The primary aim of this study is to clarify the authorship trends, collaboration patterns, and impact factors in business ethics literature by looking at articles published between 1960 and 2015 in four leading business ethics journals: Business and Society, Business Ethics: A European Review, Business Ethics Quarterly, and the Journal of Business Ethics. This study showed the growth type of business ethics literature, authorship trends, collaboration patterns, authors' productivity evolved by subperiods and journals, and authors' dominance factor by subperiods and (...) journals. After providing an evaluation of the results of the study, the authors discuss the study's limitations and suggestions for future research. (shrink)

Antik Yunan düşüncesinde özgürlük meselesini irdelemek doğa kavrayışını ele almakla mümkün olabilir. Özgürlük her halükarda sınırları belirsiz bir kavramdır ve onu tanımlama çabaları bu yüzden çoğunlukla tek taraflı bir yaklaşımın örnekleridir. Söz konusu dönem dilinde özgürlük sözcüğünün muadili olarak kabul edilebilecek bir sözcük bulunmamaktadır ama bu, orada özgürlüğün sorun edilmediği anlamına gelmemektedir. Çünkü insanlar arası etkileşimin bulunduğu her bağlamda özgürlük bir sorunsal olarak zaten orada olan bir şeydir. Bu çalışmada öncelikle Antik Yunan mitoslarında doğumlarla şekillenen evren anlatısının bir özeti verildi. (...) İnsanın bu evrene dahil oluşuna değinildikten sonra Prometheus’un ateşi çalıp ulaştırmasıyla insanda meydana gelen değişimler özgürlük bağlamında değerlendirildi. Böylece doğa kavrayışı bağlamında Antik Yunan mitoslarında özgürlük sorunsalının tespiti yapıldı. İster tanrısal ister beşeri olsun, özgürlüğün doğa kavrayışıyla kayıtlı olduğu vurgulandı ve özgürlük sorunsalının ancak dönemin ‘doğa’ kavrayışının değerlendirilmesiyle ele alınabileceği ileri sürüldü. (shrink)

Differentiated instruction is an approach that centers on the fact that every student is different and shapes the teaching process according to this reality. Students in the learning environment differ from each other in terms of characteristics such as prior knowledge, interest, needs, learning style, socio-cultural background, cognitive-affective-psychomotor readiness. In order for students with different characteristics to benefit from education in the best way, it is necessary to diversify education in terms of content, teaching-learning process and measurement-evaluation dimensions, taking these (...) differences into account. In this diversification, students' readiness, interest and learning profiles are taken into account as a whole. Although educational programs are prepared by taking the similarities between individuals into account in practice, teachers are expected to diversify the process by taking the individual differences of the students into account and design different learning paths for students with different characteristics. One of the areas that needs to be planned and implemented with a differentiated teaching approach within formal education is religious education. Differentiated religious teaching is to diversify religious teaching in terms of content, learning-teaching process and measurement and evaluation dimensions, taking the individual differences of students into account such as their prior religious knowledge, interest and attitudes towards religion, cultural affiliations and learning profiles. In this study, the self-efficacy perceptions of Religious Culture and Moral Knowledge (“Din Kültürü ve Ahlâk Bilgisi”, abb. DKAB in Turkish) teachers towards differentiated teaching were examined. Determining the self-efficacy perceptions of DKAB teachers regarding differentiated instruction is important in terms of providing information about their success in planning, implementing and evaluating according to differentiated instruction in the Religious Culture and Moral Knowledge course. The research sought answers to the following questions: 1. What are DKAB teachers' self-efficacy perceptions towards differentiated instruction? 2. Is there a significant relationship between DKAB teachers' self-efficacy perceptions towards differentiated instruction and teachers' gender, age, years of service, graduated higher education program and the type of school they work in? The research is a descriptive study and is of quantitative type and survey model. The population of the research consists of DKAB teachers working in primary and secondary education institutions in the 2nd semester of the 2021-2022 academic year. The sample of the research consists of 425 DKAB teachers selected from the population using the appropriate sampling method. Differentiated Instruction Self-Efficacy Scale developed by Mutlu, Öztürk and Aktekin was used to collect the data used in the research. The data collected in the study was analyzed using the SPSS 25.0 package program. According to the findings obtained in the study, DKAB teachers' self-efficacy perceptions regarding differentiated instruction are at a high level. The characteristics of DKAB teachers' age, years of service, and the type of school they work in do not have a significant effect on teachers' self-efficacy perceptions regarding differentiated instruction. There is a significant relationship between DKAB teachers' gender and the characteristics of the higher education program they graduated from and their self-efficacy perceptions. Male teachers consider themselves more competent in differentiated instruction. The self-efficacy perceptions of the teachers who graduated from the primary education DKAB Teaching program are at a higher level than the teachers who graduated from the theology (Ilahiyat) program, which is described as the faculty of theology. It is thought that the research will contribute to the field of differentiated religious teaching. (shrink)

One of the environments where values education takes place is school. The education system implemented in Turkey aims to raise individuals who embrace basic values as well as being academically successful. To achieve this goal, a systematic values education carried out together with academic education is needed. The educational programs currently implemented in our country have been created to fulfill this function, and ten root values have been determined to be taught to students at school. These values are justice, friendship, (...) honesty, self-control, patience, respect, love, responsibility, patriotism and helpfulness. These values, determined in line with the basic objectives of Turkish National Education, are reflected in the curriculum and textbooks of all courses at the school. In this study, textbooks prepared for the Life of Our Prophet course, which is an elective course in secondary schools and a compulsory course in Imam Hatip secondary schools, were examined in terms of root values. The main purpose of the study is to determine to what extent root values are included in the Life of Our Prophet (5-8) textbooks. Within the framework of this purpose, the following questions were tried to be answered in the study: 1. What root values are included in secondary school Life of Our Prophet textbooks? 2. What are the frequency and rates of inclusion of root values in secondary school Life of Our Prophet textbooks? 3. What is the distribution of the root values in the Secondary School Life of Our Prophet textbooks according to grade levels? The study is of a qualitative type and is in the survey model most commonly used in research in the field of education. The data of the study was obtained by document review technique. The data of the study was obtained from the Life of Our Prophet textbooks taught in secondary and imam hatip secondary schools in the 2022-2023 academic year. While examining the textbooks, the root values specified in the course curriculum and the attitudes and behaviors associated with these values were taken into account. The analysis of the collected data was done with the descriptive analysis approach used in qualitative research. The distribution of root values in the textbooks according to grade level was tabulated by specifying page numbers and frequency values. In order to support the findings, quotations reflecting the relevant value are included from the textbook in which each root value is included at least and most. According to the research results, the root values specified in the program are included in the textbooks of each grade level. The most frequently mentioned root value in textbooks is love, and the least frequently mentioned root value is self-control. The inclusion of root values in the textbooks of each grade level is compatible with the understanding of values education envisaged in the program. In textbooks, root values are generally touched upon in subject texts, reading texts, activities and visual explanations. It can be said that the Life of Our Prophet (5-8) textbooks have a rich content in terms of root values. (shrink)

This is the first academic paper concerned with the description of intertranslational appropriations across non-literary works and to discuss this phenomenon from a novel conceptual perspective by suggesting the term “pseudo-retranslation”. “Drmrod”, a misspelling of Ormrod, served as the benchmark of the preliminary analysis to judge on the existence of pseudo-retranslations across the works. The corpus consists of one unreviewed article, two dissertations, five master’s theses, and seven articles. To identify the initial Turkish translation, Patient Zero, to detect the pseudo-retranslations (...) and to arrange them chronologically, “textual overlap” was operationalized as the primary parameter, while “erroneous referencing”, “typographical errors”, “publication year”, “publication media”, and “relationships between authors” to triangulate the findings concerning the primary parameter. A program, WCopyFind, was used to detect intertextual similarities and to harvest quantitative data by percentage and word count. A textual similarity of 70%, 1–26, 2004) was set as the threshold of significance. The author suggested a threshold of 30% to describe pseudo-retranslations in academic works and of 20% in Turkish academic papers. The unreviewed online article was revealed to be the first to misspell “Ormrod” as “Drmrod” and to translate Ormrod’s six metacognitive skills and the other 14 works to include its pseudo-retranslations. (shrink)

Bu araştırmanın amacı ortaokullarda görev yapan DKAB öğretmenlerinin, AÖD tekniklerini kullanma düzeylerini belirlemek, uygulamada karşılaşılan sorunları tespit etmek ve bu sorunlara yönelik çözüm önerilerinde bulunmaktır. Araştırmanın evrenini 2014–2015 eğitim öğretim yılında Sivas il merkezine bağlı ortaokullarda görev yapan 147 Din Kültürü ve Ahlak Bilgisi öğretmeni oluşturmaktadır. Evreni oluşturan 147 öğretmenin tümüne ulaşılması hedeflenmiş, ancak 120’sine ulaşılabilmiştir. Buna göre hedef kitleye ulaşma oranı % 81,63’tür. Ayrıca evren içerisinden rastgele seçilen 10 öğretmenle de görüşme yapılmıştır. Öğretmenlere uygulanan anketten hem nicel hem de (...) nitel veriler elde edilmiştir. Nicel verilerin analizinde, yüzde ve frekans kullanılarak tablolar hazırlanmış, tabloların altında ise açıklamalar yapılmıştır. Nitel verilerin analizinde ise betimsel analiz teknikleri kullanılmıştır. Araştırma sonuçları değerlendirildiğinde performans, proje, gözlem ve kavram haritası tekniklerinin kullanılma düzeylerinin diğer tekniklere göre daha yüksek olduğu görülmüştür. Öğretmenlerin cinsiyet, yaş ve mezun olunan program özelliklerinin AÖD tekniklerini kullanma düzeylerini önemli ölçüde etkilediği sonucuna ulaşılmıştır. (shrink)