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Search Results: 1 - 10 of 353778 matches for " Süleyman ERO?LU "
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SAF ’S EC AT-N ME MASNAVI SAF ’N N EC AT-N ME MESNEV S
Süleyman EROLU
Turkish Studies , 2009,
Abstract: saf is a poet statesman who lived in the sixteenth century. He started his career in the state as a scribe during the reign of Sultan Murad the third, and later continued as a combatant soldier, and eventually he advanced in the rank of grand seignior. Beside his successful service in the state, he was especially known with his ecaat-name masnavi. The theme of ecaat-name, which is one of the important examples of gazavatname, is the Ottoman’s travel to the Orient between the years 1578-1585. ecaat-name, which has a considerable place among the works containing Islamic features in the Turkish war literature, is a remarkable masterpiece since it has many historical documentary and literary significance. In this study, ecaat-name masnavi is examined from literary perspective, and information is given on saf ’s life and his literary characteristics are evaluated through his works. saf , XVI. yüzy lda ya am air bir devlet adam d r. Sultan III. Murad’ n saltanat y llar nda katiplik ile ba lad devlet g revini muharip bir asker olarak sürdürmü , sonras nda beylerbeyli e kadar yükselmi tir. Ba ar l devlet hizmetlerinin yan nda zellikle ecaat-name mesnevisi ile air olarak da tan nmaktad r. XVI. yüzy l n nemli gazavatname rneklerinden biri olan ecaat-name, 1578-1585 y llar aras Osmanl ark seferlerini konu etmektedir. Türk sava edebiyat n n slami nitelikli ürünleri i erisinde nemli bir yere sahip olan ecaat-name, tarih pek ok bilgiyi ihtiva etmekle birlikte edeb k ymeti y nüyle de kayda de er bir eserdir. Bu al mada ecaat-name mesnevisi edeb a dan incelenmi , saf ’nin hayat hakk nda bilgi verilerek eserlerinden hareketle edeb ki ili i de erlendirilmi tir.
VERB PROCESSING IN BURSA LOCAL DIALECTS BURSA YERL A IZLARINDA F L LET M
?ükrü BA?TüRK,Mustafa ULUOCAK,Süleyman EROLU,Hatice ?AH?N
Turkish Studies , 2010,
Abstract: The affixes used during the verb processing in the Turkey Turkish dialects show important phonetic variations. These affixes, which are commonly used in all the Turkey Turkish dialects, differ from one region to another, even from one village to another in the same region, in having varying phonetic characteristics. Of these affixes, those which undergo change most frequently and function as a key to the determination of the ethnic structure of the region in question are the future tense and present continuous tense suffixes. In Bursa local dialects, the final phoneme /r/ of the present continuous tense suffix –(I)yor predominantly was omitted and the neighboring vowel was lengthened. However, we observe that the initial vowel of the future tense suffix –AcAk was omitted and the back vowel /a/ was changed to the front vowel /e/ in the second syllable. We come across some different uses in the person suffixes following these suffixes. In this article, it is aimed to put forth various uses of the affixes in question and other verb processing affixes used in the local dialects of Bursa. Türkiye Türk esi a zlar nda fiil i letimi s ras nda kullan lan ekler, nemli fonetik de i iklikler g stermektedir. Bütün Türkiye Türk esi a zlar nda ortak olarak kullan lan bu ekler, b lgeden b lgeye hatta ayn b lgede bulunan yak n k yler aras nda farkl ses zellikleriyle kullan lmaktad r. Bu ekler aras nda en ok de i ikli e u rayan ve b lgenin etnik yap s n belirlemede anahtar konumunda olan ekler, gelecek zaman ve imdiki zaman ekidir.Bursa yerli a zlar nda –(I)yor imdiki zaman ekinin a rl kl olarak sonundaki r sesi dü ürülmü ve yan ndaki ünlü uzat lm bi imde kullan lmaktad r. Gelecek zaman eki –AcAk ise ba ndaki ünlü dü ürülüp ikinci hecedeki ünlüsü inceltilmi bi imde kar m za kar. Bu eklerin kulland ki i eklerinde de baz de i ik kullan mlar g ze arpmaktad r.Bu makalede Bursa b lgesi yerli a zlar nda s z konusu eklerin ve di er fiil i letme eklerinin durumu ortaya konulacakt r.
GENERAL FEATURES OF THE BURSA INDIGENOUS DIALECTS BURSA YERL A IZLARININ GENEL ZELL KLER
Süleyman EROLU,?ükrü BA?TüRK,?? Mustafa ULUOCAK,Hatice ?AH?N
Turkish Studies , 2009,
Abstract: How important is research which is related to the Anatolian dialects that is one of many well-known. It is one of the well-known topics that researches which are related to Anatolian dialects have major importance. Many of compilation studies has been made in different areas of Anatolian hitherto, general features of language has been propounded, though based on the available material regarding the ethnic composition of the region have been tried to reach conclusions the same situation have not valid to the dialects area of the Bursa. The Bursa region indigenous dialects have not been deal with the dialect studies. Studies about region dialects do not exceed a few limited studies. Thus, as part of "The Bursa Indigenous Dialects Compiled Examining" project which is supported by the Uludag University and launched in 2006 compilation studies about Bursa dialects were initiated. In this article under the project content to set out the compiled and solved texts will be attempted to give general features of the Bursa indigenous dialects. Anadolu a zlar yla ilgili ara t rmalar n ne kadar nemli oldu u ok iyi bilinen konulardan biridir. Bugüne kadar Anadolu'nun de i ik b lgelerinde ok say da derleme al malar yap lm , genel dil zellikleri ortaya konmu , eldeki malzemelerden yola karak b lgelerin etnik yap s yla ilgili sonu lara var lmaya al lm olsa da ayn durumun Bursa b lgesi a zlar i in ge erli olmad ortadad r. A z al malar nda Bursa b lgesi yerli a zlar ele al nmam t r. B lge a zlar yla ilgili al malar, dar kapsaml bir iki yay m ge memektedir. Bu eksiklikten hareketle 2006 y l nda ba lat lan Uluda üniversitesi destekli "Bursa Yerli A zlar n n Derlenip ncelenmesi" adl proje kapsam nda Bursa a zlar yla ilgili derleme al malar ba lat lm t r. Bu makalede s z konusu proje kapsam nda derlenen ve zülen metinlerden yola k larak Bursa yerli a zlar n n genel zellikleri verilmeye al lacakt r.
SOME OBSERVATIONS IN RESPECT OF / CHANGE IN BURSA LOCAL DIALECTS BURSA YERL A IZLARINDA > DE M NE DA R BAZI G ZLEMLER
Mustafa ULUOCAK ?,? ?ükrü BA?TüRK?,Süleyman EROLU,Hatice ?AH?N
Turkish Studies , 2010,
Abstract: As studies on Türkiye Turkish dialects increase in number, it becomes likely to come across some illustrative points with respect to the matter of determining some features of Oguz Turkish and the ethnical structures of the regions under discussion by moving from the dialect features in question. > change is observed in many of the Türkiye Turkish dialects. The same sound change is present in Bursa local dialects as well. However, more different examples of this kind of sound change were identified in Bay nd r village of Büyükorhan, Bursa. In this article, > changes observed in Bursa local dialects and Bay nd r village will be exemplified. Türkiye Türk esi a zlar yla ilgili al malar artt k a s z konusu a z zelliklerinden yola karak O uz Türk esinin baz zelliklerini ve ilgili b lgelerin etnik yap s n belirleme konusunda ayd nlat c noktalarla kar la lmaktad r. Türkiye Türk esi a zlar n n bir o unda > de i imine rastlanmaktad r. Ayn ses de i ikli i Bursa yerli a zlar nda da g zlemlenmektedir. Ancak Bursa Büyükorhan il esine ba l Bay nd r k yünde bu ses de i ikli iyle ilgili daha farkl rnekler tespit edilmi tir. Bu yaz da Bursa yerli a zlar nda ve Bay nd r k yünde g zlemlenen > de i iklikleri rneklendirilecektir.
Armenian Question in Sevres and Lausanne
Süleyman Beyo?lu
Journal of Gazi Academic View , 2008,
Abstract: In this study we considered the six province which mentioned at the Armistice of Mondros and the activities of Armenians about an independent Armenia at the treaty of Sevres. Also items considered connected with Armenians at Sevr Treaty (August 10,1920). With Lausanne Treaty (July 24,1923)pretensions of Armenians about Anatolia wholly rejected.
Understanding Levels of Prospective Science Teachers on the Nature of Science
Süleyman Yaman,Hasret Nuho?lu
Eurasian Journal of Physics and Chemistry Education , 2010,
Abstract: The aim of this study is to determine whether the understandings levels of prospective science teachers on the nature of science are dependent on differences in grade level and gender. This study utilizes VOSTS scale, which was developed by Aikenhead and Ryan, and adapted by Chan in order to determine viewpoints of prospective teachers on the nature of science. Eighteen multiple-choice questions from this scale were translated and adapted into Turkish from English by researchers, who also conducted a preliminary work on the validity and reliability of the scale. The adapted scale was applied to 80 prospective science teachers, who were not included in the sample of this study and the reliability coefficient of the scale was found to be 0.81. Then the scale is applied to 201 prospective teachers who are enrolled in the science education program. The statistical analysis of the results demonstrated that while views of the prospective science teachers on nature of science are not significantly correlated with differences in grade level and gender, there were significant variations among these views. In this study, it was determined that prospective teachers had certain misconceptions on nature of science with respect to specific issues including hierarchical relationships between concepts of hypothesis, theory, law, and universal scientific method; that they relied predominantly on positivist paradigm; and that they espoused the traditional approach to science in understanding and interpreting nature of science.
Investigation of the Comparison of the Candida Albicans Adherence to Three Different Prosthetic Materials
Süleyman Agülo?lu,Remzi Ni?iz
Dicle Medical Journal , 2007,
Abstract: This study was carried out in order to evaluate the adhesion of microorganisms to four different prosthetic esthetic materials. Experimental prosthetic materials are High-fused porcelain (Vita), Medium-fused porcelain (Vita) and Acrylic resin (Duropont); the microorganism that used was, C.albicans. For our study, the experimental models of 10mm radius and 1mm height, 10 prosthetic materials were prepared. The adhesion of microorganisms to sterilised samples are investigated for 24 hours at 37oC in liquid culture dish that fits to characteristics of proliferation of the microorganisms, the number of adherent cells on experimental models were calculated in solid culture dish after shaked in 100 ml saline and diluted.As a result of this study, it was determined that Acrylic resin had undergone more microorganisms adhesion when compared with High-fused porcelain and Medium-fused porcelain.
Dissociative Disorder Following Hospitalization and Invasive Medical Procedures: A Pediatric Case Report
Murat CO?KUN,Süleyman Salih ZORO?LU
N?ropsikiyatri Ar?ivi , 2009,
Abstract: Psychosomatic symptoms in children may be frequent reasons for referral in pediatric practice. Recognition of these symptoms as psychosomatic may sometimes be difficult, leading to unnecessary hospitalization and invasive diagnostic procedures. Meanwhile hospitalization and invasive diagnostic procedures may themselves have a traumatic impact on child psychology and cause pathological dissociation. In this paper we report a 12-year-old boy who was admitted to hospital following a sudden onset of motor loss in his legs which led to his undergoing several invasive diagnostic procedures for the first time in his life. After comprehensive investigations no medical conditions were detected and he was eventually diagnosed with conversion disorder following psychiatric consultation. His condition returned almost to normal spontaneously after two days and he was discharged from hospital after 17 days of hospitalization. He then developed dissociative disorder following his discharge from hospital. We aim to discuss the clinical picture and the child’s perception of the traumatic nature of invasive medical procedures in this particular case, the traumatic impact of hospitalization and invasive medical procedures on child mental health, and the importance of early recognition of symptoms of conversion or dissociative disorders in children.
Teacher Candidates’ (Pedagogical Formation Students’) Communication Skills  [PDF]
Süleyman G?ksoy
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.514152
Abstract:

The purpose of this study is to identify pedagogical formation students’ (teacher candidates’) communication skills based on their perceptions. The study sought answers to the following research question: What are the perceptions of pedagogical formation students (teacher candidates) related to their communication skills? Assessment of pedagogical formation students’ (teacher candidates’) perceptions regarding their communication skills was undertaken through qualitative research methods. Qualitative data collected with the help of semi-structured interview form were analyzed in terms of content. The study was conducted with the participation of 48 teacher candidates attending pedagogical formation classes at Düzce University during 2013-2014 academic year. According to the data obtained at the end of the study, teacher candidates are aware of the necessity and importance of communication. They are aware that the prerequisite for being contented, successful and social individuals and professionals is healthy and good communication with others. Teacher candidates know the importance and necessity of body language in effective communication and generally prefer to use it. They are also aware of the need for written and oral communication when required. Psychological situations such as anxiety, stress, lack of self-efficacy, timidity, fear and excitement are regarded as barriers that inhibit communication. These barriers are followed by being misunderstood, lack of feedback and language, culture, prior information and prejudices related to inappropriate context/environment and persons involved in communication. Teacher candidates express that they can develop communication skills by participating in social activities. They also state that they can develop communication skills by reading books/articles/research findings, participating in courses/seminars/conferences, meeting new and different people and taking training-expert support.

Pre-School Educational Process of Turkey  [PDF]
Süleyman G?ksoy
Open Journal of Social Sciences (JSS) , 2017, DOI: 10.4236/jss.2017.53008
Abstract: Children make a rapid development physically, cognitively and affectively in preschool educational period (age 0 - 6). The cognitive dimension of a child at pre-school age is creative, independent and imaginary. The imagination unceasingly works. This period is regarded as the time that the children have high potential of learning and developing. Thus, the quality of preschool education affects the higher educational success and even the lifelong success of the child. Therefore the aims of the research are to emphasize the importance of preschool education on the development of the child, to make a comparison between the preschool education of Turkey and other developed countries and to support preschool education by explaining why and how the preschool education in Turkey should be improved. In this research, case study method from data collection methods was used; related written and electronic resources were collected, analyzed and interpreted in line with the research purpose. The following suggestions are developed in order to improve the preschool education in Turkey: Service delivery models that increase the participation to preschool education should be varied; the preschool educational facilities should be extended supporting the access of regions with limited financial means and regulations that decreasing the educational costs of families should be adopted. For all children, especially for families with low income, preschool educational institutions should be free like in more than half of European Union countries or preschool educational costs should be arranged in accordance with family incomes and other criterion, and families should be supported. The improvement and development priority should be given to preschool educational stage, accordingly physical resources (building, materials, substructure) and human resources (manager, educator, deputy manager and support staff) should be provided. Besides preschool teaching departments should be opened in faculties of education in universities and the quota of preschool teaching departments should be increased.
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