An Aggregated Information Technology Checklist for Operational Risk Management

This study addresses the issue of the Information Technology (IT) Governance frameworks and standards that respond to different levels of operational risks, especially those caused by the information systems and technology infrastructure. A requirement analysis regarding Basel II is conducted, a gap analysis between the Information Control Models (ICMs) is performed, and the aggregated IT checklist for Operational Risk Management (ORM) is proposed by mapping the control objectives in ICMs to the operational risk categories described in Basel II as loss event types. The validity and reliability of the study is based on the focus group assessment of the mappingsBasel II, Operational Risk Management, Information Control Model, Information Technology Governance.

TEACHING SCIENCE THROUGH DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

The aim of the present study was to evaluate the views of parents regarding middle school students’ learning of science at home via the Educational Information Network, prepared by the Turkish National Ministry of Education, during the course of urgent distance education to which an immediate obligatory transition was made with the outbreak of the Covid-19 pandemic. Of the qualitative research methods, the basic qualitative research model was employed in the present study. The participants of the study were the parents of 6th grade students attending a middle school in the Central Anatolian Region of Turkey. The maximum diversity sampling method was utilized for sample selection in the study. Accordingly, the study was conducted with 17 parents of students, who possessed different features and were willing to participate in the study. The results of the research study revealed that generally parents believed that science education via EBA was beneficial for the students that the visuals and videos used during science instruction were arresting, that EBA was an enjoyable platform, and it had advantages such as the possibility to do experiments virtually

Computer aided analysis and simulation of complex passive integrated optical circuits

Ankara : Department of Electrical and Electronics Engineering and Institute of Engineering and Sciences, Bilkent Univ., 1993.Thesis (Master's) -- Bilkent University, 1993.Includes bibliographical references.In this thesis, a method is developed for the analysis and simulation of arbitrary complex, single layer, rectilinear, passive optical interconnection circuits. The method considers dielectric waveguide type optical interconnections which can be beneficially employed at the chip-to-chip or backplane level of high performance computing circuits. In the method developed, a circuit is broken down into elementary blocks whose loss and coupling properties are known. Thus, the overall loss and noise for each connection can be calculated. A high speed algorithm based on this method has been imjjlemented. The high speed of the analysis system makes it suitable for incorporation in an iterative design system, which determines the minimum spacings I)etween the guides that result in acceptable crosstalk and noise levels.Önal, GürkanM.S

A Window on Turkish Cuisine in London

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

Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors

The purpose of the current study is to investigate middle school students’ attitudes towards Science, Technology, Engineering, and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school 6th, 7th, and 8th-grade students. The data of the current study were collected using a STEM-oriented attitude scale. An independent samples t-test, one-way variance analysis, and stepwise multiple regression analysis were used to analyze the collected data. As a result of these analyses, it was determined that the students’ attitudes towards STEM vary significantly depending on the students’ gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader, and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in STEM attitudes, increase STEM activities in upper grades, and for career planning

The effect of strategy teaching in contextual problem solving on student's success and attitudes.

Bu çalışmanın amacı ortaokul 6. sınıf matematik dersinde bağlamsal problemlerin çözümünde problem çözme stratejisi öğretiminin öğrencilerin matematiksel başarı ve tutumuna etkisini araştırmaktır. Araştırmada nitel ve nicel araştırma metotlarından faydalanılmıştır. Araştırmanın çalışma evrenini, 2014–2015 eğitim-öğretim yılında Aydın ili Çine ilçesi 6. sınıfta okuyan öğrenciler oluşturmaktadır. Nitel ve nicel araştırmanın çalışma grubunu Aydın ili Çine ilçesindeki bir devlet ortaokulunda okuyan 6. sınıf öğrencileri oluşturmaktadır. Araştırmanın nitel boyutuyla öğrencilerin bağlamsal problemler hakkındaki düşünceleri ve bağlamsal problemleri çözüm süreçleri belirlenmeye çalışılmıştır. Araştırmanın nitel boyutu kapsamında yarı yapılandırılmış görüşmeler ile elde edilen veriler betimsel analize tabi tutulmuş ve bu analiz ışığında, bağlamsal problemlerin çözümü için mevcut stratejiler ışığında iki tane sentez strateji geliştirilmiştir. Araştırmanın nicel boyutu kapsamında ise deneysel desenlerden yarı deneysel desen kullanılmıştır. Araştırmada bağlamsal problemlerin çözümünde öğretilen stratejinin etkililiğini belirlemek amacı ile "Bağlamsal Problemler Başarı Testi" geliştirilmiş ve testin madde analizleri, geçerlilik ve güvenirlik analizleri yapılmıştır. Başarı testinin KR-20 güvenirlik katsayısı 0.793 olarak hesaplanmıştır. Yapılan analizler sonucunda 15 sorudan oluşan başarı testine son hali verilmiştir. Başarı testi çalışmada öntest, sontest ve kalıcılık olarak deney ve kontrol gruplarına uygulanmıştır. Deney ve kontrol gruplarındaki öğrencilerin matematiğe yönelik tutumlarını tespit etmek amacıyla Geban, Ertepınar vd. (1994) tarafından geliştirilmiş, Uygun (2008) tarafından matematik alanında uygulanmış ve Genç (2010) tarafından güvenirlik analizi yapılmış matematiğe yönelik tutum ölçeği öntest ve sontest olarak deney ve kontrol gruplarında kullanılmıştır. Araştırmanın nicel boyutu kapsamında geliştirilen başarı testi seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yöntemiyle belirlenmiş 90 öğrenciye uygulanmıştır. Deney grubunda (n= 30) bağlamsal problemler üzerinde strateji öğretimi yapılırken, pasif deney grubunun (n= 30) sadece bağlamsal problemleri tanıması, aşina olması sağlanmış ve herhangi bir strateji öğretimi yapılmamış, kontrol grubunda ise (n= 30) bağlamsal problemlerden bahsedilmemiş ve herhangi bir strateji öğretimi yapılmamıştır. Böylelikle bağlamsal problemlerde strateji öğretiminin öğrenci başarısı ve tutumu üzerine etkileri gözlenmiştir. Elde edilen nicel veriler SPSS 22 programında deney ve kontrol gruplarının karşılaştırılması Tek Yönlü Varyans Analizi (ANOVA), Tekrarlı Ölçümler İçin Tek Faktörlü ANOVA, Tekrarlı Ölçümler İçin Tek Faktörlü ANCOVA ve Tek Yönlü Kovaryans Analizi (ANCOVA) ile yapılmıştır. Çalışmanın nitel sonuçları değerlendirildiğinde; öğrencilerin bağlamsal problemleri zor, uzun, ayrıntılı bilgi içeren, zaman alıcı ve şaşırtmalı sorular olarak düşündükleri, bağlamsal problemleri çözerken, problemdeki içeriğe odaklanmak yerine sayılara odaklanıp, sayılarla rastgele işlem yaptıkları belirlenmiştir. Ayrıca öğrencilerin, problemde yer alan sayıların büyük olması ve tam sayı olmaması durumunda problemi çözemeyeceklerini düşündükleri görülmüştür. Elde edilen bu bilgiler ışığında ve mevcut problem çözme stratejilerinin getirisinde bağlamsal problemlerin çözümünde yarar sağlaması düşünülen iki tane sentez strateji geliştirilmiştir. Çalışmanın nicel sonuçları değerlendirildiğinde; bağlamsal problemlerin çözümünde problem çözme stratejisi öğretiminin, öğrencilerin başarılarını ve öğrenilen bilginin kalıcılığını olumlu düzeyde etkilediği ancak tutum üzerinde herhangi bir etkisinin olmadığı tespit edilmiştir.Ferat ÖNAL THE EFFECT OF STRATEGY TEACHING IN CONTEXTUAL PROBLEM SOLVING ON STUDENTS’ SUCCESS AND ATTITUDES ABSTRACT The aim of this study is to research the effect of strategy teaching in contextual problem solving on students’ mathematical success and attitude in secondary school 6th grade mathematic course. In the study qualitative and quantitative methods were used. Population of the study is composed of 6th grade students studying in Çine county in Aydın. Qualitative and quantitative study group of the study is composed of 6th grade students studying in a state school in Çine county in Aydın. With qualitative dimension of the study, it is aimed to determine the ideas about and solving processes of contextual problems of students. In the context of qualitative dimension, data obtained from semi-structured interview forms were analyzed descriptively and after this analysis, two synthesis strategies were developed connected to the existing strategies for the solution of contextual problems. In the quantitative dimension of the study semi-experimental design was used which is one of the experimental designs. In the study, in order to determine the efficiency of the strategy taught in the solution of contextual problems, “Contextual Problems Achievement Test” was developed and item analysis, validity and reliability analysis were made. The KR-20 reliability coefficient of the achievement test is 0.793. At the end of the analysis, the last form of the achievement test were composed of 15 items. The achievement test were applied to experiment and control groups as pretest, posttest and permanency tests. In order to determine attitudes of the students in control and experiment groups towards mathematics, attitude towards mathematics scale, which was developed by Geban, Ertepınar et al. (1994), applied in mathematics by Uygun (2008) and reliability analysis of which was made by Genç (2010), was applied as pretest and posttest to control and experiment groups. The achievement test which was developed through the quantitative dimension of the study was applied to 90 students who were determined by suitable sampling, which is one kind of the sampling methods of random sampling. Strategy teaching on contextual problems were taught to the experimental group (n=30), no strategy teaching was applied and it is just the recognition and familiarity is provided for pasive experimental group (n= 30), contextual problems were not mentioned and no strategy teaching were made in control group (n= 30). Obtained quantitative data were analyzed by SPSS 22. One Way ANOVA for the comparison of experimental and control groups, One-Way ANOVA for Repeated Measures, Repeated Mesaures One-Way Analysis of Covariance, and One Way Covariance Analysis (ANCOVA) were used. When the qualitative results were evaluated, it was identified that students consider contextual problems as difficult, long, containing detailed information, time-consuming and staggered questions, and they focus on the numbers rather than content and do random calculations while solving contextual problems. It was also observed that students think that they can not solve the problems in the case of a large number of problems and absence of integers. In the light of this data obtained and as a return on existing problem-solving strategies, two synthesis strategies considered as beneficial were developed. When the study's quantitative results are evaluated; it was found that teaching problem solving strategies for solving contextual problems affects positively student achievement and retention of learned knowledge, but it does not have any impact on attitude

Designing for experience: Example experience design projects on workspace

Thesis (Master)--Izmir Institute of Technology, Industrial Design, Izmir, 2006Includes bibliographical references (leaves: 94-95)Text in English; Abstract: Turkish and Englishxv, 96 leavesThe great experiences can be deliberate and are based upon principles that have been proven. This thesis study explored the most important of these principles before the practical study. After that, the study focused on making a practical study on the workspace domain in three main phases.In the data collecting phase, experience data was collected for a workspace domain by observing workspace activities. Used methods were photographing, informal interviews, field notes and ethnographic observation. In the data modeling phase, a data model were constructed. Pattern language was used as a base for re-modeling the experience data. The data model is simply a framework that allows the designer to document, collect, communicate and understand all design related information quickly and easily. During the design phase, this framework became the design guideline and was used as a roadmap for every single design idea.Framework also gives the opportunity of defining relations from patterns to patterns and from design ideas to patterns. This flexible opportunity lets the designer visualize experience scenarios with design ideas in a higher level of understanding. Framework has a special data encapsulation format which is inherited from pattern language. According to that format, short pattern names, short essence paragraphs and other sections makes easier to remember, communicate and connect the patterns with new ideas. At the end of the design phase, three different products which are actively related with the experience patterns were designed

Ayla Kutlu, Sait Faik'in yaşamında çok önemli yeri olduğunu söylüyor:'Ortak yanımız insan sevgisi'

Taha Toros Arşivi, Dosya No: 5-Sait Faik Abasıyanıkİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033