Agricultural intensification and extensification are standard responses to ecological and economic vulnerability among smallholder communities. Climate change has exacerbated this vulnerability and thrown the complexity of and critical need for managing a healthy natural resource base while increasing on-farm productivity into sharp light. Sustainable intensification is one of many mechanisms for accomplishing this balancing act. This study examines the adoption of sustainable intensification practices, namely input packages focused on tef row planting—designed to boost yield and promote more efficient use of (...) inputs. This study utilized a mix methods approach to survey 115 smallholder farmers in the South Wollo zone of the Amhara region in Ethiopia. This study found that cash and capital, more so than contact with the AIS, influenced farmers’ decisions to adopt row planting input packages. Khat production was an important source of cash for inputs and was more likely to be available to farmers with irrigation schemes. Long-term, farmers who cultivate khat may not successfully engage in SI, as khat replaces traditional food crop production in the region. Yet, for farmers who do not grow khat, long-term investment in SI practices is unlikely unless access to affordable credit options is improved. (shrink)

Scholars of kalām have divided the knowledge into two as qadīm (eternal) and hādith (temporal) and correlated "al-‘ilm al-hādith" with humanbeings. They never regarded eternal and temporal knowledge as two distinct types of knowledge, rather they established the framework that eternal knowledge encompasses temporal knowledge. According to this definition, all the knowledge voluntarily emanate from humans are parts of "al-‘ilm al-hādith". Fundamental disciplines have emerged by addressing the same subject-matter from different perspectives and by using different methods. However, as the (...) knowledge these disciplines has accumulated, they became autonomous forgetting the epistemological axis to which they belonged and their interdisciplinary paradigm-based divergence has deepened gradually, resulting an epistemological disruption. Every discipline by starting a process of forming their own "reality", this divergence between the disciplines have deepened paving the way for the stage of "differentiation". This negative network of interrrelational structure between the disciplines has also affected the human interactions causing an institutionalisation in that regard. Throughout history, kalām has always sought to ensure an integration between different disciplines; therefore, it is obliged to put forth the disadvantages that were formed or will be formed by epistemological disruptions using its normative language. Thus, this work deals theoretically with the possibility of kalām being an epistemological axis for this regard. (shrink)

From Prophet Hazrat Adam to the final prophet Hazrat Muhammad, we see in the revelations sent by Allah to all the prophets that the messages regarding the perfection of humanity's adornment in matters of Faith, Ethics, and Worship complement each other, evolving progressively. The subjects and purposes of these messages are related to educating humans for salvation and happiness in both this world and the hereafter. The primary means by which Allah educates humanity to reach maturity is through Prophethood (Nubuwwah). (...) In the Qur'an, the stories and examples of individuals and groups who supported and found guidance in the initial encounters with inviting prophets are narrated. Despite these individuals and groups living in vastly different ages, the Qur'an highlights numerous commonalities in their characteristics according to its narratives. It is a truth we believe that divine education upon humanity will continue until the Day of Judgment. In this article, we will endeavor to analyze the shared attributes of these exceptional individuals who were closest to the prophets, stood by them, and faced various trials and harsh conditions together while inviting people to worldly and spiritual happiness. (shrink)

Hayatî öneme sahip ve alternatifi olmayan hususlar mecburidir, alternatifi bulunan hususlar ise irade kapsamına girer ve mecburi değildir. Bununla beraber mecburilik ve iradî oluş tamamen birbirinden ayrık anlamlar değildir; birine atfedilecek anlam diğerinin de anlam içeriğini ilzam eder. Bu çerçevede mecburilik örtülü bir özgürlüğe, özgürlük de örtülü bir zorunluluğa işaret eder. Zorunlu eğitim herkes için gerekli olan temel bilgilerin öğretilmesi esasına dayanmaktadır. Bir bilginin bizzat kendisinin “zorunlu/gerekli” olmasıyla belli amaç için “zorunlu” olarak verilme gereği duyulması arasındaki farkın ortaya konulması önemlidir. (...) Kelâm amacı gereği her yaşta insanın “zarûrât-ı dîniyye”/ilm-î hâl kapsamındaki bazı konuları bilmesini gerekli görerek zorunlu eğitim konusuna dâhil olmaktadır. Vahyin öngördüğü insan anlayışının dayandığı bilgi sistemi ile aydınlanmanın istediği insan anlayışının/tasarımının dayandığı bilgi sistemi arasındaki ilişki kelâm açısından önemlidir. Aydınlanmanın bilgiyi zorunlu, inancı ise özgürlük kapsamda değerlendirmiş olması, bu ilişkinin ele alınmasında önemli bir hareket noktası olarak seçilebilir. (shrink)

Bibliometric analysis method, which quantitatively examines and evaluates previously conducted academic and scientific literature in any field, has begun to be used quite frequently in various branches of science in recent years. In particular, the rapid increase in technological developments makes it easier to access information; at the same time, it causes a loss in information density. Bibliometric analysis, on the other hand, allows the researcher to access the desired sources more easily. This study aims to evaluate the studies conducted (...) in Turkish academia on Ancient Egyptian Religion within the framework of bibliometric analysis. In line with this goal, doctoral and master's theses in the National Thesis Center of the Council of Higher Education were examined. In addition, DergiPark, which operates under the roof of TUBITAK Ulakbim and includes academic refereed journals published in Turkey, is another database examined. The aim of this study is to systematically examine scientific research conducted on Ancient Egyptian religion and to determine trends, key issues and academic contributions in this field. Bibliometric analysis, which is used as a literature review tool, allows the evaluation of studies conducted in the field from various aspects. In this context, the number of articles and theses on Ancient Egyptian Religion, their authors, the journals they were published in, the dates they were published, the number of studies by year, the number of citations, the languages used in the citations, the scientific title under which the studies were conducted, the keywords generally used in the studies and other important metrics were examined. In addition, the contributions of theses and published articles on Ancient Egyptian Religion were evaluated based on the data obtained, considering the aspects of the topic they addressed. (shrink)

Recent research has highlighted the application of moral foundations theory in counseling settings as it can provide a complex framework to understand the concept of morality, moral diversity, values, and decision-making processes. The emergence and development of social justice and multicultural counseling competencies has particularly raised important concerns regarding the application of values in counseling. The present study examined moral foundations as predictors of counseling students’ universality – diversity orientation. Three hundred and fifty-six counseling students at the undergraduate level participated (...) in the research (Mage = 21.86, SD = 2.26, 77.1% female). The results of a series of multiple regression analyses indicated that individualizing foundations were stronger predictors of universality – diversity orientation. Fairness was the only significant predictor of the behavioral aspect of universality – diversity orientation (diversity of contact), while fairness and care robustly predicted the cognitive aspect of universality – diversity orientation (relativistic appreciation). Care, authority, and loyalty significantly predicted the emotional aspect (comfort with differences). Overall, these results suggest that the participating counselor candidates were more likely to rely on individualizing foundations for cultural competence. (shrink)

The present research was conducted to empirically examine whether death anxiety is the fundamental fear that feeds people’s fear of COVID-19 and leads to increased behavioral compliance with and acceptance of COVID-19 regulations. Results from an online survey of 313 participants from New York City show that death anxiety was, indeed, positively associated with behavioral compliance with, but not acceptance of, COVID-19 regulations via an increased fear of COVID-19. Hence, media campaigns that are designed to increase people’s compliance with restrictive (...) COVID-19 measures by stirring up their death anxiety are likely to meet their target, but they do not necessarily lead to increased public acceptance of the measures taken. (shrink)

Bu çalışmada XI. yüzyılda yaşamış olup günümüz tasavvuf çevrelerince adı ve makamı pek bilinmeyen ilk dönem sûfîlerden İbn Yezdânyâr-ı Hemedânî’nin, kendisi gibi tasavvuf tarihi kaynaklarında adına ve künyesine pek yer verilmemiş Ravzatü’l-Mürîdîn adlı eseri değerlendirilmiştir. Eserin tıpkı Tehzibü’l-Esrâr ve Keşfü’l-mahcûb gibi erken dönem tasavvuf kaynaklarından birisi olduğu görülmektedir. Eser, sûfîlerin makam ve hâlleri açısından öncülü olan eserlere benzese de tasavvuf risalelerinde daha önce karşılaşılmamış kimi sûfî anlatılarına da sahiptir. Ayrıca Baba Tâhir-i Uryân, Baba Cafer-i Ebherî, Aynü’lkudât-ı Hemedânî gibi sûfîlerin (...) başını çektiği Hemedân merkezli Cibâl tasavvuf anlayışı ile bu bölgede doğup gelişen tasavvufi düşüncenin özellikleri hakkında önemli bilgiler ihtivâ eder. (shrink)

The isnad and texts of the common narrations in the hadith literature of Ahl al-Sunnah and Shīa are an important source that provide information about the early periods of hadith history. The hadith, which is that subject of this article and whose text contains meaningful differences, “The essence of Islam is prayer, its branch zakat and its peak is jihad in the way of Allah” is a common narration with this characteristics. Because this hadith is narrated in Sunnī sources during (...) a conservartion between the Massenger of Allah and Muadh b. Jabal. On the other hand, in Shiite sources this hadith is reported during the conservation of Muhammad al-Bakir and Cafer as-Sadik with his companions. In order to determine how the change in the poles of the people who are the subject of the narration occured, firstly, information about the Shiite isnad and texts of the hadith was given, and it was determined whether the narrators were connected with the Ahl al-hadith circles. Then, the isnads and texts in the Sunni sources were pointed out, the connections of the narrators who transmitted them with Shiite circles and whether they adopted Shiite views or not were examined. Thus, it has been determined when, where and through which narrators the narration was transferred from one school to another, and also for what reasons the textual differences occured. (shrink)

Antalya, which is today’s attraction center with its historical and natural beauties, was described as “a city like heaven” since ancient times. This city hosted many civilisations and states until the 13th century and became an important seaport after The Seljuks took over the region. The Seljuks applied civilization and urbanization policy also in Antalya, like other regions they ruled. The mosques, madrasahs (Islamıc theology institutions), schools, baths, caravansearis (hostels), hospices, and water cisterns in this period changed the structure of (...) the city and paved the way for improvements of public life. During the Ottomans some of these social institutions were kept active while the others no longer served to the public. However, with the construction of new social institutions, urbanization was resumed. The madrasas were generally built near or adjacent to the mosques, and had a significant role in developing the society and cultural structure. Although the madrasas in Antalya were mainly the institutions that maintain the education system, the research on these madrasas mostly focuses on their architectural features. The majority of these madrasas that are not comprehensively studied. Therefore, the functioning structures and the problems of Antalya Madrasas (Antalya, Korkuteli and Elmalı), which are reflected in the archive documents between the 17th and 20th centuries and also both individuals and institutions that had influence on these madrasas are going to be investigated in this study. Thus, this paper will shed more light on Antalya Madrasas.Summary: Antalya city, which was completely under the Seljuk sovereignty during the reign of Sultan Alaeddin Keykubat I (1219-1236), was named as Alâiyye dedicated to the Sultan's name and became an important port city of the Seljuk State after then. In the process of the fall of the Seljuk State and the beginning of the Emirates (Beylikler) period, the city became a land of Teke-Oğulları, a part of a Hamid-oğulları, and in 1390 the city became an Ottoman city after the struggle of Yıldırım Bayazid with Teke-oğuları. Antalya was home to the madrasahs, one of the formal education institutions during both the Seljuk and the Ottoman Empire. The madrasahs were built next to the mosque or in a detached area built by sometimes administrators or statesmen, sometimes by members of the dynasty or by the citizens who were wealthy. In Antalya, both single floor and second floor madrasahs were built. This study based on the documents from Prime Ministry Ottoman Archive, the travel books of İbn Bibi and Evliya Çelebi, the works on Antalya Madrasahs to be determine the madrasah in the districts of Antalya as Korkuteli and Elmalı. In addition to the Seljuk madrasahs such as Imaret Madrasah, Atabey Armagan Madrasah and Karatay Madrasah, there are also some madrasahs belonging to the Ottoman period, in Antalya. As a matter of fact, the madrasahs increased in number in the period of the Ottoman. Antalya madrasahs which are reflected in archival documents for any reason are as follows: “Süleyman Madrasah” located in Hatip Süleyman Street, “Madrasah built by Haci Mahmed” located in Elmali Street, “Hacı Abbaszâde Hacı Süleyman Madrasah” in Süleyman Street, “İsmail Efendi Madrasah” in Tahtapazarı Kızılsaray Street, Kasab Hacı Ahmed Madrasah, Hacı Cafer Ağa Madrasah, Murad Ağa Madrasah, Esir Hacı Ali Madrasah, Hacı Hasan Madrasah,“Madrasah built by Hasan Efendi” in Keçiyalar Street, in the Kadılar Street of Gediz County “Madrasah built by Yusuf Efendi”, “Madrasah built by Hızır Efendi” in Cami-i atik Street, Murat Pasha Madrasah, “Sefer Ağa Madrasah” located outside the city wall, “Büyülü Minaret Madrasah, Hatuniye Madrasah, Sheik Sinan Camii Madrasah located outside the city Wall, In addition to these madrasahs mentioned in some studies in Antalya, it is also stated that there are madrasahs such as Müsellim Madrasah, Kesik Minaret Madrasah, Karakas Madrasah, Varsakli Mehmet Efendi Madrasah, Meydan Madrasah, Surmeli Madrasah, Canmülk Madrasah, Ahi Kız Madrasah, Hacı Naim Efendi Madrasah, Susam Madrasah, Çömlekçi Madrasah, Değirmenönü Madrasah, Ak Mescid Madrasah, Âşık Doğan Madrasah and Çukur Madrasah.According to archive documents, in the sub-district of Antalya, which is used as a plateau or plateau area, some madrasahs were recorded as follows: Pınarbaşı Madrasah, Hızır Efendi Madrasah, Mustafa Efendi Madrasah, Emir Sinaneddin Madrasah, Hacı Menlü (Mevlüt) oğlu Ömer Medrese, Abu Bakr Agha Madrasah, Koca Hafız Medrese, Hacı Mollaoğlu El-Hac Ömer Madrasah, Sheikh İsmail Efendi Madrasah. However, Süleyman Fikri Erten, who works on Antalya, stated that the number of madrasahs is eight as: Haci Ahmet Madrasah of Kalkanlı, Sultan Hatun Madrasah, Koparanzade Hacı Hüseyin Madrasah, Karabayırlı Hacı Hüseyin Madrasah, Kaşlı Ali Efendi Madrasah, Hacı Hüseyin Madrasah, Şalaka Ahmet Madrasah and Oyunyeri Madrasah.The madrasahs built in Elmalı, another distict of Antalya, were as follows: Ketenci Ömer Paşa Madrasah, Esbak Mir-i Ahur Hacı Mehmet Bey Madrasah, Haydar Baba Madrasah, Arifî Ahmed Paşa Madrasah, Hüseyin Efendi Madrasah, Debbağ Baba Madrasah, Şeyh Ümmi Sinan Madrasah, Babazade Hacı Abdurrahman Madrasah, Hacı Şeyh Efendi Madrasah, Mustafa Efendi Madrasah, Hasan Efendi Madrasah, Salih Efendi Madrasah, Halil Efendi Madrasah, Çankırlı Madrasah, Osman Efendi Madrasah and “Mehmet Efendi Madrasah in Örtekiz village”. In addition, two madrasahs, except from these, were also found in the archive documents.A madrasah was built almost at every Street of Antalya and the madrasahs were usually named by the name of their builders. Madrasah students were provided with a certain amount of scholarship to continue their education according to the level of the education in the madrasahs and the level of the courses taught, salaries of the scholars, the status of the builder of the madrasah. The scholars who worked in the madrasahs worked with a document called berat-i sharif and in the case of the disappearance of this document a new berat-i sharif would be prepared by the Shaykh al-Islami. Scholars working without this document were also determined. In the scholar appointments foundation, board of trustees, müfti, and the city regents were very influential. There were also some appointments resulted from death, promotion besides leaving job with their own will. There were some problems with the appointments in Antalya and the foundation revenues to which the madrasah was attached were delivered to certain individuals until these problems were resolved.In madrasahs of Antalya, science was given a great importance and all kinds of monetary issues were tired to be eliminated with donations given to both scholars and students. However, it is observed that madrasahs were involved in some events in Antalya. As a matter of fact, among those who participated in the Şah Kulu Rebellion that took place in 1510-1511, there were also madrasah students and education training had therefore been disrupted for a long time. it is known that the state sent orders to the judges (qadi) in the region consecutively in order to prevent the rebellion. Also during this period some madrasahs were used as the activity center of armed students or people who disguised them.One of the issues that negates the education and training in the madrasahs in Antalya is that in 1890 the immigrants started to be hosted in Antalya and the guests visiting were accommodated in madrasahs as there were no other available places. This situation had been continued for a long time and even telegrams have been sent about the students living on the sidewalks.Another important issue that disrupts education was epidemic diseases. It was reported that too many people died in the district of Istanoz because of smallpox, there was no doctor and the health personnel should go to the region urgently. Despite all the problems experienced in madrasahs, they continued their activities in Antalya and while continuing their activities under the control of foundations in 1826, with the establishment of the Ministry of Foundations, they were connected to this institution. (shrink)

Mamluks reigned in Egypt a long time is an era of Kipchak Turks that have influence management, and Kipchak Turks has been influential in a period in the administration there. During this period, that Turkish rulers do not know Arabic language well, Turkish language is spoken in the palace and also idea of being closer to Turkish manager screated an interest in learning. One of the famous scholars realizing that interest is Abū Ḥayyān al-Andalusī. Abū Ḥayyān by learning Turkish language (...) especially from Fakhr al-dīn Divrigi and analysing written previously works, wrote Kitāb al-Idrāk li-lisān al-Atrāk. This book has consisted of introduction, vocabulary and grammar section. We also aimed in our study to examine Kitāb al-Idrāk in terms of content and than in terms of lexicography of the linguistic branch. -/- SUMMARY Mamluks reigned in Egypt a long time and in its reign Kipchak Turks had influence in management. Because of the Turkish rulers who have military background did not know Arabic language well, Turkish language was spoken in the palace and also idea of being closer of scholars and notable people to Turkish rulers got brought an interest in learning Turkish. One of the famous scholars realizing that interest is Abū Ḥayyān al-Andalusī (d. 745/ 1344). The true name of Abū Ḥayyān is Muḥammed b. Yūsuf b. Ali b. Ḥayyān al-Tawḥīdī and he is an Andalusian linguist and exegete. Abū Ḥayyān who came from a Berber family born in the Matahsharesh village of Granada in 654/1256 and died in Cairo in 28th time 745 (11 July 1344). There is not much information about his family in the sources, but it is mentioned that he has a daughter whose name is Nada, a son named Hayyân in his name, and some grandchildren which are named Muḥammad and Ummu Ḥayyān. Abū Ḥayyān became a famous as Ethīr al-dīn and at the same time, he is also known as Naḥvī, Ghirnātī (Granadian), Ceyyānī, and Nafzī. He took lessons in Granada from great scholars such as Abd al-ḥaķ b. Ali al-Anṣarī, Abū Ḥasan al-Ubbezī, Abū Cafer Aḥmed b. Ibrahīm b. Zubair, Ibn Abū al-Ahvas and became a proficient scholar and teacher in matters such as morphology, syntax, language, commentary, hadith, methodology of Fiqh and Kalām. He wrote about 18 works in different sciences and if we mention some of that are al-Baḥr al-muhīt, al-Nahr al-mād, Tuhfat al-arīb bimā fī al-Qur'ān min al-gharīb and some of his works have reached to our time and some of those did not. Abū Ḥayyān left Andalus for various reasons and visited many centers of science and eventually continued his scientific activities in Cairo. Abū Hayyān, who is a great interest in learning languages, has learned Turkish language with the other popular languages ​​such as Persian, Amharic and Himyarite language and written books about these languages. His mainly works about Turkish language are the Kitāb al-Idrāk li-lisān al-Atrāk, Zehv al-mulk fi naḥv al-Turk, al-Af'al fi lisān al-Turk and al-Durret al-mudiyye fi lughat al-Turkiyye. These works did not reach to our days except Kitāb al-Idrak. Kitāb al-Idrāk consists of three sections, namely introduction, dictionary which includes 2200 words, and grammar that is composed of morphology and syntax and this book which is known as al-Idrāk is written in the Turkish which is spoken in XIV-XVI century tongue and named as Middle Turkish Period-Mamluk Kipchak Turkish. The first chapter begins with basmala and continues with detailed his genealogy, personal record, praise to Allah and salawat and salaam to Prophet Muhammad. After this introduction, it is explained the intention of writing this work. The second chapter is a dictionary which the words are explained in alphabetical order. Although Abū Ḥayyān speaks about 23 letters in the Kipchak alphabet, he does not explain the words related to all, but examines 19 items. In this dictionary, it does not take part some letters, that is letters sā, zāl, zā (letters of lips which is written in English th); letters dâd, ayn, fa (letters of throat) which Arabs use. In the third chapter, there is a part of the tasrif (knowledge of morphology) which is generally called knowledge of morphology today. In this section, it is dealt with about the types of words namely, name of diminutive, name of belonging name, plural, agent name, passive name, exaggerated factor name, infinitive, name indicating the location, name of device, arbitrary name, and idâd (which adds are derivation of noun from name like lık, lik at the end of the word) and then it comes to the end with shadda. Section of syntax which is called by the author as consisted of compound and is prepared according to systematic of Arabic grammar begins with the sentence structure in Kipchak language. After that it continues with definite-ambiguous names, verb (orders, past, imperfect verbs), subject-predicate in nominal sentence, nevāsiḫ (additional actions helped change the meaning of the noun phrase), Arabic leyte which express by the actual wish mold and the like, such as two mef'ūl area of ​​the heart of verbs in Arabic told (I think) were deaf ( Turkmen thinks he), acts like it yet scientists (verb phrase in), acts offender (verb-subject), the abutment of the verb nefiy prepositions, prepositions, the nehiy (ban), passive verbs and naib-i fail (so-called subject); other elements of the sentence, called the act müteallakat are: cognate accusativ, direct object, time period (time complement), the envelope space (located complement), state (envelope), causative object, the exception, the specification, conflict of laws, the annexation, the oat, the dependencies: adjective, conjunction, confirm, the apposition; conditional structure. After these, he mentions to letters of meanings (huruf al-maani), and concludes this chapter with information about the date, place, and name of the author of the book. Abū Hayyān used induction method in the book. Since he gave the forms of the words in double, then the triple, quadruple, quintet and other forms. He tried to teach the pronunciation of words by explaining the etymology of word sand the changes of the voices. He examined the words which are synonyms/ contrasted, synonym voice, singular/plural, and words that are passed by foreign languages into Turkish dialects then they are turned into Turkish word structure; brought out witnesses from proverbs and poetries. As a result, in this work, which consists of dictionary and grammar sections, it can be said that it is used predominantly in linguistic information - translation method . (shrink)