There are limitations of obstetric estimation of neonatal outcome in extremely premature newborns. Predicting outcomes, survival, and morbidity are often uncertain, such as in cases of extreme prematurity, certain fetal anomalies, intrauterine growth restriction, and intrauterine infection. Informed consent, truth telling, the maternal–fetal conflict, decision making, and the fetus as a patient are the most important issues of obstetric and neonatal ethics. Because the boundary between utility and futility is not clear, the best interest of the mother, the fetus, and (...) the newborn will be subject of discussion every time. Here, we report a case of obstetric patient to discuss. (shrink)

This study focuses on why some companies in developing countries go beyond environmental regulations when implementing their corporate environmental social responsibilities or citizenship behavior. Drawing mainly upon the new institutional theory, this study develops a conceptual framework to explain three institutional factors: companies’ market orientations, industrial characteristics, and corporate identities. Accordingly, we suggest that companies from developing countries that are oriented to markets in developed countries, operate in highly concentrated industries, and have missionary identities adopt corporate environmental citizenship behavior by (...) going beyond environmental regulations. The study also discusses the theoretical, policy, and managerial implications of the conceptual framework. (shrink)

When accessing healthcare services, LGBT+ individuals are often exposed to segregating and marginalizing discourses. Knowledge about how such experiences are reflected in the moral world of LGBT+ individuals living in Turkey is limited. This study examined LGBT+ individuals’ lived experiences when utilizing healthcare services. The findings are discussed in terms of moral discourses related to LGBT+ individuals’ gender identity and sexual orientation. A qualitative field study was conducted using semi-structured interviews with fifty-five LGBT+ individuals from Turkish cities who were in (...) contact with various non-governmental organizations that conduct studies on gender identity and sexual orientation. A questionnaire was administered with items on participants’ demographic information, experiences, behavioural patterns, and knowledge regarding healthcare services. The data were analysed thematically. The findings were evaluated within the framework of “access to healthcare service” theme related to “healthcare service demand” context. Additionally, the “interaction with physicians” theme was addressed in the context of “physician–patient/counselee relationship.” LGBT+ individuals state that they are exposed to stigmatizing and segregating discourses by healthcare professionals, which might pose an obstacle for adaptive health-seeking behaviours. These results suggest that physicians’ professional approach has a considerable influence on LGBT+ individuals’ capacity for utilizing healthcare services. (shrink)

This study is an investigation of the views of medical students (N=15) and physicians (N=14), in Turkey, on conscientious objection through elaboration on their experiences in medical practice within the framework of conscientious objection, and evaluation of the data from an ethical perspective. The data received from in‐depth interviews were evaluated by using the thematic content analysis method. They were then divided into contexts and themes as follows: “Refusal to provide healthcare services,” “scope of conscientious objection,” and “impact of conscientious (...) objection (in case of legal entitlement).” The opinions of our research participants suggest that conscientious objection has become widespread in medical practices. It is argued that the tendency of healthcare providers and patients to find temporary resolutions to ethical dilemmas only complicates such resolutions. It is imperative, therefore, to set a rational limit on conscientious objection so as to prevent the adoption of an attitude shaped completely by the personal beliefs of the physician or the patient. (shrink)

In Turkey, the numbers of studies that deal with agriculture and food as a system and process, and that address the issue with an integrated approach are very limited. Besides, there is no empirical study available in the national literature in which agricultural and food system has been analyzed within the framework of applied ethics. The present study aims to investigate the characteristics of food and agricultural engineers and veterinary physicians in terms of their tendency to carry out ethical evaluations (...) when faced with issues falling under the field of agriculture and food ethics, and detect their capacity to identify ethical problems.A cross-sectional survey was employed in this study. Descriptive statistics like percentages and frequencies based on the scores from the scale were used. Data were collected via survey method from three occupational groups, namely, food and agricultural engineers and veterinary physicians working in 12 regions of Turkey, and analyzed using chi-square and score test. A total of 865 professionals from 55 different cities participated in the study. Data concerning participants’ level of ethics awareness regarding the identification and evaluation of ethical problems in the fields of food and agriculture were obtained. While the participating professionals could easily detect the problems in food and agriculture system that carried no ethical dilemma, they had difficulty in identifying issues that involved ethical dilemmas. It was also revealed that there was a significant difference between professionals in terms of their perception of ethical problems, demonstrating the need for a comprehensive ethics education to be imparted during and after under-graduate. (shrink)

Heidegger, Varlık sorusu temelinde Batı metafiziğini eleştirirken Varlık’ın bu gelenekte nasıl aşama aşama unutulduğunu göstermekle kalmayıp aynı zamanda Batı metafizik geleneğinin onto-teolojik yapısını da açığa çıkarmaya çalışır. Ona göre Batı metafiziğinin onto-teolojik yapısı içinde Tanrı kavramı metafizik sistemler için kurucu rolü üstlenir. Tanrı kavramına verilen bu rol Causa Sui’dir. Ancak Heidegger’e göre Tanrı Causa sui olarak, ilahi Tanrı’dan uzaklaşmıştır.

This study aims to develop a valid and reliable scale to assess whether a physician is inclined to take conscientious objection when asked to perform medical services that clash with his/her personal beliefs. The scale, named the Inclination toward Conscientious Objection Scale, was developed for physicians in Turkey. Face validity, content validity, criterion-related validity, and construct validity of the scale were evaluated in the development process. While measuring criterion-related validity, Student’s t-test was used to identify the groups that did and (...) did not show inclination toward conscientious objection. There were 126 items in the initial item pool, which reduced to 42 after content validity evaluation by five experts. After necessary adjustments, the scale was administered to 224 participants. Both exploratory and confirmatory factor analyses were performed to investigate factor structure. The split-half method was employed to assess scale reliability, and the Spearman-Brown coefficient was calculated. Cronbach’s alpha reliability coefficient was used to estimate the internal consistency of the scale items. The distinctiveness of the items was evaluated using Student’s t-test. The lower and upper 27% groups were compared to assess the distinctiveness of the scale. The items were loaded on four factors that explained 85.46% of the variance: “Conscientious Objection – Medical Profession Relationship,” “Conscientious Objection in Medical Education and Medical Practice,” “Conscientious Objection with regard to the Concept of Rights” and “Conscientious Objection – Physician’s Professional Identity and Role.” The final scale has 40 items, and was found to be valid and reliable with high internal consistency. (shrink)

Migration is a process that brings about numerous problems regardless if it is forced and mass or voluntarily and individual. It is not simply a move from one place to another, but it starts in the mind of immigrant and continues with the move to a new place. It alters the social and cultural sets and relocates the immigrant into a peculiar web of connection. It is a process that requires adaptation, change and transformation about the issues from health to (...) education, from housing to employment and from economy to organization In recent years, the forced and mass migration from Syria to Turkey has compelled both the immigrant Syrians and the hosting Turks to face the unprecedented conditions of migration. However, this largest migration of the recent past has been handled with minimum problems in contrast to its vast size. The factors that have realized such outcomes are the common values in historical, cultural and social matters, close kinship and ethnic relations between two nations and most importantly the support provided by the Turkish government and the contribution made by indigenous NGOs. During the first five years of this mass and sudden immigration, almost all sides in Turkey from the government officials to the local authorities as well as the bureaucracy and all non-governmental organizations have been undertook a donation campaign. It has been constituted a basic dynamics for the discourse of the fraternity between ansar/the helper and mukhajir/the immigrant that help and solidarity. So to speak, Turkey proved that the fraternity of the helper and the immigrant could be re-constructed in modern times. As to the later years, this immigration has started to shape more rationally in accordance with economical and social facts.This study deals with the forced-mass migration from Syria to Turkey from the points of problems, solutions, adaptation and integration. (shrink)

Background Conscientious objection is a person’s refusal to fulfill a legal duty due to their ethical values, religious beliefs, or ideological affiliations. In nursing, it refers to a nurse’s refusal to perform an action or participate in a particular situation based on their conscience. Conscientious objection has become a highly contested topic in recent years. Research objectives This study had four objectives: (1) eliciting information on how Turkish nurses perceive conscientious objection, (2) revealing whether their moral beliefs affect the care (...) they provide, (3) determining their experiences with conscientious objection, and (4) identifying existing or potential issues of conscientious objection. Research design This qualitative study collected data through semi-structured interviews. The data were analyzed using thematic content analysis. Participants The sample consisted of 21 nurses. Ethical considerations The study was approved by an ethics committee. Confidentiality and anonymity were guaranteed. Participation was voluntary. Findings The analysis revealed four themes: (1) universal values of nursing (professional values), (2) experiences with conscientious objection (refusing to provide care/not providing care), (3) possible effects of conscientious objection (positive and negative), and (4) scope of conscientious objection (grounded and groundless). Conclusion Participants did not want to provide care due to (1) patient characteristics or (2) their own religious and moral beliefs. Participants stated that conscientious objection should be limited in the case of moral dilemmas and accepted only if the healthcare team agreed on it. Further research is warranted to define conscientious objection and determine its possible effects, feasibility, and scope in Turkey. (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)

Masked priming experiments occasionally revealed surprising effects: Participants responded slower for congruent compared to incongruent primes. This negative congruency effect was ascribed to inhibition of prime-induced activation [Eimer, M., & Schlaghecken, F. . Response faciliation and inhibition in subliminal priming. Biological Psychology, 64, 7–26.] that sets in if the prime activation is sufficiently strong. The current study tests this assumption by implementing manipulations designed to vary the amount of prime-induced activation in three experiments. In Experiments 1 and 3, NCEs were (...) observed despite reduced prime-induced activation. Experiment 2 revealed no NCE with at least similar prime strength. Thus, the amount of prime activation did not predict whether or not NCEs occurred. The findings are discussed with regard to the inhibition account and the recently proposed account of mask-induced activation [cf. Lleras, A., & Enns, J. T. . Negative compatibility or object updating? A cautionary tale of mask-dependent priming. Journal of Experimental Psychology: General, 133, 475–493; Verleger, R., Jaskowski, P., Aydemir, A., van der Lubbe, R. H. J., & Groen, M. . Qualitative differences between conscious and nonconscious processing? On inverse priming induced by masked arrows. Journal of Experimental Psychology: General, 133, 494–515]. (shrink)

Dār al-Qurʾāns, which were among the madrasas in the Ottoman period and where qirāʾāt was taught, turned into the Qur'āns schools after the law on unity of education, enacted on March 3, 1924. That was the end of the institutional entity of qirāʾāt education in Turkey. Afterwards, a number of qirāʾāt teachers kept performing this education by their individual efforts. Among these teachers, Osman Nuri Taşkent who was the former head-imam of Nuruosmaniye Mosque in Istanbul was assigned as a Qurʾān (...) teacher in Adapazarı in 1936. This research aiming to address Taskent’s service as a public servant, his educational activities, and his role in the re-institutionalization of the qirāʾāt education is planned as a qualitative case study and carried out by document analysis and interview techniques. In conclusion, this study has demonstrated that (a) this school which aimed to be offered in Adapazarı was planned as qirāʾāt education school, (b) Taşkent was the responsible official teacher (c) 14 students graduated under his mentorship in Adapazarı, and (d) this institution was named as Dār al-Ḥuffāz of Adapazarı in his period. Moreover, it shows that after the leaving of Taşkent, this school maintained the education under the responsibility of Himmet Babalıoğlu who is one of the former students; however, the type of education changed and turned into a general Qur'āns chool.Summary: With the law of unified education which is a turning point in the history of Turkish education, all educational institutions were gathered under responsibility of the Ministry of Education. However, madrasas were closed approximately two months later, even though it was not included in the law. Along with the madrasas, Dār al-Qurrā that are the institutions performing education on the recitation, memorizing, and the principles ofreading the Qurʾān were also attempted to be closed with the similar understanding. However, the President of the Religious Affairs in this period opposed this attempt and these institutions turned into Qurʾān schools due to the insistences of the president that these institutions should maintain their education under the responsibility of the presidency of religious affairs. After this change, qirāʾāt education lost its institutional entity.Whether Dār al-Qurrās have been able to continue education since 1925 as Qurʾān schools is controversial. According to some researchers, the Qurʾān schools after this change were not closed as opposed to other religious institutions, imam hatip schools and Darülfünun Faculty of Theology, and continued their education. Another view is that these courses were officially opened for the first time in 1925, closed since 1929 with the alphabet revolution in 1928, but they restarted education in 1930 with the permission for limited locations in Anatolia and for some teachers in Istanbul. Another view is that the courses planned to be opened in ten places could not be activated due to some obstacles in 1925, but they could be opened after the closing of imam hatip schools after 1930.In some studies, it is stated that the qirāʾāt education, which lost its institutional existence with the conversion of Dār al-Qurrās to the Qurʾān schools, providing general Qurʾān education has been continued with individual efforts of some qirāʾāt teachers such as Serezli Ahmed Şükrü (d. 1932), Hamdi Efendi (d. 1939), Akrepoğlu Osman Nûrî Taşkent (d. 1942), Ömer Aköz (d. 1952), (Ayağıkesik) İsmail Hakkı Bayrı (d. 1972), Hasan Akkus (d. 1972) and Üsküdarlı Ali Efendi (d. 1976). In the same studies, it is also underlined that the science of qirāʾāt regained an institutional entity only after the attempts of Tayyar Altıkulaç in 1968, with the sending of the Diyanet to Aşıkkutlu, honorarily occupied with the science of qirāʾāt in Uğurlu town of Of. However, the fact that Osman Nuri Taşkent was appointed in 1936 as Qurʾān teacher in Adapazarı while he had been the chief-imam of the Istanbul Nuruosmaniye Mosque reveals that the efforts for the institutionalisation of the qirāʾāt education began much earlier.This research aiming to address Taskent’s service as a public servant, his educational activities, and his role in the re-institutionalization of the qirāʾāt education is planned as a qualitative case study. The main problem in the study is whether the appointment of Osman Nuri Taşkent, the chief-imam of the Istanbul Nuruosmaniye Mosque in 1936, as a Qurʾān teacher in Adapazarı is an attempt to establish an institution of qirāʾāt education in the early period of the republic, or not, and the some results are as follows:In the diploma that he awarded Himmet Babalıoğlu who one of his students in Adapazarı, Taşkent presented himself as assigned the teacher and tutor by Turkish Republic for those who want to memorize and learn the Qurʾān as well as to learn qirāʾāt according to books of Shātibiyya and Durra in Adapazarı. This statement shows that his main reason for the leaving Istanbul was qirāʾāt education. Before his appointment to Adapazarı in 1936, Taşkent was giving qirāʾāt education at the Nuruosmaniye Mosque. Accordingly, in his interview with Diyanet Magazine in 1989, Hızal who is one of previous students stated that he had received qirāʾāt education from Taşkent in Nuruosmaniye since the early 1930s. Moreover, in his ratification letter, he stated that Hızal got ratification for Taṣḥīḥ al-Ḥurūf on July 13th, 1933 and qirāʾāt on May 10th, 1935. These statements show that he was occupying with qirāʾāt education in Istanbul. In this case, it is not reasonable to assume that he was appointed in Adapazarı for general Qurʾān teaching.Some documents also clearly reveal that Taşkent went to Adapazarı for qirāʾāt education, and the education he provided there is about qirāʾāt. Six years after Taşkent left Adapazarı, the informative letter which the Adapazarı muftī of the period wrote to the Presidency of Religious Affairs is perhaps the most important document. According to this document, 14 students studied Taṣḥīḥ al-Ḥurūf in Adapazarı graduated under his mentorship. However, it should be immediately stated that “Taṣḥīḥ al-Ḥurūf” in this letter means qirāʾāt education in consideration of that Babalıoğlu and Hızal were among the 14 students. Because Babalıoğlu learned qirāʾāt all of them from Taşkent as in his diploma and Hızal received diploma of Taqrīb. Furthermore, Himmet Babalıoğlu and İsmail Uziş who were the students in Adapazarı submitted their petitions to ask the left position by Taşkent. These petitions are ones of the important documents proving that the process started with Taşkent in Adapazarı was qirāʾāt education. Accordingly, they both addressed their candidacy for Adapazarı Qurʾān teaching by emphasizing their qirāʾāt education and competence in this field.A clear answer may not be given to the question of "Is the appointment of Taşkent as a Qurʾān teacher in Adapazarı individually given to him or is an institution established there?" in the context of his departure. However, some correspondences show that this education was an institutional activity for his period. Then, when it is aimed to identify qirāʾāt education as an institution for its period, the title of “Dār al-Huffāz of Adapazarı” is used and Taşkent is described as “Adapazarı Qurʾān Teacher”. Additionally, as Adapazarı Qurʾān teaching had an institutional quality, one of his students, Himmet Babalıoğlu, was appointed to the relevant position after him. (shrink)