak sunulmaya çalışılmıştır. Araştırma metotları ile ilintili hazırlanan birçok kitap, kısaca bilim ve özelliklerinden sonra veri toplama ve istatistik metotların uygulaması yörüngesinde yoğunlaşmıştır. Yenilik olarak bu kitapta örnekler verilerek insanlığın karşılaştığı temel sorunlar ve bunların çözümünde bilimin etkinliği vurgulanmıştır. Bilim tarihine kısaca değinilmiş ve bilim insanlarının topluma karşı sorumlulukları üzerinde durulmuştur. Kitap, hem sosyal bilimler, hem de fen ve sağlık bilimlerinde çalışan araştırıcıların kullanabileceği niteliktedir. Kitabı orijinal kılan hususlardan birisi de insan, varlık ve olayların araştırılmasını kapsayan bilim anlayışında, bilimi anlama ve kavramada maddenin metafizik boyutunun da vurgulanmasıdır. Teknolojik olarak gelişmiş toplumların göze çarpan en önemli özellikleri bilgi üretimi, kullanımı ve bunu teknolojiye dönüştürmedeki araştırma kararlılığı ve ciddiyetleridir. Bilimsel bilgi üretme sürecinin belli bir sistematik ile yapılması gereklidir. Araştırma sırasında bazı sorunlar çıkabilir. Ortaya çıkabilecek sorunların azaltılması, önceden tahmin edilmesi veya bu sırada çözülmesi veyahut da etkisinin en aza indirgenmesi gereklidir. Bu sistematik kurallar çerçevesinde elde edilen bilginin tez, makale, rapor veya sunum şeklinde �12 Araştırma Yöntemleri yazıya dökülmesiyle hatalar azalacaktır. Üretilen bilginin güvenilirliği daha çok bu bilginin hangi metotlarla elde edildiği ve test edildiği ile ilgilidir. Kitabın öğrencilerimize, öncelikle bilimsel düşünme ihtiyacı hissettirmesi, sonrasında da araştırma isteği uyandırması ve her seviyede araştırmaya yönlendirmesi oranında amacına ulaşacağını ümit ediyoruz. 29 Şubat 2012, Bosna Hersek Prof. Dr. Hüseyin PADEM Yrd. Doç. Dr. Ali GÖKSU Arş. Gör. Zafer KONAKLI � 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. 1084 Title A name given to the resource Araştırma Yöntemleri, SPSS Uygulamalı Author Author PADEM, Hüseyin GÖKSU, Ali KONAKLI, Zafer PADEM, Hüseyin Abstract A summary of the resource. Bu kitap, Üniversitelerde eğitim gören lisans ve lisansüstü öğrencilerinin araştırma metotları ile ilgili kaynak ihtiyaçlarının karşılanmasına yardımcı olmak amacı ile hazırlanmıştır. Üzerinde durulan konular mümkün olduğunca basit bir anlatım dili kullanılarak sunulmaya çalışılmıştır. Araştırma metotları ile ilintili hazırlanan birçok kitap, kısaca bilim ve özelliklerinden sonra veri toplama ve istatistik metotların uygulaması yörüngesinde yoğunlaşmıştır. Yenilik olarak bu kitapta örnekler verilerek insanlığın karşılaştığı temel sorunlar ve bunların çözümünde bilimin etkinliği vurgulanmıştır. Bilim tarihine kısaca değinilmiş ve bilim insanlarının topluma karşı sorumlulukları üzerinde durulmuştur. Kitap, hem sosyal bilimler, hem de fen ve sağlık bilimlerinde çalışan araştırıcıların kullanabileceği niteliktedir. Kitabı orijinal kılan hususlardan birisi de insan, varlık ve olayların araştırılmasını kapsayan bilim anlayışında, bilimi anlama ve kavramada maddenin metafizik boyutunun da vurgulanmasıdır. Teknolojik olarak gelişmiş toplumların göze çarpan en önemli özellikleri bilgi üretimi, kullanımı ve bunu teknolojiye dönüştürmedeki araştırma kararlılığı ve ciddiyetleridir. Bilimsel bilgi üretme sürecinin belli bir sistematik ile yapılması gereklidir. Araştırma sırasında bazı sorunlar çıkabilir. Ortaya çıkabilecek sorunların azaltılması, önceden tahmin edilmesi veya bu sırada çözülmesi veyahut da etkisinin en aza indirgenmesi gereklidir. Bu sistematik kurallar çerçevesinde elde edilen bilginin tez, makale, rapor veya sunum şeklinde yazıya dökülmesiyle hatalar azalacaktır. Üretilen bilginin güvenilirliği daha çok bu bilginin hangi metotlarla elde edildiği ve test edildiği ile ilgilidir. Kitabın öğrencilerimize, öncelikle bilimsel düşünme ihtiyacı hissettirmesi, sonrasında da araştırma isteği uyandırması ve her seviyede araştırmaya yönlendirmesi oranında amacına ulaşacağını ümit ediyoruz. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2012-02 Keywords Keywords. Book PeerReviewed Q Science (General),Z004 Books. Writing. Paleography https://eprints.ibu.edu.ba/files/original/f5402090f096a3805e63c018d62dbbd5.pdf 34bbc28543f6eca4e5f745f0b3d3d91c PDF Text Text Architecture Constructions Which Were Established Taraklı In Sakarya, Turkey Ahmet C. APAY Department of Construction, Sakarya University, Adapazari, Turkey, aapay@sakarya.edu.tr Tahir AKGUL Department of Construction, Sakarya University, Adapazari, Turkey, takgul@sakarya.edu.tr Emine AYDIN Department of Construction, Sakarya University, Adapazari, Turkey, emineb@sakarya.edu.tr Abstract: Taraklı, although its history goes very back, is an Ottoman settlement place in which the Ottoman civilian architecture samples are abundant when its pattern that should be protected was taken into account. It is a fact that the mentioned architectural asset was unnoticed until the recently and the required studies should be carried out in order to reveal this our valuable heritage. It is an expected process for this 200-300-year architectural pattern to fray and extinct. It is only possible with the academic studies to stop or slow down this process. The value of the studies on this issue was stated in traditional architectural heritage regulation as follows. “Traditional architecture has a special place for the whole society and it is a reasonable source of proud. It is accepted as an attractive product that reflects the characteristics and differences of the society. It is utilitarian, attractive and pretty. It is both the focus of contemporary life and a document for the past of a society. It is an inappropriate behavior not to make an effort to maintain these traditional harmonies which create the core of the human being’s existence on the world.” There are approximately 400 historical structures, 90 of which are documented, in Taraklı that still protects its traditional pattern and features and has a rooted history. These structures are composed of inns, baths, schools, mosques and houses in great numbers with public buildings in a few numbers. In this study, the general architectural pattern and the features of this pattern of the current structures in Taraklı that witnessed to our architectural history with its architectural aesthetic and eyeful beauty was examined. Moreover, the studies to be carried out to protect our historical heritage were determined analyzing the current structures Keywords: Taraklı, historical wooden structures, architectural pattern. 1. Introduction Taraklı, a district located in the Marmara Region and in the borders of Sakarya city, is surrounded by Bolu city Göynük district in its east, Geyve district in its west, Bilecik city Gölpazarı district in its south and Akyazı district in its north. Taraklı is 70 km’s far away from Sakarya that it is situated in, 250 km’s from Ankara and 200 km’s from Istanbul (Figure 1). 328 �Figure 1: Location of Taraklı (Google Earth, 2008) Taraklı which is located in a place that Sakarya interacts with the districts of Bolu and Bilecik was established in a woody area in a valley between the mountains and hills (Figure 2). The area of this district with an altitude sea level of 485 meters is 334 km2. According to the general census of population in 2008, the population is 7.693 The economy of the district is based on agriculture, animal husbandry and tourism. Within the borders of Taraklı, there are 4 quarters and 22 villages (Table 1). Figure 2: A General View From Taraklı District Years Municipality Quarters Villages 1990 1 4 24 1997 1 4 22 2000 1 4 22 2008* 1 4 22 * According to TUIK (Turkish Statistical Institute) Total 10.906 10.436 9.220 7.693 Table 1: The Population in Taraklı between the Years 1990-2008 As mentioned in Travelbook of Evliye Çelebi, it was stated that it is named as Yenice Tarakçı as people in the district are busy with box wooden spoon and comb. This name changed as Taraklı in colloquial language. In Evliye Çelebi’s Travelbook, he summarized the architectural pattern of Taraklı stating that “Its castle is still ruined. However, it is a pretty town with vineyards and orchards in a streamed river and 500 thriving houses örtülü with wooden sticks and tiles. It includes 11 niches and 7 quarters. As all people are busy with spoon and comb making, they call the city as Taraklı…” The facts that the settlement in this region is not located on a much used trade route, the development and the population increase rates are slow and people in this region migrate helped the architectural pattern in the region maintain up to now protecting its characteristics. In the region that has an intense architectural pattern, among the structures that remain up to now are castle ruins on the hill of Hisar, reservoirs, Taraklı houses that form the Ottoman city pattern, the Ottoman streets, inns, baths, mosques, schools, handcraft workshops and the town square. 329 �2. The Place of Taraklı in the Ottoman-Turkish Architecture There are many factors in the shaping of housing architecture and these can be ordered as the family structure, geographical situation and climate, the material that can be accessed, traditions and customs, environmental conditions, cultural and social life. There are three factors that are influential in the architecture of Taraklı houses. These are the family structure, climate and cultural richness. Although the functionality seems more important than the decorative and shaping elements in the setting design tradition coming from the Ottoman culture, there a perfect harmony of functionality and aesthetic. The household, especially women, in Turkish family structure spend the most of their time (the whole time in villages and towns) at home; therefore, houses are designed as working, entertainment and relaxation places. For example, in order a woman busy with handcraft to accomplish her job at home, the weaving looms are placed in the house. On the other hand, the entertainment groups of the woman come together in these houses as well. Moreover, as the families are patriarchal, all settings are connected to the hall. Despite all this functionality, in the architecture and design of Turkish houses, the purity, respectfulness, family unity and solidarity of the Turkish people is reflected on the housing architecture clearly. The dominant house type in Taraklı is wide beginning from the west of Anatolia to Bosnia Herzegovina, Yugoslavia in the Balkans and to Crimean that is rooted in this area. Sakarya Taraklı basin houses in this wide setting are reflecting the characteristics of the Ottoman house architecture. The architectural aesthetic and eyeful beauty of Taraklı which is a pretty district of Anatolia that emerged in a historical period with its current characteristics and the architectural structures of houses that witnessed to our history and most of which are still being used were investigated by the researchers and it was managed to document this historical heritage. 3.The Characteristics of Taraklı Traditional Settlement Pattern In Taraklı, as in all towns of the Ottomans, in general, the settlement that is integrated with the nature and in accordance with the naturalness of the area was taken as the basis. Dominantly, the structures seem like as if they were climbing up the hills and the areas in the middle of the towns are straight and straight settlement appears here. In Taraklı, which has a structure that the structuring and the transportation is hardly accomplished due to their topography, the elements that form the town pattern have also the function of managing required works as in other Anatolian towns. When the distribution of functions within the town is taken into account, it can be seen that religious, trade, administrative, educational and accommodation structures are found in the town center and the houses are established around Ulu Mosque and on the hills. The center that determine the social life is placed nearly in the middle and on the straightest area and Yunus Paşa Mosque, Old Bath and traditional bazaar pattern which are among the old structures are in this area. In investigations of the district center of Taraklı, it was determined how the area in the center had been used. Occupancy and emptiness analyses indicated that the areas beyond the settlement structures had been used ad greenery zone. This greenery is both the gardens that belong to the structures and the landscape arrangements in general. When taken from the structuring perspective, an abundant structuring can be seen in the “downtown” area and in the axle of Atatürk Avenue which is the main artery of Taraklı. The density of structuring in other areas can be said to be homogeneous. Almost each house has a big or small garden. Again, the functionality analysis carried out in the district center of Taraklı indicated that a great part of the structures had been used as a house. The settlement of houses and trade areas showed that these two areas had been strictly separated from each other. All trade functions were groups around the “downtown”. In addition to this, the axle of Bolu that was within the main route was the axle that most public structures were placed. Again some several public buildings (hospital, school, etc.) were placed around the upward quarter. 4. The General Architectural Characteristics of Taraklı 330 �4.1 Current Situation Analysis in Taraklı Traditional Architecture In studies aimed at determining the Taraklı architectural pattern and presenting solutions for the determined problems, the structures in Hacı Murat Quarter, Ulu Mosque Quarter and Yusuf Bey Quarter were investigated. In these investigations; • It was seen that in terms of construction system, 74% of the structures were constructed in wooden skeleton system with mud-brick and brick, 25% of them were armored concrete and 1% of them were stone structures. All of the stone structures were religious and monumental structures (Figure 4). • In terms of the number of floors, 10% of the structures were one-floored, 72% of them were twofloored, 16% of them were three-floored and 2% of them were four-floored or more than four. • When they were categorized according to the purpose of using, it was seen that 74% of them were houses, 14% of them were trading houses, 5% of them were home offices, 2% of them were public buildings, 1% of them were monumental and religious structures and 4% of them were the others (storage, etc.). Although the houses were available in all part of the district, trading houses were mostly found in Ulu Mosque Quarter (Figure 5). • When they were categorized according to their original forms, it was determined that out of 400 houses that had the characteristics of traditional structure 60% of them were in their original forms, 30% of them lost their originality on its front insignificantly, 10% of them lost their originality in terms of their body, plan and front significantly. These rates are the indicators of the fact that Taraklı architecture has preserved its originality up to now. The structures which were preserved in their original forms were gathered around Ulu Mosque, on Hisar hills, in the north of Hacı Murat Quarter and Yusuf Bey Quarter. • When it was examined according to the newly-built structures, it was seen that 17% of them were in accordance with their environment with their bodies and fronts, 60% of them were in accordance with their environment with their bodies but not in accordance with their fronts and 20% of them were not in accordance with their environment. When these rates were taken into consideration, it was determined that people behaved unconsciously and sloppy to preserve the architectural pattern. Figure 3: Construction Materials/Systems of Buildings in Taraklı Town Center 331 �Figure 4: Current Building Category of Taraklı Town Center When they are investigated in terms of their structures, it was seen that 75% of the traditional houses did not have any structural problems, 12% of them needs structural repair, 12% of them were restored and 1% of them were dangerous. 4.2 Front Appearances and Building Typologies At the end of the typological research, the traditional architectural plan type was determined. At the end of this study, it was found that the buildings in Taraklı were with overhanging in the middle, overhanging in lateral, double overhanging, a rooftop terrace with an extensive view, one-saw overhanging, saw-overhanging, wholefloor overhanging and without overhanging. There are many buildings in Taraklı with the aforementioned typological characteristics and with different appearances. The structures below are examples of these typological characteristics. These examples are presented figuratively and visually below (Figure 5) Overhanging in the middle 332 �Overhanging in lateral Double overhanging A rooftop terrace with an extensive view One-saw overhanging Saw-overhanging 333 �Whole-floor overhanging Tüm cephe çıkmalı Without overhanging Figure 5: Front Views and Building Typologies 4.3. Plan Styles In this part, the traditional architectural plan styles were determined at the end of the investigations on the houses. At the end of these investigations, it is possible to categorize the houses in general as with internal halls, with external halls, with halls in the middle. 4.3.1. Plan Style with External Halls This plan style is composed of a sequence of rooms and a hall in front of them. Hall and Iwans are the elements that enrich this simple plan. Halls and iwans were built with a closed design. There is a stair at the one corner of the hall (Figure 6). The houses with external halls were built as two-floored. It is composed of rooms sequenced towards the hall. It is the simplest and original type of the plan style with external halls. The rooms were oriented to the street while the hall was oriented to the yard. The size of the hall changes according to the number of rooms. The stair is designed at the one corner of the hall with one railing parallel to the wall. To the one edge of the hall, drum stove and two windows are placed. This part of the hall was changed into a kitchen separating with a wall or a wooden screen afterwards. 334 �Figure 6: A Sample for the Plan Style with External Halls 4.3.2. Plan Style with Internal Halls The hall is between the sequences of rooms placed in both sides of it ( Figure 7). The hall is enriched with the elements like iwan, stair hall and overhanging. In some samples, hall is reflected on the front with different types of windows according to the rooms. Figure 7: A Sample for Plan Style with Internal Halls 4.3.3. Plan Style with Halls in the Middle In the light of the principles of the plan style with halls in the middle schema, a plan type that is composed of a hall in the middle and rooms in both sides and known also as split aubergine model can be seen (Figure 8). Although the external hall is unprotected against the harsh climate, the hall in this type of plan is protected due to the rooms. The middle hall that organizes this schema is service settings like rooms, kitchen and toilet that opened into the hall. The basement floor is connected through the entrance door and it is composed of barn, haybarn and storage places that are opened to it. Figure 8: A Sample for the Plan Style with Halls in the Middle The hall is an organizer in both floors. With a bay-windohbyuwed room attached to the hall upstairs, it enables the social interaction with the environment and the integration with the nature being oriented to the garden and yard. In the samples in Taraklı, the ceiling of the hall is higher compared to the room and big iwan’s and the 335 �embroidery is done to the horizontal strip occurred as a result of the rise. In the four-iwanned styles, the entrance of the rooms is made as chamfered and this gives an octagon appearance to the hall which is not ordered. The hall is reflected on the front with different types of windows and overhanging. 5. Conclusion and Recommendations At the end of the investigation, if we are to divide the houses into three groups according their architectures and built dates which affect the architectural pattern significantly and to determine the follow-up studies according to these groups separately; a) The armored concrete structures which is against the traditional town architecture; since the beginning of 80s, armored concrete structures which are not associated with the architectural pattern of the town has started to be built in municipally protected areas as a result of both negligence of historical heritage and aesthetic and economical developments. In addition to the fact that this structuring is threatening the historical pattern of the town, it is quite far away from the traditional structure. An immediate municipally recycling project should be developed that includes these structures and these structures that threaten the historical patterns should be removed. b) The structures built between the Independence War years and 1970s; these structures were built in accordance with the traditional pattern in terms of system and architecture; however, front handworks and door and window forms were changed. As they are the structures that include original pattern on the basis, it is possible for these mentioned structures to be made a part of historical pattern by making delicate workmanship. The domestic administration should prepare a study including the cooperation with the house owners for this purpose. c) Structures that were built in the later 18th and 19th centuries and in the scope of the “Traditional Ottoman House”; these structures are the 200-year old houses that managed to maintain up to now and that create the original architectural pattern of Taraklı. These houses are composed of approximately 400 houses, 90 of which were documented by now. The precautions that should be taken in order to preserve these houses in the scope of the cultural heritage can be listed as below: • Taraklı, which looks like a miniature Ottoman town, should preserve its original form both with its civilian architecture and other works and the city development situation should be reorganized if it is required. • When the current city development plan is examined, religious, administrative, trade, accommodation, educational structures are in the town center. The houses are found mostly on the hills. Therefore, the structures to be built should be built taking this feature of the town into account. • The structures frayed in a natural process should be repaired preserving their architectural situations that are in accordance with their original and real forms. Before starting the repair, the required projects should be prepared according to their original forms and the application should be accomplished according to this project. • There are still many historical houses still being used. However, some houses are abandoned. The precautions should be taken to prevent the extinction of these abandoned houses. In this concept, life in traditional houses should be encouraged and supported by means of aids and helps; thus both these wasted structures will be reappraised and the deforming of the historical and municipal pattern will be prevented. Taraklı has a housing pattern that should be preserved; therefore, the structures that have been built recently and deforming the historical pattern of the town should be arranged according to the historical pattern if possible, if not, radical precautions should be taken by the people in charge to make this structures rebuilt. Moreover, the newly-built houses should be designed taking the plan typologies of the historical houses into consideration and the building should be appropriate to the plans. Recently, Taraklı, a topic for different urban restoration projects and scientific studies, developed dramatically in terms of preservation and restoration. However, the physical structures found in Taraklı, which is an important settlement place in which our cultural heritage is available with samples from the Ottoman architecture and has remained up to now, should be examined with their historical architectural values and appropriateness to the environment and the restoration should be accomplished taking these features into consideration. It should not be forgotten that Taraklı could become a lively Ottoman town only after these attentive studies. 336 �References [1]Akgul T., Apay A. C., Aydın E., “Investıgatıon Of Cıvılıan Archıtectural Structures In Taraklı” Uluslararası Sürdürülebilir Yapılar Sempozyumu (ISBS), 26 - 28 Mayıs 2010, Ankara, Turkey [2]Apay A., “Tarihi Taraklı Evlerinin Restorasyon Ve Güçlendirme Teknikleri” Bapk Proj., Proje no: 2005-1, Sakarya Universty, 2008 [3]Öztaş E.B., “Sakarya’nın Taraklı Đlçesinde Bulunan Tarihi Evlerin Tespiti Ve Đlçenin Sosyo-Kültürel Yapısındaki Değişimin Đncelenmesi” Maltepe University Institute of Science, 2006 [4]Seymen F., “Taraklı’da Geleneksel Sivil Mimaride Kullanılan Yapım Teknikleri Ve Sadık Özen Evi Restorasyon Önerisi”, Yıldız Technical University, Institute of Science, Đstanbul 2008 [5]Özyer H B., “Construction Process And Techniques Of Traditional Houses In Taraklı / Sakarya: An Introductory Model For Web-Based Gıs Applications”, Middle East Technical University, November 2008 [6]Özkan Ö., “Taraklı’daki Anıtsal ve Sivil Yapılar Đle Ali Pektaş Evi’nin Restorasyonu Ve Koruma Önerileri” Sakarya University Institute of Science, Ekim 2009 [7]Özkan S., “Taraklı’nın Fiziksel Ve Tarihsel Dokusu, Sivil Ve Anıtsal Mimarlık Örnekleri Hacı Rıfatlar Konağı Restorasyonu” Yıldız Teknik University, Institute of Science, Đstanbul 2008 [8]Köse, A., “Turkey’de Geleneksel Kırsal Konut Planlarında Göçebe Türk Kültürü Đzleri”, Afyon Kocatepe University. Sosyal Bilimler Dergisi, Cilt VII, Sayı 2, Afyon, s.165-200, 2005 [9]Özköse, A. “Ahşap Kültürü-Anadolu’nun Ahşap Evleri” T.C. Kültür Bakanlığı, ISBN 975-17-2616-6 Ankara, Turkey, 1998 [10]Günay, R. “Safran Bolu Evleri” Yapı Yayın, ISBN 975-8599-33-X, Đstanbul, Turkey, 2003 [11]Günay, R., “Geleneksel Ahşap Yapılar-Sorunları ve Çözüm Yolları” Birsen Yayınları, ISBN – 9755112863, Mart 2007 [12]ARI, A., Irmak Dergisi, Taraklı Evleri–1,2, Sayı 26-27-28, 2003 [13]Taraklı Kaymakamlığı, Tarihin Doğayla Buluştuğu Yer TARAKLI, Çizgi Ofset, Ağustos 2003 [14]Evliya Çelebi Seyahatnamesi, Cilt 3, Üçdal Neşriyat, Đstanbul 2005 [15]http://www.kenthaber.com/marmara/sakarya/Taraklı/Rehber/genel-bilgi/Taraklı-genel-bilgi, Website [16]Turan, M., “Tarihi Taraklı Evlerinin Taşıyıcı Sistemi Ve Yapım Tekniklerinin Belirlenmesi”, Sakarya University, Sakarya/Turkey, 2004 [17]ICOMOS Traditional Architectural Heritage Regulation, p 1, 1999. 337 � 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. 449 Title A name given to the resource Architecture Constructions Which Were Established Taraklı In Sakarya, Turkey Author Author APAY, Ahmet C. AKGUL, Tahir AYDIN, Emine Abstract A summary of the resource. Taraklı, although its history goes very back, is an Ottoman settlement place in which the Ottoman civilian architecture samples are abundant when its pattern that should be protected was taken into account. It is a fact that the mentioned architectural asset was unnoticed until the recently and the required studies should be carried out in order to reveal this our valuable heritage. It is an expected process for this 200-300-year architectural pattern to fray and extinct. It is only possible with the academic studies to stop or slow down this process. The value of the studies on this issue was stated in traditional architectural heritage regulation as follows. “Traditional architecture has a special place for the whole society and it is a reasonable source of proud. It is accepted as an attractive product that reflects the characteristics and differences of the society. It is utilitarian, attractive and pretty. It is both the focus of contemporary life and a document for the past of a society. It is an inappropriate behavior not to make an effort to maintain these traditional harmonies which create the core of the human being’s existence on the world.” There are approximately 400 historical structures, 90 of which are documented, in Taraklı that still protects its traditional pattern and features and has a rooted history. These structures are composed of inns, baths, schools, mosques and houses in great numbers with public buildings in a few numbers. In this study, the general architectural pattern and the features of this pattern of the current structures in Taraklı that witnessed to our architectural history with its architectural aesthetic and eyeful beauty was examined. Moreover, the studies to be carried out to protect our historical heritage were determined analyzing the current structures 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) 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. 3563 Title A name given to the resource ARE FUTURE FOREIGN LANGUAGE TEACHERS PREPARED TO EDUCATE THE GIFTED AND TALENTED IN SCHOOLS IN HERZEGOVINA? Author Author Dankuć, Izabela Matić-Raguž, Ana Abstract A summary of the resource. The aim of this study was to contribute to advancement of foreign language teaching and to direct attention to exceptional children as a group of students very often neglected in the elementary and highschool educational system in Herzegovina-Neretva canton. Data are collected using reflection and we attempt to answer the question whether the future foreign language teachers upon completion of their foreign language teacher education feel prepared to work with the gifted and talented. The results suggest that work with gifted and talented children should be included in FL teacher education in the future. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://eprints.ibu.edu.ba/files/original/cdabfa1fd37dc551cf31316f97f55298.pdf ec7d0959b6b6a9c9456606a3eb60eb7e PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics Are future foreign language teachers prepared to educate the gifted and talented in schools in Herzegovina? Izabela Dankić & Ana Matić-Raguž University of Mostar, Bosnia and Herzegovina Submitted: 03.05.2014. Accepted: 07.11.2014. Abstract The aim of this study was to contribute to advancement of foreign language teaching and to direct attention to exceptional children as a group of students very often neglected in the elementary and high-school educational system in HerzegovinaNeretva canton. Data are collected using reflection and we attempt to answer the question whether the future foreign language teachers, upon completion of their foreign language-teacher education, feel prepared to work with the gifted and talented. The results suggest that work with gifted and talented children should be included in FL-teacher education in the future. Keywords: language teaching, talented students, Herzegovina canton Introduction Formal elementary and secondary school educational systems in many countries in Europe are organized to give gifted students the opportunity to reach their full potential. The public educational system in Bosnia and Herzegovina, primarily organized at the cantonal level,is set to promotethe concept thatdifferent needs of all students should be met.As in many other countries (Page, 2010), gifted learners and their educators in Bosnia and Herzegovina, particularly in Herzegovina-Neretva canton, face many challenges. While the special-learning needs of children are met by engaging teacher assistants who individually assist the children in schoolsby providing additional classes or organizing special programs, the special needs of the gifted are not met in a systematic way. If these children are identified in the public elementary and secondary schools in Herzegovina-Neretva canton, it is up to the school and its principal and teachers to decide how these special needs should be met.The prevailing belief is that gifted children adjust better than non-gifted children and gifted children are not systematically identified.However, this dominant viewof gifted children (Kessner, 2005) may be changed by the practitioner research results, 137 �Are future foreign language teachers prepared to educate the gifted and talented in schools in Herzegovina? which indicate that gifted students appear to adjust better, but experience different social and emotional difficulties. Gifted children are exceptional children and there is no agreement on how gifted chidren and learners should be identified. Some still believe that we should maintain the traditional approach of identifying gifted learners as children who score approximately 130+ on an Intelligence Quotient (IQ) test (Krause et al, 2003), while others like Langrehr (2006) propose a series of tests that replace the intelligencequotient method with “multiple-answer thinking”. Zovko (1996) also points to the difference between gifted and talented learners, stating that the talented learners have one gift, while gifted learners have more than one gift.He prefers the term “exceptional children” because there are gifted and talented children who are learners with special needs. As far as this study is concerned, we define gifted learners as children who are talented inforeign language learning. During their education and foreign language-teacher training, future foreign language teachers are trained to work with the average-ability students andspecial attention is not devoted to the specializedpractical training – for example, how to organize a higher streaming class or how to handle the problems that usually accompany the gifted (self-esteem, self-concept, affective needs of gifted students).At University of Mostar, pre-service teachers study all factors influencing learning (including intelligence, aptitude, social-psychological factors, etc.) from the perspective of their role in the second-language acquisition and within the foreign language-teaching methodology courses. Since the importance of gifted children's relationships with their teachers is emphasized in many research studies (Kessner, 2005), the aim of this study was to contribute to advancement of foreign language teaching through examination of the position of pre-service teachers on teaching gifted students. Based on the obtained data, we can examine the pre-service teachers' position on teaching the gifted and whether they feel prepared to teach them. Methodology In this study, we combine the use of practitioner knowledge (Johnson, 2009) and the reflective practice within the exploratory practice framework. We use them to examine the teaching practice in the context of preparing future foreign language teachers to address the needs of gifted students. The term “reflective practice”is differently defined, but it includes processes that involve “meta-thinking” (Shkedi, 2000; Loughran 2002) and is based on a belief that 138 �Journal of Foreign Language Teaching and Applied Linguistics teachers can improve their understanding of teaching and the quality of their teaching by reflecting critically on their experiences related to teaching (Richards, 2002).Halbach (2002, pp. 245-246) writes that the type of reflection the students are able to produce and whether they comment on the course methodology indicates the course’s effect on their ability to be reflective and tothink critically. She distinguishes three degrees of reflection:summarizing (a simple summary of the ideas covered in class), exemplifying (a certain degree of introspection supported with their personal experience as students), and commenting (meaningful reflection including comments and questions that indicate critical thinking). We used the principled framework of exploratory practice to investigate the students’ reflection on their own learning and teaching in classes preparing them to become English teachers. Exploratory practice helps them better understand the quality of foreign language classroom life. It also helpsto teach pre-service teachers how to develop reflective mind habits when the content to be reflected upon and the quality of reflection are determined (Valli, 1997).The present study used the reflective practice of pre-service teachers when asking them to reflect on their training and preparation for teaching gifted students. The subjects are 19 second-year graduate students (pre-service English teachers)at the University of Mostar, Bosnia and Herzegovina who have met all the requirements (completed teaching practicums and colloquiums) in 2013. They were asked to write a reflective essay on “Are future English teachers are prepared to teach gifted children?” The suggested time for essay writing was 45 minutes and the essay length was not specified. As far as the quality of reflection was concerned, they were told that their essay should reflect their pre-service teacher experience and training, and that their essays would be taken into consideration for initiating an elective coursecalled “Gifted children and foreign language teaching”. Results Although the group of 19 students (pre-service teachers) included 14 women and 5 men, only three of them (two male students and one female student) signed their essays. They were allowed not to sign their essays in order to express themselves more freely, knowing that they would not be judged or evaluated. They were also allowed to choose the languagein which they wanted to write the essay. Two students wrote their essays in English, one student combined both English and Croatian and 16 students wrote them in Croatian. The reflective data analysis was conducted after we had sorted the essay data according to three degrees of reflection as suggested by Halbach (2002): summarizing, exemplifying, and commenting. 139 �Are future foreign language teachers prepared to educate the gifted and talented in schools in Herzegovina? Interestingly, all 19 essays are classified as the third degree of reflection. The students do not summarize what was covered in the classes about the gifted. They provide their position based on their experience as students (pre-service teachers) and directly proceed to express their opinion on how well the future English teachers are preparedto teach gifted children. They support their position by providing interesting comments and suggestions that indicate critical thinking. They all agree that the needs of gifted children in public schools in the region are not met. Eleven pre-service teachers believe that they are prepared to teach gifted children in the public schools. Five pre-service teachers consider “the educational system”, “schools”, “the wider community” and “the cantonal government”to be responsible for problems gifted children and teachers might face. Three students particularly blamethe foreign language teachers who currently teach in the public primary and secondary schools as not being motivated and properly trained to cater to gifted students. Only one student specifically states that no elective course should be introduced, while the other 10 do not mention it at all. Three pre-service teachers believe that they are not ready to teach gifted students. They also believe that they are not prepared to teach the non-gifted children. They consider their practical experience to be limited and propose that courses on practical teaching issues should be added to the curriculum starting from the first year of their college education. They strongly recommend that the elective course on teaching English to gifted children should be introduced. Five students state that they are prepared to teach the foreign language, but they need additional training on how to teach gifted children and how to manage the classroom and teach gifted and non-gifted children together. Discussion Reflective essay analysis suggests that the observed pre-service teachers believe that the needs of gifted students in the region are not met. One might argue that gifted and talented children do not require supplemental resources at all and that their needs should be considered in the same way as the needs of the other non-gifted children. This is a view supported by the standard-based cost-function educational model (Baker, 2001) where the gifted must fit into the general public educational system and no supplemental resources are available for their education. The alternate resource educational model provides for special programs for gifted children and they vary depending on available funds. As far as the situation in the HercegovinaNeretva canton is concerned, these pre-service teachers correctly identified that there 140 �Journal of Foreign Language Teaching and Applied Linguistics is no cantonal educational policy with clearly established procedures for identification and assistance that would aid gifted elementary and secondary students. The foreign language teachers currently employed and teaching in the public schools have not been trained how to identify, assist and help gifted students reach their educational goals based on their special needs. Three students feel that they are not prepared to teacheither gifted or non-gifted students. Further analysis of their essays suggests that the reason for this position is that they do not consider that the practical training they received in the process of obtaining their teaching degree adequately prepares them for the challenges of teaching in the real classroom away from the micro-teaching context.Wellich and Brown (2012)point to the particular challenge related to the identification of gifted students proposing their classification into gifted achievers and gifted underachievers. As a result of interplay of different factors (motivation, confidence, lack of certain skills, socio-emotional adjustment) some gifted children do not achieve their educational goals in school and are not recognized as exceptional. They also state that gifted students may be misunderstood by their parents, by their peers at preschool and school, and by their teachers because of their style of communication and their different needs. As a result of these failing experiences coming from the primary social context, they might become underachievers. Based on their experience and practice in Herzegovina’s public schools, five preservice foreign language teachers think that they are prepared to teach non-gifted students but are not trained adequately to face the challenge of teaching gifted and non-gifted studentsin the same classroom. Mandatory or elective courses as a part of foreign language-teacher education might help better prepare the future teachers for this challenge. Beyond the curriculum additions at the university level, some authors suggest the adjustments and changes in the (foreign) language curriculathat would take into consideration the nature of the learner, theselection of thegrouping model, and theliterary and linguistic material. This curriculum treatment resulting in differentiated curricula would help gifted students produce significant and important learning outcomes (Van Tassel-Basko et al., 2002) and it might result, if funding is provided, in the establishment of special “gifted programs” like the program based on a small-group affective curriculum (Peterson &Lorimer, 2011). All observed pre-service teachers state that gifted children in public schools in Herzegovina need special attention in foreign language classrooms.Foreign language teachers must aim to develop positive attitudes in all children and need training to help gifted students utilize their general or specific cognitive abilities, combined with their foreign language learning ability, to master a foreign language. Conclusion 141 �Are future foreign language teachers prepared to educate the gifted and talented in schools in Herzegovina? The practitioner knowledge becomes part of the knowledge base of teacher education after it is made public for examination and discussion (Hiebert, Gallimore, and Stigler, 2002) and we hope that our workwill initiate a discussionon whether preservice teachers are prepared to teach gifted students in Bosnia and Herzegovina. Based on this practitioner research and our findings we propose that preparatory courses for teaching gifted children should become a part of foreign languageteachereducation and training. References Baker, B.D. (2001). Gifted children in the current policy and fiscal context of public education: a national snapshot and state-level equity analysis of Texas. Educational Evaluation and Policy Analysis, 23(3), 229-250 Halbach, A. (2002). Exporting methodologies: The reflective approach in teacher training. Language, Culture and Curriculum, 15 (3), 243-250. Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15. Johnson, K. E. (2009). Trends in Second Language Teacher Education. In A. Burns and J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 20 – 29). Cambridge: Cambridge University Press. Kessner, J. E. (2005). Gifted children’s relationships with teachers, Interntional Education Journal, 6(2):218-223 Krause, K., Duchesne, S.K.,Bochner, S. & Duchesne, S. (2003). Educational Psychology for learning and teaching.Southbank, Victoria: Thomson Langrehr, J. (2006), New ways for identifying gifted thinkers. Gifted, 140, 11-14. Loughran, J. J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53 (1), 33-43. Page, J. S. (2010). Challenges faced by “gifted learners” in school and beyond, Student Pulse, 2(11) retrieved from www.studentpulse.com/prin?id=330 Peterson, J.S. &Lorimer, M. R. (2011). Student response to a small-group affective curriculu, in a school for gifted children. Gifted Children Quarterly, 55(3), 167-180. 142 �Journal of Foreign Language Teaching and Applied Linguistics Richards, J. C. (2002). Theories of teaching in language teaching. In J. C. Richards and W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 19-25). Cambridge: Cambridge University Press Shkedi, A. (2000). Educating reflective teachers for teaching culturally valued subjects: Evaluation of a teacher-training project. Evaluation and Research in Education, 14 (2), 94-110. Valli , L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72, 67-88. Van Tassel-Basko, J., Zuo L., Avery, L.D. and Little, C.A. (2002).A curriculum study of gifted-student learning in the language arts.Gifted Child Quarterly, 46(1), 30-44. Wellich, M. & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children.Journal of Advanced Academics, 23(2), 145167. Zovko, G. (1996). Odgojizuzetnedjece.Zagreb: Hrvatskaakademijaodgojnihznanosti 143 � 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. 2814 Title A name given to the resource Are future foreign language teachers prepared to educate the gifted and talented in schools in Herzegovina? Author Author Dankić, Izabela Matić-Raguž, Ana Abstract A summary of the resource. The aim of this study was to contribute to advancement of foreign language teaching and to direct attention to exceptional children as a group of students very often neglected in the elementary and high-school educational system in Herzegovina-Neretva canton. Data are collected using reflection and we attempt to answer the question whether the future foreign language teachers, upon completion of their foreign language-teacher education, feel prepared to work with the gifted and talented. The results suggest that work with gifted and talented children should be included in FL-teacher education in the future. Keywords: language teaching, talented students, Herzegovina canton Date A point or period of time associated with an event in the lifecycle of the resource 2015-05-03 Keywords Keywords. Article PeerReviewed L Education (General),LF Individual institutions (Europe),LT Textbooks,P Philology. Linguistics,PE English,PG Slavic, Baltic, Albanian languages and literature https://eprints.ibu.edu.ba/files/original/372ef44da3b07999c2078cea2171031e.docx a61009ebe7d183e75477ca18623a5bad https://eprints.ibu.edu.ba/files/original/1becc88819bfc408443f12ebdc8df826.pdf 8b7ee0f7f324f5595a36de480e30a514 PDF Text Text Are Islamic Banks More Effective than Conventional Banks for Turkey’s Development? GönülÇifçi Adiyaman University Turkey cifcigonul@gmail.com SaadettinPaksoy Kilis 7 Aralik University Turkey spaksoy@kilis.edu.tr Abstract: Islamic banks are so popular nowadays, while many people had preferred to stay far in the past. Even to World’s first and foremost conventional banks have new departments related to Islamic banking. Essentially, Islamic banking is similar to conventional banking in many areas but all rules about transactions, services but interest is pivot of conventional banking. That is why some Muslims had hesitation to make investments in banking systems. In that perspective, Islamic banking fulfilled many people’s investment desire. Are Islamic banks more effective than conventional banks for development with Islamic bank’s remarkable performance and ability to generate high volume in Islam countries like Indonesia and Malaysia? Or that success is just a coincidence? We will seek that questions’ answer by examining Islamic and conventional banks in Turkey. Key Words: Islamic Banking, Conventional Banking, Turkey, Development. 62 � 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. 2496 Title A name given to the resource Are Islamic Banks More Effective than Conventional Banks for Turkey’s Development? Author Author ÇIFÇI, Gönül PAKSOY, Sadettin Abstract A summary of the resource. Islamic banks are so popular nowadays, while many people had preferred to stay far in the past. Even to World’s first and foremost conventional banks have new departments related to Islamic banking. Essentially, Islamic banking is similar to conventional banking in many areas but all rules about transactions, services but interest is pivot of conventional banking. That is why some Muslims had hesitation to make investments in banking systems. In that perspective, Islamic banking fulfilled many people’s investment desire. Are Islamic banks more effective than conventional banks for development with Islamic bank’s remarkable performance and ability to generate high volume in Islam countries like Indonesia and Malaysia? Or that success is just a coincidence? We will seek that questions’ answer by examining Islamic and conventional banks in Turkey. Key Words: Islamic Banking, Conventional Banking, Turkey, Development. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General)