Adult Education and Lifelong Learning

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

The number of the students who are studying at the universities has markedly increases while million students have been taking online courses.The interaction of the data has rapidly improved due to the Internet ecosystems:therefore,big data mining and management play important and crucial role in the sustainable growth, success, and quality assurance of the universities.By measuring the students’ achievement, knowing the credits and courses taken by the students, assessing the professors’ success and qualifications,and analyzing the attendance lists, the ability to empower and improve the quality of the higher education has significantly become possible and strategic.By knowing the expenses,by studying the investments on research, education, and administration, the strategic planning and the effective and efficient allocation of the financial power can be much better than ever before.The confluence of higher education institutions, mainly those in the best ranking lists, and big data management represents an extraordinary change and transformation in the innovative ecosystem in which students, academics, admins, and entire university network would benefit because of the systematic and strategic revolution.The impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development,and innovation were critically studied. By studying the perceptions and the experiences of the managers (23), the experienced academics (32) who were responsible about the data mining and management at two state and two private universities, why the higher education institution need critically, crucially, and strategically the big data mining and management is answered.The phenomenological analysis was preferred in this study, in which twenty-eight research questions were answered through the semi-structured interactive interviews.The collected data of this study, which were analyzed in data analysis software-program NVivo 10, showed clearly that a few number of the participants (28%), who were active in planning, funding, investing, and performing according to the big data mining results, had significantly much better results in using their financial investments. However,those (78%), who could not be so successful in using big data mining and management, lose their vision and long-term strategy in making good investments.As the participants (45%) had declared that the best big data management reports had opened new dimension for the administration in developing better classes in which better professors were chosen at the right time and at the right places where the students’ achievements and happiness had markedly improved. In conclusion, the effective and efficient structure had been analyzed in order to improve the efficiency of the students, as well as the faculty and the administrations.According to the participants (76%), since the big data mining and management had clearly and crucially showed the drawbacks and benefits, the higher education administration had significantly found more opportunities to make right investments and improvements. In this way, they could invest in the right research and development projects, which accelerate both their sustainable growth, success, and reputation.However, those, who could not control and give feedbacks by means of big data mining and management, did not have good results and consequences as the other higher institutions had done.

Toplumsal etkileşimin olduğu her yerde, anlaşmazlıkların olması doğal ve kaçınılmazdır. Kişiler, gruplar ve toplumlar arası anlaşmazlıklar; doğru bir biçimde yönetildiğinde gelişimin, ilerlemenin, dönüşümün, barışın ve bütünleşmenin hem enerji kaynağı hem de motoru olabilmektir. Ancak, anlaşmazlıklar yanlış ve yıkıcı yaklaşımlarla yönetildiğinde ise; yıkımın, şiddetin, zulmün ve acının kaynağına dönüşmektedir.

Anlaşmazlıkları ortadan kaldırma, farklılığı ortadan kaldırmaktadır. Doğa ve insanlık, farklılığı ve çoklığı kabul etmeyi ve anlamayı gerektirir. Farklılığı ortadan  kaldırmaya çalışmak yerine; onu anlamaya ve nasıl yöneteceğimizi keşfetmeye başladığımızda, yolumuz anlaşmazlıklarımızı nasıl yöneteceğimizden geçmektedir. Anlaşmazlıkları nasıl yöneteceğimiz üzerine odaklandığımızda, karşımıza en temel yaklaşım ve paradigma olan "dönüşümsel arabuluculuk" çıkmaktadır.Dönüşümsel arabuluculuğun alanyazına en önemli katkısı, anlaşmazlık çözüm sürecinin toplumsal değerlerden ve kültürden bağımsız olmadığı,ideolojimizin ve inanç tarzımızın anlaşmazlıklara ilişkin değerlendirmelerimizi, tutumlarımızı ve anlaşmazlıklarımızı ele alış tarzımızı etkilediği düşüncesidir. Yine, dönüşümsel arabuluculuğun en ayırt edici özelliği, anlaşmazlıkları yönetim sürecinin, kişileri dönüştürebileceğine, geliştirebileceğine ve güçlendirebileceğine yönelik yapıcı ve olumlu duruşudur.

Bush ve P. Folger tarafından geliştirilen "dönüşümsel arabuluculuk modeli" ülkemizde, her sene mahkemelere taşınan yüz binlerce anlaşmazlığı, çekişmeyi ve ayrışmayı yüz yüze müzakere ederek yapıcı ve barışçıl olarak çözme kapasitesini güçlendirmek için bir fırsat ve araç olacaktır. Cezalandırıcı adalet anlayışından, onarıcı adalet anlayışına dönme çabalarına ışık tutacaktır.

Bu eser,içerdiği alternatif paradigma çerçevesinde hukuk sistemimize yeni giren arabuluculuk modelinin doğru ve amacına uygun kullanılması için de referans olacak anlamlı ve önemli bir eserdir. Buna ek olarak, anlaşmazlık çözümü üzerine çalışan hukukçulara, psikologlara, psikolojik danışmanlara, eğitimcilere, psikiyatristlere ve sosyal çalışmacılara hem kurumsal anlamda hem de somut anlaşmazlıkların ve çatışmaların yapıcı ve barışcıl yönetimi konusunda yol gösterecek temel bir başvuru kaynağı olacaktır.

In the era of the 21st century, the best higher education institutions have more than one role. Not only do they educate and train students but they also create new ideas and knowledge for the short-term contemporary issues as well as long-term complex problems. In the strategic goals, five aspects are critical in higher education: the democratization of knowledge and access, the contestability of the market and funding, the research technologies, the global mobility and the integration with the industry. Universities should have strategic plans including strategic goals. In this study, the strategic models and plans of the public (5) and private (5) universities are analysed from the five different aspects. In order to deeply understand the dynamics at these universities, the phenomenological interpretive analysis is preferred. University leaders
and managerial departments should consider market needs and do strategic plan accordingly. Hence, they should develop the strategic thinking capacity of both their academic staff and researchers for short and long terms need of the industry. Results have shown that most universities have wrong perception regarding the strategic model and plan. Neither private nor public universities possess enough knowledge on the subject.
Keywords: Higher education, university and industry partnership, strategic model and planning, higher education management, financing of higher education.

Anksiyete; kaygı veya başka bir deyişle endişe insanların deneyimlediği bir korku ve gerilim halidir. Bazı görüşlere göre yaşanan iç çatışmaların sonucudur. Bazılarına göre ise öğrenilmiş davranışlardır. Denetim dışına çıkıp kişinin işlevselliğini aksattığında rahatsızlık olarak adlandırılır.

Eskiden insanların ortalama ömürleri otuz beş yılken ve kendi küçücük dünyalarında yaşarken çoğu kez endişeli olmaya fırsatları olmazdı ve anksiyeteden söz edilmezdi. Oysa, globalleşmenin dünyayı adeta kocaman bir ülkeye dönüştürmesi , mobil teknolojilerin ve sosyal medyanın günbegün hayatımıza sirayeti, bilgisayarların gitgide insan gücünün yerini alması, rekabetin hızla artması, stresli yaşam koşulları ve tarihte hiç olmadığı kadar çok sayıda seçenek arasından karar verme mecburiyeti günümüzde anksiyeteyi en yaygın zihinsel rahatsızlık konumuna getirmiştir. Günümüzde sadece ABD'de yılda 40 milyon kişi anksiyete rahatsızlığından muzdarip olmakta, her dört kişiden biri ise hayatının bir noktasında onunla mücadele etmektedir.

Aksiyete Çağı'm adlı kitapta The Atlantic adlı derginin editörü olan yazar Scott Stossel, kendi yaşadığı ve hayatını etkileyen anksiyete sorununu keşfetmek üzere çıktığı cesur yolculuğu okurlarla paylaşmaktadır. Bu yolculukta Stossell, insanlara büyük ısdırap veren , ancak çoğu kez zayıflık olarak görülen bu illeti; arka planda yıllardan beri incelediği genetik ve sinirbilimi bulguları ve anksiyete tarihi olmak üzere kendisinin ve yakın aile bireylerinin şaşırtıcı hayat hikayesi eşliğinde esprili bir dille ve büyük bir içtenlikle anlatmaktadır.Kitapta ayrıca, anksiyete kıskacına sıkışmış dünyaca ünlü kişilere ve onların hikayelerine de yer verilmektedir.

Bu kitap, girişimci olarak yeni bir işe başlayan ya da girişimci olup işlerini sistemli ve stratejik olarak büyütmek isteyen kişilere girişimciliğin tüm yönlerini kapsayan pratik bir rehberdir. Özellikle 21. yüzyılda girişimciliğin kaçınılmaz gerekliliği olan fırsatların hızlı olarak geliştirilip, karlı şirketlere dönüşmesinde gerekli olan stratejiyi sistemli olarak okuyucuları adım adım yönlendirmektedir. Başarılı bir işletme oluşturmak için gerekli tüm prosedürler bu kitapta mevcutdur:
Düzgün yasal altyapıyı,
İş modelleri ve planları,
Organizasyon modelleri,
Pazarlama stratejileri,
Güçlü finansal alt yapı,
Fikri Sınai Mülki Haklar
Patentleme ve Lisanslama
Müşteri ihtiyaç analizleri ve müşteri memnuniyeti.
Günümüzde piyasaları büyüten küçük işletme ve girişimcilerin haberleriyle dolu. Girişimcilik özellikle de küçük işletmelerin girişimcilik hareketi küresel ekonomide büyük bir güç haline geldi. Dünya çapında politika yapıcılar artık küçük ama dinamik girişimcilerin, ekonomik gelişme ve refahın artmasında oynadıkları önemli rolden haberdarlar. Yaratıcı, müşteri odaklı, yeni ürün ve hizmetler sunan,kendilerini başarılı olmaya adamış, dinamik, kararlı kadın ve erkek girişimcilerin ellerinde yeni bir girişimcilikten söz edilmekte. İste bu kitap, bu yeni girişimcilik için okuyuculara yol haritası vermekte. Girişimciliğin öğretilebilecek önemli sırlarını vererek, empati yoluyla küçük değerlerden nasıl fark yaratabileceğine vurgu yapmaktadır. Ayrıca kitap sosyal inovasyon ve sosyal girişimcilik ile ekonomik refah sağlamanın ötesinde dünyayı daha yaşanılası bir yer haline getirmedeki sistemi de sunmaktadır. Kitabın en önemli vurgusu ise bu yeni girişimcilik ruhuna sahip olanların daha kolay bir şekilde pek çok insanın yaşam standartlarını artırma becerisini kanıtlayan sosyo-ekonomik-kültürel-çevresel devrime liderlik etme üzerine kurgulanmıştır. Küçük işletmelerin yönetiminde ve/ya girişimcilik derslerinde bu kitabı kullanarak yaşadığımız toplumda ya da dünya çapında kısa-orta-uzun süreli olumlu değişiklikler meydana getirmek mümkün olacaktır. Sosyo-ekonomik-kültürel-çevresel değişim ve dönüşüme katkı sağlayan bu kitap ile iş başarısı ve finansal zenginlik elde etmek ve yeni girişimcilerden olmak için düşünme şeklini değiştiren ve stratejik hedefleri koyarak gerçekleştirmeyi sağlamak kolay olacaktır.

Bu kitapla ilk seanstan son seansa kadar, yardım ilşikisini yapılandırmanın yollarını gösteren bir haritaya sahip olacaksınız. Kitap boyunca ilişki kurma konusunda ilişkinin yapısını ve danışmanlık sürecini; anlama konusunda problemi analiz etmeyi, duyguları, düşünceleri iletişim ve eylemleri değerlendirmeyi; değişim konusunda ise tüm bu alanlarda yapılan müdahaleleri ve belirli teknikleri öğreneceksiniz. Her bir bölümdeki etkinlikler ile ilgili becerileri uygulama yoluyla edinme ve kitap sonunda kazanımlarınızı yeniden değerlendirme imkânı bulacaksınız.

This paper provides an overview of learning cities/town history, their development since the 70s of the last century, their essential characteristics, relationship between learning cities and lifelong learning promotion, and some lessons learnt as well challenges faced by communities/regions. The development of learning cities/towns is an initiave originated from OECD, with an initial idea of establishing 'Educating cities' in 1973. Since lifelong learning becomes an inevitable trend and a requisition for sustainable development of a nation in the 21 st century – or a learning century – learning cities/towns establishment has been widespreaded from Europe to other countries and regions. From a notion of encouraging all people and organizations to pursue learning through their lives for both personal fulfillment and social contribution, the concept of learning cities/towns nowadays implies much more than learning and education itself: those are learning communities that mobilize all possible resources and participation to develop, enrich people's potentials so as to foster individuals' development, maintain social cohesion, and create prosperity for all. With their dynamic, partipatory and democratic nature, learning cities/towns can serve as a strong foundation for building a learning society and promoting lifelong learning.

This study aims to articulate the students' perception about cyber bullying, particularly on social media. Even though ICT technology provides a large number of benefits, particularly those who are young, as Campbell (2005) has pointed out that it has also a "dark side" (p. 68). Particularly after the intensive and extensive use of the social media, the impact of the cyberbullying has dramatically increased, but it is rarely discussed and prevented. Hence, in this study, the forty-five participants were selected from two different universities and by using phenomenological analysis (Moustakas, 1994), eight research questions were answered in the semi-structured interviews, which were approximately 45 minutes in length. By gathering theoriginal data were gathered from 'naive' descriptions the experiences related to cyber bullying were taken into account based on reflection and interpretation of the participant's different stories. The collected data were analyzed in Atlas.ti 6 in order to make depth study. Additionally, there were limitations in terms of selecting the participants since a few students wanted to share their personal experiences. As a result, the data showed that the students had inevitably affected by the cyber bullying in the social media in many ways. Among ali these students, the female students had been influenced to a greater degree comparing to male students. Most (96%) of the participants agreed that social relations had changed a lot and they had to have connections with their friends through the social media. The students— particularly females—viewed cyber bullying as a problem, but no one rarely discussed at the university. More importantly a large number (89%) felt loneliness and they did not know how to behave properly. Most (91%) students did not see any helpful resources when dealing with cyber bullying. Students (82%) were currently experiencing the majority of cyber bullying instances outside of the school day, but they had direct relationship with the events at the university. Students (84%) were not able to suggest some basic strategies in order to deal with cyber bullying. They (79%) agreed that they did not know how to respond to cyberbullying. Additionally, a large number of the (94%) participants agreed that the effects would be different on the elite environments comparing to the socially disadvantaged environments. They (96%) pointed out that the future of social media had been changing in terms of education and learning so that they did not have any chance to ignore the social media. Most (85%) of the participants clarified that the university social environment, centres and counselling offices would develop a better network and understanding in order to decrease cyber bullying. Most (88%) participants articulated that cyber bullying on the socail media would develop particuiar problems and would change the culture of social life. Most (81%) claim that social media are important not only for their social life but also for their Professional life so that they did not want to see their private photographs on the walls of their friends. These (61%) participants strongly pointed out that
privacy was remarkably important for the individuals but it was not controlled. Furthermore, most (92%) participants mentioned that the autonomy in the social media would make the individulas aggressive due to the fact that there was not any law and regulations to.

Este proyecto de investigación tiene como objetivo principal describir la materialización de las ideas pedagógicas del danés N. F. S. Grundtvig a través de las llamadas 'Escuelas Para La Vida' (1844-1901). Un tipo de escuela que provocó el desarrollo de Dinamarca mediante la palabra viva, la comunalidad y la cooperatividad, generando al mismo tiempo una 'ilustración popular'. Finalmente, se realiza una analogía entre la ilustración popular de Grundtvig y la ilustración del siglo XXI. A partir de la cual se determina la pedagogía de Grundtvig como una pedagogía integral, término tomado de la llamada Teoría Integral del académico estadounidense Ken Wilber.

This report was written in 2017, but it was very recently approved (2020) by the European Commission and it was published in their official publications web page. The report draws statistical data from several Eurostat categories and depicts the situation of adult education in Greece. It also comments on policy issues and identifies problems and impediments in the implementation of a coherent adult learning policy in Greece.

Schools are settings where intergenerational relationships can be forged in their capacity as microcosms or small commu- nities through cooperative approaches and meaningful learn- ing. This paper outlines the main practical, policy-related, and research implications of intergenerational education programs, based on the experience of the European SACHI (“Sharing Childhood”) project. From the resulting guide to good prac- tices that was drawn up, the generation of synergies should be highlighted as a means of bringing about changes in relation- ships as opposed to just attitudes. The importance is also raised of a rigorous assessment process.

Over the past two decades, a set of globally converging discourses on lifelong learning (LLL) has emerged around the world. Driven mostly by inter-governmental organizations, these discourses have been largely embraced by national and local education systems seeking to reflect local traditions and priorities. This paper argues that these discourses tend to look remarkably alike, converging into a homogeneous rationale in which the economic dimension of education predominates over other dimensions of learning, and in which adaptation takes pre-eminence
over social transformation as a goal of LLL. It also shows how these converging discourses are embedded in the logic of the knowledge economy, driven by concern for human capital formation as dictated by the changing demands of the global labour market, and can neglect the learning needs and interests of local communities. The paper concludes that the globally converging discourse of LLL tends to serve the interests of the market ahead of those of the community, and argues that an alternative characterization of LLL, anchored in social justice, is necessary in the light of the 2030 Agenda for Sustainable Development, and especially Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.

Adult education and learning are critical for citizenship and democracy yet the worldwide contexts, appearance and expression of adult education and lifelong learning have changed significantly during the past 20 years. This chapter on Scotland was written for a book which explores recent changes in policy in ten countries (the Czech Republic, USA, Brazil, Mexico, Botswana, Ghana, Palestine, South Korea and India) and five international organisations.  It highlights several significant shifts: increased awareness of the role of adult education/lifelong learning in enhancing economic growth and social cohesion and mobility, challenging economic and social exclusion and inequality, and developing human and social capital; increased involvement of transnational bodies; pressure for increased global and national co-operation and competition between educational sectors and institutions; and demand for more integrated, accessible, relevant and accountable educational systems and processes. At the same time, it shows that Scottish policy makers have focused primarily on the 'front end', and have neglected and even undermined adult education and learning, creating a system of provision that is maked by pronounced inequalities.

Most people will probably agree that learning is not merely the outcome of teaching. Sometimes – actually too often – teaching does not result in learning, and what contributes the most to what kinds of learning is an area of dispute. At least in Scandinavia and in Germany, the special discipline of didactics studies how to make teaching produce learning, or more broadly, maybe, how to make curriculum learning happen. Over the last decades – maybe over the last 50 years – however, focus has gradually shifted and brought increasing
attention to learning outside institutionalized teaching contexts; that is, to “non-didactic” learning, outside what most people – with a very old institutionalized misnomer – call “school” and “schooling”. Learning outside schooling has received increased attention from researchers, but also, first, and not the least, it has received increasing attention among
people themselves active in the areas outside teaching and research, especially in work life organizations, and here it has received practical attention springing from a felt necessity to
readjust, reorganize, develop, and learn, individually and collectively.

This paper aims at presenting the influence of classical, educational principles of rhetoric on the Toastmasters educational program. Toastmasters is an eminent, international organization which aims at instilling communication and leadership skills in its members in a constructionist and pressure-free educational setting.
In this context, the ancient theory de ratione dicendi seems to be perfectly applied, interwoven with modern communication theories on public speaking. The research reveals that traditional rhetorical principles and practices continue to be the necessary equipment that each member of Toastmasters should acquire in order to become successful in public speaking. The statistical analysis of the
questionnaire given to the active members of the Hellenic Toastmasters Club brings out their profile, their interests and the multiplicity of benefits that are expected to be received in the above educational setting.
Key words: Toastmasters, communication (skills), leadership (skills), public speaking, adult education, lifelong learning

A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until  Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.
Then in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic.    It became a national museum, as it remains today.

Psikoloji ve Yaşam'ın Bu 19. Basımı Richard Gerrig ve Philip Zimbardo arasındaki beşinci iş birliğidir. Psikolojiyi insan refahıyla ilgili bir bilim olarak gördüğümüz ve bu alanda ihtisaslaşmanın önemine inandığımız için birlikteliğimiz güçlendi. Psikolojinin bilimsel kesinliğinin çağdaş yaşamın kaygılarına ışık tutması nedeniyle, öğretim deneyimlerimizi de bu metinde ilişkilendirerek, bu kitabı ortaya çıkardık. Dahası , Richard'ın bilimsel psikolojideki uzmanlığı bu kitapta önemli bir tamamlayıcılık sağlamıştır. Baş yazar olarak Richard Psikoloji ve Yaşam kitabında, psikolojideki, özellikle bilişsel ve sinir bilim alanlarındaki hızlı değişimlerden en kapsamlı şekilde haberdar etmektedir. Böylece, Psikoloji ve Yaşam, öğrencilerinizin yaşamlarına önemli psikolojik iç görüleri kazandıran yaklaşımı ile önemli bir geleneği sürdürüyor.19. basım bu güzel iş birliğinin bir ürünüdür.

The article revises the effects of technology transfer offices (TTOs) on capacity building within the university, from the perspective of
creativity, innovation and entrepreneurship. The objective of the article is to understand clearly and deeply how TTOs build capacity in
creativity, innovation, and entrepreneurship for all the stakeholders, researchers, faculty members, SMEs, incubators, undergraduate and
graduate students, and attorneys. Particular focus is given for analysing TTOs activities in order to comprehend the strategy of TTOs in delivering and building capacity for innovative products and services. The author concludes that the universities and TTOs should have a common strategic plan and policy to empower and to increase efficiently and effectively the impacts TTOs activities have on the
development of the technology-based innovative products and services.
Keywords: Technology Transfer Offices, creativity, innovation, entrepreneurship

Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.

A political response adequate to the problems of future inequality must be about more than tweaks to the tax or welfare system. Just as the postwar Labour government was able to embed a new, more egalitarian settlement into the centre of our shared national life, so too in the 21st century the left must think about what kinds of public institutions would have to be brought into being in order to create a better, wealthier and more equal society.

This article revises the effects of the metacognition development on project-based learning by giving different cases for the graduate level students (n=86) at the innovation and entrepreneurship courses. The objective of the article is to understand clearly and deeply how metacognitive learning methodologies affect the learning process and outcome. As a result, cases in which everyday challenges, such as social, economic, cultural, and environmental are solved develop better environments for the development of metacognition due to the fact that the highest ‘meta-level’ of cognition is implicated. In the project-based learning, by solving different problems it is possible to develop creative ideas while improving highly developed skills.
© 2014 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014.
Keywords: metacognition; development; project based learning; metacognitive skills; learning process

In recent years, educational technology and innovative programs have been introduced
to many education systems. Although these technologies have a great potential to improve teaching,
learning and management processes especially at higher education, many obstacles and resistance
hinder their implementation. In order to shift towards an entrepreneurial higher education institu-
tion, organisational culture needs to be adapted to the present conditions. Given the importance of
the subject, there is a need for a deeper look into the nature of organisational culture in the context
of its relationships with innovative and technology-based development for educational institutions.
This paper attempts to show and critically analyse the role of organisational culture on the develop-
ment of innovation and technology-based projects (ITBP) at the higher education; particularly by
considering the perceptions of the researchers. Semi-structured interviews were conducted with 34
researchers from different fields. Interpretative phenomenological analysis (IPA) was used in this
study. Academic people (89%) from well-developed organisation in terms of physical components
had better results in developing innovation and technology when compared to the academic people
from non well-developed cultural organisation. Furthermore, values of the organisation are signifi-
cantly important in order to increase the depthless of the innovation and technology-based projects
development.

The study reported in this paper compared the effects of two approaches of blended learning on students’ learning outcomes in courses on intellectual property rights and patents. One group of students followed three weeks of online graduate courses and underwent peer assessment. In a second group of students, the online work and peer assessment were combined with active face-to-face experience-based learning. Pre and post-tests were used to measure the students’ knowledge about intellectual property rights and patents. In addition, a questionnaire was used to gather data on the students’ opinions regarding course arrangement and implementation, digital learning, the learning environment, and their knowledge, understanding, and implementation of intellectual property rights and patents. The data were quantitatively analyzed to determine whether the two blended learning approaches differed in terms of the effects measured. The findings show that the students approved of the online courses and also the face-to-face learning. These findings may reflect approval of the decrease in costs and time. The implication is that active face-to-face experience-based learning should supplement online courses with peer assessment, as this combination led to more successful learning outcomes among students taking courses on intellectual property rights and patents.

In the digital age, the new leadership model is needed in the technologically developing schools, mainly in the high schools. In
these educational organizations, the new skills are also asked from the schools’ leaders in order to be highly successful to
meet the new needs of the students as well as the
management. However, most of the schools’ leaders are not ready to deal
with these new expectations and responsibilities since they have been significantly changed and transformed (Hannah &Avolio, 2010).

The article revises the effects of technology transfer offices (TTOs) on capacity building within the university, from the perspective of
creativity, innovation and entrepreneurship. The objective of the article is to understand clearly and deeply how TTOs build capacity in
creativity, innovation, and entrepreneurship for all the stakeholders, researchers, faculty members, SMEs, incubators, undergraduate and
graduate students, and attorneys. Particular focus is given for analysing TTOs activities in order to comprehend the strategy of TTOs in
delivering and building capacity for innovative products and services. The author concludes that the universities and TTOs should have a
common strategic plan and policy to empower and to increase efficiently and effectively the impacts TTOs activities have on the
development of the technology-based innovative products and services.
Keywords: Technology Transfer Offices, creativity, innovation, entrepreneurship

In the changing environment of the 21st century, universities should develop very innovative ecosystems by doing right investments on human capital, research and development, buildings, laboratories, dorms, and other facilities on the campus while decreasing their costs and expenses in order to increase scientific and technological oriented innovations and outputs. For that reason, most of them are looking toward Big Data Management (BDM), which is a very new and dynamic subject to conduct properly and to make right decisions at the universities.Data analytics and data mining have increased and attracted the attention of most of the leaders, managers, administrators, researchers, and even educators who try to make massive data-related investments and decisions. More importantly, since the funding of higher education has become important issues for most of the governments and higher education management, the importance of BDM will increase in higher education much more than ever before. However, not all the universities are so successful in managing their small or medium-sized data.In this research, how universities are investing by improving their data was analyzed in three different universities in Istanbul.More strategically, how data analytics and mining can make changes and transformation higher education institutions by investing right resources under the promise of Big Data Management was critically studied. In this study, the impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development, and innovation were critically studied. By taking into account the perceptions and the experiences of the experienced experts (6), faculty members (12), managers (4), and technical people (12), who were charged in using data analytics and mining at two state and one private universities, the investment of the universities had analyzed in order to understand critically the effects of the BDM. In the study, the phenomenological analysis was used by asking thirty-one research questions in the semi-structured interviews. While taking into account the observations of the researchers, the collected data of this study were systematically studied in data analysis software-program NVivo 10. The results showed that a few number of the investments had correctly done by using data mining and data analysis. As the participants had mentioned that the data would not have done anything if the higher education management had not taken into account and applied.So, according to the participants (75%), the university management understanding and policies should be changed in order to take in consideration the results of the big data.Even though a great amount of data had produced through the systems of the universities, the analysis, the segmentation, and the selected attention of the data had become dependent on the higher education management.The participants (28%), who were active in planning, funding, and investing, agreed that the investments done according to the results of the big data had better educational, financial, socio-economic, cultural, technological,environmental, and even individual benefits and outcomes. In conclusion, although a little data mining and analysis has properly used in making right investments, the universities are highly convinced on the positive effects of the BDM in their short-term and long-term investments in order to increase their impacts.

In the first instance, prior to getting deep into the most significant points of discussion with regard to environmental recycling; would be better to know what recycling is; subsequent to knowing the real concept would be easy to get onto the evocative arguments of discussion in order to come up with suggestive strategies and measures to put into action.
Accordingly, starting from layman’s perception recycling is the process of making or manufacturing new products from the product that has originally served its purpose. If these used products are disposed of in an appropriate environmentally friendly way, the process of recycling has been set in motion. Items that are made from material such as aluminum, plastic water bottles and certain kinds of paper can be separated from regular trash and put in an appropriate recycling bin. In this regard all steps in order to save the environment would certainly become the part of environmental cycling.

In a global world, it is impossible for a technology- based economy to think independently of other variables, underlying relational environment. In the higher education systems, different environments significantly affect the success of the new start-ups in the universities. In this study we try to look at what effects different interactive ecosystems might possibly have on improving creativity, innovation, patenting and licensing by showing different real-life examples from life sciences. Additionally, the paper tries to look at how exactly ethnographic studies affect participants in the process of creating innovative products. All this is given in a close connection with the interactive ecosystem in which the target participants become more active by developing empathy. Thus, by developing a new in
teractive ecosystem, specifically in the hospitals, participants’
behaviours and attitudes have changed and they have become much more actively engaged in the problems and needs of the health shareholders.
Keywords: Higher education, higher education management,
interactive ecosystems, new trends in higher education,
creativity, innovation patenting and licensing, organizational structure and strategy in higher education, translational research, start-ups for universities.

Boğaziçi Üniversitesi, Barış Eğitimi Uygulama ve Araştırma Merkezi ile Doğan Gazetecilik tarafından ''Baba Beni Okula Gönder'' Projesi kapsamında, kız öğrenci yurtlarında çalışan görevlilerin ihtiyaçları ve yurtlar hakkında görüş ve önerilerin belirlenmesi için ihtiyaç analizi çalışmaları yapılmıştır. Bunun yanında Yurt Ortamı Ölçeği (Moos,19, Kerimol-Orçan19) ve Duygusal Zeka Ölçeği (Coleman, Bar-On) kullanılarak katılımcıların yurtlarla ilgili ölçek çerçevesinde algıları ve bireysel yaklaşımları ele alınmıştır. Yurt müdürleri ve belletmenlerin maddi manevi ihtiyaçlarını hem kendileri hem de kız öğrenciler açısından saptamak için odak grup çalışması (4 grup)  ve de ölçekler kullanılmıştır.
    Çeşitli illerde yaptırılan toplam 32 adet kız öğrenci yurdunda bölgesel olarak farklılıklar görünmesine rağmen koşullar genellikle birbirine benzemektedir. Kız öğrenci yurtlarında kalan kız çocuklarının çoğunlukla ilgi alanlarını geliştirebilecekleri veya sosyalleşebilecekleri alanların ve olanakların kısıtlı olması, yurttan sorumlu müdür yardımcısı ve belletmen öğretmenlerin çocuklara karşı ilgisi, iş yapabilme becerisi çocukların koşullarını etkilemekte ve gelişimlerini destekleyici yaşam alanı oluşturma ihtiyacını artırmaktadır.
    Bu raporun amacı, yurt görevlileri ve öğrencilerin ihtiyaçlarının belirlenmesinden sonra geliştirilecek faaliyet modellerinin hazırlanması için daha sistemli bir alt yapı oluşturulmasıdır. Kız öğrencilerin okul-yurt arasında geçen yaşamlarında evleri sayılabilecek yurtlarının daha yaşanabilir olması, ilgi alanlarını geliştirebilecekleri, sosyalleşebilecekleri ve aynı zamanda yurt görevlilerinin de benimseyip yürütebileceği daha iyi bir yaşam alanı oluşturmak için önemli bir bilgi kaynaği oluşturmaktadır.

The purpose of this paper is to survey the emergent terms, themes or discourses that seem to possess sustained or recent resonance with those responsible for conceptualising lifelong learning. It attempts to summarise the work of some of those who have dedicated their work, thinking and energy to conceptualising lifelong learning. Their views on recent developments and of what could be signs of stable trends for the coming years are presented in the paper.

Ilona Zakowicz
THEATRE, MYTH AND ELDERLY IN EDUCATION EXPERIENCE
Publisher: Drukarnia i Agencja Wydawnicza „ARGI”
Wrocław, 2015. 

According to Jacques Delors “the idea of education as a lifelong process seems to be the key to the gates of the XXI century” (Delors, 1998, p. 17). It is
hard to disagree with this statement, especially in the context of contemporary changes resulting in ageing of society. A rising percentage of the elderlyn in the whole population causes increase in the amount of products and services – including education – directed at this group. Attempts at “outreaching”
to the elderly, who for many years have been an “invisible” even marginalised group, appear to be a priority goal. It is inconceivable to ignore the presence of the “grey-haired generation” and trivialise the needs and expectations
of the group, which contains a signifi cant portion of the population.
The priority task concerning the elderly should include, among others, educational activities. This activity is the result of opportunities provided by the idea of education as a lifelong process. Designing, executing and propagating innovative and effective forms of education of the elderly seems to
be the answer to the challenges caused by the rapid changes in economy, society, culture and demographics. All of these changes have a signifi cant
impact on the quality of life of the elderly. Education, in the views of the authors of this paper, may be the solution for issues like perceived maladaptation,
marginalisation and alienation of the elderly from modern society. Educational activities varied in both form and content so that they are innovative and fl exible and may meet the needs and expectations of this social
group along with instilling the need for self-development, propagating the attitude of an open mind to new knowledge and experiences and creating an environment for broadly understood self improvment are the key factors to
consider in order to enhance the situation of the elderly.

Even though STEM Education, including Arts has dominantly become very strategic in the education systems, most of the school administrations, particularly those of the high schools are struggling in applying properly in their structures....

Problem Statement: The resiliency is seen as one of the most imports skills in 21st century since the meaning of resiliency is solving problems, being aware of strengths and assets, while managing emotions.
Research Questions: For that reason, how improving the resiliency skills of the youth by empowering Emotional Intelligence (EI) is investigated by making the comparative study at different Turkish universities.
Purpose of the Study: In this research, the effects of developing EI, particularly the leadership and empathy as interpersonal and intrapersonal skills, on improving resiliency were seriously examined. Since the skills of resilience were solving problems, being aware of strengths and assets while managing emotions, empowering the youth’s EI was directly affecting their achievements habits. Research Methods: In the research, a phenomenological analysis was preferred by collecting the data of the perceptions of the young researchers (43), who were involved in innovation-based activities. After collecting the data according to the concepts of EI, the skills in resiliency were analyzed in NVivo 10. The results were also studied in terms of gender differences and STEM fields. Findings: The results showed the women were more successful in developing the skills of resiliency than those of men since they were much better in empowering EI, particularly in their leadership skills and empathy. Since most of the innovation and research-based activities were directly related to need analyzes of the problems, the EI skills helped the participants in the skills of resiliency. Conclusions: In conclusion, EI played important and crucial roles in developing the skills of resiliency, particularly in controlling emotions and solving any kind of problems. Additionally, while the participants’ interpersonal and intrapersonal intelligence levels had significantly increased, one of the resiliency skills, being aware of strengths and assets, had improved as well. So, the achievement habits of the participants had empowered.

En las últimas dos décadas el aprendizaje a lo largo de la vida (ALV) se ha constituido en un campo emergente de estudio y práctica y en un principio organizador de las políticas educativas en todo el mundo. Este impulso no es fortuito sino que es resultado, por un lado, de una búsqueda de nuevas estrategias para enfrentar los desafíos que la globalización ha traído consigo en términos de bienestar, cambio demográfico, sostenibilidad ambiental y desigualdad, y por otro, del énfasis que han puesto diversos organismos internacionales, como la Comisión Europea, la OCDE, el Banco Mundial, o la UNESCO, para que el ALV sea adoptado como modelo para la cooperación y el desarrollo educativos entre los países que los conforman.
La influencia que ejercen estas organizaciones internacionales sobre sus estados miembros tiene diferente alcance e implicaciones para las políticas públicas. Dependiendo de su mandato, estas agencias han conceptualizado el ALV como un instrumento para el empleo y el crecimiento económico; la participación y acción democráticas; el desarrollo cultural o la cohesión social. Sin embargo, en sus desarrollos más recientes, los discursos producidos por los organismos internacionales -los significados y contenidos que atribuyen al ALV- tienden a parecerse entre sí y a adoptar una racionalidad homogénea en la que la dimensión económica de la educación toma preeminencia sobre otras dimensiones del aprendizaje y en la cual prima la adaptación sobre la transformación sociales en tanto meta del ALV.
Desde una perspectiva sociológica, el presente artículo analiza la construcción del ALV como objeto de política pública en los organismos internacionales, examina las transformaciones que ha sufrido en cuanto paradigma educativo en las últimas décadas y dilucida las posibles consecuencias de tales formulaciones. La intención de este trabajo es contribuir a la discusión sobre los derroteros del ALV y su aterrizaje en políticas, planes y programas  educativos y a un debate mayor sobre la instrumentalidad de la educación y su carácter transformador.


Palabras clave: aprendizaje a lo largo de la vida, organizaciones internacionales, discurso e ideología, política educativa, transferencia de políticas

Problem Statement: Today’s ever-changing educational environment has created a need for new leadership styles
that encourage positive change and improvement. In Turkish universities, the most commonly used leadership models are the classic and/or traditional ones, which lead to stagnation in innovation and entrepreneurship. Only a limited number of universities are actively engaged in innovative research activities and achieve success in terms of entrepreneurship and cooperative work with industry. Abroad effort is needed to improve cooperation and encourage leadership development.
Purpose of Study: This paper attempts to show and critically analyze the role of leadership models of university management in creating a learning environment for innovation and entrepreneurship.
Methods: Semi-structured interviews were conducted with 42 different faculty members and 12 graduate students over a period of three months at three different universities in
Istanbul. Interviews were centered on 6 core research questions. Interpretative Phenomenological Analysis (IPA) was used to analyze the interview outcomes. The data were analyzed using the Atlas.ti 7 software kit.
Findings and Results: A large percent age of the participants,
78%, mentioned that participatory democracy is an important new leadership model that can empower innovation and entrepreneurship. Most respondents, 80%, also identified the important role of intensive collaboration with industry managers. In the transformation of the university, a significant percentage of the participants, 69%, agreed that
experts should be frequently consulted and their views taken into consideration. Slightly more than half of the participants, 54%, said that their university could do more to encourage innovation and innovative ideas from students and faculty members; out of the respondents who expressed this idea, the majority, 86 %, said that new leadership and
management styles would be critical in promoting this change.
Conclusions and Recommendations: As the current study shows, universities that apply new leadership styles create an
environment more conducive to fostering entrepreneurship and innovation. Consistent with previous research, the leadership model of university management plays a vital role
in universities’ readiness to accept innovative and entrepreneurial changes. Universities should adopt new leadership styles instead of using conservative and traditional leadership models that discourage innovation
and entrepreneurship. Generally speaking, democratic leadership models are more effective at fostering open innovation. In the new management framework, leaders can create new environments and spaces, such as technology transfer offices, to collaborate with industry.