From earliest times, Homer was regarded as an authority in education, and in shaping social and political life. For Homer in Iliad and Odyssey describes the dominant values, moral virtues of the Greek culture via its heroes. In fact, this narration has opened the way for him to be regarded as the first teacher of the Greeks. His most famous students are Achilles and Telemachus. He talks about Achilles’ education in Iliad, Telemachus’ in Odyssey through his teachers. But the education (...) of these two heroes is both similar and different in some ways. From the moment Achilles was born, he knows the values of the class he belongs to, who he is. On the contrary, Telemachus as a child without a father does not know who he is. Yet, their education which is centered around not only words but also deeds, makes these two heroes know what to say and what to do. In the end, they gain the honor of becoming a Homeric hero. So the aim of this paper is to elaborate both different and similar educations of these heroes. (shrink)

Standalone corporate social responsibility reports vary considerably in the content of information released due to their voluntary nature. In this study, we develop a disclosure score based on the tone, readability, length, and the numerical and horizon content of CSR report narratives, and examine the relationship between the CSR disclosure scores and analyst forecasts. We find that CSR reporters with high disclosure scores are associated with more accurate forecasts, whereas low score CSR reporters are not associated with more accurate forecasts (...) than firms who do not issue CSR reports. The findings are robust to controlling for firm characteristics including CSR activity ratings and financial narratives. The findings are driven by experienced CSR reporters rather than first-time CSR reporters. Together, our findings suggest that the content of CSR reports helps to improve analyst forecast accuracy, and this relationship is more pronounced for CSR reports with more substantial content. (shrink)

The history of the Qurʾānic text begins with the time of its revelation. The research on Qurʾānic manuscripts is one of the main fields of textual studies of the Qurʾān. There have been many works done by both Muslim and Western scholars. Many museums and libraries around the world hold Qurʾān manuscripts. Each manuscript has its own characteristics such as orthography, calligraphy, decoration, and binding, number of the pages and the lines, and dating. This article deals with 110 Qurʾān manuscripts (...) found in the Vatican Library (Biblioteca Apostalica Vaticana) at the Vaticani arabi, Borgiani arabi,Barberiniani orientaliand RossianiCollections. The dates of these Qurʾān manuscripts vary from I/VII(?) and XIII/XIX centuries. The article aims to identify the features of Qurʾānic writing by studying chronologically some basic physical-content descriptions and characteristics of these manuscripts. It also examines the different names of the sūrahs and the knowledge on Meccan or Medinan sūrahs presented on the sūrah headings of manuscripts. Summary: Each Qurʾān manuscript has its own characteristics. These features present significant insights into the field of history of Qurʾānic text. A manuscript becomes a source for the history of writing muṣḥafin terms of physical and content features such as calligraphy, ink colors, binding, and explanations found in katabapage, the sūrah headings which contain the names of sūrahs, Meccan-Medinan knowledge, the numbers of āyahs, and the signs for juzʾ, ʿashr, and ḥizb. The research on the names of sūrahs, Meccan-Medinan knowledge, and the number of āyahs contributes to the ʿulūm al-Qurʾānstudies as well. This article examines 110 Qurʾān manuscripts located in the Vatican Library in the Vaticani arabi(73 MSS), Borgiani arabi (25 MSS),Barberiniani orientali(11 MSS), and Rossiani(2 MSS) Collections. Each manuscript is individually studied. However, due to the limitation of the article, I include only some basic and significant physical and content features of these manuscripts. The catalogues prepared by Giorgio Levi della Vida (1886-1967) and Carlo Alberto Anzuini are consulted for this study. I also study the sūrah headings in Qurʾān manuscripts which contain the names of sūrahs and Meccan-Medinan knowledge. The most used calligraphy types of these manuscripts coming from different geographies are maghribī(19 MSS) and nasikh-Ottoman (66 MSS). The basic features of maghribīMSS as follows: The text is written dark brown, vowel signs in dark red, shaddaand jazmin blue, and hamzain orange ink (VI-VII/XII-XIII centuries). The āyah endings are in circle form and decorated (VI-VII/XII-XIII centuries). The same characteristics can be seen in the next centuries (VIII/XIV and IX/XV centuries). The word sajdais written in the same line with the sajdaayah in Borg. Ar. 51 (VI-VII/XII-XIII centuries). The main characteristics of nasikh-Ottoman MSS as follows: Vat. Ar. 195 (IX/XV century) includes the āyah endings in two different figures: Three dots in triangle-shaped in red ink or in inverse comma-formed. The numbers of the āyahs are not written in this manuscript. On the other hand, the earlier features of the present muṣḥafs found in this manuscript as follows: Waqfsigns are in red ink; the word sajdais written in the same line with the sajdaāyah in black ink. The word ḥizbis in the margin of the pages. The sūrah headings hold the name of the sūrah, Meccan-Medinan knowledge, and the numbers of āyahs. The taʿqībaword is at the end of the pages. Among these manuscripts, Barb. Or. 72 (X/XVI century) contains, for the first time, the prayer text after the reading the whole Qurʾān (khatm) at the end of the muṣḥaf. This manuscript has different explanations for the Meccan and Medinan knowledge. It uses “ نزلت بمكة ” for “ مكية ”, and “ نزلت بالمدينة ” for “ مدنية ”. The figures of juzʾare written in numerical form in Borg. Ar. 184 (XI/XVII century). The divisions such as “ ربع حزب, نصف حزب ” can be seen in the manuscripts in XII/XVIIIcenturies. The names of the sūrah in the sūrah headings can be different from their widely-known names. The 39 sūrahs have different names among the manuscripts examined in this article. The names of sūrahs which cannot be found in the relevant classical source as follows: al-Khalīlfor Sūrah Ibrāhīm; al-kharīrfor Sūrah al-Sajda; al-sayyāḥūnfor Sūrah Sabaʾ;jādalafor Sūrah Mucādala; al-ʿishārfor Sūrah al-Takwīr;wa’l-layli idhāyaghshāfor Sūrah al-Shams;lumazafor Sūrah al-Humaza; miskīnfor Sūrah al-Māʿūn;asrāfor Sūrah al-Isrāʾ;al-maqābirand al-qabrfor Sūrah al-Takāthur; salāsilāfor Sūrah al-Insān; al-abrārfor Sūrah al-Muṭaffifīn. The sūrah headings indicate the knowledge of Meccan-Medinan classification of the sūrahs. Each manuscript does not have this feature. However, the manuscripts have this feature may not include this knowledge for each sūrah headings. The disagreements about the Meccan or Medinan sūrahs in theʿulūm al-Qurʾānliterature can be seen in the manuscripts studied in this article. The manuscripts which have this knowledge present that the 47 sūrahs recorded only as Meccan, but the remaining ones both Meccan and Medinan. These manuscripts do not record a sūrah only as Medinan. There are manuscripts which present more detailed knowledge on Meccan-Medinan. Vat. Ar. 1484 (IX/XV century) mentions not only whether a sūrah is Meccan or Medinan but also the exceptional verses if the sūrah has. For instance, the heading of Sūrah al-Anʿām reads that: “ سورة الانعام نزلت جملة واحدة بمكة الا ثلث ايات انزلت بالمدينة قوله قل تعالوا أتل ما حرم ربكم عليكم لعلكم تتقون ”. Among the sūrah headings which have this feature are al-Naḥl, al-Ḥajj, al-Shuʿarāʾ, Luqmān, al-Sajda, and al-Zumar. Vat. Ar. 1588 mentions only the numbers of exceptional verses. For example, the heading of Sūrah al-Isrāʾsays that “ مكية و قيل مدنية غير ثلث ايات ”. Vat. Ar. 1597 contains details about the numbers of ayahs, words, and letters in the sūrah headings. For instance, for Sūrah al-Nisāʾ, it reads that “ اياتها ق ع اختلافها ب كلماتهاغج ذ م ه حروفها غيول ”. The Arabic letters in this explanation has a numerical value (abjad). According to this the number of āyahs is 170, the number of debated ones in merging with the previous and next verses is 2, the number of words 3.745, and the number of letters is 16.030. There are corrections on the pages of the manuscripts. These corrections may be done through the writing process or during the check reading (muqabala) at the end of the writing. The writing of the text by heart and by looking to the other copy, and the similarities may cause these kinds of errors for the scribe. Studying on Qurʾān manuscripts reveals the different features of the writing of a muṣḥaf. Even though the numbers of the graduate studies gradually increase in Turkey, there is no a PhD dissertation which analyzes a Qurʾān manuscript, and only one M.A. thesis has been recently completed. Therefore, establishing graduate courses on Qurʾān manuscripts in the field of Islamic studies will strengthen the Qurʾānic and tafsīrstudies. (shrink)

Bu çalışmanın temel amacı, üniversite öğrencilerinin tevbe kavramına ilişkin sahip oldukları algıları metaforlar aracılığıyla ortaya çıkarmaktır. Araştırmada nitel araştırma desenlerinden olgubilim (fenomenoloji) modeli kullanılmıştır. Araştırmanın çalışma grubunu 2023-2024 eğitim-öğretim yılı güz döneminde Bursa Uludağ Üniversitesi ve Bursa Teknik Üniversitesi’nin çeşitli fakültelerinde öğrenim gören toplam 196 öğrenci oluşturmaktadır. Araştırmada veriler Google Form aracılığı ile toplanmıştır. Veri toplama aracı olarak çalışmada kişisel bilgi formu ve “Tevbe....(metafor)…benzer, çünkü....(metafor sebebi)” cümlelerinin kullanıldığı yarı yapılandırılmış bir anket formu kullanılmıştır. Verilerin analizi ve yorumlanmasında içerik analizi tekniğinden (...) yararlanılmıştır. Araştırma sonunda 196 üniversite öğrencisi tarafından 70 farklı metafor üretildiği bulgulanmıştır. Araştırmada tevbe kavramına ilişkin üretilen metaforlarla ilgili tevbenin dinî işlevi ve tevbenin psikolojik işlevi olmak üzere 2 tema oluşturulmuştur. Tevbenin dinî işlevi temasına (%60,2) ait 3 kod oluşturulmuştur: Manevî arınma yolu, kutsalla buluşma ve iyi davranışlarda kararlılık. Tevbenin psikolojik işlevi temasına (%39,8) ait olarak da 3 kod oluşturulmuştur. Bu kodlar; psikolojik rahatlama, yeni bir başlangıç ve kendisiyle yüzleşmedir. Araştırma sonuçlarına göre metaforların manevî arınma yolu, kendisiyle yüzleşme ve yeni bir başlangıç kodlarında yoğunlaştığı tespit edilmiştir. (shrink)

In the period that began with the death of the Prophet Hz Muhammad, the martyrdom of Hz. Othmān and the Battles of Camel and Siffin which took place during the caliphate of Hz. Ali, caused Muslims to have confronted each other. The debates that started after these incidents had been carried out within the frame of killing a Muslim in particular and the issue of predestionation in general. The personal opinions that emerged in the first period became the doctrines of (...) the parties/sects over time. These parties/sects have criticized each other on this subject as well as all other subjects and they have written refutations to one another. This deep-rooted and complicated issue has been handled in the Ottoman period in both Arabic and Turkish works as either a chapter or a separate risālah (epistles). Khalil Shukru’s risālah on qaḍā and qadar is one of those risālahs that we have discussed in this article. In his separately written risālah, he tried to refuse the opinions of some parties regarding qaḍā, and qadar by explaining his own opinions with examples. This study is based on Khalil Shukru Afandī's risālah qaḍā and qadar. A brief information about the author's life and scientific personality was given based on archive documents and then the epistle was analyzed. The author has handled the subject in a unique way, interpreting the situations ordained by Allah and human acts as a separate qadar. Khalil Shukru Afandī examines human acts in two different groups as acquisition (kasb) and creation (khalq), qaḍā and makzī, and analyzes the actions in terms of agency. Khalil Shukru Afandī did not use any subtitles in his risālah. However, in the analysis of the treatise, sub-headings have been included in the relevant places in order to make the subject easier to understand by us. The epistle tackles the issues qaḍā and qadar, God’s action and human acts, responses to the Jabriyya and Muètazilite. The author offers his views on the issues of hidāyat (guidance) and misguidance, justice, and cruelty, which is discussed under the heading of qadar and makes interesting points about human accountability for their actions. Khalil Shukru Afandī argues that human will (irādah) and accountability are separate things, which are independent of one another. In other words, according to Khalil Shukru Afandī, who stated that there will be no belief or disbelief because it is an offer, the offer has no binding on human will (irādah) or choices at this point. Accordingly, it can be said that Khalil Shukru Afandī was in close agreement with the views of Abū Mansur Māturīdī regarding human will (irādah). (shrink)

Estimating the effect of a randomized treatment and the effect that is transmitted through a mediator is often complicated by treatment noncompliance. In literature, an instrumental variable (IV)-based method has been developed to study causal mediation effects in the presence of treatment noncompliance. Existing studies based on the IV-based method focus on identifying the mediated portion of the intention-to-treat effect, which relies on several identification assumptions. However, little attention has been given to assessing the sensitivity of the identification assumptions or (...) mitigating the impact of violating these assumptions. This study proposes a two-stage joint modeling method for conducting causal mediation analysis in the presence of treatment noncompliance, in which modeling assumptions can be employed to decrease the sensitivity to violation of some identification assumptions. The use of a joint modeling method is also conducive to conducting sensitivity analyses to the violation of identification assumptions. We demonstrate our approach using the Jobs II data, in which the effect of job training on job seekers’ mental health is examined. (shrink)

Freezing is a common sign of panic, a response to accidents or events that overflow our capacity to react. Just as all civil airspace was cleared after the 9/11 attacks, the US-Canada border was also frozen, causing economic slowdowns. Border policies are caught between these two panics: security failures and economic crisis. To escape this paradox, American and Canadian authorities have implemented a series of security measures to make the border ‘smarter’, notably the implementation of biometric identity documents and surveillance (...) by UAV Predator drones. Psychoanalytic theory can help us explain why the Canadian and American governments have invested so much money for so little evident or measurable increase in either security or economic flows. The article uses the notion of phantastic objects to explain these (over-)reactions to risk management at the US-Canada border. (shrink)

This study aims to determine the opinions of teachers of Religious Culture and Ethics Course (DKAB) about subject-based classroom application in-depth. The research has been carried from qualitative research methods with a case study design. In order to determine the working group of the study, criteria sampling was used in the first stage, and the maximum diversity sampling method was used in the next step. The sample of this research consists of 8 DKAB teachers working in Ankara province. A semi-structured (...) interview form has been used as a data collection tool in the study. The data of the qualitative of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used. When the research data were analyzed, four themes were formed: positive opinions about the application, negative opinions and problems related to the application, contribution of the practice to religious education and training, and recommendations about the application. DKAB teachers find the application more positive than the classroom system. It has been found that the practice of subject-based classrooms is a motivational tool for Primary School students, while it causes some problems for lower secondary school and upper secondary school students.Summary: Learning environments are among the key elements in the acquisition of 21st-century skills. Classrooms are also a part of the learning environment. Classes are the learning environment in which teachers and students spend most of their education and training process. In this context, subject-based classroom application is one of the preferred methods in the arrangement of classrooms.Subject-based classroom application means that the teachers have a special classroom related to their branches in the school building, and students attend the teacher's classroom according to the syllabus. In this practice, the teacher can decorate walls, floor, ceiling, column, and beam of the classroom with students’ study materials such as banner, poster, painting, cartoon to make the course more effective and efficient and to create a psychological atmosphere called classroom atmosphere-air.This application aims to activate the student by enriching the classroom and make learning effective and efficient. The classroom equipped with appropriate equipment and materials provides a favorable environment for the implementation of effective teaching strategies. The application can create “class/classroom culture” by using ordinary meanings and symbols related to the course. It provides students the opportunity to exhibit their products and contributes to students' self-regulation skills development. Besides, real-life practices or practices close to reality can be brought into the classroom. As a result, permanent learning can be realized with the possibility of creating a shared living space and the number of sensory organs participating in learning.This current study aims to address in-depth information about the opinions of Religious Culture and Moral Ethics (DKAB) teachers in primary, secondary, and high schools regarding the subject-based classroom application. When the studies in the literature are examined, it is seen that the studies related to the subject-based classroom application have increased since 2010. However, it is clear that this research is directed towards social studies, geography, science, and mathematics courses and is based on the opinions of students, teachers, and administrators at the secondary school level. In the context of DKAB course, there has been no research including the views of teachers, students, or school administrators regarding the application of subject-based classrooms. This study is carried out revealing perspectives of DKAB teachers by examining their opinions on the subject-based classroom application and contribute to the field. The research was conducted with a case study design from the qualitative research methods. The participants consist of 8 DKAB teachers working in Ankara province. A mixed purposive sampling method was used to determine the study group. In the first stage, the teachers implementing the DKAB classrooms application were taken as criteria. In the next step, the study group was determined within the framework of the maximum diversity sampling method by considering the variables such as school level, gender, age, education level, duration of teachers' work. The data were collected through a semi-structured interview form with expert opinion. In the form, there are nine main questions and probe questions, which include questions related to subject-based classrooms application, the contribution of the application to religious education and training, the contribution of teachers to professional and personal development, the effect of teachers' belonging to the school, the effectiveness, and improvement of the application. Permission has been obtained from the Ankara Provincial Directorate of National Education and participants via consent form for the interview. The interviews were recorded in audio, 169.58-minute audio recording transcripts, and 52-page interview data obtained. The qualitative data of this research has been analyzed with both descriptive and content analysis by NVivo 10 program. In order to ensure validity and reliability in the study, credibility, transferability, consistency, and verifiability strategies have been used.When the data of the research were analyzed, the opinions of DKAB teachers about the subject-based classrooms application categorized under four themes; positive and negative opinions/problems about the practice, the contribution of the practice to religious education and teaching and practical suggestions. Under the theme of positive opinions on the application, positive aspects for the teacher, student, parents, and comparison with the classroom system were formed. According to the participants, the practice of DKAB classroom is a “facilitation” element for the teacher because of the factors such as the teacher not moving around the classroom, not carrying material, having freedom to organize the classroom, and material regularity. In this application, since the teacher has a class of his own, the teacher adopts and owns the classroom and the sense of belonging to school increases. This sense of belonging is felt so strongly that there is even a participant who plans to retire if the application is abandoned. The positive aspects of the application for the students are that; a classroom is a motivating tool, the boards and walls can be used, and the student has the opportunity to exhibit their activities. When compared with the classroom system, it was stated that as a result of the branch classroom practice, the school equipment could be better protected, class order and cleaning easier, and the success of the students would be increased.The negative views of the participants on the application were grouped under the categories of students, teachers, and parents. Not having a fixed class of their own, continually relocating and losing time in recess, staying in the classroom door when the classroom is locked, not adopting the classroom and lack of lockers constitute the negative aspects of the application for the students. The overuse of classrooms, less use of teachers' rooms, lack of communication between colleagues are the negative aspects of the application for the teachers. It was stated by (75%) most of the participants that branch classroom application contributed to the continual learning of students in religious education and teaching. To make the application more functional, DKAB teachers have proposed arrangements such as improving physical infrastructure, enriching teaching materials, and arranging school syllabus and keeping classrooms open. As a result, teachers find the application more positive than the classroom system. While it is a motivation tool for primary school students, it causes some problems for secondary and high school students, such as carrying bags, staying at the door, and wasting time. In this sense, the application is recommended to be applied in primary schools that have a sufficient number of classrooms. Also, the system should be applied in secondary and high schools where the number of students is low, or the number of classrooms is sufficiently provided that the problems experienced by the students are eliminated. School administrations and teachers need to take necessary measures to make the application effective and efficient. (shrink)

Background:Promoting patients’ rights is essential for defining the standards of clinical services within a country. Given their responsibilities, nurses can be the primary target for research to investigate the issue of patients’ rights within a healthcare system. As such, assessing the knowledge of nurses about patients’ rights is an essential step toward improving the quality of healthcare in limited resource settings like Sudan.Objectives:We aimed to assess the level of knowledge about patients’ rights among the nursing staff at Friendship Teaching Hospital (...) in Sudan.Methods:This hospital-based cross-sectional study was carried out at the Friendship Teaching Hospital in Sudan. We surveyed the totality of nurses (95) at the hospital using an amended survey. The data were analyzed in SPSS software using descriptive and inferential statistics.Ethical consideration:The study was approved by the Research Unit of Khartoum Ministry of Health and the Hospital administration. All respondents gave verbal consent prior to participating in the study.Results:Only 48.4% of the participants knew about the existence of the Sudanese Charter of patients’ rights. Nonetheless, our analysis found that 65.8% of nurses had acceptable level of knowledge (scored more than 75% of the total knowledge score) of patients’ rights, and none of the participant scored less than 50% of the total knowledge score. Finally, we found no statistical association between the knowledge score and demographic data, educational level, whether the participant knows about the existence of the Charter or not and a number of other factors.Conclusion:Nurses’ lack of knowledge about the existence of the Sudanese Charter of patients’ rights adopted in 2009 rights confirms the need for further efforts by Ministry of Health to promote the document. Furthermore, further research is needed to investigate the disconnect between nurses’ lack of knowledge about the existence of the charter and their awareness of the rights within the charter as well as the actual implementation of rights. (shrink)

This report summarises a study examining preservice elementary teachers? geometry content knowledge with a focus on parallelogram. It was a descriptive study examining 45 preservice teachers? reasoning in the process of determining which quadrilateral can be classified as a parallelogram. Findings have revealed that these elementary teachers do not possess sound understanding of parallelogram and class inclusion between parallelogram and trapezoid at the expected level.

This study seeks to understand a diaspora community narrative of rape and abduction suffered during the genocidal massacre of 1915 in the Ottoman Empire and its aftermath. Based on interviews with 50 Aramean, Assyrian and Chaldean migrants in Sweden, Germany and the Netherlands, whose families are from the village of Bote, known as one of the ‘killing fields’ in southeast Turkey, the article explores the ways in which descendants remember the ‘forgotten genocide’ of Aramean, Assyrian and Chaldean communities in 1915. (...) The research reveals that the descendants of survivors make sense of the sexual violence experienced in Bote mainly through a religious narrative and that, for them, the genocide is, in spite of all the sufferings the males had to go through, a feminized event. In their gendercide narrative, the abducted and raped women are identified as the ‘heroines’ of the genocide. (shrink)

Incorporation of the behavioral issues of the decision maker (DM) is among the aspects that each Multicriteria Decision Making (MCDM) method implicitly or explicitly takes into account. As postulated by regret theory, the feelings of regret and rejoice are among the behavioral issues associated with the entire decision making process. Within the context of MCDM, the DM may feel regret, when the chosen alternative is compared with another one having at least one better criterion value. PROMETHEE II is a widely (...) known MCDM method that makes no explicit incorporation of regret attitude of the DM. In this paper, we elaborate on the applicability of regret theory to MCDM context. In particular, we investigate the findings of regret theory and explore the parallel between regret theory and PROMETHEE II method. Relying on the concepts of regret theory, we demonstrate how a decision that is made using a PROMETHEE II based outranking method conforms to the regret attitude of the DM. (shrink)