COMPETENCES FOR ALL: RECOGNIZING AND DEVELOPING COMPETENCES OF YOUNG PEOPLE WITH FEWER OPPORTUNITIES

This qualitative study clarifies opinion of 32 European volunteer youth leaders on concepts of competence, fewer opportunities and enlargement strategies on competence of fewer opportunities. Leaders underline main competencies as follows: tongue, languages, mathematical, digital, learning, social, entrepreneurship, cultural. Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment (Figel, 2007). The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. According to leader, fewer opportunities mean; obstacles can prevent such young people from having access to education, to mobility, to participation. All leaders agree with the non-formal education which is base for development of competence of fewer opportunities. Non-formal education may be one of them, especially – but not solely – for young people with fewer opportunities (Strenner, 2006). Leaders have lack of knowledge on dimension of non-formal learning for fewer opportunities. Future studies should be conduct on approved techniques and strategies of development of competence of fewer opportunities young people. Especially experimental researchers are very important. European youth volunteer organizations such as SALTO should widen programs all around the Europe. Today’s world reality makes volunteer non-formal education obligatory.  Article visualizations

Social media usage among wine tourism DMOs

Social media is an important tool for tourism destination promotion. The usage and the contents published on these platforms have an important role in visitors’ decision-making process. Information and communication technologies are changing DMOs’ markets and communication paradigm, since they allow the interaction between these organizations, visitors, and stakeholders. Therefore, social media are increasing their relevance on DMOs’ marketing strategies. This purpose of this study is to analyze comparatively social media platforms’ usage by six wine tourism DMOs. The results were provided by the analysis of secondary data available on these platforms and DMOs posts on the four most popular social media platforms to tourism industry: Facebook, Instagram, Twitter, and YouTube. Results indicate that DMOs use their official accounts on these platforms on different ways. This study also reveals that Facebook is more interactive than other platforms, and YouTube achieves less engagement levels.info:eu-repo/semantics/publishedVersio

How Do Children Develop Morally? Last Centuries ’ Profound Theories and a Proposal for Moral Development with in Community Interaction.

From Freud to today most of writers especially educational researchers think a lot how moral development of any person preschool to post doctoral students develop or give chance to open personal sense to become morale. This study argues a new theoretical approach for how moral development occurs and starts.This study is simplified and shortened from of Usakli, H. in 2010. Recurrent issue in the moral development of children and the need for a new approach. Occasional Papers in Education and Lifelong Learning: An International Journal 4 1-2 97-109

Effects of From Theater (Drama Technique) On Adolescence’ Johari Awareness Window

Effectiveness of Forum Theater model which is one of drama technique on Johari Awareness window of adolescence examined in the following study. Designed as an experimental the study was done with elementary education students in Sinop. Experimental group which is consisting of 34 students and control group which is consist of 32 students attending Sail Club in Sinop. The experimental group attended six weeks one and half hours each session. The group process was examined and forum theatre forming on approach to inner group relations as an alternative was introduced. Volunteer, educated and experienced five fourth class university students had drama courses played scenario being created by them and depending on real life stories with drama technique the Forum Theater model to the students in the participated as group leader in six sessions. At the end of the collecting data, the students pointed out that personal problem solving model in which they can discuss the problems about self disclose, making new friends, against to bulling and family relations the forum theater is very valuable and useful technique. There is significant difference between experimental group and control group in Johari awareness window points. Students claimed that that forum theatre was active and the subjects were effective for the students as it provided the participation of the students in all age and that there were no students dealing with these subjects. As a result of it was found out that the model depending on interpersonal conflicts solution, finding common solution models were more effective. In this period apart from the in adequate model understanding, group atmosphere in which the students can express themselves easily and alternative methods being more democratic, constructive and solution oriented must be tried by professions such as teachers, counselors and social workers

Determination of heavy metal and other element levels in white, lor, kashar and tulum cheeses offered for consumption in Afyonkarahisar

Bu araştırmada; Afyonkarahisar‟da tüketime sunulan beyaz, kaşar, lor ve tulum peynirlerinde bakır, çinko, demir, kalay, kurşun, kadmiyum, arsenik, sodyum, magnezyum, alüminyum, fosfor, potasyum, kalsiyum, krom, mangan, kobalt, nikel, selenyum, baryum ve civa elementlerinin varlığı ve düzeyi yönünden değerlendirildi. Her peynir çeşidi için 15‟er numune alınarak toplamda 60 numune analiz edildi. Numunelerin analizi ICP-MS cihazı ile gerçekleştirildi.Peynir örneklerinden elde edilen en yüksek değerler; sodyum (Na) için 75734.7ppm, magnezyum(Mg) için 1942.4 ppm, potasyum (K) için 5752.0 ppm, kalsiyum (Ca) için 8293.4 ppm, fosfor (P) için 15539.1 ppm, arsenik (As) için 71.3 ppb, kadmiyum (Cd) için 32.7 ppb, kurşun (Pb) için 297.5 ppb, alüminyum (Al) için 12.6 ppm, krom (Cr) için 532.2ppb, manganez (Mn) için 905.1 ppb, demir (Fe) için 22.4 ppm, kobalt (Co) için 243.0 ppb, nikel (Ni) için 524.1 ppb, bakır (Cu) için 1121.6 ppb, çinko (Zn) için 62.7 ppm, selenyum (Se) için 603.5 ppb, kalay (Sn) için 1052.2 ppb, baryum (Ba) için 3746.7 ppb ve civa (Hg) için 1.3 ppb şeklinde tespit edilmiştir. Toplanan peynir örneklerinden her bir element için tespit edilen en yüksek değerler arasında miktarca en yüksek olarak sodyum (75734.7ppm) elementi tespit edilmiştir. Yine toplanan peynir örneklerinden her bir element için tespit edilen en yüksek değerler arasında miktarca en düşük olarak ise civa (1.3 ppb) elementi tespit edilmiştir.In this study; white, kashar, lor and tulum cheeses offered for consumption in Afyonkarahisar were evaluated regarding presence and level of copper, zinc, iron, tin, lead, cadmium, arsenic, sodium, magnesium, aluminum, phosphorus, potassium, calcium, chromium, manganese, cobalt, nickel, selenium, barium, mercury. 15 samples were taken for each cheese variety and a total of 60 samples were analyzed. Analysis of the samples was performed with the ICP-MS device. The highest values obtained from cheese samples were as follows; 75734.7ppm for sodium (Na), 1942.4 ppm for magnesium (Mg), 5752.0 ppm for potassium (K), 8293.4 ppm for calcium (Ca), 15539.1 ppm for phosphorus (P), 71.3 ppb for arsenic (As), 32.7 ppb for cadmium (Cd), 297.5 ppb for lead (Pb), 12.6 ppm for aluminum (Al), 532.2 ppb for chromium (Cr), 905.1 ppb for manganese (Mn), 22.4 ppm for iron (Fe), 243.0 ppb for cobalt (Co), 524.1 ppb for nickel (Ni), 1121.6 ppb for copper (Cu), 62.7 ppm for zinc (Zn), 603.5 ppb for selenium (Se), 1052.2 ppb for tin (Sn), 3746.7 ppb for barium (Ba) and 1.3 ppb for mercury (Hg). Among the highest values detected for each element in cheese samples, sodium (75734.7ppm) element was found to be the highest in quantity. Again, mercury (1.3 ppb) element was found to be the lowest in amount among the lowest values detected for each element in cheese samples

Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction. They think of the objectives and the targets to be advanced, do objective observations, and then diversify the methods with respect to the classroom atmosphere. Reflective teaching is among the most popular practices studied recently. In this study, the value of reflective teaching for both the guidance practitioner (psychological counselor) and the teachers (secondary education teachers) is reported. Reflective teaching requires a lasting self-observation and self-evaluation in order to figure out both own and students’ behaviors and responses. In this study, the effect of an application of reflective teaching in group counseling on teaching social skills is investigated. The teacher arranged a group counseling meeting with other teachers in order to give orientation to first grade secondary students. In the study, the researcher clarifies the importance of reflective teaching for teacher development. Instead of listening the teacher responses like “They do not know”, “They are disregardful”, “They haven’t learned” or the whimpers like “These are all utopia, here come and do yourself”, it is better to explain them the reflective teaching as a counseling action. Although the reflective teaching is not common in our country, the professionals of this area found abroad, especially in United Kingdom and United States, can be invited to our country. In order to have a maximum efficacy, teachers should improve themselves for systematically researching the education context

Characteristics of English Teachers when Training Global Multi Cultural Students (Sinop Sample)

Language teaching, particularly English language teaching was discussed in this study. That is why it is integral to the globalization. The study demonstrates that problems addressed from the aspects of administration, educational program and psychology can indeed be generalized to all. This study is conducted according to qualitative research methods. 60 English teachers explained their ideas on qualifications and teaching standards. As a conclusion, it was emphasized that English learning is a life style rather than simply being a preparation for passing examination. It is recommended for researchers to study on possible problems of multicultural education and their way of solutions