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Copyright of Turkiye Klinikleri Journal of Sports Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the return of the Macedonian region to the Ottoman Empire in accordance with the provisions of the Berlin Treaty (13 July 1878), a struggle began between the states of Bulgaria, Greece and Serbia for the dominance of this region. Claiming that they are descended from the same lineage as the Vlachs, Romania joined the Macedonian struggle under the pretext of protecting the Vlach population in the region. Each of these states tried to give the impression that they were right in their cases, claiming that their cognates living in the region had a significant population. For the sake of the struggle for domination by the aforementioned Balkan states, very effective propaganda was carried out on the territory of Macedonia. Churches and schools were the most effective means of propaganda activities. For this purpose, while there was a competition to open new churches and schools in Macedonia, on the other hand, there were conflicts about which side the existing churches and schools belonged to. İn most regions of Macedonia, the conflicts between non-Muslim elements based on church and school were increasing in intensity and could even turn into conflicts. The fact that gangs supported by each Balkan state were involved in these conflicts and carried out acts of terrorism made it very difficult to maintain security in the region. The conflict environment created in the region had caused the Muslims and non-Muslim peoples living here to experience unforgetable suffering. İn the study, the reflection of the church and school conflicts between the non-Muslim elements in Macedonian lands on the Manastır province is discussed in the light of various sources. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Humanities Research /Avrasya Beşeri Bilim Araştırmaları Dergisi (ABBAD) is the property of Karabuk University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Modern Turkish History Studies / Cumhuriyet Tarihi Araştırmaları Dergisi (CTAD) is the property of Ataturk Institute for Modern Turkish History and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Modern Turkish History Studies / Cumhuriyet Tarihi Araştırmaları Dergisi (CTAD) is the property of Ataturk Institute for Modern Turkish History and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erciyes Akademi is the property of Erciyes Universitesi Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Izmir Katip Celebi University Faculty of Health Sciences Journal / İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi is the property of Izmir Katip Celebi University, Faculty of Health Sciene Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Amaç: Dünyada ebeveynlerin çocuk besleme uygulamaları, çocukluk çağı obezitesinin gelişiminde etkili bir faktör olarak kabul edilmektedir. Bu çalışma ilkokul öğrencilerinin ebeveynlerin çocukluk çağı obezitesiyle ilişkili algı, kaygı ve çocuk beslemesine ilişkili uygulamalarının öğrencilerin beden kitle indekslerine etkisini incelemek amacıyla yapılmıştır. Gereç ve Yöntemler: Kesitsel tipte olan çalışma İzmir İli Gaziemir ve Karşıyaka İlçeleri’nde yer alan iki ilkokulda Nisan-Haziran 2019 tarihleri arasında yürütülmüştür. Araştırmanın evrenini iki ilkokulda öğrenim gören 1480, örneklemini çalışmaya katılmayı kabul eden toplam 550 ebeveyn oluşturmuştur. Veriler BKİ Değerlendirme Formu, Beslenme Özellikleri Değerlendirme Formu ve Çocuk Beslenme Anketi (ÇBA) kullanılarak toplanmıştır. Verilerin analizinde tanımlayıcı istatistikler, Kruskal Wallis varyans analizi ve korelasyon analizi kullanılmıştır. Çalışmaya başlamadan önce DEÜ Girişimsel Olmayan Çalışmalar Etik Kurulu’ndan etik kurul onayı, İzmir İl Milli Eğitim Müdürlüğü’nden kurum izinleri ve ayrıca öğrencilerin ailelerinden yazılı onam alınmıştır. Bulgular: Öğrencilerin %6.3’ünün BKİ’si düşük, %70.6’sı sağlıklı ağırlıktadır. Öğrencilerin BKİ’lerine göre Çocuk Beslenme Anketi sorumluluk, (KWχ²=2.759, p=.430) ve izlem (KWχ² =3.711, p=.294) alt boyutları açısından istatistiksel olarak anlamlı fark yokken, ebeveynlerin tartı algısı (KWχ²=11.431, p=.010), çocuğun algılanan tartısı (KWχ²=34.825, p=.000 ebeveynlerin çocukların tartıları hakkındaki kaygıları (KWχ²=10.361, p=.016), kısıtlama (KWχ²=14.709, p=.002) ve yemeğe zorlama (KWχ²=19.085, p=.000) alt boyutlarında anlamlı farklılık vardır. Yapılan ileri analizde bu farklılıkların obez olan gruptan kaynaklandığı saptanmıştır. Sonuç: Çalışma sonucunda ebeveynlerin çocukluk çağı obezitesine yönelik algı ve kaygı düzeylerinin obez olan çocukların ebeveynlerinde daha yüksek olduğu ve kısıtlama ve yemeğe zorlama gibi beslenme uygulamalarının daha fazla olduğu saptanmıştır. Ebeveynlerin çocukların tartılarına yönelik kaygıları ve beslenme uygulamalarının çocuğun fazla tartılı olması ile sonuçlanabilmesi nedeniyle okullarda çocuk beslenmesine yönelik programların geliştirilmesi önerilmektedir.

Introdução: Os primeiros socorros, realizados fora do ambiente hospitalar, têm por objetivo reduzir a morbidade e mortalidade, aliviando o sofrimento, prevenindo doenças ou lesões anteriores e promovendo a recuperação, sendo que quanto mais rápido e efetivo o atendimento, maior a possibilidade de sobrevivência da vítima até a chegada do atendimento especializado e menor a geração de possíveis sequelas. Ainda que o atendimento de primeiros socorros possa ser realizado por pessoas leigas, o número de pessoas da comunidade em geral que tem conhecimento acerca das práticas atuais de suporte básico de vida ainda é reduzido. No âmbito da educação brasileira, a lei n°13.722, de 2018, tornou obrigatória a capacitação em noções básicas de primeiros socorros entre professores e funcionários de da educação básica e de estabelecimentos de recreação infantil. Objetivo: Analisar o conhecimento sobre primeiros socorros de servidores de uma instituição de ensino público infanto-juvenil. Método: Estudo transversal, quantitativo, realizado com 84 servidores de uma instituição de ensino pública do Paraná, Brasil, destinada às crianças e adolescentes. Para coleta de dados, utilizou-se questionário sociodemográficas e instrumento de para avaliação do conhecimento adaptado das diretrizes mundiais de atendimento à parada cardiorrespiratória da American Heart Association (2017), contendo questões acerca das temáticas: prioridade na parada cardiorrespiratória, velocidade das compressões torácicas, parada cardiorrespiratória em crianças, engasgo e atendimento de lesões (hemorragia, epistaxe, avulsão dentária, trauma de coluna e fratura). Os dados foram analisados de forma descritiva. O estudo foi aprovado pelo comitê de ética em pesquisa com seres humanos (CAAE: 12201619.6.0000.0105). Resultados: A amostra final foi composta em sua maioria indivíduos do sexo feminino (72,6%), casado ou com união estável (58,3%), sem filhos (32,1%), com ensino superior (59,5%) e com renda mensal de até três salários mínimos (51,2%). A maioria dos pesquisados já participou de algum curso teórico sobre Primeiros Socorros (60,7%), nunca participou de um curso prático sobre o tema (66,7%) e considera muito importante o conhecimento sobre tal (79,8%). Em relação ao conhecimento prévio, verificou-se que a minoria tinha conhecimento correto acerca da prioridade na parada cardiorrespiratória (18,5%), velocidade das compressões torácicas (32,5%), parada cardiorrespiratória em crianças (23,8%), hemorragia e avulsão dentária (28,9%) e engasgo (28,0%). Apenas o atendimento de lesões gerais foi temática de maior conhecimento dos servidores (82,9%). Conclusões: Conclui-se que os servidores avaliados apresentaram baixo conhecimento sobre primeiros socorros, apesar da maioria dos pesquisados já ter realizado algum curso sobre o tema, corrobora a necessidade da promoção de treinamentos frequentes, principalmente com demonstrações e simulações práticas. Deste modo, destaca-se a relevância do empoderamento de sujeitos de diversos contextos e espaços sociais, para que sejam capazes de assumir o protagonismo em saúde sobre situações que exigem atitudes imediatas, podendo reduzir os riscos à saúde e potencializar a qualidade de vida.

The primary aim of this qualitative study is to explore the opinions of teachers about the contributions of Comenius Multilateral Projects, included in the European Union Education and Youth Programs, to the schools. A phenomenology design was used in the study. Thirty teachers working in schools who have previously took part in Comenius projects participated in this study. The participants were selected on the basis of extreme/deviant sampling technique. The data were collected using semi-structured interviews and analyzed through content analysis. The results revealed that while Comenius projects were perceived as highly positive and contributed to participants’ personal/professional, social, cultural development and language learning to a large extent; the contributions of these projects to the schools remained limited and were mostly in favor of the individuals taking active roles and participant institutions. Thus, it is suggested that the factors conveyed by the participants as problems should be taken into consideration in order to increase the contributions of the projects.

Copyright of Ataturk Yolu Journal / Atatürk Yolu Dergisi is the property of Ataturk Yolu Journal / Ataturk Yolu Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet Ilahiyat Dergisi / Cumhuriyet Theology Journal is the property of Cumhuriyet Universitesi, Ilahiyat Fakultesi / Cumhuriyet University, Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EUL Journal of Social Sciences / LAÜ Sosyal Bilimler Dergisi is the property of EUL Journal of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Islamic Civilization Studies / İslam Medeniyeti Araştırmaları Dergisi (IMAD) is the property of Islam Medeniyeti Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mimarlık is the property of Chamber of Architects in Turkey and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As in the rest of the Ottoman Empire, traditional educational institutions, Sıbyân schools and madrasahs have continued their activities for many years in Malatya. With the Tanzimat, modern educational institutions were opened in the starboard. One of these institutions is the Malatya Boys' Rushdie School, which was opened in 1870 with the initiative of charitable people. Education materials for students in this school, which started education with the appointment of a teacher, were provided from the Ministry of Education Library in Istanbul. In the school, where there was not much trouble in obtaining allowances until the fire that occurred in the bazaar where the school building is located, there were problems even in paying salaries in the years after this event. The school building became unusable after the big bazaar fire in 1889 and the school was moved to the ibtidâi building near Gazi Sinan Pasha Mosque. With the transformation of education in the starboard, with these school graduates, who were mostly employed as civil servants, the rate of local appointments to the public increased. After 29 years of service, in 1899, Malatya Boys' Rushdie School was turned into Malatya Mülkî İdâdîsi with its teachers and closed. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

İn this study, the education and training activities at Urfa Sanjak has been approached in the line of date taking part in Yearsbooks. The research was designed in qualitative research method and the data obtained by using document analysis technique was evaluated with descriptive analysis method. İn this purpose H.1316-1321/M.1898-1904 (H.1320/M.1902-1903 excep as couldn't reach today) after analyzing these yearsbooks and then existing schools, managers working there, teachers, the lessons that are thought there, srudents and jonitors numbers are handled. Also some information about Medresas existing in Urfa, their places, Mudarrises working at those medresas, students and prampter's numbers are given. Also, some information about whwn non-muslim schools are founded and whether they had certificate of approval or not are painted. On the top of all as analyzing the libraries which were opened in Urfa, we can make firm when they established and how many boks they have got. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student satisfaction is defined as the happiness and satisfaction of the students as a result of the evaluation of the services provided by the educational institution. During the adolescence period when the developmental crises are intense, the effective communication between the students and the teachers and the satisfaction of the student about the educational environment is important for the realization of educational objectives. For this reason, it is necessary to determine the factors affecting the teacher-student communication and the factors affecting student satisfaction and to increase the awareness in this way, in order to make the educational environments more productive. In this study where the factors affecting student satisfaction and student-teacher communication were discussed, a questionnaire was applied with 1063 students attending different high school types in the province of Beşiktaş in Istanbul and the students who were educated in the Anatolian High Schools in terms of the obtained data, were found to be higher than the other groups. [ABSTRACT FROM AUTHOR]

The phenomenon of ''Husn-qubh'' is one of the cases that evaluate the context of people's actions and God's laws (sharia law). In this study, the origins of the subject of al-husn-qubh and the views of kalam schools on the subject were evaluated in the context of acquit. From the early terms of Kalam to the ''Mutaahhirūn'' (the late) Kalam, there are a lot of points of view about the case "al-husn-qubh". I n p articular, i t w ould b e more a ccurate i f t his s ubject i s a nalyzed w ith comperative analysis of ''Māturīdī'',"Mu'tazilah", and al-Ashʿarī" school views. In this research, references to the basic views and foundations of the "kalam" schools are used from their own sources. Kalam schools view of the issue of al-husn-qubh, generally, on the one hand take Ahl al-ḥadīth's understanding that object can be known only by God's knowledge, on the other hand, Ahl al-Ra'y,'s view that treats reason as a tool which is given by God to distinguish between good and evil. Yet, considering the possible consequences of making a distinction between the premises of reason on the good and evil and the premises of revalation, it can be thought that Ahl al-Ra'y is more consistent. [ABSTRACT FROM AUTHOR]

After the emergence of methodology, each sect created an original methodology. Different methods emerged on the basis of different conceptions of the fuqaha in terms of method. In this context, Mâlikî methodology made publications in the early periods of compilation and codification of methodology works. Although Imam Malik does not possess any methodological works, his compilation titled el-Muvattâ in which the fatwa, fiqh, and hadith are compiled forms the basis for these methodology activities. The different perspectives of Medina, Egypt, Iraq, and Andalusia schools which emerged in the Malikian sect also affected the methodology of each school, and each school produced works within the framework of their own thoughts. The first methodological works were centered in Iraq and then an era of development through the Andalusian scholarship was observed, while the Egyptian school shaped the classical period of the Maliki methodology. Although the fuqaha and combined method were used in these processes, a compilation tradition was created mainly within the framework of the mutakallamin method. The Iraq Maliki methodology of which the basic characteristic is debate and opposition in terms of methodology, Andalusia methodology which contradicts with this approach, and Egypt methodology which fuses these two methods have been effective. The Andalusian methodology school and the Egyptian methodology which remained under the influence of Irâq in the final process and based on the Irâq methodology were the two main schools that continued their dominance in the sect. In the modern era, a maqasid-based methodology, which is very different from the classical method, became dominant. In the present article, a holistic and overall picture of the development course of the Maliki methodology will be presented while considering the peculiar features and historical process of these periods of the Maliki methodology. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim purpose of this paper will be focused in describing the processes through which Arabic language learning and teaching has gone, across different time periods, governing systems, wars and schools-establishment phases between the Albanian society and their lands. This research is realized through the historical approach from the period of Albanians who were ruled by the Ottomans, compared to the nowadays situation. The study tells us what the status of the Arabic language was at the time of the Ottoman Empire, it was highly privileged. This investigation also highlights the methodology of teaching Arabic and describes the effect which these methods had on pupils and students, and the material used during that time. It also tells us, that Islamic culture has played an important role in learning/teaching Arabic among the Albanians, their relations with Arabs, and the large prestigious status of the Holy Quran to them. The great acceptance of Islam by the Albanians was an indication that they were keenly interested in learning Islamic Religion and Culture in general, and the Arabic language in particular. In further observations to date, we have found that the Arabic language in Albanian lands, is mainly taught in religious institutions, except the Department of Oriental Studies beside the Faculty of Philology at the University of Pristina in Kosovo. From all this, it is concluded that the teaching of the Arabic language has gone through many critical stages. It seems like, at the period of Ottoman ruling, education in Arabic to Albanians was more advanced. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

After Ibn Mujāhid (d. 324/936) limited the number of Qur'anic recitations to seven, the work of his follower Abū 'Amr al-Dānī (d. 444/1053) entitled al-Taysīr fī'lqirā'āt al-sab', and that of Sha'ibī (d. 590/1194), another follower of Ibn Mujāhid, which is entitled 'irz al-amānī wa-wajh al-tahānī, a poetic interpretation of the former, have both been manuals of studying the seven-recitations. Due to the on-going study of the matter exclusively out of these two works, people have tended to believe that there are no other accumulations than those al-Taysīr and 'irz al-amānī with regards to Qur'anic recitation. In fact, there may even be an assumption made from this that the content of the Qur'an only consists of the content of these two works. Having realised this Ibn al-Jazarī (d. 833/1429) compiled his book al-Nashr that contained largely the routes ('arīqs) of the recitation. He summarised this work under the title of Taqrīb al-Nashr first, and then versified it under the title 'ayyibat al-Nashr. That these two works contained many more routes compared with the scope of al-Taysīr and 'irz al-amānī guided and pushed Ibn al-Jazarī to write Takhbīr al-Taysīr in order to account for the number of recitation methods to ten, and added al-Durra al-mu'iyya in order to account for ten routes to 'irz al-amānī. Following Ibn al-Jazarī's compilation of Takhbeer al-Taysīr and al-Durra al-mu'iyya, various routes of qirā'āt education emerged. The Egyptian route admitted al-Durra al-mu'iyya and 'irz al-amānī as its main sources and took Takhbīr al-Taysīr and al-Taysīr as its secondary sources. Whereas the Istanbul route admitted Takhbīr al-Taysīr and al-Taysīr as its primary sources and held the other two, al-Durra al-mu'iyya and 'irz al-amānī, as its secondary sources. Both routes are named as al-'ashr al-'ughrā. As to the content of Ibn al-Jazarī's al-Nashr, Taqreeb al-Nashr, and Tayyibat al-Nashr, these have constituted the curriculum of al-ashr al-kubrā. Incidentally, in Turkey, the former, i.e. al-'ashr al-'ughrā, is called in short "'ashara" while the latter, that is al-ashr al-kubrā, is entitled "Taqrīb al-'ayyiba". The knowledge of taḥrīrāt (taḥrīrāt or registering of references) as one of the most significant fields of recitation or qirā'āt, stayed in a rather narrower framework in Ḥirz alamānī and al-Durra al-muḍiyya due to their relatively narrower scope of accounts (riwāyāt). Yet, the knowledge of taḥrīrāt began to be utilised in a wider spectrum after Ibn al-Jazarī compiled his books al-Nashr and Ṭayyibat-al-Nashr since Ibn al-Jazarī inserted around a thousand routes in these two works. Then the schools of taḥrīrāt arose after this compilation of the author in order to avoid any inconvenience or confusion with regards to accounts and routes. Among them the school of al-Manṣūrī and the school of Izmirī came to the fore while a literature of taḥrīrāt had been developing related to these two schools. In one of these two, namely that of al-Manṣūrī, loyality to the line of Ibn al-Jazarī was essential and taḥrīrāt instruction was provided in line with the work Taḥrīr al-ṭuruq wa-al-riwayāt fī al-qirā'āt and Ḥall mujmalāt al-Ṭayyiba. Whereas the school of Izmirī acted against Ibn al-Jazarī's method and gave instruction of taḥrīrāt according to 'Umdat al-'irfān and Badā'i' al-burhān. Muḥammad b. Aḥmad al-Mutawallī (d. 1313/1895), a follower of the school of İzmirī stated that he had been influenced in first phases of his life by the works of Ibn al-Jazarī and that he thus admitted his understanding of taḥrīrāt. However, after he was affiliated with that of Izmirī he began to follow Izmirī's line clearly and went on as such. Yet, al-Mutawallī deviated from time to time from his own school's premises in his works al-Rawḍ al-naḍīr and Fatḥ al-karīm. So much so that he did not make no bones about criticising the founder of the school, Muṣṭafā b. 'Abd ar-Raḥmān al-Izmirī (d. 1155/1742). For this, some evaluates al-Mutawallī's understanding of taḥrīrāt as a distinct school. The academic works done in Turkey relate to the matter focused on the rise of taḥrīrāt, relevant schools, and its literature. The first reason for us to write this article is the fact that the studies about taḥrīrāt in Turkey concentrate on the same perspective and that research have not been carried out yet about the inclination of the recent scholars of taḥrīrāt regarding these schools. Another reason for our interest in the topic is that the reasons for Ibn al-Jazarī to compile al-Durra al-muḍiyya are not still certain for us and that the nature of the works compiled on the former (al-Durra) are not fixed and revealed yet. Together with all of these, that there exist passages or comments in the exegeses written about al-Durra al-muḍiyya forces us to assess theses exegeses in terms of taḥrīrāt. This is because almost all scholars that have written an exegesis about al-Durra has put forward, apart from making interpretation, his personal knowledge about the recitation, too. We studied the methodology chapter of the exegesis work Sharḥ al-Durra al-muḍiyye by 'Abd al-Fattāḥh al-Marsafī, (d. 1989) one of al-Durra commentators, researching what method of comment is observed by the writer. Then we examined his assessments of taḥrīrāt. As a result, we agreed that al-Marsafī followed principles of the school of Izmirī-Mutawallī and that he thus belonged to way of 'azīma; that he preferred al-Mutawallī where al-Izmirī and al-Mutawallī differed. We attempted in this article to disclose al-Marsafī's identity in terms of taḥrīrāt, the methods admitted by the schools of taḥrīrāt, which works as representative of these schools are followed or studied and where, for what objectives Ibn al-Jazarī compiled his work al-Durra al-muḍiyya, and finally what works have been written down on al-Durra so far in terms of taḥrīrāt. [ABSTRACT FROM AUTHOR]

The aim of the present research is to evaluate the educational policies of the Ministry of National Education (MoNE) regarding the refugee students reaching the number of million according to the educator views, to present the problems experienced during the education of refugee students and to propose solutions to these questions. Case study pattern, one of the qualitative research patterns, was used in the research. The research was carried out on 23 educators working in different educational institutions in a province in the Western Black Sea Region and continuing their postgraduate education. In the research, it was paid attention to include participants working in various educational levels with refugee students. Some of results and suggestions that have stood out in the research are as follows: The educators participating in the research has stated that the education given to the refugee children by the Ministry of National Education is humane, but also has many deficiencies. According to the participants, MoNE does not have a clear education policy for refugee children. As shortcomings and problems arise during the process, instant solutions specific to those problems have been tried to be produced. Participants are of the opinion that the Ministry still does not have a clear policy despite seven or eight years. They also point out that there is a trend among refugee students towards mobbing. The Ministry needs to establish a roadmap for the future of these students. It is also suggested by educators that it is necessary to start level classes in schools and to organize supplementary courses for these children. [ABSTRACT FROM AUTHOR]

The aim of this study is to evaluate the role of geography teaching in primary schools in Turkey with a historical perspective. In the study, curriculums from past to present, national education organization decisions and related the journals of tebligler are examined with document analysis method. The findings obtained by the descriptive analysis technique are discussed through the related literature and various suggestions have been put forward to contribute to the solution of the current problems related to the teaching of geography. In fact, from the 4th grade until the end of high school, geography was taught as a separate course in the foundation period of the republic. As a result of the American social studies movement since the 1960s, history, geography and civics courses have been transformed into a single course as a social studies course. In the 1970s, this integration was also carried out in secondary schools. After the 1980 military coup, the course of social studies in secondary schools was removed and National Geography, National History and Civics courses were included in the curriculum. In 1998, primary and secondary schools were united as elementary schools and in the transition period of 8 years of uninterrupted compulsory schooling, national geography and national history courses were removed and the social studies course from 4th to 7th grade was put back into the curriculum. In 2005, it was adopted a new approach that could affect all educational institutions and a strong emphasis was placed on the constructivist approach. In this context, all primary and secondary curriculums were renewed. Therefore, interdisciplinary new learning areas have been developed within the newly developed social studies program. The importance of geography cannot be ignored in the realization of the gains related to these learning areas. In addition, it is seen that the course of liv information and some gains in the course of science and technology are directly related to geography. However, it is also important to increase the effectiveness of the holistic approach of geography which has the feature of integrating between nature and social sciences in primary and secondary education. In addition, it has been proposed to increase academic studies in order to make more use of historical experience in solving current problems of Geography teaching. [ABSTRACT FROM AUTHOR]

Today, the concept of entrepreneurship has become an important tool in fighting against unemployment. On the other hand, nurturing entrepreneurs has become an essential issue in the development of countries. Therefore, it is necessary to support the training of individuals with entrepreneurship skills in educational institutions. The aim of this study is to investigate the relationship between the entrepreneurial inclination of associate degree students and their gender, age, education type and family income level. Survey method was used for data collection. The data of the study was obtained through convenience sampling method from 237 students studying in daytime and evening education programs of a vocational high school in a district in the Aegean Region in Turkey. In the design of the questionnaire, the scales developed by Konakay et al. (2017) and Bilge and Bal (2012) were benefitted. Entrepreneurial inclination of associate degree students was measured through a five-point Likert scale consisting of 23 items. In the research method, cross-sectional structure and relational model were preferred. According to the findings of the study, it was found that entrepreneurial inclination was not related to gender and education type (daytime and evening education), but was age and related to family income level. Studies on this subject matter are expected to contribute to the employment of associate degree graduates. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Cumhuriyet Ilahiyat Dergisi / Cumhuriyet Theology Journal is the property of Cumhuriyet Universitesi, Ilahiyat Fakultesi / Cumhuriyet University, Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to Usūlīya, one of the two groups in school of Jafarīyah, mutawatir reports expresses knowledge and requires deed. But within this group, the evidence value of the wahid reports, which is said to provide uncertain information, is controversial. The other group of Jafarīyah, Akhbārīya, believes that all the reporst especially in the four famous hadith books are authentic and should be dealt with accordingly. However, the scholars of both groups see the occurrence of the conflict (teāruz) between the reports possible. Usūlīs make more systematic suggestions than Akhbārī scholars on how to overcome the conflicts between the reports. According to this, the conflicts between the reports are tried to eliminate by evaluating the text of the report, the sanad, its judgment and external reasons. According to the Akhbārī scholar Esterabādī, conflict should be removed by means of Imams' words related to the subject. [ABSTRACT FROM AUTHOR]

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Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet Ilahiyat Dergisi / Cumhuriyet Theology Journal is the property of Cumhuriyet Universitesi, Ilahiyat Fakultesi / Cumhuriyet University, Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu University Journal of Art & Design / Sanat & Tasarım is the property of Anadolu University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)