Women in the Mamelukes' Period

Memlükler zamanında askeri ve sivil bürokrasi içinde kadına büyük değer verildiği, toplumda da kadına bakışın genelde olumlu olduğu görülmektedir. Bilhassa hadis ilminde olmak üzere dini ilimler alanında yüzlerce kadın alim yetişmiştir. Bu dönemde kadınlar, batılı seyyahların dikkatini çekecek ölçüde sosyal hayata iştirak etmişlerdir. Bu arada dul veya kocaları tarafından evden kovulan kadınların korunmasına yönelik müesseselerin bulunması da dikkat çekmektedir.In the period of Mamelukes, women, generally, was given great importance in the society as well as in the military and civil bureaucracy. Hundreds of Muslim women scholars have been grown up in different lslamic fields, especially in hadith fielq. In that period, women were so integrated to sociallife that this situation attracted attention of the westem travellers. lt is, also, highlighted that at that time, some establishment existed to protect the divorced women or the ones dismissed by their husbands

Siyer Kaynaklarına Göre Seferilik (Hz. Peygamber Dönemi)

[No Abstract Available

Kur'an ve Siretü'n-Nebi

[No Abstract Available

Hz. Peygamber'in Medine Dönemi Faaliyetleri

[No Abstract Available

A simplified fundamental period equation for RC buildings

Uzimajući u obzir velike razlike u procijenjenim vrijednostima osnovnog perioda vibriranja i kompleksnost izraza procjene dostupnih u literaturi, ovaj rad usmjeren je na razvijanje pouzdanih izraza procjene koja uključuje parametre mase i krutosti konstrukcije. Uspoređene su vrijednosti osnovnog perioda vibriranja 23 armiranobetonske zgrade određene mjerenjem mikrotremora (ambijentalne vibracije) i dinamičkom analizom. Zatim su računalni modeli zgrada nadograđeni kako bi se obuhvatio efekt ispunskog ziđa. Nakon toga je provedena dinamička analiza prostornih modela 156 armiranobetonskih građevina, čiji su rezultati korišteni za podešavanje predloženog izraza procjene osnovnog perioda vibriranja.Considering the huge differences in the prediction and organization of equations available in the literature, this paper aims at developing a reliable equation including mass and stiffness parameters. Microtremor (ambient vibration) measurements were taken from 23 RC buildings and their fundamental periods were compared to the dynamic analysis results. Building models were then calibrated to account for the infill wall effect. After that, 156 RC buildings were 3D modelled and their dynamic analysis results were used to calibrate the proposed fundamental period equation

Mechanics of milling 48-2-2 gamma titanium aluminide

Accurate and fast prediction of cutting forces is important in high-performance cutting in the aerospace industry. Gamma titanium aluminide (gamma-TiAl) is a material of choice for aerospace and automotive applications due to its superior thermo-mechanical properties. Nevertheless, it is a difficult to machine material. This article presents the prediction of cutting forces for Ti-48Al-2Cr-2Nb (48-2-2) gamma-TiAl in milling process using orthogonal to oblique transformation technique. The novelty of this paper lies in reporting the orthogonal database of 48-2-2 gamma-TiAl. Fundamental cutting parameters such as shear stress, friction angle and shear angle are calculated based on experimental measurements. Friction coefficients are identified for two different coating conditions which are AlTiN, and AlCrN on carbide tools. Predicted results are validated with the experimental cutting forces during end milling and ball-end milling operations for different cutting conditions. The simulated results showed good agreement with the experimental results, which confirms the validity of the force modelWOS:000568177300002Scopus - Affiliation ID: 60105072Science Citation Index ExpandedQ2ArticleUluslararası işbirliği ile yapılan - EVETAğustos2020YÖK - 2019-2

Belief scale towards learning : Study of validity and reliability

The aim of this research was to develop a measurement tool for determining teachers’ beliefs towards learning and also to examine the psychometric properties of the scale. The study group of research consists of 233 teachers who work at primary school in the city centre of Gaziantep during the First Semester of 2011-2012 Academic Year. Content validity of the scale was provided via expert judgment. Exploratory Factor Analyses were done for construct validity. Exploratory Factor Analysis showed that there were 34 items in the scales loaded under 4 factors. Identified factors were named as “Social constructivism”, “Traditional”, “Cognitive Constructivism” and “Radical constructivism”. As for in the scope of reliability study for Belief Scale towards Learning, the reliability coefficient that is obtained by Cronbach Alpha internal consistency coefficient and split-half method has been examined. As a result of reliability analysis, the internal coefficient is determined as .86 for “Traditional Constructivist” subscale, .85 for “Social constructivist” subscale, .74 for “Cognitive constructivist” subscale and .73 for “Radical constructivist” subscale. 85. The reliability coefficients for subscales assessed by the way of split-half method are .77 for social constructivist subscale, .84 for traditional subscale, .66 for cognitive constructivist subscale, and .67 for radical constructivist subscale. These results indicate Belief Scale towards Learning is at the level of sufficient reliability. Corrected item-total correlations ranged .27 to .68, and according to t-test results differences between each item’s means of upper 27% and lower 27% points were significant. Based on these results, it can be concluded that belief scale towards learning can be used as a valid and reliable tool for determining the beliefs of teachers towards learning

Istraživanje o uvjerenjima što ih učitelji imaju o učenju

The aim of this study was to investigate teachers’ beliefs about learning. So, we investigated the level of teachers’ beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. “Beliefs about Learning Scale”, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches.  According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreover, it was found that the level of classroom teachers’ beliefs about the traditional approach was higher than that of subject teachers’ beliefs according to seniority. Another finding was that the increase in seniority increased the teachers’ beliefs about the traditional approach. The findings indicated that the teachers adopted qualifications for the constructivist approach mostly during their undergraduate and post-graduate education.Cilj je ovog istraživanja odrediti uvjerenja koja učitelji imaju o učenju. Istražili smo stoga razinu njihovih uvjerenja o tradicionalnim i konstruktivističkim pristupima (kognitivni, društveni i radikalni). Štoviše, tražili smo odgovor na pitanje kako učitelji razvijaju kompetencije potrebne za konstruktivistički pristup. Istraživanje je provedeno na uzorku od 233 učitelja koji poučavaju u središtu turskog grada Gaziantepa tijekom šk. godine 2011./2012. Ljestvica za utvrđivanje uvjerenja o učenju, koju su izradili sami autori, korištena je za prikupljanje podataka. Rezultati su otkrili da učitelji usvajaju konstruktivistički pristup na višoj razini u odnosu na tradicionalni pristup. Kada je riječ o dimenzijama konstruktivističkog pristup, učitelji usvajaju društveni konstruktivizam na višoj razini nego kognitivni ili radikalni konstruktivizam. S obzirom na rod kao varijablu, učiteljice usvajaju konstruktivistički pristup na višoj razini od učitelja. Pokazalo se, štoviše, da je razina uvjerenja što ih razredni učitelji imaju o tradicionalnom pristupu viša nego u slučaju predmetnih učitelja kada se promatraju godine staža. S porastom godina staža rastu i uvjerenja učitelja o tradicionalnom pristupu. Rezultati istraživanja ukazuju na to da učitelji usvajaju kompetencije potrebne za konstruktivistički pristup uglavnom tijekom dodiplomskog i poslijediplomskog obrazovanja