İnsan ve sanatçı Gül Derman

Taha Toros Arşivi, Dosya No: 10-Gül Derman. Not: Gazetenin “Arada Bir” köşesinde yayımlanmıştır.İstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Preface

[No abstract available

Social democracy and education: the formation of party policy on the question of comprehensive schooling in England and Austria

This PhD investigates how the British Labour Party and the Austrian Social Democratic Party (SPÖ) have changed their position on the issue of comprehensive schooling since the 1980s, motivated by a wider interest in how social-democratic parties have interpreted their goals and strategies in education policy after the ‘golden age’ of social-democratic educational reform in Europe in the 1960s and 1970s. Throughout the 20th century, the question of whether children should be sorted based on their academic ability into different educational tracks has been one of the most controversial issues in education policy in Western Europe. Since the 1960s and 1970s, when reform movements sought to widen educational opportunities by abolishing academic selection in secondary schooling, comprehensive schooling has remained a reference point in often-passionate political debates over the purpose of education. At their core, debates over comprehensive schooling have focused on the relationship between educational selection, opportunities and standards; however, this policy has also become an umbrella for various reform ambitions and aversions concerning the organisation, content and governance of public schooling. While these controversies tend to be portrayed as a conflict between conservative and progressive perspectives, the positions of political parties on comprehensive schooling have not always been clear-cut. Although officially supporters of comprehensive schooling, social democratic parties often struggled to balance more radical aspirations for educational change with pragmatic strategies to expand educational opportunities within existing educational structures. Changing discursive and electoral contexts since the 1980s have given rise to additional challenges for these parties and their attempts to develop a vision and strategy for education policy. This research aims to contribute to better understandings of: 1) the different meanings a shared policy aspiration can acquire in different contexts and at different points in time, and 2) how such meanings are constructed, in this case, through the processes in which collective attitudes and policy preferences are formed within political parties. Building on a dialectical conception of political parties, this study understood political parties both as political actors who try to navigate external political arenas as well as internally differentiated coalitions which aim to unite different demands and have over time created shared understandings and collective norms. This research argues that investigating the interplay of parties’ engagement with their external environment and their internal dynamics can provide a more nuanced understanding of what parties want and do in education policy and why. In two in-depth case studies, this research traced processes of policy formation and contestation within the SPÖ and the Labour Party (with a focus on education policy in England) since the 1980s. Drawing on 41 interviews and a wide range of documentary sources, the empirical investigation paid particular attention to the actors involved in these processes, their ‘assumptive worlds’ and interactions in shaping policy. Based on the case study findings, this study then comparatively analysed on how shared concerns and dilemmas of social-democratic parties in the area of education policy have played out in different political and educational contexts. The case studies revealed considerable variation in the policy preferences, ideas and processes through which the Labour Party and the Austrian Social Democrats have interpreted and reformulated their positions on comprehensive schooling over time. These findings indicate not only the variety and fluidity of meaning that a shared policy idea can assume across political contexts and over time, but also the interdependence between such meanings and the processes in which collective preferences are formed. Despite their symbolic attachment to comprehensive schooling, both parties displayed a considerable degree of ambivalence in their vision and strategy for educational reform, which sometimes made it difficult to even determine their ‘official’ policy on comprehensive schooling. As such, this research indicates not only that political parties’ policy preferences are shaped by struggles at different ‘sites’ within the party where policy is created, contested and reinterpreted. The tensions between these different sites and demands also provide important insights into the nature of political parties as complex political organisations which a have their own identities and internal lives and whose policies are shaped by both their specific pasts and their ongoing attempts to make sense of themselves in their particular context. The historical and comparative perspective of this research further indicated that the institutional context (particularly political institutions and the ‘feedback effects’ of previous education policy) exerted considerable influence over actors’ perceptions of what is ‘possible’ and ‘desirable’ in educational reform in England and Austria. Highlighting the role of institutions, this study at the same time showed that the particular trajectory of the two parties’ struggles over comprehensive schooling cannot be understood without recognising the agency of a handful of key individuals, whose personal beliefs and various attempts to mobilise and construct opportunities for (and constraints on) change have left clear marks on the two parties’ visions and strategies for educational reform

Modelling detailed information flows in building design with the parameter-based design structure matrix

The Architecture/Engineering/Construction (AEC) industry is one of the multidisciplinary domains in which collaboration among related parties is of utmost importance. Despite the intense flow of information between design professionals, there is a lack of research to better understand and manipulate these flows. Most of the current process modelling tools in the AEC industry do not enable analyses of iterative information cycles. Moreover, these tools represent the process at high levels, thus, they are inadequate for multi-parameter problems like building design. With a view to alleviate these problems, this paper introduces the use of parameter-based design structure matrix as a process modelling and system analysis tool for building design. The method reveals insights into the process structure, optimum sequence of parameter decisions, iterative cycles and concurrency in the process. The application of the method is demonstrated through a case study on suspended ceiling design in a real-life project. © 2005 Elsevier Ltd. All rights reserved

Knowledge acquisition for design education

There is an ongoing debate on the relationship of environmental design research (EDR) to design education. Research producing substantial knowledge is conceptualised through positive approaches to design, whereas other phases of design including education usually utilise normative approaches. This study aims at examining the nature of substantial EDR knowledge used in design education through an empirical survey. The survey, carried out with design instructors, aimed at determining the knowledge acquisition techniques utilised in design studios. Data were also collected on the personal background and attitudes of the participants, along with their prior design training, studio and professional design experience. The interviews were analysed to identify the types of knowledge sources and forms, the extent of reliance on external domains of knowledge, assumptions about the design process and the definition and use of substantial knowledge. Defining environmental design was found to be statistically different with respect to current position in the studio, as was assessing the knowledge sources for the studio with respect to years of studio experience. The evaluation on environmental design research was not independent of whether they currently do research or not

Fluorescence-Based Nanoparticle Tracking Analysis and Flow Cytometry for Characterization of Endothelial Extracellular Vesicle Release.

As extracellular vesicles (EVs) have become a prominent topic in life sciences, a growing number of studies are published on a regular basis addressing their biological relevance and possible applications. Nevertheless, the fundamental question of the true vesicular nature as well as possible influences on the EV secretion behavior have often been not adequately addressed. Furthermore, research regarding endothelial cell-derived EVs (EndoEVs) often focused on the large vesicular fractions comprising of microvesicles (MV) and apoptotic bodies. In this study we aimed to further extend the current knowledge of the influence of pre-isolation conditions, such as cell density and conditioning time, on EndoEV release from human umbilical vein endothelial cells (HUVECs). We combined fluorescence nanoparticle tracking analysis (NTA) and the established fluorescence-triggered flow cytometry (FT-FC) protocol to allow vesicle-specific detection and characterization of size and surface markers. We found significant effects of cell density and conditioning time on both abundance and size distribution of EndoEVs. Additionally, we present detailed information regarding the surface marker display on EVs from different fractions and size ranges. Our data provide crucial relevance for future projects aiming to elucidate EV secretion behavior of endothelial cells. Moreover, we show that the influence of different conditioning parameters on the nature of EndoEVs has to be considered.This research was funded by the Austrian Research promotion agency and Particle Metrix. Severin Mühleder was funded by the Austrian Science Fund (FWF) project J4358.S

A knowledge-based space planning system

Knowledge-based systems are potentially powerful tools for improving the results of automated or interactive design procedures. Expert Space Planner is a prototype of such a system that uses production rules in the spatial planning of panel houses. © 1992 Taylor and Francis Group, LLC