An investigation on plan geometries of RC buildings: With or without projections in plan

The interaction of plan geometry and structural configuration, a determinative factor in the earthquake behavior of buildings, has become a serious issue in the building industry in Turkey due to the poor seismic performance of R/C buildings during the latest earthquake. Consequently, designing new buildings without structural irregularities against earthquake loads is proving to be more significant. This study focuses on the effects of plan geometries on earthquake performances of buildings. In that respect, structural irregularities in the plan are investigated in detail based on the Turkish Earthquake Code (TEC 2007). The study is based on five main parametric models and a total of 40 sub-models that are grouped according to their plan geometries with excessive projections such as L-shaped, H-shaped, T-shaped and U-shaped models. In addition to these, a square model without any projections is also generated. All models are designed to have the same storey gross area but with different number of storeys. Changes in the earthquake behavior of buildings were evaluated according to the number of storeys, the projection ratios and the symmetry conditions of each model. The analysis of each structural irregularity resulted in many findings, which were then assessed. The study demonstrates that the square model delivers the best earthquake performance owing to its regular plan geometry

Volatility spillover between Bitcoin and financial stress index

PURPOSE: This paper aims to test the volatility models for Bitcoin (BTC) and the financial stress index (FSI) and examine the volatility spillover among them. This aim was reached by obtaining weekly data from the 7th of January 2011 and the 24th of December 2021.METHODOLOGY: First, volatility modelling for the series is provided, and GARCH (1,1) for the BTC series and IGARC (1,2) for the FSI series are determined as the most appropriate volatility models. Then, residual volatility series are created for each variable over the IGARCH (1,2) and GARCH (1,1) models for the volatility spread between the series. The volatility spread between the series is examined with the diagonal VECH GARCH method. It is concluded that there is a positive volatility spillover effect from the FSI variable to the BTC variable. Then, impulse-response analysis is performed on the volatility residual series created for each variable. The empirical findings from impulse response analysis support a risk transfer between BTC and FSI series.RESULTS AND FINDINGS: Changes in the BTC return series and FSI series are caused mainly by themselves, and the series are most affected by their shocks. By comparing the variance decomposition of the volatility series with the analysis results, it can be said that the changes in the volatility series are caused mainly by each other.peer-reviewe

A case of acromegaly in the presence of coincidental liver cirrhosis

Context: Acromegaly is a rare and serious syndrome and commonly associated with pituitary neoplasm. Classic cause of acromegaly in adults is the tumors of the somatotrophs that secrete growth hormone. Cirrhosis is the end stage of chronic liver disease and commonly a cause of death. It is characterized by diffuse hepatic fibrosis resulting in altered construction of the lobular parenchyma with widespread connective tissue scptae, circumscribed regenerative nodules of hepatocytcs and anastomoses between vascular channels linking portal and central vessels. Objective: To report the simultaneous cases of acromegaly and cirrhosis. Case report: A 62-year old, male patient came to the hospital complaining of severe abdominal swelling. Laboratory and imaging findings were compatible with the presence of hepatitis B virus related cirrhosis together with acromegaly. In this case, he had high GH level but lower IGF-1 level because of hepatic failure which can impair IGF-1 production by the liver. Definitive diagnosis was made by pituitary MR and a 1 cm in diameter tumor was detected. Conclusion: This paper showed that cirrhosis can result in a low IGF-I level in patients with acromegaly. There is no previous report available of the in the presence of coincidental combination of acromegaly and cirrhosis in a patient

The leaf phenology of woody plants in the gallery forests (central Black Sea region, Turkey)

We study the interactions between leaf emergence and leaf survival in four deciduous woody species of a Platanus orientalis gallery forest occurring in the central Black Sea region. We found Rubus discolor to be a flush leaf emergence type species. However, P. orientalis, Robinia pseudoacacia and Salix alba are intermediate leaf emergence type. Leaf durations of all species in the study area usually varied between 210–254 days. The species that have more bud scales show a tendency toward the shortening of leaf emergence duration. The peak of leaf fall was observed between November and December. Leaf fall was strongly seasonal and statistically significant differences were observed among months, species and localities in terms of leaf number

Yem Bezelyesinin Farklı Oranlarda Arpa ve Buğday ile Birlikte Yetiştirilmesinin Silaj Kalitesine Etkisi

Birlikte üretim hem çevresel hem de ekonomik açıdan çeşitli avantajlar sunarak tarımın geleceğini ve sürdürülebilirliğini güven altına almaya çalışan tarımsal üretim modelidir. Bu çalışmada, tek yıllık baklagil yem bitkilerinden yem bezelyesinin, serin iklim buğdaygil bitkilerinden arpa ve yulaf ile farklı oranlarda (%100, %75, %50, %25) birlikte yetiştirilmesinin silaj kalitesi üzerine etkileri incelenmiştir. Araştırma sonuçlarına göre; silajların kuru madde (KM) oranı %26.47-35.39, pH değeri 4.07-4.39, flieg puanı 29.93-42.63, ham protein (HP) oranı %6.74-16.75, nötr deterjanda çözünmeyen lif (NDF) oranı %42.33-60.57, asit deterjanda çözünmeyen lif (ADF) oranı %32.15-43.81, kuru madde tüketimi (KMT) oranı %1.98-2.84, sindirilebilir kuru madde (SKM) oranı %54.77-63.85 ve nispi yem değeri (NYD) 85.52-140.67 arasında değişim göstermiştir. Saf yem bezelyesinin buğday ve arpa ile farklı oranlarda yapılan silajlarda flieg puanı ve kuru madde içeriklerinin arttığı, pH değerinin ise düştüğü, silaj kalitesinin arttığı belirlenmiştir. Bununla birlikte, düşük ham protein oranına sahip serin iklim buğdaygillerin yem bezelyesi ile silolanmasının potansiyel beslenme değerini iyileştirdiği belirlenmiştir

İlköğretim okulu öğretmenlerinin yapılandırmacı düşünmelerinin öğretmen yetkinliğine etkisi : bir yapısal eşitlik modelleme çalışması

İLKÖĞRETİM OKULU ÖĞRETMENLERİNİN YAPILANDIRMACI DÜŞÜNMELERİNİN ÖĞRETMEN YETKİNLİĞİNE ETKİSİ: BİR YAPISAL EŞİTLİK MODELLEME ÇALIŞMASI Bu araştırmanın amacı, ilköğretim okulu öğretmenlerinin yapılandırmacı düşünmelerinin, öğretmen yetkinliklerini etkilediği şeklinde oluşturulan teorik çerçevenin, yapısal eşitlik modeli kapsamında test edilmesidir. Bu iki temel değişken arasında bir neden-sonuç ilişkisi bulunduğu düşüncesinden hareketle araştırma, nedensel bir desende tasarlanmıştır. Araştırmada, yapılandırmacı düşünme bağımsız değişken; öğretmen yetkinliği ise bağımlı değişken olarak ele alınmıştır. Araştırmanın evreni, 2009-2010 öğretim yılında İstanbul İli sınırları içerisinde bulunan 1.644 ilköğretim okulunda [1.408 kamu & 236 özel] görev yapan toplam 61.466 [52.838 kamu & 8.628 özel] ilköğretim okulu öğretmeninden oluşmuştur. Araştırmanın örneklemini ilköğretim okullarının bulunduğu bölgenin sosyo-ekonomik yapısına göre (üst-orta-alt) üçlü tabakalı örnekleme yöntemi kullanılarak belirlenen 18 ilçede bulunan ilköğretim okullarında görev yapan 714 ilköğretim okulu öğretmeni oluşturmuştur. Araştırmada veriler, Yapılandırmacı Düşünme Envanteri ve Ohio Öğretmen Yetkinlik Ölçeği ile toplanmıştır. Yapılandırmacı Düşünme Envanteri, Epstein (1993) tarafından geliştirilmiş, Tosun ve Karadağ (2008) tarafından Türk dili ve kültürüne uyarlanmıştır. Envanter, beşli Likert tipi, yedi bileşen (Duygusal Başa Çıkma, Davranışsal Başa Çıkma, Bireysel Batıl İnanç, Kesin Düşünme, Esoterik Düşünme, Saf İyimserlik ve Savunmada Olma), 14 faktör ve toplam 85 maddeden oluşmaktadır. Ohio Öğretmen Yetkinlik Ölçeği Tschannen-Moran ve Woolfolk-Hoy (2001) tarafından geliştirilmiş, Baloğlu ve Karadağ (2008) tarafından Türk dili ve kültürüne uyarlanmıştır. Ölçek, beşli Likert tipi, beş faktör (Yönlendirme, Davranış Yönetimi, Motivasyon, Öğretim Becerisi ve Ölçme ve Değerlendirme) ve toplam 24 maddeden oluşmaktadır. Araştırmada elde edilen verilerin çözümlenmesinde t-testi, ANOVA, korelâsyon analizi, çoklu doğrusal regresyon analizi kullanılmıştır. Ayrıca araştırmada, teorik olarak oluşturulan yapısal eşitlik modelinin test edilmesinde uygun modeller araştırmak, hem gizil hem de gözlenen değişkenlerdeki ölçüm hatasını birleştirmeyi sağlamak amacıyla Path analizi tercih edilmiştir. Bulgular, öğretmenlerin davranışsal başa çıkma, duygusal başa çıkma ve saf iyimserlik yapılandırmacı düşünmelerinin öğretmen yetkinliklerini pozitif olarak; öğretmenlerin savunmada olma, esoterik düşünme ve bireysel batıl inanç yapılandırmacı düşünmelerinin ise öğretmen yetkinliklerini negatif olarak etkilediğini göstermiştir. Yapılandırmacı düşünme ve öğretmen yetkinliği ile ilgili daha fazla yeni değişkenin, yapılacak yeni araştırmalarda oluşturulacak yapısal eşitlik modelinde tanımlanması gerekmektedir. Anahtar Kelimeler Yapılandırmacı düşünme, öğretmen yetkinliği, yapısal eşitlik modeli THE EFFECT OF CONSTRUCTIVE THINKING OF PRIMARY SCHOOL TEACHERS TO TEACHER’S SELF-EFFICACY: A STUDY OF STRUCTURAL EQUATION MODELING ABSTRACT The aim of this study is to test effect of primary school teacher’s constructive thinking to teacher’s self-efficacy. The study is designed to test causality with the assumption that causality exists between two variables. In this study, constructive thinking of primary school teachers is treated as the independent variable whereas the teacher’s self-efficacy is dependent variable in the model. Population of this research is 61.466 [52.838 public & 8.628 private] primary school teachers who are working in 1.644 [1.408 public & 236 private] primary schools in Istanbul during the academic year of 2009-2010. Sampling group consist of 714 teachers who work at primary schools in 18 county defined with (layer) cluster sampling method through the social-economic structure according to three income levels (high-mid-low). Data are collected with two scales that were Constructive Thinking Inventory and Ohio Teacher’s Self-Efficacy Scale. Constructive Thinking Inventory was originally developed by Epstein (1993) and adapted to Turkish Language and Culture by Tosun and Karadag (2008). Constructive Thinking Inventory is Likert Scale and consisted of seven components (Emotional Coping, Behavioral Coping, Categorical Thinking, Esoteric Thinking, Naive Optimism, Personal Superstitious Thinking), fourteen factors and formed with totally eighty-five items. Ohio Teacher’s Self-Efficacy Scale was originally developed by Tschannen-Moran and Woolfolk-Hoy (2001) and adapted to Turkish Language and Culture by Baloglu and Karadag (2008). Ohio Teacher’s Self-Efficacy Scale is Likert Scale and consisted of five factors (Guidance, Management of Behavior, Motivation, Teaching Ability, Measuring and Assessment) formed with totally twenty-four items. For analyzing data, t-test, ANOVA, correlation analyze and multiple linear regression analyze were used. Path coefficients are used in order to test the structural equation model designed in the research for defining relations between implied and observed variables. Findings showed that teacher’s emotional coping, behavioral coping and naive optimism constructive thinking affect teacher’s self-efficacy positively; in turn teacher’s defensiveness, esoteric thinking and personal superstitious constructive thinking affect teacher’s self-efficacy negatively. It is suggested that constructive thinking and teacher’s self-efficacy need to be introduced new variables in structural equation model in the future studies. Key Words Constructive thinking, teacher’s self-efficacy, structural equation modelin

İşte yaşayan olay kategorileri ile duygu durumları ve işe yönelik tutumlar arasındaki ilişkiler : duygusal olaylar kuramının test edilmesi

Affective Events Theory (AET) of Weiss and Cropanzano (1996) provides a theoretical basis for explaining the antecedents and consequences of affective states at work. In this study, an extended model based on the AET framework was tested for examining the relationships between work events, affective dispositions, affective states and reactions, and the work attitudes and behaviors of the employees. Work events were assessed comprehensively using an affective work events inventory developed as part of the study. A tripartite affect structure (pleasure, calmness, and energy) was adopted for mapping the affective states of the employees at work. Core self- and external-evaluations constructs were used as the dispositional antecedents of affective experiences. Job satisfaction, organizational commitment, organizational citizenship behaviors (OCB), and turnover intentions were examined as the work attitudes and behaviors. Findings of the study provided evidence for the validity of the AET model. Both positive and negative work events were significantly related to the affective experiences of the employees, negative events having stronger influences. The affective dispositions of core self- and external-evaluations also contributed to the prediction of affective experiences. However, these affective dispositions did not have any moderating influences on the relationship between work events and affective experiences at work. Affective experiences were significantly related with job satisfaction, organizational commitment, and OCB. Exploratory analyses revealed that the major themes intersecting the critical work events and event categories were organizational justice, and coworker or supervisory support. The implications of the study for theory, practice, and future research are discussed.Ph.D. - Doctoral Progra

The Evaluation of the Effectiveness of Drama Method in Teaching of Social Sciences According to Cognitive Domain

Bu araştırmada Hayat Bilgisi öğretiminde drama yöntemi ile geleneksel yöntemin bilişsel alan basamaklarına göre öğrenci başarılarının değerlendirilmesine çalışılmıştır. Yapılan araştırma kapsamında İlköğretim üçüncü sınıf Hayat Bilgisi dersinin 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı ünitesi seçilmiştir. Seçilen ünite kontrol grubuna geleneksel öğretim yöntemi, deney grubuna ise drama yöntemi kullanılarak işlenmiştir. Öğrencilerin araştırma sonunda nasıl bir farklılaşma gösterdiklerini tespit etmek amacıyla ünite başında ve ünite sonunda olmak üzere daha önceden Bilişsel Alanın “Bilgi”, “Kavrama” ve “Uygulama” basamaklarına göre hazırlanan öğrenci başarı testi uygulanmıştır. Başarı testleri vasıtasıyla elde edilen veriler amaçlara uygun olarak frekans (f), yüzde (%), aritmetik ortalama ($\overline{x}$ ), standart sapma (ss) ve t testi kullanılarak analiz edilmiştir.In this study students’ success has been evaluated in cognitive domainaccording to drama and traditional method in teaching of Social Sciences. In this study the unit of 23rd April National Independency and Children’s festival has been taken as an example in primary education 3rd GRADES, Social lesson. This selected unit has been taught by traditional education method to the control group and drama method to the experimental group. Student success test that was prepared previously according to cognitive domain as “Knowledge”, “Comprehension” and “Application”, was implied to the students at the beginning and in the end of the unit to see the difference among them. The data that have been obtained by achievement tests were analyzed by using frequency (f), percentage (%), arithmetical average (x ), standard division (ss)