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In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders' work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the "Nature of School Leadership". The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; "national culture" and "national context" significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.

The purpose of the paper is to present the framework and design of modules aiming to teach socio-scientific issues and the related pedagogy to pre-service teachers. Specifically, the work presented in this paper is part of the PreSEES project, a Comenius/LLP project with the main aim of engaging elementary and secondary pre-service teachers in critical discussions of everyday science through socio-scientific issues (SSI) and prepare them to teach SSI. We first present the aims of our project, and a framework designed around learning to teach SSI, including pedagogical and theoretical aspects concerning teaching SSI. Finally we present three modules that were designed based on the framework aiming to present these guidelines to pre-service teachers (primary and secondary). The emphasis of the modules is on presenting pedagogical issues related to SSI, with an emphasis on the nature of SSI issues, and pedagogical implications of teaching and assessing SSI. The aforementioned issues are presented in various contexts, such as global warming and edible insects.

Metaphors are figures of speech in which a word or phrase that denotes a certain object or idea is applied to another word or phrase to imply some similarity between them. Due to their ability to make speaking and writing more lively and interesting, metaphors have always been popular among students. While metaphors provide significant enhancement of contexts and build upon the sense of community, they can limit the boundaries of the communication between students and teachers. In order to carry out student oriented courses, teachers ought to consider the metaphors students use. In an effort to understand and fill in this communication gap, the authors of this paper have initiated a study that aimed to drive out the e-education students' metaphors in order to suggest a vision for future e-courses. The authors have designed the "E-Education Metaphor Analysis Survey" that comprised 35 items and captured data about e-education students' metaphors. The questionnaire was posted on Surveymonkey.com and was distributed to e-education students in two countries: Turkey and Cyprus. 352 students filled the questionnaire. The answers revealed that the metaphors students use are influenced by their way of life, their personal characteristics, their educational background and their feelings. Internet was the most common metaphor used for e-education. A very interesting fact was that 47% of the students considered E-Student to be equivalent to "rich students' education" and that the term recalled them the metaphor "richness". Although there were many research studies on common metaphors and their impact on e-education, there were no studies in the literature about eLearning metaphors. This paper presents an innovative approach that focuses on 7 key research questions and represents a first step of a more detailed future project undertaken by the authors. (Contains 2 tables and 3 figures.)

In this paper is describing an initiative in cultural, outdoor science education that took place in the west Crete-Greece (Chania & Rethymnon counties) in 2015, and organized in collaboration with teachers and social bodies, to connect Science, Education and Local Communities for a better quality of everyday life. The initiative concentrated in organizing the European Educational Conference "Mediterranean Sea Connects Us: Progress in Education with Local Communities", which hosted as a training program that can be applied elsewhere, with different target groups, promoting the aims of participatory acquisition of knowledge by sharing them in company, with experiential activities in moments of joy, happiness and wisdom. Educators-officials of high level and much experienced in the three levels of Education from Greece, Cyprus, Turkey and Romania, with representatives from local bodies, were invited to deposit experience, aspects, ideas and expectations on future educational collaboration in the area of Balkans, East Mediterranean and widely. As coexisting in the same geographical area, with long and important common past, as collaborators in educational projects from the past, intended to be partners in important and innovative future jointed actions in cultural STEM Education, for the progress of Mediterranean local educational communities.

Lifelong education is a process including positive and negative experiences at the same time. Negative experiences mostly appear as impediments to the overseas students. They need to overcome impediments they experience throughout their education. The paper discussed the key findings of a two-year research project for identifying the impediments and their frequency faced in the higher education sector and for proposing a managerial model. This case study adopted a descriptive methodology under qualitative research paradigm. Data were collected through focus group interviews (FGIs) and in-depth interviews (I-DIs). Focus group members (FGMs) were 50 OSs studying various departments and various universities in NC. I-DIs were taken place with 75 different overseas university students (dOSs) studying at various departments of universities in NC. The impediments are identified on mobility, adaptation, internationalization and maturation which are strongly affected by the feelings and affections, changes, irregularities and barriers. The managerial model is based on managing accommodation and transportation; managing studentship; managing student health; managing students' welfare and managing being worldwide.

The purpose of this study is to observe prospective teachers' cognitive structures related to Turkish World. In this scanning model study, WAT (Word Association Test) had been applied to 332 prospective teachers in Nigde Ömer Halisdemir University. And they were asked to write what comes into their heads when it is said Turkish Republics and Turkish World. Words were given to the prospective teachers. According to the research, "Turk" is the only common Word which is related to the concept of six independent Turkish Republics and Turkish World. There is no any other common word except this, perceived by prospective teachers. Students generally independent Turkish Republic and Turkey they do not have a lot of information and perceptions about the world; they know the general concept of popular culture, it said they did not know specific concepts or people belonging to the country. Independent of the Turkish states K.K.T.C. It has become the most irrelevant and disconnected with other countries. K.K.T.C. with the only common link between other countries "Turkey" was the word. Students are most perceptive grasp of Azerbaijan, while country-owned; they have been gripping the country at least perceptually Uzbekistan. [This article was presented at the 3rd International Dynamic, Exploratory and Active Learning Conference (IDEAL 2016).]

Distance education has been one of the hottest changes in the training sector last years. In an effort to understand and visualise this change, the authors of this paper have initiated a study that aimed to drive out the distance education students' metaphors in the last 5 years. The authors have distributed the "Distance Education Metaphor Analysis Survey" that comprised 35 items and captured information about distance education students' metaphors. First time in 2008, the questionnaire was distributed randomly to 120 university students in North Cyprus and Turkey. Same research study is repeated for the years 2009, 2010, 2011 and 2012. Although students' metaphors were influenced by their way of life, their gender and their country; the "Impossible" metaphor was "out", and "Possible" metaphor was "in".

Distance Learners with different backgrounds may have different perceptions about distance education. Prior experience, pre-existing attitudes and beliefs all may play a role in determining whether a student will be successful in distance education or not. Does distance learning work better for some students as opposed to than others? Is this due to their distance learning skills/abilities or something else? These questions are the driving force of this survey. Responses of 495 distant learners from Turkey and Cyprus differed according to their sex. It was found that there is a curious paradox in distance education in regards to the following statements: "e-confidence results in e-success"; "e-anxiety is an obstacle for e-course capability"; "reasons of 'not choosing' distance education courses are not same as the reasons of 'drooping' it." Does this all mean resistance to distance education? Discussions all about these are given. [This article was presented at the World Conference on Educational and Instructional Studies (WCEIS) (Antalya, Turkey, Nov 7-9, 2012).]

Content and Language Integrated Learning (CLIL) initiatives in schools have become widespread across Europe and beyond in the last decade or so. Drivers for this include the role of English as the language of international economic activity, media and culture, belief in the value of early start and meaning-focussed instruction in foreign language learning, and a policy position which promotes a multilingual Europe. In many contexts, CLIL initiatives are local: teachers and educational leaders with assistance from teacher educators and experts in universities establish programmes, which are then shaped by available resources, human and material. While the commitment, enthusiasm and energy for CLIL at classroom and school levels are essential requirements for educational innovation, they may not, in the longer term be enough for sustainability and ongoing development. This paper examines the implementation of CLIL as an innovation and identifies some issues where wider policy support and coordination may be useful. It draws on the findings of an evaluation study of a CLIL project implemented in four countries, and identifies issues and ways forward for an effective strategy for CLIL in terms of foreign language learning, subject learning, and positive learning experiences for every child.

The island of Cyprus embodies two distinct communities having their own systems of education. On the road to EU certain parallelisms need to be set as it is the goal of this study on math's education. This paper will concentrate on K1-K12 math's education. The topics to be dealt with will cover math's curriculum at all levels; weekly distribution of math classes, as well as their proportion to the other courses offered. Students are expected to be more creative in class rather than resorting to rote learning even in math education. The study will also try to shed light on class size. Finally the math teachers and their educational background will be looked into so as to check into their prior math knowledge. The main goal is to bring about the similarities and differences and to come up with the standards of EU as well. (Contains 6 tables.)

A strong M7.8 earthquake (02/06/2023; 01:17:36.1 UTC) followed by a second event (M7.5) on the same day (10:24:49 UTC) in Central Turkey caused extensive damage and fatalities (>> 50,000 in Turkey and Syria). Ground shaking exceeding 1.0 g in some locations (USGS, EMSC), structural damage, and multiple secondary effects were documented by Turkish and Greek reconnaissance teams in preliminary reports (e.g., (Lekkas, et al., 2023), reports to the EMSC). The M7+ earthquakes were widely felt in Turkey and in neighboring countries, such as Greece, the Balkan region, and Italy, as far as 1200 km and beyond. Flooding was also reported in few locations, including the bay of Alexandretta and in Salqin, Idlib, Syria. Sea level stations recorded a small tsunami, and tsunami runup was observed in Cyprus and Turkey. Through security cameras and personal cellphone footage, seismic seiches were recorded across Turkey and Cyprus. Some localities even reported multiple incidences of seiches over the course of the earthquake sequence in the same body of water. Observations of seiches are rare in the Eastern Mediterranean and are therefore especially valuable to document. Most importantly, the set of observations collected here is one-of-a-kind dataset (the most extensive dataset in Turkey and a unique dataset of seiche observations for Cyprus). Spatial analysis of seiche observations may also be valuable in documenting areas prone to liquefaction and vice versa, with particular use in the study of older or historical earthquakes. In this paper, we document the coastal effects of the Kahramanmaras Turkey earthquakes, followed by a first-order analysis. Satellite images were also processed to showcase the extent of flooding that followed the large twin earthquakes and lasted at least 3 days around the bay of Alexandretta. The source of flooding likely is a combination of subsidence, liquefaction and the tsunami that ensued. Tsunami amplitudes were small but clearly recorded in few stations; the tsunami's genesis mechanism is in debate. [ABSTRACT FROM AUTHOR]

Voluminous moderate- to high-magnesian [Mg# = molar Mg/(Mg + Fe2+) = 44–64] andesitic and dacitic rocks with high silica (mostly 61–66 wt%) adakitic affinity (Y = 13–22, Yb = 1.3–2.1, Sr/Y = 18–44, La/Yb = 10–25) and common mafic magmatic enclaves (MMEs) are first reported in the Keçiboyduran stratovolcano (KSV) from the Cappadocia volcanic province (CVP), Central Anatolia, Turkey. We present comprehensive whole-rock geochemistry and Sr–Nd–Pb isotope data, mineral chemical compositions and 40Ar–39Ar ages for KSV samples. Based on the volcanostratigraphy and 40Ar–39Ar dating results, two successive eruption ages of 2.2–1.6 Ma (stage I: amphibole-rich) and 1.6–1.2 Ma (stage II: pyroxene-rich) were established for the KSV, corresponding to the Gelasian and Calabrian stages of Early Pleistocene, respectively. Textural and geochemical evidence indicates that the KSV magnesian andesites–dacites are products of a hybrid magma formed by mixing between mantle-derived mafic and crust-derived felsic magmas with further fractionation and minor contamination during magma storage and ascent. Our new data, combined with previous geological and geophysical results suggest that parental magnesian mafic melts of the KSV rocks originated from a heterogenous mantle source generated through the metasomatism of mantle wedge material by subducted sediment-derived melts, and then partially melted through asthenospheric upwelling in response to slab break-off. The mafic magma underplated the overlying lower crust, resulting in its partial melting to generate crustal felsic magma. Both magmas mixed at lower crustal levels creating MME-rich hybrid magmas. Subsequently, the hybrid magmas were emplaced at different depths of the crust (c. 4–11 and 11–15 km for the stage I and II, respectively), where they crystallized at moderate temperatures (c. 1180–840 °C) and under relatively high oxygen fugacity (LogƒO2 = − 11.4 to − 9.2), water-rich (H2Omelt = 5.6–3.6 wt%) and polybaric (~ 1.2 to 5.1 kbars) conditions, and underwent fractionation of primarily amphibole ± pyroxene causing adakitic affinity. We propose a new petrogenetic model for the early Quaternary magnesian/adakitic andesites/dacites of the CVP in a post-subduction tectonic setting. Our results provide robust evidence for slab break-off of the eastern Cyprus oceanic lithosphere and put further constraints on the tectonic evolution of the eastern Mediterranean collision zone during the Early Quaternary. [ABSTRACT FROM AUTHOR]

Copyright of Scientific Journal of the Military University of Land Forces is the property of Gen. Tadeusz Kosciuszko Military Academy of Land Forces 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 discusses the role of the European Union (EU) in the Cyprus problem before and after accession in 2004. It is argued that, before 2004, Brussels provided limited incentives to the Greek Cypriots to contribute to resolution but, on the other hand, triggered a pro-solution/ EU trend amongst the Turkish Cypriots. On the contrary, in the post-accession era, the EU's aptitude to contribute to a solution has further decreased: Greek Cypriots remain with inadequate EU-induced motivation to pursue resolution, while the pro-solution/ EU feelings of the Turkish Cypriots have receded, also due to Brussels' failure to fulfill their expectations. While most of the literature on Cyprus has focused on the pre-accession period, the article offers a much needed insight into the EU's role before and after Cyprus' EU entry. The article draws on a variety of data, including a series of elite interviews conducted in Belgium and Cyprus. [ABSTRACT FROM AUTHOR]