As a Leading University in Turkey, We Aim to Achieve a Significant Increase in Student Mobility Through Exchanges with Our Partner Universities from All Around the World
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What's the Difference Between the B.A. and B.S. Degree In
What’s the Difference Between the B.A. and B.S. Degree in ES? 8.1.20 If you’re thinking about pursuing Environmental Studies (ES) at UC Santa Barbara the first important decision you have to make is choosing which degree to pursue, the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) in Environmental Studies. While both majors are similar in design and stress the importance of understanding the complex interrelationships between the humanities, social sciences, and natural science disciplines, having two degree options allows students maximum flexibility to choose a major that best fits their environmental interests and goals. In this document we provide a detailed comparison of the academic requirements of the B.A. and B.S. major so one can understand the differences and can make an educated decision. Given your decision will also be based on what you want to do after graduation we thought it might be helpful to also highlight just a few example career paths each degree might lead to. Just remember, no matter which major you choose, your decision should be based on what you believe will ultimately make you happy. Simply put, the B.A. degree in ES is the more interdisciplinary major, requiring a swath of introductory courses in the humanities, social, physical, and natural sciences. It stresses the importance of comprehending basic social, cultural, and scientific theories and understanding how they interact with one another and play an important part of every environmental issue. While this degree will make one science literate, the degree offers maximum flexibility to select ES electives and outside concentration courses from just about every academic discipline at UCSB, including: arts, policy, culture, languages, humanities, and economics to name just a few. -
ERASMUS+ Partner Identification
ERASMUS+ Partner Identification A. PARTNER ORGANISATION PIC number 986299784 Organisation ID E10175946 Full legal name of the institution Ondokuz Mayıs Üniversitesi (National Language) Full legal name of the institution Ondokuz Mayıs University (Latin characters) Acronym OMU Erasmus ID Code TR SAMSUN01 Official Legal Status Public University Official Registration Date 01 April 1975 Official Registration No 1873 Vat Registration Number 6430014673 ECHE 220260-LA-1-2014-1-TR-E4AKA1-ECHE Ondokuz Mayıs University, Kurupelit Campus, Atakum- Postal address Samsun, 55200, TURKEY Region Black Sea Prof. Dr. Sait Bilgiç, Rector Head of Institution Institution’s web site www.omu.edu.tr Email [email protected] Telephone +90-362-3121919 Fax +90-362-4576091 B. PROFILE Type of organisation Higher Education Institution Is the partner organisation a public Yes body? - 1 - Is the partner organisation a non- Yes profit? Size of organisation/institution Large. Number of students/staff 53,855 students 2,477 academic staff 3,923 employees. C. ACCREDITATION Has the organisation received any Yes. Erasmus Youth EVS Accreditation type of accreditation before submitting this application? Has the organisation received any EU Yes. Our ongoing projects are: Erasmus grants? • 2019-1-TR01-KA107-073493 • 2019-1-TR01-KA103-067400 • 2019-1-TR01-KA103-067404 • 2018-1-TR01-KA103-050061 • 2018-1-TR01-KA107-054774 • 2018-1-TR01-KA103-050060 • 2019-1-TR01-KA202-075412 • 610528-EPP-1-2019-1-TR-EPPKA1-JMD-MOB • 613159-EPP-1-2019-1-RO-SPOSCP D. BACKGROUND AND EXPERIENCE Ondokuz Mayıs University (OMU) is a well-established local state university. It was founded in 1975 in order to make a contribution and bring a new breath to the Black Sea region’s economic, cultural and social life. -
Ankara University International Programmes
ANKARA UNIVERSITY INTERNATIONAL PROGRAMS Ankara-2019 I Dear Students, Ankara University is one of the oldest and the most eminent universities acting as a leader in the academic arena. Founded in 1946, Ankara University's roots extend to the middle of 1800’s with the opening of Faculties of Veterinary Medicine, Agriculture and Political sciences. As a prominent university, it offers the most privileged opportunities to its students in scientific, cultural and social areas. I would proudly like to state that Ankara University educates well-equipped individuals with its outstanding academic members. We attach great importance to our university’s modern and democratic identity, investigative and innovative understanding as well as participative and liberal approach. In the light of our universal values, we work devotedly to reach our student oriented goals. Our aim is to have our students acquire privileges during their education, and sustain those privileges after graduation as successful individuals with the “Ankara University” brand. Ankara University is an institution promoting high quality education and competitiveness, striving to meet international standards and aiming to prepare professionals able to assert themselves following their graduation, either at home or in any country in the world. We are happy to offer more than 50 English courses towards degrees in various fields, which you will find in this catalogue. Finally, I would like to express that I would be very pleased to welcome you to Ankara University and a member of Ankara -
Ankara University
Ankara University FOLLOW-UP EVALUATION REPORT July 2011 Team: Fuada Stankovic, chair Alina Gavra Andy Gibbs, coordinator Institutional Evaluation Programme/Ankara University/July 2011 Contents 1. Introduction .................................................................................................................... 3 1.1 Institutional Evaluation Programme and follow-up evaluation process ............................ 3 1.2 Ankara University and the national context ..................................................................... 4 1.3 The Self Evaluation Process ............................................................................................. 4 1.4. Description of the University ............................................................................................ 5 1.5. Changes that have been made since the original evaluation ............................................ 5 2. Internationalisation ......................................................................................................... 7 3. Science and society ....................................................................................................... 10 4. University / Industry Collaboration ................................................................................ 12 5. Quality Monitoring and Administration ......................................................................... 14 6. Conclusion ..................................................................................................................... 16 2 Institutional -
Unige-Republic of Turkey: a Review of Turkish Higher Education and Opportunities for Partnerships
UNIGE-REPUBLIC OF TURKEY: A REVIEW OF TURKISH HIGHER EDUCATION AND OPPORTUNITIES FOR PARTNERSHIPS Written by Etienne Michaud University of Geneva International Relations Office October 2015 UNIGE - Turkey: A Review of Turkish Higher Education and Opportunities for Partnerships Table of content 1. CONTEXTUALIZATION ................................................................................................... 3 2. EDUCATIONAL SYSTEM ................................................................................................ 5 2.1. STRUCTURE ................................................................................................................. 5 2.2. GOVERNANCE AND ACADEMIC FREEDOM ....................................................................... 6 3. INTERNATIONAL RELATIONS ....................................................................................... 7 3.1. ACADEMIC COOPERATION ............................................................................................. 7 3.2. RESEARCH COOPERATION ............................................................................................ 9 3.3. DEGREE-SEEKING MOBILITY ........................................................................................ 10 3.4. MOBILITY SCHOLARSHIPS ........................................................................................... 11 3.5. INTERNATIONAL CONFERENCES AND FAIRS .................................................................. 12 3.6. RANKINGS ................................................................................................................. -
Perceptual Dialectology and GIS in Kurdish 1
Perceptual Dialectology and GIS in Kurdish 1 Full title: A perceptual dialectological approach to linguistic variation and spatial analysis of Kurdish varieties Main Author: Eva Eppler, PhD, RCSLT, Mag. Phil Reader/Associate Professor in Linguistics Department of Media, Culture and Language University of Roehampton | London | SW15 5SL [email protected] | www.roehampton.ac.uk Tel: +44 (0) 20 8392 3791 Co-author: Josef Benedikt, PhD, Mag.rer.nat. Independent Scholar, Senior GIS Researcher GeoLogic Dr. Benedikt Roegergasse 11/18 1090 Vienna, Austria [email protected] | www.geologic.at Short Title: Perceptual Dialectology and GIS in Kurdish Perceptual Dialectology and GIS in Kurdish 2 Abstract: This paper presents results of a first investigation into Kurdish linguistic varieties and their spatial distribution. Kurdish dialects are used across five nation states in the Middle East and only one, Sorani, has official status in one of them. The study employs the ‘draw-a-map task’ established in Perceptual Dialectology; the analysis is supported by Geographical Information Systems (GIS). The results show that, despite the geolinguistic and geopolitical situation, Kurdish respondents have good knowledge of the main varieties of their language (Kurmanji, Sorani and the related variety Zazaki) and where to localize them. Awareness of the more diverse Southern Kurdish varieties is less definitive. This indicates that the Kurdish language plays a role in identity formation, but also that smaller isolated varieties are not only endangered in terms of speakers, but also in terms of their representations in Kurds’ mental maps of the linguistic landscape they live in. Acknowledgments: This work was supported by a Santander and by Ede & Ravenscroft Research grant 2016. -
Turkmen of Iraq
Turkmen of Iraq By Mofak Salman Kerkuklu 1 Mofak Salman Kerkuklu Turkmen of Iraq Dublin –Ireland- 2007 2 The Author Mofak Salman Kerkuklu graduated in England with a BSc Honours in Electrical and Electronic Engineering from Oxford Brookes University and completed MSc’s in both Medical Electronic and Physics at London University and a MSc in Computing Science and Information Technology at South Bank University. He is also a qualified Charter Engineer from the Institution of Engineers of Ireland. Mr. Mofak Salman is an author of a book “ Brief History of Iraqi Turkmen”. He is the Turkmeneli Party representative for both Republic of Ireland and the United Kingdom. He has written a large number of articles that were published in various newspapers. 3 Purpose and Scope This book was written with two clear objectives. Firstly, to make an assessment of the current position of Turkmen in Iraq, and secondly, to draw the world’s attention to the situation of the Turkmen. This book would not have been written without the support of Turkmen all over the world. I wish to reveal to the world the political situation and suffering of the Iraqi Turkmen under the Iraqi regime, and to expose Iraqi Kurdish bandits and reveal their premeditated plan to change the demography of the Turkmen-populated area. I would like to dedicate this book to every Turkmen who has been detained in Iraqi prisons; to Turkmen who died under torture in Iraqi prisons; to all Turkmen whose sons and daughters were executed by the Iraqi regime; to all Turkmen who fought and died without seeing a free Turkmen homeland; and to the Turkmen City of Kerkuk, which is a bastion of cultural and political life for the Turkmen resisting the Kurdish occupation. -
Establishment of Interdisciplinary Child Protection Teams in Turkey 2002–2006: Identifying the Strongest Link Can Make a Difference!ଝ
Child Abuse & Neglect 33 (2009) 247–255 Contents lists available at ScienceDirect Child Abuse & Neglect Establishment of interdisciplinary child protection teams in Turkey 2002–2006: Identifying the strongest link can make a difference!ଝ Canan A. Agirtan a,1, Taner Akar b,1, Seher Akbas c,1, Recep Akdur d,1, Cahide Aydin e,1, Gulsen Aytar a,1, Suat Ayyıldız c,1, Sevgi Baskan d,1, Tugba Belgemen d,1, Ozdecan Bezirci d,1, Ufuk Beyazova b,1, Fatma Yucel Beyaztas f,1, Bora Buken a,1, Erhan Buken g,1, Aysu D. Camurdan b,1, Demet Can h,1, Sevgi Canbaz c,1, Gurol Cantürk d,1, Meltem Ceyhan c,1, Abdulhakim Coskun i,1, Ahmet Celik e,1, Fusun C. Cetin j,1, Ayse Gul Coskun k,1, Adnan Dagc˘ ¸ ınar c,1, Yildiz Dallar l,1, Birol Demirel b,1, Billur Demirogullari b,1, Orhan Derman j,1, Dilek Dilli l,1, Yusuf Ersahin e,1, Burcu Es¸iyokd,1, Gulin Evinc j,1, Ozlem Gencer m,1, Bahar Gökler j,1, Hamit Hanci d,1, Elvan Iseri b,1, Aysun Baransel Isir k,1, Nukhet Isiten n,1, Gulsev Kale j,1, Ferda Karadag j,1, Nuray Kanbur j,1, Birim Kilic¸ d,1, Ebru Kultur j,1, Derya Kurtay o,1, Asli Kuruoglu b,1, Suha Miral m,1, Aysun B. Odabasi j,1, Resmiye Oral p,∗,1, Filiz Simsek Orhon d,1, Cengiz Özbesler g,1, Dilsad Foto Ozdemir j,1, M. Selim Ozkok o,1, Elif Ozmert j,1, Didem B. Oztop i,1, Hamit Özyürek c,1, Figen Pasli b,1, Yıldız Peksen c,1, Onur Polat d,1, Figen Sahin b,1, Ahmet Rıfat Sahin c,1, Serpil Salacin m,1, Emine Suskan d,1, Burak Tander c,1, Deniz Tekin d,1, Ozlem Teksam j,1, Ulku Tiras l,1, Yılmaz Tomak c,1, Ali Riza Tumer j,1, Ahmet Turla c,1, Betul Ulukol d,1, Runa Uslu d,1, Fatma V. -
1 the Turks and Europe by Gaston Gaillard London: Thomas Murby & Co
THE TURKS AND EUROPE BY GASTON GAILLARD LONDON: THOMAS MURBY & CO. 1 FLEET LANE, E.C. 1921 1 vi CONTENTS PAGES VI. THE TREATY WITH TURKEY: Mustafa Kemal’s Protest—Protests of Ahmed Riza and Galib Kemaly— Protest of the Indian Caliphate Delegation—Survey of the Treaty—The Turkish Press and the Treaty—Jafar Tayar at Adrianople—Operations of the Government Forces against the Nationalists—French Armistice in Cilicia—Mustafa Kemal’s Operations—Greek Operations in Asia Minor— The Ottoman Delegation’s Observations at the Peace Conference—The Allies’ Answer—Greek Operations in Thrace—The Ottoman Government decides to sign the Treaty—Italo-Greek Incident, and Protests of Armenia, Yugo-Slavia, and King Hussein—Signature of the Treaty – 169—271 VII. THE DISMEMBERMENT OF THE OTTOMAN EMPIRE: 1. The Turco-Armenian Question - 274—304 2. The Pan-Turanian and Pan-Arabian Movements: Origin of Pan-Turanism—The Turks and the Arabs—The Hejaz—The Emir Feisal—The Question of Syria—French Operations in Syria— Restoration of Greater Lebanon—The Arabian World and the Caliphate—The Part played by Islam - 304—356 VIII. THE MOSLEMS OF THE FORMER RUSSIAN EMPIRE AND TURKEY: The Republic of Northern Caucasus—Georgia and Azerbaïjan—The Bolshevists in the Republics of Caucasus and of the Transcaspian Isthmus—Armenians and Moslems - 357—369 IX. TURKEY AND THE SLAVS: Slavs versus Turks—Constantinople and Russia - 370—408 2 THE TURKS AND EUROPE I THE TURKS The peoples who speak the various Turkish dialects and who bear the generic name of Turcomans, or Turco-Tatars, are distributed over huge territories occupying nearly half of Asia and an important part of Eastern Europe. -
Turkiye Turkcesi Agizlari
_____________________________________________________________________________________ Akademik Sosyal Araştırmalar Dergisi, Yıl: 6, Sayı: 72, Haziran 2018, s. 34-42 Yayın Geliş Tarihi / Article Arrival Date Yayınlanma Tarihi / The Publication Date 07.05.2018 30.06.2018 Arş. Gör. Dr. Anıl ÇELİK Bartın Üniversitesi, Yeni Türk Dili [email protected] TÜRKİYE TÜRKÇESİ AĞIZLARINDA {+lAmA} BİRLEŞİK EKİNİN HASTALIK ADLARI TÜRETME İŞLEVİ ÜZERİNE Öz Birleşik ek, en sade tanımlamasıyla “Birden fazla ekin birleşmesinden oluşan ek” demektir. Türkiye Türkçesinde bulunan birleşik eklerden birisi de {+lAmA} ekidir. Bu ek, Türkiye Türkçesi Ağızlarında hastalık adı yapma anlamsal işleviyle sıklıkla kullanılmaktadır. Fakat gramer çalışmalarının ilgili kısımlarında ekin bu anlamsal işlevi yeterince ön plana çıkarılmamıştır. Bu araştırmada, Türkiye Türkçesi Ağızla- rında tespit edilen {+lAmA} yapısı aracılığıyla kurulmuş hastalık adları tespit edi- lerek sıralanmış, bunların anlamsal yapıları incelenmiş, söz konusu kelimelerin tü- retiminde kullanılan adların {+lA} ekli kullanımlarının olup olmadığı ve eğer kul- lanımları varsa bunların {+lAmA} yapısı aracılığıyla oluşturulan adlarla anlamsal uyumluluk durumlarının nasıl olduğu hususu irdelenmiştir. Bu çalışma, {+lAmA} birleşik ekinin Türkiye Türkçesi Ağızlarındaki kullanım biçimleri ve ekin anlamsal işlevlerinin değerlendirilmesi noktasında bir katkı sağlamayı amaçlamaktadır. Anahtar kelimeler: Birleşik Ek, Hastalık Adları, Türkiye Türkçesi Ağızları, Anlamsal İşlev. Türkiye Türkçesi Ağızlarında {+Lama} -
Discoveries on the Turkic Linguistic Map
SVENSKA FORSKNINGSINSTITUTET I ISTANBUL SWEDISH RESEARCH INSTITUTE IN ISTANBUL SKRIFTER — PUBLICATIONS 5 _________________________________________________ Lars Johanson Discoveries on the Turkic Linguistic Map Svenska Forskningsinstitutet i Istanbul Stockholm 2001 Published with fõnancial support from Magn. Bergvalls Stiftelse. © Lars Johanson Cover: Carte de l’Asie ... par I. M. Hasius, dessinée par Aug. Gottl. Boehmius. Nürnberg: Héritiers de Homann 1744 (photo: Royal Library, Stockholm). Universitetstryckeriet, Uppsala 2001 ISBN 91-86884-10-7 Prefatory Note The present publication contains a considerably expanded version of a lecture delivered in Stockholm by Professor Lars Johanson, Johannes Gutenberg University, Mainz, on the occasion of the ninetieth birth- day of Professor Gunnar Jarring on October 20, 1997. This inaugu- rated the “Jarring Lectures” series arranged by the Swedish Research Institute of Istanbul (SFII), and it is planned that, after a second lec- ture by Professor Staffan Rosén in 1999 and a third one by Dr. Bernt Brendemoen in 2000, the series will continue on a regular, annual, basis. The Editors Discoveries on the Turkic Linguistic Map Linguistic documentation in the field The topic of the present contribution, dedicated to my dear and admired colleague Gunnar Jarring, is linguistic fõeld research, journeys of discovery aiming to draw the map of the Turkic linguistic world in a more detailed and adequate way than done before. The survey will start with the period of the classical pioneering achievements, particu- larly from the perspective of Scandinavian Turcology. It will then pro- ceed to current aspects of language documentation, commenting brief- ly on a number of ongoing projects that the author is particularly fami- liar with. -
TÜRKİYE TÜRKÇESİ AĞIZLARINDA Ş>S DEĞİŞMESİ Ve ÇALIŞ BELDESİ
TÜRKİYE TÜRKÇESİ AĞIZLARINDA ş>s DEĞİŞMESİ ve ÇALIŞ BELDESİ (-Haymana) AĞZI Leylâ KARAHAN* ÖZET Anadolu’nun bazı yörelerinde, ş sesinin s sesine düzenli olarak döndüğü lehçeleri görürüz. Bu ses değişimi bazı Kıpçak gruplarının lehçelerinde görülür. Kıpçak Türkleri bu ses özelliğini ya ilk anavatanlarındaki komşularından almışlar ya da bazı Kıpçak grupları bu ses değişiminin gördüğü yerlere yerleşmişlerdir. Yalnızca dil verileri buna karar vermek için yeterli değildir. Aynı zamanda Anadolu’nun kuruluş tarihi hakkında bilgiye ihtiyacımız vardır. ANAHTAR KELİMELER ş>s değişmesi, Çalış Beldesi ağzı, lehçe tabakalaşması REPLACING OF Ş SOUND INTO MODERN TURKISH DIALECTS AND DIALECT OF ÇALIŞ COMMUNITY (HAYMANA) ABSTRACT In some parts of Anatolia, we see some dialects which regularly turn the sound ş into s. This change of sound is seen in some Kipchak groups of dialect. Either the Kipchak Turks have borrowed this sound characteristic from their neighbours in their first homeland or some Kipchak groups have settled in the places where this change of sound has been seen. Only the language data are not enough to determine this. We also need the knowledge about the settlement history of Anatolia. KEY WORDS Replacing of ş sound into s, dialect of Çalış community, stratification of dialect Oğuzlar, 11. yüzyıldan itibaren Anadolu’ya il - oymak-oba düzeni içinde yerleşmişler ve bu düzenlerini iç göçlere, karışmalara ve devletin iskân politikasına rağmen bugüne kadar büyük ölçüde korumuşlardır. Bu sebeple il-oymak-oba’ların farklı söyleyişlerini aksettiren ağızların Anadolu’daki dağılımı ile Oğuzların bu coğrafyaya yerleşme düzeni arasında paralellik vardır. Anadolu’da konuşulan ağızların -genel özellikler bakımından Oğuzca temeline dayanmakla birlikte- bazı * Prof.