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Urban Greenway Planning: The Example of Kayseri (Turkey) Urban
Complex
Banu Öztürk Kurtaslan
Selcuk University Faculty of Agriculture
Department of Landscape Architecture
Konya-Turkey
bkurtaslan@selcuk.edu.tr
Abstract: After the “alle”s which were constituded in Medieval, greenways that took form
with the “parkway” idea of Olmsted and Vaux in XIX. Century are the open space connectors
which arrange parks, natural reserves, historical sites, and their cultural components. The
greenways which have been constituted with ecological, cultural, recreational and aesthetic
purposes are also important constituents of urban open and green area system.
The planning approach of greenways and the open and green area systems that they connected
with, have interesting examples in England and America. But in our country this planning
approach hasn’t stil been settled. It’s also possible to observe this in Kayseri urban complex.
However there are areas which surround the city and be considered as “greeenway”.
Especially the narrow-deep valleys that surround the city from south-east are unplanned
“greenways” which analyse the transition from urban to rural areas, and existing their rich
cultural petterns. The city in which rapid urbanization continue with the impact of the
industriy, combining with the tresholds on the south make possible of forming a greenbelt
here. In this study it wil be investigated that the possibilities of forming greenways and
activities in possible greenways.
Introduction
In order for the urban green areas to be able to form a system from spatial point of view, it needs
planning them in connection to each other. Today, the entire world accepts this requirement. The open and
green areas connected to each other are effective on emerging of a macro form of a city and directing the urban
development (Özdilek 2004, s.27). In this issue, one mentions the systems such as green belt, green wedge, and
green fabric. And greenways are especially important in terms of that they can make a connection between
such planned green areas.
The greenways are the connectors of open area, which connect to each other the parks, natural reserves,
and other cultural components. (Flink & Searns, 1993)
Greenway planning is an international approach developing along 19th and 20th (Fabos, 1995). The
developing success of the concept “greenway” depends on encouraging to protect the landscape, protecting the
natural and cultural heritage, and providing the possibilities for public recreations.
The greenways are the courses of communication, which increase the quality of life of the
environment and neighboring areas, which is developed through an integrated advertisement, allocated to the
disintegrated voyages (such as pedestrians, bikes, and horses), not motorized. When these linear connectors
particularly take place along the linear elements such as stream and ridgeline, they may emerge as the visual
courses, which provides possibilities for the recreational activities
such as jogging, walking, and cycling
(Comine et al., 2004; p.271 -287). These courses can also be planned as integrated with the other recreational
areas such as urban park, camping area, and sports area. In addition, these courses can serve for daily
transportation, connecting to each other the area such as housing, business, and commerce.
The greenways can be considered in three main categorizes; ecological, recreational, and the green
areas having historical and cultural values (Fabos, 2004).
The notion “park way” developed by F. Law, Olmsted, and Vaux in the late 1800s leaded to the
formation of the concept “greenway” (Shuyler, 1986). In the other words, it made a leadership to the formation
of the concept “greenway” like Olmsted and Vaux. Ebenezer Howard also made an important contribution to
the development of the concept “greenway”.
In spite of their commonly shared antecedents, the movement of greenway in Europe developed
differently from its counterparts in USA. Additionally, one-fragmented approach without discontinuity was
followed and this approach spread many countries (Toscolini & Fumagalli, 2006, pp 112 -133).
323
�Today, the concept green area highly developed. The greenways currently include their esthetic and
leisure functions as well as a number of different aims. These aims are not only toward protecting the nature, but
also towards the education, historical and cultural heritage, and protecting the public health
(www.rivermed.com)
The greenways can be in the local, urban, regional .national, and even continental scale. According
to the scale, and thus transportation distances, these ways, converging on certain points, can be supported by
motorized ways, railways, and auto parks (Flink and Searns, 1993; p.42 ). According to their properties and
aims, some greenways may not include trails.
One of the important ecological uses of greenways is that; when they located along the stream
corridors, they can aid in buffering surface waters, from non-point source pollution. When it takes in the urban
area, it makes it possible to be protected in the existing natural state of the areas threatened by the future
development of the city (Conine et al.2004.p.271 -287).
Besides such benefits, the greenways have several economic benefits. They increase the real properties
values in their close neighborhoods and consider reaction based job possibilities. They also offer tourist
attractions (Flink ve Searns, 1993; p.42).
“Today, city planners and administrators are increasingly expecting connected landscape corridors to
provide more than park and recreation functions. They are promoting especially metropolitan greenways
networks that help shape urban growth.” (Erickson, 2003; p.199 -221)
Greenway planning in Turkey is still in theoretical level. The academic studies carried out can not be
not largely implemented. Planning practice of the city Kayseri did not form such a concept. In close
neighborhood of the city, the valley shaped, unplanned greenways, which the topography gives a direction, are
largely kept by law codes and regulations. In this work, on current plan of the city, the existing and potential
green areas are investigated and the uses (recreation, protecting etc.) that these greenways will be able to make it
possible are studied.
Location of Kayseri City and Its Short History
Kayseri is a Central Anatolian city (Figure 1). It is a city which is surrounded by hills and settled on a
flat plain. The city is situated in the Central Kızılırmak Region in Central Anatolia. The old city whic is called
“Mazaka” has settled down XI. Century B.C. (Baydur 1970). Kayseri possesses unique natural and cultural
values especially in the near surroundings of the city and within city boundaries. Mount Erciyes which is the
highest mountain in the Central Anatolian District (3917 m), is a magnificent volcanic mountain on the sout part
of Kayseri.
“Kayseri is on an important intersection point which a lot of civilization had chosen for settlement. The
first name of the city was “Hilakku”. Apart from it, the city has named as “Mazaka”, Eusebia”, and it is called
“Caesarea” in Roman and Byzantine times. Since antique times Kayseri has an important settlement as “Small
Cilicia” region in Cappadocia. The “Kültepe Kaniş-Karum” was an important settlement at the time of Assyrian
trade colonies. In Mazaka an its vicinity Hittite, Persian, Cappadocia State, Roman and Turkish sovereignities
by turns. The city which is on the Silk Road was an important settlement in the periods of Greek, Roman,
Byzatine and Seljuk in terms of politics and culture; this importance have been continued in the Ottoman period.
It is not known exactly but, it is considered that the city settled on the plain approximately after XI. Century
(Kurtaslan and Kocatürk 2005)”.
324
�Figure 1. Location of the city in its country.
Materials and Methods
In the study, as material, a literature such as article, thesis, book, declaration, plan report, and so on
discussing the concept greenway, and on the city Kayseri were used. However, the satellite pictures, plans,
maps, and original pictures on the study domain, were utilized as visual materials.
In the study, the concept “greenway” based on literature review before all else was used. Later, characteristic
properties (natural and cultural structure) of the existing and potential greenways taking place in the domain of
study will be discussed from satellite images and pictures with the observation made in its place. In respect with
the relationships of greenways with the urban microform, it will be discussed which decisions will be made on
the greenways.
Greenways In Kayseri Urban Complex
As stated earlier, in planning approaches Kayseri city, especially in the city, the concept greenway
takes place. In he city, there are no approaches such as park system, and greenway. Only several parks along the
ways, which have a linear structure, can be attributed as greenway. In this scope, the areas, which take place in
the close neighborhood of the city, and can be attributed as greenway, are partly protected by law codes and
regulations.
In the existing settlement order within the city, there is no possibility to create the greenways within
the city, because there is not any suitable openness, and any structure on which the integrated decisions will be
made. Linear parks in the urban areas and the afforested green sidewalks can be considered in the scope of
greenway. For example, Đnönü Park taking place in the city is a highly long and continuous greenway (Figure 2).
This greenway do not undertakes any connecting way. It has a buffering attribute to compensate the adverse
affects, such as noise and pollution, of the traffic between busy vehicle traffic and dense housing area.
Figure 2. Wiew of Đnönü Parkı on satellite photo (KASKĐ 2002).
The narrow-deep valleys wich are located especially on the south-east of the city are important elements
of the geomorphologicalstructure. The greenways defined by valleys which are located on the south-east and
nort-west are in the semi-rural areas which are adjacent to the city. Especially the urban developments in Talas
and Mimar Sinan settlements which are based on multi story dense development are threatening the
contemporary settlements both in valley slopes and other semi-rural areas. The existence of these semi-rural
settlements has been known from XV. Century and they have been householder for Christian and Moslem
communities until XX. century. In the settlement pattern, there are natural, urban, archeological and mixed
protected areas. These settlements with vineyards and orchards, architectural structures which exhibits local
materials and Works (houses, bridges, stone walls, churches, stone carving houses etc.), underground crossings,
contemporary street patterns presents very important contributions to the identity of the city (Figure 5). In these
traditional settelments vineyards and orchards which are on the valley slopes have been important elements of
the geogaphy until XX. Century which the Armenian, Greek and Turks have lived in as mixed (Imamoglu 2001).
There aren’t traditional settelments in all valleys in the city. Some valleys exist with their natural
situations there aren’t any housing in their vicinitiy
325
�The natural characteristics of valleys have been largely protected. Valleys which slit the plateaus
presents interesting rock formations. These valleys are forming important habitats for birds and other wildlife.
Erciyes Mountain and surrounding areas are poor in terms of permanent streams.
Figure 3. Derevenk Valley and near dense housing areas (KASKĐ 2002).
Figure 4. The multi-storey dense housing areas which threaten the traditional settlements in Talas (Original 2003).
References
Baydur, N. 1970., Kültepe (Kanes) ve Kayseri Tarihi Üzerine Araştırmalar (Eski Çağlardan Đ.S. 395 Yılına Kadar). Đstanbul.
88.
Conine et al. 2004. Conine, A., Xiang, W., Young J. And Whitley, D. Planning for multi-purpose greenways in Concord,
North Carolina. Landscape and Urban Planning. 68 (2-3). 271-287.
Erickson, D.L., 2004. The Relationship of Historic City Form and Contemporary Greenway Implementation: A Comparison
of Milwaukee, Wisconsin (USA) and Ottawa, Ontario (Canada). Landscape and Urban Planning. 68 (2-3), 2004. 199-221.
Fabos, J.Gy., and Ahern, J., 1995. The Greenway Movement, Uses and Potentialities of Greenways. Greenways: The
Beginning of an International Movement. pp. 1–13.
Fabos, J.G., Greenway Planning in the United States: Its Origins and Recent Case Studies, Landscape Urban Planning. 68
(2004), pp. 321–342.
Flink, C. A. ve Searns, R., M., 1993. Greenways. USA. p. 42, 63.
Gobster, P.H., 2004. The Human Dimensions of Urban Greenways: Planning for Recreation and Related Experiences and
Lynne M.Westphal. Volume 68, Issues 2-3 , 30 May 2004, Pages 147-165
326
�Imamoglu, V. 2001. Kayseri Bağ Evleri. Đş Bankası Kültür Yayınları. Đstanbul. 16, 31, 18, 29, 107, 119.
Toccolini, A., Fumagalli, N. And Senes,G., 2006. Greenways Planning in Italy: the Lambro River Valley Greenways System.
Landscape and Urban Planning. 76 (1-4). Pp.112-133
Karatepe, Ş. 1999. Kendini Kuran Şehir. Kayseri. p.52.
KASKĐ 2002. Kayseri Uydu Görüntüleri. Kayseri Su ve Kanalizasyon Đdaresi. Kayseri.
Kurtaslan Ö. B., Kocatürk, F. Investigating The Changing Process of Vineyards and Orchards In Kayserı City And Its
Vicinity. 2nd International Conference on Landscape and Urban Horticulture University of Bologna. 9-13 June. Italy.
Öztürk, B. 2004. Kentsel Açık ve Yeşil Alan Sistemi Oluşturulması: Kayseri Kent Bütünü Örneği. Ankara Üniversitesi Fen
Bilimleri Enstitüsü-Peyzaj Mimarlığı Bölümü. Ankara. P.88, 128,135.
Shuyler, D. 1986. The New Urban Landscape. The Johns Hopkins University Press. London.
www.rivermed.com
www.yuruyoruz.com
327
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Title
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Urban Greenway Planning: The Example of Kayseri (Turkey) Urban Complex
Author
Author
Kurtaslan, Banu Öztürk
Abstract
A summary of the resource.
After the “alle”s which were constituded in Medieval, greenways that took form with the “parkway” idea of Olmsted and Vaux in XIX. Century are the open space connectors which arrange parks, natural reserves, historical sites, and their cultural components. The greenways which have been constituted with ecological, cultural, recreational and aesthetic purposes are also important constituents of urban open and green area system. The planning approach of greenways and the open and green area systems that they connected with, have interesting examples in England and America. But in our country this planning approach hasn’t stil been settled. It’s also possible to observe this in Kayseri urban complex. However there are areas which surround the city and be considered as “greeenway”. Especially the narrow-deep valleys that surround the city from south-east are unplanned “greenways” which analyse the transition from urban to rural areas, and existing their rich cultural petterns. The city in which rapid urbanization continue with the impact of the industriy, combining with the tresholds on the south make possible of forming a greenbelt here. In this study it wil be investigated that the possibilities of forming greenways and activities in possible greenways.
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
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Nonlinear Transverse Vibrations of a Slightly Curved Beam Carrying
Multiple Concentrated Masses: Primary Resonance
E. Ozkaya
Department of Mechanical Engineering, Celal Bayar University, Muradiye, 45140 Manisa, Turkey
M. Sarigul
Department of Mechanical Engineering, Celal Bayar University, Muradiye, 45140 Manisa, Turkey
H. Boyaci
Department of Mechanical Engineering, Celal Bayar University, Muradiye, 45140 Manisa, Turkey
hakan.boyaci@bayar.edu.tr
Abstract: In this study, nonlinear vibrations of curved Euler-Bernoulli beams carrying
arbitrarily placed concentrated masses have been investigated. Sag-to-span ratio of the beam,
which was assumed to have sinusoidal curvature function at the beginning, was taken as 1/10.
Equations of motion were obtained by using Hamilton Principle. Cubic nonlinear terms
aroused at the mathematical model because of the elongations occurred during the vibrations
of the simple-simple supported beam. Method of multiple scales, a perturbation technique,
was used for solving the equations of motion about analytically. Natural frequencies were
obtained for different numbers, sizes and locations of the masses as control parameters.
Analytical solutions were found for primary resonance case. Frequency-amplitude and
frequency-response graphs were drawn using different control parameters for these resonance
cases. Stability of the solutions was investigated in detail.
Keywords: curved beam, nonlinear vibrations, concentrated mass.
Introduction
Many engineering problems such as bridges, rails, automotive industries, work pieces and machine elements
can be modeled as curved beams. Before proceeding to our investigation on these beams, some researches made
on the beam vibrations, both linear and nonlinear, must be mentioned. Some of these studies are such that,
Rehfield (1974) derived the equations of motion of a shallow arch with an arbitrary rise function and studied the
free vibrations approximately. Singh and Ali (1975) studied a moderately thick clamped beam with a sinusoidal
rise function by adding the effects of transverse shear and rotary inertia. Nayfeh et al. (1979) developed a new
method, which is a combination of perturbation method and numerical method, to be used in the analysis of
forced vibrations. Using two beam elements one has three degree-of-freedom and other four, Krishnan and
Suresh (1998) studied static and free vibration of curved beams. Taking account into the effect of shear
deformation and rotary inertia, they determined frequencies of these beams. For a general state of non-uniform
initial stress, Chen and Shen (1998) derived the virtual work expressions of initially stressed curved beams. They
investigated the influence of arc segment angles, elastic foundation, and initial stresses on natural frequencies.
Oz et al.(1998) examined a simply supported slightly curved beam resting on an elastic foundation with cubic
non-linearities. Considering free-undamped and forced-damped vibrations, he analyzed the effects of the elastic
foundation, axial stretching and curvature on the vibrations of the beams. Tarnopolskaya, De Hoog and Fletcher
(1999) examined the vibrational behavior of beams with arbitrarily varying curvature and cross-section in the
lower region of the spectrum. For a particular type of beam curvature and cross-section, they examined whether
or not the mode transition takes place. Lacarbonara et al. (2002) developed open-loop nonlinear control strategy,
and applied it to a hinged-hinged shallow arch. They assumed the beam subjected to a longitudinal enddisplacement with frequency twice the frequency of the second mode (principal parametric resonance). Tien et
al. (1994) studied the dynamics of a shallow arch subjected to harmonic excitation. In the presence of both
external and 1:1 internal resonance, he examined the bifurcation behavior of the shallow arch system.
Lacarbonara, Yabuno and Okhuma (2003) investigated experimentally the principal parametric resonance of the
second mode of a simply supported first-mode buckled beam. By considering axial loads slightly above the first
buckling load, they examined the frequency-response curves for different excitation amplitudes and the spacetime characteristics of the nonlinear resonant motions. Nayfeh et al. (1999) studied to construct the nonlinear
738
�normal modes of a fixed-fixed buckled beam about its first post-buckling mode. Abe (2006) studied the validity
of nonlinear vibration analysis of continuous systems with quadratic and cubic nonlinearities. Lee, Poon and Ng
(2006) studied to derive the equations of motion for a clamped–clamped curved beam subjected to transverse
sinusoidal loads. Taking into account the effects of beam mid-plane stretching and damping Nayfeh and
Pakdemirli (1994) investigated the nonlinear vibrations of a beam-mass-spring system. In their analysis
frequency-response and force-response curves shows that the nonlinearity arouses due to stretching and location
of nonlinear spring supporting the mass. Posiadala (1997) presented the solution of the free vibration problem of
a Timoshenko beam with additional attached elements. By using the Lagrange multiplier formalism, he showed
the influence of the various parameters on the frequencies of the combined system. Ozkaya et al. (1997) studied
nonlinear vibrations of a beam-mass system under different boundary conditions. For different boundary
conditions, locations and magnitude of the masses, he examined the effects of mid-plane stretching on the beam
vibrations. Assuming simply supported end conditions, Ozkaya (2001) studied an Euler–Bernoulli beam carrying
concentrated masses. He investigated the effects of mid-plane stretching on free-undamped and forced-damped
vibrations of the beam in detail. Under assumption of simply supported end conditions Ozkaya (2002) studied
nonlinear vibrations of an Euler–Bernoulli beam carrying concentrated masses. He investigated free-undamped
and forced-damped vibrations of this beam–mass system for different locations, magnitudes and number of the
masses. Adessi et al. (2005) studied the regime of high pre-stressed beams. Considering a lumped mass that is
rigidly clamped to the beam at an arbitrary point along its span and assuming different boundary
conditions(simply supported and hinged-hinged), they examined post-buckling configurations of the beam. The
effect of the point concentrated mass on the large amplitude free vibrations of beam under symmetric
configuration was investigated. Zhou and Ji (2006) studied free vibration characteristics of a non-uniform beam
with arbitrarily distributed spring-mass. For the special cases of the proposed solution, they investigated the
coupled vibrations of a beam and distributed spring-mass in detail. Hassanpour et al. (2007) investigated the
vibrations of a beam with a concentrated mass within its interval length subjected to a quasi-static axial force. By
choosing the location of the concentrated mass arbitrarily, they studied the transient and steady state behavior of
the resonator in the time domain. Maiza et al. (2007) studied to describe the determination of the natural
frequencies of a Bernoulli–Euler beam with general boundary conditions at the ends and carrying a finite number
of masses at arbitrary positions, by considering their rotatory inertia. To present a general solution of the
problem, they used translational and rotational springs at both ends as well as elastic restraints. Sochacki (2008)
considered a simply supported beam loaded by both a longitudinal force and a concentrated mass in a chosen
position along the beam length. He investigated the influence of additional mass and elasticity as well as an
undamped harmonic oscillator on the position of the solutions on the stability chart. By considering, a
continuous beam attached spring–mass systems and using directly differential equation of motion, Lin and Tsai
(2007) obtained the natural frequencies and associated mode shapes of the vibrating system. They used FEA and
thus made no other assumptions. Yesilce and Demirdag (2008) studied the multi-span uniform Timoshenko
beam carrying multiple spring-mass systems with/without axial force effect. They described the determination of
the natural frequencies and mode shapes of vibration as well as the effect of axial force. Finally, nonlinear
transverse vibrations of a slightly curved Euler Bernoulli beam carrying a concentrated mass has been studied by
E. Ozkaya et al. (2009)
In this study, nonlinear vibrations of curved beams carrying multiple concentrated masses were investigated.
For the beam which is of Euler-Bernoulli type, it was assumed firstly that the beam had the form of sinusoidal
rising function and was constricted from both ends by the immovable simply supports. The method of multiple
scales (MMS), a perturbation method, was used in order to seek analytical solutions for the derived mathematical
model. The primary resonance was investigated. Natural frequencies were calculated according to different
control parameters such as number, magnitude and position of the masses. Amplitude and phase modulation
equations were derived. Effects of the addition of nonlinear terms to the natural frequency were searched via
frequency-amplitude and frequency-response graphs. Experiencing different control parameters, responses to the
excitations were investigated. Having obtained solutions, the stable and unstable regions of the system were
determined by using the stability analysis.
739
�Yˆ0 , wˆ
x̂2
x̂1
M2
M1
L
10
xˆ , uˆ
L
Figure 1. The curved beam carrying multiple concentrated masses.
Equations of motion
In Fig. 1, for the beam constricted at both ends with immovable supports, ŵm and ûm denote transversal and
longitudinal displacements, respectively. Assuming that ratio of the maximum amplitude of the beam to its
projected length L is equal 1/10, let us keep in mind the curvature function of the beam to be in the form of
sinusoidal variation as given below:
L
xˆ
Y0 (xˆ ) = . sin π .
(1)
10
L
Let us assume that n number of concentrated masses is attached on the beam. The following equation and
boundary conditions providing this equation can be written:
n xˆ r +1
2
1
E.A.
ˆ′
′
′
″
′
′
″
″
&
&
ρ.A.wˆ m +1 + E.I.wˆ m +1 =
m = 0, 1... n.
(4.a)
Y0 .wˆ r +1 + wˆ r +1 .dxˆ . Yˆ0 + wˆ m +1 ,
2
L r =0
xˆ r
′
′
&ˆ&
= wˆ p +1
= wˆ p +1′
= wˆ p +1″
wˆ p
= M p .w
, wˆ p′
, wˆ p ″
, E.I . wˆ p ″ − wˆ p +1″
p
xˆ = xˆ p
xˆ = xˆ p
xˆ = xˆ p
xˆ = xˆ p
xˆ = xˆ p
xˆ = xˆ p
xˆ = xˆ p
xˆ = xˆ p
∑∫
wˆ 1 xˆ = xˆ = wˆ 1″
0
xˆ = xˆ 0
= wˆ n +1 xˆ = xˆ
n +1
= wˆ n +1″
xˆ = xˆ n +1
=0,
(4.b)
p = 1, 2... n.
where M is the concentrated mass attached on the beam, x̂ is the distance from the immovable end at left-hand
side, E is the Young’s modulus, ρ is the density, A is the cross sectional area of the beam, I is the moment of
inertia of the beam cross-section with respect to the neutral axis. (˙ ) and (' ) denote differentiations with respect
to the time t and spatial variable x, respectively.
Eq. (4.a) is the equation of motion for the system and consists of n+1 equations. Equations of the motion
and the boundary conditions are dependent on the size of the system and the material used. These equations can
be made independent from the dimensional parameters by making the following definitions:
w = wˆ r , Y = Yˆ r , x = xˆ L , η = xˆ L , t = E.I ρ.A.L2 .tˆ, α = M ( ρ.A.L ) , I = r 2.A (5)
p
0
p
0
p
p
p
p
where r is the radius of gyration of the beam cross section, α is the ratio between the concentrated mass and the
mass of the beam, η is the dimensionless displacement variable.
Adding dimensionless damping and forcing terms after non-dimensionalization, Eq. (4) can be rewritten
as follows:
n η r +1
2
1
′
ıv
&&m +1 + wm +1 + 2.µ .w& m +1 =
w
Y0 .wr +1′ + wr +1′ .dx . Y0 ″ + wm +1″ + F m +1. cos Ω.t ,
(6.a)
2
=
0
r
η
r
∑∫
wp
x = ηp
= w p +1
w1 x = η = w1″
0
x = ηp
x = η0
, w p′
x = ηp
= wn +1 x = η
n +1
= w p +1′
= wn +1″
x = ηp
, w p″
x = ηn +1
x = ηp
= w p +1″
x = ηp
′
′
&& p
, w p ″ − w p +1″
= α p .w
x = ηp
= 0 . η 0 = 0 , η n +1 = 1 .
740
x = ηp
,
(6.b)
�where µ is the dimensionless damping coefficient, F and Ω are the amplitude and frequency of the dimensionless
external forcing term, respectively. In a similar way, the curvature function of the beam can be written in the
following non-dimensional form:
(7)
Y0 (x) = sin(π . x)
Perturbation Analysis
In this section, approximate solutions to the system will be searched. Method of multiple scales (MMS), a
perturbation technique, will be applied to the partial differential equations and corresponding boundary
conditions directly. Eq. (6) is assumed to have a solution as a series expansion of the form below:
3
wm +1(x,t;ε ) =
∑ ε .w
j
( m +1) j (x,T0 ,T1 ,T2 ) + ...
(8)
j =1
where ε is a small bookkeeping parameter artificially inserted into the equations. Taking this parameter as 1 at
the end, we obtain a weakly nonlinear system. In this expansion, T0=.t is the fast time scale, and T1=ε.t and
T2=ε2.t are the slow time scales in MMS. Derivatives with respect to time are written as:
d 2 dt 2 = D0 2 + 2.ε.D0 .D1 + ε 2 .( D1 2 + 2.D0 .D2 ) + ... Dn≡∂/∂Tn,
d dt = D0 + ε.D1 + ε 2 .D2 + ...,
(9)
First order (ε1) of the expansion in Eq. (9) corresponds to the linear problem of the system. Other orders
constitutes nonlinear problem of the system. In order to counter the effects of the nonlinear terms, the forcing
and damping terms are ordered as follows:
r
µ = ε 2 .µ,
F p +1 = ε 3 .F p +1
(10-11)
Let us assume that the curvature function is of order 1 (ε0). In this case, substituting Eqs. (8-11) into Eq. (6) and
separating each order of ε, one obtains the following equations:
order ε (j=1):
n η r +1
2
ıv
D0 .w( m + 1)1 + w( m + 1)1 =
Y0′.w( r + 1)1′dx .Y0 ″
(12.a)
r =0 η
r
′
″
=w
=w
=w
w
, w ′
, w ″
∑∫
p1 x =η
p
( p + 1)1 x =η
p
p1
x =η p
( p + 1)1
p1
x =η p
x =η p
( p + 1)1
x =η p
2
″′
w ″′ − w
, w11 x =η = w11″
= w( n + 1)1
= w( n + 1)1″
=0,
( p +1)1 = α p .D0 .w p1
x =η n +1
0
p1
x=η p
x =η 0
x =η n+1
(12.b)
order ε2 (j=2):
2
D0 .w( m + 1) 2 + w( m + 1) 2
ıv
n η r +1
n η r +1
2
″ 1
′
′
′
= −2.D0 .D1.w( m + 1)1 +
Y0 .w( r + 1) 2 dx .Y0 + .
w( r + 1)1 dx .Y0 ″
2 r =0
r =0 η
ηr
r
∑∫
∑∫
,
n η r +1
+
Y0′.w( r + 1)1′dx .w( m + 1)1″
r =0 η
r
′
=w
w ′
,
w ″
(
)
(13.a)
∑∫
w p2
x =η p
= w( p + 1) 2
x =η p
p2
x =η p
( p + 1) 2
p2
x =η p
x =η p
= w( p + 1) 2 ″
x =η p
2
″′
w ″′ − w
,w
= w12″
= w(n +1)2
= w(n +1)2″
= 0 (13.b)
p2
( p + 1)2 = α p . D0 .wp 2 + 2.D0.D1.w p1
x =η n+1
x =η p 12 x =η0
x =η0
x =η n+1
order ε3 (j=3):
741
�2
ıv
2
D0 .w( m+1) 3 + w( m+1) 3 = −2.µ.D0 .w( m+1)1 − 2.D0 .D1.w( m+1) 2 − (D1 + 2.D0 .D2 ).w( m+1)1 + Fm+1.cosΩt
n ηr +1
n ηr +1
n ηr +1
′
′ ″
′
′ ″
′
′
″
+ ∑ ∫ Y0 .w( r +1) 3 dx .Y0 + ∑ ∫ w( r +1)1 .w( r +1) 2 dx .Y0 + ∑ ∫ Y0 .w( r +1) 2 dx .w( m+1)1
r =0 ηr
r =0 ηr
r =0 ηr
1
+ .
2 r =0
n
ηr +1
′2
∑∫
η
w p3
x =η p
w( r +1)1
r
= w( p + 1)3
(14.a)
n ηr +1
″
″
′
′
.dx .w( m+1)1 + ∑ ∫ Y0 .w( r +1)1 dx .w( m+1) 2
r =0 ηr
x =η p
, w p3′
x =η p
= w( p + 1)3′
x =η p
w p3″
,
(
x =η p
= w( p + 1)3″
(
x =η p
) )
2
2
″′
w ″′ − w
= α p . D0 .w p3 + 2.D0 .D1 .w p 2 + D1 + 2.D0 .D2 .w p1 .
,
( p + 1) j
x =η p
pj
x =η p
w13
x =η 0
= w13″
x =η 0
= w( n + 1)3
x =η n +1
= w( n + 1)3″
x =η n +1
=0,
(14.b)
Primary Resonance Case
Primary resonance occurs in case that the forcing frequency is close to one of the natural frequencies of the
system. Thus, a sudden arise in the vibration amplitude happens. In order to solve linear problem in Eq. (12), we
assume the solutions at order ε as of the following form:
[
]
w( m + 1)1 (x,T0 ,T1 ,T2 ) = A(T1 ,T2 ).ei.ω .T0 + cc .Ym + 1 ( x )
(15)
where cc is the complex conjugate of the preceding terms, and ω is the natural frequency, Ym+1 are the functions
describing the mode shapes. Inserting Eq. (15) into Eq. (12), following differential equations and boundary
conditions can be obtained:
n η r +1
ıv
2
Ym +1 − ω .Ym +1 =
Y0′.Yr +1′dx.Y0″
(16.a)
r =0 η
r
∑∫
Yp
x =η p
= Y p +1
,
Y p′
x =η0
= Y1″
x =η p
Y1
x =η p
x =η 0
= Y p +1′
= Yn +1
x =η p
Yp″
,
x =η p
= Yn +1″
x =η n +1
= Y p +1″
x =η n +1
x =η p
Y ″′ − Y ″′ + α .ω 2 .Y
=0,
p +1
p
p
p
x=η p
,
=0
(16.b)
In order to obtain the solutions at order ε2 of the perturbation series, it is required that a solvability
condition such as D1A (T1, T2) = 0 must be satisfied. Thus, the amplitude A=A (T2) does not depend on T1. For
obtaining the solution resulting from non-secular terms, Eq. (15) must be inserted into Eq. (13). In this case,
equations at order ε2 accept solutions of the form as below:
[
]
w( m +1) 2(x ,T2) = A2 .e 2.i.ω .T0 + cc .φ(m + 1)1(x) + 2.A.A .φ( m + 1) 2(x)
(17)
Inserting Eq. (17) into Eq. (13), differential equations and boundary conditions can be written as follows:
n η r +1
n η r +1
n η r +1
2
″ 1
′
′
′
″
ıv
2
φ( m +1)1 − 4.ω .φ( m +1)1 =
Y0 .φ( r + 1)1 dx .Y0 + .
Yr + 1 dx .Y0 +
Y0′.Yr + 1′dx .Ym + 1″ (18.a)
2
r =0 η
r =0 η
r =0 η
r
r
r
′
′
″
″
=φ
=φ
=φ
φ
, φ
, φ
,
∑∫
p1 x =η
p
( p + 1)1 x =η
p
(φ
″′
p1
p1
x =η p
∑∫
( p + 1)1
p1
x =η p
− φ( p + 1)1″′ + 4.α p .ω 2 .φ p1
)
x =η p
= 0,
x =η p
( p + 1)1
∑∫
x =η p
φ11 x =η = φ11″
0
x =η 0
= φ( n + 1)1
x =η n +1
= φ( n + 1)1″
x =η n+1
= 0,
(18.b)
φ( m +1) 2ıv
n η r +1
n η r +1
n η r +1
2
1
Y0′.φ( r +1) 2′dx .Y0 ″ + .
Yr + 1′ dx .Y0 ″ +
Y0′.Yr + 1′dx .Ym + 1″
=
2
r =0 η
r =0 η
r =0 η
r
r
r
∑∫
∑∫
∑∫
742
(19.a)
�φ p2
= φ( p + 1) 2
x =η p
x =η p
, φ p 2′
x =η p
= φ( p + 1) 2′
″′
″′
= 0,
φ p 2 − φ( p + 1) 2
x =η p
φ12
x =η p
x =η 0
, φ p 2″
= φ12
= φ( p + 1) 2″
x =η p
″
= φ( n +1) 2
x =η0
x =η p
x =η n+1
,
= φ( n +1) 2
″
=0
(19.b)
x =η n+1
At order ε3 of the perturbation series, having substituted Eqs. (15-17) into Eq. (14), the resulting
equation will accept the solution of the following form:
w( m+1)3(x,T0 ,T2 ) = ϕ m+1(x,T2 ).e i.ω .T0 + Wm+1(x,T2 ) + cc
(20)
where Wm+1(x,T2) corresponds to the solution for the non-secular terms, and cc to the complex conjugate of the
preceding terms.
Excitation frequency is taken close to any natural frequency of the system as below:
Ω = ω + ε2.σ
(21)
where σ is the detuning parameter denoting closeness of the forcing frequency to the natural frequency. Under
this assumption, inserting Eq. (20) into Eq. (14) and eliminating the secular terms, the following differential
equations and boundary conditions can be obtained:
ϕ m +1
ıv
n ηr +1
n ηr +1
2
1
″
i .σ .T2
3
′
′
&
− ω .ϕ m +1 −
+ .
Y0 .ϕ r +1 dx .Y0 = −2.i.ω. A + µ. A .Ym+1 + Fm+1.e
Yr +1′ .dx .Ym+1″
2
2
r =0 η
r =0 ηr
r
(
∑∫
2
)
∑∫
n ηr +1
n ηr +1
n ηr +1
″
″
′
′
′
′
+
Yr +1 .φ( r +1)1 dx .Y0 + 2.
Yr +1 .φ( r +1) 2 dx .Y0 +
Y0 ′.φ( r +1)1′ dx .Ym+1″
r =0 η
r =0 η
r =0 η
r
r
r
∑∫
∑∫
(22.a)
∑∫
n ηr +1
n ηr +1
n ηr +1
2
′
′
″
′
′
″
′
′
″
+ 2.
Y0 .φ( r +1) 2 dx .Ym +1 +
Y0 .Yr +1 dx .φ( m+1)1 + 2.
Y0 .Yr +1 dx .φ( m+1) 2 . A .A
r =0 η
r =0 η
r =0 η
r
r
r
∑∫
ϕp
∑∫
= ϕ p +1
x =η p
x =η p
,
ϕ p′
x =η p
= ϕ p + 1′
∑∫
x =η p
, ϕ p″
= ϕ p + 1″
x =η p
ϕ ″′ − ϕ ″′ + α .ω 2 .ϕ
= 2.i.α p .ω.Y p
p +1
p
p
p
x =η p
x=η p
, ϕ1
x =η p
x =η0
= ϕ1″
x =η0
= ϕ n +1
x=ηn +1
= ϕ n+1″
x =ηn+1
=0
(22.b)
The solvability condition for Eq. (22) can be written as follows:
[
]
2
2.i.ω. k . A& + µ. A + A .A.Γ =
1
i.σ .T2
. f .e
2
(23)
where normalization process and coefficients f, k, Γ are as below:
n
ηr +1
∑ ∫Y
η
r +1
r =0
n
Γ=
η r +1
∑∫
η
r =0
n
+
.dx = 1 ,
n
f =∑
n
η r +1
0
∫
η
r
η r +1
∑∫
η
r =0
r
ηr +1
r =0
r
Yr + 1′.φ( r + 1)1′ + 2.Yr + 1′.φ( r + 1) 2′ dx.Y0 ″ +
∑ ∫ Y ′.Y
η
r =0
2
r
Fr +1 .Yr +1 .dx ,
n
k = 1 + ∑ α r .Yr
r =1
2
x =η r
(2426)
2
3
.Yr +1′ + Y0′.φ( r +1)1′ + 2.Y0′.φ(r +1) 2′ dx.Ym + 1″
2
(27)
′dx.φ( m + 1)1″ + 2.φ( m + 1) 2″
r +1
r
Let the complex amplitudes A be written as follows:
1
1
A(T2 )= .a.e i.θ ,
A (T2 )= .a.e − i.θ ,
θ =θ(T2 )
(28-29)
2
2
where a is the real amplitude and θ is the phase. Inserting these definitions into Eq. (23), and separating real and
imaginary parts, one obtains the following phase-modulation equations:
743
�µ
1 f
.a + a& =
. .sinγ,
2
.ω k
k
1 f
3
− a.θ& + λ .a =
. . cos γ
2.ω k
(30-
31)
where phase γ and λ, indicating the effects of the nonlinear terms to the natural frequency, can be obtained as
below:
n η r +1
λ=−
.∑ ∫ Yr + 1 .Γr + 1 .dx , γ = σ.T2 − θ ,
8.ω.k r = 0 η
r
1
(32-33)
Using Eq. (16), natural frequencies of the curved beam-mass system can be calculated. The first five
natural frequencies were given in Tabs. 1 and 2 for different magnitudes and locations of the masses. From these
tables, one can see that increasing the magnitudes of the concentrated masses result increase in the natural
frequencies. If the number and magnitudes of the masses attached near to the middle of the beam increase, the
natural frequencies will increase more.
Free undamped vibration behavior of the system can be examined from the nonlinear frequency-amplitude
curves. In order to investigate the steady-state solutions, a& is assumed to be zero and f=µ=σ=0 is taken. Thus,
the nonlinear frequency equation defined as below in Eq. (34) can be written as in Eq. (35) under constant
amplitude assumption as a=a0;
2
ω = ω + θ& , ω = ω + λ.a
(34-35)
nl
nl
0
From above equations, relation between the nonlinear frequency and
parabolic type.
η1
η2
α1
α2
ω1
ω2
ω3
1
1
7.415
27.830
55.415
0.1 0.3
1
10
3.016
26.559
51.089
10
1
5.360
19.114
38.637
1
1
6.741
28.184
54.793
0.1 0.5
1
10
2.601
27.381
51.553
10
1
5.230
14.057
51.300
1
1
7.535
22.674
60.319
0.1 0.7
1
10
3.027
20.376
58.944
10
1
5.630
12.584
51.182
1
1
5.779
25.166
60.945
0.3 0.5
1
10
2.538
22.040
54.787
10
1
2.881
18.174
59.622
0.3
0.7
1
1
10
1
10
10
6.343
2.952
2.311
18.180
13.950
6.373
83.793
82.956
82.038
the vibration amplitude is noticed to be of
ω4
99.112
94.530
96.707
116.644
114.269
108.899
125.032
124.297
121.441
141.294
140.869
137.002
ω5
196.791
194.769
195.720
186.171
182.097
184.774
174.866
168.195
171.654
183.112
179.432
180.906
λ(ω1)
-0.6176
-0.2423
-0.4506
-0.5635
-0.2185
-0.4731
-0.6333
-0.2449
-0.6025
-0.4812
-0.2129
-0.2347
137.955
135.816
134.247
172.914
167.630
161.940
-0.5298
-0.2431
-0.1933
Table 1: The first five natural frequencies and the effects of the nonlinearity (λ) for the first mode of the curved
beam with two concentrated masses.
η1
η2
η3
0.1
0.3
0.5
0.3
0.5
0.7
α1
1
1
1
10
1
10
1
1
1
10
10
10
α2
1
1
10
10
10
1
1
10
1
10
1
10
α3
1
10
1
1
10
1
1
1
10
1
10
10
ω1
5.645
2.528
2.862
2.700
2.039
4.647
5.097
2.470
2.804
2.013
2.233
1.759
ω2
22.643
19.436
17.845
14.023
9.683
14.049
18.180
18.180
12.675
9.243
6.373
6.373
744
ω3
52.994
51.143
50.760
24.003
50.284
38.150
45.474
32.340
41.748
27.458
36.714
16.030
ω4
71.324
66.114
63.359
60.998
56.843
65.455
137.955
137.955
135.549
135.455
134.247
134.247
ω5
178.259
175.608
177.419
177.176
174.928
177.937
151.362
148.660
147.998
145.672
143.636
141.485
λ(ω1)
-0.4696
-0.2120
-0.2330
-0.2186
-0.1694
-0.4008
-0.4250
-0.2071
-0.2320
-0.1675
-0.1866
-0.1467
�0.1
0.4
1
1
1
10
10
10
0.8
1
10
1
1
10
1
1
1
10
1
1
10
6.279
2.656
3.612
5.004
2.540
3.426
18.917
17.272
11.968
13.185
12.278
8.059
40.669
37.368
39.452
25.970
19.465
21.966
101.989
99.382
98.765
99.472
97.452
96.126
193.321
189.805
193.034
186.149
181.964
185.802
-0.5244
-0.2211
-0.3070
-0.4521
-0.2103
-0.3067
Table 2: The first five natural frequencies and the effects of the nonlinearity (λ) for the first mode of the curved
beam with three concentrated masses.
For the first mode of the vibration, λ values indicating the effects of the nonlinear terms to the natural
frequency were given in Table 1 and 2. As seen from Eq. (35), for λ values with negative sign nonlinear terms
have decreasing effect on the natural frequencies for the first mode. This decreasing effect reduces with
increasing both magnitudes and number of the masses.
In Figs. (2-3), nonlinear frequency-amplitude curves have been plotted for different number of the masses,
mass ratios, and mass locations from the left support. These curves were drawn for the case of two concentrated
masses in Fig. 2. In Fig. 2.a, these masses have the same magnitude. Holding the place of one of these masses
constant (η1=0.1), characteristics of the frequency-response curve were investigated by changing the location of
the other mass. These masses have different magnitudes in Fig. 2.b. Changing the location of the big mass
(α=10), its effect on the nonlinear frequency was searched. Nonlinear frequency-amplitude curves in Fig. 3 were
drawn for the case of three concentrated masses. Having equal masses in magnitude, different mass locations
were used for each curve in Fig. 3.a. Thus, the effects of both symmetric and asymmetric cases on the nonlinear
frequency-amplitude curves were investigated. In Fig. 3.b, masses in different magnitudes were used and placed
on the beam constituting the symmetric and asymmetric cases. As seen from these curves, increasing the number
and magnitudes of the concentrated masses decrease both linear and nonlinear frequencies of the system.
1
1
0.8
0.8
0.6
0.6
a
a
0.4
0.4
0.2
0.2
0
5
5.5
6
6.5
7
0
2
7.5
3
4
5
6
ωnl
ωnl
α1=1, α2=1, η1=0.1, η2=0.3,
b)
α1=1, α2=1, η1=0.3, η2=0.5,
α1=1, α2=1, η1=0.3, η2=0.7
Figure 2: Nonlinear frequency-amplitude curves for the first
concentrated masses.
a)
1
1
0.8
0.8
α1=10, α2=1, η1=0.1, η2=0.3
α1=1, α2=10, η1=0.3, η2=0.5
α1=1, α2=10, η1=0.3, η2=0.7
mode of the curved beam with two
0.6
0.6
a
a
0.4
0.4
0.2
0.2
0
4.5
5
5.5
ωnl
0
2
6
745
2.2
2.4
2.6
ωnl
2.8
3
�α1=1, α2=1, α3=1, η1=0.1, η2=0.3, η3=0.5
b)
α1=1, α2=10, α3=1, η1=0.1, η2=0.3, η3=0.5
α1=1, α2=10, α3=1, η1=0.3, η2=0.5, η3=0.7
α1=1, α2=1, α3=1, η1=0.3, η2=0.5, η3=0.7
Figure 3: Nonlinear frequency-amplitude curves for the first mode of the curved beam with three
concentrated masses.
a)
For the case of system being damped and externally forced, let us investigate the nonlinear vibration
behavior of the system. At steady-state region, a& and γ& were taken as zero denoting no change in amplitude and
phase with time. Eliminating γ in Eqs. (30-31), one can obtain the relation between the detuning parameter (σ)
and the amplitude as below:
2
2
µ
f
−
(36)
2
ω
.
.a
.
g
g
0
Forced and damped vibrations of the system can be investigated by plotting the frequency-amplitude curves
from Eq. (36). These curves were drawn for f=1(forcing) and µ=0.2(damping) in Figs. (4-5). Case of two
concentrated masses was considered in Fig. 4. In Fig. 4.a, taking the masses equal in magnitude, effects of the
mass locations on the frequency-response curves were investigated. In Fig. 4.b, considering different magnitudes
of the masses, effects of the big one and its location on the curves were treated. Case of three concentrated
masses was considered in Figs. 5. Making up symmetric and asymmetric cases according to different mass
locations, their effects on the frequency-response curves were investigated. From these figures, increasing the
magnitudes and number of masses the maximum amplitudes of the vibration increase and the system exhibits
more softening behavior.
σ = λ.a0 2 ±
0.5
1
0.4
0.8
0.3
0.6
a
a
0.2
0.4
0.1
0.2
0
-0.5
-0.25
0
0.25
0
-0.5
0.5
-0.25
0
0.25
0.5
σ
σ
α1=1, α2=1, η1=0.1, η2=0.3
b)
α1=10, α2=1, η1=0.1, η2=0.3
α1=1, α2=10, η1=0.3, η2=0.5
α1=1, α2=1, η1=0.3, η2=0.5
α1=1, α2=10, η1=0.3, η2=0.7
α1=1, α2=1, η1=0.3, η2=0.7
Figure 4: Forcing frequency-response curves for the first mode of the curved beam with two concentrated
masses.
a)
0.5
1
0.4
0.8
0.3
0.6
a
a
0.2
0.4
0.1
0.2
0
-0.5
-0.25
0
0.25
σ
0.5
746
0
-0.5
-0.25
0
0.25
σ
0.5
�α1=1, α2=1, α3=1, η1=0.1, η2=0.3, η3=0.5
b)
α1=1, α2=10, α3=1, η1=0.1, η2=0.3, η3=0.5
α1=1, α2=10, α3=1, η1=0.3, η2=0.5, η3=0.7
α1=1, α2=1, α3=1, η1=0.3, η2=0.5, η3=0.7
Figure 5: Forcing frequency-response curves for the first mode of the curved beam with three concentrated
masses.
a)
Results
In this study, nonlinear vibrations of a curved beam carrying multiple concentrated masses were investigated.
Beam was assumed Euler-Bernoulli type and sinusoidal function was used for the curvature of the beam.
Primary resonance case was investigated. Approximate solutions were obtained by means of the method of
multiple scales, a perturbation technique. In perturbation series, the first order corresponds to the linear problem
of the system. Including effects of the nonlinear terms to the linear solution at other orders, the nonlinear system
was solved. For the steady-state case, free-undamped and forced-damped vibrations were investigated. Effects of
the magnitudes, locations and number of concentrated masses on nonlinear vibrations were analyzed in detail.
In the primary resonance case, nonlinear effects result in softening behavior of the curved beam-mass
system. Such a behavior enables nonlinear frequencies to decrease with amplitude in free-undamped vibrations,
and those frequency-response curves to bend to the left in the forced-damped vibrations. Softening behavior was
observed to increase with increasing mass ratios and mass numbers. In this case, the nonlinear frequencies
decrease, the region of jump phenomena expands, and the maximum amplitudes increase. Same behavior was
seen in the case of masses being placed to the middle point of the beam instead of ends of the beam.
References
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41, 873-879.
Adessi, D., Lacarbonara, W., & Paolone, A. (2005). Free in-plane vibrations of highly buckled beams carrying a lumped
mass. Acta Mechanica, 180, 133-156.
Chen, L.W., & Shen, G.S. (1998). Vibration and buckling of initially stressed curved beams. Journal of Sound and Vibration,
215(3), 511-526.
Hassanpour, P.A., Cleghorn, W.L., Mills, J.K. & Esmailzadeh, E. (2007). Exact solution of the oscillatory behavior under
axial force of a beam with a concentrated mass within its interval. Journal of Vibration and Control, 13(12), 1723-1739.
Krishnan, A., & Suresh, Y.J. (1998). A simple cubic linear element for static and free vibration analyses of curved beams.
Computers and Structures, 68, 473-489.
Lacarbonara, W., Chin, C.M., & Soper, R.R. (2002). Open-loop nonlinear vibration control of shallow arches via
perturbation approach. Journal of Applied Mechanics, 69, 325-334.
Lacarbonara, W., Yabuno, H.,& Okhuma, M. (2003). An experimental investigation of the parametric resonance in a buckled
beam. Proceedings of DETC’03 ASME 2003, Design Engineering Technical Conferences and Computers and Information in
Chicago, Illinois, USA.
Lee, Y.Y., Poon, W.Y., & Ng, C.F. (2006). Anti-symmetric mode vibration of a curved beam subject to auto parametric
excitation. Journal of Sound and Vibration, 290, 48-64.
Lin, H.Y., & Tsai, Y.C. (2007). Free vibration analysis of a uniform multi-span beam carrying multiple spring-mass systems.
Journal of Sound and Vibration, 302, 442-456.
Maiza, S., Bambilla, D.V., Rossit, C.A., & Laura, P.A.A. (2007). Transverse vibration of Bernoulli-Euler beams carrying
point masses and taking into account their rotatory inertia: Exact solution. Journal of Sound and Vibration, 303, 895-908.
Nayfeh, A.H. (1973). Perturbation Methods. NY: Willey-Interscience.
747
�Nayfeh, A.H. (1981). Introduction to Perturbation Techniques. NY: Willey-Interscience.
Nayfeh, A.H., & Mook, D.T. (1979). Nonlinear Oscillations. NY: Willey.
Nayfeh, A.H., Lacarbonara, W., & Chin, C.M. (1999). Nonlinear Normal Modes of Buckled Beams: Three-to-One and Oneto-One Internal Resonances. Nonlinear Dynamics, 18, 253-273.
Nayfeh, A.H., Nayfeh, J.F., & Mook, D.T. (1979). On methods for continuous systems with quadratic and cubic
nonlinearities. Nonlinear Dynamics, 3, 145-162.
Oz, H.R., Pakdemirli, M., Ozkaya, E., & Yilmaz, M. (1998). Nonlinear vibrations of a slightly curved beam resting on a
nonlinear elastic foundation. Journal of Sound and Vibration, 212(2), 295-309.
Ozkaya, E. (2001). Linear transverse vibrations of a simply supported beam carrying concentrated mass. Mathematical and
Computational Applications, 6(3), 147-151.
Ozkaya, E. (2002). Nonlinear transverse vibrations of a simply supported beam carrying concentrated masses, Journal of
Sound and Vibration, 257(3), 413-424.
Ozkaya, E., Pakdemirli, M., & Oz, H.R. (1997). Nonlinear vibrations of a beam-mass system under different boundary
conditions. Journal of Sound and Vibration, 199(4), 679-696.
Ozkaya, E., Sarigul, M., & Boyaci, H. (2009). Nonlinear transverse vibrations of a slightly curved beam carrying a
concentrated mass. Acta Mechanica Sinica, 25(6), 871–882.
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Acoustics, 166, 433-438.
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204(2), 359-369.
Rehfield, L.W. (1974). Nonlinear flexural oscillation of shallow arches. American Institute of Aeronautics and Astronautics
Journal, 12, 91-93.
Singh, P.N., & Ali, S.M.J. (1975). Nonlinear vibration of a moderately thick shallow arches. Journal of Sound and Vibration,
41, 275-282.
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and Vibration, 314, 180-193.
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curved beams. Journal of Sound and Vibration, 228(1), 69-90.
Tien, W.M., Sri Namachchivaya, N., & Bajaj, A.K. (1994). Nonlinear dynamics of a shallow arch under periodic excitationII 1:1 internal resonance. International Journal of Mechanics, 29(3), 367-386.
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748
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Title
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Nonlinear Transverse Vibrations of a Slightly Curved Beam Carrying Multiple Concentrated Masses: Primary Resonance
Author
Author
Ozkaya, E.
Sarigul, M.
Boyaci, H.
Abstract
A summary of the resource.
In this study, nonlinear vibrations of curved Euler-Bernoulli beams carrying arbitrarily placed concentrated masses have been investigated. Sag-to-span ratio of the beam, which was assumed to have sinusoidal curvature function at the beginning, was taken as 1/10. Equations of motion were obtained by using Hamilton Principle. Cubic nonlinear terms aroused at the mathematical model because of the elongations occurred during the vibrations of the simple-simple supported beam. Method of multiple scales, a perturbation technique, was used for solving the equations of motion about analytically. Natural frequencies were obtained for different numbers, sizes and locations of the masses as control parameters. Analytical solutions were found for primary resonance case. Frequency-amplitude and frequency-response graphs were drawn using different control parameters for these resonance cases. Stability of the solutions was investigated in detail.
Date
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2010-06
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Keywords.
Conference or Workshop Item
PeerReviewed
Q Science (General)
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https://eprints.ibu.edu.ba/files/original/f5a4f6fd515ea4b6564ccb1f287fb207.pdf
65856e2c8554fb9031f560393afe5243
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The Effects of Initial Boron Concentration on Energy Consumption in
Boron Removal by Electrocoagulation
Alper Erdem YILMAZ
Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum,
TURKEY, aerdemy@atauni.edu.tr
Recep BONCUKCUOĞLU
Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum,
TURKEY, rboncuk@atauni.edu.tr
M. Muhtar KOCAKERĐM
Atatürk University, Engineering Faculty, Department of Chemical Engineering
25240, Erzurum, TURKEY, mkerim@atauni.edu.tr
Baybars Ali FĐL
Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum,
TURKEY, baybars@atauni.edu.tr
Serkan BAYAR
Atatürk University, Engineering Faculty, Department of Environmental Engineering 25240, Erzurum,
TURKEY, sbayar@atauni.edu.tr
Abstract:In this study, it was investigated initial boron concentration affecting energy
consumption in boron removal from boron containing wastewaters prepared
synthetically, via electrocoagulation method. Initial boron concentration of solution was
selected as experimental parameter affecting energy consumption. The other parameters
such as solution pH, current density and temperature of solution were kept constant
during reaction time. Experiments were carried out with different initial boron
concentrations ranging from 100, 250, 500 and 1000mg/L. Increasing initial boron
concentration caused to increase specific conductivity of solution. Specific conductivity
of solution was a important parameter on energy consumption of electrocoagulation
system. The higher specific conductivity of solution caused to the lower energy
consumption values. While energy consumption value was 49,87 kW-h/m3 for 100
mg/L initial boron concentration, this value was decreased to 14, 3 kW-h/m3 for 1000
mg/L initial boron concentration under 3.0 mA/cm2 of current density, pH 8.0, 293 K of
solution temperature and 150 rpm of stirring speed.
Keywords: Electrocoagulation, energy consumption aluminum electrode, boron
removal
1. Introduction
High levels of boron are obtained in groundwater in some Mediterranean countries, such as Turkey, which
has the largest boron reserves in the world. Boron pollution is a severe problem for Turkey. Wastes from
the boron mines and boric acid plants are the main sources of the pollution. In addition to this, geothermal
waters contain high levels of boron concentration in west Anatolia in Turkey. The recent European Union
(EU) drinking water directive defines an upper limit of 1mg B/L. A minimum of boron in irrigation water is
required for certain metabolic activities, but at only slightly higher concentration, plant growth will exhibit
effects of boron poisoning, which are yellowish spots on the leaves and fruits, accelerated decay, and
ultimately plant expiration[1]. Boron is a naturally occurring element throughout the environment. Boron
has a number of minerals, in nature mostly calcium and/or sodium borates, such as colemanite
79
�(2CaO.3B2O3.5 H2O), ulexite (Na2O.2CaO.5B2O3.16H2O), tincal (Na2O.2B2O3.10H2O), etc. The main
boron-bearing end products in the industry are insulation and textile- grade fiber, borosilicate glass, fire
retardants, enamels, glazes and agricultural products [2]. Boron is an essential element for plant growth
however, and if present in a larger amount, it is necessary to remove from effluents due to its toxic
effectivity [3]. A minimum boron concentration in irrigation water is required for some metabolic activities
of plants, such as cellular multiplication, the metabolism of nucleic acids. Deficiency in boron level will
result in poor budding, excessive branching, and in general, inhibits plant growth. On the other hand, boron
concentration in irrigation water which is only slightly higher than the minimum will be negative for plant
growth and will exhibit signs of “boron poisoning” yellowish spots on the leaves and the fruit, accelerated
decay, and ultimately plant expiration [4]. Boron is important in the metabolism and utilization of calcium
in humans. Other benefits of boron include improvement of brain function, psychomotor response, and the
response to estrogen ingestion in postmenopausal women. In humans, the sign of acute toxicity include
nausea, vomiting, diarrhoea, dermatitis and lethargy [5.Therefore, removal of boron from water and
wastewater is a crucial problem for environmental control. There are several methods suggested for boron
removal from aqueous solutions. Several methods have been investigated for removal of boron, including
ion exchange [6-7], adsorption[8-9], electrocoagulation[10-11], membran techniques like, nanofiltration
and reverse osmosis [12-13], electrodialysis[14-15].
EC (electrocoagulation) is an emerging water treatment technology and could be good choice to remove
boron from water: the amount of required chemicals is much lower, a smaller amount of sludge is produced,
no mixing of chemical is required, coagulant dosing as well required overpotantials can be easily calculated
and controlled, operating costs are much lower when compared with most of the conventional technologies
[16]. During the last two decades, a special research field, environmental electrochemistry has been
developed.
Electrocoagulation involves the generation of coagulants in situ by dissolving electrically either aluminum
or iron ions from respectively aluminum or iron electrodes. The metal ion generation takes place at the
anode; hydrogen gas is released from the cathode. Also, the hydrogen gas would help to float the
flocculated particles out of the water. This process sometimes is called electroflocculation. The electrodes
can be arranged in a mono-polar or bi-polar mode. The materials can be aluminum or iron in plate form or
packed form of scraps such as steel turnings, millings, etc. The most widely used electrode materials in
electrocoagulation process are aluminum and iron. I
When aluminum used as electrode materials, the chemical reactions are as follows;
• At the cathode:
3H2O + 3e− → 3/2H2(g) + 3OH(aq)−
• At the anode:
Al(s) → Al(aq)3+ + 3e−
• In the solution:
Al(aq)3+ +3H2O → Al(OH)3(s) +3H(aq) +
The H2 produced as a result of the redox reaction may remove dissolved organics or any suspended
materials by flotation
The purpose of the present study is too asseses the performance of EC on the treatment of boron, by
exploring the effects of parameter such energy consumption on boron removal efficiency.
2. Experimental
Wastewater samples used in the experiments were prepared synthetically using Na2B4O7 having 99.99 of
purity from Merck. The solution with boron concentration of 100 mg/L was prepared by dissolved 459.1
mg borax dried at 105 ◦C in distilled water and completed with distilled water to 1 L. The same operations
were repeated for the solutions with boron concentrations of 100, 250, 500 and 1000 mg/L with different
Na2B4O7 weights. The pH of the solution was adjusted by adding either sodium hydroxide or nitric acid.
80
�A laboratory-scale reactor (16 cm × 8cm × 8 cm), made of plexiglass, was used in all experiments (Fig.
1).Two groups of alternating electrodes being cathodes and anodes (by eight plates of each type) made of
aluminum were arranged vertically. The net spacing between the aluminum electrodes was 5 mm. They
were connected to terminals of a direct current power supply characterized by the ranges 2–10A for current
and 0–30V for voltage. At the beginning of each run the solution of boron of the desired concentration fed
into the reactor. Each run was timed starting with the dc power supply switching on.
The analytical determination of boron was done potentiometrically by means of mannitol, which forms a
complex compound with boric acid. For this purpose, boron analyses were carried out following: Solution
pH was adjusted to 7.60 after sample was filtered. Then, 5 g mannitol was added to solution. The solution
was titrated with 0.5N KOH until solution pH became 7.60. Boron amount was calculated from KOH
consumption. 1ml 0.5N KOH is equal to 17.41 mg B2O3[17]. This method was selected in order to prevent
aluminum interference in boron detection done by spectrophotometric methods such as Carmin,
Azomethine-H and Curcumin methods [18]
Figure 1. Schematic view of the experimental system ((1) dc power supply, (2) electrocoagulation cell,
(3) magnetic stirrer, (4) pump, (5) circulator, (6) pH and conductivity meter, (7) ampermeter, (8) voltmeter
and (9) pH control unit)
3. Result and discussions
The effect of initial boron concentration on the boron removal was examined with solutions including
boron of 100, 250, 500 and1000 mg/L. Current density of 2, 4, 6, 8 and 10 A, optimum pH of 8.0 and
stirring speed of 150 rpm were kept constant in the experiments. Boron removal efficiency decreased
with increasing boron concentration. This can be explained as following; although the same amount Al+3
passed to solution at the same current density for all boron concentration, Al+3 was insufficient for
solutions including higher boron concentration. The results obtained were shown graphically in Figure 2.
81
�100
removal efficiency, %
90
80
2A
70
4A
6A
60
8A
10 A
50
0
200
400
600
800
1000
1200
concentration, ppm
Figure 2. The effects of initial boron concentration on removal efficiency (pH 8.0, 293 K of solution
temperature and 150 rpm stirring speed)
The effect of initial boron concentration on electrical energy consumption was examined with solutions
including boron of 100, 250, 500 and 1000 mg/L. Current density of 2, 4, 6, 8 and 10 A, optimum pH of 8.0
and stirring speed of 150 rpm were kept constant in the experiments. Increasing initial boron concentration
increased amount of ions in solution. As a result of this case, the solution conductivity increased with
increasing boron concentration. Increasing of amount of ionized species in solution obtained more
transmission for electric applied under constant current density.
82
�Figure 3. The effects of initial boron concentration on energy consumption (pH 8.0, 293 K of solution
temperature and 150 rpm stirring speed)
In order word, this situation caused to decrease total resistance in electrocoagulation cell. Because of
increasing boron concentration, potential applied to solution and energy consumption decreased. In Figure
4, the change of boron removal and energy consumption for 500 mg/L was demonstrated as a function of
reaction time. As seen in Figure 3, energy consumption increased constantly with increasing boron removal
during reaction time. Other initial boron concentrations had the same tendency. The results obtained were
shown graphically in Figure 3. As seen in Figure 3, the lowest energy consumption curve was obtained in
the experiments carried out with 1000 mg/L of initial boron concentration solution because it had the
highest conductivity. When specific conductivity of solution with 1000 mg/L of initial boron concentration
reached to 5245 mS/cm, specific conductivity of solution with 100 mg/L of initial boron concentration
remained at 835 mS/cm. The solutions which are given conductivity values had pH 8. The effect of
conductivity on electrical energy consumption could be explained with following equations:
(1)
where W is the electrical energy consumption (kW h/m3), V the potential (V), I the current (A), t the time
is the volume of solution (m3). Applied potential could be explained with the equation:
(h) and
(2)
where R is the resistance (Ώ). From Eqs. (1) and (2), following equation could be obtained:
(3)
Electrical conductivity is a measure of how well a material accommodates the transport of electric charge.
Electrical conduction is an electrical phenomenon in which a material (solid or otherwise) contains
movable particles with electric charge, which can carry electricity. When a difference of electrical potential
is applied to a conductor, an electric current appears. Conductivity stated as the inverse of electrical
resistivity, is defined as the ratio of the current density to the electric field strength and has the SI units of
Siemens per meter (S/m). Electrical conductivity caused to decrease energy consumption because there was
a relationship between electrical conductivity and resistance. The decreasing initial boron concentration of
solution caused to rise of electrical conductivity. Thus, high conductivity values of solution caused to low
resistance values and low energy consumption.
83
�25
400
20
300
15
200
10
100
5
0
0
0
5
10
20
30
40
50
60
75
90
105
energy consumption, kW-h/m3
concentration, mg/L
500
120
time, min
Figure 4. The change of boron removal and energy consumption for 500 mg/L as a function of reaction
time
4. Conclusions
The present study clearly demonstrated the applicability of electrocoagulation process using the aluminum
electrode for boron removal. The effects of operational parameters such as initial boron concentration on
boron removal efficiency and energy consumption were studied in detail and explained as well. When
effect of initial boron concentration on energy consumption was investigated, the obtained results shown
that increasing boron concentration increased conductivity of solution. Thus, solution with higher boron
concentration had more ions at the same volume. The higher conductivity values decreased energy
consumption.
References
[1]
Kavak, D., Removal of boron from aqueous solutions by batch adsorption on calcined alunite using experimental
design, Journal of Hazardous Materials 163 (2009) 308–314
[2]
G.I. Smith and M.D. Medrano, 1996, Continental Borate Deposits of Cenozoic Age, in: E.S. Grew, L.M. Anovitz,
eds., Reviews in Mineralogy, Boron-Mineralogy, Petrology and Geochemistry Mineralogical Society of America,
Washington, DC, vol. 33, pp. 263-298.
[3]
R.M. Adams, (1997), Boron, 1964, Metallo-Boron Compounds and Boranes, Wiley, NY,
[4]
Boncukcuoğlu, R., Yılmaz, A.E., Kocakerim, M.M., Çopur, M., (2004) An Empirical Model for Kinetics of Boron
Removal from Boron-containing Wastewaters by Ion Exchange in a Batch Reactor, Desalination, 160, 159-166,
[5]
F.H. Nielsen, (1997), Boron in human and animal nutrition, Plant and Soil, 193 199–208.
[6]
M. Badruk, N. Kabay, M. Demircioğlu, H. Mordo, U. Đpekoğlu, (1999), Removal of boron from wastewater of
geothermal power plant by selective ion-exchange resins. II. Column sorption-elution studies Seperation Science and
Technology, 34, 15, 2981-2995
84
�[7]
W.D. Peterson, 1975, Removal of boron from water, US Patent 3856670, CA, 83, 102888b,
[8]
N. Öztürk and D. Kavak, (2004),Boron removal from aqueous solutions by adsorption on waste sepiolite and
activated waste sepiolite using full factorial design, Adsorption 10 245–257.
[9]
Y. Fujita, T. Hata, M. Nakamaru, T. Iyo, T. Yoshino, T. Shimamura, (2005),A study of boron adsorption onto
activated sludge, Bioresource Technology, 96(2), 1350-1356
[10]
A. E. Yilmaz, R. Boncukcuoglu, M. M. Kocakerim, B. Keskinler (2005) The investigetion of parameters affecting
boron removal by electrocoagulation method, J. Hazard. Mater. 125 160-165.
[11]
A. E. Yilmaz, R. Boncukcuoğlu, M. M. Koc
akerim, M. T. Yilmaz, C. Paluluoğlu, (2008), Boron removal from
geothermal waters by electrocoagulation, J. Hazard.Mat., 153(1-2), 146-151
[12]
P. Dydo, M. Turek, J. Ciba, J. Trojanowska, J. Kluczka, (2005), Boron removal from landfill leachate by means of
nanofiltration and reverse osmosis, Desalination, 185 1-3 131-137
[13]
E. Huertas, M. Herzberg, G. Oron, M. Elimelech, (2008),Influence of biofouling on boron removal by nanofiltration
and reverse osmosis membranes, Journal of Membrane Science, 318( 1-2), 264-27.
[14]
Z. Yazicigil, Y. Oztekin, (2006), Boron removal by electrodialysis with anion-exchange membranes, Desalination,
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[15]
Y. Oren, C. Linder, N. Daltrophe, Y. Mirsky, J. Skorka, O. Kedem, (2006), Boron removal from desalinated seawater
and brackish water by improved electrodialysis, Desalination, 199( 1-3), 9 52-54
[16]
G.C. Cushnie, Electroplating Wastewater Pollution Technology, Noyes Publications, NJ, USA (1985).
[17]
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85
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Title
A name given to the resource
The Effects of Initial Boron Concentration on Energy Consumption in Boron Removal by Electrocoagulation
Author
Author
YILMAZ, Alper Erdem
BONCUKCUOĞLU, Recep
KOCAKERİM, M. Muhtar
FİL, Baybars Ali
BAYAR, Serkan
Abstract
A summary of the resource.
In this study, it was investigated initial boron concentration affecting energy consumption in boron removal from boron containing wastewaters prepared synthetically, via electrocoagulation method. Initial boron concentration of solution was selected as experimental parameter affecting energy consumption. The other parameters such as solution pH, current density and temperature of solution were kept constant during reaction time. Experiments were carried out with different initial boron concentrations ranging from 100, 250, 500 and 1000mg/L. Increasing initial boron concentration caused to increase specific conductivity of solution. Specific conductivity of solution was a important parameter on energy consumption of electrocoagulation system. The higher specific conductivity of solution caused to the lower energy consumption values. While energy consumption value was 49,87 kW-h/m3 for 100 mg/L initial boron concentration, this value was decreased to 14, 3 kW-h/m3 for 1000 mg/L initial boron concentration under 3.0 mA/cm2 of current density, pH 8.0, 293 K of solution temperature and 150 rpm of stirring speed.
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/5f48fe7ffec82d963ff4c7a0215bfed3.pdf
59089037fce68ea27046c93f45ccedf4
PDF Text
Text
Integrated Water Resources Management:
A Path to Achieving Sustainable Development
Mehmet Ali Yurdusev
Department of Civil Engineering, Celal Bayar University, Manisa, Turkey
yurdusev@bayar.edu.tr
Tekin Tezcan
Department of Civil Engineering, Celal Bayar University, Manisa, Turkey
tekin.tezcan@bayar.edu.tr
Abstract: Water resources development is one of the most important national development
factors for developing countries whereas it is a service sector issue in developed countries.
Water management has become one of the conflict areas as the demand for water increases
while the resources available degrade. As a solution to this, integrated water resources
management has been proposed to make tradeoffs among the parties involved. This article
discusses the issues of integrated water resources management with its possible links with
sustainable development.
Introduction
Water resources management comprises a series of water-related activities including developing water resources
schemes for beneficial and protective purposes and managing the system effectively based on both supply and
demand considerations. From beneficial point of view, water resources development deals with the promotion of
necessary infrastructure elements to bring the water in nature to where it is to be used. Thus, it requires huge
investment as it is quite large in scale and time consuming. The development side of water resources
management is referred to as source management. The need for protection from the excess water, namely flood,
has also resulted in the development of large flood control schemes. As such, water resources development has
been one of the most important factors for the national developments of the countries. This is still true for the
developing countries where the water resources have not yet fully developed. On the other hand, it is one of the
issues of service sectors in developed countries and has lost its impact on the development of those countries.
Operational side of water resources management has two dimensions. One is the real operation of the system
developed to sustain water supply for the use for a variety of purposes including drinking, irrigation and power
generation. The other is the management of the demand for water, namely demand management, which
comprises a series of activities to encourage or sometimes to force people to use less water to achieve more
efficient use of water in service. The demand management issue may be shadowed in developing countries as
they are still trying to develop their water resources for irrigation, power generation and even drinking. It can be
seen, however, it is much more popular in developed countries as their main concern is the efficient management
of their already developed water resources.
In so-called developed countries, water management issue has become one of the conflict areas as the water
demanding sectors, namely stakeholders, have increased with also increased quantities as opposed to the
degrading resources available to use. Therefore, integrated water resources management concept has long been
spelled as a compromising tool to achieve an acceptable solution for the parties involved. If achieved, this would
present an efficient regulation of a large portion of national economies of the states as water resources
management covers quite a large variety of activities as mentioned previously. This article discusses the issues of
integrated water resources management with its possible links with sustainable development with the brief
discussions related to both sustainable development and integrated water resources management.
352
�Sustainable Development
Any article on sustainable development (SD) cannot disregard mentioning the first and the most widely accepted
definition given by the so-called Brundtland Report (Brundtland, 1987) as follows:
“Sustainable development is development that meets the needs of the present without compromising the
ability of future generations to meet their own needs.”
Since the Brundtland Commission first defined the concept of sustainable development, much discussion has
been made on the concept on scientific, technical, economical and even political platforms. From the overtwenty-year SD history, it could be possible to find many other definitions for it. Above all, it can be regarded
as a reaction to what it may be called “wild development” that had been observed before. The aim was to
transform the wild nature of development into the one that was acceptable by the weak. The weak are the society
including the future generations and the ecology. Therefore, an acceptable development, e.g. sustainable
development, should consider and integrate the social, environmental and economic issues as depicted in (Fig. 1)
(The President’s Council on Sustainability, 2010). As shown in (Fig. 1), a development considering social and
environmental issues could be bearable; the one with social and economic considerations could be equitable and
the solution with environmental and economic ones could be viable. However, if it is to be sustainable, it should
consider social, economic and environmental issues. A sustainable solution is such a solution which
•
•
•
•
•
•
incorporates the environment and the economy,
protects ecosystems and health of the society,
meets international obligations,
promotes equity,
prevents environmental pollution, and
respects for nature and the needs of future generations (Economic Development Agency of Canada,
2006).
To achieve such a development, an integrated approach to planning and making decisions which considers
environmental and natural resource costs of different economic options and the economic costs of different
environmental and natural resource options is normally required (The President’s Council on Sustainability,
2010). Having formulated such an integrated approach, it is necessary to articulate detailed principles and control
measures to direct the action plans to sustainability. The action plans are equally important elements of achieving
sustainable development and should be built based on the specific features of the issue and by the participation
of the parties that will be affected.
Figure 1. Issues in Sustainable Development, taken from The President’s Council on Sustainability (2010)
353
�Integrated Water Resource Management
As for sustainable development, it is quite possible to find fancy verbal definitions for integrated water resources
management
(IWRM).
One
could
be
taken
from
web-based
Water
Encyclopedia
(http://www.waterencyclopedia.com) as follows:
“Integrated water resources management is the practice of making decisions and taking actions while
considering multiple viewpoints of how water should be managed.”
The above definition is illustrated by the same encyclopedia in (Fig. 2). As seen in (Fig. 2), IWRM describes a
process of managing water resources in an integrated manner taking into account the views of parties involved
such as the stakeholders, governments and interest groups to achieve certain purposes and services using the
knowledge provided by several scientific disciplines. The following quotation (GWP TAC, 2000) well describes
the IWRM process:
Integrated Water Resource Management (IWRM) promotes the coordinated development and management of
water, land and related resources in order to maximize economic and social welfare (in an equitable manner)
without compromising the sustainability of vital ecosystems. This process involves the holistic coordination and
management of natural systems and human activities, which create the demands for water, determine land use
and generate waterborne waste.
The concept of IWRM is somewhat new and as such it was built over more-than-half-century bad water
management experience. As such, it can be regarded a response to the problems encountered in water
management, which has become a major conflict area where several sides are competing for the same quantity of
water.
Figure 2. IWRM process, taken from http://www.waterencyclopedia.com.
Achieving IWRM requires the organization of water industry accordingly. Since water resources and the bodies
demanding these resources spread in a certain geographical area, IWRM should normally be “place-based” or
“enterprise-based”, dealing with a particular location (Clark et al., 2002). River basins have long been regarded
as the spatial unit of water management. However, this should be disputed as the river basins are not isolated
from each other in terms of both the origin of water resources and the close interactions among the human
activities in neighboring basins. Whatever spatial unit is accepted, the main issue is to set appropriate
institutional arrangements towards achieving the IWRM, where the big challenge lays. It is unfortunate to say
that there are not many countries that have organized its water industry accordingly although there have been
several international initiatives such as water framework directive of European Union.
From the discussion provided above, it can be paradoxically said that water resources are expected to be
managed in a manner that those who demand for water including the ecological environment should be made
354
�happy. Expectedly, this is absolutely impossible. What should/can be done is then to reach a compromising
arrangement by which everybody could be a little bit happy. Experiences have shown that such a compromising
solution can only be achieved by the participation of all parties. That is, a participatory approach should be
followed to set up the practices for IWRM. Technical experts can, in this regard, present available methodologies
or acceptable plans/programs to the sides involved. There is also another issue that should be resolved, which is
what mechanism will be used to get together the sides or who are the sides. This is a case-specific issue that
should be considered carefully. Probably, a perfect mechanism will not be established; but any mechanism for
this purpose will somehow work and the outcome will yield much better proposals.
Concluding Discussions on IWRM and Sustainable Development
The discussions provided separately on SD and IWRM have uncovered that what both IWRM and SD try to
achieve is by and large the same. Sustainable development is a little bit older than IWRM. It is also broader and
does not exclude any human activity. It has something to say for every development process. As such, it is much
more difficult to materialize SD although it is also much more popular than IWRM. In other words, it will
require much more time to have “sustainable” development activities.
Unlike sustainable development, IWRM is a little bit restricted to a specific area, water resources, and tries to
realize much more efficient and helpful water management. Since it deals with water issues, there is much more
chance to realize the IWRM purposes although there are several challenges to be overcome (Grigg, 2008). The
world-wide experiences have shown several good examples such as fully privatized but highly regulated British
water industry.
Since water is a natural monopoly, water activities and water management accordingly affect almost every
development issue. A better managed water industry will make positive impact on other sectors. Therefore, the
water resources of a region or a country managed in an integrated manner will contribute the sustainability of
other human activities. In this sense, IWRM can be regarded as a tool, use of which will add positive
contributions to the sustainable development. From another point of view, IWRM is essential to sustain our
water resources. If we continue to use water, which we do not have any other option, we have to think and
explore the ways where the sustainability of our water resources is to be granted.
References
Brundtland G. H. (1987). Our Common Future, World Commission on Environment and Development (WCED), Oxford
University Press, page 54.
Clark, W. C., Lebel, L., Gallopin, G., Jaeger, J.,Mabogunje, A., Dowdeswell, E., Hassan, M., Juma, C., Kates, R., Corell, R.
(2002) in Science and Technology for Sustainable Development (Int. Council for Science, Paris), pp. 12–29.
Economic Development Agency of Canada for the Region of Quebec. (2006). Sustainable Development Strategy 2007-2010.
Montréal, Canada.
Global Water Partnership Technical Advisory Committee (GWP TAC) (2000). IWRM. Publ. Global Water Partnership,
Stockholm, Sweden.
Grigg, Neil S.(2008) 'Integrated water resources management: balancing views and improving practice', Water International,
33: 3, 279 — 292.
http://www.waterencyclopedia.com/Hy-La/Integrated-Water-Resources-Management.html
The President’s Council on Sustainability. (2010) Indiana State University Climate Action Plan, Indiana State University,
USA.
355
�
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458
Title
A name given to the resource
Integrated Water Resources Management: A Path to Achieving Sustainable Development
Author
Author
Yurdusev, Mehmet Ali
Tezcan, Tekin
Abstract
A summary of the resource.
Water resources development is one of the most important national development factors for developing countries whereas it is a service sector issue in developed countries. Water management has become one of the conflict areas as the demand for water increases while the resources available degrade. As a solution to this, integrated water resources management has been proposed to make tradeoffs among the parties involved. This article discusses the issues of integrated water resources management with its possible links with sustainable development.
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
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Text
A Multilingual Media Monitoring System (MMMS) for Balkans
B. Gültekin ÇETĐNER
Faculty of Engineering and Natural Sciences
International University of Sarajevo (IUS)
Sarajevo, Bosnia and Herzegovina
cetiner@ius.edu.ba
Mete GÜNDOĞAN
Faculty of Economics and Business Administration
International University of Sarajevo (IUS)
Sarajevo, Bosnia and Herzegovina
mgundogan@ius.edu.ba
Osman GÜRSOY
Faculty of Engineering and Natural Sciences
Researcher in Computer Engineering
International University of Sarajevo (IUS)
Sarajevo, Bosnia and Herzegovina
ogursoy@ius.edu.ba
Abstract: This paper describes a developed Multilingual Media Monitoring System (MMMS)
software and reports how it may be utilized to effectively facilitate PR facilities at an academic
institution in Balkans.
There are many international charity projects of Turkey in Bosnia and Herzegovina (BiH).
These institutes comprise the academics and businessmen both from Turkey and Bosnia. Due to
major number of the stakeholders and students from Turkey and Bosnia as well as other
different countries, and the mission of such an institution to become an international Balkan
institution requires the establishment to perform PR facilities in Balkans effectively in a multinational and multilingual manner. Therefore, a software system called Multilingual Media
Monitoring System (MMMS) was developed by the authors herein to manage the PR facilities
more effectively by easing the collection, search and evaluation of the news in Balkan region
and Turkey. The paper describes the system in detail.
Keywords: Media Monitoring, PR, Information Technology, Content Analysis, Balkan
Cooperation
Introduction
After the war, many internatinal educational institutions have been established in BiH. They have both
academicians and students from about many different countries of which the majority is from Turkey and Bosnia.
The decision of the establishments goes back to the start of the post-war period when Alija Izzetbegovic, the first
president of the independent Bosnia and Herzegovina had made a call to Turkey to establish the good relations
with Turkey and help the country to reestablish the economy and development. Educational curricular structures
of these institutions are usually based on a flexible model to allow the interdisciplinary studies and program
changes considerably easy. The inspiration of the educational models is based on the structuring of curriculum at
advanced academic institutions by revising them according to needs of Bosnia and Herzegovina.
The international structure and stakeholders of such institutions from different countries make it
necessary to develop a multilingual effective news monitoring system for PR facilities in Balkan region and
Turkey. Therefore, a project was developed during 2009 to ease the PR facilities of such an institution. The main
purpose of the project was to collect the content in several languages (currently in English, Bosnian and Turkish),
to categorize, evaluate and search this content by predefined staff in several roles. Collection of news and other
content is made by usually editors and evaluated by commentators. The software project shortly called as
PRNews is a Multilingual Media Monitoring System (MMMS) and described herein this paper in detail.
Media Monitoring Systems
356
�Media Monitoring systems are used by modern organizations to collect information for more effective
decisions and often strategic management purposes.
The application of content analysis, linguistic, and information retrieval methodologies are the focal point of the
discussion in media monitoring systems. Content analysis is described as a well-described systematic strategy of
inquiry to the analyzed media content object, or in other words, to a communication text (Arıkan, 2009). From
the very beginning of the research it must be described what is looked after. In this project, Arıkan attempts to
deliver primary information on a content analysis project to analyze Turkish Media by computer assistance. He
discusses the methodological, scientific and application problems and issues related to the project.
Media monitoring can help demonstrate that political competitors and the public at large should have
confidence in the media, electoral authorities and the government that is responsible for providing genuine
elections. Shortcomings in media conduct can be identified through monitoring in time for corrective action.
Abuse of the mass media’s power to affect voter choices also can be documented, which allows the population
and the international community to appropriately characterize the true nature of the electoral process. More may
be found regarding media monitoring for political purposes in (coliver and Patrick, 1994) and (Lange and Palmer,
1995).
A Digital Media Monitoring project for Parliament was reported (Gilbert, 2005). An Electronic Media
Monitoring Service (EMMS) was developed to allow Senators and Members to browse, search and view
television and radio items on desktop PCs. In this system, news and current affairs items are recorded in
Canberra by Parliamentary Library staff and published onto the EMMS web site for access by Senators and
Members in Parliament House and their electorate offices. Using the system developed, media programs may be
digitally captured, encoded and archived for retrieval and playback by the Library’s clients.
A news media monitoring or media tracking system can be used to collect, evaluate and search certain
content of news coverage for more effective PR in an organization. The content may be related to a subject,
person or any organization and may be on a hardcopy magazine and newspaper, or in a digital form. The
collected and evaluated content under different categories may then be sent to related bodies or searched online.
The following sections describe a multilingual news media monitoring system developed by the authors.
Multilingual Media Monitoring System (MMMS)
The Multilingual Media Monitoring System (MMMS) described herein allows administrative staff to
browse, search and view news items online. News and current affairs items are recorded at a centre by staff
arranged as editors and administrators and published onto the MMMS web site for access by staff assigned as
users. It is integrated into the institution's database which means that any staff or client may be assigned the tasks
with predefined users. The Use-case diagram in Figure 1 shows the users as participants and their roles to be
played in the MMMS system.
Multilingual Media Monitoring
System
Add/Modify
Users
Editor
Adm in
Add Languages
Add
Categories
Add/Modify New s
Advisor
Evaluate New s
User
Search
«include»
Rate
Show New s
Figure 1. Use-case Diagram for MMMS
357
�The Admin user has all rights to describe, add and user profiles and their permissions. Admin also may
add additional languages and perform operations of all other users. Besides Admin user, there are 3 other users
as Editor, Advisor and User. Editor may add categories and add/modify news. Editor user is a typical PR user
who can collect, modify the news content. Advisor may add, modify and rate (evaluate) the news content similar
to Editor. User is typically a manager who sees all the results in read-only form. He/she can search and see the
content and its related ratings. The user may rate the content.
The media monitoring service is highly useful and this project has involved technology and ready to be
applied to any academic institution. Using the new technology, media contents for Balkan region are digitally
captured, encoded and archived for retrieval and playback by the MMMS clients. The following part describes
the project, the technology, standards employed, and how certain issues were overcome to provide an in-demand
PR service for administrators.
System Design for MMMS
The MMMS developed herein is a web based software application using open source application
development standards such as PHP programming language and MySQL as Database Management System. The
data model for the designed database is given in Figure 2.
Languages
category
notification
Language
Category_ID
Description
catName
Notification_ID
User_ID (FK)
category
keywords
Language (FK)
users
media
User_ID
Media_ID
title
source
author
date
summary
keywords
Category_ID (FK)
Language (FK)
Editor_User (FK)
Comments
comment_ID
Comment
Rating
Media_ID (FK)
Commentator_ID (FK)
username
password
email
name
middlename
surname
lastlogin
profile
Figure 2. Data Model related to Database for MMMS
The media content has title, source, author, date of information, summary, and keywords which are used
to search later the media document. Each media content is categorized with related category ID. The PR user
(editor or advisor) is also recorded as Editor User. Each Media content has also language associated with. User
table is integrated into the Database of hosting institution. Therefore, new users from the academic and
administrative personnel may be added to the user pool in MMMS easily. Comments may be given and ratings
may be added by different users. Category table keeps all categories added into the system. Categories may be
edited by both Admin and editor users. Currently there are 3 languages in the system but more languages may be
added to the system.
Notification is perhaps one of the most important tables in the system. Users are notified through their
emails if there is a new media content in the system related to their category, keywords and language of interest.
Users may also search inside the media content based on the filtering of language, keywords and category.
User Interfaces for MMMS
The user interfaces are many and difficult to show all herein. Therefore, only several important ones are
described in this section. User interfaces are related to the Cases given in Figure 1. The participants are given
different permissions according to their roles. The Figure 3 shows menu options for users with the roles Admin,
Editor and User. The Admin user has permission to add/modify users whereas editor cannot change the users but
can add News and Categories. The normal user has only read-only permission to search and see the news. The
users can manage the CRUD (Create/Retrieve/Update/Delete) operations depending on their security levels. The
users may be added by administrators with different privileges depending on the role of the user selected from
358
�the human resources associated with the institution’s database for employees. The alternative usage of the
system may involve people from different organizations in Balkan region and Turkey to monitor the news media
for research and other purposes. In this case, the actors described in Figure 1 may be distributed throughout the
countries. For example, advisors from Istanbul may rate the content produced by an editor in Albania and users
of Kosovo may see the content related to Kosovo produced by Istanbul editors etc. This kind of usage of the
system requires a network of users from different countries with different roles.
Figure 3. Menu Options for (a) Admin (b) Editor, and (c) User
The most important part of the system is the search facility as shown in the left side of Figure 4 which
shows the screenshot to be seen by admins, advisors, editors and users. The right part in the figure may be seen
by only admins, advisors and editors. It contains a pool of the news produced mainly by editors. The search
mechanism contains certain criteria for search and sort facilities. Filtering is available for category, language,
search keywords and dates. Search is made on the html content based on the OR function of Boolean algebra.
The html content may include pictures and videos. However, the system cannot search for information yet in
binary content such as videos and pictures. The html results related to content are brough to the user as pdf files.
Editing of the content is made over html. Sorting is possible based on the Title, Source of Information, Author,
Category and Date. Editing of the content is possible via related functions. Although rarely used deletion of a
content is also possible. This may be an option to be used by editors and advisors if the content’s rating and
evaluation require so. Currently system does not allow the users to share selected content via sending through
emails. A workflow management system may also be added in future versions to accept content in a hierarchical
manner. This means approval of content by advisors and certain editors. Currently system is very useful for
copying and pasting digital information from digital soft copies related to events. For facilitating hard copy
information, the editor needs to scan and convert the hardcopy contents (such as newspaper, leaflet etc) manually
to soft copy formats through Optical Character regognition (OCR) softwares.
359
�Figure 4. A typical screen to be seen by editors
Conclusions
The paper has described a Multilingual Media Monitoring System (MMMS) developed by the authors
for the purpose of tracking the media for news content of both Balkan region and Turkey related to the conduct
of PR facilities at any educational institution. The main purpose was to provide up-to-date information needed by
the managers of the institution to help in their decision making processes for more effective PR. It was found
useful by higher level managers in tracking the news in three different languages. The system may be utilized in
a way to monitor the information gathering throughout the Balkan region by embedding editorial board members
and advisors from different countries. The system is ready to be operated by any educational or academic
institutions as well as any governmental institutions.
References
Arikan, Aykut (2009), “Computer Assisted Turkish Based Media Content Analysis System - Project 107k209: A
Case Study“, Bilgi Dünyasi, 10 (2)
Coliver, Sandra And Patrick Merloe (1994) “Guidelines For Election Broadcasting In Transitional Democracies”,
United Kingdom, Article 19, National Democratic Institute For International Affairs
Lange, Yasha And Palmer, Andrew (1995) “Media And Elections: A Handbook”, European Institute For Media,
Brussels:Tacis
Gilbert, Catherine (2005) “Digital Media Monitoring Project For Parliament”, 12th Information Online
Conference, Sydney, 1-3 February, Australia
360
�
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527
Title
A name given to the resource
A Multilingual Media Monitoring System (MMMS) for Balkans
Author
Author
ÇETİNER, B. Gültekin
GÜNDOĞAN, Mete
GÜRSOY, Osman
Abstract
A summary of the resource.
This paper describes a developed Multilingual Media Monitoring System (MMMS) software and reports how it may be utilized to effectively facilitate PR facilities at an academic institution in Balkans. There are many international charity projects of Turkey in Bosnia and Herzegovina (BiH). These institutes comprise the academics and businessmen both from Turkey and Bosnia. Due to major number of the stakeholders and students from Turkey and Bosnia as well as other different countries, and the mission of such an institution to become an international Balkan institution requires the establishment to perform PR facilities in Balkans effectively in a multinational and multilingual manner. Therefore, a software system called Multilingual Media Monitoring System (MMMS) was developed by the authors herein to manage the PR facilities more effectively by easing the collection, search and evaluation of the news in Balkan region and Turkey. The paper describes the system in detail.
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/7b2f9ac0c6cf65e92502cbffdb019a66.pdf
59f1b80a92ea29bf317bc5f1d541f022
PDF Text
Text
Nuclear Energy: An Alternative Energy Source For Turkey
Đskender Akkurt
Süleyman Demirel Üniversity
Science and Arts Faculty Physics Department Isparta-Turkey
iskender@fef.sdu.edu.tr
Hakan Akyıldırım
Süleyman Demirel Üniversity
Science and Arts Faculty Physics Department Isparta-Turkey
Betül Mavi
Süleyman Demirel Üniversity
Science and Arts Faculty Physics Department Isparta-Turkey
Murat Öztürk
Suleyman Demirel University,
Hydrogen Technology Res. and Application Center, Isparta, Turkey
Nuri Özek
Süleyman Demirel Üniversity
Science and Arts Faculty Physics Department Isparta-Turkey
Abstract: Energy consumption is an important parameter to show the development level of a
country. Thus the total energy consumption per capita (in 2005) is 1778 (unit is kilograms of
oil equivalent (kgoe) per person) for world average, 4720 for developed countries and 975.9
for developing countries. On the other hand it is 1185.9 for Turkey. Although there are many
different energy sources for many different countries depending on the geological and
geographical conditions, Nuclear energy is one of the most commonly used alternative energy
source in especially developed countries. The first large-scale nuclear power plant opened in
England, in 1956 and nowadays about 16% of the world's energy needs has been produced
from Nuclear power plants where huge amounts of energy from small amounts of fuel can be
obtained without any pollution by burning fossil fuels. This rate is about 24% for developed
countries. In conventional nuclear power plant the energy is generated using Uranium (235U)
fuel. In a typical sample of natural uranium, most of the weight (99.27%) consists of atoms of
238
U and about 0.72% of the weight consists of atoms of 235U. This requires enrichment of the
235
U in the sample which is expensive and high technology. On the other hand recently new
generation nuclear power plant based on the proton accelerator so-called Accelerator Driven
System (ADS) has been proposed. Establishing nuclear power plant will lead to be transferred
nuclear technology to Turkey and it will be possible to be used it in other fields.
Keywords: Energy, nuclear power plant, Turkey, nuclear technology.
Introduction
As a scientific term, energy describes the amount of work performed by a force, an attribute of objects and
systems that is subject to a conservation law (Kittel vd., 1973:134). Different forms of energy such as kinetic,
potential, thermal, gravitational, sound, light, elastic, and electromagnetic energy are available. All living
organism needs energy to continue their life. Especially radiation from the Sun in the case of green plants is
necessary to be fed. For this purposes from the beginning of life people have always been searching new types of
energy sources as the population has increased sharply. Energy consumption of a country is an important
parameter to show the development level. Thus the total energy consumption per capita (in 2005) is 1778 (unit is
kilograms of oil equivalent (kgoe) per person) for world average, 4720 for developed countries and 975.9 for
developing countries. On the other hand it is 1185.9 for Turkey. The world population and related electricity
demand as a function of year is shown in Fig.1. It can be seen from this figure that the world population
448
�increases fast according to world average of 2%. It seems that at the end of this century population and related
energy demand will almost be equal (Omer, 2008).
Energy Sources
Energy sources are not used directly in daily life and also in industry. Those of energies are used in electricity
generation and most of the electricity power plants use turbines to generate electricity and here it is important to
turn turbines. Although some types of turbines can be driven by wind or falling water, most of them are driven
by a steam which can be obtained by boiling water using different types of energy. This is scheduled in Fig.2.
For this purposes it is important to find new energy source. Before construction power plant where different
types of energies are used to generate steam, there are some parameters to be considered. Because energy power
station have to be considered plays an increasingly vital role in national security of any country. Those
parameters
• Economical efficient
• Foreign dependence
• Environmental effect
• Resources potential
• Efficiency
With those of parameters any country should decide which types of energy sources, will be detailed below,
suitable to be used to generate electricity.
Figure 1. World population and electricity demand as a function of year (Omer, 2008).
Nuclear Energy
Nuclear energy is obtained from the fission of heavy nuclei such as uranium, plutonium or thorium and also
from the fusion of hydrogen into helium. When an heavy nuclei is splitted an energy is released due to the
loosing of some part of nuclear mass. The conversion of nuclear mass to energy is described by Einstein as
∆E = ∆ m ⋅ c 2
449
�where ∆E is the energy release, ∆m is mass defect and c is the speed of light (Kaplan, 1965:178-180). The first
large-scale nuclear power plant opened in England, in 1956 and nowadays about 16% of the world's energy
needs has been produced from Nuclear power plants where huge amounts of energy from small amounts of fuel
can be obtained without any pollution by burning fossil fuels. This rate is about 24% for developed countries. In
conventional nuclear power plant the energy is generated using Uranium (235U) fuel. In a typical sample of
natural uranium, most of the weight (99.27%) consists of atoms of 238U and about 0.72% of the weight consists
of atoms of 235U. This requires enrichment of the 235U in the sample which is expensive and also heart of this
high technology.
The Nuclear energy is used to generate steam is used to drive turbines as described previous section. For this
purposes an extra section called “reactor” should be built. Nuclear reactor basically controls chain reactions
(fission) to release heat desired rate. Although there are many different types of nuclear reactor types, most
commonly used types are namely Advanced Gas-Cooloed Reactor (AGR), boiling-water reactors (BWRs), and
pressurized-water reactors (PWRs) and liquid metal fast breeder reactors (LMFBR), high temperature gas cooled
reactors (HTGR). On the other hand recently new generation nuclear power plant based on the proton accelerator
so-called Accelerator Driven System (ADS) has been proposed.
As the energy is an important for developing country such as Turkey, it is vital to spread out energy sources to
generate electricity. It can be concluded that the nuclear energy is an important energy sources for any country
not just for generating electricity also to transfer nuclear technology which can be used a variety of different
fields.
Figure 2. Schematic view of electricity generation.
References
Kaplan, I., (1965), Nuclear Physics, Çev. Nusret Kürkçüoğlu, Berksoy Matbaası, Đstanbul.
Kittel, C., Knight, W.D., Ruderman, M.A., (1973), Mechanics Vol 1, New York.
Omer, A.M. “Energy, Environment And Sustainable Development” Renewable and sustainable energy reviews
12(2008)2265
450
�
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544
Title
A name given to the resource
Nuclear Energy: An Alternative Energy Source For Turkey
Author
Author
AKKURT, İskender
Akyıldırım, Hakan
Mavi, Betül
ÖZTÜRK, Murat
ÖZEK, Nuri
Abstract
A summary of the resource.
Energy consumption is an important parameter to show the development level of a country. Thus the total energy consumption per capita (in 2005) is 1778 (unit is kilograms of oil equivalent (kgoe) per person) for world average, 4720 for developed countries and 975.9 for developing countries. On the other hand it is 1185.9 for Turkey. Although there are many different energy sources for many different countries depending on the geological and geographical conditions, Nuclear energy is one of the most commonly used alternative energy source in especially developed countries. The first large-scale nuclear power plant opened in England, in 1956 and nowadays about 16% of the world's energy needs has been produced from Nuclear power plants where huge amounts of energy from small amounts of fuel can be obtained without any pollution by burning fossil fuels. This rate is about 24% for developed countries. In conventional nuclear power plant the energy is generated using Uranium (235U) fuel. In a typical sample of natural uranium, most of the weight (99.27%) consists of atoms of 238U and about 0.72% of the weight consists of atoms of 235U. This requires enrichment of the 235U in the sample which is expensive and high technology. On the other hand recently new generation nuclear power plant based on the proton accelerator so-called Accelerator Driven System (ADS) has been proposed. Establishing nuclear power plant will lead to be transferred nuclear technology to Turkey and it will be possible to be used it in other fields.
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/ac73d6da92d76b2fc9578b8bf13f3dfd.pdf
ba007eb8674b0f9f962d1ea855412d1f
PDF Text
Text
Boronizing: Radiation Shielding of Stainless Steel
Iskender Akkurt
Süleyman Demirel University Fen-Edebiyat Fak. Fizik Böl. Isparta-Turkey
skender@fef.sdu.edu.tr
Adnan Çalık
Süleyman Demirel University Teknik Eğt. Fak. Makina Egt. Böl. Isparta-Turkey
Hakan Akyıldırım
Süleyman Demirel University Teknik Eğt. Fak. Yapı Egt. Böl. Isparta-Turkey
Nazım Uçar
Süleyman Demirel University Fen-Edebiyat Fak. Fizik Böl. Isparta-Turkey
Abstract: Boron is an important element and about 75% of the world reserve is in Turkey
and it can be used in a variety of 400 different fields. Moreover it can be used in strategic
fields such as defense or nuclear technologies directly or by boronizing of materials for some
different applications. In the radiation shielding besides some materials such as lead, the
boronizing of the material can be used to increase radiation shielding capability. In this study
the importance of the boron and its application will be detailed and application of the
boronizing on the radiation shielding properties of some types of steel will be presented.
Keywords: Boron, radiation shielding, stainless steel
Introduction
Boron is a black, lustrous material and conducts electricity like a metal at high temperatures and is almost an
insulator at low temperatures. It was first isolated in 1808 by heating boron oxide (B2O3) with potassium metal.
The elemental boron is widely used to increase hardness in steel and also used in the nonferrous-metals industry,
generally as a deoxidizer, in copper-base alloys and in aluminum castings to refine the grain. It is estimated that
about 75% of the known boron reserves of the World are in Turkey. On the other hand the only 22% of the boron
based production are produced in Turkey. The boron can be used in a variety of 400 different fields such as
kitchen staff, defense sector and also agriculture. Radiation always exists in our environment due to the natural
and man-made sources and this is called background radiation. Especially after development of the technology
man-made radiation has significantly increased. Thus the radiation protection became an important subject in
nuclear science. The basic rule for the radiation protections is time, distances and shielding and the latest one is a
most commonly used methods. Although heavy metals such as lead have been used for this purpose, an
alternative method would be investigated. Boron can be an alternative for radiation shielding and boronizing of
the materials used in radiation shielding can be used to improve radiation shielding properties. In this study
radiation shielding properties of the boronized steel has been investigated.
Materials and Methods
Besides utilization of boron itself, boronizing is the most commonly used technology in different fields.
Boronizing processes is an important technology and different types of samples have being boronized in
Suleyman Demirel University Technical Faculty laboratory for different purposes (Calık et al. 2007). This is
achieved in a solid medium using the powder pack method where a commercial Ekabor-II boron source and
activator (ferro-silicon) were mixed. The packed samples are heated in an electrical furnace for required period
(usually several hours) at about 1000 oK under atmospheric pressure. After the bonding process the samples is
cooled at a rate of 15 °C/min to room temperature before removal from the chamber. The samples are sectioned
from one side and prepared metallographically up to 1200-grid emery paper and then polished, using 0.3-Am
alumina pastes.
292
�For the radiation shielding properties, the linear attenuation coefficients have been measured using gamma
spectrometer system (Akkurt et al. 2004, Akkurt et al. 2006, Akkurt et al. 2008). In the system NaI(Tl) detector
connected to Multi-Channel-Analyzer (MCA). Gamma rays have been obtained from the 137Cs and 60Co sources.
Those produce 0.662 and 1.17, 1.332 MeV energy.
Results and Discussions
The linear attenuation coefficients (µ) of steel were measured at the photon energies of 0.66, 1.17 and 1.332
MeV obtained from 137Cs and 60Co γ-ray sources respectively. This measurement has been performed before and
after boronizing. This is displayed in Figure 1 where it can clearly be seen that the boronizing processes
increased linear attenuation coefficients.
Figure 1. Linear attenuation coefficients for boronized and unboronized steel
References
Akkurt I. et al. 2004 "The photon attenuation coefficients of barite, marble and limra" Annals of Nuclear Energy 31,577-582
Akkurt I. et al. 2006 "Radiation shielding of concretes containing different aggregates" Cement and Concrete Composites,
28-2,153-157
Akkurt I. et al. 2008 "The effect of boronizing on the radiation shielding properties of steel" Z.Naturfors. A 63a, 445-447
Çalık A. et al. 2007 "Mechanical Properties of Boronized Fe-0.94%Mn Binary Alloy" Z.Naturfors. A 62a, 545-548
Çalık A. et al. 2008 "Specimen geometry effect on the mechanical properties of AISI 1040 steeel" Z.Naturfors. A 63a, 448452
293
�
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443
Title
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Boronizing: Radiation Shielding of Stainless Steel
Author
Author
AKKURT, İskender
Çalık, Adnan
Akyıldırım, Hakan
Uçar, Nazım
Abstract
A summary of the resource.
Boron is an important element and about 75% of the world reserve is in Turkey and it can be used in a variety of 400 different fields. Moreover it can be used in strategic fields such as defense or nuclear technologies directly or by boronizing of materials for some different applications. In the radiation shielding besides some materials such as lead, the boronizing of the material can be used to increase radiation shielding capability. In this study the importance of the boron and its application will be detailed and application of the boronizing on the radiation shielding properties of some types of steel will be presented.
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)
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f9c9c792df96a55082a8f24e9051cde4
PDF Text
Text
The Use Of Building Models As An Educational Material And Their
Impact On Learning
Ahmet C. APAY
Department of Construction, Sakarya University,
Adapazari, Turkey,
aapay@sakarya.edu.tr
Emine AYDIN
Department of Construction, Sakarya University,
Adapazari, Turkey,
emineb@sakarya.edu.tr
Tahir AKGUL
Department of Construction, Sakarya University,
Adapazari, Turkey,
takgul@sakarya.edu.tr
Ali GURBUZ
k.aligurbuz@gmail.com
Abstract: Materials are an indispensable component of education and teaching and used for
supporting teaching during the teaching-learning process. Aids and materials are employed in
an attempt to fulfill the objectives of the teaching process during education-teaching activities.
In today’s rapidly-changing and developing world, individuals are not supposed to obtain
information from one single source and memorize it; in contrast, the objective is to school the
type of individuals who can know how to access to information, how to use it and how to
come up with ways to overcome problems encountered. The use of teaching materials
designed in accordance with the principles of teaching technologies is vitally important for
enabling individuals to develop such skills. A fundamental factor in increasing the level of
achievement in courses, in ensuring a decent educational system and in enabling students to
experience an enduring learning process is to get students to like the subject to be taught.
Otherwise, students will not be interested enough to get the input and no enduring learning
process will take place no matter how well-versed and experienced an instructor is in his/her
field. This paper is a study into the effects of the use of educational materials on the level of
students’ achievement and interest in courses. Furthermore, it includes a comparison between
the efficiency of material-aided instruction and teacher-centered instruction. The effect of
these two methods on the level at which particular concepts related to a lesson are learned has
been analyzed through the use of experimental design with pretest-posttest control group.
Keywords: Building models, education and teaching, educational materials
1. Introduction
As a term the model denotes to doing a smaller or bigger copy of an object in a determined scale. Today the
model usage is widespread in many fields. The models to examine human body used in biology and medicine,
the earth model which is a minimized copy of the Earth used in geography, in machine sector the models with
changing scales from ½ to 1/25 according to their dimensions and details, earthquake models, dynamic models
showing the flow of a stream, military models, ship models, car models, airplane models, architectural models,
training models, topographic models, terrain models, urban models, park-garden models, people models,
building models, interior models, and etc can be given as examples. In terms of building education, the term of
model brings “architectural models” such as topographic, building, furnished building interior into mind.
Material use in education is a rapidly spreading application in permanently developing and renewing Turkish
education system. Oral narrative technique centred and teacher-centred education model which are implemented
widely until recently has started to loose its validity today. Oral narrative technique should be implemented with
other education methods and supported with other materials in the education place. [1]
2. The Importance of Material Use in Education
838
�Materials are indispensable parts of education and training in our age. In order to realize educational objectives,
equipment and materials are used in all of education and training studies. Artificial and natural substances are
named as material when they serve for a virtual or actual purpose. When it is associated with education
“education material” is named as “course material” and it defines all of the living, non-living, practical and
theoretical information and affluences regarding to that course. The conception of material includes virtual,
actual, artificial and natural data or affluences which serve for a purpose. [2]
Material is an efficient education tool. It is possible to define the education tool as an environment to provide
information sharing between a communication channel (teacher) and receivers (students) [3]. In today’s rapidly
changing and developing world, it is not expected that individuals to obtain the information from one source and
memorize this information, on the contrary it is intended to raise individuals who know ways to achieve
information, who use them and when faced with a problem who can create solution methods by using that
information. The use of education material which is prepared in accordance with the principles of the education
technologies has significance for teachers to design an active and interactive learning environment which is
necessary for individuals to acquire these above features. [4]
3. Using Building Model As An Education Material
Department of Building Education is a department that theoretical and applied courses are taught together. In
theoretical courses in order to be helpful for the correlation with applied courses and in order to develop the three
dimensional thinking abilities of students, the building model is preferred as the material in this research. The
achievement and attitudes of students toward Technical Drawing are examined with the designed building model.
Cross-sectioning of the building plan is one of the parts for students that they densely need to use three
dimensional thinking powers. Through the expression via model technique it is expected that for students to
develop their perception ability better and perform a more efficient learning. The research is conducted with 60
students in total, as 30 from control group and 30 from experiment group, who are chosen according to random
sampling methodology among the 1st year students who take Technical Drawing course in 2008-2009 Spring
semesters and from Department of Building Education at Sakarya University Faculty of Technical Education. In
this research two different learning methods are applied randomly to these two categories. No information is
given to students in experiment and control groups regarding whether they are in experiment or control group.
The application is done in the duration of “Cross-sectioning of a plan” which is specified in the Course
Curriculum. In order to give the necessary information to students and to test their learning regarding to this
course, a housing project which is constituted of the ground floor and a normal floor is prepared. Since some
factors are thought such that the students meet with this issue as first time and the course hours are limited, the
project is designed so simple. In order to teach the “Cross-sectioning of a plan” in a best way, two section lines
are passed with “A-A Section” code on X axis of floor plans and with ““B-B Section” code on Y axis of floor
plans and it is given importance that the section lines to touch to the stairs, low floor, door-window frames
(Figure 1).
Figure 1. Floor Plans
3.1. Preparation of the Model
To express the selected issue in a best way by the model it is planned to break into horizontal pieces from 2/3
length of the height of floor and vertical pieces from the places that the A-A and B-B section lines pass in order
to show the floor plans as in the project (Figure2,3,4 and 5). Hence, in this way floor plans and section lines can
be understood more clearly in terms of what they mean.
839
�Figure 2. The First Floor of
the Model
Figure 3. The First Normal Floor
of the Model
Figure 4. The A-A Section View of
Model
Figure 5. The B-B Section View
of Model
A greater scale is selected compared to a standard scale and 1/20 scale is preferred in order to make all class to
see the model during the course hour and more importantly to enable permanent learning which is our main
objective.
3.2. Research Design
In this research it is attempted to determine the effects of Expression and Teaching Activity and TeacherCentred Education Activity on students’ success and students’ attitudes toward Technical Drawing courses. For
this purpose an experimental design which is suitable to “pre-test and post-test” model with control group is
used.
Groups
Control
Pre-test
AT
AI
Education Activity
Teacher-centred Education Activity
Post-test
AT
AI
Experiment
AT
AI
Model Aided Education Activity
AT
AI
Table 1. Research Design with Pre-test/Post-test Control Group AT: Achievement Test, AI: Attitude Inventory
As seen on Table 1, the topic of “Cross-sectioning of a plan” of Technical Drawing Course is taught by Teachercentred Education Activity for control group whereas it is taught by Model Aided Education Activity for
experiment group. In the research, the effects of Teacher-centred Education Activity and Model Aided Education
Activity are compared in terms of learning of “Cross-sectioning of a plan” of Technical Drawing Course. Before
the application of two different education activities both for experiment and control groups the Achievement
Test (AT) is applied firstly as pre-test to evaluate their pre-information level toward “Cross-sectioning of a plan”
and then applied as post-test after courses of experiment and control groups. And again, in order to determine the
pre-attitudes of students toward Technical Drawing Courses “Technical Drawing Attitude Inventory” is applied
firstly as pre-test and then applied as post-test after courses of experiment and control groups before the
application of two different education techniques both to experiment and control groups .
3.3. Variables of Research
3.3.1. The Achievement Test
The Achievement Test (AT) is prepared under the control of field specialists. It is constituted of drawings and
questions which are prepared according to the “Cross-sectioning of a plan” unit of the Technical Drawing
Course Curriculum which is prepared by the Head of Department of Building Education at Sakarya University
Faculty of Technical Education.
The Achievement Test is implemented two times for two groups in the form of pre-test and post-test as being
before the education and after the education. Before the education activity the pre-test is applied in order to
evaluate the pre-information level of students regarding to “Cross-sectioning of a plan” and after the education
activity the post-test is applied to reveal the effect of these two different activities on students to learn this issue.
3.3.2. Technical Drawing Attitude Inventory
Fivefold Likert-type attitude inventory (I strongly agree, I agree, I neither agree nor disagree, I don’t agree, I
strongly disagree) toward Technical Drawing which comprises of 12 items as being 6 of them positive and 6 of
840
�them negative statements in order to determine the approaches of students toward the Technical Drawing Course.
The scale results are evaluated by scoring the positive questions as “I strongly agree” (5 points), “I agree” (4
points), “I neither agree nor disagree” (3 points), “I don’t agree” (2 points),“I strongly disagree”(1 point) and the
negative questions as “I strongly agree” (1 point), “I agree” (2 points), “I neither agree nor disagree” (3 points),
“I don’t agree” (4 points),“I strongly disagree”(5 points). The pre-test before the education and the post-test after
the education are implemented to the experiment and control groups of “Technical Drawing Attitude Inventory”.
(Technical Drawing Attitude Inventory is given in Appendix-B).
3.4. Course Teaching for Control Group
The achievement test and attitude scales are applied as pre-test in order to determine students’ pre-information,
skills and attitudes regarding to this issue. Teaching of this issue is started after one week. During the course oral
narrative, written expression and question-answer methods are applied. The topic is transferred to students with
the classical method as oral and written by using blackboards. The questions regarding to the incoherent parts are
answered after lecturing and the lecture is ended with a last repetition. After the course “Technical Drawing
Achievement Test” and “Technical Drawing Attitude Inventory” are applied as post-test and the results are
recorded.
3.5. Course Teaching for Experiment Group
Before one week from the course the achievement test and attitude inventory pre-test applications are applied in
order to determine the pre-information, skills and attitudes of students regarding to this topic as in the control
group. The prepared model material is used actively during the course and showing the details regarding to this
issue on the model as three dimensional become useful for students to animate plans and sections in their minds
regarding to this issue. After course by preserving same conditions with control group The Achievement Test
and The Attitude Inventory are applied as post-test and the results are recorded. The results of pre-test and posttest Achievement Test and Attitude Inventory for Experiment and Control Groups are given in APPENDIX C-F.
3.6. Data analysis
For independent groups the t-test is performed in SPSS 16.0 package programme in order to reveal whether there
is a statistical difference among the experiment and control groups in terms of readiness regarding to this issue
and attitudes toward courses such as Technical Drawing and occupational drawing. For dependent groups the ttest is performed in package programme in order to reveal the effect of two different education methods
(Teacher-centred Education Activity and Model-Aided Education Activity) on success and attitudes toward
“Technical Drawing Course, Cross-sectioning of a Plan”. One Factor Covariance Analysis (ANCOVA) is
performed in order to compare the effects on learning of two different education activities after performing the
educational activities and after bringing the pre-information and readiness level of students under control.
ANCOVA is recommended in order to show the effectiveness of the applied experimental operation in
experimental designs with pre-test and post-test control group. The ANCOVA test is defined as a “powerful
technique which allows comparison among the groups by providing the statistically control of another variable
or variables which are related to the dependent variable and named as common variable, besides the independent
variable which is tested in a research to observe its effect. ” [5].
3.7. Findings
The findings which are obtained through testing the data of experiment and control groups are given in this
section. The hypothesis statements which are to evaluate changes in the points of achievement and attitude points
of groups are tested with t-test by using SPSS 16.0 (Statistical Package for Social Sciences for Personal
Computers) package programme. Arithmetic mean, standard deviation and t-test results for independent groups
according to AT pre-test points, which is done to reveal the pre-information of experiment and control groups
regarding to the issue of “Cross-sectioning of a plan” of Technical Drawing Course and to determine the
difference between groups in terms of pre-information regarding to the specified topic, are summarized on Table
2.
Group
N
X
S.S
Experiment
30
18.50
11.08
Control
30
15.83
9.20
t
p
1,014
0,315
N: Number of students, X: Arithmetic mean, S.S: standard deviation, t: tscore , p: significant coefficient
841
�Table 2. Arithmetic mean, standard deviation and t-test results of groups according to AT pre-test points
On Table 2, according to AT pre-test results of experiment and control groups t=1,014, p=0,315 values are
obtained. Since p-value is greater than the significance level of 0.05 there is no statistically significant
difference between experiment and control groups in terms of pre-information regarding to the “Cross-sectioning
of a plan” topic of Technical Drawing Course. Arithmetic mean, standard deviation and t-test results for
independent groups which are obtained according to pre-test results are summarized on Table 3 with the aim of
determining the attitudes of experiment and control groups toward the Technical Drawing Course before
educational activity.
Group
N
X
S.S
Experiment
30
3,67
0,59
Control
30
3,37
0,83
t
p
1,386
0,171
N: Number of students, X: Arithmetic mean, S.S: standard deviation, t: tscore , p: significant coefficient
Table 3. Arithmetic mean, standard deviation and t-test results of groups which are obtained by Technical
Drawing Course Attitude Inventory pre-test points
Arithmetic mean, standard deviation and t-test results, which are obtained according to the pre-test points of
Attitude Inventory toward Technical Drawing Courses, are seen on Table 3. According to this, t=1,386, p=0,171
values are obtained from pre-test points of Attitude Inventory toward Technical Drawing courses of experiment
and control groups. Since founded p–value is greater than the significance level of 0.05, there is no statistically
significant difference between experiment and control groups in terms of their attitudes toward Technical
Drawing course.
Hypothesis- 1: Hypothesis Sentence: The model-aided education activity has no effect on students to gain
information and skills regarding to the issue of “Cross-sectioning of a plan” of Technical Drawing Course. In
order to test the hypothesis the t-test is performed for dependent groups.
Test type
N
X
S.S
AT Pre-test
30
17,50
11,08
AT Post-test
30
79,83
19,32
t
p
-13,160
0,000
N: Number of students, X: Arithmetic mean, S.S: standard deviation, t: tscore , p: significant coefficient
Table 4. Arithmetic mean, standard deviation and t-test results of experiment group according to AT pre-test and
post-test points
According to Table 4, the model-aided education activity has an effect on students to gain information and skills
regarding to the issue of “Cross-sectioning of a plan” of Technical Drawing Course. A significant difference is
found between the pre-test points and post-test points of experiment group with model-aided education activity.
Hypothesis-2: Hypothesis Sentence: Teacher-centred education activity does not have an effect on students in
terms of gaining information and skill regarding to the topic of “Cross-sectioning from a plan” of Technical
Drawing Course. In order to test the hypothesis the t-test is performed for dependent groups.
Test type
n
X
S.S
t
p
AT Pre-test
30
15,83
9,20
-13,521
0,000
AT Post-test
30
65,00
18,98
N: Number of students, X: Arithmetic mean, S.S: Standard deviation, t: t score , p: significant coefficient
Table 5. Arithmetic mean, standard deviation and t-test results of control group according to AT pre-test and
post-test points
842
�According to Table 5 teacher-centred education activity has an effect on attainment of information and skills by
students regarding to the topic of “Cross-sectioning of a plan” of Technical Drawing Course. A difference is
found among the pre-test and post-test points of control groups with teacher-centred education activity.
Hypothesis-3: Hypothesis Sentence: There is no significant difference between the model-aided education
technique and teacher-centred education activity for students in terms of gaining information and skills regarding
to the topic of “Cross-sectioning of a plan” of Technical Drawing Course.
Group
Experiment
Control
N
X
S.S
30
79,83
19,31
30
65,00
18,98
F
p
9,701
0,003
N: Number of students, X: Arithmetic mean, S.S: Standard deviation, F: analysis points , p: significant coefficient
Table 6. The covariance analysis results of experiment and control groups according to the AT post-test points
According to Table 6, when the AT pre-test results of students are brought under control, the following result is
achieved that there is a significant difference between the teacher-centred education activity and model-aided
education activity in terms of their effects on learning. According to AT post-test results, with their higher
achievement average the difference is in favour of the experiment group.
Hypothesis-4:Hypothesis Sentence: “There is no statistically significant difference between the students
educated with model-aided education activity and students educated with teacher-centred education activity in
terms of attitudes toward Technical Drawing course after the education”.
Group
Experiment
Control
N
X
S.S
30
3,89
0,53
30
3,83
0,64
t
p
-0,374
0,711
N: Number of students, X: Arithmetic mean, S.S: Standard deviation, t: t score , p: significant coefficient
Table 7. Arithmetic mean, standard deviation and t-test results of groups according to Technical Drawing
Attitude Inventory post-test points
According to Table 7, there is a significance difference between the experiment and control groups in their
attitudes toward Technical Drawing Course. According to this result, both model-aided education activity and
teacher-centred education activity affect students in terms of developing positive attitudes toward Technical
Drawing course. Although the difference between the average points of groups is not statistically significant, it is
in favour of control group with model-aided education.
4. Conclusion And Suggestions
In this research according to the t-test results of independent groups which is performed to evaluate the AT pretest results of experiment and control groups, a statistically significant difference is not found in pre-information
of experiment and control groups intended to the concepts regarding with the “Cross-sectioning of a plan”. In
the Achievement Test post-test covariance analysis (ANCOVA) which is applied by controlling the preinformation regarding to the topic of “Cross-sectioning of a plan” of Technical Drawing course of experiment
and control group, a significant difference is founded between the teacher–centred education and model-aided
teaching activity. With higher achievement average in terms of the Achievement Test post-test results this
difference is in favour of the experiment group. This result shows that the students that are educated with modelaided education activity are more successful than the students that are educated with the teacher-centred
education activity. It is observed that students learn better and become more successful in the classroom where
the model material is used.
843
�According to the t-test results which are performed for independent groups as a result of the pre-test results of
Technical Drawing Attitude Inventory, a statistically significant difference is not found in terms of pre-attitudes
of experiment and control groups regarding to the Technical Drawing course.
According to the Attitude Inventory post-test results which are applied after two different education activities
performed by controlling the pre-attitudes of students toward Technical Drawing course, a positive
transformation is determined in the attitudes of students toward this course after both of these education
techniques. A significant difference is not found by obtaining group averages as 3.83 and 3.89 for two groups
according to the post-test results of attitude inventory. However, the average pre-test points of control group with
the teacher-centred education techniques increases from 3.67 to 3.83 whereas the average of experiment group
with model-aided education technique increases from 3.37 to 3.89. The increase rates in averages can be
evaluated as in favour of the model-aided education activity.
Since models and other visual materials which are used in education and training meet the conditions of
education by doing and living, they provide permanence and will be helpful to raise successful individuals.
Reference
BUYUKOZTURK, S. (2001). Pre-Experimental Designs finaltest Control Group Designs and data analysis, Pagem A data
analysis, (pp. 1-3), Ankara, TURKEY.
DEMĐRKUŞ, N., (1999). “Fen Bilgisi Öğretim Yöntemleri ve Uygulamalarının Verimli Hale Getirilmesi”, Symposium on
Teacher Education and Contemporary Perspectives, D.E.U. Buca Faculty of Education Journal Special Issue (11) (pp. 414425), Izmir, TURKEY.
DOĞDU, S., ARSLAN, Z., (1993). Applications of Educational Technology and Education Appliances, (pp.40), Ankara, ,
TURKEY.
YALIN, H. Đ., (2001). Instructional Technology and Material Development, Nobel publishing, (pp. 82), Ankara, TURKEY.
ZAMAN, S. (2006). “Mitoz ve Mayoz Bölünme Konusunda Geliştirilen Bilgisayar Destekli Biyoloji Öğretim Materyalinin
Değerlendirilmesi” KTÜ Science Institute, (pp. 129-131).
844
�
Dublin Core
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Extent
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636
Title
A name given to the resource
The Use Of Building Models As An Educational Material And Their Impact On Learning
Author
Author
APAY, Ahmet C.
AYDIN, Emine
AKGUL, Tahir
GURBUZ, Ali
Abstract
A summary of the resource.
Materials are an indispensable component of education and teaching and used for supporting teaching during the teaching-learning process. Aids and materials are employed in an attempt to fulfill the objectives of the teaching process during education-teaching activities. In today’s rapidly-changing and developing world, individuals are not supposed to obtain information from one single source and memorize it; in contrast, the objective is to school the type of individuals who can know how to access to information, how to use it and how to come up with ways to overcome problems encountered. The use of teaching materials designed in accordance with the principles of teaching technologies is vitally important for enabling individuals to develop such skills. A fundamental factor in increasing the level of achievement in courses, in ensuring a decent educational system and in enabling students to experience an enduring learning process is to get students to like the subject to be taught. Otherwise, students will not be interested enough to get the input and no enduring learning process will take place no matter how well-versed and experienced an instructor is in his/her field. This paper is a study into the effects of the use of educational materials on the level of students’ achievement and interest in courses. Furthermore, it includes a comparison between the efficiency of material-aided instruction and teacher-centered instruction. The effect of these two methods on the level at which particular concepts related to a lesson are learned has been analyzed through the use of experimental design with pretest-posttest control group.
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/bbe9bc9f43b68eea7645b1e3ff58fdbc.pdf
9230e0e8d2430c9e2429beb5e4542fc3
PDF Text
Text
Implementation of a Computer-Based Course on Moodle
Özcan Asilkan, Ph.D.
Department of Computer Engineering,
Epoka University, Tirana, Albania
oasilkan@epoka.edu.al
Igli Hakrama
Department of Computer Engineering,
Epoka University, Tirana, Albania,
ihakrama@epoka.edu.al
Abdurrahman Çelebi
Department of Computer Engineering,
Epoka University, Tirana, Albania,
acelebi@epoka.edu.al
Abstract: Increasing popularity of Internet led to expectation of course materials and activities
to be distributed and collected online. Many universities have already started to support the
courses with the technology. But most of them are still lack of a structured, well designed
Learning Management System. Therefore, instructors in these universities are still distributing
course materials (like presentation files) to students at the end of their lectures and collecting
assignments by email. This approach is open to many problems. Being aware of these problems,
Epoka University started a pilot implementation of Moodle in 2010. This study presents
experience of this implementation on a computer-based course (C Programming) which is
aimed to be useful to the other education institutions.
Introduction
The recent advancements in Information and Communication Technologies (ICT), especially Internet,
generated a need and an expectation of presenting courses online. It is becoming evident that on-line education
will become an integral part of higher education in the foreseeable future (Nakos et al., 2002). Many universities
have already started to offer on-line education, or simply “e-learning” which aims to eliminate the dependency to
the traditional classrooms and/or improve the learning environment (Eastman & Swift, 2001). But most of them
are still lack of a structured, well designed online Learning Management System (LMS). Therefore, instructors
in these universities are still distributing course materials (like presentation files) to students at the end of their
lectures and collecting assignments by email. This approach is open to many problems. For example, some
students complain for not being supplied with the course materials and some claim that they have emailed the
assignments which are not received by instructor.
Being aware of the mentioned problems, Epoka University started a pilot implementation of Moodle, an
Open-Source Free Learning Management System, in 2010. This study presents experience of the pilot
implementation of Moodle on a computer-based course (C Programming), considering that this experience may
be useful to the other education institutions.
Open-Source Learning Management Systems
Interest in open source has grown exponentially in the recent years. In mid January, 2005 a Google
search of the phrase “open source” returned approximately 28.8 million webpage hits (Kapor, 2005). That
number jumped significantly to 376 million when a similar search was conducted on October 12, 2006. There
seems a high increasing interest in open source software (Pan and Bonk, 2007).
Wikipedia defines Learning Management System (LMS) as “a software package, usually on a large
scale (that scale is decreasing rapidly), that enables the management and delivery of learning content and
resources to students.” The LMS allows students to register for online courses, delivering and tracking e-based
366
�learning courses, testing and much more. The tools used in LMS include email, chat groups, grade books and
interactive quizzes. It is designed to manage the educational courses online to help the teachers and students with
course administration (Cheung, 2006).
Moodle LMS
MOODLE (Modular Object-Oriented Dynamic Learning Environment) is an open source Learning
Management System (LMS) created by Michael Dougiamas (http://dougiamas.com) to serve as an online
interactive environment between educators and students. Sometimes it is referred to as a course management
software or virtual learning environment. Moodle is defined on its official website as: “A course management
system (CMS) – a free open source software system designed using sound pedagogical principles to help
educators create effective online learning communities” (Moodle, 2010).
Moodle is widespread all over the world in more than 200 countries with 50,000 registered installations
according to the project website. Among them are the public educational institutions as universities and schools
as well as private institutions (Wikipedia, 2010).
Moodle presents the following advantages for acquiring as a learning management system (Goba, 2004).
1.
2.
3.
4.
5.
Being free of charge without any advertisement. It allows full control of settings and editing. Its
extensibility enables adding new functionalities by installing plug-ins called modules.
Using as a content based web management leads to a modular object oriented dynamic learning
environment. Online courses can be easily integrated and files may be archived and saved online.
Providing collaborative medium where everybody can meet and communicate.
Getting support and help easily. By clicking on the help symbol a pop up window opens offering help.
Other advantages include easy installation on any platform, interfaces in more than 50 languages and
extensibility by adding new modules created in PHP script.
Moodle can run on any platform like Windows, Unix, Linux, Mac OS X which supports PHP. In order
to implement Moodle some software requirement must be fulfilled. First a web server with PHP is needed. As a
web server IIS (included in windows) or Apache (http://httpd.apache.org) can be used. The platform on which
Moodle will run must support many types of database systems like mySQL or Oracle.
The whole free Moodle software package (Moodle, PHP, MySQL and Apache) can be downloaded
from the official website of Moodle.
Implementation
1.8 version of Moodle was downloaded from the vendor’s official web site
(http://download.moodle.org) and installed on a Windows server which runs MySQL Database Management
System and Apache Web Server.
After some server settings had been done, course categories were defined and some courses were
created under these categories. We preferred to create the main categories as the name of the Faculties. Then
under each faculty category, we created subcategories as the name of the Departments. The current faculties and
departments of the Epoka University (the main and subcategories in Moodle) are as follows:
1.
2.
Faculty Of Engineering And Architecture
3. Computer Engineering
4. Civil Engineering
5. Architecture
Faculty Of Economics And Administrative Sciences
3. Economics
4. Banking and Finance
5. Business Administration
6. Political Science and International Relations
Courses were created under related Faculty/Department categories. This approach led both instructors
and students access their courses rapidly.
To start using the Moodle, firstly, the accounts of course instructors (teachers) and all the student
accounts in Epoka University were created by using a batch file. Thanks to its practicality, Moodle allows to
create user accounts from a batch CVS file including some essential account information like username,
367
�password, email, first name, last name, etc. Then related system roles have been assigned to course creators and
teachers using Site Administration panel which is only visible to Administrators. The related screen is shown in
Figure 1. The other accounts are assigned “Student” role by default, eliminating to bother for assigning this role
to a lot of users.
Figure 1: Site Administration Panel of Moodle: Assigning roles in System
Instructors started to customize their courses by editing the contents online. After they had informed the
students during the classes about how to access the course by using their accounts, students started to benefit
from accessing their course contents online.
Figure 2 displays the main welcome page of the Epoka University Learning Management System,
http://moodle.epoka.edu.al which was customized to display the categories, courses, latest news, calendar and
online users, considering that these are the most useful items that should exist on the welcome page. Main page
also includes a combo button on the upper right side to change the language. It includes a rich set of different
languages.
368
�Figure 2: Main welcome page of Epoka University Learning Management System
Both instructors and students can access their courses simply by clicking the related course name link. It
will take them to the login screen as shown in Figure 3 (It is also possible to click on the login link on the upper
right side of the page).
Figure 3: Login screen
This page allows users to login the course site with the owned account or as a guest. Moodle allows
instructors to distribute a unique “enrollment key” of the course to all the class without the need to create
accounts of all the students. This key has two benefits: First, anyone without an account can enroll the course as
guest. Guest users can access all the course contents except interacting with activities like participating quizzes,
submitting assignment, etc. The instructors that do not use such activities and just need to distribute online
course materials to their students can highly benefit from enrollment key. They do not need to bother with the
accounts of their students. Second, enrollment key prevents other users (including those who have the account in
the system, like students of other classes), to access the course materials if they are not supplied with this key.
Enrollment key functionality can be customized by the instructors in the Course Settings section in their
administration panels.
369
�On the login page, there’s one more option allowing users (like students) to create their accounts by
clicking “Create a new account” button on the page. After users create account, a confirmation mail is sent to the
administrators to approve the new account. For some technical reasons, we didn’t prefer to allow this option for
now and hid that button.
In order to give an idea about the implementation of Moodle, we will enroll to a sample course,
“CEN112 / C Programming”, with a test student user account (student000) and present the course contents with
the perspective of a student.
After entering username and password and login the first time, students will be asked for the enrollment
key that their instructor has given for this course. After entering the correct enrollment key, the students will face
the contents of the course as shown in Figure 4.
Figure 4: Course Content Site
Main page of the course includes major three parts. On the left side, there exist some panels like People
(participant list), Activities (assignments, chats, forums, quizzes, resources, etc), Search, Administration and
enrolled Courses. On the right side, there exist Latest News, Calendar, Upcoming events, Online Users and
Messages specific to logged user. In the middle, the Course Outline is shown. Actually, almost all these parts can
be customized by the instructor of the course, as the sample course page was already done.
Throughout the following parts, we will have a more detailed look into some of the parts that we have
implemented so far. We will skip items whose functions can easily be understood (like Search Forums)
Left Part
Left part of the course page includes several links that display different lists or events.
Participants link displays the list of students enrolled the course. Assignments and Quizzes links display
all the assignments (homework, project, etc.) or quizzes prepared by the instructor. Chats section display chat
sessions defined by the instructor. Forums section allows students to discuss and cooperate during their studies
and is an effective tool for the instructors to monitor their students’ work.
Resources section allows students to upload files to in order to share with the others.
Grades section allows students to see their grades earned from the evaluation of online quizzes and
assignments.
Profile section allows students to update their profiles like adding birth date, picture, etc.
370
�Right Part
Latest News section serves like an information board containing the recent news entered by the
instructor, for example the announcements of class hour change, new assignment, exam date, etc. Items in this
section are located starting from the most recent one to the oldest one. By clicking, “more” under each news, full
explanation can be accessed.
Upcoming Events section displays future events (like scheduled chat sessions, quizzes, etc).
The message section displays a list of new messages that logged user has received, with a link to
detailed messages window.
Middle Part
In the middle of the main page, a description of the course was entered. Following the description, a
link to all the files (ALL_FILES) was inserted to allow the students to see easily and to access directly the course
materials. All the files used in the course have been saved under folders in a structured manner. After some
experiments we have decided to use the following folder names:
•
•
•
•
•
•
•
•
Assignments: Stores the files explaining the homeworks, projects, etc.
Class_lists: Stores various lists of students, like attendance list, grade list, project list, etc.
Lectures: Instructor’ s class presentation files
Notes: Instructor’s class notes, Syllabus, Policy, etc..
Student_Files: Files uploaded by the students.
Teacher_Files_Private: Private files of the teacher like exam questions.
Videos: Video files
eBooks: Electronic books
Links to Syllabus and Policy of the course were also put on the front (main) page. Actually these files
already exist inside some categories under ALL_FILES, but displaying the shortcuts to these critical files on the
main page was considered to be useful so that students can easily see them.
The major section of the middle part is Course Format. Moodle allows different course formats like
topics format, weekly format, etc. We preferred to use weekly format and organized the course in 16 weeks with
a clear start date and a finish date in each week. The course outline was distributed to related weeks including
links to related lecture files and activities. Some activities are shown in figure 5.
Figure 5: Sample activities in the week format
In week 12 (26 April – 2 May), a Homework activity has been entered. Students can click this link to
see the detailed explanation of the homework. After preparing their homework, they can upload the related files
371
�and input some explanation here. Hence, instructor can easily collect all the homeworks in this section and even
evaluate them online.
In week 13, a Quiz activity has been entered. Quiz becomes active on the date and time specified by the
instructor, mostly during the practice hour in the computer laboratory. Students are expected to answer the
questions in a limited time. If allowed by the instructor, they can also see correct answers, their grades, and
instructor’s evaluation notes later by clicking the same activity.
In week 14, a video resource has been entered. Student can watch the video uploaded by the teacher.
In the last week, final exam date and an instructor note have been entered.
Conclusion
This study presented the implementation of an online course in Epoka University by using Moodle LMS.
The great features of Moodle led to successful implementation of a web based course.
The course allowed the students downloading course materials easily, being informed by the recent
news, taking online quizzes, uploading assignments and sources, participating in forums, etc. On the other hand,
it allowed instructors to easily distribute course materials, announcing assignments and collecting them, applying
quizzes and evaluating them in an online environment without burdening the hassle of email traffic.
This collaborative learning experience has been found very user friendly and efficient by the students
and instructors. It encouraged collaboration among students and contributed much to the increasing participation
of the students.
As the interest in Moodle is rapidly growing within e-learning community, we highly suggest education
institutions to use Moodle LMS in order to improve the total satisfaction of their students and instructors.
References
Cheung, B., Stewart, B., & McGreal, R. (2006, July) Going Mobile with MOODLE: First steps. IADIS International
Conference Mobile Learning 2006. Dublin: International Association for the Development of the Information Society.
Eastman, J. & Swift, C. (2001). New horizons in distance education: The online learner centered marketing class. Journal of
Marketing Education, 23, (1), 25-34.
Goba, Nimrod, Gareth (2004). Course Management Systems. Retrieved April, 2010 from
http://www.edutools.info/static.jsp?pj=8&page=HOME
Kapor, M. (2005). How is open source special? EDUCAUSE Review,40(2), 72-73.
Moodle, (2010). Course Management System. Retrieved April, 2010 from http://moodle.org
Nakos, G. E., Deis, M.H., & Jourdan, L. (2002). Students’ Perceptions of On-line Courses: An Exploratory Study. Turkish
Journal of Online Distance Education (TOJDE), 3 (1).
Pan, G. & Bonk, C.J, (2007). The Emergence of Open-Source Software in North America. International Review of Research
in Open and Distance Learning, Volume 8, Number 3.
Wikipedia. (2010). Moodle. Retrieved April, 2010 from http://de.wikipedia.org/wiki/Moodle.
372
�
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.
530
Title
A name given to the resource
Implementation of a Computer-Based Course on Moodle
Author
Author
ASILKAN, Özcan
Hakrama, Igli
Çelebi, Abdurrahman
Abstract
A summary of the resource.
Increasing popularity of Internet led to expectation of course materials and activities to be distributed and collected online. Many universities have already started to support the courses with the technology. But most of them are still lack of a structured, well designed Learning Management System. Therefore, instructors in these universities are still distributing course materials (like presentation files) to students at the end of their lectures and collecting assignments by email. This approach is open to many problems. Being aware of these problems, Epoka University started a pilot implementation of Moodle in 2010. This study presents experience of this implementation on a computer-based course (C Programming) which is aimed to be useful to the other education institutions.
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/ac4140c70da3c537917d04689b742245.pdf
963dd24329735d7bfb643ffc0f38818e
PDF Text
Text
Poisonous Marine Organisms In Turkey And First Medical Aids
Mustafa Alparslan
Çanakkale Onsekiz Mart University,
Faculty of Fisheries, Department of Hydrobiology, Çanakkale
malparslan@comu.edu.tr
Hasan Barış Özalp
Çanakkale Onsekiz Mart University,
Faculty of Fisheries, Department of Hydrobiology, Çanakkale
Sadettin Doğu
Çanakkale Onsekiz Mart University,
Faculty of Fisheries, Department of Hydrobiology, Çanakkale
Abstract: There are many poisonous marine organisms in BlackSea, Mediterranean, Aegean
Sea and Marmara Sea in Turkey. These organisms: Trachinus draco, Scorpaena scrofa, S.
porcus, Rhizostoma pulmo, Chrysaora hysoscella, Aurelia aurita, Pelagica noctiluca,
Anemonia sulcata sulcata. First aid : if tentacles of nematocysts are still stuck to the skin, they
need to be removed gently. Be careful not to squeeze them as to not discharge more
nematocysts. Local anesthetic spray or ointment may remove some of the pain on minor
stings. Tannic acid is believed to work well. Give cardiovascular and respiratory assistance if
needed. Medical treatment:The best anesthetic ointments in order of efficiency seem to be:
Lignocaine 5%; Ultralan 0.5% . Lignocaine gel. Benadryl cream isn’t as effective.
Commercial creams don’t work as long. Se For other jellyfish stings, soak or rinse the area in
vinegar (acetic acid) for 15-30 minutes to stop the nematocysts from releasing their toxins.
vere itching may occur after a few days. Steroid ointments (i.e. hydrocortisone) could help.
Keywords: Black Sea, Marmara Sea, Poisonous organisms, First aid.
Introduction
Human deaths attributed to poisonous marine animals, particularly fishes, have been recorded since biblical
times and some religious laws still condemn eating fish that are finless or scaleless. Figures of scaleless,
poisonous fishes have been found on Egyptian tombs. Some early naturalists went further than just recognizing
dangerous animals, they actually used marine toxins to remedy ailments. For example, Pliny the Elder (29–79
A.D.) used ground sting ray stingers to relieve the pain of toothaches.
The best procedure to follow, if you are stranded, starved, and have to eat a fish you know nothing about, is to
skin it, remove the head and internal organs carefully, and then soak the remaining meat in water for several
hours, throwing away the water before cooking. Many poisons from plants and animals are soluble in water.
Often, cooking alone will not destroy or remove the toxic substances. In Japan, finer restaurants have licensed
puffer cooks that have been specially trained in preparing puffer for human consumption. Yet the Japanese, even
though they are familiar with poisonous fishes, suffer about 100 deaths yearly from puffer poisoning. Puffer
poison has the scientific name tetrodotoxin, after the family name for puffer fishes, Tetraodontidae. It can take
10 minutes or 3 hours before symptoms are evident: nausea, vomiting, muscular weakness, paralysis, and
respiratory distress. No specific antidote is known.
It is estimated that 30,000 human illnesses from eating poisonous marine animals, primarily fishes and shellfish,
occur each year, some of them resulting in death. With figures like that, the title of the article "Eat Puffer and
Maybe Suffer" should be taken seriously.
Fortunately, we are not rich in point of dangerous marine organisms according to Australia and New Zealand.
owever, some poisonous fish and jellyfish effect to human during summer time in Turkey.:
Scorpaena scrofa Linnaeus, 1758 (Red scorpionfish)
Distribution: Eastern Atlantic: British Isles (rare) to Senegal including Madeira, the Canary Islands, and
616
�Cape Verde. Also throughout the Mediterranean except Black Sea. South African species
thought to be the same as population in the northeast Atlantic.
Biology: Solitary and sedentary over rocky, sandy or muddy bottoms. Feeds on fishes, crustaceans and
Mollusks
Human uses: Fisheries: commercial; aquarium: public aquariums
Scorpaena porcus Linnaeus, 1758 (Black scorpionfish)
Distribution: Eastern Atlantic: British Isles to the Azores, and the Canary Islands, including Morocco, the
Mediterranean Sea and the Black Sea..
Biology: Solitary and sedentary over rocky, sandy or muddy bottoms. Feeds on fishes, crustaceans and
Mollusks
Human uses: minor commercial; aquarium: commercial
Scorpaena notata Rafinesque, 1810 (Small red scorpionfish)
Distribution: Eastern Atlantic: Bay of Biscay to Senegal, Madeira, Azores and the Canary Islands,
including the Mediterranean (rare in northern Adriatic) and the Black Sea (as Scorpaena
notata afimbria).
Biology: Common in rocky littoral habitats. Feeds on crustaceans and small fishes. Flesh is
tasty and used in making 'bouillabaisse'
Human uses: Fisheries: commercial; aquarium: commercial
Scorpaena elongata Cadenat, 1943 (Slender rockfish)
Distribution: Eastern Atlantic: Mediterranean Sea and Morocco to off northern Namibia
Biology: Sedentary species which occurs in rocky areas. Feeds on fishes, shrimps and other benthic
invertebrates
Human uses: Fisheries: minor commercial
Scorpaena maderensis Valenciennes, 1833 (Madeira rockfish)
Distribution: Eastern Atlantic: Azores, Madeira, and Morocco to the Canary Islands, Cape Verde and
Senegal. Also known from several localities in the Mediterranean Sea
Biology: Inhabits shallow coastal waters. Feeds on crustaceans and small fishes. Anterolateral glandular
groove with venom gland
Human uses: Fisheries: commercial
Trachinus draco Linnaeus, 1758 (Greater weever)
Distribution: Eastern Atlantic: Norway to Morocco, Madeira and Canary Islands, including the
Mediterranean and the Black Sea, Reported from Mauritania
Biology: On sandy, muddy or gravelly bottoms, from a few meters to about 150 m. Rest on the bottom,
often buried with eyes and tip of first dorsal fin exposed. At night they swim around freely,
even pelagically. Feed on small invertebrates and fishes; chiefly nocturnal. Oviparous, eggs
and larval stages pelagic. There are dark markings along the scales; the anterior dorsal fin is
black and contains venomous spines. Utilized fresh and frozen; can be pan-fried, broiled,
boiled and baked. Spawning takes place in June and August, pelagic eggs are 1 mm.
Human uses: Fisheries: minor commercial; gamefish: yes; aquarium: public aquariums
Trachinus radiatus Cuvier, 1829 (Starry weever)
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�Distribution: Eastern Atlantic: Gibraltar to the Gulf of Guinea; probably further south. Known from the
Mediterranean.
Biology: Found on sand and mud bottoms on the continental shelf from shoreline to a depth of
about 150m. Oviparous. Eggs and larvae are pelagic.
Human uses: Fisheries: commercial
Trachinus araneus Cuvier, 1829 (Spotted weever)
Distribution: Eastern Atlantic: Portugal to Angola. Also known from the Mediterranean
Distribution in the Turkish coasts: Marmara Sea, Agean Sea and Mediterranean Sea
Biology: Inhabit shallow waters to about 100 m depth, burrowing in the bottom. Feed on small fishes
and Crustaceans. Anterolateral glandular grooves and opercular spine with venom
gland Oviparous, eggs and larvae are pelagic.
Human uses: Fisheries: minor commercial
Echiichthys vipera Cuvier, 1829 (Lesser weever)
Distribution: Eastern Atlantic: North Sea to the Mediterranean, Morocco and Madeira. Reported from the
Canary Islands
Distribution in the Turkish coasts: Marmara Sea, Aegean Sea and Mediterranean Sea
Biology: Littoral and benthic, on sandy, muddy or gravelly bottoms, from a few meters to about 150 m (in
winter). Rest on the bottom, often buried with eyes and tip of first dorsal fin exposed.
Considered as the most dangerous of the European weevers, both for its poison and for its
frequent occurrence very near to beaches There are venom glands on the first dorsal fin, which
is totally black, and on the gill cover
Human uses: Fisheries: minor commercial; gamefish: yes
Dasyatis pastinaca Linnaeus, 1758 (Common stingray)
Distribution: Northeast Atlantic and Mediterranean Sea
Distribution in the Turkish coasts: Marmara Sea, Aegean Sea and Mediterranean Sea
Biology: Found over sandy and muddy bottoms, sometimes in estuaries and near rocky reefs. Feed on
bottom fishes, crustaceans and mollusks. Ovoviviparous, gestation period about 4 months and 4-7 young are
produced. Wings marketed smoked, dried-salted, and also used for fishmeal and oil. Harmful to shellfish banks;
dangerous to bathers and fishers due to its poisonous spine. Barbed poison spine is a modified denticle that can
be 35cm long, shed occasionally and replaced.
Siganus luridus Rüppell, 1829 (Dusky spinefoot)
Distribution: Western Indian Ocean: Red Sea and East Africa to islands in the western Indian Ocean.
Immigrant to Mediterranean via the Suez Canal
Distribution in the Turkish coasts: South Aegean Sea and Mediterranean Sea
Biology: Found in small schools in very shallow water close to the bottom. Prefer hard bottoms of
compacted sand with rock or coral debris. Solitary adults and groups of 3 or 4 adults have also
been observed. Feed on a wide range of benthic algae. May suddenly stop and erect its fins
(dorsal, anal and pelvic) presenting an encircling array of spined to potential predators; these
spines are venomous. A food fish that is occasionally poisonous. Probably does not adapt well
in captivity. Minimum depth from.
Human uses: minor commercial
Siganus rivulatus Forsskål, 1775 (Marbled spinefoot)
Distribution: Western Indian Ocean: Red Sea and East Africa to islands in the western Indian Ocean.
Immigrant to Mediterranean via the Suez Canal
Distribution in the Turkish coasts: Aegean Sea and Mediterranean Sea
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�Biology: Inhabits shallow waters and generally in schools of 50 to several hundred individuals; prefers
protected areas. Feeds by grazing on algae
Human uses: Fisheries: minor commercial; aquaculture: commercial
First Aids for Poisonous Fish
Venomous fish stings:
- stonefish
- catfish
venomous
-other
stinging fish
Wash the wound site and
immerse in hot water about 45ºC for
a maximum duration of 90 minutes
Irrigate the wound and remove foreign debris
Radiograph to exclude retained spiny material
Give oral or parenteral analgesia and
occasionally local or regional anaesthesia for
severe pain
Stonefish antivenom is available for stonefish stings
with severe pain or systemic effects Surgical
consultation for involvement of joints or bones
Stingray injuries
•
6.
7.
•
Wash the wound site and
immerse in hot water about 45ºC
for a maximum duration of 90
minutes
Apply local pressure for bleeding
and resuscitate if there are
thoracic or abdominal injuries
3.
4.
5.
8.
9.
Irrigate and debride the wound
Titrate intravenous analgesia and/or local or
regional anaesthesia
Surgical consultation for deep injuries, injuries
to the chest or abdomen, or with retained
material
Resuscitation and surgical intervention for major
trauma from thoracic or abdominal injuries
Table 1. First aids of poisonous fish
Results
An estimated 500 or so poisonous fishes are inshore species living in warm seas between 45 degrees N and 45
degrees S. Many forms are numerous around small islands in the Pacific. Unfortunately, it is impossible to just
look at a fish and tell whether it is poisonous. In some fishes, toxicity is strongly associated with the ripening of
their reproductive organs or where the fish lives. Fish toxins are sometimes concentrated in a single organ, such
as the liver, muscles, skin, or reproductive organs, or the whole animal may be poisonous.
Puffers, of course, are not the only poisonous fishes. Certain species of snapper, sea bass, barracuda, jack, moray
eel, parrotfish, shark, grouper, wrasse, and surgeonfish have also been implicated in human illnesses. Most of
these fishes contain one or several toxins, one of which is known as ciguatera toxin. Ciguatera is more famous in
Pacific waters; however, in Florida, the red tide organism, Karenia brevis, a one-celled dinoflagellate, and
shellfish exposed to blooms of this organism, reportedly have a ciguatera-like toxin that can cause human
suffering. Ciguatera poison is thought to originate at the base of the food chain. In Pacific waters, it has been
traced to toxic blue-green algae that are eaten by small fishes and, in turn, are eaten by larger fishes. It is through
the food chain that the toxin is taken in and accumulated.
Perhaps other animals of the sea are better known as poisonous and dangerous animals to be avoided. Their
effect on man is more direct—by attack. This involves stinging cells or venom glands. The sea wasps or jellyfish
of the Austro-Asian area have caused many swimmers pain, scars, and even death. There have been 55
documented deaths attributed to sea wasps since 1963. Physalia, the Portugese Man-of-War, is a jellyfish-like
animal known as a siphonophore that periodically causes swimming activity to cease along the Florida east coast
and other areas. First-aid stations are set up on beaches to help those suffering from Physalia attacks. Jellyfish
and siphonophores have stinging cells called nematocysts in their tentacles, and some Physalia tentacles have
been reported to extend 30 feet deep in seawater. Physalia toxin interferes with the conduction of nerve impulses
and can cause the heart to stop beating. In addition to poisonous jellyfish and siphonophores, there are poisonous
or venomous (having venom glands) cone shells, octopuses, sea cucumbers, sea urchins, marine worms, and
other ocean denizens.
In almost all cases, the toxin interferes with the permeability of the nerve membrane and inhibits passage of
nerve impulses. The physical effect may only involve nausea, drowsiness, weakness, or vomiting, or it may
619
�proceed to paralysis and death. In most cases, a cure is not known; however, a drug called neostigmine has been
successful in the treatment of barracuda poisonings. Some human illnesses attributed to eating fish are caused by
decomposing bacteria and are common among jacks, skipjacks, and oceanic bonito; however, symptoms usually
subside within 12 hours.
It is estimated that 30,000 human illnesses from eating poisonous marine animals, primarily fishes and shellfish,
occur each year, some of them resulting in death. With figures like that, the title of the article "Eat Puffer and
Maybe Suffer" should be taken seriously.
Poisonous marine animals can kill people, but unbelievable as it may sound, they can save lives too. Natural
products from land plants have been used for years as antibiotics, narcotics, analgesics, anti-leukemia agents, and
other drugs in the treatment of human distress. Why not use products from marine plants and animals as drugs?
After all, poisons from marine animals show potential in the treatment of hearing diseases, intestinal troubles,
infections, tumors and other ailments.
One of the biggest problems is money. It takes approximately 7 million dollars to develop a drug before it is
submitted to the federal Food and Drug Administration and then only 1 out of 2,500 drugs submitted reach the
commercial market. Another problem involves the collecting and harvesting of suitable marine organisms. If the
chemical structure and properties of the poison are known, then scientists can artificially recreate the substance
and need not worry about how many animals they have to collect. Prior to the 1960s, little was known about the
chemical makeup of marine toxins, but now that scientists have unraveled the chemistry of these poisons,
synthesis of these potential drugs is possible.
There is one outstanding use of a marine poison as a drug—puffer poison is being used as a narcotic for terminal
cancer patients in Japan. Perhaps the Japanese, because they are surrounded by the sea and depend on it so
desperately for food, are more attuned to its resources. The Japanese also found that a certain acid in the brown
seaweed Digenia is a valuable drug in the control of tapeworm, whipworm, and roundworm. There are many
natural compounds of seaweeds that show antibacterial, antifungal, and antiviral activity. However, these are not
poisons, rather they are often components of the cell walls or byproducts of everyday functions. Ironically, some
poisons are thought also to be the byproducts of everyday functions, particularly among the one-celled
organisms.
One product of marine seaweeds, although not of a poisonous nature, deserves attention because of its potential
anti-tumor and anti-leukemia activities in animals exposed to radiation. Sodium alginates of seaweeds tend to
inhibit the absorption of radioactive strontium in the bloodstream and bone tissue of rats by 75 percent.
To cite examples of potential uses for poisons or toxins often involves using the effect of the poison as the cure.
For example, ciguatera poison, which affects the neuromotor system, can relax spasms when administered in
small doses. Another poison isolated from an electric eel shows potential as an antidote for pesticide poisoning.
These are only a few examples, but they are enough evidence to support research on potential drug sources from
the sea.
Poisonous Jellyfish
Rhizostoma pulmo Macri, 1778
Description
Umbrella hemispherical, translucent; exumbrella surface finely granular, jelly thick, central portion stiff, thinner
and flexible in outer third. With 8-12 velar marginal lappets per octant; marginal tentacles absent. Eight rhopalia;
rhopalial lappets smaller than inter- rhopalar, pointed. Subumbrellar musculature in eight distinct peripheral
muscle fields. Stomach occupying central third of bell, roughly square with concave sides; from it 16 substantial
canals connect to bell edge; younger specimens have narrow ring canal which follows closely outline of each
marginal lappet; in many older specimens ring canal apparently absent in places and perhaps in some is
completely lacking; an intermediate ring canal about 1/3 of radius in from margin, broad; centripetal to this is a
coarse, irregular anastomosing network of canals, connecting only with intermediate ring canal and not with
radial canals.
Peripheral to intermediate ring-canal a similar but finer meshwork, branchings become
increasingly more fine towards perimeter. Manubrium short, massive and translucent; concealed by 16 scapulets
upon it. Each scapulet small, inverted Y-shaped in section, bearing numerous mouthlets. The eight oral arms are
inverted Y-shaped in section, supporting two long, massive, outwardly-directed blades also bearing numerous
mouthlets.
Oral arms without lateral clubs and filaments, each arm with a large, translucent terminal club.
Four gonads, each a much convoluted lobe fundamentally forming most of a circle but not obvious due to
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�convolutions. In older animals surface of gonad bearing grooves extending to its edge.
Ecology
Strobilation and the production of the ephyra stage seem restricted to the summer months; peak abundance of
mature medusae in late summer and autumn with large numbers cast ashore in autumn and winter storms.
Specimens living in deeper offshore waters will probably survive the winter and can be encountered as late as
June of the following year.
Depth range
Medusae are usually recorded at or near the water surface, but probably being more abundant in the (coastal)
water column as the result of the strong currents of ebb and flow and resting on the bottom during slack-water
periods.
World distribution
North and South Atlantic Oceans, Mediterranean, Black Sea, Red Sea.
Distribution in the Turkish coasts: Aegean Sea, Marmara Sea, Black Sea, Mediterranean Sea
Chrysaora hysoscella Linnaeus, 1767
Distribution: Belgian Coast, Dutch Exclusive Economic Zone European waters
Morphology: Umbrella flat smooth and thick, 15-49cm in diametar, the color is variable, but is characterized
by 16 v-shaped gold-brown or yellow-brown marks on the upper umbrella, radiating from the central region,
there are 24 marginal tentacles, which are easly broken off, and thirty-two pigmented semi-circular marginal
lappets. Present from half May until half September. Umbrella between 1 and 12 cm. Young medusa with
umbrella diameter less than 4 cm have only 8 tentacles and are hard to distinguish from Pelagia noctiluca
(Leloup, 1952, Russell, 1970). Small medusa (2-4cm) identified as Pelagia noctiluca (De Blauwe, 2001) were in
fact Chrysaora hyosescella. (C.hysoscella was very intensive around Marmara Sea, Çanakkale Strait and Aegean
Sea in 2009.Tentacles reached to 2.45 cm.(Ozalp,Alparslan,and Dogu,2009).
Cassiopea andromeda Forskäl, 1775 (Upside down jellyfish)
Description
This jellyfish usually lies mouth upward on the bottom, in calm shallow water, gently pulsating its bell to create
water flow over it's arms. The bell of Cassiopea is yellow-brown with white or pale spots and streaks. The
outstretched arms are also brownish with extended frilly tentacles. Adults can grow to 30 cm in diameter. They
are often mistaken as sea anemones. Habitat Cassiopea are typically found in shallow lagoons, intertidal sand or
mud flats, and around mangroves. Cassiopea feed on drifting zooplankton. Individuals also harbors
photosynthetic dinoflagellate algae that provides food to the jellyfish. The zooxanthellae live in the tissues on the
ventral surface of the jellyfish, and the jellyfish sits on the bottom upside-down to provide sunlight to the
symbiotic algae.
Distribution Hawaiian Islands Throughout main Hawaiian Islands. Native Range Indo-Pacific
Danger to humans and first aid
These jellyfish can deliver a painful sting. If stung, apply a cold pack to relieve the pain if necessary
Aurelia aurita Linnaeus, 1758
Life History
Sexual maturity in Aurelia aurita commonly occurs in the spring and summer. The eggs develop in gonads
located in pockets formed by the frills of the oral arms. The gonads are commonly the most recognizable part of
the animal, because of their deep and conspicuous coloration.
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�Anemonia sulcata Pennant, 1777
A.sulcata has long tentacles and cnidoblast cells. .Approximately, that can reach 12-15 cm.long.Colors chances
yellow and viyola. Some effects of the sea anemone toxin, ATX-II, on vertebrate skeletal muscle have been
described. At a concentration of 1 X 10(-7)-1 X 10(-6)M, ATX-II caused a sodium-dependent depolarization of
the muscle fibres of the rat soleus and extensor digitorum longus, of the mouse soleus and extensor digitorum
longus and of the chicken posterior latissimus dorsi. The muscle fibres of the frog sartorius were insensitive to
the toxin. Action potentials generated by direct stimulation were prolonged by ATX-II, but the degree of
prolongation was variable. Chicken posterior latissimus dorsi muscle fibres were most sensitive in this regard,
and mouse extensor digitorum longus were least sensitive. Both denervated and immature muscle fibres were
more sensitive to ATX-II than mature innervated muscle fibres. The sensitivity to ATX-II declined rapidly as
muscle fibres matured. In some muscles, the prolongation of the action potential was enhanced by repetitive
stimulation, but not by the passive depolarization or hyperpolarization of the muscle fibres. The actions of ATXII could be reversed by washing in all but the innervated soleus of the mature rat.
Prevention
Wear protective clothing (gloves, wet suits, dive skins) when swimming in jellyfish-infested areas. Avoid
picking up dead jellyfish. Dead jellyfish may still have live nematocysts that can still release toxins (even after
they have dried up). Avoid going into known jellyfish-infested areas. If you do, know what type of jellyfish are
common to the area. Be prepared to treat a jellyfish sting. Have a basic first aid kit (make sure it has an oral
antihistamine in the kit) prepared and bring it with you. Take a course in basic first aid before heading to the
beach, snorkeling, swimming, or scuba diving. In the evening or at night when swimming, snorkeling, or scuba
diving, take care to look for jellyfish on the surface of the water. Expel air from the alternate air source while
ascending during scuba diving to disperse any jellyfish directly above you. Educate yourself as to the type of
jellyfish that may be in the waters in which you are swimming, snorkeling, or scuba diving. Bring Safe Sea
Jellyfish After Sting® pain relief gel in case you do get stung. Do not swim in waters where large numbers of
jellyfish have been reported. Wearing a wet suit or Lycra dive skin can prevent stings. If you have a known
insect sting allergy carry an allergy kit, which contains injectable epi-pens (epinephrine, adrenaline). Make
sure those with you know how to administer the epi-pen in case you are unable to do so. Do not touch any
marine life while swimming, snorkeling, or scuba diving. Most marine animals have a protective coating that
when touched, is rubbed off when and exposes the animal to bacteria and parasites; moreover, touching,
"playing," or moving marine animals is stressful for them. Corals are easily damaged when touched and the area
if the coral touched by hands, fins, or the body will die. To protect the ocean environment, when swimming,
snorkeling, or scubadiving look, don't touch, and leave only bubbles. Never use fresh water for the skin.
Jellyfish Stings Treatment
If you are stung by a box jellyfish, seek medical help immediately. While you are waiting for medical help,
flood the area with vinegar until medical help is available and keep as still as possible. If you are not close to
medical care, soak the area and tentacles for 10 minutes or more, before attempting to remove them. If the sting
is on the arms or legs, you can place a pressure dressing (like an ACE wrap used for a sprained ankle) around
the sting. Be careful that you do not stop blood flow - the fingers and toes should always stay pink. This will
help to slow down the spread of the toxin. For other jellyfish stings, soak or rinse the area in vinegar (acetic
acid) for 15-30 minutes to stop the nematocysts from releasing their toxins. If you do not have vinegar available,
rinse in sea water,70% isopropyl alcohol, or Safe Sea Jellyfish After Sting® pain relief gel. Do not use fresh
water. Fresh water will cause the nematocysts to continue to release their toxin. For the same reason, do not rub
the area, apply ice or hot water. Remove tentacles with a stick or a pair of tweezers. Wear gloves if you have
them available. Apply shaving cream or a paste of baking soda to the area. Shave the area with a razor or credit
card to remove any adherent nematocysts. Then reapply vinegar or alcohol. The shaving cream or paste
prevents nematocysts that have not been activated from releasing their toxin during removal with the razor. Eye
stings should be rinsed with a commercial saline solution like Artifical Tears; dab the skin around the eyes with
a towel that has been soaked in vinegar. Do not place vinegar directly in the eyes. Mouth stings should be
treated with 1/4 strength vinegar. Mix ¼ cup of vinegar with ¾ cup of water. Gargle and spit out the solution.
Do not drink or swallow the solution. For pain, take acetaminophen (Tylenol) 325 mg 1-2 tablets every 4-6
hours for pain; or Ibuprofen (Motrin) or Aleve every 8 hours for pain. CPR may be necessary for all stings if the
person stops breathing and/or no longer has a pulse.
622
�References
Bilecenoglu, M.(2002).A new jellyfish in Turkish Coasts: Cassiopea andromeda (Forsskal,1775)
Chu, G.W. and C.E. Cutress. (1954). Human dermatitis caused by marine organisms in Hawaii. Proc. Haw. Acad. Sci.195354:-9.
Coleman, N. (1991). Encyclopedia of Marine Animals. Blandford: London, U.K. 33.
Cooke, W.J. (1984). New scyphozoan records for Hawaii: Anomalorhiza shawi Light 1921 and Thysanostoma loriferum
(Ehrenberg 1835); with notes on several other rhizostomes. Proc. Biol. Soc. Wash. 97: 583-588.
Cornelius, P. (2010). Aurelia aurita (Linnaeus, 1758). Accessed through: World Register of Marine Species at
http://www.marinespecies.org/aphia.php?p=taxdetails&id=135306 on 2010-05-09
Cutress, C.E. (1961). [Comment on introduced jellyfish in Hawaii] p. 549, in: Doty, M.S. 1961. Acanthophora, a possible
invader of the marine flora of Hawaii. Pac. Sci. 15(4): 547-552
.
Handal, K. (1992).American Red Cross.Part 2: First aid and Safety Handbook.1.st.ed.Boston,MA: Little,Brown and
Company;1992:59-62
Hernroth, L. and Grondahl, F. 1983. On the Biology of Aurelia Aurita. Ophelia, 22(2):189-199.
http://web.ukonline.co.uk/aquarium/pages/greaterweever.html.Retrieved 2006-09-22.
http://www.emedicineHealth.com
http://www.fishbase.org
http://www.suite101.com/blog/johnblatchford/mauve_stingers#ixzz0nRE1qElo
Hummelinck, P. W. (1968). Caribbean Scyphomedusae of the genus Cassiopea. Studies on the Fauna of Curacao and other
Caribbean Islands. 25: 1-57
Hummelinck, P. W. (1968). Caribbean Scyphomedusae of the genus Cassiopea. Studies on the Fauna of Curacao and other
Caribbean Islands. 25: 1-57.
Hyman, L. (1940). The Invertebrates: Protazoa through Ctenophora. Mc Graw Hill Inc., New York. 497-538.
Kideys A.E. and Gücü, A.C. (1995). Rhopilema nomadica: A poisonius Indo-Pasific Scyphomedusan New to the
Mediterranean Coast of Turkey. Israel Journal of Zoology 41: 615-617.)
Malej, A. Faganeli, J. and Pezdic, J. (1993). Stable isotope and biochemical fractionation in the marine pelagic food chain.
Marine Biology, 116(4): 565-570.
Özalp, H.B., Alparslan, M and Doğu, S (2009). Monitoring Researches on Chrysaora hysoscella (Linnaeus, 1766) around
Çanakkale Strait. 13th. Underwater Science and Technologies Conference. November,2009.p.71-73.
Uchida, T. (1970). Occurrence of a rhizostome medusa, Cassiopea mertensii Brandt from the Hawaiian Islands. Annotat.
Zool. Jap. 43:102-104.
Uchida, T. (1970). Occurrence of a rhizostome medusa, Cassiopea mertensii Brandt from the Hawaiian Islands. Annotat.
Zool. Jap. 43:102-104.
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�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Extent
The size or duration of the resource.
609
Title
A name given to the resource
Poisonous Marine Organisms In Turkey And First Medical Aids
Author
Author
Alparslan, Mustafa
Özalp, Hasan Barıs
Doğu, Sadettin
Abstract
A summary of the resource.
There are many poisonous marine organisms in BlackSea, Mediterranean, Aegean Sea and Marmara Sea in Turkey. These organisms: Trachinus draco, Scorpaena scrofa, S. porcus, Rhizostoma pulmo, Chrysaora hysoscella, Aurelia aurita, Pelagica noctiluca, Anemonia sulcata sulcata. First aid : if tentacles of nematocysts are still stuck to the skin, they need to be removed gently. Be careful not to squeeze them as to not discharge more nematocysts. Local anesthetic spray or ointment may remove some of the pain on minor stings. Tannic acid is believed to work well. Give cardiovascular and respiratory assistance if needed. Medical treatment:The best anesthetic ointments in order of efficiency seem to be: Lignocaine 5%; Ultralan 0.5% . Lignocaine gel. Benadryl cream isn’t as effective. Commercial creams don’t work as long. Se For other jellyfish stings, soak or rinse the area in vinegar (acetic acid) for 15-30 minutes to stop the nematocysts from releasing their toxins. vere itching may occur after a few days. Steroid ointments (i.e. hydrocortisone) could help.
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-06
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
Q Science (General)