I en række afhandlinger beskrives den hollandske ISAF styrkes indsats i Afghanisatn fra 2001-2010. I en fireårig periode fra 2006-2010 var det hollandske kontingent indsat i den afghanske provins Uruzgan og opnåede bemærkelsesværdige resultater. Sikkerhedssituationen blev forbedret, den økonomiske udvikling blev stabiliseret ligesom den offentlige administration, uddannelsen af børn og sundhedsplejen m.v. blev forbedret. Efter 2010 er provinsen overtaget af amerikanske og australske tropper.

Bu metindeki amacım Kripke’nin kurgu çözümlemesinde özel adlar ve adımsılar arasındaki ilişkiyi ele almak. Kripke için özel adlar değişmez imleyicilerdir, yani tek bir varlığı/şeyi var olduğu tüm olanaklı dünyalarda biricik belirlerler. Adımsılar ise kurgusal söylemde ortaya çıkan kurgunun taslamasının bir parçasıdır; yani kurgu dünyadaki karakterlerin adlarıdır. Kripke’ye göre adımsılar sadece gerçek adları taklit eden fakat taklit ve benzerlik ilişkisinden öte bir ilişkileri olmayan, adlardan kategorik olarak farklı şeylerdir. Fakat Kripke için adlar ve adımsılar kategorik olarak farklı olsalar da bu iki (...) dilsel birim birbirlerini belirler gibi gözükür. Yani “Sherlock Holmes” özel adı, “Sherlock Holmes” özel adımsısı ile eşseslidir fakat bunun gerekçesi yeterince açık değildir. Bu açık olmama durumu kurgusal karakter adlandırma önermelerinin adlandırıcı açısından a priori ve olumsal mı olduğu yoksa a posteriori ve zorunlu mu olduğu sorusuyla ilişkilidir. Böylelikle bu belirleme ilişkisi ya zorunlu ya da olumsal bir ilişkidir. Ben bu belirleme ilişkisinin olumsal olduğunu savunacağım. Fakat bu belirleme ilişkisi olumsal olsa da ad ve adımsı arasında eşseslilik açısından sıkı bir ilişki olmaya devam eder. Ben bu sıkı ilişkinin genellikle kendiliğinden bir ilişki olduğunu, kurgu karakterin önce adı olabileceği gibi ilişkilendiği adımsısı da olabileceğini ve bu ayrım yeterince düşünülmediği için genellikle ad ve adımsının eşseslilik açısından çakıştığını savunacağım. Fakat ilişkilendiği adımsı ve özel adı eşsesli olmayan karakterler de olabileceğini ileri süreceğim. Son olarak ise bu dediklerimizden adımsıların geçtiği betimlemeler üretebileceğimizi ve bunlar yoluyla da kurgu varlıklara değişen imleyiciler olarak gönderimde bulunabileceğimizi savunacağım. (shrink)

Although education means evolving or transforming, every individual is the subject of education between the first breath and the last. The individual's relationship with the objects of existence, combined with his uniqueness, constitutes the subject of education on the time-space plane. The individual's relationship with himself and his environment can be associated with education. Since Sufi education adopts a disciplinary structure that aims to enable the individual to know himself first, the individual acquires knowledge from his Lord in his essence (...) and from the elements that teach him in his environment. Depending on the principle of obtaining knowledge from the closest, the individual obtains the educational activity starting from family members based on the principle of trust. Public institutions implementing curricula have also been other structures that nurture the individual. Due to the nature of education, different applications have emerged over time. As a matter of fact, the learner-teacher relationship has been an obstacle to spatial and temporal unity in the course of life, and as a result of this situation, the concept of distance education has emerged. While the letter tradition used in Sufi education, which is a method of distance education, has been practiced for centuries, the modern world met this concept as an educational method only in the 18th century through correspondence. The concept of distance education, which has taken on much newer forms with today's information technologies, will ultimately continue to support the human relationship with knowledge. In this study, it has been tried to understand the common points, characteristics and contributions to education of distance education, which is one of the educational practices in the historical process, and the letter tradition, which is a method of Sufi education. Individualization of education by taking into account the individual characteristics of each of the students, who constitute the focal point of education, is one of the indispensable elements of Sufi education. The murshid, who gets to know his disciple closely during the training process, sees his disciple's strengths and weaknesses, his character structure and his potential that he can maximize with training. The application of education on an individual basis offers an opportunity to maximize the gains in distance education as in Sufi education. The adoption of the principle of gradualism in educational programs and processes is another of the foundations on which Sufi education is based. According to this principle, education has a gradual structure, and this structure can be envisioned as multiple layers that constitute the basis of each other. In the journey of blending the education system and reaching the ideal form over the centuries, distance education systems have also been able to find a field of action in line with this principle. On the other hand, when we look at another characteristic of Sufi education, we encounter a structured and predetermined framework in education. The processes in education in which objectives, boundaries, expectations and achievements are structured and activities are expected to be carried out within a certain program are also predictable for distance education. It is seen that the teacher-student relationship in Sufi education is far from a formal structure and contains the warmth of the education that takes place in the family in the first years of education. Considering how important the first years of education are in terms of leaving a mark and permanence, it is quite remarkable that this principle comes to life in Sufi education platforms, which can also be considered as a prophetic method, by returning to this subjective structure in education. Today, it has become easier for individuals to structure themselves in the areas they need through distance education, and the educational processes that were carried out through correspondence in the past as a necessity for the health and survival of Sufi education have turned into a preference or alternative rather than an obligation. In this study, the aspects and common denominators of Sufi education, which is a Prophetic method, and the tradition of correspondence, which can contribute to distance education and set an example, have been evaluated together with the characteristics of Sufi education. In the study, firstly, the tradition of letter correspondence as a method of Sufi education is examined historically and educationally, and then distance education, which is seen as an outcome of the modern education system, is evaluated conceptually and historically. In the last part of the study, the common denominators of the letter tradition and distance education practice in Sufi education have been tried to be unearthed on the basis of Sufi education methods. (shrink)

Veba, kızamık, sıtma, kolera, İspanyol gribi gibi salgın hastalıklar Osmanlı’yı her açıdan etkilemiş ve dönemin konjonktürüne göre çeşitli alanlarda çeşitli tedbirler alınmıştır. Bu çalışmada özellikle son dönemin seçilme sebebi, hem daha fazla salgın tespitinin yapılmış olması hem de bu dönem kayıtlarının fazla olmasıdır. 1800’lerden sonra Osmanlı’da belirli sebeplerle belirli süreçler ve sonuçlarıyla farklı salgınlar yaşanmıştır. Bunlardan bir kısmı mikro düzeyde bazıları ise makro düzeyde etkilemiştir devleti. Salgınlardan en çok etkilenen kesim şüphesiz çocuklar olmuştur, özellikle eğitim çağındaki çocukların hem hastalıktan etkilenme (...) süreci hızlanmış hem de en çabuk müdahale grubu olmuştur. Osmanlı salgınlarda eğitim ile ilgili ayrı tedbirler almıştır. Okulları, öğretmenleri, öğrencileri, kaldıkları yerleri ve ebeveynleri de zaman zaman içine alan bu önlem çabaları, devleti kurumsal anlamda etkilemiştir. Arşiv belgelerine baktığımızda, okulların tatil edilmeleri, aşılama politikaları, dezenfekte çalışmalarının yaygınlaştırılması, öğrencilerde ve ebeveynlerinde bu konuda bilinç oluşturma, bu konular için ayrı ödenekler ayarlanması, öğretmenlerin bu konuda maddi manevi desteklenmesi gibi hususlar salgın ve eğitim tedbirleri konusunda en çok dile getirilen meseleler olmuştur. Çoğunlukla Osmanlı ve Cumhuriyet arşiv belgeleri ve dönemin kroniklerine dayanarak, doküman analizi yöntemi ile hazırlayacağımız bu çalışma, dönemin salgınları karşısında eğitimin aksamaması için devletin aldığı tedbirleri ortaya çıkarmayı hedeflemektedir. (shrink)

Many European planning schools recently celebrated their 50th anniversary: a sign that planning education became a distinct and established discipline in Europe. Simultaneously, political regimes, paradigms, cultures, and economies continue fueling mixed connotations within the planning sector. Additionally, growing wicked problems in built areas emphasize an even greater need for well-trained planners. These challenges span climate crises, wars, authoritarian regimes, socio-political instability, and constantly changing global geopolitics. The increasingly complex demands on planners are highly pertinent for Young Academics (YA). They (...) require political, regulatory, and technical knowledge to navigate the profession. To support them and represent their voices in planning debates, the YA network (YAN) of AESOP was established in 2003. We, the current Coordination Team, use this paper to voice our take on the question of what planning challenges dominate and what can be done to prepare YAs better for the future. Building on plenty discussions within the YAN, literature, and AESOP’s activities at large, we propose: A challenge compilation for the profession, a list of core capacities, and a framework for future education. This shall aid in enabling YAs and educators today to set the foundation for planning sustainable and people-centered settlements tomorrow. (shrink)

Özet: Bu metindeki amacım Kripke’nin kurgu çözümlemesinde özel adlar ve adımsılar (pretended name) arasındaki ilişkiyi ele almak. Kripke için özel adlar değişmez imleyicilerdir (rigid designator), yani tek bir varlığı/şeyi var olduğu tüm olanaklı dünyalarda biricik belirlerler. Adımsılar ise kurgusal söylemde ortaya çıkan kurgunun taslamasının bir parçasıdır; yani kurgu dünyadaki karakterlerin adlarıdır. Kripke’ye göre adımsılar sadece gerçek adları taklit eden fakat taklit ve benzerlik ilişkisinden öte bir ilişkileri olmayan, adlardan kategorik olarak farklı şeylerdir. Fakat Kripke için adlar ve adımsılar kategorik olarak (...) farklı olsalar da bu iki dilsel birim birbirlerini belirler gibi gözükür. Yani “Sherlock Holmes” özel adı, “Sherlock Holmes” özel adımsısı ile eşseslidir fakat bunun gerekçesi yeterince açık değildir. Bu açık olmama durumu kurgusal karakter adlandırma önermelerinin adlandırıcı açısından a priori ve olumsal mı olduğu yoksa a posteriori ve zorunlu mu olduğu sorusuyla ilişkilidir. Böylelikle bu belirleme ilişkisi ya zorunlu ya da olumsal bir ilişkidir. Ben bu belirleme ilişkisinin olumsal olduğunu savunacağım. Fakat bu belirleme ilişkisi olumsal olsa da ad ve adımsı arasında eşseslilik açısından sıkı bir ilişki olmaya devam eder. Ben bu sıkı ilişkinin genellikle kendiliğinden bir ilişki olduğunu, kurgu karakterin önce adı olabileceği gibi ilişkilendiği adımsısı da olabileceğini ve bu ayrım yeterince düşünülmediği için genellikle ad ve adımsının eşseslilik açısından çakıştığını savunacağım. Fakat ilişkilendiği adımsı ve özel adı eşsesli olmayan karakterler de olabileceğini ileri süreceğim. Son olarak ise bu dediklerimizden adımsıların geçtiği betimlemeler üretebileceğimizi ve bunlar yoluyla da kurgu varlıklara değişen imleyiciler olarak gönderimde bulunabileceğimizi savunacağım. Abstract: My purpose in the article is to explore the relation between proper names and pretended names in Kripke’s analysis of fiction. According to Kripke, proper names are rigid designators, so they designate the same object in all possible worlds in which that object exists. In contrast, pretended names are part of the pretense in fiction; they are names of fictional entities in fictional worlds. For Kripke, pretended names just pretend real names but there is no further relation apart from a similarity between them. Although in his view, names and pretended names are categorically different from each other, they seem to determine each other. That is, the proper name “Sherlock Holmes” and the pretended name “Sherlock Holmes” are homophones. However, the reason for their being homophone is not clear enough in this view. That unclarity concerns the question of whether the propositions that are used to name fictional entities are a priori contingent or a posteriori necessary. Thus, the relation of determining is either necessary or contingent. I will defend that it is contingent. However, though it is contingent, names and pretended names have a strict relation in the sense of being homophone. I will argue that this strict relation is generally a spontaneous relation; there are two possibilities: fictional entities have names before the associated pretended names come to existence or vice versa. I think names and pretended names generally coincide because this relation is not being thought thoroughly. Finally, I will defend that we can produce descriptions in which pretended names occur and we can refer to fictional entities non-rigidly via these descriptions. (shrink)

La construcción de la nación y la transformación de lo político / Ingrid Johanna Bolívar.

An ideal in mental health care is user participation. This implies inclusion and facilitation by clinicians to enable users to participate in decisions about themselves and in the design of suitable treatment. However, much of the work of clinicians consists of handovers and other meetings where patients are not present. It is therefore interesting to study how the patient perspective is handled in such meetings and whether it forms a basis for user participation. We conducted fieldwork in three different inpatient (...) wards in Norwegian District Psychiatric Centres. We used an interactional perspective in our analysis, where speech acts, framing and footing were key concepts. The findings show that the talk in the handovers and meetings contained five main themes and that there was a clear correlation between what was said and how it was said, and whether clinicians related to the content in a decisive, person‐centred or indecisive manner. We discuss potential participation statuses for patients and their limited opportunity to influence the talk and possible decisions about themselves. Our conclusion is that handover meetings primarily function as an aid in organising clinicians' work and could ultimately be seen as counteracting user participation. (shrink)

List of figures -- Acknowledgements -- Preface -- Foreward by David Lamb -- Introduction -- The trials and tribulations of induction -- The perils of disproving theories -- Science as a daring enterprise: Choosing by convention -- Dogmatism in science: Kuhn and scientific revolutions -- Feyerabend and scientific anarchy -- One last plea for "rationality": Rationality and the growth of science -- Evolution and science -- Evolutionary relativism -- Alternative ways of perceiving the universe -- Appendix: The fate of inductive (...) logic -- Index. (shrink)

A two year artistic project "Cuerpos-Manos en la Vida Cotidiana" is documented in this catalogue of art and art theory in relation to the body and to daily life. A collective of 11 artists and art historians reflect on their contribution to the project, from the proposition, action, result and media. Many contributions deal with women, gender.

There is no co-ordinated focus on liabilities arising from nurses’ medical interventions in terms of occupational, administrative, civil legal and criminal activities. However, the Turkish Criminal Code, the Turkish Medical Ethics Code of Practice, and guidelines for patients’ rights offer some framework for the relevant ethical principles and responsibilities of nurses. The aim of this study was to investigate the evaluation of nursing students’ training in their legal liabilities. The sample consisted of 309 students who were taking a course entitled (...) ‘Nurses’ legal liabilities under Turkish criminal and civil law arising from medical interventions’. Data were obtained by means of self-administered questionnaires and McNemar’s test was used to evaluate the answers. In conclusion, after their training, a great majority of the students demonstrated an improvement in terms of their percentage of correct answers relating to malpractice. This does not, however, mean that they will not face malpractice charges after graduating, but their increased awareness of the issue may encourage them to make more effort to reduce the risk of mistakes. It is recommended that nursing faculty carry out studies into medical malpractice, that they focus more on this subject in nursing education, and that all nursing schools review their curricula from the point of view of malpractice. (shrink)

This article tests the impact of Walmart's corporate decisions to end the sale of handguns at its stores in 1994 and to discontinue the sale of all firearms at approximately 59% of its stores in 2006 before resuming firearms sales at some of those stores in 2011. Using a difference-in-differences framework, we find that that from 1994 to 2005 counties with Walmarts robustly experienced a reduction in the suicide rate and experienced no change in the homicide rate. These models suggest (...) that Walmart's policy change caused a 3.3 to 7.5% reduction in the suicide rate within affected counties, which represents an estimated 5,104 to 11,970 lives saved over the studied period. In contrast, Walmart's 2006 and 2011 decisions to discontinue and subsequently resume the sale of rifles and shotguns in many of its stores was not associated with a robustly measured effect on homicide or suicide rates. We do find evidence that Walmart's 2006 decision to reduce the number of its stores that sold firearms caused a statistically significant reduction in the suicide rate for counties in which Walmart did not subsequently resume firearms sales. (shrink)

It is shown by means of general principles and specific examples that, contrary to a long-standing misconception, the modern mathematical physics of compressible fluid dynamics provides a generally consistent and efficient language for describing many seemingly fundamental physical phenomena. It is shown to be appropriate for describing electric and gravitational force fields, the quantized structure of charged elementary particles, the speed of light propagation, relativistic phenomena, the inertia of matter, the expansion of the universe, and the physical nature of time. (...) New avenues and opportunities for fundamental theoretical research are thereby illuminated. (shrink)

Uma vida que conjuga pensamento e ação. Desse modo conciso podemos definir a biografia de Bolívar Lamounier, estudioso das dinâmicas da política e da sociedade brasileiras. Em "De onde, para onde", o cientista político revisita sua própria história, partindo da infância na mineira Dores do Indaiá, onde se envolveu no negócio de sua família, e começou, talvez inconscientemente, a moldar sua visão luminosa acerca dos elementos estruturantes de nossa república. Os projetos para o Brasil que nos acostumamos a ver Lamounier (...) explanar com rara clarividência em seus artigos e participações em programas de TV e rádio têm suas raízes formativas expostas neste relato inspirador. "De onde, para onde" visa conduzir o leitor a melhor compreender diversos paradigmas de nossa história recente através dos olhos de um fino observador dos caminhos da nação. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 94 Heft: 1 Seiten: 66-93.