Scopus İndeksli Yayınlar Koleksiyonu

Raffaello Sanzio’dan Önce Ahmedi Vardı: Osmanlı Devleti’nde Ekfrastik Bir Atina Okulu Tablosu ya da Felsefenin Şiirleştirilmiş Hali

2025-01-01T00:00:00Z

Raffaello Sanzio’dan Önce Ahmedi Vardı: Osmanlı Devleti’nde Ekfrastik Bir Atina Okulu Tablosu ya da Felsefenin Şiirleştirilmiş Hali İnce, Yunus In his work titled Iskendername, the last copies of which are dated to 1411, Ahmedi describes in an ekphrasis style the discussions of Greek philosophers in the presence of Alexander on philosophical issues such as the essence of existence, its types, and the source and end of existence. In Iskendernâme, a method that aims to reach a conclusion through the comparison of opposing concepts such as limited will-major will, soul-body, world-ukba, youth-age, creator-created, wahdat-continuity, and intellect-nafis is adopted. In the work, philosophers such as Socrates, Plato, Aristotle and Hippocrates represent Greek/Western philosophy, while the unnamed Indian philosopher and the Chinese philosopher named Behram represent Eastern philosophy, and Khidr represents divine theology or Islamic philosophy. The painting known as the School of Athens, on the other hand, is a fresco completed by Raffaello Sanzio in 1511 upon papal commission to show the reconciliation of philosophy and theology. The Greek philosophers depicted arguing among themselves in the work represent Western philosophy. This study aims to compare two works, one produced in the form of poetry and the other in the form of a painting, which deal with the same subject approximately a century apart, in terms of their understanding of philosophy and esthetics. By subjecting both works to a comparison in terms of art and philosophy, it will be possible to draw attention to the differences between the Western and Eastern Civilizations’ understanding of art and philosophy. More detailed studies are needed to determine all the details of the two civilizations’ views on art and philosophy.; Ahmedî, son nüshaları 1411 yılına tarihlenen İskendernâme adlı eserinde Yunan filozoflarının İskender’in huzurunda varlığın özü, türleri, varlığın kaynağı, sonu gibi felsefî konulardaki tartışmalarını ekfrastik bir tarzda betimler (şiirle resmeder). İskendernâme’de cüzi irade-külli irade, ruh-beden, dünya-ukba, gençlik-yaşlılık, yaratıcı -yaratılmış, vahdet-kesret, akıl-nefis gibi zıt anlamlı kavramların karşılaştırılması üzerinden neticeye ulaşmayı hedefleyen bir usul benimsenmiştir. Eserde Sokrates, Platon, Aristoteles, Hipokrates gibi filozoflar Yunan/Batı felsefesini temsil ederken, adı zikredilmeyen Hintli filozof ve Behram adlı Çinli filozof Doğu felsefesini, Hızır ise ilahî kelamı ya da İslâm felsefesini temsil eder. Atina Okulu olarak bilinen resim ise, Rafaello Sanzio tarafından Papalığın felsefe ile teolojiyi uzlaşı içerisinde göstermek için 1511 yılında tamamlanmış bir fresktir. Bu freskte farklı hatta zıt görüşte olan filozoflar belirli gruplara ayrılmış şekilde bir arada resmedilmiştir. Eserde kendi aralarında tartışır vaziyette resmedilen Yunan filozofları, Batı felsefesini, İbn Rüşd ve Zerdüşt, Doğu felsefesini temsil eder. Bu çalışma yaklaşık yüzyıl arayla aynı konuyu işleyen biri şiir diğeri ise resim formunda üretilmiş iki eseri, felsefe ve estetik anlayışları bakımından karşılaştırmak amacındadır. Her iki eserin sanat ve felsefe açısından bir karşılaştırmaya tabi tutulmasıyla, Batı ve Doğu medeniyetlerinin sanat ve felsefe anlayışları arasındaki farklara dikkat çekmek mümkün olacaktır. İki medeniyet dairesinin sanata ve felsefeye bakışı hususundaki tüm ayrıntıların tespiti hususunda daha ayrıntılı çalışmalara ihtiyaç bulunmaktadır

The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry

2023-01-01T00:00:00Z

The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry Özdem Yılmaz, Yasemin; Şahin Kalyon, Demet Argumentation is an indispensable part of scientific knowledge construction, and the inquiry laboratory is full of opportunities for argumentation. Yet, at primary schools, students learn science without any inducement to argumentation or inquiry. To fill this need, this study was aimed to develop pre-service primary teachers’ understanding of and skills in relation to scientific argumentation. In the study, we applied the principles of argument-driven inquiry (ADI) laboratory in the Science and Technology Laboratory Applications course. The participants were 57 pre-service primary teachers (PPTs). The research design was an embedded mixed method design, in which qualitative data was embedded in the quantitative design. The quantitative design was pre-test, post-test one group experimental design. The main sources of data were the Argumentation Test (AT) and PPTs’ written arguments. The PPTs actively participated in 5 ADI laboratory works after they were introduced to inquiry and argumentation in 4 preparatory laboratory sessions. The results showed statistically significant development of PPTs’ understanding of argumentation based on the analysis of AT responses. The analysis of written arguments supported these results by indicating improvement in PPTs’ arguments from weak to strong arguments. Implications of these findings highlight first, the efficacy of ADI laboratory work in engaging pre-service primary teachers in argument and inquiry-based instructional practices, and second, in supporting understanding of and skills regarding argumentation given the significance of their role in promoting scientific literacy.

Formal Verification of Bit-Vector Invertibility Conditions in Coq

2023-01-01T00:00:00Z

Formal Verification of Bit-Vector Invertibility Conditions in Coq Ekici, Burak; Viswanathan, Arjun; Zohar, Yoni; Tinelli, Cesare; Barrett, Clark Stanford University We prove the correctness of invertibility conditions for the theory of fixed-width bit-vectors—used to solve quantified bit-vector formulas in the Satisfiability Modulo Theories (SMT) solver cvc5— in the Coq proof assistant. Previous work proved many of these in a completely automatic fashion for arbitrary bit-width; however, some were only proved for bit-widths up to 65, even though they are being used to solve formulas over larger bit-widths. In this paper we describe the process of proving a representative subset of these invertibility conditions in Coq. In particular, we describe the BVList library for bit-vectors in Coq, our extensions to it, and proofs of the invertibility conditions.

The Effect of Core Stabilization Exercises on Physical Fitness Parameters in Child Gymnasts: Randomized Controlled Assessor-blind Study

2023-01-01T00:00:00Z

The Effect of Core Stabilization Exercises on Physical Fitness Parameters in Child Gymnasts: Randomized Controlled Assessor-blind Study İpek Dongaz, Özge; Bayar, Kılıçhan; Başer, Yaprak Background: The improvement of physical fitness parameters is beneficial for child gymnasts to maximize functionality. Core stability exercises (CSEs) help maintain spinal stabilization during athletic performance. Thus, they contribute to enhancing gymnasts’ performance on various movements and planes. This study aimed to investigate the effect of 8-week CSEs training on the physical fitness parameters of child gymnasts. Hypothesis: An 8-week CSEs intervention could be beneficial for improving the various physical parameters in child gymnasts. Study Design: Randomized trial. Level of Evidence: Level 2. Methods: Thirty-six child gymnasts (aged 7-12 years) were allocated randomly into a training group (TG) and control group (CG). Participants in the TG received CSEs in addition to the traditional program for 8 weeks. The physical fitness parameters of all participants were assessed twice before and after training. Results: The results showed that all participants’ scores of balance, endurance, sprint, and jumping parameters improved after exercise programs (P < 0.05). The muscle strength and flexibility scores of the TG showed a statistically significant difference compared with the CG (P < 0.05). However, compared with other parameters, there were no significant changes seen in the scores between groups (P > 0.05). Conclusion: The CSEs training contributed to the improvement of all physical fitness parameters in child gymnasts. Clinical Relevance: The addition of CSEs to traditional training could help improve athletic performance in child gymnasts.