The chemical composition of the flower and unripe and ripe fruits from fennel (bitter) (Foeniculum vulgare ssp. piperitum) has been examined by gas chromatography and gas chromatography-mass spectrometry. The main identified components of the flower and unripe and ripe fruit oils were estragole (53.08%, 56.11%, and 61.08%), fenchone (13.53%, 19.18%, and 23.46%), and alpha-phellandrene (5.77%, 3.30%, and 0.72%), respectively. Minor qualitative and major quantitative variations for some compounds of essential oils were determined with respect to the different parts of F. vulgare. The oils exerted varying levels of antifungal effects on the experimental mycelial growth of Alternaria alternata, Fusarium oxysporum, and Rhizoctonia solani. The 40 ppm concentrations of fennel oils showed inhibitory effect against mycelial growth of A. alternaria, whereas 10 ppm levels were ineffective. The analyses show that fennel oils exhibited different degrees of fungistatic activity depending on the doses.

Bu araştırmada İnönü Üniversitesi'nde öğrenim gören öğrencilerin okuma stratejileri üstbilişsel farkındalık düzeyleri belirlenmiştir. Bu amaç doğrultusunda, "Öğrencilerin okuma stratejileri üstbilişsel farkındalık durumu ne düzeydedir? Öğrencilerin okuma stratejileri üstbilişsel farkındalık durumu okudukları fakültelere göre anlamlı değişiklik gösteriyor mu? Öğrencilerin okuma stratejileri üstbilişsel farkındalık durumu cinsiyete göre istatistiksel olarak anlamlı değişiklik gösteriyor mu?" sorularına cevap aranmıştır. Nicel bir araştırma olan bu çalışmada veri toplama aracı olarak Mokhtari ve Reichard (2002) tarafından oluşturulan, geçerlik ve güvenirlik çalışması ise Öztürk (2012) tarafından yapılan "Okuma Stratejileri Üstbilişsel Farkındalık Envanteri" kullanılmıştır. Sonuç olarak İnönü Üniversitesi öğrencilerinin Okuma Stratejilerini Destekleme düzeyi ve Genel Okuma Stratejisi düzeyi orta, Problem Çözme Stratejisi düzeyi yüksek olarak gözlenmiştir. Kız öğrencilerin üstbilişsel farkındalık düzeyleri erkek öğrencilerden anlamlı bir şekilde yüksek bulunmuştur.

In the study, the relationship between writing self-efficacy perceptions and writing expression skills of students learning Turkish at B2 level at Inonu University TOMER and Syrian refugee camp TOMER was determined. As a data collection tool in the study, "The Writing Self-Efficacy Scale for Students Learning Turkish as a Foreign Language" developed by Güngör and Kan (2015), "Written Expression (Writing) Evaluation Form for B2 Level Users" created by Demir (2013a: 568) and Personal Information form were used. As a result of the analyzes, the average score of "writing self-efficacy" of the students (78.170 ± 12.222); "Writing skill" score average (21.962 ± 5.854) were determined. As a result of the regression analysis, it was found that the level of writing self-efficacy of students increased the level of writing ability (ß = 0.094). The students' writing skill scores and writing self-efficacy levels were analyzed in accordance with the variables of the research and suggestions were made in the direction of findings and interpretations.

In the present study that measured the emotional intelligence of the students who were learning Turkish as a foreign language, the aim was to determine whether the emotional intelligence of the students affected their reading comprehension skills and reading anxiety. Thus, initially, the Schutte Emotional Intelligence Scale was adapted for foreign students after the required approvals were obtained. Then, the correlations between the emotional intelligence of the students and their reading anxiety and reading comprehension skills were investigated. The analysis of the data collected from 138 students attending İnönü University Turkish Language Learning Research and Application Center (TÖMER) demonstrated that the level of emotional intelligence of the students decreased general level reading anxiety levels (ß =-6.69). It was also concluded that general emotional intelligence level of the students increased their reading comprehension skills (ß = 9.079). Furthermore, it was determined the general emotional intelligence scores of female students (x = 3.389) were higher than male students (x = 3.181) (t = 2.944; p = 0.004 <0.05). As a result, emotional intelligence of the foreign language learning students effects on the reading comprehension skills and the reading anxiety.

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