Comparison of Academic Achievement Levels of Students Beginning the Elementary School at Different Ages

This study aims to make a comparison of various lessons’ mean exam scores achieved at the first, second, third and fourth grade by students who started elementary school at 60-66 months and those who started at or above 69 months as these students started the elementary school at the same time after an amendment in elementary education law in 2012. Screening method was employed as the study analyzes an existing situation. Target population of the study is 483 elementary school students attending the fourth grade at 27 elementary schools in Sincik district center of Adıyaman province in academic year 2015-2016. 249 of the students are male and 234 are females. The number of students who started elementary school between 60-66 months and attending the fourth grade is 74 while the number of students who started elementary school over 69 months and attending the fourth grade is 409. In order to ensure the equality of students in numbers, a total of 148 students were selected as sample group consisting of 74 students from each category. The findings were obtained by calculating the mean exam scores achieved by the students in Turkish, mathematics and life sciences at the first, second and third classes and in Turkish, mathematics, social sciences, physical sciences and English lessons at the first semester of fourth class. The exam scores of the students were obtained from e-school system of the Ministry of Education. It was concluded that there is a significant difference between the mean exam scores in Turkish, mathematics and life sciences at the first, second and third classes and in mathematics, social sciences, physical sciences and English lessons at the fourth class achieved by the students who started the elementary school at or above 69 months and those achieved by the students who started the elementary school at 60-66 months. Keywords: Different age groups, level of academic achievement, starting the elementary school

Areas of mentoring needs of novice and preservice teachers

This research on mentoring phenomenon aims at putting forth the areas of mentoring need for the novice and preservice teachers. This study exhibits a pattern consisting of qualitative research model and takes as a basis the case study approach. Criteria sampling technique was used in the research due to reasons peculiar to the research. The research was conducted with primary teachers with one to five years of experience in his/her occupation as well as candidate teachers who haven’t started service yet. The data was collected through interviews with novice and preservice teachers. Content analysis method was used in the analysis of the data. As a result of the research, it was found out that both novice and preservice teachers need mentoring on pedagogically significant matters

The role of teachers' psychological capital in their work engagement: Öğretmenlerin psikolojik sermayelerinin işe tutkunluklarındaki rolü

This study aims to reveal determine the role of teachers' psychological capital in their work engagement. Population of this study consists of 2798 teachers that was working at the Uşak Province at the educational year of 2022-2023 and study’s sample is 314 teachers that were chosen by convenience sampling.“Psychological Capital” and “Work Engagement Scale” are used to collect data in this study. According to the results of the study, teachers' psychological capital levels are very high and job engagement levels are high. While the psychological capital and job engagement levels of the teachers do not differ according to the variables of gender, number of teachers and working time in the same school, they differ according to the variables of seniority and educational status. As the years of seniority of the teachers increased and their educational status increased, their psychological capital and job engagement levels were found to be higher. While teachers' psychological capital levels do not differ according to school level, their work engagement levels differ. The level of work engagement of primary school teachers is higher than that of secondary and high school teachers. In the study, there is a significant, positive, medium level of correlation between teachers' perceptions of psychological capital and work engagement in the school. On the other hand, while teachers' perceptions of optimism, trust and hope predict their work engagement; Self-efficacy, extroversion and psychological strenght did not predict perceptions. (Extended English summary is at the end of this document)   Özet Araştırmada, öğretmenlerin psikolojik sermayelerinin işe tutkunlukları üzerindeki rolünün belirlenmesi amaçlanmıştır. Araştırma evrenini, Uşak ilinde 2022-2023 eğitim öğretim yılında görev yapan öğretmenler, örneklemini ise, kolay ulaşılabilir örnekleme yöntemiyle ulaşılan 314 öğretmen oluşmaktadır. Araştırma verileri “Psikolojik Sermaye Ölçeği” ve “Çalışmaya Tutkunluk Ölçeği” ile toplanmıştır. Araştırma sonuçlarına göre, öğretmenlerin psikolojik sermaye düzeyleri çok yüksek, işe tutkunluk düzeyleri ise yüksektir. Öğretmenlerin psikolojik sermaye ve işe tutkunluk düzeyleri cinsiyet, öğretmen sayısı ve aynı okulda çalışma süresi değişkenlerine göre farklılaşmaz iken, kıdem yılı ve mezuniyet durumu değişkenine göre farklılaşmaktadır. Öğretmenlerin kıdem yılı arttıkça ve mezuniyet durumu yükseldikçe psikolojik sermayeleri ve işe tutkunluk düzeyleri yüksek bulunmuştur. Öğretmenlerin psikolojik ve sermaye düzeyleri, okul düzeyine göre farklılaşmazken, işe tutkunluk düzeyleri farklılaşmaktadır. İlkokul öğretmenlerinin işe tutkunluk düzeyi, ortaokul ve lise öğretmenlerine göre daha yüksektir. Yine araştırmaya göre öğretmenlerin psikolojik sermayeleri ile işe tutkunluk algıları arasında anlamlı, pozitif yönlü, orta düzeyde ilişki vardır.  Bununla birlikte öğretmenlerin psikolojik sermayelerine yönelik psikolojik sermayelerine yönelik iyimserlik, güven ve umut algıları işe tutkunluklarını yordarken; öz yeterlilik, dışadönüklük ve psikolojik dayanıklılık algıları yordamamaktadır

Evaluation of Relationship between Oil Revenues and Government Budget in Iraq: 2006-2016 Period

The primary purpose of this study was to examine the relationship between oil revenues and government budget in Iraq for 2006-2016. The study found that, Iraq’s oil production curve in recent years has remarkably specified the positions, even if not mainly at the levels estimated earlier, as more positive forecasts. Iraq has developed to be the world’s fourth-largest oil exporter. This study confirmed that, the critical element for Iraq’s economy is that, the country depends on oil and 97% of the government revenues are from its oil exports. While challenges continue to achieve the aims of increased oil production, opportunity for Iraq’s resources to produce revenue and pay for broad-based economic development still exists

Investigation of relationship between smartphone addiction and internet addiction in working children in industry

Aim:  The aim of the study was conducted to examine the relationship between smartphone addiction and internet addiction of working children in industry.Material and Method: This research was carried out with 183 children working at various work places in Diyarbakır province center between January and March 2017 as a descriptive relational. Child Information Form, Young Internet Addiction Scale and Smart Phone Dependence Scale were used in the study. The data were collected by face-to-face interview technique.Results: According to the statistical results of the study group, the average age of the students participating in the study was 14.53 ± 2.08. The average Internet and smartphone addiction scores of children whose mother were not alive (p = 0.000) or whose father (p = 0.000) were not alive and whose internet use was not supported (p = 0.000) were found to be higher. The mean scores of the groups were found to be significantly different. The mean internet and smart phone addiction scores of the children who worked well with the master at work (p = 0.000, p = 0.035) were found to be low and there was a significant difference between the groups. Children who were exposed to violence in the work environment (p=0.000) are quite high internet and smart phone addiction scores and the difference between the groups was found to be significant. It had founded that the children who use smart phone and internet for fun (p = 0.001, p = 0.002), chatting (p = 0.005) and browsing sites (p = 0.038, p = 0.001) was higher phone addiction and internet addiction scores. It was determined that there was a meaningful difference between the average scoresConclusion: Working children showed high internet and smart phone addiction behaviors, this resulted from originated family and social environment

Examination of the relationship between nursing student’s internet and smartphone addictions

Aim: The study examines the relationship between college nursing students’ smartphone addiction and internet addictions.Material and Method: The sample of this descriptive relationship-seeking study included 788 college nursing students. A personal information form, the Smartphone Addiction Scale and the Internet Addiction Scale were used as data collection tools.Results: The participants had high smartphone and internet addiction scores. The males were more prone to exhibit addictive behavior. The addiction scores of the students who cannot stand to be away from their phones were higher. Students involved in sports and students with reading habits had lower addiction scores. A strong positive correlation was found between students’ smartphone and internet addiction scores.Conclusions: Due to the strong correlation between smartphone and internet addiction, it was concluded that further research is needed to investigate addictive behaviors, particularly for smartphone addiction

Prımary teachers and candıdate teachers’ perceptıons of the concept of mentor-mentee relatıon: a metaphorıc study

Bu çalışmanın amacı, sınıf öğretmenlerinin ve öğretmen adaylarının “mentor-menti ilişkisi”ne yönelik algılarının metaforlar aracılığıyla belirlenmesidir. Araştırmanın verileri, 2016-2017 eğitim-öğretim yılı bahar döneminde Nevşehir Hacı Bektaş Veli Üniversitesi, Mersin Üniversitesi, Kastamonu Üniversitesi Eğitim Fakültesi Sınıf Eğitimi Anabilim Dalı’nda öğrenim gören 165 öğretmen adayı ile Nevşehir ve Mersin il merkezinde görev yapan toplam 83 sınıf öğretmeninden elde edilmiştir. Araştırmada, temel nitel araştırma deseni kullanılmıştır. Veriler, araştırmacılar tarafından geliştirilmiş açık uçlu bir ölçme formu aracılığıyla toplanmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Araştırmanın sonucuna göre, katılımcılar mentor-menti ilişkisini aynı metaforla açıklamışlardır. Hem sınıf öğretmenlerinin hem de öğretmen adaylarının “mentor-menti ilişkisi” için en fazla ürettikleri metafor usta-çıraktır. “Mentor-menti ilişkisi”nin anlamına yönelik olarak öğretmen adaylarının en fazla ürettikleri metafor yardımlaşma; sınıf öğretmenlerinin ise tecrübeden faydalanmadır. “Mentor-menti ilişkisi”ne yönelik olarak akıllara gelen ilk kişi öğretmen adayları için üniversite hocası; sınıf öğretmenleri içinse mentorum olmuştur. Hem öğretmen adaylarının hem de sınıf öğretmenlerinin “mentor-menti” ilişkisine yönelik geliştirdikleri metaforlar “tek taraflı destek” ve “karşılıklı fayda birlikteliği” kategorileri altında toplanmıştır.The main propose of this study is to determine primary teachers and teacher candidates’ mental images about “mentor-mentee relation” via metaphors. This research was carried out by participating of 83 primary teachers working in the city center of Nevsehir and Mersin and by participating of 65 candidate teachers studying at Nevsehir Haci Bektas Veli University, Mersin University and Kastamonu University Education Faculty Department of Primary Education in the 2016-2017 academic year. Basic qualitative research design was used in the research. The data were collected through an open-ended measurement form developed by the researchers. Content analysis was used in the analysis of the data. Both candidate teachers and primary teachers explained the mentor-mentee relationship mostly through master-apprentice, teacher-student, mother-child metaphors. According to the results of the study, the participants explained the mentor-mentee relationship with the same metaphor. Metaphor master-apprentice is the most produced by both primary teachers and candidate teachers for the “mentor-mentee relationship”. In terms of the meaning of “mentor-mentee relationship”, the most metaphor produced by candidate teachers is “cooperation”; and for primary teachers is “benefiting from experience”. The first person to come to mind regarding of “mentor-mentee relationship” is “university teacher” for candidate teachers; and “my mentor” for the primary teachers. The metaphors developed by both candidate teachers and primary teachers for the concept of “mentor-mentee relation” have been gathered under the categories of “unilateral cooperation” and “mutual benefit cooperation”

Bedrettin Ayni’nin arap dili ve edebiyatındaki yeri

Memlükler dönemi ilim ve kültür hayatının en önemli eserlerinin verildiği bir dönemdir. Memlükler kendilerinden önceki ilmî mirası çok iyi değerlendirmişlerdir. Memlüklü âlimleri kendilerinden önce kaleme alınan eserler üzerinde şerhler ve haşiyeler yapmışlardır. Bu ilim ortamın oluşmasında şüphesiz Memlük sultanlarının olumlu tutumları çok önemli rol oynamıştır. İlk Memlük sultanları ve emirleri, âlimlerin toplanma noktası haline gelen ülkelerinde, âlimlere ve talebelere karşı çok iyi davranmışlar, birbiriyle yarışırcasına câmiler, medreseler, hangâhlar, tekkeler ve zaviyelerden müteşekkil eğitim ve öğretim kurumları inşâ ettirmişlerdir. Hâkimiyetleri müddetince birinci sınıf ilim adamlarının yetişmesine ve çeşitli ilim dallarında ölümsüz eserlerin ortaya konmasına vesile olmuşlardır. Bu dönemde yetişmiş önemli bir ilim ve devlet adamı da çalışmamıza konu olan Bedreddin Aynî’dir. Çalışmamız giriş hariç iki bölümden oluşmaktadır. Birinci bölümde Aynî’nin yaşadığı dönemin siyasi, sosyal ve ekonomik yapısı ile dönemin ilim ve kültür hayatı konu edinilmiştir. Bir ilim adamı yaşadığı çevreden bağımsız düşünülemeyeceği için onun dünyasını şekillerinden bu çevreden bahsettik. İkinci bölümde ise Aynî’nin hayatı, ilmî şahsiyeti, çağdaşları, hakkındaki değerlendirmeler ve eserleri hakkında bilgi verdik. Bedreddin Aynî’nin yaşadığı dönemi konu edindiğimiz birinci bölümde Maúrîzî’nin Óıùaù’ı, İsmail Hakkı Uzunçarşılı’nın Osmanlı Devlet Teşkilatına Medòal’i, Yaşar Kazım Kopraman’ın Mısır Memlükleri Tarihi ve İsmail Yiğit’in VII. cildini kaleme aldığı Siyasî-Dinî-Kültürel İslâm Tarihi bize rehberlik etmiştir. İkinci bölümde ise; Aynî’nin el-èAlemü’l-Heyyib fî Şerói Kelimi’ù-Ùayyib, èIkdu'l-Cumân’ı, Seòâvî’nin eê-ëavéu’l-Lâmiè li Ehli Úarni’t- Tâsiè ve ez-Zeylü èalâ Rafèı’l-èIãr, Sâlih Yûsuf Mèatûú’un Bedruddîn èAynî ve Eåeruhu fî èİlmi’l-Hadîå’i, Talat Sakallı’nın Bedruddin Aynî (Hayatı, Eserleri ve İlmî Şahsiyeti) ve Abdurrezzak el-Ùanùavî el-Úarmûù’un Óavâdiå ve Terâcim li Bedreddîn èAynî èIkdu'l-Cumân fî Târîòi Ehli’z-Zamân’ı temel başvuru kaynaklarımız olmuştur. Bu kaynaklara ek olarak Aynî’nin hayatı ve çalışmaları ile ilgili çeşitli dergi ve ansiklopedilerden de yararlandık. ABSTRACT Mamluk period, science and culture of a given period of life is the most important works. Mamluks were, before them a very good knowledge legacies. Mamluk scholars before them with a written commentary on the work they do and marginalia. This knowledge environments in the formation of the Mamluk sultan of course a positive attitude has played a crucial role. The first Mamluk sultan and orders, the scholars gathering place became countries, scholars and students against the very good to have, competing cats and dogs mosques, madrasas, hangâhlar, lodges and lodges consisting of educational and training institutions built You can report. The period of domination by the world-class scientists to the training and the various branches of science led to the immortal works of art are revealed. During this period, the study raised an important statesman of science and which are subject to our Aynî'dir Bedreddin. Our work consists of two parts except for entry. Aynî'nin at the time of the first part of the political, social and economic structure, science and cultural life of the period have been dealt. Having a scientist for the environment can not be considered independent of his world as we talked about the environment. In the second part Aynî'nin life, his scientific personality, modern, rights were given information about the assessments and work. Subject to the time we get from Bedreddin Aynî'nin Maúrîzî'nin Óıùaù'ı in part, to the Ottoman Empire Medòal'i Uzunçarşılı'nın Hakkı Yaşar Yiğit Ismail Kazim Kopraman'ın History and VII of Egypt Memluks. The skin of the political-religious-cultural writing a history of Islam has guided us. In the second section; Aynî'nin fi al-èAlemü'l-Heyyib Kelimi'ù sero-Ùayyib, èIkdu'l-Cumân'ı, Seòâvî'nin ee-ëavéu'l Úarni't-Move and crush the Islamic Ahl-li Zeylü èalâ Rafèı'l-èIãr, Salih Joseph and Eåeruhu Mèatûú'un Bedruddîn èAynî èİlmi'l-fi Hadîå'i Talat Bedruddin of Real Bearded (Life, Works and Scientific Personality) and Abdurrezzak el-el-Úarmûù'un Ùanùavî Óavâdiå and shut down Terâcim Ehli'z-fi li-Friday Bedreddin èAynî èIkdu'l Zamân'ı have been our main reference source. In addition to these sources Aynî'nin about the life and work we benefit from various journals and encyclopedias