Regional development models and the Southeastern Anatolia Project (SAP)

BÖLGESEL KALKINMA MODELLERİ VE GÜNEYDOĞU ANADOLU PROJESİ (GAP) GAP, antik çağlarda medeniyetin beşiği olan ve ?Yukarı Mezopotamya? olarak bilinen Güneydoğu Anadolu Bölgesinin bütüncül sosyal ve ekonomik kalkınmasını amaçlayan, insan odaklı bölgesel bir kalkınma programıdır. Bu çalışma, kalkınma ve bölgesel kalkınma modellerini planlı kalkınma döneminin başlangıcından günümüze kadar analiz etmiştir. Araştırmada GAP İdaresinin statüsü ve fonksiyonları gözden geçirilmiştir. Konuyla ilgili olarak bazı araştırma raporlarındaki değerlendirmeler dikkatle incelenmiştir. Sonuç olarak, sosyoekonomik faaliyetlerdeki yükümlüklerinde GAP İdaresinin başarısı tartışılmıştır. REGIONAL DEVELOPMENT MODELS AND THE SOUTHEASTERN ANATOLIA PROJECT The Southeastern Anatolia Project (GAP) is a human-focused, regional development project which has the objective of the complete social and economic development of the Southeastern Anatolia Region, which was known as "Upper Mesopotamia" and was the cradle of civilization in ancient times. The study, analyses development and regional development models from the beginning of the planned development period to nowadays. In the research, the status and functions of the GAP Administration have been examined. The evaluations related with the issue at the some research reports have been studied carefully. As a result, the success of the GAP Administration at the duties in the socioeconomic activities has been discussed

Lahmacun çılgınlığı

Taha Toros Arşivi, Dosya No: 112-Lokantalarİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Effect of fluoride-containing desensitizing agents on the bond strength of resin-based cements to dentin

OBJECTIVE: The objective of this study was to evaluate the effect of desensitizing agents containing different amounts of fluoride on the shear bond strength of a dual polymerized resin cement and a resin-modified glass ionomer cement (RMGIC) to dentin. MATERIAL AND METHODS: One hundred human molars were mounted in acrylic resin blocks and prepared until the dentin surface was exposed. The specimens were treated with one of four desensitizing agents: Bifluorid 12, Fluoridin, Thermoline and PrepEze. The remaining 20 specimens served as untreated controls. All groups were further divided into 2 subgroups in which a dual polymerized resin cement (Bifix QM) or a resin-modified glass ionomer cement (AVANTO) was used. The shear bond strength (MPa) was measured using a universal testing machine at a 0.5 mm/min crosshead speed. The data were analyzed statistically with a 2-way ANOVA, Tukey HSD test and regression analysis (α=0.05). The effect of the desensitizing agents on the dentin surface was examined by scanning electron microscopy. RESULTS: The fluoride-containing desensitizing agents affected the bond strength of the resin-based cements to dentin (

Asena'nın oyunlarındaki ezilmiş insancıklar

Taha Toros Arşivi, Dosya No: 403-Duygu-Orhan-İnci-Ayperi Asen

Redefining Classroom Management in Hybrid Education Setting from the Perspectives of EFL and German Language Instructors

This study aimed to investigate the perceptions of English and German language instructors regarding the opportunities and challenges for classroom management created by the hybrid education setting. The participant group included 21 instructors (17 EFL and 4 German). Participating instructors were employed at the School of Foreign Languages, and they were actively teaching in the hybrid education model developed by the school. A convenient sampling strategy was adopted while determining the participants. The study adopted a qualitative research design, and the data was collected through semi-structured interviews. The qualitative data was analyzed by following the content analysis procedures. The findings were presented through the emerging codes and themes. The results showed that the participating instructors faced varying challenges in terms of classroom management in the online classes. The study findings revealed a good deal of research evidence on the divergent training needs of instructors because the instructors found it hard to implement their traditional classroom management strategies in online classes. Planners and policymakers are provided insights for setting clear responsibilities and rules for learners during the online courses and providing in-service training opportunities for instructors as the new conditions call for innovative strategies to implement effective classroom management practices to contribute empirically, contextually, and policy

İbn Kemal Divanı'nın Tenkitli Metninin Tenkidi

[No Abstract Available

COMMON AND BRANCH-SPECIFIC NEEDS OF TURKISH TEACHERS ABOUT IN-SERVICE TRAINING COURSES WITHIN THE SCOPE OF FATIH PROJECT

FATIH Project is regarded as one of the most inclusive ICT integration attempts in the history of Turkish education. This nation-wide project entails equipping each classroom with an interactive whiteboard and supplying each student with a Tablet PC. The in-service teacher training courses are by far the most crucial component of the project as teachers are the end-users of those facilities in classrooms. Despite the abundance of studies on the opinions and attitudes of teachers towards the use of ICT technologies in general, to our knowledge, there exists no research study which specifically investigates whether the views and in-service training needs of teachers differ according to their distinct subject areas. With this in mind, this qualitative study aims to explore the perceptions and needs of 35 Turkish in-service teachers from different branches about in-service training courses within the scope of FATIH project. The study adopted a case study design. The research site and participants were selected purposefully. The data were mainly collected through questionnaires, and the accuracy of these data was validated through semi-structured interviews conducted with 30% of the participants. The collected data were analysed through the content analysis method. The study findings revealed a good deal of research evidence on the divergent training needs of teachers from various subject areas. Thus, it suggested that in-service training courses should be planned and organised as branch-specific.Keywords: FATIH project, information and communication technologies (ICT), in-service teacher training, integration of ICT into education, interactive whiteboard (IWB

Cross linguistic influence in learning english as a third language: The case of L1 Arabic, L2 Turkish learners and their attitudes towards learning foreign languages

The study aims to reveal the attitudes of the participants (from L1 dominant setting and L2 dominant setting) towards learning foreign languages. After revealing the attitudes of the L3 learners, the study also aims at investigating the source of syntactic and lexical transfer: whether L1 or L2 in their writing assignments. The study also aims at investigating the source of syntactic and lexical transfer: whether L1 or L2 in their writing assignments. A mixed research approach was used in the current study to explore attitudes and origins of the syntactic and lexical transition of L1 Arabic L2 Turkish L3 to English language learners at the Uludağ University School of Foreign Languages. An attitude questionnaire was implemented to get the quantitative data concerning the behavioural, cognitive, and emotional aspects of attitude of the learners towards foreign language learning. In addition to the attitude questionnaire, Think Aloud Protocols (TAPs) was administered in order to make the cognitive process observable. The participants of the current study consist of 23 L3 learners of English. The findings of the quantitative analyses showed statistically significant differences between the two groups attitudes. The students who are living in the dormitories of the university with their friends and using L2 dominantly in their daily lives showed significantly more positive attitudes than the other group. As for the source of transfer, the results showed that the participants displayed some syntactic transfers in their writing productions, but they could not be clearly defined as resulting from Turkish or Arabic because the transferred forms (for example absence of verb to be) were similar in both L1 and L2 of the participants

Sınıf Öğretmenlerinin 4. Sınıf Beden Eğitimi ve Oyun Dersindeki Fiziksel Aktivite Uygulamaları

Purpose: The purpose of this study was to determine if student engagement in physical activity, lesson context/content, teacher involvement, and teacher interaction during Physical Education and Game course in elementary school changed as a function of teacher sex and years of teaching experience. Method: A convenience sample of classroom teachers from Şanlıurfa, Turkey, took part in the study. A direct observation tool, the System for Observing Fitness Instruction Time, was used to collect the data. Results: Although small differences were observed regarding sex and teaching experience for some subcategories of observation, the results showed that the students were standing, the context/content of the lesson was a game play, the teachers were observing the students, and they did not promote in-class and out-of-class physical activity during the greatest percentage of 4th grade Physical Education and Game lessons. Conclusion: It has been concluded that the practices that will support the physical activity and physical fitness levels of the students in the Physical Education and Game classes taught by the classroom teachers are found to be insufficient.Amaç: Bu çalışmanın amacı, ilkokul Beden Eğitimi ve Oyun dersinde öğrencilerin fiziksel aktivite katılımı, ders ortamı/içeriği, öğretmen katılımı ve öğretmen etkileşiminin sınıf öğretmeninin cinsiyeti ve öğretmenlik deneyimi süresine göre farklılaşıp farklılaşmadığını ortaya koymaktır. Yöntem: Araştırmaya Şanlıurfa ilinden kolay ulaşılabilir örnekleme yöntemi ile belirlenen sınıf öğretmenleri katılmıştır. Verileri toplamak için doğrudan bir gözlem aracı olan Fitness Öğretim Süresi Gözlem Sistemi kullanılmıştır. Bulgular: Bazı gözlem alt kategorileri için öğretmen cinsiyeti ve öğretmenlik deneyimine göre farklılıklar gözlenmesine rağmen, elde edilen sonuçlar öğrencilerin 4.sınıf Beden Eğitimi ve Oyun dersinin büyük bir yüzdesinde ayakta durduğunu, ders ortamının/içeriğinin oyun olduğunu, öğretmenlerin öğrencileri gözlemlediğini ve sınıf içi ve dışında fiziksel aktivite/fitness teşviki yapmadıklarını göstermiştir. Sonuç: Araştırma sonucunda sınıf öğretmenleri tarafından verilen Beden Eğitimi ve Oyun derslerinde öğrencilerin fiziksel aktivite ve fitness düzeylerini destekleyecek uygulamaların yetersiz olduğu sonucuna varılmıştır