Facing increased competition, universities are driven to project a positive image to their internal and external stakeholders. Therefore some of these institutions have begun to develop and implement corporate identity programs as part of their corporate strategies. This study describes a Turkish higher education institution’s social responsibility initiatives. Along with this example, the study also analyzes a specific case using concepts from the Corporate Identity and Corporate Social Responsibility literature. The motives leading the university to manage its corporate identity, the (...) social responsibility initiatives in the local and national communities, and the possible benefits of these initiatives for the parties involved are all identified. The major finding is that philanthropy is one of the main elements of Istanbul Bilgi University’s corporate identity program and that the university has altruistic motives for its social responsibility initiatives. (shrink)

Facing increased competition, universities are driven to project a positive image to their internal and external stakeholders. Therefore some of these institutions have begun to develop and implement corporate identity programs as part of their corporate strategies. This study describes a Turkish higher education institution’s social responsibility initiatives. Along with this example, the study also analyzes a specific case using concepts from the Corporate Identity and Corporate Social Responsibility literature. The motives leading the university to manage its corporate identity, the (...) social responsibility initiatives in the local and national communities, and the possible benefits of these initiatives for the parties involved are all identified. The major finding is that philanthropy is one of the main elements of Istanbul Bilgi University’s corporate identity program and that the university has altruistic motives for its social responsibility initiatives. (shrink)

One of the most prominent social influences on human decision making is conformity, which is even more prominent when the perceptual information is ambiguous. The Bayes optimal solution to this problem entails weighting the relative reliability of cognitive information and perceptual signals in constructing the percept from self‐sourced/endogenous and social sources, respectively. The current study investigated whether humans integrate the statistics (i.e., mean and variance) of endogenous perceptual and social information in a Bayes optimal way while estimating numerosities. Our results (...) demonstrated adjustment of initial estimations toward group means only when group estimations were more reliable (or “certain”), compared to participants’ endogenous metric uncertainty. Our results support Bayes optimal social conformity while also pointing to an implicit form of metacognition. (shrink)

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)

It has been argued recently that one major difficulty facing the A-theory of time consists in the view’s failure to provide a satisfactory account of the passage of time. Critics have objected that this particular charge is premised on an unduly strong conception of temporal passage, and that the argument does not go through on alternative, less demanding conceptions of passage. The resulting dialectical stalemate threatens to prove intractable, given the notorious elusiveness of the notion of temporal passage. Here I (...) argue that there is progress to be made in this regard. The argument from passage takes issue with a certain feature of the standard versions of the A-theory that is in fact problematic independently of worries about temporal passage. To illustrate this, I present a new argument, the argument from comprehensiveness, which demonstrates that the standard A-theoretic account of temporal reality is inadequate, even if it is granted that it can accommodate passage. (shrink)

According to Fine’s famous take on the infamous McTaggartian paradox, realism about tensed facts is incompatible with the joint acceptence of three very general and seemingly plausible theses about reality. However, Correia and Rosenkranz have recently objected that Fine’s argument depends on a crucial assumption about the nature of tensed facts; once that assumption is given up, they claim, realists can endorse the theses in question without further ado. They also argue that their novel version of tense realism, called dynamic (...) absolutism, is to be preferred over its rivals. I argue in this paper that dynamic absolutism does not constitute a genuine alternative for realists about tense. (shrink)

Recently, growing numbers of interns, apprentices, and volunteers are being recruited to work seasonally on ecologically oriented and organic farms across the global north. To date, there has been very little research examining these emergent forms of non-waged work. In this paper, we analyze the relationships between non-waged agricultural work and the economic circumstances of small- to medium-size farms and the non-economic ambitions of farm operators. We do so through a quantitative and qualitative analysis of farmers’ responses to two surveys (...) we conducted of farmers using non-waged workers in Ontario, Canada. We situate our analysis within debates on the agrarian question, which we contend requires an account for both the economic and non-economic dimensions of new forms of non-waged work on farms. We suggest that many ecologically oriented farm operators are struggling financially and report low gross on-farm revenues and personal incomes. We argue that in addition to relying on off-farm incomes and self-exploitation, many farms are managing to persist in a challenging economic climate through their use of intern, apprentice, and volunteer labor. However, we also suggest that the growth of non-waged work on farms is not simply being driven by economic processes but also a series of non-economic relationships focused on non-institutional farmer training, the pursuit of sustainability, and social movement building. We suggest, the “economic” and “non-economic” dimensions of internships, apprenticeships, and forms of volunteerism sit uneasily alongside of one another, generating questions about the politics, ethics, and sustainability of non-waged work and ecological farming. (shrink)

It is usually agreed that reality is temporal in the sense of containing entities that exist in time, but some philosophers, roughly those who have been traditionally called A-theorists, hold that reality is temporal in a far more profound sense than what is implied by the mere existence of such entities. This hypothesis of deep temporality typically involves two ideas: that reality is temporally compartmentalised into distinct present, past, and future ‘realms’, and that this compartmentalisation is temporally dynamic in the (...) sense that the boundaries of those temporal realms change from one moment to the next. The truth of something like this hypothesis is commonly thought to require that at least some of the facts that fundamentally constitute reality be tensed. While this seems plausible, realism about fundamental tensed facts does not seem to entail deep temporality. Nor is it clear exactly what realism about tense amounts to, given that no informative answer has been given to the question of what it is for a fact to be tensed. In this paper, I introduce a novel approach, perspectivalism about temporal reality, that seeks to vindicate the hypothesis of deep temporality by ascribing to reality a certain kind of temporally perspectival structure, which also provides a straightforward answer to the question of what the tensedness of facts consists in as well as to the question of what it is for reality to be constituted by such facts. (shrink)

Realists about tense, or A-theorists of time, believe that some of the facts that fundamentally constitute reality are tensed, and most of them seem to think that those tensed facts are to be understood as fixing the way things are, absolutely speaking, or simpliciter. But there is a simple yet powerful argument, the argument from atemporality, to the effect that realists should reject the absolutist conception of reality’s constitution by facts because, despite appearances to the contrary, that conception is in (...) fact inconsistent with realism about tense. After presenting the argument, I investigate why the relevant inconsistency has not been recognised so far and point to one possible explanation. (shrink)

New media are increasingly providing spaces and opportunities for media houses and activist groups engaged in socio-political reform in Africa. In Nigeria, social media are becoming platforms for communicating messages of resistance against oppressive political and exploitative economic power structures. This study analyzed Ogas at the top (OATT), an online puppetry series by Buni TV, as a way of examining new platforms and message content in Nigeria’s rapidly changing media sphere. Relying on semiotics and critical discourse analysis perspectives, the study (...) analyzed select episodes of the series, to gauge how producers constructed powerful visual and linguistic messages to boldly satirize social injustices perpetrated by Nigeria’s political elites. (shrink)

Social Networking Sites (SNS), particularly Facebook (FB) have become extremely popular among digital natives, especially university-level students. Moreover, they sometimes may see social networks as an extension of their lives (boyd, 2014) which can be called as a new communication platform for interpersonal communication. For the purpose of the study, interpersonal communication skills (ICS) levels explored in four sub-sections both in the social and e-social environments.1 Digital natives’ IPC skills were measured to figure out whether there is any statistically difference (...) between both environments. Interpersonal Communication Skills Inventory (Social Learning, 2002) is used as an instrument for the present study. (shrink)

Social Networking Sites (SNS), particularly Facebook (FB) have become extremely popular among digital natives, especially university-level students. Moreover, they sometimes may see social networks as an extension of their lives (boyd, 2014) which can be called as a new communication platform for interpersonal communication. For the purpose of the study, interpersonal communication skills (ICS) levels explored in four sub-sections both in the social and e-social environments.1 Digital natives’ IPC skills were measured to figure out whether there is any statistically difference (...) between both environments. Interpersonal Communication Skills Inventory (Social Learning, 2002) is used as an instrument for the present study. (shrink)

Evaluativism about desire, the view that desires just are, or necessarily involve, positive evaluations of their objects, currently enjoys widespread popularity in many philosophical circles. This chapter argues that evaluativism, in both of its doxastic and perceptual versions, overstates and mischaracterises the connection between desires and evaluations. Whereas doxastic evaluativism implausibly rules out cases where someone has a desire, despite evaluating its object negatively, being uncertain about its value, or having no doxastic attitude whatsoever towards its evaluative status at all, (...) perceptual evaluativism cannot even properly apply to the large class of standing desires. It is also argued that evaluativism about desire is not even well-motivated in the first place: the theory is supposed to solve a particular puzzle about the role desires play in the explanation of action, yet, in fact, it does not offer any help whatsoever in dealing with the relevant puzzle. (shrink)

In his stimulating recent book Reasons without Persons, Brian Hedden develops a novel theory of rationality that he calls Time-Slice Rationality. One of the main theses of TSR is that all rational requirements are synchronic. We argue here first that this thesis is not well-motivated. We also demonstrate that Hedden is in fact committed to an even stronger claim about the rationality of an agent at a time. Finally, we provide some arguments against the conception of rationality that results from (...) this stronger claim. (shrink)

Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teacher’s instructions. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ state emotions in the context of daily teaching. Significant portion of literature has described teachers’ emotions by foregrounding trait emotions through deductive methodological approaches. This paper explored elementary teachers’ state and trait (...) emotions while preparing for teaching and during teaching, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of 5 cycles of coaching over an year. For each coaching cycle pre-coaching conversation and post-coaching conversation data were collected regarding state emotions teachers felt in anticipation of teaching and during teaching retrospectively. Also, teachers responded adapted Teaching Emotion Scale (TES) that was aimed to measure trait emotions. In order to compare teachers’ emotions with instructional quality, coaching session were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported 6 categories of emotions (positive, negative, neutral, mixed-positive, mixed-negative, and mixed-complex), and often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and mixed emotions were the most dominant category. Also, teachers had more positive emotions anticipating teaching, than actually teaching the lesson, and there was no noticeable change of emotions across the 5 coaching cycles. The reason teachers felt mixed emotions reflected complex and context-specific nature of teaching, which was not articulated in the literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ state emotions. (shrink)

In Reasons without Persons, I defend a time-slice-centric conception of rationality, on which the locus of rationality is the time-slice rather than the temporally extended agent, and there are no distinctively diachronic or intra-personal requirements of rationality. Here I reply to criticisms from Doring and Eker, Snedegar, and Lenman, who object to the motivations for and implications of time-slice rationality.

Doctrine of the distant tzaddik: mysticism, ethic, and politics -- Self-image and the Father-figure: Rabbi Nachman of Breslov on repairing the souls of the dead -- Two tzsddikim, Two women in labor, and one salvation: reading gender in Hasidic story -- 'Outside of the natural order': Temrel, the female Hasid -- Hasidic women: beyond egalitarianist discourse -- The Hasidic story: a call of narrative religiosity -- The Yamima method as a contemporary- Hasidic- female movement.

Felsefe, kümülatif yapısı ile ele alınmalıdır. Bu yüzden, bir filozofun düşünceleri anlaşılmak istendiğinde, o kendi çağındaki mevcut ve geçmiş teorilerden soyutlanmamalı ve bu kümülatif ve devamlılık arz eden yapı dikkate alınarak incelenmelidir. Bu bağlamda, Kant, Bergson ve İkbal’in zaman anlayışları, bazı uyumsuz noktalara sahip gibi anlaşılabilseler de, dikkatle incelendiğinde birbirleri arasında bir devamlılığın bulunduğu göze çarpar. Kant’ın zaman anlayışı, Kritik öncesi ve Kritik dönemi olmak üzere iki dönemde incelenebilir. Kritik öncesi döneminde Kant, zamanın insan zihninin dışında kendinde bir gerçekliğe ve (...) varlığa sahip olduğunu kabul eder. Fakat Kant, zamanı bütün duyuları önceleyen bir görü olarak anlamasının tohumlarını da hala Kritik öncesi dönemde iken eker. Bu doğrultuda, onun odağı özneyi merkeze alan bir tutuma doğru ilerler görünür. Kritik döneminde özne merkezci konumu daha da belirginleşir ve Kant, zamanın bütün dışsallıkları öncelediğini iddia eder. Ona göre zaman, duyulur bir görü olarak, eşyayı zihnin algılayabilmesi için eşzamanlılık ve ardışıklık içinde konumlandırır. Diğer taraftan Bergson, Kant’ı pek çok açıdan eleştirmekle beraber onun düşüncelerinden açık bir şekilde faydalanır. Bergson’un zaman anlayışı iki bileşenden oluşur: Salt süre ve homojen zaman. Salt süre, özne-merkezci olması bakımından üzerinde Kant’ın düşünce pratiğinin etkisinin görünür olduğu bir kavramsallaştırmadır. Bu, her bir bilincin, kişinin geçmiş ve şimdisini bir bütünde birleştirerek bireysel olarak sahip olduğu ve özünde heterojen, sırasız bir şekilde ardışık ve bölünemez zamandır. Homojen zaman ise sıralı ve eşzamanlı olması bakımından köklerini yine Kant’ta bulur. Homojen zaman, salt sürelerin uyum içinde çalışmasını sağlayan, bireyler için ortak zemini teşkil eden zamandır. Bu iki filozofun düşünceleri doğrultusunda İkbal’in zaman teorisi incelendiğinde, onun hem duyulabilir görünün bir formu olan Kant’ın zamanından hem de Bergson’un salt süresinden faydalandığı ortaya çıkar. İkbal, bu iki zaman anlayışını kullanarak İslam düşüncesinde İlahi Zaman’ı ve dolayısıyla da özgür iradeyi yeniden inşa eder. Salt süre ve yaratıcılık açısından, evrene yönelik mekanik bir anlayış Bergson ve İkbal tarafından reddedilir. Böylece İkbal, özgür iradenin Tanrı’nın salt süresi, yani İlahi Zaman, aracılığı ile yayılmasına ve tüm benliklere ait salt sürelere nüfuz etmesine izin verir. Biz, bu makale aracılığı ile, İkbal’in salt süre mefhumunu ve Tanrı’ya ait salt süre olarak İlahi Zaman’ı kullanarak özgür irade anlayışını yeniden inşa etmesinin köklerine gitmek niyetindeyiz. (shrink)

Bu çalışma, İlkokul 4. Sınıflarda okutulmak üzere Milli Eğitim Bakanlığı, Talim Terbiye Kurulu Başkanlığı tarafından 28.05.2018 tarih ve 78 kurul kararıyla 2018-2019 yılından itibaren 5 yıl süreyle ders kitabı olarak kabul edilen Barış Pınarbaşı’nın yazdığı, Ankara-2019 baskılı Tutku yayıncılıkça yayınlanan kitabı ele almaktadır. Çalışmamız sözü edilen ders kitabını görsel tasarım, içerik, dil ve anlatım ile eğitsel tasarımı oluşturan kazanımlar, öğretme-öğrenme süreci açısından değerlendirmektedir. Bir inancın öğrenilmesi, benimsenmesi ve birey tarafından yaşama geçirilmesinde öncelik, inanmanın iknaya dayalı olmasına bağlıdır. Bu ise (...) ancak düzenli, sistematik ve bireyin gelişimine uygun bir eğitim yürütmekle mümkün olabilir. Bu durum, bireyin gelişim evrelerini bilmeyi, öğretim materyalini ona uygun bir biçimde düzenlemeyi zorunlu kılmaktadır. Eğitim ve öğretimden beklenen hedef ve kazanımların gerçekleşmesi de buna bağlıdır. Elde edilen bulgulara göre 4. Sınıf DKAB ders kitabının tasarımında; tu-tarlılık, sayfa düzeni, görsel materyaller, yazı türü, yazı boyutu, yazı stili ve vurgulama araçlarının kullanımı gibi faktörlerin yeterince dikkate alınmadığı görülmüştür. Ders Kitabının dil ve anlatım yönünden öğrencinin bireysel öğrenmesine katkı sağlayacak yeterliliği konusunda sorunlu olduğu anlaşılmıştır. Ders kitabında sınıf düzeyine uygun olmayan bazı zorlayıcı metinler de yer almıştır. 4. sınıfta yoğun olarak bilgi verici metinlerin verilmesi, öğrencilerin okuduklarını anlama performansı, öğrencinin akademik başarısında kritik bir role sahiptir. Bu nedenle incelediğimiz ders kitabı hedef yaş için okuduğunu anlama, bir metnin ana fikrini belirleme, bilgiler arasında ilişki kurabilme yeterliğine sahip olabilme seviyesiyle kısmen uyumludur. (shrink)

Budizm, Hinduzim’e tepki olarak ortaya çıkan bir inanç sistemidir. Buda, bu dinin kurucusudur. Budizm daha çok Buda’nın hayatı ve görüşleri çerçevesinde şekillenir. Özellikle Buda’nın vaazları bu dinin yayılmasını sağlayan önemli konuşmalardır. Bu çerçevede Ateş Vaazı Budistler arasında önemli bir yere sahiptir. Ateş simgesi ile özdeşleşen bu vaaz, Budizm için bir kırılma eşiğidir. Bu vaazdan sonra yüzlerce keşiş Buda’nın yolunu izler. Genel olarak dini ve felsefi bir içeriğe sahip olan vaaz, keşişleri kurtuluşa davet eder. Buda bu vaaz aracılığıyla kendi yaşam serüvenini (...) ve ulaştığı sonuçları takipçilerine anlatır. Budizm’in inanç hayatı hakkında derli toplu bilgiler veren Ateş Vaazı, insanın bu dünyada yanılma nedenlerini ortaya koyar. Arzu, tutku ve nefretin acılara neden olduğundan söz eder. Tenasüh sürecinin insanı yıprattığını dile getiren vaaz, keşişler için kurtuluş yolu olarak Nirvana’yı önerir. Buda incir ağacının altında Nirvana’ya ulaşır. Burada pişer ve hakikati keşfeder. Buda bu vaaz aracılığıyla takipçilerinin de pişerek olgunlaşmasını önerir. Bu çerçevede bu çalışmada önce Budizm’in kısa bir geçmişi sonra Buda’nın hayatına yer verildi. Böylece Ateş Vaazı’nın ortaya çıkma süreci ve zemini ele alındı. Son olarak bu vaazın neyi, nasıl anlattığı ve ne gibi mesajlar verdiği ortaya konuldu. (shrink)