Craniofacial computer assisted surgical planning and simulation

Thesis (Master)--Izmir Institute of Technology, Computer Engineering, Izmir, 1999Includes bibliographical references (leaves: 123-130)Text in English; Abstract: Turkish and Englishxiv, 151 leavesIn this work, mainly, the first step of craniofacial surgical simulation and planning procedure, reconstruction of tomography images is investigated. The Direct Reconstruction techniques and algebraic methods are described in detailed mathematical formulations for both two and three-dimensional cases. And also a brief description of medical imaging techniques and the terminology of craniofacial surgical simulation and planning is given. In the last chapter the implementation details, the algorithms developed and some resulting images are given and the images are compared with respect to the used algorithms

Treating outlaws and registering miscreants in early modern Ottoman society: a study on the legal diagnosis of deviance in Şeyhülislam fatwas

This work investigates the forms of deviance rampant in early modern Ottoman society and their legal treatment, according to the fatwas issued by the Ottoman şeyhülislams in the 17th and 18th centuries. One of the aims of this thesis is to present different behavioural forms found in the şeyhülislam fatwas that ranged from simple social malevolencies to acts which were regarded as heresy. In the end of our analysis, the significance of the fatwa literature for Ottoman social history will once more be emphasized. On the other hand, it will be argued that as a legal forum, the fetvahane was not merely a consultative and ancillary office, but a centre that fabricated the legal and moral devices/discourses employed to direct and stem the social tendencies in the Ottoman society. The primary sources that form the basis of this study are Fetava-yı Feyziye me'an-nukul, Fetava-yı Ali Efendi, Behçetü'-l fetava, Fetava-yı Abdurrahim, and Neticetü'l-fetava me'an-nukul, which are the compilations of the şeyhülislam fatwas

Craniofacial computer assisted surgical planning and simulation

Thesis (Master)--Izmir Institute of Technology, Computer Engineering, Izmir, 1999Includes bibliographical references (leaves: 123-130)Text in English; Abstract: Turkish and Englishxiv, 151 leavesIn this work, mainly, the first step of craniofacial surgical simulation and planning procedure, reconstruction of tomography images is investigated. The Direct Reconstruction techniques and algebraic methods are described in detailed mathematical formulations for both two and three-dimensional cases. And also a brief description of medical imaging techniques and the terminology of craniofacial surgical simulation and planning is given. In the last chapter the implementation details, the algorithms developed and some resulting images are given and the images are compared with respect to the used algorithms

Political Literacy and the Politics of Eloquence: Ottoman Scribal Community in the Seventeenth Century

In 1703, the chief scribe (reisü'l-küttab) Rami Mehmed Efendi (d. 1708) was appointed as the grand vizier in the Ottoman Empire. In scholarship, Rami Mehmed epitomizes the transition in the political cadres from the people of the sword/seyfiye to the people of the pen/kalemiye as the first chief scribe to be appointed as the grand vizier. While this transition has long been accepted as a crucial aspect of eighteenth-century Ottoman history, the cultural and intellectual formation of "the people of the pen" as a distinct community before this period has not been adequately examined

Bilgisayar mühendisliği müfredatı ile yazma tekniklerini tümleşik hale getirmek için öğrenci merkezli bir ortam olarak öğrenci konferansı

Problem Statement: In today's world there are pressures on universities to ensure that graduates have the capacity to meet the needs of employers. One aspect of this is to ensure that students, along with professional skills, possess personal skills such as communication, teamwork, and presentation skills. At the same time, many faculty members note that at the beginning of education freshmen students have a low level of self-confidence, lack of communication skills, and teamwork experience. The introductory part of the Computer Engineering curriculum contains one or two courses which can improve students' communication skills. These courses are Technical Writings or Technical English. Usually these courses are given by English language instructors in a traditional way and communication skills are not in practical use on an introductory level.Purpose: The main purpose of the study is to develop a new approach for integrating Technical English courses into computer engineering curriculum. Such integration has to increase students' involvement into project design (team work) from the very beginning of education, increase motivation to study technical English, improve language knowledge, and increase students' self-confidence and communication skills.Method: As a research method we have applied the Project-Based Learning approach for the Technical English course. The project we suggested to freshman students is a Student Conference, which they have to organize and host by themselves.During the project, every student has to play three different roles: to participate in organizing and hosting the conference, to write and present a research paper, and to review submitted research papers. These roles support the students to improve team working, project management, research, and written and oral communication skills. Dealing with topics from the popular subjects of computer engineering area, the Student Conference bridges the gap between engineering courses and technical writing.Six different committees were formed by the students: Advisory Board, Program Committee, Conference Chairs, Organization Committee, Publishing Group, and the Technical Support Group. During the semester, the members of the Advisory Board gave lectures on project/conference management, research methods, plagiarism, and presentation techniques as well as on advanced English grammar.At the end of the project, a one day conference was hosted by students where they presented their posters and released conference proceedings.Findings and Results: As a project, the Student Conference has allowed Computer Engineering students to be involved in a real life project. The students engaged in activities that develop and foster the use of learning strategies such as goal setting, planning, self-evaluation, confidence, and risk-taking. The language knowledge of students has been increased, and they were introduced to technical writing methods. However, by this project, technical writings became a tool for knowledge of a topic of choice rather than the focus of study.Conclusions and Recommendations: Because this project was by nature multidimensional, it lends itself well to evaluate multiple outcomes. Within our framework we have included three sources of assessment: instructors, peers, and students. All of them have shown the increasing level of satisfaction among students and instructors. This approach can be used for integrating social elective courses into engineering curricula on all levels of university education.Publisher's Versio

Student Conference as Student Centred Environment for Integrating Technical Writings into Computer Engineering Curriculum

Problem Statement: In today's world there are pressures on universities to ensure that graduates have the capacity to meet the needs of employers. One aspect of this is to ensure that students, along with professional skills, possess personal skills such as communication, teamwork, and presentation skills. At the same time, many faculty members note that at the beginning of education freshmen students have low level of selfconfidence, lack of communication skills, and teamwork experience. The introductory part of the Computer Engineering curriculum contains one or two courses which can improve students’ communication skills. These courses are Technical Writings or Technical English. Usually these courses are given by English language instructors in traditional way and communication skills are not in practical use on an introductory level. Purpose: The main purpose of the study is to develop new approach for integrating Technical English courses into computer engineering curriculum. Such integration has to increase students' involvement into project design (team work) from the very beginning of education, increase motivation to study technical English, improve language knowledge, and increase students' self-confidence and communication skills. Method: As research method we have applied the Project-Based Learning approach for the Technical English course. The project we suggested to freshman students is Student Conference, which they have to organize and host by themselves. During the project, every student has to play three different roles: to participate in organizing and hosting the conference, to write and present research paper, and to review submitted research papers. These roles support the students to improve team working, project management, research, and written and oral communication skills. Dealing with topics from the popular subjects of computer engineering area, the Student Conference bridges the gap between engineering courses and technical writing. Six different committees were formed by the students: Advisory Board, Program Committee, Conference Chairs, Organization Committee, Publishing Group, and the Technical Support Group. During the semester, the members of the Advisory Board gave lectures on project/ conference management, research methods, plagiarism, and presentation techniques as well as on advanced English grammar. At the end of the project, one day conference was hosted by students where they presented their posters and released conference proceedings. Findings and Results: As project, the Student Conference has allowed Computer Engineering students to be involved in real life project. The students engaged in activities that develop and foster the use of learning strategies such as goal setting, planning, self-evaluation, confidence, and risk-taking. The language knowledge of students has been increased, and they were introduced to technical writing methods. However, by this project, technical writings became tool for knowledge of topic of choice rather than the focus of study. Conclusions and Recommendations: Because this project was by nature multidimensional, it lends itself well to evaluate multiple outcomes. Within our framework we have included three sources of assessment: instructors, peers, and students. All of them have shown the increasing level of satisfaction among students and instructors. This approach can be used for integrating social elective courses into engineering curricula on all levels of university education.Problem Statement: In today's world there are pressures on universities to ensure that graduates have the capacity to meet the needs of employers. One aspect of this is to ensure that students, along with professional skills, possess personal skills such as communication, teamwork, and presentation skills. At the same time, many faculty members note that at the beginning of education freshmen students have low level of selfconfidence, lack of communication skills, and teamwork experience. The introductory part of the Computer Engineering curriculum contains one or two courses which can improve students’ communication skills. These courses are Technical Writings or Technical English. Usually these courses are given by English language instructors in traditional way and communication skills are not in practical use on an introductory level. Purpose: The main purpose of the study is to develop new approach for integrating Technical English courses into computer engineering curriculum. Such integration has to increase students' involvement into project design (team work) from the very beginning of education, increase motivation to study technical English, improve language knowledge, and increase students' self-confidence and communication skills. Method: As research method we have applied the Project-Based Learning approach for the Technical English course. The project we suggested to freshman students is Student Conference, which they have to organize and host by themselves. During the project, every student has to play three different roles: to participate in organizing and hosting the conference, to write and present research paper, and to review submitted research papers. These roles support the students to improve team working, project management, research, and written and oral communication skills. Dealing with topics from the popular subjects of computer engineering area, the Student Conference bridges the gap between engineering courses and technical writing. Six different committees were formed by the students: Advisory Board, Program Committee, Conference Chairs, Organization Committee, Publishing Group, and the Technical Support Group. During the semester, the members of the Advisory Board gave lectures on project/ conference management, research methods, plagiarism, and presentation techniques as well as on advanced English grammar. At the end of the project, one day conference was hosted by students where they presented their posters and released conference proceedings. Findings and Results: As project, the Student Conference has allowed Computer Engineering students to be involved in real life project. The students engaged in activities that develop and foster the use of learning strategies such as goal setting, planning, self-evaluation, confidence, and risk-taking. The language knowledge of students has been increased, and they were introduced to technical writing methods. However, by this project, technical writings became tool for knowledge of topic of choice rather than the focus of study. Conclusions and Recommendations: Because this project was by nature multidimensional, it lends itself well to evaluate multiple outcomes. Within our framework we have included three sources of assessment: instructors, peers, and students. All of them have shown the increasing level of satisfaction among students and instructors. This approach can be used for integrating social elective courses into engineering curricula on all levels of university education

Creating important statement type comments in autocomment: Automatic comment generation framework

This study explains important statement comments generated by Autocomment, which is an automatic comment generation framework described in [1]. To create the comments, the source code is not expected to be runnable, but to conliffm to the syntax rules of the Java programming language. Two types of comments are created: summary comments and important statement comments. How the important statements are extracted in a given Java source, how they are classified, how comments are generated for each type of important statement have been explained in this work.Publisher's Versio

Automatic Comment Generation using only Source Code

25th Signal Processing and Communications Applications Conference (SIU) -- MAY 15-18, 2017 -- Antalya, TURKEYWOS: 000413813100565In this study, automatic comment generation for Java methods is described. It is sufficient that the codes conform to the syntax rules of the Java programming language, and it is not expected to be runnable. In order to generate comments, source code is examined syntactically. At this stage, only the method signature and its return type is needed. By working on open source Java projects, different templates have been developed for different method types. Using the compiled information which is the result of the examining source code that is currently being developed, the most suitable template is chosen and texts arc created. These texts explain the aim of the method. Created texts are added to source code as a comment.Turk Telekom, Arcelik A S, Aselsan, ARGENIT, HAVELSAN, NETAS, Adresgezgini, IEEE Turkey Sect, AVCR Informat Technologies, Cisco, i2i Syst, Integrated Syst & Syst Design, ENOVAS, FiGES Engn, MS Spektral, Istanbul Teknik Uni

YABANCI DİL OLARAK TÜRKÇE SINIFLARINDA ULAÇLARIN ÖĞRETİMİNE İLİŞKİN ÖNERİLER: -(Y)ARAK, -(Y)IP, -DIKTAN SONRA

Türkçede ulaçlar yantümce ile anatümce arasında neden, koşul, amaç, zamansal öncelik ve sonralık gibi anlam ilişkileri belirtmek için kullanılan dilbilgisel yapılardır. Birçok dilbilgisel bağlamda benzer işlevlerde görünen ulaçların Yabancı Dil Olarak Türkçe Öğretiminde kullanılan ders malzemelerinde, bu yapıların kullanımsal ayrımlarının verilmesi de önem taşımaktadır. Bu çerçevede, alanyazında tarz, sıralılık bağlantısı ve yol açma gibi anlamsal ilişkileri sağladığı belirtilen –(y)ArAk ve –(y)Ip ulaçlarının; yine zamansal sıralılıkta “öncelik” anlamsal ilişkisini oluşturan –DIktAn sonra ulacının, yabancı dil olarak Türkçe öğrenen öğrenicilere öğretiminde sorunların çıkması olasıdır. Bu sorunlar da, sözü edilen bu yapıların bazı dilbilgisel bağlamlarda aynı/benzer işlevleri üstlenmelerinden kaynaklanmaktadır. Çalışmamızda, bu ulaçların farklı işlevlerinin örtük ve açık olarak sunulmasıyla elde edilen yazılı çalışmalardaki hatalar incelenmiştir. Sonuçta, 200 yazılı çalışmada çoğunlukla, bu ulaçların görüldüğü karmaşık tümcelerdeki eylemlerin anlamsal bütünlüğü, sıralılık bağlantısı ve tarz anlamsal ilişkilerinin kullanımında hatalar gözlemlenmiştir. Bu hataların giderilmesine yönelik açık dilbilgisel girdi sağlayan ne tür ders malzemeleri hazırlanabilir sorusuna yanıt aranacak ve bu ders malzemelerinin uygulanmasıyla çıkan verilerle önceki veriler karşılaştırılarak bir sonuca varılmaya çalışılacaktır.</p