184 research outputs found
Translating Thomas More into Turkish: Domestication and Foreignization Strategies in Utopia (1516)
No full textThomas More’s seminal text, Utopia (1516), a highly significant text of utopian literature, or the founding text of the literary tradition of utopianism, as some scholars argue, has been translated numerous times into Turkish. More’s text has become crucial as an inspirational source in the quest for utopia, which the utopian scholar Lyman Tower Sargent describes as “a non-existent society described in considerable detail and normally located in time and space” (1994, p. 9). Although there does not exist a rich tradition of utopianism in Turkish literature, there has been a growing interest in the literary genre over the last decades, which has accordingly resulted in a substantial increase in the quantity and quality of such utopian and dystopian works to be produced and to be translated. More’s text has been translated from such languages as English, German, French, and Latin into Turkish, but there exists only one translation from Latin, the original language of the source text. In this regard, this presentation will seek to compare and analyze these different translations of More’s Utopia with specific references to the domestication, which can be described as “an ethnocentric reduction of the foreign text to target language cultural values, bringing the author back home” (Venuti, 1995, p. 20) and foreignization, which “allows the readers to experience the ‘otherness’ of a foreign text” (Ajtony, 2017, p. 96) strategies
The Portrayal of Family and Self-reflexivity in Luigi Pirandello’s Six Characters in Search of an Author
No full textLuigi Pirandello’s play, Six Characters in Search of an Author (1921, Sei personaggi in cerca d’autore)
portrays numerous significant and functional characteristics of metatheatre, a concept coined by Lionel
Abel. By drawing on such metatheatrical features and the play within a play technique, Pirandello’s play
presents six characters that are in search of an author. This study will, therefore, explain the concept
of metatheatre and present a critical analysis of the play, Six Characters as a self-reflexive play. In this
critical engagement with the text through specific references from the play and relevant secondary sources,
important themes in the play such as reality and illusion, life, art, and the representation of the family in the
play will be analysed. This analysis will ultimately demonstrate that Pirandello presents six characters that
are self-conscious of their position as dramatic characters that manage to act out their roles, which actually
reveal the family relationships between the characters
Obtaining triplet from quaternions
No full textIn this study, we obtain triplets from quaternions. First, we obtain triplets from real quaternions. Then, as an application of this, we obtain dual triplets from the dual quaternions. Quaternions, in many areas, it allows ease in calculations and geometric representation. Quaternions are four dimensions. The triplets are in three dimensions. When we express quaternions with triplets, our study is conducted even easier. Quaternions are very important in the display of rotational movements. Dual quaternions are important in the expression of screw movements. Reducing movements from four dimensions to three dimensions makes our study easier. This simplicity is achieved by obtaining triplets from quaternions
Hope in Speculative Literature: Utopia & Dystopia on the Screen
No full textSpeculative fiction offers a possibility to look beyond the reality and to imagine alternative world scenarios, which enables us an opportunity to question the existing social order through its potential to break existing boundaries of normality and imagine the impossible and the unknown. Therefore, the figures who have been traditionally accepted as “abnormal” or socially excluded are given a voice in the imagined or fantastic realms of speculative works. Speculative texts, which have become especially popular with the COVID-19 pandemic, have a strong potential to function as warnings through their worldbuilding capacity, as they draw particular attention to numerous problems and issues such as ecological crisis, climate crisis, population problem, and the use of technology.
In this regard, utopia and dystopia, which can be categorized as the subgenres of speculative literature, have gained popularity both in academia and among the general public, as people are attracted more and more by dystopian futures and quests to discover utopian dreams. Dystopia, which the eminent utopian scholar Lyman Tower Sargent describes as “a non-existent society described in considerable detail and normally located in time and space that the author intended a contemporaneous reader to view as considerably better than the society in which the reader lived” is traditionally considered to be lacking in hope, as dystopian narratives illustrate nightmarish world scenarios but hope in dystopian fiction can be ascertained through a close reading of such relevant works (“The Three Faces,” 1994: 9). In this regard, the aim of this paper is to seek hope and utopian impulse in speculative fiction through the discussion of selected utopian and/or dystopian works, especially critical dystopias, and their screen adaptations
Exploitation of microbial activities at low pH to enhance planetary health
No full textAwareness is growing that human health cannot be considered in isolation but is inextricably woven with the health of the environment in which we live. It is however under-recognised that the sustainability of human activities strongly relies on preserving the equilibrium of the microbial communities living in/on/around us. Microbial metabolic activities are instrumental for production, functionalization, processing and preservation of food. For circular economy, microbial metabolism would be exploited to produce building blocks for the chemical industry, to achieve effective crop protection, agri-food waste revalorization or biofuel production, as well as in bioremediation and bioaugmentation of contaminated areas. Low pH is undoubtedly a key physical-chemical parameter that needs to be considered for exploiting the powerful microbial metabolic arsenal. Deviation from optimal pH conditions has profound effects on shaping the microbial communities responsible for carrying out essential processes. Furthermore, novel strategies to combat contaminations and infections by pathogens rely on microbial-derived acidic molecules that suppress/inhibit their growth. Herein, we present the state-of-the-art of the knowledge on the impact of acidic pH in many applied areas and how this knowledge can guide us to use the immense arsenal of microbial metabolic activities for their more impactful exploitation in a Planetary Health perspective.Published version: [https://technorep.tmf.bg.ac.rs/handle/123456789/7347]This is the peer-reviewed version of the following article: Atasoy Merve, Álvarez Ordóñez Avelino, Cenian Adam, Đukić-Vuković Aleksandra, Lund Peter A, Ozogul Fatih, Trček Janja, Ziv Carmit, De Biase Daniela. Exploitation of microbial activities at low pH to enhance planetary health. in FEMS Microbiology Reviews. 2024;48(1):fuad062. [https://doi.org/10.1093/femsre/fuad062
The Relationship Between School Principals%252339%253B Leadership Styles, School Culture and Organizational Change
No full textThe purpose of the study was to identify the relationship between the leadership styles of school principals, school culture and their organizational change management capacity according to the teachers perceptions. In the study, a quantitative research design was employed during data collection and the analysis phases. The sample of the study comprises randomly selected 382 teachers working in North Cyprus, during the 2019-2020 school year. The leadership styles scale of school principals, the scale for school culture and the scale of the organisational change management were used as data collection tools. Pearson correlation, regression, and path analysis were used for analysing data in addition to descriptive statistics. It was found that school principals exhibit transformational leadership characteristics, the perception of school culture by the teachers is strong and the perception of the organisational change is a medium level. It was also found that there are significant relationships between leadership styles, school culture, and organisational change, along with transformational and transactional leadership styles of school principals, which significantly predicted school culture, and school culture, which significantly predicted all sub-dimensions of organisational change. School culture has a mediator effect on both leadership styles and all sub-dimensions of organisational change, except that transformational leadership has only fully mediation effect with evaluating stage of organizational change. This research reveals the presumptions that transformational leadership executed by the principals supports to a greater extent positive effect on the teachers rather than transactional leadership and to contribute positive school culture and strengthening of organisational change process of the educational institutions. The models suggested in the study show that school culture might be effective in reducing negative behaviours of the teachers regarding the organizational change. To cope with resistance, prevent or reduce opposite opinions and negative indications of each stage of organizational change, strengthening teachers with the help of school culture is required
Relationship between distributed leadership, teacher collaboration and organizational innovativeness
No full textThe aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other. © 2020 Global Research Online. All rights reserved
Dynamic synchromodal transport planning under uncertainty: A reinforcement learning approach
No full textAccepted Author ManuscriptTransport Engineering and Logistic
Uluslararası yetişkin becerilerinin (PIAAC 2015) Türk milli eğitim sistemi açısından değerlendirilmesi
No full textBu araştırmada, PIAAC 2015 yetişkin becerileri sözel, sayısal ve Teknoloji Yoğun Ortamlarda (TYO) problem çözme becerilerini etkileyen değişkenlerin belirlenmesi, becerilerin günlük ve iş hayatına transferi ile yetişkinlerin aldığı eğitimin Türk Milli Eğitim sistemi açısından değerlendirilmesi amaçlanmıştır. Araştırmanın modeli karma yöntem desenlerinden sıralı açıklayıcı desende tasarlanmıştır. Nicel boyutunda analitik yöntem, nitel boyutunda ise olgubilim deseni tercih edilmiştir. Araştırmanın örneklemi İBBS düzey 2zye göre tabakalı seçkisiz olarak seçilen 5199 hane halkından, çalışma grubunu ise MEB HBÖGM ve ÇSGB AB Mali Yardımlar Dairesinde görevli yöneticiler, uzmanlar ve öğretmenlerden oluşmaktadır. Verilerin analizinde, PIAAC 2015 Türkiyezdeki yetişkinlerin sözel, sayısal ve TYO problem çözme becerileri aritmetik ortalama ve standart sapma ile değerlendirilmiştir. Ayrıca, Türkiyezdeki yetişkinlerin sözel, sayısal ve TYO problem çözme becerilerinde cinsiyet, yaş ve erişilen eğitim düzeyine göre anlamlı bir farklılık olup olmadığı t-testi ve tek yönlü varyans analizi ile ortaya konulmuştur. PIAAC 2015 sonuçlarına göre Türkiyezdeki yetişkinlerin sözel, sayısal ve TYO problem çözme becerileri ile eğitim düzeyi, yaş grubu, anne baba eğitim düzeyi, göçmen statüsü, evdeki kitap sayısı, bilgisayar kullanım durumu ve yıllık gelir durumu arasında bir ilişki olup olmadığı korelasyon analizi ile test edilmiştir. Yetişkinlerin PIAAC 2015 sözel, sayısal ve TYO problem çözme becerilerini etkileyen değişkenler ile 21. yüzyıl sosyal becerileri CHAID analizi ile açıklanmıştır. Buna ilâveten, yetişkinlerin günlük hayatta ve iş yerinde kullandıkları sözel, sayısal ve TYO problem çözme becerileri ile okuma, yazma, sayısal, bilgisayar ve iletişim teknolojileri, etkileme, planlama, yönetme, öğrenmeyi öğrenme ve iş yerinde öğrenme endekslerine göre bir ilişki olup olmadığı da korelasyon analizi ile ortaya konulmuştur. Son olarak, MEB HBÖ Genel Müdürlüğü ve ÇSGB AB ve Mali Yardımlar Dairesi Başkanlığındaki projeden sorumlu üst düzey karar vericilerin, uzmanların ve öğretmenlerin PIAAC 2015 yetişkin becerilerine ve Türk eğitim sistemine yönelik görüşleri görüşme tekniği ile belirlenmiştir. Araştırmada, PIAAC sözel, sayısal ve TYO problem çözme becerileri başarı testi ile arka plan anketi ve araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın nicel boyutunda elde edilen sonuçlar, Türkiye PIAAC 2015 sözel, sayısal ve TYO problem çözme becerileri performansının OECD ortalamasının altında kaldığı, üst düzey becerilerin gerçekleştirilemediği, alt düzey yeterliklerde ise yığılmaların fazla olduğu sonucuna ulaşılmıştır. Ayrıca, yetişkinlerin sözel ve sayısal okuryazarlık puanlarının cinsiyete göre erkek yetişkinler lehine anlamlı fark gösterdiği ancak TYO problem çözme beceri performansları cinsiyete göre anlamlı bir farklılık göstermediği ortaya çıkmıştır. Bununla birlikte, yetişkinlerin yaşları ve eğitim düzeyleri ile her üç temel işleme becerileri arasında anlamlı farklar bulunmuştur. Her üç temel işleme becerileri ile eğitim düzeyi arasında pozitif yönde orta düzeyde; yaş grubu ile negatif yönde düşük düzeyde; anne baba eğitim düzeyi, evdeki kitap sayısı ve yıllık net gelir ile pozitif yönde düşük düzeyde ve bilgisayar kullanım durumu ile negatif yönde orta düzeyde anlamlı ilişkiler bulunmuştur. Temel işleme becerilerini etkileyen değişkenleri belirlemek için yapılan CHAID analizine göre her üç beceri için en güçlü yordayıcının eğitim düzeyi değişkeni olduğu sonucuna ulaşılmıştır. Ayrıca, temel işleme becerilerinin eğitim düzeyi lisans ve üzeri olan yetişkinleri yordayan alt değişkenler alınan diplomanın iş yeterliliklerine yeterliliği, yıllık net gelir durumu, evdeki kitap sayısı ve hane halkı sayısı bulunmuştur. Ortaöğretim düzeyinde bulunan yetişkinleri yordayan alt değişkenler evdeki kitap sayısı, alınan diplomanın iş yeterliliklerine yeterliliği, bilgisayar kullanımı, hizmet içi eğitime katılım olduğu sonucuna ulaşılmıştır. Eğitim düzeyi ilköğretim ve altı düzeyinde olan yetişkinlerin temel işleme becerilerini yordayan alt değişkenler ise bilgisayar kullanımı, güncel iş durumu, anadil ile test dilinin aynı olup olmaması, yaş grubu ve hane halkı sayısı olduğu ortaya konulmuştur. Ayrıca, yetişkinlerin günlük hayatta ve iş yerinde okuma, yazma, sayısal, bilgisayar ve iletişim teknolojileri, etkileme, planlama ve öğrenmeyi öğrenme becerilerini kullanma düzeyleri ile temel işleme beceri puanları arasında pozitif yönde düşük düzeyde anlamlı ilişkiler tespit edilmiştir. Sosyal beceriler olarak ise, lisans ve üstü eğitim düzeyindeki yetişkinlerde insanlarla görüş alış verişinde bulunmak, bilgiyi öğretmek ve iş esnekliği öne çıkarken; ilköğretim ve ortaöğretim düzeyindeki yetişkinlerde bildikleriyle ilişkilendirme, ek bilgiler arama, insanlarla görüş alış verişinde bulunma, işbirliği yapma, öğrenmeyi sürdürme ve başkalarını etkileme değişkenleri olduğu saptanmıştır. Araştırmanın nitel boyutunda ise yapılan içerik analizi sonucunda ortaya çıkan temaların Alabama Üniversitesi kolej eğitimi kavramsal çerçevesi modeliyle kısmi paralellik gösteren PIAAC değerlendirme modeli ortaya konulmuştur. Araştırmada, yönetsel, PIAAC program değerlendirme ve üst çıktılar temalarından hareketle Türk Millî Eğitim sistemi değerlendirilmiştir. Bu temalara ait sonuçlar incelendiğinde, eğitimde kalite sorunlarının devam ettiği, eğitim sisteminde yapılan değişim ve dönüşümlerin daha ziyade nicelik boyutunda kaldığı, eğitimde fırsat eşitsizliklerinin birey, okul ve bölgeler arasında var olduğu, okullarda verilen bilgi ve becerilerin günlük ve iş dünyasının gerçekleriyle örtüşmediği sonucuna ulaşılmıştır. Ayrıca, eğitim sisteminde veriye dayalı bütüncül politikalar geliştirilememesinin sebebi yönetici kapasitesinin yetersizliğinden kaynaklandığı ortaya konulmuştur. Bununla birlikte, katılımcıların uygulamaya yönelik algıları olumlu bulunmakla birlikte HBÖGMzlüğünün PIAAC sonuçlarını bütünüyle değerlendirebilecek bir yapıda olmadığı sonucuna ulaşılmıştır.In this research, itzs aimed to determine PIAAC 2015 skills of adults, the variables which affect skills on literacy, numeracy, and problem-solving in technology-rich environments, to transfer the skills in daily and work life and to evaluate of the education of adults in terms of Turkish National Education System. Research model is designed in a sequential descriptive mixed method. Analytical method is preferred for quantitative aspect and pattern of phenomenology is preferred for qualitative aspect in this mixed pattern. Sampling of the study is consisted from randomly stratified of 5199 household according to level 2 of SCRU (Statistical Classification of Regional Units) and the study group is consisted from the attendants as directors, experts and teachers of Ministry of National Education (MoNE), General Directorate of Lifelong Learning (GDLLL) and EU Financial Aid Office of The Ministry of Labour and Social Security (LSS). PIAAC literacy, numeracy, and problem-solving skills in TRE achievement tests, and background questionnaire and semi-structured interview form which developed by researcher was used for data collection in the study. PIAAC 2015 literacy, numeracy, and problem-solving in TRE skills performances of adults in Turkey were evaluated with arithmetic mean and standard deviation for analysing of data. T - test and one way analysis of variance are used to determine whether if there were significant differences on skills for literacy, numeracy and problem solving in TRE according to gender, age and educational level. In addition to this, variables affecting adults PIAAC literacy, numeracy, and problem-solving skills in TRE and 21st-century soft skills are explained by CHAID analysis. Furthermore, pursuant to the PIAAC 2015 results, whether if there is a relationship between the literacy, numeracy, and problem-solving in TRE skills in Turkey in comparison with educational level, age group, parental education level, immigrant status, number of books at home, were tested by correlation analysis. The relationships between skills for literacy numeracy, and problem-solving in TRE which used by adults in both daily and business life and skills for reading, writing, numeracy, using of computer and communication technologies, bias, planning, managing, learning to learn and learning at work are demonstrated also by correlations analysis. Finally, opinions of senior decision-makers, project experts, and teachers of the Turkish MoNE in GDLLL and EU Financial Aid Office of The Ministry of LSS have been determined on PIAAC 2015 adult skills research and the Turkish National Education System. The quantitative results of the study demonstrated that the performance of PIAAC 2015 for Turkish adult skills on literacy, numeracy, and problem-solving in TRE was below the OECD average, there were not any competency for skills on high level while there were cumulation around competency for skills on lower level. It was found that there are significant difference for scores on literacy and numeracy for favor of male adults according to gender while there are not any significant difference for performance of problem solving in TRE according to gender. Nevertheless there are significant differences between age and educational level of the adults. Itzs found that there were a positively moderated level significant relationship for those three processing skills with educational level; a negative and lower level significant relationship with age group; a positive and lower level significant relationship with education level of parents, number of books in household and net annual income; and in negatively medium level relationship with using computer. According to the CHAID analysis, the variables affecting basic processing skills, it was concluded that the most powerful predictor of all three skills was the level of education. In addition, the proficiency of the diploma in job competence, the annual net income status, the number of books in the household and the number of households were found as the subordinate variables that are related to the education level license of the basic processing skills. The sub-variables that predict adults at the secondary level are the number of books in household, the competence of the diploma in business competence, the use of computers, and the participation in in-service training. The sub-variables that predict the basic processing skills of adults with education at primary and lower level were found as computer use, current work status, whether if the mother tongue and test language were same, age group and household size. There are positively lower level significant relationship determined for basic processing level scores with levels on reading, writing, numeracy, technologies for computer and communication, bias, planning, learning to learn, using the learning skills. Exchanging views with the other peoples, teaching the knowledge and flexibility for job become prominent in terms of social skills for adults who were graduated and post graduated; variables for adults who were on primary and secondary education level are determined as linking with their knowledge, searching for additional information, exchanging views, collaboration, to keep learning and influencing the others. PIAAC evaluation model for themes which revealed as a result of content analysis that having fractional analogy with conceptual framework of college education in University of Alabama are demonstrated. Turkish Educational System is evaluated in the research from the fact of managiering, assessing of PIAAC and top output themes. When the findings of these themes are examined, it has been revealed that the quality problems in education still exist; changing and transformations that have made in the educational system are mostly in quantitative dimension; therefore there are inequalities in education between the individuals, schools, and regions; and knowledge and skills which are given at schools do not overlap with the realities of the daily and business world. In this context, lack of development of holistic policies which based on data in national education system is determined as the result of incapacity of administrators. However the perceptions of the participants on the application were found as positive, the GDLLL has not a sufficient competency for totally evaluation of PIAAC results
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