54 research outputs found
New wave simulations to the (3+1)-dimensional modified Kdv-Zakharov-Kuznetsov equation
No full textInternational Conference on Numerical Analysis and Applied Mathematics (ICNAAM) - SEP 19-25, 2016 - Rhodes, GREECEWOS: 000410159800577In this study, we apply an effective method which is improved Bernoulli sub-equation function method (IBSEFM) to the (3+1)-dimensional modified KdV-Zakharov-Kuznetsov equation. It gives some new wave simulations such as complex and exponential structures. We check up whether all structures verify the (3+1)-dimensional modified KdV-Zakharov-Kuznetsov model. Then, we plot three and two dimensional surfaces of obtained solutions by using Wolfram Mathematica 9
İnsan – mekan ilişkisi
No full textHaraçcı, Dilara (Dogus Author -- Çelik, Sönmez (Dogus Author)Yaşamda “mekân” çok farklı biçimlerde bireylerin karşına çıkmakta ve insan mekan ilişkisini oluşturmaktadır.
Mekân oluşturmak, eylemlere yanıt veren yapay ortamların elde edilmesi ile tanımlanmakta ve zaman içindeki evrelerde ihtiyaçlara bağlı olarak değişiklik göstermektedir.
Mekân yaratmak, insanoğlunun algılayabildiği doğal çevre sınırları kapsamında belirlenen alanları sınırlamaları ve kendi yararlarına kullanmalarına uygun düzenlemeleridir.
Mekânlar, insanların yaşamlarına yön veren özellik ve ilkeleri içermelidir. Toplumların oluşturdukları mekan biçimleri, tasarım dönemlerine özgü malzemeleri ve uygulamalarını da ambiyans ve konfor olarak düzenlemelere yansıtmaktadır.ÖNSÖZ, III -- ÖZET, V -- ABSTRACT, VII -- BÖLÜM 1. , İNSAN VE MEKAN, 1 -- TANIMLAR, 1 -- İnsanın tanımı, 1 -- Mekanın tanımı, 8 -- MEKAN KİMLİĞİNİN BELİRLENMESİ, 9 -- Mekan kimliğini etkileyen nedenler, 16 -- Mekan kimliğinin değişim nedenleri, 24 -- MEKAN ÇEŞİTLERİ, 26 -- İÇ MEKAN TASARIMINDA GEREÇ KULLANIMI, 33 -- MEKANDA GRAFİK TASARIM KULLANILMASI, 37 -- İNSAN-MEKAN İLİŞKİSİ, 41 -- İnsan ve Mekan İlişkisinde İnsanın Antropometrik Ölçülerinin Önemi, 49 -- MEKANLARDA İÇMİMARIN ROLÜ, 54 -- BÖLÜM 2., İÇ VE DIŞ MEKANLAR, 61 -- İÇ MEKAN TANIMLARI VE ÖZELLİKLERİ, 66 -- İÇ MEKAN ÇEŞİTLERİ VE DONATILARI, 73 -- DIŞ MEKAN TANIMLARI VE ÖZELLİKLERİ, 80 -- BÖLÜM 3., ÇEVRE, 95 -- ÇEVRE TANIMLARI VE BİLEŞENLERİ, 96 -- Fiziksel çevre, 98 -- Doğal çevre, 99 -- Yapay çevre, 102 -- Sosyal Çevre, 105 -- KAYNAKÇA, 10
Erratum: In vitro comparison of the erosive potential of four different wines on human dental enamel (vol. 26, br. 1, str. 41-46, 2022)
No full textIn the article that appeared on pages 41-46 of the March 2022 issue of the Balkan Journal of Dental Medicine the name of first author was miswritten, and it should be Dilara Şeyma Alpkılıç. The publisher regret this error
"Högläsning av skönlitteratur ger eleverna ett rikt ordförråd" : En kvalitativ undersökning av hur mellanstadielärare arbetar med skönlitterär högläsning relaterat till ordförrådsutveckling
No full textAbstract Title: “Reading aloud fiction gives students a rich vocabulary”Author: Dilara AkcaySupervisor: Jenny MagnussonThe purpose of this study is to find out how teachers work with students' vocabulary development in reading aloud activities in fiction within the subject of Swedish.Furthermore, the purpose is to find out how teachers’ reason about their work to develop students' vocabulary in fiction reading aloud. The study’s questions are the following: What strategies do teachers use when reading fiction aloud in the Swedish subject to develop the students' vocabulary? How do the teachers reason about their work of developing students' vocabulary in fiction reading aloud?The material was analyzed based on Beck et al.'s (2013) teaching model on strategies for vocabulary development. This study is based on a qualitative method for answering the questions. A qualitative method is relevant to the study because the study examines what strategies teachers use to develop students' vocabulary in fiction reading aloud. To find out this, it is essential to observe and interview teachers. Semi-structured interviews were conducted with three teachers from three different schools.The results of the observations showed that the two teachers, Jessica and Tina used the strategy of asking questions to the students and explaining words using everyday language. Jessica also worked with the strategy that the students are allowed to use the word themselves. In addition, Tina uses visual aids to deepen students' understanding of words and she uses body language and exemplifies the word by changing her voice, so the pupils get a better understanding of the words. Jessica uses visual aids to help students gain a deeper understanding of the word.The third teacher, Katarina, does not explain any words to the students, despite the fact that there were some difficult words in the book that could have been explained. Strategies such as pronouncing words and presenting words in new contexts did not appear in the observations. The teachers say in the interviews that they work on vocabulary development in fiction reading aloud. The strategies teachers use in reading aloud are to ask students questions about the meaning of the word and define the word in everyday language. Tina uses visual support to give students a deeper understanding of the word. Jessica uses a lot of body language to shape some difficult words, and Katarina says that she works with the three-cup method, where students find synonyms for the word. Tina and Jessica talk about how important reading aloud is for students' vocabulary development, and they read aloud for students to learn new words. Katarina believes that reading aloud is more for them to be a cozy moment for the students. Keywords: Vocabulary development, middle school, Swedish teaching, reading aloud. Nyckelord: Ordförrådsutveckling, mellanstadiet, svenskundervisning, högläsning.
"Högläsning av skönlitteratur ger eleverna ett rikt ordförråd" : En kvalitativ undersökning av hur mellanstadielärare arbetar med skönlitterär högläsning relaterat till ordförrådsutveckling
No full textAbstract Title: “Reading aloud fiction gives students a rich vocabulary”Author: Dilara AkcaySupervisor: Jenny MagnussonThe purpose of this study is to find out how teachers work with students' vocabulary development in reading aloud activities in fiction within the subject of Swedish.Furthermore, the purpose is to find out how teachers’ reason about their work to develop students' vocabulary in fiction reading aloud. The study’s questions are the following: What strategies do teachers use when reading fiction aloud in the Swedish subject to develop the students' vocabulary? How do the teachers reason about their work of developing students' vocabulary in fiction reading aloud?The material was analyzed based on Beck et al.'s (2013) teaching model on strategies for vocabulary development. This study is based on a qualitative method for answering the questions. A qualitative method is relevant to the study because the study examines what strategies teachers use to develop students' vocabulary in fiction reading aloud. To find out this, it is essential to observe and interview teachers. Semi-structured interviews were conducted with three teachers from three different schools.The results of the observations showed that the two teachers, Jessica and Tina used the strategy of asking questions to the students and explaining words using everyday language. Jessica also worked with the strategy that the students are allowed to use the word themselves. In addition, Tina uses visual aids to deepen students' understanding of words and she uses body language and exemplifies the word by changing her voice, so the pupils get a better understanding of the words. Jessica uses visual aids to help students gain a deeper understanding of the word.The third teacher, Katarina, does not explain any words to the students, despite the fact that there were some difficult words in the book that could have been explained. Strategies such as pronouncing words and presenting words in new contexts did not appear in the observations. The teachers say in the interviews that they work on vocabulary development in fiction reading aloud. The strategies teachers use in reading aloud are to ask students questions about the meaning of the word and define the word in everyday language. Tina uses visual support to give students a deeper understanding of the word. Jessica uses a lot of body language to shape some difficult words, and Katarina says that she works with the three-cup method, where students find synonyms for the word. Tina and Jessica talk about how important reading aloud is for students' vocabulary development, and they read aloud for students to learn new words. Katarina believes that reading aloud is more for them to be a cozy moment for the students. Keywords: Vocabulary development, middle school, Swedish teaching, reading aloud. Nyckelord: Ordförrådsutveckling, mellanstadiet, svenskundervisning, högläsning.
Wikipedia based semantic smoothing for Twitter sentiment classification
No full textTorunoğlu, Dilara (Dogus Author)Sentiment classification is one of the important and popular application areas of text classification in which texts are labeled as positive and negative. Moreover, Naive Bayes (NB) is one of the mostly used algorithms in this area. NB having several advantages on lower complexity and simpler training procedure, it suffers from zero probability problems (Rish, 2001). Smoothing methods are employed for this problem; mostly Laplace Smoothing is used; however in this paper we propose Wikipedia based semantic smoothing approach. Our semantic smoothing formulation is based on the work in (Zhou, 2008). We extend this study by employing Wikipedia to extract topic signatures. Moreover, we also incorporated semantic knowledge in Wikipedia such as categories and redirects. To be more precise, we use Wikipedia article titles that exist in documents, categories and redirects of these articles as topic signatures to enrich the dataset. We apply our approach to sentiment classification of tweets. Results of the extensive experiments show that our approach improves the performance of NB and even can exceed the accuracy of SVM on Twitter Sentiment 140 dataset.Anlamsal sınıflandırma, metin sınıflandırma alanında kullanılan en önemli ve en popüler sınıflandırma yaklaşımlarından biridir ki bu yaklaşımda metinler pozitif ve negatif olarak sınıflandırılmaktadır. Dahası, Naive Bayes (NB) bu alanda en çok kullanılan algoritmadır. NB algoritmasının düşük karmaşıklık, basit öğrenme prosedürü gibi avantajlarının yanında, sıfır olasılık problemiyle uğraşmaktadır (Rish, 2001). Yumuşatma metodları bu probleme uygulanmaktadır, çoğunlukla da Laplace yumuşatması kullanılır; ancak bu çalışmada biz Vikipedi tabanlı anlamsal yumuşatma algoritmasını önermekteyiz. Bizim anlamsal yumuşatma algoritmamızın formülleri (Zhou, 2008)'deki çalışmasına dayanmaktadır. Biz bu çalışmadaki anlamsal zenginleştirmeyi Vikipedi kullanarak genişlettik . Ayrıca, Vikipedi kategorilerin ve yönlendirmelerini anlamsal bilgi geliştirme yönünde ekledik. Daha açık konuşmak gerekirse, bu çalışma anlamsal yumuşatma yaklaşımını görülen Vikipedi başlıklarını, bu başlıkların kategorileri ve yönlendirmelerini kullanılarak Twitter veri kümesini zenginleştirmek amaçlı kullanılmıştır. Yaklaşımımızı anlamsal sınıflandırma amacıyla tweet' ler üzerinde uyguladık. Yapılan birçok testin sonucunda görülmüştür ki Twitter Sentiment 140 veri kümesi üzerinde, yaklaşımımız Naive Bayes algoritmasının başarısını arttırmakta ve Karar Destek Makinelerini geçmektedir.This work was supported in part by The Scientific and Technological Research Council of Turkey (TÜBİTAK) grant number 111E239.PREFACE, IV -- ABSTRACT, V -- ÖZET, VI -- ACKNOWLEDGMENT, VII -- LIST OF FIGURES, VIII -- LIST OF TABLES, IX -- LIST OF SYMBOLS, X -- ABBREVIATIONS, XI -- 1. INTRODUCTION, 1 -- 2. RELATED WORK, 4 -- 3. APPROACH, 28 -- 3.1. Naive Bayes Algorithm, 28 -- 3.2. Smoothing Methods, 29 -- 3.2.1. Laplace Smoothing, 29 -- 3.2.2. Jelinek-Mercer Smoothing, 30 -- 3.2.3. Semantic Smoothing, 31 -- 3.3. Wikipedia Based Semantic Smoothing Model, 33 -- 3.3.1. Freebase Wikipedia Extractor, 34 -- 3.3.2. Term Extractor, 35 -- 3.3.3. Wiki Concept Extractor, 35 -- 3.3.4. Topic Signatures, 36 -- 3.3.5. Wikipedia Articles, Categories and Redirects, 37 -- 4. EXPERIMENTAL SETUP, 41 -- 4.1. Twitter Data Set, 41 -- 4.2. Twitter Enriched with Wikipedia Articles, Categories & Redirects Data Sets, 46 -- 5. EXPERIMENTAL RESULTS, 48 -- 6. CONCLUSION, 56 -- REFERENCES, 59 -- BIOGRAPHY, 6
Industry: Impetus to Urbanity
No full textThe indispensable relationship between city and economy often remains incomprehensible and rather conceptual, as they do not meet in a concrete environment. In the most general sense, the economy represents production and consumption activities in which urban residents participate, yet there is no tangible space in cities where this relationship is physically exhibited and witnessed. The reason being that the industry though a keystone of the economy, has not survived the evolution of the urban tissue, resulting in the consequent lack of synergy between humans and the act of production. Etymologically, the term industry appears as a synonym of ‘diligence’ and ‘hard work’ which allusively refers to that of humans. Though throughout the years the word represented the means of production, this is now out of sight. Production, once indispensable to human existence and the urban tissue, is no longer a part of everyday life. The functioning of the machines led to pollution and inadequate sources, while the industry needed bigger and cheaper lands which were hard to possess within the dense city center. This ever-changing dynamic resulted in the subsequent isolation of industry and production to the outskirts; resulting in segregated urban planning where it was not possible to witness the act of making.Production is an everyday actor which plays a vital role in the urban flow. Gleaning the industry, collecting and giving it a new meaning, can reintroduce this everyday forgotten existence of production to its city. This way, production would not only represent the economy but also become an urban catalyst to evoke new possible interactions such as the sense of collectiveness. This collectiveness is provided by the ever-changing urban dynamics and; as a result, by a new understanding of urban culture. This approach offers shared urban spaces for different types of users, urban residents, makers, manufacturers, and workers.After having been pushed away for years, the industry is now ready to be celebrated, offering unconventional perspectives for new urban and architectural explorations. By enabling many dualities such as humans and machines, contextuality and universality, etc. to exist together, it intends to form a more homogenous urban atmosphere.Architecture, Urbanism and Building Science
The Interchangeable Scale of Art and Architecture: The Frame of Hans Vredeman de Vries
No full textSince the beginning of humanity, art and architecture have had an inseparable relationship. They have always been interrelated subjects connected through many domains. This dissertation, however, aims to explore more profound than the surface that creates this interconnectivity. It focuses on turning this surface into a frame through which art and architecture can communicate, change their scales. That is to say, it engages itself with the Interchangeable Scale of Art and Architecture. The scale between these two disciplines shifted from time to time; architecture got shrunk into paintings, and the paintings got shrunk into architecture. The tension between the two worlds offered many possibilities and opened doors to discoveries. Dutch painter, architect, engineer, town planner, draughtsman, glass painter Hans Vredeman de Vries(1526-1609) mastered one of these discoveries, perspective, and invented his imaginary worlds with his pen and paper. He was a unique figure who contained many scales of and between art and architecture. By visiting antiquity and going through the frame of artworks, this paper investigates this playful dynamism between art and architecture in the world of Hans Vredeman de Vries.AR2A011Architecture, Urbanism and Building Science
Guidelines for Writing a Book Review: Through the Lens of the First-Year Doctoral Student Experience
No full textWriting a critical book review is an integral part of the scholarly development process of any emerging researcher. The payoff of writing a book review is great, as it helps the emerging scholar to sharpen both writing and critical thinking skills, and understand the process of writing and editing a book. A critical review of the book may include a brief yet effective summary of the book; the relevance of the ideas today in general; a thorough analysis of the author’s main concepts and ideas, including the discussion about the authors’ main arguments, how and why the author has put the book together in such away, how well the author has supported ideas and facts; and discussion of the book’s strengths and weaknesses, which may include the overall content, organization, style and application to a certain context. Mentioning whether the author has achieved the stated purpose of the book is also important. For example, you may find this information in the preface or the introduction part of the book. My personal experience of writing a critical book review indicates that the process has three stages: before, during and after
Spontaneous thrombosis in a patient with factor XI deficiency homozygous for the p.Cys398Tyr mutation
No full textBerber, Ergül (Arel Author)
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