Saudi influence on islamic institutions in Turkey beginning in the 1970s

Cataloged from PDF version of article.This article investigates the influence of Saudi Arabia on aspects of Islamic social, political, and economic life in Turkey. Since the 1970s, long before the rise of the Justice and Development Party (AKP) of today, Turkish-Saudi Arabian relations have been characterized by an increasing degree of cooperation, solidarity, and partnership centered on certain economic, diplomatic, social, and cultural activities with a good deal of Islamic content. Turkey's orientation toward the Middle East in general and Saudi Arabia in particular traces to the global oil crisis that started in 1973 and its severe effects on the Turkish economy; it also stems from some of Turkey's foreign policy goals with regard to the Cyprus issue and its relations with regional and global actors. Examples of Saudi influence have included the involvement of Saudi-based non-governmental organizations (NGOs) and multinational corporations (MNCs) in Turkey, Turkey's membership in the Organization of the Islamic Conference (OIC), and Turkish labor migration to Saudi Arabia, with a spillover effect in a wide range of other arenas. This particular aspect of Turkish-Saudi Arabian relations is analyzed using the theory of complex interdependence, which underscores the importance of economic, social, and cultural issues in international relations in addition to that of traditional political, diplomatic, and military goals. © Middle East Institute

PREFIGURATIVE POLITICS AND REVOLUTIONARY PRACTICES WITHIN INTERNATIONAL SERVICE-LEARNING: A CASE STUDY OF THE CIEE THAILAND PROGRAM ON DEVELOPMENT AND GLOBALIZATION

Today\u27s colleges and universities are prioritizing the preparation of students for global citizenship. To meet this need, institutions are focusing their study abroad and international service-learning programs to provide students with international experiences (Bringle & Hatcher, 2011). Government support for such programs is driven by advancing globalization, promoting economic competitiveness, and ensuring national security (Hantzopoulos & Shirazi, 2014). The problem, however, is that participation in service-learning does not guarantee that students will engage in further social action activities upon their return (Hartman & Kiely, 2014). A contributing factor to this lack of engagement is because participants are not gaining transferable skills that would inform their work in support of social justice at the conclusion of the experience (Cermak, Christiansen, Finnegan, Gleeson, White, & Leach, 2011; Hartman & Kiely, 2014; Kiely, 2004). This case study fills a critical gap in the research regarding how a critical international service-learning program prepares students for continued social justice work in communities upon their return. The research consisted of in-depth interviews, a review of documents, and an examination of artifacts from a specific service-learning program. Data was collected from seven participants who participated in the CIEE Thailand Development and Globalization program. The participants provided important insight as to how the program prepared them for their engagement in Thailand and how that prepared them for future activism and organizing. Unlike other international service-learning programs, the CIEE Thailand program provided students with a number of transferable skills, which included processing skills (facilitation and listening), self-development skills (confidence and self-direction), communication skills (research, writing, and grant writing), and community building. Additionally, students developed an understanding of how to work in solidarity with community members. The results of this study can offer insights for other critical international service-learning programs to draw from to support the engagement of students upon their return from an experience abroad

Algajate ja kogenud õpetajate arusaamad õppetöö planeerimisest

Väitekirja elektrooniline versioon ei sisalda publikatsiooneÕppetöö planeerimisoskus on õpetaja professionaalsuse üks kesksemaid avaldusi. See oskus määrab suures osas õpetamise kvaliteedi ja mõjutab seeläbi õpilaste õppimist. Seetõttu peaks nii õppetundide kui pikaajalise õppetöö planeerimise oskuse omandamine olema õpetajakoolituse esmatähtsusega ülesanne. Oma iseloomult on planeerimisoskus kui nähtus intuitiivne ja praktilisest kogemusest sõltuv, mistõttu selle uurimine on pälvinud vähe teadlaste tähelepanu ja usaldusväärsema teadmise puudumine valdkonnast raskendanud selle olulise oskuse sihipärast kujundamist õpetajakoolituses. Doktoritöö eesmärgiks oli selgitada välja õpetajate planeerimisalast mõtlemist iseloomustavad põhijooned ja algajate ja kogenud õpetajate mõtlemise erinevused õppetöö planeerimisel. Uurimistöö tulemustest lähtuvalt saaks teadlikumalt toetada algajatel õpetajatel planeerimisoskuse omandamist õpetajakoolituses. Eesmärgi saavutamiseks loodi mudel õpetajate potentsiaalsest mõtlemisest õppetöö planeerimisel, toetudes varasematele uuringutele valdkonnast. Mudeli põhjal töötati välja küsimustik algajate ja kogenud õpetajate mõtlemise erinevuste väljaselgitamiseks õppetöö planeerimisel. Küsitluse tulemustest selgus, et algajate ja kogenud õpetajate mõtlemises õppetöö planeerimisest on olulisi erinevusi. Osutus, et algajad õpetajad peavad kogenud õpetajatest olulisemaks formaalsete eesmärkide saavutamist nagu saavutada õppekavas olevad eesmärgid ja õpetada selgeks vastav materjal. Lisaks peeti oluliseks, et koolijuht oleks nende tööga rahul. Kogenud õpetajad seevastu aga tajusid selgemalt klassis aset leidvaid sündmusi, mis võivad takistada püstitatud eesmärkide saavutamist. Uurimustulemustest lähtudes tuleks ülikooli õpingutesse põimida enam ülesandeid ja tegevusi, mis aitavad tajuda planeerimise eripära ja õpetamise sõltuvust konkreetsest olukorrast. Lisaks võiks õpingute osana pakkuda võimalusi algajatel ja kogenud õpetajatel ühiseks tundide planeerimiseks, mis omakorda aitaks kogenud õpetajate planeerimisalast teadmist reljeefsemalt esile tuua.Instructional planning is an essential component of teaching. When appropriately implemented it makes teaching more effective and, thus, promotes student learning. Therefore, acquisition of instructional planning skills should be the first priority in teacher education programmes. However, due to a very intuitive and experience-dependent character of planning, this field of study has been challenging for researchers. In addition, lack of reliable knowledge in this field, in its turn, undermines systematic preparation of the novice teachers for coping with issues of instructional planning. This dissertation is aimed at finding ways for a more knowledgeable and systematic promoting instructional planning skills among student by discovering differences in the way novice and experienced teachers think in relation to instructional planning, and drawing conclusions from the findings. To this end, a model how teachers potentially think about instructional planning was created by learning former research in the field. On the basis of this model, a questionnaire for uncovering differences in teachers’ thinking about instructional planning was developed. The inquiry of teachers revealed that there are differences in the novice and experienced teachers thinking about issues of instructional planning. The results of the study revealed that novice teachers appreciated more achieving immediate, rather formal objectives stated in the curricula and to teach the material on the topic than experienced teachers did. In addition, novice teachers perceived important to please the principal. Experienced teacher, on the other hand, perceived more harming unexpected events that may interfere with planned learning activities and might affect the achievement of stated objectives. In conclusion, this study corroborated that there are differences in how novice and experienced teachers think related to issues of instructional planning. In order to support novices’ instructional planning skills, teacher educations studies should incorporate assignments and activities that help to perceive the essence of instructional planning and its context dependency. Furthermore, student teachers should have more opportunities for joint planning with experienced teachers to uncover their tacit knowledge and, thus, to expand novices’ knowledge base about instructional plannin

Cat Housing: A Case for Inclusive Cohabitation

This major research project (MRP), focused on inclusive industrial design, is a continuation of the "Fumao Jihua" (福猫计划) or the “Cat's Paradise” Project for rescuing stray cats that I was engaged in between 2011 and 2013 in Xi'an, China. The project involved creation of modularized furniture for cats that could be used both at home and in rescue facilities. Primary research conducted in that project informs my MRP. Inspired by the Inclusive Design program, I expanded the idea and the function of the furniture to creating modularized, environment-friendly furniture that provides an inclusive space and environment for both humans and animals to cohabit in crowded city locations. To maximize the design, I created two versions, for use both indoors and outdoors. My designs could also be useful to children with autism, because close habitation with pets is reported to be therapeutic. Future work includes conducting social experiments on the use of the furniture in public places. Keywords: inclusive design, industrial design, animal rescue, cat, furniture, autism therapy, pet therapy

The search for local government autonomy in Nigeria: legal and institutional pathways to its realization

This article examines the status of the local government under the tripartite governmental system in Nigeria that has been in operation since 1979. It reviews the various reforms that the administration of local government has gone through from the colonial era till 1999 when the extant Constitution of Nigeria came into force. The article finds that notwithstanding the provision of section 7 of the 1999 Constitution which provides for a system of local government by democratic means, many of the State Governments have continued to set up caretaker committees at this tier of government, thereby denying the grassroots population of the benefits of democratic rule. The creation of the infamous State Joint Local Government Account has rendered the Local Governments totally prostrate as they depend completely on the State Governments for funds needed for their development. The article recommends, inter alia, that section 165 of the 1999 Constitution should be amended with a view to abolishing the State Joint Local Government Account and making the Local Government Councils both politically and financially autonomous.Keywords: Search, local government, autonomy, pathways and realizatio

Review Of Cryptocurrency Based On Sharia Economic Law

cryptocurrencies still often clash with applicable law, not least with sharia economic law because Indonesia has a majority Muslim population, so sharia review in the use of cryptocurrencies is essential, so in this case, the Indonesian Ulema Council issued an unlawful fatwa regarding the use of cryptocurrencies both as currency. or as a digital asset. This study aims to analyze and explain cryptocurrencies based on the provisions of Islamic economic law in their use in money or as digital assets, using normative juridical research methods. The results of this study found that the use of cryptocurrencies has two functions, namely as currency and digital investments, but the use of cryptocurrencies clashes with the concept of Islamic economics because cryptocurrency has elements of dharar, ghrara, and qimar, also the idea of money in cryptocurrency clashes with the concept of money in Islam

Effects of estrogens and progestagens on the primary variables of haemostasis

Background: The present study aims at determining the effect of two combined oral contraceptives on the primary variables of haemostasis in a group of healthy Albanian women.Methods: In this study were included, 49 women between the ages of 24 and 51 years, twenty nine of them taking ethinylestradiol 30 μg and gestodene 75 μg and twenty of them taking ethinylestradiol 30 μg and levonorgestrel 75 μg for 1-2 months. The subjects had no history of thromboembolic disease. Plasma was used for measuring levels of PT, fibrinogen, factors V and VIII, before and after pill use. Collected data were analyzed using SPSS 20 software.Results: Comparison of values of the parameters before and after treatment showed that concentrations of fibrinogen and factor VIII were significantly increased following treatment (p0.05).Conclusions: The results show that changes in the haemostatic primary variables after combined oral contraceptive administration are significant which might increase the risk for thrombotic situations

The Influence Of Operational Cost On The Bank’s Profitability And The Welfare Of Its Clients: A Theoretical Approach

This paper deals with the way the rate of operational cost, as a proportion of time deposits, affects the optimal level of a monopolistic bank’s profits as well as the utility of its clients. In particular we prove that the optimal level of banking profits is negatively related to the rate of operational cost, while changes of the latter affect negatively the time deposit rate and positively the lending rate. As a result of these changes in interest rates, the utility of both borrowers and depositors is proved diminished

Õppetöö planeerimise oskuste modelleerimine ja küsimustiku väljatöötamine planeerimistegevuse uurimiseks

Eduka õpetajatöö üks olulisi eeldusi on õppetöö planeerimise oskus, mille jaoks on vajalikud nii teoreetilised kui ka praktilised teadmised. Paraku on õppetöö planeerimise uurimine osutunud teadlastele üsna keeruliseks ülesandeks. Ühelt poolt on selle põhjus planeerimise kui protsessi enda keerulisus, teisalt aga tõdemus, et kõike pole võimalik planeerida. Uurimuse eesmärk oli luua usaldusväärne küsimustik õpetajate planeerimisoskuste uurimiseks. Teoreetilise mudeli loomisel tugineti formaalse teadmisena Gage’i ja Berlineri (1998) õpetamise põhiülesannete mudelile ning õpetaja mõtlemisprotsesside avaldumisele kolmes õppetöö etapis (Eggen & Kauchak, 2013). Selle tulemusena koosneb küsimustik viiest suuremast teemavaldkonnast, milleks on eesmärkide määratlemine, õpilaste/klassi eripära arvestamine, õppimise ja motivatsiooni mõistmine ning saadud teadmiste rakendamine, õppemeetodite väljavalimine ja rakendamine ning õpitulemuste hindamine. Iga valdkonna küsimused on püstitatud mudeli alusel ja esitatud Likert-tüüpi viiepallilistel skaaladel. Summar