Harita-yi Kapudanan-i Derya

[Mehmet İzzet Ramizpaşazade].

Hâzâ kitab-ı Sefine-yi nefise-yi Mevleviyan

[v. 1. Mevlana soyundan çelebiler]--[v. 2. Mevlevî şeyhleri]--[v. 3. Mevlevî dervişleri]

Hâdikât ül-vüzerâ

With: Zeyl-i Hâdikât ül-vüzerâ / Dilâverağazade Ömer Efendi. [İstanbul]: Ceride-i Havâdis Matbaası, 1271 - Zeyl ül-zeyl / Ahmed Cavid. [İstanbul] : Ceride-i Havâdis Matbaası, 1271 - Bagdadi Abdülfettah Şefkat Efendi'nin zeyli. [İstanbul] : Ceride-i Havâdis Matbaası, 1271.

Tercüme-yi Şakayık-ı Nu'maniye

[tercüme eden, Mehmed Mecdî Efendi]

Devhat ün-nükaba

Ahmed Rifʼat.

Verd'ül-hadaik

[Ahmet Rıfat].

Menâkıb-ı Mevlânâ : manuscript, [1827]

Legends about Jalāladdīn Rūmī. One lengthy story narrates a conversation the author had with Rūmī in his dream.

Tarjamat Fayḍ Allāh Afandī : manuscript, undated

Autobiography of Şeyhülislam Feyzullah Efendi.

Royal naval biography : or, Memoirs of the services of all the flag-officers, superannuated rear-admirals, retired-captains, post-captains, and commanders, whose names appeared on the Admiralty list of sea officers at the commencement of the present year, or who have since been promoted, illustrated by a series of historical and explanatory notes ... with copious addenda /

"Naval operations in Ava, during the Burmese war": v. 3, pt. 1, appendix (120 p.).

Benchmarking mentoring practices : a case study in Turkey

Throughout the world standards have been developed for teaching in particular key learning areas. These standards also present benchmarks that can assist to measure and compare results from one year to the next. There appears to be no benchmarks for mentoring. An instrument devised to measure mentees’ perceptions of their mentoring in primary science was administered to 304 preservice teachers in Turkey. Results indicated that the majority of mentees perceived they received mentoring practices, however, 20% or more claimed they had not received 24 of the 34 practices outlined on the researchbased survey. Establishing benchmarks for mentoring practices may assist educators to identify needs and developing programs that address these needs. This survey instrument can aid the identification of mentoring practices through the recipient’s perspective for advancing mentoring, which may ultimately have an effect on improving teaching practices.

The variant concept of transportation disadvantaged : evidence from Aydin, Turkey and Yamaga, Japan

Transportation disadvantaged groups, in the previous studies, are defined as those who are low income earners, family dependent, limited access to private motor vehicles and public transport services, and also those who oblige to spend relatively more time and money on their trips. Additionally those disable, young and elderly are considered among the natural groups of transportation disadvantaged. Although in general terms this definition seems correct, it is not specific enough to become a common universal definition that could apply to all urban contexts. This paper investigates whether travel difficulty perceptions vary and so does the definition of transportation disadvantaged in socio-culturally different urban contexts. For this investigation the paper undertakes a series of statistical analysis in the case study of Yamaga, Japan, and compares the findings with a previous case study, where the same methodology, hypothesis, and assumptions were utilized in a culturally and demographically different settlement of Aydin, Turkey. After comparing the findings observed in Aydin with the statistical analysis results of Yamaga, this paper reveals that there can be no explicitly detailed universal definition of transportation disadvantaged. The paper concludes by stating characteristics of transportation disadvantage is not globally identical, and policies and solutions that work in a locality may not show the same results in another socio-cultural context.

International regional planning educational experience : learnings from Malaysia, Korea and Turkey study trips

In an era of rapidly changing economic, social and environmental conditions, urban and regional planning education must be resilient, innovative and able to deal with the complex political and socio-economic fabric of post-modern cities. As a consequence, urban and regional planning education plays a fundamental role in educating and forming planning practitioners that will be able to tackle such complexity. However, not many tertiary education institutions provide a trans-cultural engagement opportunity for students, where the need to internationalise planning education has been widely recognised worldwide. The aim of this paper is to communicate the findings of three overseas study trips (Kuala Lumpur-Malaysia, Daejeon-Korea, Istanbul and Gallipoli-Turkey) that students of Queensland University of Technology are taken to where these study trips trailed the provision of an innovative tertiary education experience of teaching regional planning in an international context. The findings of the pedagogic analyses of the study reveal that the exposure of students to different planning processes and practices give them a new outlook on what they knew from their own country and provide them with useful insights on international planning issues and cultural differences and barriers.