ECER 2015.Indb

Total Page:16

File Type:pdf, Size:1020Kb

ECER 2015.Indb ECER 2015 Budapest Contents General Information 2 EERA Council ..............................................................................................................................2 EERA Networks and their Link Convenors ....................................................................................4 General Information World Education Research Association (WERA) ..........................................................................5 Local Organising Committee .......................................................................................................5 Budapest and the Welcoming Organising Institutions .................................................................6 Conference Details ......................................................................................................................6 Time Schedule ECER .................................................................................................................10 ECER Theme and Keynote Sessions ............................................................................................12 EERA Events .............................................................................................................................14 WERA Focal Meeting Central Events ..........................................................................................18 Exhibition: Publishers, Research Instruments and EERA Members .............................................21 Network Meetings ....................................................................................................................24 EERA Development Report .......................................................................................................25 Emerging Researchers‘ Conference Programme 27 Time Schedule Emerging Researchers‘ Conference ....................................................................28 Keynote....................................................................................................................................29 ERC/WERA Round Table ...........................................................................................................29 Network Workshops .................................................................................................................30 Workshops at the Emerging Researchers’ Conference ................................................................32 Awards and Bursaries ..............................................................................................................32 Poster Sessions .........................................................................................................................34 Sessions A to K ........................................................................................................................35 ECER Programme (Including WERA Focal Meeting) 43 Poster Exhibition ......................................................................................................................43 Tuesday 08 September Session 1 13:15 - 14:45 .........................................................................................47 Session 2 15:15 - 16:45 .........................................................................................53 Session 3 17:15 - 18:45 .........................................................................................61 Wednesday 09 September Session 4 09:00 - 10:30 .........................................................................................69 Session 5 11:00 - 12:30 .........................................................................................78 Keynote Session 14:00 - 15:00 .........................................................................................87 Session 6 15:30 - 17:00 .........................................................................................87 Session 7 17:15 - 18:45 .........................................................................................96 Thursday 10 September Session 8 09:00 - 10:30 .......................................................................................105 Session 9 11:00 - 12:30 .......................................................................................113 Keynote Session 14:00 - 15:00 .......................................................................................124 Session 10 15:30 - 17:00 .......................................................................................124 Session 11 17:15 - 18:45 .......................................................................................132 Friday 11 September Session 12 09:00 - 10:30 .......................................................................................141 Session 13 11:00 - 12:30 .......................................................................................149 Central Events 14:00 - 15:00 .......................................................................................155 Session 14 15:30 - 17:00 .......................................................................................156 Participants‘ List 162 ECER 2015 Budapest 1 General Information GENERAL INFOrmatiON EERA Council EERA Executive Committee: President: Networks’ Representative on Council: Prof Theo Wubbels Dr Maria Pacheco Figueiredo Utrecht University, the Netherlands Polytechnic of Viseu, School of Education, Portugal [email protected] [email protected] Secretary General: Networks’ Representative on Council Elect: Dr Marit Honerod Hoveid Dr Jani Ursin Ped. Institute, NTNU, Norway University of Jyväskylä [email protected] [email protected] Treasurer: Prof Herbert Altrichter University of Linz, Austria [email protected] Council Members: Dr Anna Aleksanyan Eduardo García Jiménez Educational Research Armenian Center (ERAC) Asociación Interuniversitaria de Investigación Pedagógica (AIDIPE) Yerevan State University, Armenia Universidad de Sevilla, Spain [email protected] [email protected] Prof Ahmet Aypay Dr George Head Educational Administration Research and Development Association (EARDA) Scottish Educational Research Association (SERA) Ankara University, Turkey University of Glasgow, United Kingdom [email protected] [email protected] Dr Branislava Baranovic Nassira Hedjerassi Institute for Social Research in Zagreb Association des Enseignants et Chercheurs en Sciences de l’Education (AECSE) [email protected] IUFM – Université de Bretagne Occidentale, France [email protected] Dr Delma Byrne Educational Studies Association of Ireland (ESAI) Prof Gonzalo Jover Olmeda NUI Maynooth, Ireland Sociedad Espanola de Pedagogía (SEP) [email protected] University of Madrid, Spain [email protected] Prof Ana Paula Cabral Centro de Investigação, Difusão e Intervenção Educacional (CIDInE) Prof Palmira Juceviciene Universidade de Aveiro, Portugal Lithuanian Academic Educational Association (LERA) [email protected] Kaunas University of Technology, Lithuania [email protected] Dr Lucian Ion Ciolan University of Bucharest, Romania Dr Paulina Korsnakova [email protected] Slovak Educational Research Society (SERS) The IEA Secretariat, Slovakia Dr Mustafa Yunus Eryaman [email protected], [email protected] Turkish Educational Research Association (EAB) Canakkale Onsekiz Mart University, Turkey Prof John Krejsler [email protected] Nordic Educational Research Association (NERA) The Danish University of Education, Denmark Dr Patricia Fidalgo [email protected] Emerging Researchers’ Group Emirates College for Advanced Education, United Arab Emirates [email protected] 2 ECER 2015 Budapest EERA Council Kairat Kurakbayev Prof Angelika Paseka Kazakhstan Educational Research Association (KERA) Österreichische Gesellschaft für Forschung und Entwicklung im Bildungswesen (OEFEB) Nazarbayev University Graduate School of Education University of Hamburg [email protected] [email protected] Assoc Prof Konstantinos D. Malafantis Dr Milosh M. Raykov General Information Hellenic Educational Society (HES) Malta Educational Research Association University of Athens, Greece University of Malta [email protected] [email protected] Prof Eric Mangez Dr Marco Rieckmann Association des Chercheurs Belges Francophones en Education (ABCéduc) Deutsche Gesellschaft für Erziehungswissenschaft (DGfE) and Editor of European Educational Research Journal (EERJ) University of Vechta, Germany Université de Louvain, Belgium [email protected] [email protected] Prof Roland Reichenbach Dr Sofia Marques da Silva Swiss Society for Research in Education (SSRE) Sociedade Portuguesa de Ciências da Educação (SPCE) Forschungszentrums für Pädagogik, Universität Basel, Switzerland Universidade do Porto, Portugal [email protected] [email protected] Maria Grazia Riva Prof Joanna Madalinska-Michalak Società Italiana di Pedagogia (SIPED) Polskie Towarzystwo Pedagogiczne (PTP) Università degli Studi di Milano, Italy University of Warsaw, Poland [email protected] [email protected] Dr Karmen Trasberg Prof André Mottart Estonian Academic Association of Pedagogy (EAPS) Flemish Educational Research Forum (VFO) University of Tartu, Estonia Universiteit Gent, Belgium [email protected] [email protected] Dr Huseyin Uzunboylu Prof Bardhyl Musai Cyprus Educational Sciences Association (KEB-DER) Center for Democratic Education (CDE), Albania Near East University, Cyprus [email protected] [email protected] Dr Petr Novotny Prof Monique Volman Czech Educational
Recommended publications
  • Officers of the Executive Board, 1946-2006
    Officers of the Executive Board, 1946-2006 2006 H.E. Mr. Andrei Dapkiunas Belarus President H.E. .Mr. Roble Olhaye Djibouti Vice-Presidents H.E. Mr. Iftekhar Ahmed Chowdhury Bangladesh H.E. Mr. Ernesto Araníbar Quiroga Bolivia Mr. Dirk-Jan Nieuwenhuis Netherlands 2005 H.E. Mr. Mehdi Danesh-Yazdi Islamic Republic of Iran President H.E. Mr. Paul Badji Senegal Vice-Presidents Mr. Uladzimir A. Gerus Belarus Ms. Romy Tincopa Peru Ms. Unni Rambøll Norway 2004 President H.E. Mr. Lebohang K. Moleko Lesotho Vice-Presidents Mr. Mehdi Mirafzal Islamic Republic of Iran H.E. Mr. Vsevolod Grigore Republic of Moldova H.E.Mr. Eduardo J. Sevilla Somoza Nicaragua Ms. Diana Rivington Canada 2003 President H.E. Mr. Jenö Staehelin Switzerland Vice-Presidents H.E. Mr. Luis Gallegos Chiriboga Ecuador H.E.Mr. Roman Kirn Slovenia Mr. Salman Al-Farisi Indonesia H.E. Mr. Lebohang K. Moleko Lesotho 2002 President H.E. Mr. Andrés Franco Colombia Vice-Presidents Mr. Olivier Chave Switzerland H.E. Mr. Crispin Grey-Johnson Gambia H.E. Mr. Murari Raj Sharma Nepal Mr. Marius Ion Dragolea Romania 2001 President H.E. Mr. Movses Abelian Armenia Vice-Presidents H.E. Mr. Alounkèo Kittikhoun Lao People's Democratic Republic H.E. Mr. Andrés Franco Colombia Mr. Paul Goa Zoumanigui Guinea Ms. Jacqueline de Lacy Australia 2000 President H.E. Mr. Anwarul Karim Chowdhury Bangladesh Vice-Presidents Ms. Lala Ibrahimova Azerbaijan H.E. Mr. Alberto Salamanca Bolivia Mr. Luc Shillings Netherlands H.E. Mr. Mubarak Hussein Rahmtalla Sudan 1999 President H.E. Prof. Ibrahim A. Gambari Nigeria Vice-Presidents H.E.
    [Show full text]
  • Notes from NOREF and İhsan Doğramacı Center For
    V2, N1, Jan. 2013, 53-59 Notes from NOREF and İhsan Doğramacı Center for Foreign Policy and Peace Research: Summary and Reflections on the Turkish and Norwegian Approaches to the Arab Spring and Peacebuilding* Ç. Esra Çuhadar Bilkent University Monica Rafael Simoes Norwegian Peacebuilding Resource Center (NOREF) The Arab uprisings and the transition processes following the regime changes in these countries have occupied the foreign policy agendas of Turkey and Norway during the last two years, even though these events affected the two nations in varying degrees and ways. Turkey, as a direct or regional neighbour of these Arab countries, has been experiencing this process more directly and has been greatly affected economically, socially, and politically, especially from the influx of almost 200.000 refugees. Norway, on the other hand, which has been experiencing this process rather indirectly and from a greater distance, has still been impacted in a variety of ways. Regardless of the magnitude of the tremors felt by Turkey and Norway, both countries desire to act upon the developments in a constructive manner and be constructive forces to help this transition. A Turkey-Norway collaboration may sound like an unusual partnership, but a common agenda for peacebuilding and conflict resolution led two organizations, the Norwegian Peacebuilding Resource Center (NOREF) and the İhsan Doğramacı Peace Foundation’s Center for Foreign Policy and Peace Research at Bilkent University in Ankara, to explore the potential of this partnership in relation to the Arab uprisings. The two groups collaborated in a workshop held with Turkish and Norwegian academics under the co-sponsorship of the Strategic Research Center (SAM) of the Turkish Ministry of Foreign Affairs on 1 and 2 November 2012 in Ankara.
    [Show full text]
  • Turkey and Iraq: the Perils (And Prospects) of Proximity
    UNITED STATES INSTITUTE OF PEACE www.usip.org SPECIAL REPORT 1200 17th Street NW • Washington, DC 20036 • 202.457.1700 • fax 202.429.6063 ABOUT THE REPORT I RAQ AND I TS N EIGHBORS Iraq’s neighbors are playing a major role—both positive and negative—in the stabilization and reconstruction of “the new Iraq.” As part of the Institute’s “Iraq and Henri J. Barkey Its Neighbors” project, a group of leading specialists on the geopolitics of the region and on the domestic politics of the individual countries is assessing the interests and influence of the countries surrounding Iraq. In addition, these specialists are examining how Turkey and Iraq the situation in Iraq is impacting U.S. bilateral relations with these countries. Henri Barkey’s report on Turkey is the first in a series of USIP special reports on “Iraq The Perils (and Prospects) of Proximity and Its Neighbors” to be published over the next few months. Next in the series will be a study on Iran by Geoffrey Kemp of the Nixon Center. The “Iraq and Its Neighbors” project is directed by Scott Lasensky of the Institute’s Research and Studies Program. For an overview of the topic, see Phebe Marr and Scott Lasensky, “An Opening at Sharm el-Sheikh,” Beirut Daily Star, November 20, 2004. Henri J. Barkey is the Bernard L. and Bertha F. Cohen Professor of international relations at Lehigh University. He served as a member of the U.S. State Department Policy Planning Staff (1998–2000), working primarily on issues related to the Middle East, the eastern Mediterranean, and intelligence matters.
    [Show full text]
  • The İhsan Doğramacı Children's Hospital Stimulus for a Turkish Miracle 35
    Memorial Medical Journal of Islamic World Academy of Sciences The İhsan Doğramacı Children’s Hospital Stimulus for A Turkish Miracle Şinasi ÖZSOYLU1 1 Retired Professor of Pediatrics, Hematology and Hepatology, Honorary Fellow of American Academy of Pediatrics, Honorary Member of American Pediatric Society, Honorary Member of Turkish Academy of Sciences, Fellow of Islamic World Academy of Sciences The late Prof. Dr. Ihsan DOĞRAMACI, honorary fellow of the Islamic World Academy of Sciences (IAS), passed away on February 25, 2010. To celebrate his memory, it is fitting to recall how this extraordinarily creative physician’s establishment of a children’s hospital in 1957 led to rapid changes in Turkey’s traditional medical approaches. Dr. Doğramacı was appointed associate professor of pediatrics at the Ankara University Medical School in 1949, but the clinical director of the department did not allow him to apply the developments of modern pediatrics that he had observed during fellowships at the Boston Children’s Hospital and at Washington University in St. Louis. As a result, in 1954, he convinced the Senate of Ankara University to establish another pediatric department under his leadership. The Senate even offered him half of the pediatric premises. Dr. Doğramacı, however, rejected the offer of sharing quarters, preferring to use a two-room house in a slum area of Ankara as his child health clinic (Figure 1). In the meantime, he began construction of a new Children’s Hospital. The construction went ahead unbelievably fast for those times, and the first patient, a premature baby with jaundice, was admitted on July 7, 1957.
    [Show full text]
  • Cultural Diplomacy and Conflict Resolution
    Cultural Diplomacy and Conflict Resolution Introduction In his poem, The Second Coming (1919), William Butler Yeats captured the moment we are now experiencing: Mere anarchy is loosed upon the world, The blood-dimmed tide is loosed, and everywhere The ceremony of innocence is drowned; The best lack all conviction, while the worst Are full of passionate intensity. As we see the deterioration of the institutions created and fostered after the Second World War to create a climate in which peace and prosperity could flourish in Europe and beyond, it is important to understand the role played by diplomacy in securing the stability and strengthening the shared values of freedom and democracy that have marked this era for the nations of the world. It is most instructive to read the Inaugural Address of President John F. Kennedy, in which he encouraged Americans not only to do good things for their own country, but to do good things in the world. The creation of the Peace Corps is an example of the kind of spirit that put young American volunteers into some of the poorest nations in an effort to improve the standard of living for people around the globe. We knew we were leaders; we knew that we had many political and economic and social advantages. There was an impetus to share this wealth. Generosity, not greed, was the motivation of that generation. Of course, this did not begin with Kennedy. It was preceded by the Marshall Plan, one of the only times in history that the conqueror decided to rebuild the country of the vanquished foe.
    [Show full text]
  • Design and Displacement
    Architecture, Design and Conservation Danish Portal for Artistic and Scientific Research Aarhus School of Architecture // Design School Kolding // Royal Danish Academy Exploring socio-material orderings in ethnography of architecture Lotz, Katrine Published in: Design and displacement Publication date: 2012 Document Version: Early version, also known as pre-print Link to publication Citation for pulished version (APA): Lotz, K. (2012). Exploring socio-material orderings in ethnography of architecture. In Design and displacement: social studies of science and technology General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 05. Oct. 2021 – social studies of science and technology of and studies science – social Design October 17-20, 2012 Copenhagen Business School Denmark and displace ment Design
    [Show full text]
  • SCI-Kayitli-Yayin-2008.Pdf
    ŀ İçindekiler TEMEL TIP BİLİMLERİ Anatomi Anabilim Dalı Biyofizik Anabilim Dalı Biyoistatistik ve Tıp Bilişimi Anabilim Dalı Fizyoloji Anabilim Dalı Histoloji ve Embriyoloji Anabilim Dalı Tıbbi Biyokimya Anabilim Dalı Tıbbi Biyoloji Anabilim Dalı Tıbbi Mikrobiyoloji Anabilim Dalı Tıp Eğitimi Anabilim Dalı Tıp Tarihi ve Etik Anabilim Dalı DAHİLİ TIP BİLİMLERİ Acil Tıp Anabilim Dalı Aile Hekimliği Anabilim Dalı Çocuk Sağlığı ve Hastalıkları Anabilim Dalı Deri ve Zührevi Hastalıklar Anabilim Dalı Enfeksiyon Hastalıkları Anabilim Dalı Fiziksel Tıp ve Rehabilitasyon Anabilim Dalı İç Hastalıkları Anabilim Dalı Kardiyoloji Anabilim Dalı Nöroloji Anabilim Dalı Nükleer Tıp Anabilim Dalı Radyasyon Onkolojisi Radyoloji Anabilim Dalı Tıbbi Farmakoloji Anabilim Dalı CERRAHİ TIP BİLİMLERİ Anestezyoloji ve Reanimasyon Anabilim Dalı Beyin ve Sinir Cerrahisi Anabilim Dalı Çocuk Cerrahisi Anabilim Dalı Genel Cerrahi Anabilim Dalı Göz Hastalıkları Anabilim Dalı Kadın Hastalıkları ve Doğum Anabilim Dalı Kalp Damar Cerrahisi Anabilim Dalı Kulak, Burun ve Boğaz Hastalıkları Anabilim Dalı Plastik ve Rekonstrüktif Estetik Cerrahi Anabilim Dalı Tıbbi Patoloji Anabilim Dalı Üroloji Anabilim Dalı ŀ Anatomi Anabilim Dalı -2008 1-Yildirim FB, Sarikcioglu L: Augusta Dejerine-Klumpke (1859-1927) and her eponym.J Neurol Neurosurg Psychiatry79: 102, 2008. 2-Sarikcioglu L,Yildirim FB: Area postrema: one of the terms described by Magnus Gustaf Retzius.J Hist Neurosci17: 109-110, 2008. 3-Sarikcioglu L, Altun U, Suzen B, Oguz N: The evolution of the terminology of the basal ganglia, or are they nuclei.J Hist Neurosci117: 226-9, 2008. 4-Sarikcioglu L, Demirel BM, Demir N, Yildirim FB, Demirtop A, Oguz N:Morphological and ultrastructural analysis of the watershed zones after stripping of the vasa nervorum.Int j Neurosci118: 1145-55, 2008 .
    [Show full text]
  • All Hands Together to Create the Future Bilkent Educational Institutions Include
    All hands together to create the future Bilkent Educational Institutions Include: ● Bilkent University ● Bilkent University Music Preparatory School ● İhsan Doğramacı Foundation, Özel Bilkent Schools ● İhsan Doğramacı Foundation, Bilkent Erzurum Laboratory School ● İhsan Doğramacı Foundation, Bilkent Laboratory & International School (BLIS) The Bilkent family of educational institutions aims to create excellence in education and research. The name “Bilkent”‘ exemplifies the founder’s aim, since it is an acronym of “bilim kenti” in Turkish for “city of science and knowledge.” Bilkent University ranks 28th in Times Higher Education’s 100 Under 50 list of the world’s best young universities. The private, foundation schools run by Bilkent share values and expertise in educating young students from age 4 to 18. All hands together to create the future Welcome Welcome to Bilkent Laboratory & International School Bilkent Laboratory & International School (BLIS) is a proud member of the Bilkent family. Located on the rolling hills of Bilkent University high above the city of Ankara, BLIS provides a rigorous academic program from the International Baccalaureate Primary Years Programme (IB PYP) in Pre-kindergarten through the International Baccalaureate Diploma Programme in Grade 12. A school for international students and Turkish nationals, BLIS provides a unique blend of national and international education, preparing leaders of the future. Our English immersion early childhood program progresses to the bilingual elementary grades, through Cambridge standards in the transitional middle years, concluding with the mandatory international English programs of Cambridge IGCSE and IB Diploma Programme. The rich traditions of Bilkent altruism and humanitarianism are evident as our students build libraries, houses and friendships.
    [Show full text]
  • Officers of the UNICEF Executive Board, 1946–2020
    Officers of the UNICEF Executive Board, 1946–2020 Since 1994, the work of the UNICEF Executive Board has been coordinated by the Bureau, comprising the President and four Vice-Presidents, who represent the five regional groups. From 1946 to 1993, the officers of the Executive Board formed a Governing Council that included the Chairman and four Vice-Chairmen.1 BUREAU (SINCE 1994) 2020 H. E. Ms. Rabab Fatima Bangladesh President H.E. Mr. Omar Hilale Morocco Vice-Presidents H.E. Ms. Audra Plepytė Lithuania H.E. Mr. João Genésio de Almeida Filho Brazil Mr. Dominique Michel Favre/Ms. Christine Monique Schneeberger2 Switzerland 2019 H.E. Mr. Omar Hilale3 Morocco President H.E. Mr. Masud Bin Momen Bangladesh Vice-Presidents H.E. Mrs. Marie Chatardová Czechia Mr. Omar Castañeda Solares4 . Guatemala H.E. Ms. Louise Blais Canada 2018 President H.E. Mr. Tore Hattrem Norway Vice-Presidents H.E. Mr. Rubén Armando Escalante Hasbún El Salvador H.E. Mr. Tekeda Alemu / H.E. Taye Atske Sellassie Amde5 Ethiopia H.E. Mr. Durga Prasad Bhattarai / Mr. Nirmal Raj Kafle6 Nepal H.E. Mr. Miloš Vukašinović / Ms. Šejla Đurbuzović7 Bosnia and Herzegovina 2017 President H.E. Mr. Walton Alfonso Webson Antigua and Barbuda Vice-Presidents H.E. Mr. Abdallah Y. Al-Mouallimi Saudi Arabia H.E. Mr. Yemdaogo Eric Tiare Burkina Faso H.E. Ms. May-Elin Stener Norway Ms. Irina Velichko Belarus 2016 President H.E. Mr. Sven Jürgenson Estonia Vice-Presidents H.E. Mr. Durga Prasad Bhattarai Nepal H.E. Mr. Walton Alfonso Webson Antigua and Barbuda H.E. Mr. Elmahdi S.
    [Show full text]
  • Professor İhsan Doğramacı, Founder of the School 1915, Erbil – 2010, Ankara
    Professor İhsan Doğramacı, Founder of the School 1915, Erbil – 2010, Ankara İhsan Doğramacı, founder of our school, was also the founder of Bilkent and Hacettepe Universities in Ankara, and founding president of the Council of Higher Education of Turkey. He served as Executive Director and President of the International Pediatric Association for a quarter of a century and for two terms as Chair of the Executive Board of UNICEF. Among many other accomplishments İhsan Doğramacı was, in 1946, a signatory to the Constitution of the World Health Organization, an institution he went on to serve for a number of decades. As well as being the founder of seven non-profit educational and health foundations, including the İhsan Doğramacı Erbil Foundation, İhsan Doğramacı started up and oversaw the development of major industrial enterprises, the sole purpose of which has always been to fund educational and philanthropic projects. 1 İhsan Doğramacı Bilkent Erbil College Farewell from the Chair of the School Board As one of the oldest continuously inhabited urban settlements on earth, Erbil is known for its rich history of tolerance and its capacity to bring together people of different backgrounds. Bilkent’s founder flourished in this Erbil environment. He grew up to serve humanity, promoting better health and education in many places by establishing world-class foundations, schools and universities. The last one he created, the İhsan Doğramacı Bilkent Erbil College, is one of a large family of Bilkent schools. It shares with them the following features: 1) The Bilkent Educational Philosophy: We provide the students with a solid background in the sciences and arts.
    [Show full text]
  • Émigré Albert Eckstein's Legacy on Health Care Modernization in Turkey
    Émigré Albert Eckstein’s Legacy on Health Care Modernization in Turkey: Two Generations of Students Who Have Made Major Contributions Çimen Günay-Erkol and Arnold Reisman Introduction uring the 1920s, Turkey witnessed a maelstrom of radical reforms and with the abolition of the caliphate on 3 March 1924 the country took D giant steps to become a secular state with all its ramifications. On the same day, another revolutionary law aiming at unification, standardization, and secularization of the educational institutions (Tevhid-i Tedrisat kanunu) was passed. This law closed the religious schools and attached all educational institutions to the Ministry of National Education.1 Several other reforms in education followed with speed. The Latin based alphabet was mandated by law on 1 November 1928, significantly increasing literacy within a short time frame.2 The most significant reform to the subject at hand came in 1933. Turkey’s system of higher education, including medical education, was thoroughly revised when the University Reform Law No. 2252 was passed on 31 May 1933. It abolished the İstanbul Darülfünun, an academy based on the Islamic tradition of higher education derived from the medieval medrese, and turned into a university during the first decade of the 20th century.3 1 Yasemin Karakaşoğlu,“Turkey”, in Wolfgang Hörner, Hans Döbert, Botho von Kopp, and Wolfgang Mitter, eds., The Education Systems of Europe, (Amsterdam, 2007), pp. 783–807. 2 Adoption of Latin alphabet increased the percentage of literacy in Turkey, from 9% in 1924 to 65% in 1975 to 82.3% in 1995. See Geoffrey Lewis, The Turkish Language Reform: A Catastrophic Success (Oxford, 1999).
    [Show full text]
  • Nummer 51/17 20 December 2017 Nummer 51/17 2 20 December 2017
    Nummer 51/17 20 december 2017 Nummer 51/17 2 20 december 2017 Inleiding Introduction Hoofdblad Patent Bulletin Het Blad de Industriële Eigendom verschijnt The Patent Bulletin appears on the 3rd working op de derde werkdag van een week. Indien day of each week. If the Netherlands Patent Office Octrooicentrum Nederland op deze dag is is closed to the public on the above mentioned gesloten, wordt de verschijningsdag van het blad day, the date of issue of the Bulletin is the first verschoven naar de eerstvolgende werkdag, working day thereafter, on which the Office is waarop Octrooicentrum Nederland is geopend. Het open. Each issue of the Bulletin consists of 14 blad verschijnt alleen in elektronische vorm. Elk headings. nummer van het blad bestaat uit 14 rubrieken. Bijblad Official Journal Verschijnt vier keer per jaar (januari, april, juli, Appears four times a year (January, April, July, oktober) in elektronische vorm via www.rvo.nl/ October) in electronic form on the www.rvo.nl/ octrooien. Het Bijblad bevat officiële mededelingen octrooien. The Official Journal contains en andere wetenswaardigheden waarmee announcements and other things worth knowing Octrooicentrum Nederland en zijn klanten te for the benefit of the Netherlands Patent Office and maken hebben. its customers. Abonnementsprijzen per (kalender)jaar: Subscription rates per calendar year: Hoofdblad en Bijblad: verschijnt gratis Patent Bulletin and Official Journal: free of in elektronische vorm op de website van charge in electronic form on the website of the Octrooicentrum
    [Show full text]