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Language philosophy which is a discipline that investigates the nature of language conceptually, analyzes various meanings, deals with meaning, explaining how it is formed, explains the relation between language, language reality and language-communication. It has been the main field of philosophy since the beginning of the 20th century. In the course of history of philosophy, most philosophers have been concerned with the issue of language and language problems. Thus the fundamental views on language from the early periods into twenty first century has been grounded by the perspectives of prominent philosophers. This paper focuses on studies of Wittgenstein, who is considered (by some) to be one of the greatest philosophers of the 20th century, played a significant role in 20th-century analytic philosophy, providing an important guide to one of the liveliest and most challenging areas of study in philosophy between the works of Wittgenstein’s first period of Tracatus Logico Philosophilus and the second period of Philosophical Investigations. There were two recognized periods of Wittgenstein’s thought—the early and the later. On the other hand, due to the difficulty of his works, he is not well understood. However, it is the later Wittgenstein, mostly known in the Philosophical Investigations. In the Tractatus philosophical problems arise from misunderstandings of the logic of language, and he tries to illustrate what this logic is. However, in Wittgenstein’s later work, he provides this concern with logic and language. With his language-games, he seems to go against the logical positivist's view of language of that period. This paper attempts to give an expository information on the fundamentals of philosophy of language between the two periods, outlining a thematic overview of the various approaches of Wittgenstein.

This study, concerned with the “basics” of information development, attempts to examine the applicability of the “new-before/without-given” (further “n-b/w-g”) pattern as an additional resource to F. Daneš’s “given-before-new” (“g-b-n” in furtherance) thematic progression type. Our controversy rests on the claim that “given-before-new” information development model as a linear relation (between “theme” and “rheme”) is not a sufficient condition for organization of texts in different functional styles of language-in-use. Moreover, information “packaging” more than often relies on the purposive aspect of communication and thereby we will query the contention that for a text to be appropriately goal-oriented, not all uses of “given-before-new” model produce effective texts, which, in turn, serves as a basis for our next assumption: “New-before/without-given” model is an independent requirement, not a by-product or an alternative of the “given-before-new” pattern of information development, since it better reflects the relations between text parts in functional terms, and identifying the transition point of a relation, “designs” a more relevant extent of the items related. In this article, the central conceptual properties of the “g-b-n” type of information processing is examined and it is illustrated that the rationale and potential of the “n-b/w-g” model by implementing it in various functional styles and by empirically testing its capacity as well as adequacy to varying communication needs. Comparison-based findings of the two models are addressed as well as the perspective of the problem is drawn attention to. Given the various models, this model aims a more successful communication involving syntactic, semantic and pragmatic elements.

In the study, it is empirically investigated that the effects of institutional structure indicators on the economic growth in countries which are grouped as low, medium and high income in economic terms within the framework of new generation panel data analysis methodology for the period 1996-2014. In the study of this aspect, it is intended that the differentiation of the economic growth performances in long-term and/or income levels of countries around the world is to evaluated the effects of institutional structure indicators. As a result of the study, in the sample period it was determined that the long-run effects of the institutional structure indicators on economic growth in the high-income countries were positive directional and statistically significant. In contrast, it was identified that the long-run effects of the institutional structure indicators on economic growth in low and middle income countries were negative directional and statistically significant in generally. These results indicate that the countries which are covered in the study period; differentiation in terms of welfare level as low, medium and high income levels and/or the sustainability of economic growth performances in long-term has a significant effect on of the institutional structure in the different qualities they possess in addition to the accumulation of physical-human capital.

The purpose of this research is to develop a scale determining the causes of failure for secondary school students in mathematics. A crossectional survey method was used in the study. In this direction, a detailed literatüre review was conducted and a draft scale consisting of 81 items was developed based on expert opinions. Then the draftscale was administered to 757 students from four Vocational and Technical Anatolian High Schools in the center of Isparta in 2015-2016 academic year. The validity and reliability of the scale was investigated in terms of content validity, construct validity, corrected item-total correlation and Cronbach Alpha internal consistency coefficient. The analyses were conducted by using SPSS 17.0 package program. Kaiser-Meyer-Olkin (KMO) test was performed to check whether the data is appropriate for factor analysis or not.The analysis indicated that “Mathematics Causes of Failure Questionnaire” scale consists of eight factors with 45 items. The first of the obtained factor “Negative Thoughts Dimension”, the second is “Student Dimension”, the third is “”Efficiency Dimension”, the fourth is “Family Dimension”, the fifth is “Teacher Dimension”, the sixth is “School and Environmantel Dimension”, the sevent is “Curciculum and Program Dimension” and the eight is “Course Dimension”. The factor loadings of 46 items ranged from 0.954 to 0.377. The 46 items explained 45 per cent of the total variance in the scale. Cronbach's Alpha’s reliability coefficient for of the scale was found to be 0.899. The Cronbach Alpha internal consistency coefficients of the factors were between 0.490 and 0.832.

The subject of pre-school education was among the major agenda issues in Turkey especially in the 2000s, and some legal arrangements have been made by the Ministry of National Education for the dissemination and support of pre-school education. Although efforts are being made to increase the enrollment rate in pre-school education, parallel to these dissemination efforts, it is important to develop studies to support free educational services out of school. Providing the access of children from different socio-economic backgrounds to the public libraries where special areas and programs are prepared for them will be a very important opportunity to equalize academic differences between children and reduce emotional vulnerabilities. As a matter of fact, children whose library use has been promoted since early ages are likely to remain library users in the future. Unfortunately, the lack of an organic link between the national education system and the libraries is a serious problem. As a matter of fact, the national education curriculum, which forms the basis of a compulsory period in the lives of children and adolescents between the ages of 6 and 17, is not designed to educate people who read books and use the library as the third space. The purpose of this study is to analyze the appropriateness of the areas designated for pre-school children in the children's sections of public libraries in Istanbul. This study analyzes the way in which the children's sections, which should constitute at least 25% of the public libraries, are effective as collections, services, activities and space, and how the public libraries provide service plans to pre-school children in this plan. These analyses were carried out in 30 public libraries in different regions of Istanbul. The data collection forms used in the study consist of 20 criteria under 5 factors.

Die Beziehungen der Deutschen und Türken beruhen auf einer langen Geschichte, die bis zu den Kreuzzügen zurückzuverfolgen sind. Außer den Beziehungen im 19. Jahrhundert und dem Ersten Weltkrieg, sowie der Zwischenkriegszeit und dem Zweiten Weltkrieg entwickelten sich mit dem Anwerbeabkommen von 1961 nähere Beziehungen, da die Völker nun zusammenlebten. Mit der Mobilität beider Seiten kam es auch zu einem intensiven Kulturaustausch. All diese Kontakte führten zu gegenseitigen festen Bildern, die sich positiv oder negative zeigten. Aufgrund der langjährigen Kontakte änderten sich natürlich die festen Bilder, die auch in verschiedenen Werken der deutschen Literatur zum Thema wurden. Diese Arbeit hat es zum Ziel, diesen Paradigmenwechsel anhand deutschsprachiger literarischer Werke zu zeigen. Dafür wird eine kultursemiotische Perspektive bevorzugt, in dem Werke aus verschiedenen Jahren an Roland Posners drei Dimensionen analysiert werden, um das kollektive und kulturelle Gedächtnis und den Wandel der Paradigmen beider Kulturen darzustellen.

The Principalities of Wallachia and Moldavia had an important place in the relations of the Ottoman Empire with the Central and Eastern European States. From the second half of the 17th century, Greek families (Phanariot) from the Phanar area of Istanbul gained important function in the Ottoman foreign policy and diplomacy. The most important of these functions were the interpretation for the central administration and the Ottoman navy. Subsequently, they also carried out other interpreting services such as embassy translations. Instead of traditional Boyars, the Princes/Hospodars (Voivods) of Wallachia and Moldavia were appointed by the Sultan from among these Greek families form 1711 onwards. The reign of these Greek families in Wallachia and Moldavia lasted about 110 years until the Greek Revolt of Mora in 1821. As source of information about Russia, Poland, Austria and Prussia, these princes played a key role for the Ottoman foreign policy. In this context, this paper will examine the role of the Principalities of Wallachia and Moldavia on Ottoman foreign policy within the context of Europeanisation of Ottoman Diplomatic channels in the era of Selim III (1789-1807).