Search

In this case study which focuses on secondary school students (5th, 6th, and 7th grades), the goal was to investigate students' preferences in poetry. In this study, the singular research designs have been employed. The context of the study was Trabzon city, and the participants were students in secondary schools in Ortahisar, Akcaabat and Yomra provinces in 2018-2019 academic year. The study was conducted with 490 students. Frequency and percentage calculations were made on the data obtained from opinion surveys and the results were analyzed. The study showed that in all three levels, three themes stood out: War of Independence and Ataturk, National Culture, and Reading Culture. Based on the findings, it was concluded that secondary school students like these three themes more and therefore prefer them more. Students prefer poems with 19-22 lines, both with rhythm and free verse and they prefer mostly rhyming poems. Also, title was found to be an important factor in poem preference and that students love and prefer poems with words they know, and lastly knowing the poet and that they know the poem beforehand also affected their preference positively.

According to the Turkish Language Teaching Program prepared by the Ministry of National Education in Turkey, poetry texts should be included in Turkish textbooks taught in primary and secondary schools. Students encounter poetry texts in reading and writing activities in Turkish textbooks. It is thought that determining how students perceive the type of poetry they encounter in Turkish textbooks is important for Turkish education. The aim of this study is to determine the perceptions of secondary school students about the concept of poetry through metaphors. Since the study aims to determine the perceptions of secondary school students towards the concept of "poetry" and the meanings they attribute to these perceptions, phenomenology design, one of the qualitative research designs, was preferred. The study group consisted of 148 secondary school students studying in a public school. In order to determine the metaphorical perceptions of the participants about the concept of "poetry", they completed the sentence, "Poetry is like…because…". The data obtained were analyzed by content analysis method. At this stage, firstly, the invalid ones were eliminated from the data obtained and then these data were coded and divided into eight different categories. Afterwards, the information was presented descriptively in tables. As a result, it was determined that secondary school students' metaphors related to the concept of "poetry" did not change and differentiate according to the grade level, and it was determined that all of the students attributed positive meanings to poetry. In addition, it was observed that the majority of the students tried to explain the concept of "poetry" with concrete metaphors and attributed very different meanings to "poetry" based on reasoned metaphors. In addition, it has been determined that most of the students see poetry as the interpreter of emotions and the source of life.

Starting at the school level, language education develops comprehension and expression skills. It is important to develop literacy skills as it is the basic way of acquiring information. Native language textbooks created with a text-based approach are an integral part of this process. Accurate, qualified, and purposefully selected texts help achieve the objectives of language education, especially comprehension. In Turkey, the Turkish language courses offered in secondary schools to develop comprehension and expression skills aim to develop both the students' native language competencies and their higher-level cognitive skills such as critical thinking, analysis, synthesis, and evaluation along with their language skills. Since its inception in 2019, the Turkish Curriculum limits the selection of texts for textbooks to a framework that represents informative, narrative, and poetic structures. Due to the scarcity of studies on poetry and its teaching process, this study aims to determine the general view of the teaching process of poems in secondary school Turkish textbooks. Additionally, the study examines all the textbooks to be used in secondary schools in Turkey in the 2022-2023 academic year. The research model is a basic qualitative research design, and data were collected through document analysis. The analysis concluded that course books attempted to make students understand the poems in middle school Turkish textbooks, especially with open-ended questions in the process of comprehension education, and were limited to investigating the meanings of unknown words, explaining the content, determining the subject and main emotion, and trying to recognize some figures of speech.

The aim of this research is to examine the effect of poems read by using chorus reading, repeated reading and echo (echoing) reading strategies, which are one of the fluent reading strategies, on the reading comprehension ability of primary school third grade students with and without gifted diagnosis. In accordance with this purpose, the study, which was carried out according to the experimental design with pretest-post-test control group, was carried out with a total of 39 students who attended the third grade, who were (18) gifted students and those who were not (21) as gifted. A total of 60 sessions of experimental applications lasting 20 minutes were carried out separately for both students with a diagnosis as gifted and for students without a diagnosis of as gifted. The False Analysis Inventory was used as a data collection tool. The obtained data were analysed in accordance with the Wrong Analysis Inventory evaluation criteria; Wilcoxon Signed Rank Test analysis was performed to decipher the significant difference between the pretest-post-test scores. As a result of the study, it was seen that reading poetry by using choir reading, repetitive reading and echo/echoing reading strategies from fluent reading strategies improved the reading comprehension skills of both students with a gifted and primary school third grade students without a diagnosis as gifted. This development was higher in students with a diagnosis as gifted than in students without a diagnosis as gifted.

The study aims to reveal the effect of ABPS on the reading fluency and creative writing skills of thirdgrade students at primary school. The research study group consists of 56 students, 26 in the experimental group and 30 in the control group, studying in the third grade. While ABPS was implemented in the experimental group, the control group continued their classes according to the Turkish Course Curriculum. The Error Analysis Inventory, Prosodic Reading Scale, Running Record Chart, Accuracy Rate Chart, Prosody Record Chart, and Poetry Writing Rubric were used as data collection tools in the research. The experimental implementation process lasted for 18 weeks. Different reading fluency strategies and poetry writing techniques were used together at each stage of the practice process based on poems. As a result of the research, it was determined that the students in the experimental group made more progress in all sub-dimensions of creative writing than the control group. Additionally, it was found out that the activities contributed to the students' reading rate and prosodic reading skills.

This paper aims at exploring the role and functions of place names from a Kazakh and Tatar versions of the famous Turkic epic poem "Edige." A total of 69 proper names denoting places such as settlements and localities, water objects and surface relief were analyzed qualitatively with the intensive topology approach. The findings show that toponymic lexemes perform five main functions in the epos: localizing, informative, accumulative, symbolic, and individualizing. In the Kazakh and Tatar versions of the epic poem "Edige," toponyms can act as the main reference points in time and space, referring to some specific characteristics of the geographic objects, conveying the historical and cultural heritage of the Turkic peoples, and revealing connection to the religion of Islam. Moreover, in the national versions of the epos under analysis individual toponyms, i.e. those found only in one version of the epos and typical of the area where the storyteller lived, add authenticity and a local flavor to the events described in the text. The study enables a better understanding of the national and cultural originality of ideas about space, which can be transformed according to toponymic data.

This research aims to support the "teaching of concepts" in the 3rd grade Life Science Course with activities. A quasi-experimental design (selective) with a pre-test and post-test control group, one of the quantitative research designs, was used in the research. Using songs, poems, rhymes, acrostics, stories, fairy tales, riddles/puzzles, animations, and traditional children's games, the experimental group's success in acquiring certain concepts from the third-grade life science course was enhanced by developing and implementing the above activities. Research data were collected with the "Concept Achievement Test" developed by the researcher by quantitative research data collection techniques. In the data analysis, arithmetic means were used to determine the academic success of the experimental and control groups. The Independent Sample t-Test was used for comparisons between groups. As a result of the research, there was a considerable achievement gap between the experimental and control groups, with the experimental group performing significantly better. According to these results, activities structured with songs, poems, nursery rhymes, acrostics, stories, fairy tales, puzzles/riddles, animations, and traditional children's games significantly impact student success in teaching concepts in third-grade elementary school biology classes. These activities apparently increase student success rates and are useful in this regard.

Literary texts have an important function in the education of Turkish and literature. It is certain that literary texts will steer the development of individuals in either lingual or emotion and value education. As for poetic texts involved in literary texts, they have a great role in increasing the aesthetic and artistic skills of their addressees, improving their vocabulary, making them aware of all the possibilities of the language, and increasing their perception of national and moral values. Due to all of these reasons, the poetic texts selected to be used in the Turkish textbooks are to meet some specific criteria. During the course of this study, the poetic texts in the Turkish textbooks recommended to be used in 2020-2021 school year favouring the principles of "harmony," "imaginary characteristics," "literary autonomy," and "suitability for children" constituting text characteristics have been evaluated by the experts in the literature, and some results have been achieved. It has been concluded that 20 of the 66 poetic texts analysed for this study are "good," 34 are "average," and 12 are "weak." In other words, 30% of the 66 poetic texts are "good," 51% are "average," and 19% are "weak." Based on these results, required sensitivity has not been shown to the poetic texts selected for textbooks. Considering the fact that secondary school students improve their language skills encountering quality texts, the poetic texts proposed to be used in the 5th, 6th, 7th, and 8th grades have been stated at the end of the study.

Due to globalization and the impact of industrialization and urbanization, natural resources are wasted, and popular consumption leads to environmental waste. The problem of waste that deteriorates individual and social life is a prominent current issue. Recycling, described as the remanufacturing, production and employment of collected material, is an important solution to that problem. The present study aimed to determine the awareness of pre-service social studies teachers about the concept of environmental waste recycling and to analyze acrostic poems written by the participants. The study findings included the views of the pre-service social studies teachers. A semi-structured interview form was developed by the authors under expert supervision and employed to collect the views of the pre-service teachers. The pre-service teachers included in the study sample were assigned with simple random sampling technique and the study group included 162 pre-service social studies teachers. The descriptive survey model was employed in the study, the data were analyzed with content and descriptive analysis techniques to determine thematic codes. Furthermore, an acrostic poem authoring activity on the concept of recycling was conducted with the participants. The poems authored by the participants are presented as a category in a table in the findings section. The study findings revealed significant results on the recycling concept and processes. It was determined that the views of the participating pre-service social studies teachers reflected a high level of awareness on the concept of recycling and exhibited various perspectives on the implementation.

The research purpose is examining the poems in Turkish textbooks for 1st-8th grade in terms of figurative language usage. The data source used in this qualitative study was gathered from the Turkish textbooks for the 1st-8th grade which was published in 2015-2016. The data were collected through document analysis and analysed via content analysis. It is revealed by this study that mostly simile and least metonyms and metaphors have been used for the 1st-4th-grade poems. In the poems included in the 5th-6th-grade Turkish course books, trope and simile have been utilized the most and metonym and metaphor have been used the least. In the poems included in 7th- and 8th-grade Turkish course books, trope and simile have been used the most and metonym and metaphor have been utilized the least.

It is seen that studies on learning spaces in higher education institutions are very few in the literature. However, spaces have the power to affect behaviors and interactions with others. This study aims to determine the wishes of university students regarding the physical environment. For this purpose, it is planned to determine the missing things in the existing physical environment according to the "wish poems" of undergraduate students and their related wishes. Accordingly, the sample of the study consisted of 211 participants among the students of the faculty of education at a state university. In the study, for the purpose of revealing the views of the undergraduate students on the physical environment of their school, they were given a semi-structure, open-ended question format as "I wish there were … in my classroom/faculty/campus" and asked to write down 3 wishes regarding the physical environment. The obtained data were analyzed by using the content analysis method. In the study, different numbers of conceptual categories were reached under each sub-title with the method of coding and imaging. At the end of the study, 578 clear responses were obtained, and after examination, these responses were gathered under 35 conceptual categories in total. The categories about which the students had the most wishes were related to the furniture and equipment in their classrooms (f=51, 26.2%), social (f=33, 18.5%) and scientific (f=32, 17.9%) areas at the faculty and green spaces at the campus (f=61, 29.6%). Consequently, as pioneers of social and scientific change, it is important for universities to reevaluate their existing physical facilities based on the wishes of students in terms of feeding their innovative instincts. [This study was presented as a paper at the International School Principals Conference held in Istanbul.]

There are many methods and techniques used in social studies education. Some of them are good guides for students in the subjects which they want to learn, but others cannot. Therefore, alternative methods should be used in order to understand the social studies lesson better for students. Poetry and music are some of these alternative forms. In terms of applicability of this method, opinions of teachers of social studies working in various middle schools in Nevsehir province were taken. Qualitative data collection tools were used in the research and descriptive and content analysis methods were used in the analysis of qualitative data. A semi-structured interview form prepared by field experts was used as data collection tool. In addition, other field experts have been consulted for the validity of the form. The data were analyzed using descriptive and content analysis methods. Categorical analysis technique was used in content analysis. In addition, internal reliability of the questionnaire was increased by quantifying qualitative data by making direct citations from the interviews, and by giving examples from teacher opinions about the questions, it was aimed to explain the opinions of the teachers better. The opinions of the teachers, the applicability of poetry and music to social studies course has been put forward. Studies and findings show that teachers' opinions on the use of poetry and music in social studies are positive.

The aim of the study was to determine the effect of active learning techniques applied in Vocational English Course on students' achievement and attitude. In the research, quasi-experimental design with pre-test and post-test control group model was used. The participants included the students majoring Tourism Management at a state university in Turkey and taking Vocational English Course in fall semester in 2017-2018 academic year. In the experimental group, instruction was carried out using active learning techniques, while in the control group, instruction was conducted in conventional lecture method. The techniques used in the study were writing poetry, concept mapping, simulation, role-play, writing e-mails, script writing and drama. Vocational English Course Achievement Test and Attitude Scale towards Vocational English Course were used to collect data. The findings of the study revealed that active learning techniques were more effective in acquiring the objectives of Vocational English Course with a large effect size. Similarly, the findings of study reflected that active learning techniques made a significant difference on students' attitudes towards Vocational English Course with a large effect size.

The aim of this study is to determine the pre-service teachers' perceptions related to teacher/Turkish language teacher concepts through metaphors. The study group consists of first and fourth grade undergraduate students from Department of Turkish Language Teaching of Faculty of Education of Agri province and graduate students from Turkish Language Education in 2018-2019 academic years. The research data was collected with open ended questions. With the questions as "How do you think the concept teacher can be expressed with different words? Why?" related to teacher concept, "What is the first reaction and the first sentence you hear from the people when you tell them that you are a Turkish language teacher/study in the department of Turkish Language Teaching?" related to Turkish language teacher concept, and "What are the three words that you think of when Turkish language teacher is mentioned?" related to Turkish language teacher concept, preferability levels of the metaphors were determined with frequency, percentage, arithmetic mean and standard deviation; and t test was used to determine the difference between gender and views of the participants according to grade. According to the results obtained from the study, it was determined that the participants presented both positive and negative metaphors related to the questions. While a high number of positive metaphors such as educator/instructor, leading/guide/leader and father/mother, compassion, laborer, friend, honest, self-sacrificing, hope are produced, negative metaphors such as Hope killer/hangman and expropriator are also produced. Of the metaphors produced about the Turkish language teacher, the first four came out as silver-tongued/ calligraphic, grammar, book and poet/poem. In addition, metaphors like Unemployed and With Poor Turkish/Short-tempered were also produced.

Poetry has often been neglected as a favorable tool for language teaching. What is more, its role to expand human experience and create language awareness has not been fully realized. As a reaction to often-underestimated value of including literature in the language class, this article proposes a poetry-teaching (POT) framework for language practitioners to bridge the gap between literature and language teaching methodology. Step-by-step procedure followed in the framework aimed at helping prospective teachers incorporate poetry into language teaching, while at the same time offering various materials and activities to be used in their future teaching practices. The proposed framework was presented to 21 student teachers at an English Language Teaching (ELT) department of a state university in Turkey to help them integrate the ideas of using poetry in a micro-teaching context. Prospective teachers acted both as learners and teachers while following the steps of the suggested framework, and reflected on this experience through reflective diaries and stimulated recalls of their teaching performances. They also took part in semi-structured interviews at the end of the study. Qualitative analyses revealed that poetry can have a place in language teaching by using a systematic and guided framework tailored to the features of a language classroom. With the help of the proposed framework, implementing poetry in the language class helped to promote motivation, creativity and self-expression along with multi-skill development and interaction among learners. However, incorporating poetry into the language class was challenging in terms of time and effort required and difficulties in material selection and design. This study suggests that poetry can become part of language teacher education. In this regard, this article proposes implications for teachers and teacher educators for the implementation of poetry in language teaching practice.

Primary school holds an important place in the acquisition of writing skills. Writing attitudes and habits of teachers are influential in writing education provided by primary school teachers during this period. This study aims to examine the writing habits of primary school teachers. To this end, writing habits of teachers were investigated in terms of the use of writing skills in daily life, types of writing texts, contribution of writing to the professional life, teacher participation in classroom writing activities and digital medias where teachers write. The case study, a qualitative research method, was used in the study. Participants of the study consisted of 35 primary school teachers who worked in primary schools in Bartin (n = 22) and Ordu (n = 14). The semi-structured interview form created by taking the expert opinion was used in the research as the data collection tool. The obtained data were analyzed using descriptive analysis technique. In the study, it was found that 57% of primary school teachers did not use writing skills in their daily life or that they used writing skills occasionally, used writing skills the most in taking notes or poetry, 61% of them participated in classroom writing activities and used Word and social media to write on digital platforms.

The aim of this study is to investigate the impact of writing poems and keeping a journal as writing-to-learn activities on the academic achievement of students in teaching the Force and Motion unit in the Science class of fifth grade students in secondary school. Sample of the study consists of 50 students who study in the fifth grade of two different secondary schools located in the east of Turkey in the school year of 2012-2013. These students were assigned objectively to the groups EG1, which performed the activity of writing poems, EG2, which performed the activity of keeping journal, and CG, to which conventional method was applied. That is to say, the experiment and control groups are informed about homogeneity in terms of preliminary knowledge, interest and skill. The study is a quasi-experimental study, where academic achievement test consisting of 25 multiple-choice questions was applied as pretest-posttest. The data were analyzed statistically using SPSS 15. As a result of findings of study, a significant difference was found in terms of academic achievement between EG1, which wrote poems, and CG, to which conventional method was applied. However, no significant difference between EG2, which kept journal, and CG, to which conventional method was applied. In this study, it was concluded that writing poems in the Force and Motion unit has statistically significant impact on academic achievement of fifth grade students, but keeping journal has no statistically significant impact on academic achievement.

The Oghuz Turks being in existence for many a millenia in Central Asia has a rich cultural heritage conveyed from generation to generation through oral tradition. The "Book of Dede Korkut" discovered in 1815 in Dresden Royal Library by H. F. von Diez sheds light to an important part of that culture. That precious historic literary masterpiece in fact has proved to be the most famous among all the epic stories of the Oghuz Turks. The stories found there carry morals and values significant to the social lifestyle of the nomadic Turkic peoples and both their islamic and pre-Islamic beliefs. The book's mythic narrative is part of the cultural heritage of all the Turkic countries, including Turkey, Azerbaijan, Turkmenistan, Kazakhstan and to a lesser degree Kyrgyzstan. Until the Book of Dede Korkut was put on record, the events depicted there had survived in the oral tradition, at least from the 9th and 10th centuries. The stories were in prose, partly peppered with poetic passages. The stories are told in the Azerbaijani language and easily recognizable by modern Istanbul Turkish speakers. One can see there vividly the overall similarity between the language of those days that is used in current use proving that nothing has changed much in folk Turkish throughout the Turkic lands ever since the Oghuz Turks migrated towards western Asia and eastern Europe beginning in the 9th century. One can also tell by this record that the epic genre endured in the oral tradition of Turks after they settled in Anatolia. The book of Dede Korkut was published on many occasions after the manuscript was discovered both in original Ottoman and later in modernized Turkish versions and in modern transliterations in other languages thus making the book known throughout the world. With the notation technology has developed and we now have a new system called the IPA transcription which allows to record and reproduce even the minutest details of speech, i.e. phonemic variants and stress features of the language spoken centuries ago. This paper presents both to scholars and laymen, the first time ever, a full-scale IPA transcription (and not a translatiteration) of Dede Korkut's Wild Dumrul tale as a portion of the whole text. The IPA transcription bears full segmental and suprasegmental features to bring to life the phonetic details of the language spoken at least five hundred years ago and much earlier among the forefathers of today's Oghuz Turks.

The aim of this study is to provide a demonstration sample for the high school stage under the light of "Poetics of the Open Work" that is considered as a step towards comprehending the qualified poem. In this study, has been built in single group pretest-posttest design. Independent variables are applied to a randomly selected group to perform the pretest-posttest design There are measures applied both before the test (pre-test) and after the test (post test). The executed demonstration has proven, providing education under the light of Poetics of the Open Work has significant possibilities regarding both the consideration of poem--proper to its nature--as an art work and improving interpretation skills of students. During demonstration, active participation of students is observed through expressing their personal opinions. The most important difference between "Secret Love"--based on direct narration as an example of first period of Necatigil poems--and "Water Lilies"--as the example of his later period which is considered as the poet's mastery period--is the interpretation level.

Children's books of literary quality may affect gender perception, self-perception, and the social roles of children through the illustrations, main characters, and situations that they reflect. The Turkish Ministry of Education suggested a list consisting of stories, novels, poetry, and puns under the title "100 Basic Works of Literature." The objective of this research is to determine how the image of women is presented in the children's stories in these 100 Basic Works of Literature. The data in this study were collected through document analysis in conjunction with contents analysis. These 20 stories were first studied for their depictions of main characters, illustrations, and titles. Research shows that the female characters are depicted with images reflecting traditional gender roles. Of all the images, female characters were presented mostly as passive (79 times or 19%), weak (76 times or 18%), sex objects (45 times or 11%), or emotional (44 times or 10%).

This study has been conducted to investigate the effectiveness of using poetry to teach vocabulary in a foreign language classroom. It aims to find answers to two research questions (1) "Do the learners enhance more extensive vocabulary knowledge by means of poetry-based vocabulary teaching activities than the traditional coursebook activities?" (2) "Is there a statistically significant difference between male and female students in the experimental group considering the vocabulary test?"(3) "Do the learners enhance more extensive grammar knowledge by means of poetry-based vocabulary teaching activities than the traditional coursebook activities?". This experimental study took place in Corlu Private Trakya College. In order to test the above given two hypotheses, two groups were selected, an experimental group and a control group. Totally forty-eight pre-intermediate level 7th grade students participated in the study, twenty-four of them were in the experimental group and the other twenty-four were in the control group. Before carrying out this experimental study, a pre-test was applied to both the experimental group and the control group to determine their knowledge of the target vocabulary items and English grammar. The target vocabulary items were taught through poetry-based vocabulary teaching activities to the students in the experimental group, and the same vocabulary items were taught through the traditional activities stated in the coursebook to the students in the control group. After the treatment, in order to measure the students' vocabulary and grammar expansion in both groups, the same pre-test was applied to both groups as a post-test. Data analysis results revealed a significant difference between the pre-test and post-test scores of the experimental group students receiving vocabulary instruction through the poems. In addition, the experimental group had higher scores of posttest than control group especially in terms of vocabulary knowledge. Furthermore, at the end of the study it was observed that the posttest scores of students in the experimental group were higher than the posttest scores of students in the control group even though they were equal before the study. Based on these findings, the current study shows that it is possible to use poetry-based vocabulary teaching activities instead of vocabulary activities in the coursebooks used in the EFL classrooms. (Contains 6 tables.)

This article sets out to challenge conventional descriptions and explanations of war and teaching about war. It draws on raw data from three qualitative arts-based projects to illustrate the complexity of cognitive and affective understandings of the place of war, past, present and future, through the jarring dissonance of "mash-up"--a strategy that deliberately juxtaposes text from varying sources on top, around and side-by-side with other text. It is best read aloud--more than once.

In this research, literacy miscues and the solution offers are taken stock by teachers and parents. 50 first grade teachers and 50 parents form the study group of this qualitative action research. The teachers are the ones who claim that one or more of their students have literacy miscues and the parents are the students' parents. Students' notebooks were also used as different data sources. In order to eliminate slow oral reading problem, the students were asked to read simple and authentic tongue twisters. They also memorized some poems. The oral reading rate increased by 60%. To eliminate word skipping problem, word repetition technique was used. For students who confuse letters, the letters were colored in different tones. For the elimination of wrong spelling problem, open syllable technique was used. The students were asked to read and write simpler syllables. The amounts of the letters and syllables were increased gradually. The students were trained to see the whole sentence. For the elimination of using local accent in reading, the students were asked to read some texts loudly and the other students were asked to evaluate peers' reading. Upon the incidents that the students used local accent in writing, their wrong spellings were colored and they were asked to rewrite those colored words. The same peer review technique was used again. After all, it was concluded that it is possible to solve all those problems in oral reading and handwriting.

Being in the education community for long years, Tevfik Fikret aims to educate children and teenagers with the works he has written while he is carrying out his profession. Knowing child's world very well, the poet gives messages which can be counted valid in today's education perception. Emphasizing the basic humanistic and moral values such as sharing, cooperation, obedience in his poems, the poets stresses the importance of education starting at earlier ages. When the teenagers are discussed, Tevfik Fikret, changing his messages, lays huge responsibilities on teenagers. Teenagers, to whom the country is entrusted, will firstly love their country, and if necessary they will lay down their life. In order to accomplish this, trusting in yourself, working hard and being determined are essential. No matter what is the subject either a child or a teenager, the poet always looks to future, dreams the future that he misses in teenagers and children. In this study, Tevfik Fikret's poems are examined in terms of the values wanted to be transmitted to child and teenagers, this educational messages are tried to be analysed under various headings.

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management 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.)

This extract from two interviews that took place in 2021 and 2023 with Nevhiz Tanyeli at her home in Şişli, İstanbul centers on a dialogue over her paintings, the possible interpretations of which the interviewers had discussed beforehand, informed by Bülent Küçük's research on remembrances of Turkey during the events of 1968. Tanyeli offered both tea and counterinterpretations in her unique and witty style, with the interviewers both taken aback and learning something new. Her stories' poetic sensibilities weave the violent historicity of witnessed events with personal memories of the living and the dead. Her paintings constitute a diary that combines the personal with the political, the dreamlike with the factual, and the associative with the nightmarish and repetitive real of the past. Her paintings, while they belong to certain dates, characters, and places, thus remain open for others' imaginations to interpret. As a living participant and witness of '68, her creative will yet speaks to us. [ABSTRACT FROM AUTHOR]

The tradition of minstrel, which was based on the kam-shamans and underwent a socio-cultural change process from the acceptance of Islam to the 16th century, left its place to the tradition of "minstrel" after this process. This tradition, which raised many powerful names, brought an important lover like Erkiletli Âşık Hasan to our literature and culture in Anatolia at the end of the eighteenth century and the beginning of the nineteenth century. The fact that the poems of the minstrel, who performed in the oral culture environment, were taken away by an officer during the wars, limited the comments about his place in the tradition. Despite the fact that he defeated one of the powerful names of the period, Develili Seyrani, by quarreling with him and became his master, the name and poems of the minstrel did not become widespread for this reason. So much so that although he is the performer of the song "Erkilet Güzeli", which is frequently heard in electronic cultural environments and sung by many artists, this song has been recorded anonymously. In this article, the place of Âşık Hasan, whose name is not heard and mentioned much, but who is accepted as one of the master minstrels of his time, in the tradition and his influence on the Kayseri minstrel tradition are emphasized. Other minstrels and classical period poets that he influenced and were influenced by were determined. In this direction, the issues affecting the love of Erkiletli Âşık Hasan and the socio-cultural environments he was in were discussed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer 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.)

While it is natural that authors are influenced by each other, it is interesting enough to emphasize on the matter as these relationships are the most important field of the study of comparative literature and intertextuality theory. In this study, the early and first voice, the herald author of National Literature Mehmet Emin Yurdakul's poem Anatolia and one of the authors of Fortressers (Hisarcılar) community in the Republican Turkish Poetry, Yavuz Bülent Bakiler's poem I am Anatolia, were determined according to the theory of intertextuality. analyzed and compared according to the comparative literary theory. In our article, after giving a brief history of comparative literature and summarizing the existence layers in the literary work according to ontological method, evaluations have been made in the context of part-whole relations by trying to separate sound layers, meaning layers, different schematic view layers, destiny layers that are intertwined as existence layers in the literary work. While the poems based on common words starting from the word Anatolia are similar in terms of sound layers in general, they are differentiated on the basis of the styles and textuality criteria of two different poets in particular. In the title of conclusion, the borders of the similarities between the two poems were determined without ignoring the social and political conditions between the different dates when the poems were written; it was determined that the Anatolian realities described in the two poems overlap, that the ill destiny of Anatolian/Turkish people did not change and common motifs, similar language and style were used when depicting Anatolia. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova 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.)

Şinasi (1826-1871) and Ziya Pasha (1829-1880), acknowledged as the pioneers of the modernization of Turkish literature and intellectual life, are poets with two different poetics. The purpose of this study is to show how poetic thinking can be achieved through the usage of proverbs as an element of interdiscursivity in the poems of two artists in Tanzimat Era, one of them known for his innovative aspect and the other for his wisdom. It is assumed that Şinasi, one of the preliminary representatives of the Enlightenment philosophy in Turkey, uses proverbs in his poems as a result of his efforts to utilize public cultural resources and simplify the language. It is articulated that Ziya Pasha, who is contingent upon the impression of divan literature in the field of poetry, frequently uses proverbs to create a wording style of hikemî (wisdom), hiciv (satire) and sehl-i mümteni (an expression that seems easy to articulate but rare). Şinasi, who handled poetry with a rational manner, was using the proverbs in didactic and humble wording style; whereas, Ziya Pasha, who was a distinguished poet, embraced a wise and laconic expression style. The paper reached the conclusion that proverbs in the poems of both two poets enable the manifestation of ideas, speech syntax and similar semantics function while they are a functional language unit in the determination of poetic views, as well as a distinctive element in the comparison of their poetics. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi is the property of University of Cumhuriyet, Faculty of Sciences & Arts 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.)

Music, which has existed since the beginning of humanity and has been one of the most effective tool for expression and sharing of feelings and thoughts in almost every period of life from birth to death, has also shown itself during the covid-19 pandemia period, and has fulfilled its mission as an agent for exhibiting our emotions and thoughts composed by this new situation in which we are included unintentionally. As in other events that affect a large segment of the society -positively or negatively (War, Triumph, Disaster, famine etc.)- many musical works with Corona content have been produced during the covid-19 pandemia period which has deeply affected all of the people of our country. In this study, it is aimed to discuss the works with coronavirus/covid-19 content produced and shared in media on the occasion of the pandemia in our country, and to determine which feelings and thoughts these works interpret. In the study, the works produced in this period of almost every type have been tried to be examined and the ones found remarkable have been assessed after the examination. As a result of the research, it is observed that it was intented to exhibit thoughts and feelings such as fear, anxiety, confusion, amazement, prayer, confession, repentance; suggestion of goodness and hygiene; advice, taking refuge in the God, comprehension of the weakness; curse to the corona and to those who caused it to spread around the world; curse to the enemies of Islam, Muslim and Turkey in the works produced on the occasion of the corona. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Culture & Haci Bektas Veli Research Quarterly is the property of Turkish Cultur & Haci Bektas Veli Research Quarterly 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.)

Literature, especially poetry, which has an interest in all other disciplines and fine arts, has a strong interest in music. Thus, poet who uses elements such as rhyme and measure to provide harmony in poetry thus provides musicality. Even at the end of the verse, the sound repetitions serve as musical notes. The verse rhyme tradition, which is not seen in any other literature in the world, is an indicator of how much our nation attaches importance to obedience and music in poetry. Since Central Asia, it is also noteworthy that poetry is singed along with kopuz and saguz. The poem Dedem Korkut's telling his stories with this instrument, and praying with the instrument at the end of the story shows how intertwined music and literature is, indicating that these two rare art has an old past in our national history. Thus, as a nation with cultural values, we rightly take our distinguished place in the history of civilization. As we migrated from Central Asia to Anatolia, our ancestors naturally carried this beautiful cultural heritage. So much so that my grandfather Korkut's kopuz leaving the place, running, running, took the name of sagu lament. Poets named as poets, baksi, cam took the name of minstrel, folk poet, folk poet, but he continued to tell folk tales with enstrument accompaniment. These stories, narrated by Nazim and prose, were both sang and accompanied by folk songs. His interest in poetry and music was once again proven. [ABSTRACT FROM AUTHOR]

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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 Folklor / Edebiyat is the property of Cyprus International 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.)

This study examines the influence of the Balkan Wars on the formation of Turkish nationalism through examples from the youth poems of Nazım Hikmet. The traces of the traumas created by the spatial and cultural consequences of the Balkan Wars on the Turkish intellectuals of the postwar period have been tried to be interpreted through literary works. In this context, inferences were made through quotations from Nazım Hikmet's poems written between 1913 and 1930. [ABSTRACT FROM AUTHOR]

This paper interprets reflections on women in some poems of the prominent Turkish poets such as Gülten Akın, Şukufe Nihal Başar, Naciye Baci, Ayten Mutlu, Mehmet Akif Ersoy, Nazım Hikmet, Kul Figani, Basri Baba and Pir Hacı Bektaş Veli in response to the Western image of the oppressed Muslim woman in Turkey. A close examination of their poetic representations of women enables us to rethink the status of women in Turkish society within a poetic context. The subordination/oppression of women seems to be universal, and the female poets generally express this issue. However, in contrast, some male poets do not reflect women as oppressed or subordinated, but as having a great awareness of their existence, importance and value both in the family and society. From the religious perspective, unlike the female poets' feelings, they defend women against the religious mistreatments and malpractices towards them. For example, Kul Figani, Mehmet Akif Ersoy, Basri Baba and Pir Haci Bektaş Veli re-emphasize the valuable statuses of women as stated in the holy book Quran. Nazim Hikmet's voice for the position of women is explored in the rural domain. The aim of the present study is to show that while female poets have been addressing Muslim women's issues in Turkey, there are also male poets who seem to be supporting women by arguing that they should be treated as equal based on religious, social and economic perspectives. In this respect, it can be suggested that the Western image of the oppressed Muslim women is confuted. The discussion will take place in two parts: a) perspectives of subordination/oppression of women by women poets and b) religious perspective on this issue. [ABSTRACT FROM AUTHOR]

The Ottoman physician-poet Nidai of Ankara (1509 to post-1567) studied medicine in Crimea and served as a court physician in Istanbul during the reign of Sultan Selim II. Nidai marked the classical period of Ottoman medicine particularly with his acclaimed works and translations in Turkish, among which Manafi al-Nas ( Benefits of People, 1566) became widely known. The final chapter of Manafi al-Nas also is known independently under the name Vasiyyetname ( Last Will), which is a remarkable guide on medical ethics. This didactic, sixty-eight-line poem includes Nidai's moral advice to physicians that they should be well mannered, trustworthy, and competent in their arts and should treat their patients with modesty, honesty, and compassion. Even after 450 years of existence, Vasiyyetname retains its ethical and artistic relevance and still serves as a vehicle for the transmission of humanistic ideals far beyond the time and place it was written. [ABSTRACT FROM AUTHOR]

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.)