Hatay Mustafa Kemal University Institutional Repository
Not a member yet
2946 research outputs found
Sort by
The ways Turkish teacher candidates use to improve thinking in providing reason in an argumentative text
Get PDFTartışmacı metinde yazar, bir görüşü veya düşünceyi, karşıt görüşü çürüterek gerekçelerle kendi görüşüne okuyucuyu inandırmasıdır. Tartışmacı metin, ana ve yardımcı elementler olmak üzere iki ana kısımdan oluşmaktadır (Tiryaki, 2011). Ana elementler; veri, iddia, karşı iddia ve sonuçtur. Yardımcı elementler, destek gerekçesi ve çürütme gerekçesidir. Gerekçeler, yazarın görüşünü kuvvetlendiren dil birimleridir. Bu dil birimleri, iddianın gelebilecek saldırılara karşı nasıl başarılı bir şekilde savunulabileceğini ve karşı iddianın nasıl çürütebileceğini gösteren unsurlardır (Eemeren ve Grootendorst, 2004). Bu araştırmanın amacı, Türkçe öğretmeni adaylarının tartışmacı metinlerinde gerekçelendirmede kullandıkları düşünceyi geliştirme yollarını tespit etmektir. Çalışmanın modelini nitel araştırma tekniklerinden betimsel tarama oluşturmaktadır. Çalışma grubunu, Mustafa Kemal Üniversitesi Türkçe Öğretmenliği bölümünde öğrenim gören 3 ve 4. sınıftan toplam 100 öğrenci oluşturmaktadır. Verilerin toplanmasında araştırmacı tarafından geliştirilen "Tartışmacı Metin Yazma Formu" kullanılmıştır. Verilerin analizinde içerik analizi yönteminden yararlanılarak elde edilen metinlerin gerekçeleri, destek ve çürütme gerekçesi olarak ayrı ayrı sınıflandırılmıştır. Daha sonra bu gerekçeleri oluşturmada kullanılan düşünceyi geliştirme yolları içerik analizi ile tespit edilerek örnek metinlerle sunulmuştur. Bu sonuçlar, frekans (f) ve yüzde (%) değerleri ile tablolaştırılmıştır. Bu çalışmanın sonucunda tartışmacı metinde kullanılan düşünceyi geliştirme yollarının destek gerekçesine göre dağılımı şu şekildedir: Açıklama (% 38.91), örnekleme (%23.15), karşılaştırma (%15.27), benzetme (%12.31), zıtlıklardan yararlanma (%6.89), tanık gösterme (%3.44) ve sayısal verilerden yararlanmadır (%0). Çürütme gerekçesine göre dağılımı, açıklama (%29.29), örnekleme (%25.25), karşılaştırma (%23.23), benzetme (%9.09), zıtlıklardan yararlanma (%12.12), sayısal verilerden yararlanma (%1.01) ve tanık gösterme (%0) şeklindedirArgumentative text is to convince the reader to an opinion on the basis of reasons by refuting the counter-opinion. This structure consists of two main sections, including the main and the auxiliary elements. The main elements constitute data, argument, counter argument and conclusion. Auxiliary elements of the structure are, however, the support reason and the refuting reason. Reasons are the language units that strengthen the author's point of view. These language units show us how an argument can be successfully defended against the possible attack and how the counter argument can be refuted (Eemeren & Grootendorst, 2004). This study aims to determine the ways to improve thinking used by the Turkish teacher candidates in their reasons in argumentative texts. The study was designed in descriptive survey model among the qualitative research techniques. The study population was composed of a total of 100 students studying at the 3rd and 4th year of Turkish Language Teaching Department in Mustafa Kemal University. In collecting the data, the "Argumentative Writing Text Form" developed by the researcher, was employed. In the analysis of the data, the reasons established for the texts obtained by using the content analysis method, were classified separately as the support and the refuting reasons. Then, the ways to improve thinking used to establish these reasons were identified and presented in sample texts. These results were then presented in tables with their frequency (f) and percent (%) values. As a result of this study, the distribution of the ways to improve thinking used in argumentative text by the support reasons is as follows: explanation (38.91%), exemplification (23.15%), comparison (15.27%), analogy (12.31%), utilization of antagonism (6.89%), giving evidence (3.44%) and utilization of numerical data (0%). On the other hand, its distribution by the refuting reasons is as follows: explanation (29.29%), exemplification (25.25%), comparison (23.23%), analogy (9.09%), utilization of antagonism (12.12%), utilization of numerical data (1.01%) andgiving evidence (0%
Simultaneous subcutaneous and lung hydatid disease
Get PDFKist hidatik hastalığı ülkemiz için hala endemik olma özelliğini taşıyan bir hastalıktır. En sık karaciğer, ikinci sıklıkla akciğerde görülmekle birlik- te daha nadir olarak vücudun diğer kesimlerinde de görülebilmektedir. Bu olgumuzda sağ akciğer yerleşimli kist hidatik ile eş zamanlı olarak supklavikular bölgede cilt altına yerleşmiş kist hidatik olgusu sunulmuştur. Akciğerdeki kist için sağ minitorakotomi ile kistotomi ve kapitonaj uygulandı. Cilt altında lokalize kist tamamen eksize edildi. Histopatolojik olarak tanı teyit edildi. Vücutta karaciğer ve akciğer dışında lokalize kistik lezyonlar değerlendirilirken kist hidatik hastalığı her zaman akılda tutulmalıdır.Hydatid disease is still endemic in Turkey. The most common site is the liver, followed by the lungs; it is rarely observed in the other parts of the body. In this case, right lung and subclavicular subcutaneous hydatid cysts were simultaneously observed. Cystotomy and capitonnage via minithoracotomy were applied for the cyst in the lung, and the subclavicular subcutaneous hydatid cyst was completely excised. Histo- pathological diagnosis was confirmed. Cystic lesions localized in the body except the liver and lung hydatid disease should always assessing kept in mind. It should not be forgotten that the cyst in the lung and liver may be detected simultaneously in other parts of the body
Üstün yeteneklilerin eğitimi araştırmalarında eğilimler : yöntem bilimsel bir analiz
Get PDFTürkiye'de giderek üstün yetenekli bireylerin keşfine, yetenek ve zekâ potansiyellerinin ortaya çıkarılmasına ve ilgi alanlarına göre yönlendirilmelerine önem verilmektedir. Bu doğrultuda üstün yeteneklilerin eğitimine yönelik araştırmalar da günümüzde artış göstermektedir. Bu araştırmanın amacı üstün yeteneklilerin eğitimi alanında hazırlanmış olan lisansüstü tezlerin yöntembilim açısından incelenmesidir. Nitel araştırma yaklaşımı doğrultusunda tasarlanan bu araştırmanın çalışma grubunu 2002-2016 yılları arasında Türkiye'deki üniversitelerde hazırlanmış, Ulusal Tez Merkezinde erişime açık olan ve erişim sağlanan 46 lisansüstü tezi oluşturmaktadır. Çalışma grubunun oluşturulmasında nitel araştırma metodolojisine uygun amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme yöntemine başvurulmuştur. Araştırma verilerinin toplanmasında doküman incelemesinden yararlanılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından uzman görüşü alınarak geliştirilen "Bilimsel Yayın Analiz Formu" kullanılmıştır. Araştırma verilerinin analizinde betimsel içerik analizden yararlanılmış olup; nitel araştırmaya özgü geçerlik ve güvenirlik önlemleri alınmıştır. Araştırma sonuçlarına göre; 20022016 yılları arasında hazırlanan lisansüstü tezlerin büyük bir çoğunluğunu yüksek lisans tezlerinin oluşturduğu, tezlerin büyük çoğunluğunun nicel araştırma metodolojisine dayalı olup nitel ve karma yönteme dayalı araştırmalara yer verildiği tespit edilmiştir. Tezlerde nicel araştırmalarda çoğunlukla betimsel araştırma deseni, nitel araştırmalarda ise örnek olay ve tarihsel araştırma desenleri kullanıldığı tespit edilmiştir. Araştırmalarda veri toplama tekniği olarak en çok test/ölçekler, görüşme ve gözlem teknikleri kullanılmıştır. Nicel çalışmaların veri analizinde kestirimsel analiz yöntemleri; nitel araştırmalarda ise içerik analizi ön plana çıkmıştırExploration of gifted individuals, revealing their talents and intelligence potentials and directing them according to their interests are increasingly attached importance in Turkey. Accordingly, gifted training-oriented researches is also increasing in our day. The aim of this study is to methodologically analyse the postgraduate theses prepared in the field of education of highly gifted individuals. The study group of this research, designed in compliance with qualitative research approach, has been consisted of 46 postgraduate theses prepared at universities in Turkey between the years 2002 and 2016, open to public, and accessible in the National Thesis Center. Criterion sampling method, which is one of the suitable sampling methods for qualitative research methodology, has been applied in the establishment of the study group. Document review has been used for the collection of the research data. “Scientific Publication Analysis Form” was used in the study, developed by researchers as an instrument for data collection. Descriptive content analysis has been used in the analysis of research data, and validity and the reliability measures specific to qualitative research were taken. According to the results of the research; it has been found that a large number of graduate theses prepared between the years 2002 and 2016 have been constituted by postgraduate theses, and the majority of the theses are based on quantitative research methodology, and include qualitative and mixed method- based researches.It has been determined that descriptive research design was mostly used in quantitative researches, and case studies and historical research designs have been used in qualitative researches in the theses. Mostly the data collection techniques, such as tests / scales, interview and observation techniques have been used in the researches. The methods of predictive analysis came into prominence in the data analysis of quantitative studies; content analysis in the data analysis of qualitative studie
Determination of alternative vegetable types that can be used as secondary products in Kızılırmak (Çankırı)
Get PDFBu çalışma, 2013-2014 yıllarında, Çankırı Karatekin Üniversitesi Kızılırmak Meslek Yüksekokulu araştırma ve uygulama alanında yürütülmüştür. Araştırmada; 12 karnabahar (Agatha 75 Fı, Bolerus Fı, Toygar Fı, Sante Fı, Arizona Fı, Altamira Fı, Fargo Fı, Skywalker Fı, Arano Fı, XCF-01, XCF-02, 87CF-NO01), 13 brokkoli (General Fı, Ironman Fı, Burton Fı, Jade Fı, Monet Fı, Aktör Fı, Tutku Fı, Sedef Fı, Beaumont Fı, 27 BR-NO01, 95BR-NO01, 95BR-NO02, 25BRNO02), 10 kıvırcık yapraklı salata (BT Bursa süper iri kıvırcık 016, BTŞamba, Novita, Bohemia, Gentiliana, Funly, Güllü, Green Wave, 87LT-K102 ve 87LT-K105) ve 2 Çin lahanası (Bilko Fı ve Taranko Fı) çeşitleri kullanılmıştır. Araştırmada ele alınan sebze türlerinde önce fide yetiştiriciliği yapılmış, fideler dikim olgunluğuna geldiği zaman arazideki yerlerine dikilmiştir. Tohum ekim tarihleri, arpa-buğday hasadı yapıldıktan sonra fide dikimi yapılacak şekilde planlanmıştır. Karnabahar çeşitlerinin; verimleri 2938,67-3881,33 kg/da arasında değişmiştir. En verimli çeşit Arizona Fı olmuştur. Brokkoli çeşitlerinin; verim değerleri ise 992,67-1530,00 kg/da arasında tespit edilmiştir. En verimli çeşit 25BR-NO02 olup, Jade Fı çeşidi her iki yılda da baş oluşturmadan çiçeklendiği için bitkisel özelliklere ait değerler elde edilememiştir. Kıvırcık yapraklı salata çeşitlerinin; verimleri 2019,17-3187,00 kg/da arasında belirlenmiştir. En verimli çeşit ise Bohemia olmuştur. Çin lahanası çeşitlerinde; verimin 7348,83-7646,33 kg/da olduğu tespit edilmiştir. Bu sonuçlara göre; Kızılırmak'ta (Çankırı) arpa-buğday hasadından sonra bu sebze türlerinin yetiştirilebileceği söylenebilir. Fakat bu çalışmadan sonra farklı ekim zamanları ile farklı çeşitlerinde ele alındığı başka çalışmalarında planlanarak yapılmasının daha uygun olabileceği kanaati oluşmuştur.This study was conducted in years 2013-2014 in Çankırı Karatekin University Vocational High-school research and application area. In the research 12 cauliflowers (Agatha 75 Fı, Bolerus Fı, Toygar Fı, Sante Fı, Arizona Fı, Altamira Fı, Fargo Fı, Fı, Ironman Fı, Burton Fı, Jade Fı, Monet Fı, Aktör Fı, Tutku Fı, Sedef Fı, Beaumont Fı, 27 BR-NO01, 95BR-NO01, 95BRNO02, 25BR-NO02), 10 crisp lettuce (BT Bursa süper iri kıvırcık 016, BT Şamba, Novita, Bohemia, Gentiliana, Funly, Güllü, Green Wave, 87LT-K102, 87LT-K105) and 2 Chinese cabbage (Bilko Fı and Taranko Fı) species were used. Initially seedling cultivation was performed in vegetable species handled in the research and the seedlings were planted in their places in the terrain when they reached enough maturity level. Seed planting dates were planned so as to make seedling plantation after barley-wheat harvest. The yields of cauliflower species varied between 2938.67-3881.33 kg da-1. Most fertile pecies was Arizona Fı. The yields of broccoli species varied between 992.671530.00 kg da-1. While most fertile species was 25BR-NO02, Jade Fı species flowered in every 2 years without forming head so values relted with vegetative features could not be obtained. The yield of crisp lettuce varied between 2019.17-3187.00 kg da-1. Most fertile species was determined as Bohemia. In Chinese cabbage species the yield was determined between 7348.83-7646.33 kg da-1. According to these results it can be said that these vegetables pecies can be planted in Kızılırmak (Çankırı) barley-wheat harvest. However after this study it was considered that it may be beter if additional studies in which different plantation periods and different species will be handled, are planned for the future
Racism in regard to micro nationalism accroding to the Qur'an
Get PDFMikro milliyetçilik kavramı son zamanlarda ortaya çıkan ve "milli biz" yerine daha küçük planda "biz" düşüncesini öne çıkaran kavramdır. Kavramsal olarak yeni ortaya çıkmış olmasına rağmen özünde ırkçılığı barındıran bir düşüncedir. Nitekim birçok müfessire göre ilk olarak Şeytanın Hz. Âdem'e secde etmeyerek sergilediği ırkçılık düşüncesi tarihsel süreç içerisinde faşizm, asabiyet, kavmiyetçilik, holiganizm, mikro milliyetçilik vb. değişik isimler alarak ve değişik formlara bürünerek günümüze kadar ulaşmıştır. Özellikle küreselleşme ve bilgi çağının ortaya çıkardığı veya yeniden yorumlanmasını sağladığı ırkçılık ve yeni adıyla mikromilliyetçilik olgusu, gerek İslam âleminin gerek devletlerin gerekse de tüm insanlığın toplumsal huzur ve barışını tehdit edecek nitelikte bir olgudur. Bu konuda yapılması gerek en önemli şey, öncelikle bu olgunun ilahi beyanlara göre tam olarak tespit edilmesi, yine ilahi beyanlarda verilen çözüm önerilerinin yerine getirilmesidir. Nitekim Allah'ın ırkçılık ve benzeri hastalıklı düşüncelerin toplumdan uzaklaştırılması için önerdiği en önemli çözüm ümmet anlayışıdır. Ümmet anlayışı, temelde ırkçılık ve benzeri düşünceleri reddederken tüm Müslümanların tek bir vücut gibi olması ve birlikte hareket etmesinin gerekliliği üzerinde şekillenmiştir. İşte bu çalışma ile Kur'an'a göre Müslümanların birliğini tehdit eden unsurlar mikro milliyetçilik özelinde ele alınacak ve bazı uygulama örnekleri ile çözüm olarak İslam'ın getirmiş olduğu ümmet anlayışı üzerinde durulacaktırThe concept of micro-nationalism emerges recently and is a concept that emphasizes the idea of "we" rather than the "national we". Despite being conceptually emerging, it is an idea that is inherently racist. As a matter of fact, Racism, which he exhibited not to prostrate to Adam, is an agonizing, haniyet, tribalism, etc. by taking different names and taking various forms. In particular, racism and new micro-nationalism, which are emerging or reinterpreted by globalization and the age of knowledge, are threats to the social peace and peace of the Islamic world, as well as of all humanity. The most important thing to do in this regard is to firstly determine the exact nature of this phenomenon according to the divine declarations, that is, to fulfill the solution proposals given in divine declarations. As a matter of fact, the most important solution that Allah has proposed for the removal of racism and similar illnesses from society is the understanding of ummah. The understanding of the ummah is shaped by the necessity of all Muslims to be like one body and to move together when basically rejecting racism and similar thoughts. According to this study, the elements threatening the unity of Muslims according to the Qur'an will be dealt with in the context of micro-nationalism and the understanding of the ummah that Islam has brought as a solution with some application examples will be emphasized Through Islam, Muslims gained the consciousness of equity, justice, unity, solidarity, fraternity and community, and this consciousness have been exposed, throughout history, to many negative influences both from external and internal sources. Islamic world is still facing many problems like discrimination and racism caused by those influences. One of the factors underlying these problems is the fact that racism is sympathetically introduced with names that include positive aspects like nationalism. In this regard, the so-called micro nationalism entails, as contrary to Islamic values, the superiority of a particular unit smaller than a race like ethnic origin, family or clan—even though not necessarily the superiority of a particular race. In the concept of micro nationalism, a sense of “we” smaller than the national scale is emphasized. Although the micro nationalism has newly emerged as a concept, it essentially contains racism. For many Qur’anic exegetes, the concept of racism was introduced for the first time by Satan by refusing to prostrate for Adam, and the same concept has acquired in history different names and forms including fascism, tribalism, nationalism, and hooliganism. Racism has appeared throughout history with different forms and titles, and it has secured its place in today’s literature as micro nationalism. Especially globalization and the age of information have caused the phenomenon of racism and its new version, micro nationalism, to re-emerge and be re-interpreted, and thus it has become a threat for social peace in the Islamic world, in countries, and the entire humanity. Therefore, as a concept discussed with its many aspects and challenged in the interpretative tradition of Islam, racism has been reintroduced to people and Muslims with some formal and nominal differences. This condition requires to examine and clarify, in compliance with the actual content and terminology, this new conceptualization in respect to the Islamic values. First of all, the place of the mentioned phenomenon in the Qur’an, as well as the solutions that the Qur’an offers for the problems caused by that phenomenon, should be determined thoroughly. In order to determine the position of the Qur’an against micro nationalism, it is necessary to know the ways and contexts in which the Qur’an deals with the concepts like jahiliyya (ignorance), asabiyya (tribalism), ta‘aruf (mutual recognition), and umma (community). The Qur’an disapprove and forbids patriotism as long as it is based on the negative creedal and moral norms that shaped the society of ignorance. As indicated in the Qur’an and as practiced in the Prophet’s life, who struggled against the negative tribalism in his own society, Islam forbids racist concepts like micro nationalism for their negative aspects, as such concepts are based on the superiority claim and the emphasis on differences. For these concepts contain elements that damage not only Muslims’ unity and integrity, but also the general social peace. However, the Qur’an does not condemn entirely the factors that enable people to live together with ties. From the Qur’anic perspective, the positive asabiyya or tribalism should be recognized beside the negative one. Studies show that many aspects of micro nationalism, which promote its positive perception, are also emphasized in the Qur’an and the practices of the Prophet. It can be said that the Islamic concepts of positive asabiyya and communal solidarity differ from micro nationalism in two terms. Although Islam practically used the elements that are considered means of difference and affinity among people, which is also the case in micro nationalism, it theoretically does not attribute to them any categorical meaning. Secondly, redefines "we" consciousness-enhancing elements within its own system. The Qur’an does not recognize people’s innate differences and their reasons among people’s acquired statuses. The Qur’an ascribes the reason of such differences to God’s choice and wisdom, and it explains the wisdom and result expected from those differences with the notion of ta‘aruf or mutual recognition. The Qur’anic exegetes comment that this notion concerns the individual’s personal worship, the community in which they live, and beyond them, the entire humanity. In respect to this scope of the notion of ta‘aruf, man’s social existence is emphasized, as they may realize the purpose of their creation with the consciousness and practice of mutual recognition. The consciousness of being a community is one, perhaps the most important one, of the phenomenon and the ways of solutions that Islam prospects, against racism and similar phenomena, as a result of the consciousness and practice of mutual recognition. As a result of the consciousness and practice of mutual recognition, Islam prospects some phenomena and implements some way of solutions against racism and similar phenomena, and these can be discussed under two main titles. The first is the consideration that all individuals are equal brothers and sisters in terms of being divinely created and that superiority is possible only through factors like taqwa (consciousness of God) which ensure closeness to God, and this consideration provides remedy against racism and similar problems stemming from the self-perception of superiority among others. In these ways of solutions, the existence of the thought of “we” and “others” is not denied, but is kept in a certain boundary with its negative aspects being eliminated. Such aspects require a separate study. The phenomena that can be discussed under the second title that the Qur’an offers as a way of solution stem from the existence of the thought of “we” and “others”, a thought that potentially exist in people and whose use is approved in the name of religion. We here consider the consciousness of “we” as a positive nationalism, on which the consciousness of being an umma or community can be based as one, or perhaps the foremost, way of solution. The phenomenon of community is based on foundations like equity, fraternity and justice, which are consolidative and reject discrimination. However, it should not be forgotten that, just like other innocent concepts, the phenomenon of community has aspects that are open to racist considerations. Therefore, excessive emphasis on forming a single Muslim community and appeal to unjust practices for this purpose will cause racism-based problems that would be defined with different contents and title
Esa group ceramics obtained rom Andriake Synagogue from Andriake Synagogue
No full text2009 yılı Myra-Andriake kazılarında, Andriake Sinagogu apsisi içerisindeki dolgudan, yoğun olarak farklı dönemlere ait seramik grupları ele geçmiştir. Bu seramikler arasında, Doğu ve Batı Sigillataları ile Kırmızı Astarlı Seramiklerine ait 193 parça incelenmiştir. Ele geçen terra sigillata gruplarının hepsinin bir makalede değerlendirilmesi sayısal ve tipolojik yoğunlukları nedeniyle mümkün olmadığından, bu çalışmada form ve sayısal olarak en zengin grup olan DSA seramikleri tanıtılmış ve DSA grubunun yoğunluğu irdelenmiştir. Ele geçen ithal seramiklerin yoğunluğu göz önüne alınarak, Andriake liman kentinin, Lykia Bölgesi'nin de ihtiyacı olan ithal seramikleri satın alan bir merkez olduğu anlaşılmıştır. Doğu Akdeniz'de birçok merkezde üretimi bulunan DSA grubu sigillatalarından, Andriake'de farklı hamur ve astar özelliklerine sahip örneklerin ele geçmiş olması, kentin Geç Hellenistik-Roma Dönemi boyunca Doğu Akdeniz kentleriyle ticari ilişki içerisinde olduğunu göstermektedir. Lykia Bölgesi'ndeki DSA seramiklerinin dağılımı göz önünde tutularak, Akdeniz ticareti açısından gemilerin uğradığı limanlar öngörülmüştür. Ayrıca Lykia Bölgesi'nin diğer liman yerleşimi olan Patara'daki DSA örnekleri incelenmiş ve her iki liman kentinin malzemeleri karşılaştırılmıştır. Böylece Akdeniz'de önemli bir pazar payına sahip olan DSA grubunun yaygın formları tanıtılmaya çalışılmıştır.In 2009 Myra-Andriake excavations, ceramic groups from various periods were obtained from filling within Andriake Synagogue apse. There are pieces from Eastern,Western Sigillata and Red Slip Wares among these ceramics. Among these groups, 193 pieces were analyzed. Among terra sigillata, "ESA" samples were chosen which especially outstand in quality and quantity and they formed the subject of this essay. Since it is not possible to analyze all the terra sigillata groups in one essay due to their quantitative density, only DSA group samples were presented in this study. Considering the density of ceramics obtained, it was understood that Andriake coastal town was a center purchasing imported ceramics which is also needed by Lykia Region. It is thought that imported ceramics arriving at Andriake were distributed throughout the inner market of Lykia. ESA group sigillata samples which are produced in various centers in Eastern Mediterranean were obtained in Andriake made of different clay and slips which shows that the city has commercial relation with Eastern Mediterranean cities. Considering the distribution of ESA ceramics in Lykia Region, their relations with harbours were interrogated in the sense of Mediterranean trade. Morever, DSA samples in Patara which is another coastal town of Lycia were analyzed and materials of both coastal towns were compared. In this way, common forms of DSA group which has an important market share in Mediterranean was tried to be presented
Protective effects of intralipid and caffeic acid phenyl esther (CAPE) on neurotoxicity induced by ethanol in rats
Get PDFAIm: Ethanol causes oxidative degradation of the mitochondrial genome in the brain. This effect could contribute to the development of brain injury in some alcoholic patients. We investigated the protective effect of caffeic acid phenyl esther (CAPE) and intralipid (IL) on oxidative stress and neurotoxicity induced by ethanol intake.mATERIAl and mEThODS: The forty-eight rats were randomly divided into seven groups. Ethanol was administered for acute toxicity. IL and CAPE were administered immediately after ethanol intake. Total oxidant status (TOS), total antioxidant status (TAS), and oxidative status index (OSi) were evaluated and histologic examination of cerebellum and brain tissue with Hematoxylin-Eosin and immuno-histochemical dyes was performed. RESUlTS: In the ethanol group, TAS levels were significantly lower than the other groups and this finding indicates that the toxic effect of ethanol reduces antioxidant levels. In the ethanol group, TOS levels were significantly higher than the other groups. These results showed that ethanol induced oxidative stress. IL treatment increased TAS levels, and CAPE decreased TOS levels against ethanol toxicity. There was correlation between TAS and TOS levels. Also, histopathologic results confirmed these biochemical results. CONClUSION: CAPE and IL treatment could be effective course of therapy to enhance therapeutic efficacy and may provide a promising approach for the treatment of neurotoxicity and oxidative stress induced by ethanol in clinic.AIm: Ethanol causes oxidative degradation of the mitochondrial genome in the brain. This effect could contribute to the development of brain injury in some alcoholic patients. We investigated the protective effect of caffeic acid phenyl esther (CAPE) and intralipid (IL) on oxidative stress and neurotoxicity induced by ethanol intake.mATERIAl and mEThODS: The forty-eight rats were randomly divided into seven groups. Ethanol was administered for acute toxicity. IL and CAPE were administered immediately after ethanol intake. Total oxidant status (TOS), total antioxidant status (TAS), and oxidative status index (OSi) were evaluated and histologic examination of cerebellum and brain tissue with Hematoxylin-Eosin and immuno-histochemical dyes was performed. RESUlTS: In the ethanol group, TAS levels were significantly lower than the other groups and this finding indicates that the toxic effect of ethanol reduces antioxidant levels. In the ethanol group, TOS levels were significantly higher than the other groups. These results showed that ethanol induced oxidative stress. IL treatment increased TAS levels, and CAPE decreased TOS levels against ethanol toxicity. There was correlation between TAS and TOS levels. Also, histopathologic results confirmed these biochemical results. CONClUSION: CAPE and IL treatment could be effective course of therapy to enhance therapeutic efficacy and may provide a promising approach for the treatment of neurotoxicity and oxidative stress induced by ethanol in clinic
Suitibility of hair goat breeding with regards to organic production
Get PDFTarımsal üretimin entansifleşmesi artan nüfusun beslenebilmesi için gerekçe olsa da son yıllarda toplumun bilinçlenmesine paralel olarak organik ya da ekolojik ürünlere talep artmaktadır. Yetiştirme sistemi nedeni ile bu yapıya uygun olan ya da birkaç düzenleme ile uygun hale gelebilecek olan Kıl keçi yetiştiriciliği Türkiye'nin büyük bir bölümünde yapılmaktadır. Bu çalışmada Kıl keçi yetiştiriciliği Organik Tarımın Esasları ve Uygulanmasına İlişkin Yönetmelik ile birlikte değerlendirilmiştir. Çalışma, melezleme tehdidi altında olan Kıl keçinin organik üretim kapsamında değerlendirilmesi ile sürdürülebilirliğinin sağlanması bakımından önemlidir.Although the intensification of agricultural production is the reason for feeding of increasing human population the demand for organic or ecological products is increasing in parallel with the social consciousness in recent years. Hair goat breeding is made in a large part of Turkey that is suitable or may become suitable for organic production system with a few arrangements. In this study, Hair goat breeding was evaluated together with the Regulation on the Principles and Implementation of Organic Agriculture. The study is important in terms of ensuring sustainability of hair goats under the threat of crossbreeding by assessing it within organic production
Perceptions of lower level EFL students on corpus-based grammar learning
No full textBu nitel çalışmanın birincil amacı, Brigham Young Üniversitesiİngiliz Milli Derlemi (BYU-BNC) veya küçük bir derlemle çalışan AntConc (ücretsiz kelime dizini programı) ile öğrenim gören düşük seviyede İngilizce bilgisine sahip öğrencilerin dilbilgisi başarı ve tutumlarının ölçüldüğü nicel bir çalışmada ortaya koydukları olumsuz tutumlarının sebeplerini anlamaktır. Çalışmanın ikincil amacı, katılımcıların derlem araçlarını kullanarak dilbilgisi edinmeye karşı gösterdikleri tutumlar hakkında daha detaylı bilgiler edinmektir. Mustafa Kemal Üniversitesi, Bilgisayar ve Öğretimi Teknolojileri Eğitimi Bölümünde öğrenim gören birinci sınıf katılımcıları arasından yedi gönüllü katılımcı seçmek için amaçlı örnekleme metodu kullanıldı. Yarı yapılandırılmış görüşme yoluyla toplanan veriler içerik analizi yapıldıktan sonra ana ve alt kategorilere ayrıldı. Bu analizde açık, eksensel ve seçici kodlama yöntemleri sırasıyla kullanılmıştır. Kodlama listesinde ortaya çıkan ana başlıklar şu şekildedir: İngilizce geçmişi, derlem araçlarının değerlendirilmesi, dersin değerlendirilmesi, öğrenme sürecine etkisi olan dış faktörler, derlem ve İngilizce çalışma kitabının karşılaştırılması, öz değerlendirme, öğretmenin değerlendirilmesi, sınıf arkadaşlarının değerlendirilmesi, İngilizce'ye olan genel tutum ve derlem tabanlı öğrenmenin geliştirilmesi için öneriler. Katılımcıların çoğu aslında gelecekte de derlem ile İngilizce öğrenmeye karşı ilgililerdi fakat öncelikle temel İngilizce bilgilerini geliştirmeye ihtiyaç duydularThe primary purpose of this qualitative study is to understand the reasons underlying students' negative perceptions of corpus use in a quantitative study, which assessed the grammar achievement and attitudes of lower-level EFL students who were taught with a corpus tool, which was either BYU-BNC or AntConc 3.2.1 which is run with a small corpus. The secondary purpose of this study is to acquire more detailed information about the attitudes of participants towards learning English grammar with corpus tools. A purposive sampling method was used to select seven volunteer freshman participants majoring in the Department of Computer Education and Instructional Technology at Mustafa Kemal University in Turkey. The data, collected with semi-structured interviews, were content-analyzed by coding data, identifying and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. Accordingly, the following main categories were developed from the coding lists: English background, evaluation of the corpus tool, evaluation of the lesson, external factors on learning, comparison of corpus and the English textbooks, self-evaluation, evaluation of the teacher, evaluation of the classmates, attitude towards English, and advice on improving corpus-based learning. Most of the participants were indeed interested in learning English with corpus use in the future, but they first needed to develop their fundamental English knowledge.Many countries are integrating computer and Internet use in teaching contexts, which provides learners with several facilities, such as learner autonomy skills, visual learning, and student-centered learning contexts. In China, the government promotes integration of computer networking in classrooms. Similarly, Turkish education system attaches importance to English learning in schools starting from the primary to the higher school education. Accordingly, smart boards, and tablet use have been encouraged in Turkish schools. Computer labs have been common in many higher education where learners develop research skills and improve their knowledge. The developments are not limited to the computerized infrastructure of the teaching environments. The advancement has influenced teaching methods as well. Recent developments in English language teaching address corpus linguistics, which is a methodology based on the analysis of electronically collected texts. Corpus based language teaching makes use of language processing programs in a way that learners expose to original texts derived from field specific contexts, such as journalism, medicine, or spoken language. These programs assist learners with their investigation of the linguistics properties of the texts. However, application of the method in language teaching has brought about several issues as to which type of participants are suitable for the method, what qualities a corpus must have, and how the learners must be trained. Aim The primary purpose of this qualitative study is to uncover the reasons underlying students' negative perceptions towards corpus use in a previously carried out quantitative study which assessed the grammar achievements and attitudes of lower level EFL students who were taught with two corpus tools, either BYU-BNC or AntConc 3.2.1 which is run with a small corpus. In this sense, the factors affecting training session, corpus based teaching, and effectiveness of the tools were examined. Also external factors were investigated for any possible reason for the negative attitude. The secondary purpose of this study is to acquire more information about the attitudes of participants towards learning English grammar with corpus tools. For one reason, participants’ insightful answer contribute to the implementation of the method with lower levels of EFL students. Method The qualitative study was carried out right after the quantitative study. A purposive sampling method was used to select volunteer freshman participants majoring in the Department of Computer Education and Instructional Technology at Mustafa Kemal University in Turkey. After the data was collected from semi-structured interview, seven records were chosen to be analyzed by considering the clear posture of attitude and content-rich data. Among them, there are four records from BYU-BNC and three records from AntConc group with both positive and negative attitudes. All the interviews were transcribed in a form which states the time, participants, question and answer, and four levels of coding for each answer. To reduce and manage the data, several revisions were performed. The data were coded into content related categories, that is, open, axial and selective coding were conducted. Findings The data analysis process from the coding lists resulted in the following main categories: English background, evaluation of the corpus tool, evaluation of the lesson, external factors on learning, comparison of corpus and the English textbooks, self-evaluation, evaluation of the teacher, evaluation of the classmates, attitude towards English, and advice on improving corpus-based learning. To go further with the findings, Conclusion The perceptions of participants about the method, appropriateness of the tools, and the contribution of the tools into learning indicate that corpus based grammar teaching need to be designed carefully especially while studying with lower level EFL students. Although a less carefully planned teaching may result in negative points, corpus samples and functions contributes to learners’ vocabulary knowledge, forming grammatical rules and interpretation skills. In addition, the corpus to be processed with the tools must be appropriate in terms of the difficulty level of the language. Accordingly, lower achievers need to study with more basic language, so that they could interpret and understand easily. Otherwise, it could cause them to lose their motivation. To sum up, most of the participants were indeed interested in learning English with corpus use in the future, but they first needed to develop their fundamental English knowledg
Examination of reading texts in terms of types of information in Turkish as a foreign language course books (Example of İstanbul C1/+ course book)
No full textAraştırmanın amacı, İstanbul C1/+ Yabancılar İçin Türkçe Ders Kitabı'ndaki okuma metinlerinin bilgi türleri yönünden incelenmesidir. Çalışma, var olan bir durumu ortaya koyma açısından betimsel tarama modelindedir. Araştırma, İstanbul C1/+ Yabancılar İçin Türkçe Ders Kitabı'nda bulunan okuma metinleri ile gerçekleştirilmiştir. Bu metinler, içerik analizi yöntemiyle bilgi zenginliği, türleri açısından incelenmiş ve altı kategoriye göre kodlanmıştır. Elde edilen veriler, betimsel istatistiki teknikler ile tablolaştırılmıştır. Yapılan analizlere göre İstanbul C1/+ Yabancılar İçin Türkçe Ders Kitabı'ndaki okuma metinlerinde 1499 bilgi tespit edilmiştir. Üniteler arası yapılan değerlendirmeye göre bilgi miktarı açısından üniteler arasında büyük farklılıkların olmadığı görülmüştür. Bilgi sayıları bakımından en fazla bilgi zenginliği olan birinci ünite (f=186) ve ikinci ünitedir (f=163). Bilgi zenginliği açısından zayıf olan on birinci (f=77) ve dördüncü (f=74) ünitedir. Bilgi türleri açısından değerlendirildiğinde gündelik bilgi (n=458), bilimsel bilgi (n=405) en fazla; en az dini bilgi (n=28) ve teknik bilgi (n=25) tespit edilmiştir. En fazla bilgi açısından zengin olan metin "Esaretin Bedeli" (n=78) iken, bilgi zenginliği zayıf olan metin (n=12) ise "Arzuhalden Dilekçeye" dir.The purpose of this research is to examine the reading texts in the Istanbul C1 / + Turkish Course Book for Foreigners in terms of types of information. The study utilizes the descriptive research model which is used to depict a situation that already exists. The research was carried out with the reading texts found in the Istanbul C1 / + Turkish Course Book for Foreigners. The texts were examined in terms of information richness and types, using content analysis and were coded for six categories. The obtained data were tabulated, using descriptive statistics techniques. According to the analysis made, 1499 pieces of information were identified in the reading texts of the Istanbul C1 / + Turkish Course Book for Foreigners. According to the evaluation made among the units, there was no significant difference among the units in terms of amount of information. In terms of information count, the first unit (f = 186) and the second unit (f = 163) had the greatest wealth of information. The eleventh (f = 77) and the fourth (f = 74) units were the weakest in terms of information wealth. When the course book was evaluated in terms of information types, daily knowledge (n = 458) and scientific knowledge (n = 405) were the most frequent; religious knowledge (n = 28) and technical knowledge (n = 25) were the least frequent. In terms of information richness, the richest text is "Esaretin Bedeli" (n = 78) while the poorest text is "Arzuhalden Dilekçeye" (n = 12)