Women in engineering in Turkey – a large scale quantitative and qualitative examination

The underrepresentation of women in engineering is well known and unresolved. However, Turkey has witnessed a shift in trend from virtually no female participation in engineering to across-the-board proportions that dominate other industrialised countries within the 76 years of the founding of the Turkish Republic. This paper describes the largest known direct cross-sectional study of women in engineering in Turkey with over 800 participants. The methods include survey and facilitated focus groups. The study shows that women in Turkey choose engineering mainly because they enjoy the underlying mathematics and science. There is no gender bias on the part of teachers or fellow students; however, women students believe that they have fewer opportunities than male peers and acutely feel the lack of role models. Working professionals in industry or government perceive that women assume a more indirect, supporting role; however, women overall strongly affirm their selection of engineering despite some negative factors.     

Challenges for schools in communities with internal migration flows: evidence from Turkey

Turkey is a country that has experienced and continues to experience a dramatic degree of both rural-to-urban and inter-regional internal migration. Migrants tend to settle in gecekondu areas in either established inner-city neighborhoods or in newer squatter settlements built on undeveloped land bordering rural areas on the urban periphery. Schools in these areas are invariably impacted by this extensive and unplanned internal migration. This study aimed to examine the challenges facing schools located in migrant communities in Turkey. The findings show that such schools are likely to be resource-poor, overcrowded urban facilities that face challenges related to poor school quality, low academic achievement of students, intercultural issues related to the diverse student population and a lack of parental awareness regarding education and child development. Students were also reported to suffer from malnutrition and a lack of adequate physiological and emotional support. Furthermore, teachers attributed the physiological, psycho-social and academic shortcomings of children mainly to their poor language skills, the low socio-economic status of families and household poverty.     

当代土耳其伊斯兰政治的变迁——从救国党到繁荣党

随着伊斯兰复兴运动的广泛发展 ,70年代以来 ,伊斯兰主义作为一种重要的意识形态进入土耳其的政治生活之中。从那时起 ,在多种力量推动下 ,土耳其的伊斯兰政治经历了许多变化 ,这从繁荣党和救国党之间的差异方面可以反映出来。 90年代土耳其的伊斯兰主义政党在世俗主义势力的压力下被迫在许多方面与世俗主义妥协 ,但这并没有促进土耳其的民主。道德党的出现将会给土耳其的伊斯兰政治带来新变化     

Historical development of legal deposit system in Turkey

Legal deposit is essential for the accumulation of a national collection of published works such as scientific research, literature, etc., and its transfer to future generations. It is also a vital tool for maintaining bibliographic control at both the national and the international level. Hence, there is an international convention to establish a legal deposit system that works under legislative arrangements. However, a legal deposit law does not always guarantee a full implementation. The fact is, unless coordination and cooperation are provided between stakeholders, implementation of legal deposit cannot be effective. This paper, taking Turkey as an example, attempts to examine the problems concerning implementation of legal deposit and proposes solutions in this context.     

土耳其医学院校的第一门医学人文学科课程

自2004年9月开始,土耳其哈西德佩大学（Hacettepe University）医学院在本科生医学教育中增设了医学人文学科课程。这是土耳其医学院校开设的第一门医学人文学科课程,其目的是帮助医学生获得作为一名优秀医生必须具备的技能和态度。本文作者介绍了该课程的计划、实施和评价,并对进一步完善课程计划提出了建议。     

A Thirteenth-Century Scholar in the Eastern Mediterranean: Sirāj al-Dīn Urmavī, Jurist,Logician, Diplomat

This essay examines the career of the Shafi?ī jurist and logician Sirāj al-Dīn Urmavī (1198–1283), who combined his scholarly and judicial activities with ambassadorial appointments to Frederick II, King of Sicily and Holy Roman Emperor, and the Ilkhan Hülegü. Originally from Azerbaijan, Sirāj al-Dīn spent most of his professional life in Ayyūbid Cairo and, from 1257, in Seljuk Konya, where he spent the final decades of his life as chief qadi. Through a contextualised reading of the extant biographical information for Sirāj al-Dīn, the article draws particular attention to two aspects of his physical and professional trajectory. First, the essay situates Sirāj al-Dīn's career in the context of processes of cultural change in thirteenth-century Anatolia. It seeks to demonstrate both the transfer and adaptation to the Anatolian urban milieu of social–cultural patterns attested for the a?yān in neighbouring predominantly Muslim societies, and the shaping of the social and cultural functions of immigrant scholars to Anatolia by local conditions. Second, the article identifies Sirāj al-Dīn as a prominent participant in an intellectual community engaged in inter-cultural exchange across political and confessional boundaries in the thirteenth-century eastern Mediterranean.     

Democratic environment in higher education: The case of a Turkish public university

This study describes the expectations of undergraduate students regarding the characteristics of a democratic university environment. It then goes on to explore whether there are any significant differences among the dimensions of democratic university environment, namely respect for ideas, participation in decision-making, and promotion of tolerance. Last, it examines the effects of certain variables (gender, student club attendance, newspaper reading, and home residence) on student perceptions of their university environment. The results showed that there was a significant difference among three dimensions of democratic university environment. In addition, gender, student club attendance, and home residence had significant effects on differing dependent variables.     

论正义与发展党时期土耳其内外政策的演变

埃尔多安就职土耳其总理以来在内政外交政策上做了很大的调整：对内打击军方势力,扩大新兴阶层的影响,调整经济政策促进了经济的快速发展,赢得了人民的支持.对外正发党政府实现了外交的多元化,其外交政策显示出更大的独立性;同时正发党政府以“零问题”外交方针改善了与中东各国的外交关系.中东剧变后,正发党政府适时调整自己的中东政策,巩固了土耳其的地区大国地位,使正发党政府的内外政策得到进一步施展.     

A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: meanings,actions and contexts

The research compares principals in Israel (Jewish and Arab) and Turkey and how they perceive and practice their role in promoting social justice (SJ) in their schools in order to bridge socioeconomic and pedagogic gaps. It poses three questions: (1) How do Turkish and Israeli SJ leaders make sense of SJ? (2) What do SJ leaders do in both countries similarly and differently? (3) What factors facilitate or hinder the work of SJ in both countries? The qualitative study employed in-depth semi-structured interviews to collect the narratives of 11 school principals in Turkey and Israel. A comparative, holistic analysis was employed to identify the principals’ perceptions and daily practice of SJ in their schools. The principals reported different sociocultural, national and personal trajectories that shaped their perceptions of SJ, and described strategies used to promote SJ in their daily scholastic policies, processes and practices that meet the school stakeholders’ backgrounds and needs.     

History teaching as a nation-building tool in the early republican period in Turkey (1923–1938)

Nation-states needed various ideological apparatuses when they wanted to eliminate traditional loyalties to the pre-modern era and establish a new superordinate identity. As frequently emphasised in conceptual discussions, two elements among these ideological apparatuses come to the fore: historiography and education. While social values that create a national identity have been constructed by historiography continuously from the past to the present, it aims at spreading such values through education. History education at the intersection of these two concepts has occupied a privileged place in the nation-building process. The most concrete examples of this phenomenon are the developments experienced in the context of history teaching in Turkey from 1923 to 1938, also known as the early republican period. The present study, using history textbooks, analyses changes in history teaching and expectations of it between 1923 and 1938, which were the most active years of the nationalisation period in Turkey. The findings of this study indicate that the historiography of the early republican period adopted an anthropology-based understanding in line with the conjuncture between the two world wars and that, in accordance with this understanding, a national identity with ethnic, religious, and political dimensions was intended to be promulgated through history teaching.