SOCIOLOGY OF EDUCATION
Sociology has become an important branch of science since the beginning of the twentieth century. Especially, the solution of the increasing problems of modern industrialized societies has been expected from sociology. As in all social institutions, especially the issues created by the family and school relations have increased the need for "Educational Sociology". From this point of view, it is necessary to prepare a solid ground for the organization and functioning of both educational institutions and other social institutions. This book has been prepared for such a purpose. Individuals coming from a healthy family and educational structure will have a high ability to build the social culture, political and economic order. This is possible with a good sociology and therefore "Educational Sociology" formation. It should not be forgotten that achieving the desired goals in education depends largely on the consideration of sociological data.
JUDEO-KHAZAR CORRESPONDENCES IN THE LIGHT OF ORIGINAL DOCUMENTS
The book "Judeo-Khazar Correspondence in the Light of Original Documents" contains invaluable critical reviews that Kokovtsov made to manuscripts. The book in your hand which makes strong references to disciplines such as history, geography, language, literature, philology, etymology, and theology; offers new opportunities to field researchers. ?WHY HAZARS?? Is it so interesting in Turkish history that only the Khazars accept a different religion than others? You ask me in your letter which nation and which lineage I come from. I declare to you that I am one of the sons of Japheth, a descendant of Togarma. I found information in the genealogy books of my ancestors that Togarma had ten sons. Their names are as follows: Aviyor, Turis, Avaz, Uguz, Biz-l, T-r-n-a, Hazar, Yanu, B-l-g-r, Savir. I come from the sons of the seventh son - Hazar.? (From the response letter of Hazar Khan Yusuf-Extended version p.103) *** 'Then I herded particularly the troubled ones of the cut herd. I took two wands; I named one "Grace" and the other "Unity". So I started to herd. In one month I got rid of three shepherds. Because I was tired of the herd, and the herd was disgusted with me. / To the herd, I said '' I will not herd you anymore. Let you die or be slaughtered, and the rest of you eat each other's flesh. Then I took my wand called `` Grace '' and broke it to break the treaty I had made with all nations. Thus, the treaty was broken that day. The troubled flock watching me realized that the Lord's word was fulfilled. (Torah; Zechariah 11: 7-11.) P.61
National Literature, the groundwork was prepared with the spread of the idea of nationalism after the Tanzimat period and especially II. It is the understanding of literature that developed with the Turkism movement, which was the official policy of the Ottoman administration with the declaration of the Constitutional Era. Considering the development process of nationalism before its transformation into Turkish nationalism, it is seen that this situation is directly related to the political and social events experienced by the Ottoman State. The existence of state administrators who put the survival of the state above everything else and adopted the understanding of 'state forever' shows that 'Ottoman nationalism' always existed in the Ottoman Empire.The issue is the change in nationalism mentality. In this work, ten academicians from various universities come together to examine the development of nationalism in our literary history, which has continued since the Tanzimat period and reflected in the works in its most intense form between 1911-1923.
Dear teacher candidates, it is aimed to raise individuals who will ensure the continuity of societies with educational activities. For this purpose, teachers are expected to achieve their educational and instructional goals at the highest possible level. At this stage, let's consider a class. For example, a classroom with 30 students. In fact, when we say 30 students, we are talking about 30 different worlds that come from 30 different social environments and families with 30 different socio-economic levels, 30 different cultures, 30 different mental development levels, 30 different communication skills. The duty of the teacher is to be the sun on these worlds; enlightening the classroom full of differences with the light of education and training, and managing the class like a conductor. Well, in a classroom where there are so many differences, how and with what abilities can the teacher do what is expected of him alone, simply? In this book, answers were sought for these and many similar questions, it was aimed to make in-depth analysis with case studies, and the level of learning was tried to be determined at the end of each chapter with end-of-chapter evaluation questions.
TURKISH TEACHING 10 TRIAL EXAMS WITH SOLUTIONS
Dear Teacher Candidates, The teaching field knowledge exam (ÖABT), which was held for the first time in 2013, has been an important experience for Turkish teacher candidates. In this context, it has become much more important for prospective teachers to access correct and effective resources on issues related to their fields. Candidates in Turkish field knowledge exam; a total of 50 questions were asked about comprehension and expression skills, grammar, children's literature, new Turkish literature, Turkish folk literature, old Turkish literature, literature knowledge and theories, and field education.
IDIOMS ARE SPEAKING
With idioms, which are one of the most important ways of expressing a lot with few words based on conciseness, we can both put the past of the society, life style and general expressions of the language in our minds in a latent way, and we can provide an easy and more effective expression of difficult situations by adding agility to the narration. Apart from being the richness of a language, idioms should not be cursory in schools, considering that they add agility, warmth, sophistication and charm to writing and speech. In order to understand the expressions, it should not be overlooked that expressions should not be contented with only explanatory expressions and the necessity of adapting to daily life with various methods. In this respect, we believe that our work will help our esteemed colleagues and parents in order for children to learn the idioms more effectively and permanently.