Internally displaced persons: international protection and asistance

Ankara : Department of International Relations, Faculty of Economic, Administration and Social Sciences, Bilkent Univ., 1997.Thesis (Master's) -- Bilkent University, 1997.Includes bibliographical references.This study aims to investigate the recent international efforts to explore and develop a more coherent approach to increasing protection and assistance needs of internally displaced persons. During the past few years, the world has witnessed acute humanitarian emergencies which resulted in a growing scale of human suffering. These have been mostly triggered by internal conflicts and resulted in a growing number of internally displaced persons. The international responses to the crises of human displacement have been ad hoc and inadequate. in this study, the need for international protection and assistance to internally displaced persons is considered. Then the international law standards in order to meet the protection and assistance needs of internally displaced persons, tlie international instituí ional mechanisms to respond to the crises of intemal displacement and the longer-term strategies of prevention are evaluated.Öztürk, SultanM.S

A rare manifestation of tuberculosis: Scrofuloderma

Scrofuloderma is a cutaneous manifestation of tuberculosis that results from direct extension of an underlying tuberculous focus, such as lymph node to the overlying skin. In this article, 16-year-old male patient, live in a child detention home, with a purulent, ulcerated lesion in his neck, diagnosed as Scrofuloderma was presented. The case presented in order to stress that Scrofuloderma, a rare form of tuberculosis, should be kept in mind in the differential diagnosis of chronic skin lesions

Evaluation of historical thinking skills of 8th grade students’ opinions on the steps towards modernization in Turkey8. sınıf öğrencilerinin Türkiye’de çağdaşlaşmaya yönelik adımlar konusundaki görüşlerinin tarihsel düşünme becerisi açısından değerlendirilmesi

The aim of this study is to examine the historical thinking skills of 8th grade students on the steps towards Turkish modernization. The purpose of education in Turkey is declared to develop the young who are modern, adopted the principles and reforms of Atatürk, understand Turkish history and culture, equipped with the basic democratic values and respect for human rights, sensitive to the environment, interpret, use and regulate knowledge in the context of social and cultural construct based on their experiences, have improved social participation skills, are active and productive in social life, know their rights and responsibilities, become worldwide people with emphasis on universal values. In this context, there is a need to develop students' historical thinking skills considering the education’s objective of raising the "modern individual". Thus, it is discussed (regarded) by improving historical thinking skills students will gain skills of understanding, evaluating and analyzing causal relationships between historical matters. Therefore, it is important that the term of “modernization” is understood and interpreted by students of how they use historical thinking skills and dialect. Qualitative research method was applied by using semi-structured individual interviews. Interviews, were carried out with 24 volunteer 8th year students at a middle socio-economic statue secondary school in İzmir in 2012-2013 academic year. At the evaluation stage, an inductive content analysis was carried out. Results indicate that students have deficiencies in historical thinking skills and dialect of comparing “modernization” in Turkey to the world countries, but in a theoretical context they see modernization as a necessity and a step forward to development process. These findings identify the importance of the need for development of students’ historical thinking skills and ability via open and hidden curriculum of history teaching. Özet Araştırmanın amacı 8. sınıf öğrencilerinin Türkiye’de çağdaşlaşmaya yönelik adımlar konusunda tarihsel düşünme becerilerini incelemektir. Ülkemizde eğitimin amacı genel olarak, çağdaş, Atatürk ilke ve inkılâplarına bağlı, Türk milletinin milli ve kültürel değerlerini kavramış, hür ve bilimsel düşünme gücüne sahip, insan haklarına saygılı, yaşadığı çevreye duyarlı, bilgiyi deneyimlerine göre yorumlayıp sosyal ve kültürel bağlam içinde oluşturan, kullanan ve düzenleyen, sosyal katılım becerileri gelişmiş, sosyal yaşamda etkin, üretken, haklarını ve sorumluluklarını bilen, dünya insanı olan, evrensel değerlere önem veren, Türk milletini çağdaş uygarlığın yapıcı, yaratıcı ve seçkin bir ortağı haline getirme hedefinde olan gençler yetiştirmek olarak belirlenmiştir. Bu bağlamda, eğitimin “çağdaş birey” yetiştirme hedefi düşünüldüğünde, öğrencilerde tarihsel düşünme becerisi geliştirmenin bir gereklilik olduğu görülmektedir. Bununla birlikte, tarihsel düşünme becerisi geliştirmenin öğrencilerde tarihsel olaylara yönelik anlama, yorumlama, nedensel ilişkileri analiz etme gibi özellikleri kazandıracağı düşünülmektedir. Bu anlamda öğrenciler tarafından, "çağdaşlaşma" kavramının tarihsel düşünme becerileri doğrultusunda nasıl algılandığı, tarihsel akıl yürütme bağlamında nasıl değerlendirildiği oldukça önemlidir. Çalışma, nitel araştırma deseninde yapılandırılmış ve veri toplama tekniği olarak da yarı yapılandırılmış bireysel görüşme tekniği uygulanmıştır. Görüşmeler, 2012-2013 eğitim- öğretim yılında İzmir ilinde bulunan orta sosyo-ekonomik düzeyden bir ortaokulda 24 gönüllü sekizinci sınıf öğrencisi ile yürütülmüştür. Görüşme verilerinin çözümlenmesi ise içerik analizi ile gerçekleştirilmiştir. Araştırma sonucunda, öğrencilerin çağdaşlaşma kavramı açısından Türkiye ve dünya ülkeleri bağlamında, karşılaştırmalı bir bakış açısına ve tarihsel akıl yürütme becerisine yeterince sahip olmadıkları ancak kavramsal düzeyde, çağdaşlaşmayı bir gereklilik, ilerlemeye dönük bir adım ve sürekli devam eden bir süreç olarak gördükleri belirlenmiştir. Bu bulgular, tarih öğretiminin açık ve örtük eğitim programları aracılığıyla tarihsel düşünme ve akıl yürütme becerilerinin geliştirilmesi açısından önemli olduğunu ve desteklenmesi gerektiğini hatırlatmaktadır

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Epistemik sarsıntı, deontoloji ve içselcilik

What, on the view of many epistemologists, underlies the rationale for internalism is the deontological thought that epistemic justification proceeds in terms of how well our believing that p stands vis-à-vis relevant epistemic duties. However, in “Deontology and Defeat”, Bergmann argues that the view that justification is to be analyzed in deontic terms does not motivate internalism, as many are inclined to suppose. I argue that Bergmann’s argument fails to show this, for the reason that his argument is based on equating S’s belief that his second-order belief that p is epistemically irrational with the notion of epistemic defeat, the presence of which is sufficient but not necessary for epistemic irrationality.Epistemolojiciler, epistemik gerekçelendirmenin bilginin gerek koşulu olduğu konusunda genel olarak hemfikirdirler. Fakat bilginin bu unsurunun nasıl karakterize edilmesi gerektiği tartışmalıdır. Nitekim içselcilik, epistemik gerekçelendirmeyi içsel unsurlar aracılığıyla işlerken, dışsalcılık ise gerekçelendirme üzerindeki bu katı içselci sınırlamayı reddeder ve epistemik gerekçelendirmenin, örneğin güvenilirlik gibi özne açısından dışsal olan koşullar üzerinden belirlenmesi gerektiğini öne sürer. Gerekçelendirmenin doğasının ne olduğu hakkındaki bu farklı yaklaşımlardan hangisinin daha makul ve savunulabilir olduğunu ortaya koyabilmek için, bu öğretileri desteklediği düşünülen dayanakların irdelenmesi önemlidir. Bu makalede, deontolojinin içselci öğretiyi destekleyip desteklemediği ile ilgili tartışmada Bergmann’ın argümanı ele alınacaktır