This longitudinal case study aimed to investigate the development of emergent literacy skills of a child with hearing loss was carried out in a research and application centre which provides full-t...

Leisure time is a time frame which is not included in work and study, does not require any social responsibilities and can be used by a person's own will and voluntarily. An individual manages this time through various recreational activities with his own preference and tendencies. The teaching profession is a special service area. The aim of this study is to determine how teachers, who are affected by negative conditions such as stress, fatigue and monotony in business life, make use (...) of leisure time, and the effects of activities they participate on life happiness and job performance. For this purpose, 1604 teachers working in Karesi and Altıeylül districts in Balıkesir province constitute the target population of the study. According to the sample calculation (0.05 error margin), it has been found sufficient to conduct surveys with 310 teachers. A questionnaire has been applied to 450 teachers and 400 questionnaires have been evaluated. In the study, Recreation activities participation form has been used to collect data, the Oxford Happiness Questionnaire has been used to measure the happiness of the participants and the scale developed by LIT (Lamar Institute of Tecnology, 2009) has been used for performance.According to the findings of the study, it has been determined that the teachers are more interested in activities in the 'other activities' category such as video games, chess, watching television, surfing on the internet, board and card games, magazines and newspapers, attending club meetings, there is a weak positively relationship between recreation activities and happiness and happiness affects job performance. (shrink)

This chapter examines military building activity in the region in the light of Ottoman sources preserved in the Prime Ministry Ottoman Archive in Istanbul and memoirs written by the senior bureaucrats of the Empire. It aims to assess whether the military building programme of the sixteenth and seventeenth centuries continued in later periods in the same spirit as in the earlier time of conquests and expansion, or if the empire only supported repairs of existing strongholds. The issue was noted by (...) numerous Ottoman writers as early as the Koçi Bey Risalesi in the seventeenth century. This chapter examines four frontier areas of the Ottoman Empire: the Hapsburg borderland in Croatia; the frontier between Montenegro and southern Herzegovina; the fortress line on the banks of the Danube in Wallachia; and the Danube Delta region near the Black Sea. (shrink)

Çıkarım, en genel anlamıyla, verili önermelerden bir sonuç önermesi elde etmektir. Verili önerme bir tane olduğunda, bu önermeden yola çıkarak bir sonuç önermesi elde etmeye doğrudan çıkarım denir. Verili önerme sayısı birden çok olduğunda ve sonucun elde edilmesi bu verili önermeler arasında bir bağlantı kurmayı gerektirdiğinde çıkarıma dolaylı çıkarım denir. Bu çalışma, klasik mantıkta bir önermenin eşdeğeri veya karşıtının doğruluk değerini saptamak üzere ortaya konulmuş doğrudan çıkarımlar ile ilgilidir. Çalışmanın amacı, üç temel doğrudan çıkarım türünden hareketle yeni doğrudan çıkarım türleri (...) ortaya koymaktır. Bu amaçla öncelikle, iki temel çıkarım türü olarak ele alınan dolaylı ve doğrudan çıkarımların ne olduğu incelenecek, daha sonra mevcut doğrudan çıkarım türlerinin neler olduğu ele alınacaktır. Ardından bu doğrudan çıkarımların kısaltılmış adlandırmaları üzerinden ikili ve üçlü kombinasyonları alınacak; elde edilen yeni eşdeğerliklerin dört kategorik önerme üzerinden sembolik gösterimleri sunulacak; her bir eşdeğerliğin sembolik gösteriminin ardına bu sembolik gösterimleri örnekleyecek biçimde önerme karşılıkları verilecektir. Böylece öncekilerden farklı olacak şekilde yeni doğrudan çıkarım türleri ortaya konulmuş ve örnekleriyle birlikte açıklanmış olacaktır. Son adımda, elde edilen yeni doğrudan çıkarım türlerindeki eşdeğerlik kuralları sırayla sunulacaktır. Söz konusu yeni doğrudan çıkarım türlerinin sağladığı eşdeğerliklerin kendi aralarında zayıf ve güçlü eşdeğerlikler olarak bölümlenebileceği ileri sürülecektir. Elde edilen sonuçlar doğrultusunda yeni eşdeğerlik kurallarından dördünün zayıf, diğer dördünün ise güçlü eşdeğerlik kuralı olduğu ifade edilecektir. (shrink)

The principle of identity is one of the three basic principles of reason on which classical logic rests. The other two basic principles of reason are principle of noncontradiction and of the excluded middle. These principles were accepted almost unquestionably until the beginning of the twentieth century. Therefore, classical logic, which adhered to these principles, continued to prevail. Today, however, one of the most interesting debates in the field of science is whether these fundamental principles on which classical logic rests (...) can be seen as necessary and invariable truths. With this discussion, a logic emerged in the twentieth century, rejecting the basic principles of reason. In this study, we will examine the logics -non-reflexive logics- that rejects or limits the principle of identity, from which the other two principles of classical logic are derived. First of all, we will talk about the origins of non-reflexive logic. Next, the basic assumptions of the identity principle of classical logic will be discussed. Finally, we will discuss the reasons for which non-reflexive logic rejects or limits the principle of identity, in other words, which assumptions of the identity principle are considered problematic. (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

Felsefedeki normal dönemler felsefenin belirlenmiş ve uzlaşılmış bir tanımının olduğu filozofların kendi disiplinlerinin ve onun içerdiği görevlerin doğası hakkında genel bir mutabakata sahip oldukları zamanlardır Devrimci zamanlar ise böyle bir tanımın olmadığı felsefeye ilişkin çelişen kavramsallaştırmaların olduğu zamanlardır Bu tanımlara göre geç on sekizinci erken on dokuzuncu ve geç yirminci yüzyıllar normal zamanlardı Bununla birlikte on dokuzuncu yüzyılın ikinci yarısı devrimciydi Çünkü bu dönem belirlenmiş ya da uzlaşılmış bir felsefe tanımının olmadığı disipline ilişkin çelişik birçok kavramsallaştırmanın olduğu bir dönemdi (...) Filozoflar kendilerine kendi disiplinleriyle ilgili en temel soruları sordular Felsefe nedir Ampirik bilimlerden nasıl farklılaşır Neden felsefe yapmalıyız İdealizm çağının Hegelin ölümüyle sona ermesinden sonra on dokuzuncu yüzyılın ikinci yarısındaki Alman felsefesinin bir gerileme ve durgunluk dönemine girdiğini iddia eden hakim görüşe karşı Frederick Beiser döneme has anlaşmazlık ve çatışma ortamının yüzyılın ikinci yarısını ilk yarısından daha ilginç kıldığını somut örneklerle gözler önüne seriyor Elinizdeki kitap açık ve canlı bir üslupla yazılmış Hegel sonrası Alman felsefesine dair her düzeyden okur için temel bir kaynak",. (shrink)