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This study aims to examine the main idea questions included in Turkish course exams. The study was carried out with a non-intervention research model. The research analyses were carried out on 178 questions which were determined to be the main idea questions among 1,432 questions in 238 exam papers from 138 schools. It was observed that there were no main idea questions in approximately half of the exam papers examined in the study. The main idea questions in the exam papers were asked with 10 different question stems. More than half of the main idea questions examined were open-ended. An expository text type was used in the majority of the main idea questions. Examination of the main idea questions revealed that in most of them, the main idea was explicitly included in the text. Moreover, it was seen that in the texts used for main idea questions, the main idea was mostly included at the end of the text. This situation casts doubt on the extent to which the exams applied in schools are adequate in terms of preparing students for international exams. For this reason, curriculum development studies should be included that will serve to make teachers more competent in increasing the quality and quantity of main idea questions in Turkish exams and to improve students' ability to find the main idea, scaffolding models should be designed and made familiar to teachers and students. [ABSTRACT FROM AUTHOR]

Even though Turkey's ruling party's (Justice and Development Party, the AKP) nation-building and desired citizen creation policies have been studied, its use of necropolitical narratives and propaganda in education has not been investigated. This paper addresses this gap by examining how the Turkish state ruled by the AKP has propagated its religious necropolitical narrative through the national curriculum and Directorate of Religious Affairs (Diyanet) in school textbooks, and magazines and comic books for children. The paper shows that these texts and comics try to indoctrinate children into a religious cult of martyrdom in different ways by encouraging them to view tragic death and getting killed for the nation as a positive event. This paper argues that these propaganda efforts are part of a religious necropolitical indoctrination campaign that seeks to create a new Islamist and jihadist generation of lifelong supporters of the AKP, which portrays itself in the educational texts as the embodiment of Islam, the Muslim Turkish nation and even the global Muslim community (ummah). This new religious generation is expected to believe that dying for the Islamist populist authoritarian regime is the greatest honour a person can bring upon themselves. This paper contributes to the necropolitics literature by showing that not only adults but also children have been targeted by authoritarian rulers' necropolitical propaganda attempts to create desired citizens who are ready to die for the regime, believing this is a religious obligation. Further research is needed to assess if and to what extent this propaganda has an impact on children. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to investigate the effectiveness of prenatal breast‐feeding education provided to pregnant women who experience fear of breast‐feeding in the COVID‐19 pandemic period. Methods: A prospective randomized controlled trial study was conducted with 128 pregnant women (64 in the experimental group and 64 in the control group) between November 2021 and February 2022. The data were collected via the Numeric Pain Rating Scale, the Breastfeeding Motivation Scale and the Iowa Infant Feeding Attitude Scale to assess fear, motivation and attitudes regarding breast‐feeding. The pregnant women in the experimental group were provided with and education programme on 'safe breastfeeding in the COVID‐19 pandemic'. The breast‐feeding education included in standard care was given to the control group after pre‐test data collection was completed. Results: The significant differences in the mean Numeric Pain Rating Scale, Breastfeeding Motivation Scale and Iowa Infant Feeding Attitude Scale scores of the groups were in favour of the experimental group (P < 0.05). It was determined that in the first postnatal month, in the experimental group, the numbers of women who believed that their breast‐feeding was not affected by COVID‐19 and the numbers of infants solely breastmilk‐fed were higher compared to the control group (P < 0.05). Conclusion: Prenatal breast‐feeding education about safe breast‐feeding in the COVID‐19 pandemic period can reduce fears of breast‐feeding and increase motivation and approving attitudes regarding breast‐feeding. Summary statement: What is already known about this topic? The COVID‐19 pandemic dramatically reduced access for new mothers to their immediate family, health‐care providers and support systems, which are social support providers.The COVID‐19 pandemic also caused mothers to experience intense fear, anxiety and uncertainty about whether to continue breast‐feeding.Although published guidelines emphasize that the advantages of breast‐feeding outweigh the risk of transmission, fears of transmission of COVID‐19 have caused mothers to avoid breast‐feeding. What this paper adds? During the COVID‐19 pandemic period, the breast‐feeding motivation of expectant mothers who received midwife support for breast‐feeding increased, and their fear of breast‐feeding decreased. The implications of this paper: To ensure well‐being in postpartum mothers, a special breast‐feeding education plan should be developed for the conditions during the pregnancy and postpartum periods.In the COVID‐19 pandemic period, breast‐feeding education can be beneficial for this vulnerable group. [ABSTRACT FROM AUTHOR]

The resurgence of religion worldwide proved that secularization is not a de facto reality of modernity and the initial chaos that came along with the birth of postmodernity evolved into uniquely developing combinations that recognized cosmopolitan, multicultural, and hybrid (i.e., fluid and hyphenated) identities. Universal values became more instrumental than ever to connect members of hyper diverse societies while ethnocentric, nativist and exclusivist patriotism expired (and only recently starting to attract far right and white supremacist groups alone). Most Islamic revivalist movements emerging from this context have had minimal interactions with non-Muslims and influence on mainstream societies. Being in search of a solution to respond to the overwhelming effects of the West on Muslim societies, these revivalist movements could not change (and maybe contributed to) the binary positioning of Islam and the West. On the contrary, the Hizmet movement, inspired by Muhammed Fethullah Gülen and his predecessor Bediuzzaman Said Nursi, appeared in the global arena as an Islamic revivalist movement whose discourse resonated with the commonly shared universal values of every culture, ethnicity, and religion. The Hizmet movement did not position itself as an antithesis to Westernization, secularism, and modernity; the movement adopted a universalist and all-inclusive attitude, which re-introduced to the world that Islam is universal religion with the capacity to accommodate people of diversity and meet the needs of every age. This paper explores the Hizmet movement's historical, theological, and social roots as a transnational Islamic revivalist movement. It analyzes the movement's outreach across multicultural societies and its capability to adapt to a changing world through its educational and interfaith and intercultural activities across the globe. While unpacking thirty years of the Hizmet movement's activities and the contribution to the literature, the paper also addresses some of the criticisms that have emerged regarding the movement and its activities, particularly in the wake of the 2016 failed coup attempt in Turkey. It should be noted that much criticism toward the movement emerged in recent years, and the movement did not face much backlash in its early years of development. With this in mind, this paper explores the development of the Hizmet movement and how much of its initiatives rapidly left a positive mark on diverse societies around the world. The paper is thus structured chronologically, tracing the birth, growth, stagnation, and transition (or according to some collapse) of the movement. The paper, by extension, too, positions the Hizmet movement within the phenomenon of contemporary Islamic revivalism as this movement is born out of similar conditions as are other Islamic revivalist movements but taking a slightly different direction, which is that it challenges the prevailing binary 'us and them' discourses produced mostly in ethno-centric political discourses. [ABSTRACT FROM AUTHOR]

The founders of the secular Turkish Republic, the Kemalists used secular nationalist education to build a secular Turkish nation and to create their own version of modern pro-Western secular Turkish citizens. This paper argues that Turkey's current ruling party, the AKP (Justice and Development Party) has been using the same system of education to create its own desired citizens with Islamist Populist ideals. This has been done without changing the secular principles of the constitution and laws on national education since there are several constraints that would prevent AKP to have open and declared pro-Sharia changes to the law. Thus, unlike many other Islamists in the other parts of the world, the paper shows that the AKP has chosen to undermine the secularity of the system, constitution, and law in an ad hoc, gradual and undeclared fashion. The paper concludes by noting that no matter the change in political actors and their ideologies, education is monopolized by the state for political purposes. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of 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.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational 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.)

This paper investigates the impact of increased education, due to an exogenous education reform, on time spent in religious activities by utilizing the Turkish Time Use Survey data. The education reform significantly rises individuals' years of schooling. We also document that for women, increased education has a negative causal impact on the allocation of time to religious activities. However, there are no significant effects of education on men's time spent in religious activities. As a result, we suggest that education plays an important role in altering individuals' religious behaviour through its effects on preferences. [ABSTRACT FROM AUTHOR]

Copyright of Türük: International Language Literature & Folklore Researches Journal / Uluslararası Dil Edebiyat Halkbilimi Araştırmaları Dergisi is the property of Abant Izzet Baysal University, Faculty of Arts & 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.)

The purpose of this study is to examine the published academic studies on digital citizenship in education from a bibliometric perspective. The study used the case study design, which is a qualitative research design. The keyword "Digital Citizenship" was searched in research topics in the Web of Science (WoS) database. "Document title", "abstract", and "keyword" were chosen as search criteria. Studies published between 2007 and 2021 were included in the analysis. The bibliometric data of 188 academic studies contained in WoS educational researchs category constitute the data set of the study. The study found that academic studies on digital citizenship in education increased especially as of 2014 and this trend continued in the following years. The most frequent languages of publication in the field of digital citizenship in education are English and Spanish, respectively, and the most frequent types of academic research are articles, papers, and book chapters. University of North Carolina, University of Almeira and University of North Carolina Charlotte are the affiliations with the highest number of publishing researchers. The USA, Spain and Turkey are the three countries where studies on digital citizenship in education are published the most, respectively. The number of citations of academic studies published after 2012 is increasing every passing year. The most frequently used keywords in academic studies on digital citizenship in education digital citizenship, digital literacy, citizenship, digital competencies and technology". In this context, researchers who will conduct studies can direct their studies by considering these concepts and issues. Bu araþtýrmanýn amacý, eðitimde dijital vatandaþlýk ile ilgili yayýmlanan akademik çalýþmalarý bibliyometrik açýdan incelemektir. Araþtýrmada nitel araþtýrma desenlerinden durum çalýþmasý kullanýlmýþtýr. Çalýþma sürecinde WoS veri tabanlarýnda "dijital vatandaþlýk" anahtar kelimesi kullanýlarak araþtýrma temalarýnda arama yapýlmýþtýr. Arama kriteri olarak "doküman baþlýðý, özet, anahtar kelime" seçilmiþtir. Araþtýrmaya 2007-2021 yýllarý arasýnda yayýmlanan yayýnlar dâhil edilmiþtir. WoS 'ta eðitim araþtýrmalarý kategorisinde yer alan 188 akademik çalýþmaya ait bibliyometrik veri, çalýþmanýn veri setini oluþturmaktadýr. Araþtýrmada ulaþýlan sonuçlara göre eðitimde dijital vatandaþlýk ile ilgili yayýmlanan akademik çalýþmalar, 2014 yýlý sonrasýnda ilerleyen yý llara paralel bir þekilde artmýþtýr. Eðitimde dijital vatandaþlýk konusunda en sýk yayýn yapýlan diller sýrasýyla Ýngilizce ve Ýspanyolca, en çok yapýlan akademik çalýþma ise makale, bildiri ve kitap bölümüdür. Kuzey Carolina Üniversitesi, Almeira Üniversitesi ve Kuzey Carolina Charlotte Üniversitesi en çok yayýn yapan araþtýrmacýlarýn bulunduðu kurumlardýr. ABD, Ýspanya ve Türkiye ise sýrasýyla dijital vatandaþlýk ile ilgili yayýnlarýn en çok yayýmlandýðý üç ülkedir. 2012 yýlý sonrasýnda yayýmlanan akademik yayýnlarýn atýf sayýlarýnda her geçen yýl artýþ söz konusudur. Eðitimde dijital vatandaþlýk ile ilgili yapýlan akademik yayýnlarda en çok kullanýlan anahtar kelimeler ise "dijital vatandaþlýk, dijital okuryazarlýk, vatandaþlýk, dijital yeterlilikler ve teknoloji" kavramlarýdýr. Bu baðlamda çalýþma yürütecek araþtýrmacýlar bu kavram ve konularý dikkate alarak çalýþmalarýna yön verebilirler. [ABSTRACT FROM AUTHOR]

Study Abroad (SA) has often been referred as the ideal means to learn a second language due to the unique opportunities it brings to the learners. SA provides learners access to both formal and communicative learning contexts where they can interact with the members of the target language community. Existing studies identified various contextual and cultural factors that support or hinder language learning during study abroad programmes. This paper focuses on the affordances of the homestay environment in terms of L2 learning experiences in the Turkish SA context. Qualitative analysis of semi-structured interviews conducted with the sojourner students indicated that the socio-cultural setting students were exposed to during their time in Turkey played a key role in improving their self-assessed proficiency in Turkish and their understanding of the Turkish culture. [ABSTRACT FROM AUTHOR]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto 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.)

Background: The COVID-19 pandemic has significantly impacted all areas of life, and graduate education is no exception. Although prior research points to the effectiveness of delivering course content virtually, research on the effect of the unexpected and rapid nature of the transition from in-person to remote social work graduate education during the COVID-19 pandemic is limited. Methods: This qualitative study was conducted through an online openended survey in the early weeks of the COVID-19 pandemic. Using purposive sampling, 20 Social Work faculty members were selected from 8 universities in Turkey. An online research-made e-questionnaire with five main essay open-ended questions was used for data gathering. The data was analyzed using qualitative content analysis. Results: In total, 20 social work faculty members aged 24 to 49 participated in this study. The faculty perspective on the students' online experience during the pandemic highlighted challenges faced by students, such as technical issues, communication difficulties, decreased engagement, and limited participation in school work. Faculty also observed students struggling with mental health, family issues, and pandemic-related financial difficulties. Moreover, faculty noted limitations in their teaching methods, particularly the lack of interaction during lectures. However, faculty identified effective strategies for online teaching, including using a mix of asynchronous video lectures and live discussions, promoting independent student work, reducing course content, and modifying assignments. They also emphasized the benefits of minimizing reliance on traditional lectures and PowerPoint presentations, encouraging students to engage with and analyze information. Conclusion: Findings from this study point to the need for comprehensive institutional support to improve distance learning, including attending to students' social-emotional learning and a focus on developing faculty skills at teaching in a virtual capacity and may improve how effectively social work programs deliver course content online. Both students and faculty prefer a hybrid approach combining in-person and online methods. [ABSTRACT FROM AUTHOR]

Copyright of Fenerbahce University Journal of Health Sciences (FBU-JOSH) / Fenerbahçe Üniversitesi Sağlık Bilimleri Dergisi is the property of Fenerbahce University Journal of Health Sciences (FBU-JOSH) 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.)

Exploiting the variation in education induced by a reform that compelled individuals to obtain additional schooling in Turkey, and using administrative unemployment insurance (UI) records, we show that high‐educated unemployed workers, compared to their low‐educated counterparts, use unemployment benefits longer, and they are less likely to find employment before their benefit periods expire. This suggests education increases one's selectiveness over jobs. We also show benefit generosity impacts the high‐ versus low‐educated differentially. Extended benefits increase low‐educated workers' probability of finding employment more than the high‐educated. Our findings highlight the importance of considering worker attributes when designing the UI system. [ABSTRACT FROM AUTHOR]

This systematic review, encompassing 36 studies, investigates the Technological Pedagogical Content Knowledge (TPACK) framework within diverse educational settings. A PRISMA method was followed to carry out the systematic review. The majority of the reviewed studies focus on pre-service and inservice teachers, highlighting the multifaceted nature of TPACK research. A comprehensive analysis considers demographic variables, technology-related elements, and methodological approaches, revealing a spectrum of methodologies, characteristics, and emerging patterns. Predominantly, nonprobability sampling methods were featured in the reviewed studies, indicating a call for standardized sampling techniques to facilitate cohesive comparisons and comprehensive synthesis of findings. The findings suggest that future research should prioritize developing well-defined research questions and data management practices to ensure the accuracy and reliability of the findings. Furthermore, future studies should continue to explore the complex relationships between TPACK and various aspects of instructional practices, as well as the potential impact of TPACK on student learning outcomes. By building on these findings and employing rigorous research methods, future studies can continue to advance our understanding of the role of TPACK in shaping effective instructional practices, ultimately contributing to the improvement of teaching and learning in the digital age. However, the study's focus on articles published in journals hosted by ULAKBIM and conducted in Turkey, as well as the exclusion of non-empirical research, may have limited the generalizability of the findings to other contexts and populations. Additionally, the lack of explicit information on data cleaning procedures and the presence of missing data from the studies reviewed might affect the accuracy and reliability of the findings. [ABSTRACT FROM AUTHOR]

This research sought to explore the new career approaches of employed students. A comparative analysis was conducted with nonstudent employees to comprehensively grasp the novel career attitudes of working students. The neoliberal era has profoundly reshaped various disciplines, including economics, human resource management, and employment structures. Among these changes, career management has undergone a significant transformation. Conventional organisational careers have been supplanted by new approaches such as boundaryless, protean, subjective career success and kaleidoscope careers. These emerging career paradigms align with the emergence of novel forms of employment. Moreover, in an increasingly liberalised world, the rising costs of education and the growing prevalence of paid education are prompting students to enter the workforce while continuing their studies. The proliferation of companies offering part-time employment, such as private employment agencies, corresponds to an increase in students seeking part-time work. In other words, supply and demand within the part-time labour market intersect more robustly. Furthermore, working students gain valuable experience while employed, shaping the future supply of the labour market. Our research aims to assess the suitability of new career approaches for future workers and contributes to unravelling their complexities. The study also investigates whether employees are students and whether this affects their career approaches. To analyse this research, boundaryless career attitude and professional career attitude scales were utilised as assessment tools. These new career approaches represent innovation in careers. The research dataset comprised responses from 521 working students and 374 nonstudent employees, all of whom were actively employed in Istanbul, the most populous city in Turkey and home to many universities. The data analysis employed a quantitative research methodology using descriptive statistics, factor analysis, correlation analysis, and independent t tests. The findings revealed that working students exhibited significantly greater boundaryless career orientation, organisational mobility, boundaryless mindset, and value-driven career attitudes than did their nonstudent counterparts. The outcomes of this study will make a valuable contribution to the existing body of literature concerning employed students. Furthermore, the findings are anticipated to provide valuable insights into formulating and implementing human resources policies within organisations that engage in student employment practices. By shedding light on the experiences, challenges, and potential areas for improvement in this context, this research aims to inform and enhance the effectiveness of human resource strategies tailored toward working students. [ABSTRACT FROM AUTHOR]

Copyright of Acibadem Saglik Bilimleri Dergisi is the property of Acibadem University Medical School 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 National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) 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.)

Background and Objectives: Pulmonary arterial hypertension (PAH) is a rare chronic disease of the small pulmonary arteries that causes right heart failure and death. Accurate management of PAH is necessary to decrease morbidity and mortality. Understanding current practices and perspectives on PAH is important. For this purpose, we intended to determine physicians' knowledge, attitudes, and practice patterns in adult pulmonary arterial hypertension (PAH) in Turkey. Materials and Methods: Between January and February 2022, an online questionnaire was sent via e-mail to all cardiologists and pulmonologists who were members of the Turkish Society of Cardiology (TSC) and the Turkish Thoracic Society (TTS). Results: A total of 200 physicians (122 pulmonologists and 78 cardiologists) responded to the questionnaire. Cardiologists were more frequently involved in the primary diagnosis and treatment of PAH than pulmonologists (37.2% vs. 23.8%, p = 0.042). More than half of the physicians had access to right heart catheterization. In mild/moderate PAH patients with a negative vasoreactivity test, the monotherapy option was most preferred (82.8%) and endothelin receptor antagonists (ERAs) were the most preferred group in these patients (73%). ERAs plus phosphodiesterase-5 inhibitors (PDE-5 INH) were the most preferred (69%) combination therapy, and prostacyclin analogues plus PDE-5 INH was preferred by only pulmonologists. Conclusions: Overall, clinical management of patients with PAH complied with guideline recommendations. Effective clinical management of PAH in specialized centers that having right heart catheterization achieve better outcomes. [ABSTRACT FROM AUTHOR]

This study aimed to determine the factors affecting the school climate and their effect sizes. In 107 studies examined within the scope of literature review, it was found out that the relationship between school climate and 143 variables was reviewed and the total sample size was determined as 49.577. The results of the analysis performed using the random effects model revealed that among the factors affecting the school climate, the effect size of the variables related to students and families are lower and the effect size related to the school and educators are moderate. Among the most frequently examined factors, it was further determined that the effect of the leadership of the educator and school engagement (which is one of the variables related to the school) on school climate is positive and are at moderate levels whereas the effect of aggression and violence related to students are negative and the effect size is lower. Factors related to educators such as leadership, job satisfaction, burnout, performance, communication, conflict management, value system, reliability, student control, professional learning, managerial skills and factors related to students such as violence, success, problematic internet use, life satisfaction, human value have been determined to play a moderator role in the school climate. In addition; the level of education was determined to be the only variable, among the variables of level of education, type of publication and region, which had a moderator role on the school climate. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal 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.)

The needs of individuals are increasing and diversifying in the rapidly changing world. Individuals cannot continue their lives in society through the only theoretical knowledge, and they also use the skills they have gained. In this regard, the social studies course has an important function in terms of where and how the skills will be used. The fact that the nature of the social studies course is a course in which the theoretical and practical information that prepares students for life are provided, has made it important to teach the skills in the social studies course compared to other courses. In this study, the skills included in the social studies course curriculum in Turkey were examined. In the study, it was observed that the skills were not directly included in the curriculum implemented until 2005. Therefore, the study was limited to the skills included in the social studies course curriculum implemented since 2005. In this study in the case study design, document analysis was applied, and the findings were subjected to descriptive analysis. Thus, it is purposed to reveal the change and transformation by determining the skills added and removed in the social studies course curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Security Strategies Journal / Güvenlik Stratejileri Dergisi is the property of Strategic Research Institute 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 Acibadem Saglik Bilimleri Dergisi is the property of Acibadem University Medical School 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 Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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.)

This article attempts to explain the role of the educational civil society in Turkey from 2003 to 2012, where the regime excessively co-opts and controls associational life while maintaining a veneer of nominal compliance with democratic values. While existing studies fail to explain how the state interacts with these organizations during regime transitions, this research addresses this gap by adopting two educational policy periods as a case study. Thus, it shows the role of civil society under competitive autocratic regimes and which mechanisms the state uses in its shifting approach to civil society organizations in policymaking. This article claims that the state co-opts government-friendly civil society organizations and alters existing laws and regulations of educational institutions to keep the facade of democracy. Competitive autocratic state structure and its limited capacity, however, compel the regime to include different civil society organizations into the policymaking. Additionally, these organizations' extensive knowledge and expertise are indispensable and invaluable resources the state needs to implement policies. Based on elite interviews of state officials and civil society organizations, and extensive document research, this article presents crucial insights on how competitive autocratic regimes adapt their approach to civil society. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Nursing 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.)

Covid-19 has caused significant distress to social life, economy, health system, education, and many more areas all over the world. Measures such as social distance, wearing a mask, and personnel hygiene in public places and institutions are crucial to prevent the spread of the pandemic. A state university in Turkey intends to launch education during the pandemic so try to arrange seat layout for its classes in an optimum way to minimise the risk of the infection for its personnel and students due to the Covid-19 pandemic. In this regard, we propose optimisation models as well as graph-based heuristic algorithms to help the university manage this problem. Note that the solution methodologies of this study preserve the recommended social distancing among students and the recommended surface area per student, as ways to mitigate the risk of infection. Computational testing is provided, demonstrating that the optimisation models provide the optimal seat layout in a three-hour time frame for most of the tested class instances, whereas the heuristics generate the optimal seat pattern in less than one-minute time interval for every tested instance. [ABSTRACT FROM AUTHOR]

Purpose: The effects of disability are well recognised by the social security systems worldwide. This study aims to examine the disability and health-related costs of Syrian migrants in Turkey using the standard of living (SoL) approach. Design/methodology/approach: The empirical analysis relies on primary data collected from 1,067 Syrian migrants in Turkey, and the author applies the ordered Probit model. The SoL is operationalized by frequency of attendance to a Turkish theatrical play or movie, inviting Turkish friends for food and attending a theatrical play or movie with Turkish friends. Findings: The findings show that health problems and disability are negatively related to the frequency of participation in socio-cultural activities. Moreover, employed, wealthier and educated Syrian migrants participate more frequently in the social and cultural activities explored. Practical implications: The results show that the costs range between 9% and 38%, which translates in monetary values between 3,700 and 10,700 Turkish Liras (TL) per annum or between US$530 and US$1,530 expressed in 2020 values. These findings highlight the significant cost and burden that disability and health problems may put in migrant households. Social implications: Policies encouraging immigrants to participate in socio-cultural events, particularly those with disabilities and health issues, may promote their integration into the host society's social and cultural values. Furthermore, policies improving employment opportunities, income and educational attainment of Syrian migrants may enhance their participation in socio-cultural activities. Originality/value: To the best of the author's knowledge, this is the first study exploring the disability and health costs of migrants related to integration and participation in cultural activities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational 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.)

A survey study of the language and literacy practices of first-generation Turkish immigrant families with 3- to 6-year-old children was conducted in England. Information on family socioeconomic background, migration history and language skills of 168 first-generation Turkish parents was collected through structured interviews in Greater London and Northwest England. The study findings suggest that early childhood experiences that are important for the educational attainment of immigrant children may be affected by the family characteristics and the integration experiences of parents. Regression analyses demonstrated that parents from disadvantaged backgrounds engaged in language and literacy activities less often and preferred Turkish as the interaction language at home. Parent's social integration, measured via parent's length of residence and English skills, significantly predicted their language use with their children. Low social integration was associated with increased Turkish use, whereas high social integration was associated with more frequent language and literacy activities at home. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate and compare the scientific efficacy of medical specialism theses prepared in the Forensic Medicine Departments of universities in Turkey, to examine how visible these are to the scientific community, and to determine the links between an academic career and thesis publication. In this retrospective cohort study, a total of 383 forensic medicine specialism theses were evaluated from The National Thesis Centre internet address between 1983 and 2020. The most common research subject was clinical forensic medicine and trauma with 58 (15.1%) theses. 307 (80.2%) of theses were published. While 307 (80.2%) of the theses were not presented as a publication in a scientific journal, 76 (19.8%) were converted to a scientific publication, of which75 (98.6%) were published in Google Scholar, 39 (51.3%) in SCI-E, 31 (40.8%) in PubMed, and 2 (2.6%) in SCI journals. The provision of courses including the process of thesis writing, applying for ethics committee approval, statistical analysis and evaluation, the rules of writing a scientific article, and the selection of a scientific journal, will encourage young researchers on the subject of scientific publication and will play an important role in the improvement of the quality of publications. [ABSTRACT FROM AUTHOR]

This article examines the subjective understanding of success among members of three groups of children of immigrants from Mexico, North Africa and Turkey, in Dallas, Paris and Berlin respectively, by accounting for their educational and early labor market experiences. We utilize neo-assimilation and segmented assimilation theories and highlight their divergence with regards to downward assimilation and frames of reference. We focus on the working-class children of immigrants in the three settings, as they are at the highest risk of downward mobility. We find that frames of reference play a significant role in shaping the subjective understandings of success among the three groups. Despite their disadvantaged position, Mexican Americans in Dallas regard their experiences as successful given their significant departure from their parents' low status. French North Africans in Paris, on the other hand, emphasize their limited ability to overcome the restrictions imposed on them by French society and especially schools. Doing so, they compare themselves to their French peers who do not have an immigrant background. Children of immigrants from Turkey in Berlin, by comparison, encounter labor market discrimination but feel successful relative to their parents' generation. We find that the children of immigrants in our study rely on members of their social networks who impact their labor market experiences as their frame of reference. When they compare themselves to their parents or earlier waves of immigrants, the children of immigrants perceive their accomplishments in a positive light. When they compare themselves to mainstream society, however, they emphasize persisting inequalities. Our conclusions emphasize the importance of understanding subjective experiences of success and mobility that have been largely ignored in the migration literature. [ABSTRACT FROM AUTHOR]

This article exploits the rollout of the 1997 Basic Education Program in Turkey, a reform that extended compulsory school attendance, to estimate the causal effects of education on women's awareness of laws designed to reduce gender inequality and prevent domestic violence. The study implements a regression-discontinuity design and finds that the additional years of schooling improved women's legal awareness. Women exposed to the education reform were more likely to have heard about the new laws and services through newspapers, journals, or books. However, despite these improvements, the study finds no evidence of a significant change in the risk of women experiencing domestic violence or their ability to quit abusive relationships. HIGHLIGHTS Multiple barriers undermine women's access to the justice system in Turkey. Education reform helped remove one such barrier: women's legal awareness of their rights. However, legal awareness did not translate into significant changes in incidence of domestic violence. Raising awareness is a necessary first step but not enough to empower women to access to legal institutions. [ABSTRACT FROM AUTHOR]

The personality trait of openness has been shown to contribute to a person's ability to function effectively. Additionally, scholars have suggested that openness to experience and foreign language experience were related to music preference. Extending from earlier scholarship, this study examined the relationship between openness to experience and the various types of musical and language experiences reported by undergraduate music majors in Turkey and the United States. Participants (N = 380) were surveyed using the Openness to Experience domain of the NEO-PI-R and an author-designed survey with questions about participants' musical backgrounds and interests, foreign language abilities, age, and sex. Results showed that U.S. students rated significantly higher in four of the five dimensions of the Openness domain than their Turkish counterparts (Wilks'λ =.57; F (5, 374) = 55.37, p <.001). Factor analysis results showed that (a) experiences in foreign languages, (b) listening to Turkish traditional, pop, and folk music, and (c) listening to American (pop and folk) and Western classical music cumulatively explained 68.49% of the variance in openness. Correlation analyses suggested that listening to Western classical, American folk, and American pop music was associated with higher openness scores, and listening to Turkish traditional, folk, and pop music was associated with lower openness scores. Additionally, the number of foreign languages participants studied correlated with four of the dimensions. Results suggest that both groups could benefit from increased, broader, and deeper exposure to different musical genres from diverse cultures. [ABSTRACT FROM AUTHOR]

The authors of this study examined the effect of Orem's Self-Care Deficit Theory (OSCDT) based education and telephone follow-ups on the self-care agency, anxiety, loneliness, and well-being of patients with colorectal cancer chemotherapy. In this study, data of 47 patients with colorectal cancer (randomly assigned into the intervention or control group) were collected between April 2016 and March 2017 from a university hospital's daytime chemotherapy unit in Turkey. Before chemotherapy, the intervention group was given individualized education based on the OSCDT and an educational booklet. After chemotherapy treatments, these patients received a telephone follow-up call. The control group received only routine nursing care. The self-care agency and general well-being, and its sub-dimensions, of the intervention group increased, and its state-trait anxiety and loneliness levels decreased, when compared with the control group. Nurses must play a more active role in education and follow-ups, and telephone follow-ups should be included in nursing care in chemotherapy units. [ABSTRACT FROM AUTHOR]

Purpose: Using a regression discontinuity design in tandem with a difference-in-discontinuities analysis, the study finds that increasing the minimum wage reduces the employment probability of young males by 2.5–3.1 percentage points. Design/methodology/approach: The authors exploit an age-specific minimum wage rule – which sets a lower minimum wage for workers of age 15 than the adult minimum wage paid to workers of age 16 and above – and its abolition to estimate the causal effect of a minimum wage increase on youth employment and education in Turkey. Findings: The authors also document that, initially, the minimum wage increase does not lead to a major change in high school enrollment, while the likelihood of transitioning into "neither in employment nor in education and training" (NEET) category notably increases. However, in the medium term, the NEET effect is transitory; school enrollment increases over time and absorbs the negative employment effect. Originality/value: The authors argue that policy effects have mostly been driven by demand-side forces rather than the supply side. [ABSTRACT FROM AUTHOR]

Copyright of Balikesir Health Sciences Journal / Balıkesir Sağlık Bilimleri Dergisi is the property of Balikesir Health Sciences Journal (BAUN Health Sci J) 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.)

Fethullah Gülen is an authoritative mainstream Turkish Muslim scholar, thinker, and educational activist who supports interfaith and intercultural dialogue. He is opposed to violence and to turning religion into a political ideology. In Turkey, he has been credited for bringing about positive atmospheres between the Muslim population and the various religious minorities such as the Christian and Jewish communities. Outside Turkey, his ideas on interfaith dialogue have inspired many to establish organizations engaging in dialogue with the same objectives of mutual understanding, empathetic acceptance, peaceful coexistence, and cooperation. He has outlined four main foundations in his dialogue, namely, love, compassion, tolerance, and forgiveness, as a form of a religious order which is known as the universal values. He has introduced two types of practical dialogue, which are the dialogue through mass media and the dialogue through educational institutions, which aim to create a better understanding between the Muslims and non-Muslims among the Golden Generations. Over the years, Gülen is a champion of interfaith dialogue who has been committed to bringing global peace beyond the boundary of religion, race, and region. [ABSTRACT FROM AUTHOR]

Copyright of Trakya University Journal of Social Science is the property of Trakya University, Institute 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.)

We use the extension of compulsory education from five to eight years in Turkey as an instrument for educational attainment to investigate the causal effects of education on voluntary work by utilizing Turkish Time Use Survey data. Existing studies use ordinary least squares regressions and establish a positive and significant association; however, such correlation may be induced by the endogeneity problems such as omitted variable bias and reverse causality. In line with the previous studies, our OLS results also show that there is a positive association between schooling and men's voluntary work. However, when we use the education reform as an instrument for education, a different picture emerges. The exogenous education reform increased the education levels of individuals significantly. Using the education reform as an instrument for education level, we find that increased education of compliers has a negative but insignificant causal impact on the probability and hours of voluntary work for men. Our results suggest that omitted individual factors such as ability and intelligence, and unobservable family characteristics such as values and social norms are likely to have played a role in the positive association of education with voluntary work found in OLS studies. [ABSTRACT FROM AUTHOR]

Aim: This study was conducted to evaluate the effect of the education given to the patients hemodialysis on their self-care agency and quality of life. Material and Method: The study was conducted in accordance with pretest posttest one group design. The study was conducted between 2015 and 2017. The population of the study consisted of 65 patients who received the treatment of chronic renal failure in the hemodialysis service and agreed to participate voluntarily in the study. "Questionnaire", "Self-Care Agency Scale", and "KDQOL-36" were used in the study. Pretest was used in the first measurement and after completing the education, the posttest was applied. When the mean scores of the patients for the KDQOL-36 Scale subscale were compared as the pretest and posttest, it was determined that after the educations, posttest mean scores increased in all subscales. Results: The education given to the patients significantly reduced their non-compliance to diet, medication non-adherence and compliance to salt consumption and enhanced their life quality. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to evaluate the educational concerns and awareness level among dental hygiene students during the COVID‐19 pandemic. Materials and Methods: A questionnaire, created via Google Forms, was sent electronically to 240 dental hygiene students from Turkey, of which 223 replied to the survey. The questionnaire was divided into 4 parts and consisted of 24 close‐ended questions. Results: The main symptoms of COVID‐19 were correctly recognized by 71% of the students, and 40.2% of the students were aware of the transmission routes. Of all, 77.1% of the students expressed fear of getting infected, 96.9% believed that they would more likely get infected while performing dental procedures, and 91% believed that dental hygienists' cross‐contamination risk was high. Furthermore, 69.5% of the students stated that their undergraduate education process was negatively affected, 59.6% appreciated ongoing online education, and 31.8% wanted face‐to‐face clinical internships. Conclusions: Although most of the students were aware of the transmission routes and preventive measures of COVID‐19, concerns regarding disease transmission among them remain. Students appreciated the ongoing online education and believed that face‐to‐face education is risky during this current pandemic. However, they believe that this process can adversely affect their professional knowledge and especially practical skills. A balance must be struck between sustaining an effective dental hygiene education process and containing the spread of COVID‐19. [ABSTRACT FROM AUTHOR]

This study revealed the meaning of the experiences of Roma mothers, having children studying at the primary education level, regarding their children's schools to contribute to the determination and solution of the educational problems faced by Romas in Turkey. This study uses a phenomenological design, which is a qualitative research method. The participants were 11 Roma mothers living in a Roma neighborhood in Istanbul. The participants were selected using the criterion sampling technique. Research data were collected through face-to-face and focus group interviews and analyzed using content analysis. The results revealed that Romani mothers experienced symbolic violence, discrimination, and microassault behaviors in their children's schools. Symbolic violence is institutionally practiced. School administrators and teachers as well as non-Roma parents and students practice discriminatory and microassault behaviors. Roma mothers, perhaps out of desperation, continue to see education as a means to escape from their poor lives. [ABSTRACT FROM AUTHOR]

No research has examined the association between political preferences and residential segregation by educational status. In Turkey, affective polarisation is very high and warrants an examination of whether political preferences are associated with educational residential segregation. This study uses data on Turkey from the 2013 Address‐Population Based Registry, the 2011 Census of Population and Housing and voting archives maintained by the Supreme Election Council to examine residential segregation by educational status across the nation's 81 provinces. We find that the segregation between groups at the ends of the educational distribution is the highest. Those with college education are segregated at a moderate level from those with no schooling and a primary‐school education. High‐school graduates are moderately segregated from those with no schooling. Multivariate analyses reveal that political preferences are significantly associated with educational segregation. The implications of this spatial distancing are discussed for Turkey and other politically polarised societies. [ABSTRACT FROM AUTHOR]

Within the provision of education, teachers typically have the closest contact and play a key role in meeting the needs of refugee children through effective communication to achieve culturally qualified education and the provision of more humanistic approach. This descriptive cross‐sectional design study is aimed to explore the relationships among psychological resilience, intercultural sensitivity and empathetic tendency in teachers of Syrian refugee children in Turkey. Data were collected from 367 teachers of Syrian refugee children. Teachers of Syrian refugee children who participated in the study had a high level of psychological resilience, moderate level of empathic tendencies and a high level of intercultural sensitivity. Statistically significant relationships were found among study variables. The data reveal that there is a relationship among psychological resilience, intercultural sensitivity and empathetic tendency among teachers of Syrian refugee children in Turkey. Furthermore, regression analysis revealed that psychological resilience significantly supports intercultural sensitivity and empathic tendencies. [ABSTRACT FROM AUTHOR]