In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.8,
N
o.1,
M
a
r
ch
2019,
pp.
9~1
9
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
149
65
9
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Views toward
s the revolu
t
ion h
i
st
ory course of foreign students
in T
urke
y
Z
a
fer Tangü
l
ü
1
,
B
e
y
t
ul
l
a
h
K
a
y
a
2
1
D
e
part
men
t
o
f S
o
cial Stud
i
es T
each
in
g, F
acu
lty o
f Ed
ucati
on, Mu
gla
Sitk
i
Kocman
Un
i
v
e
rsit
y
, Tu
r
key
2
D
e
part
men
t
o
f H
i
story
,
H
u
m
aniti
es
an
d
S
o
c
ial
Scien
ces, S
ab
ahatt
in
Za
i
m Un
iversi
t
y
, Turk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Au
g
1
0
,
2
018
Re
vise
d O
c
t
2
5
,
2018
A
c
c
e
pte
d
D
ec 14,
2
0
1
8
Teach
ing
of
P
rinci
p
l
e
s
of
A
tat
ü
rk
a
nd
H
i
s
to
ry
o
f
th
e
Tu
rkis
h
Re
vo
lu
tio
n
cou
r
se
h
as
a
r
o
l
e
in
t
he
r
ealizat
ion
of
n
ati
o
n
a
l
goals
i
n
hig
h
e
r
edu
catio
n.
T
h
e
un
iv
ersal
m
e
ss
ages
t
he
p
ro
gram
c
on
tain
s
clearl
y
d
em
o
n
s
t
ra
te
t
h
a
t
the
course
has
al
so
a
u
ni
ver
s
al
r
ol
e
b
e
si
de
t
h
e
n
at
ion
a
l
iden
ti
ty
o
f
it
.
T
h
e
p
ur
po
se
o
f
thi
s
st
ud
y
is
t
o
inv
e
stig
ate
the
op
in
io
ns
o
f
f
o
re
i
gn
stud
ent
s
s
t
udyi
ng
i
n
Tu
rk
e
y
to
ward
s
P
r
in
c
i
p
l
es
o
f
Atatü
r
k
and
Hi
sto
r
y
of
t
he
T
u
r
kish
R
evo
l
u
t
i
on
c
ours
e.
To
t
his
end,
t
h
i
s
rese
ar
ch
i
s
a
case
study
in
t
he
q
ualitative
r
esea
rch
d
e
si
gn
.
There
are
12
f
orei
gn
s
tudents
st
udy
i
ng
a
t
Ist
a
nbul
S
ebahattin
Z
aim
Un
iv
ers
i
t
y
p
art
i
ci
pat
e
d
in
t
he
s
t
u
dy
.
T
h
e
participants
o
f
the
s
tu
dy
w
ere
sel
ected
by
pu
rpos
iv
e
sa
m
p
lin
g
m
et
ho
d
am
on
g
criteri
on
s
am
plin
g
me
th
od
s.
Th
e
crit
erio
n
t
o
p
i
c
k
t
h
es
e
st
u
d
ent
s
w
as
t
ha
t
t
h
ey
w
ere
acce
p
t
e
d
on
t
h
e
con
d
i
t
i
on
th
at
t
hey
di
d
P
r
i
n
ci
p
l
e
s
o
f
At
atü
r
k
an
d
H
i
sto
r
y
o
f
t
h
e
Tu
rk
i
s
h
Revo
lu
tio
n
c
o
u
rs
e
f
o
r
at
l
east
o
n
e
s
e
mes
t
er
a
t
u
n
i
v
ers
i
ty
.
S
e
m
i
-
s
truc
tured
interview
f
o
r
m
w
ith
f
ive
questi
on
s
wa
s
pre
p
a
r
ed
i
n
ord
e
r
to
d
e
t
e
r
m
i
ne
t
he
op
in
io
n
s
o
f
st
udent
s
parti
c
ip
ating
in
t
he
r
esearc
h
a
nd
c
o
n
t
e
n
t
a
n
al
ysis
w
as
ut
ilized
t
o
an
alyze
th
e
d
a
t
a
o
bt
ai
ned
f
r
om
t
h
e
r
esearch
a
n
d
d
is
c
o
urse
a
na
ly
sis
m
e
th
ods
w
ere
em
pl
oy
ed
t
o
pre
s
ent
the
d
a
ta.
Res
earc
h
f
in
d
i
n
g
s
sh
ow
t
hat
st
ud
ents
a
re
o
f
the
opi
ni
on
t
h
a
t
th
e
cou
r
se
i
s
very
n
ec
ess
a
ry
f
or
t
h
e
m
an
d
that
it
hel
p
s
th
e
m
t
o
get
scholar
k
no
wled
ge
o
n
T
u
rkish
hist
ory
and
i
t
also
h
e
l
ps
th
em
to get
accurat
e
hi
s
t
o
ry
knowl
e
dg
e.
K
eyw
ord
s
:
For
e
ig
n stu
d
e
n
ts
P
r
i
n
c
i
ple
s
o
f a
t
atür
k a
nd h
i
s
t
o
r
y
of
t
he
Turk
i
s
h
re
v
o
l
ut
io
n c
o
u
r
se
T
e
rt
i
a
ry
l
ev
el
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Zafer
Tangülü,
D
e
pa
rtme
nt o
f
El
e
m
e
n
t
a
ry
E
duc
at
i
on,
Mu
gla
S
ı
t
k
ı K
o
c
m
a
n
U
ni
versit
y,
K
o
te
kl
i
,
Mu
g
l
a
Co
un
t
y
48
0
0
0
,
T
urkey.
Em
ail:
zafertan
g
u
l
u@
gm
ai
l
.
com
1.
I
N
TR
OD
U
C
TI
O
N
S
c
hoo
ls
k
now
n
as
p
l
a
n
n
e
d
f
orm
a
l
ed
uca
t
i
o
n
ce
nte
r
s
ha
ve
t
w
o
m
iss
i
o
ns.
F
i
rstl
y,
t
hey
pa
ss
t
h
e
s
t
a
t
e’s
o
f
f
i
ci
a
l
i
de
olog
y
th
roug
h
th
e
i
r
p
r
og
ra
ms.
Se
c
o
ndl
y
,
t
h
e
y
tran
sf
er
o
ffic
i
al
s
ta
te
i
deo
l
og
y
of
t
he
s
ch
o
o
l
s
t
o
the
cit
i
ze
ns
t
hr
o
u
gh
im
pl
ici
t
r
eg
u
l
at
i
ons
a
n
d
a
c
c
o
rd
in
g
l
y
th
ey
c
r
e
a
t
e
t
h
e
i
d
e
a
l
c
i
t
i
z
e
n
t
y
p
e
[
1
]
.
A
s
a
n
o
f
f
s
p
r
i
n
g
o
f
t
h
e
Ott
o
ma
n
Emp
i
re
,
t
h
e
n
e
w
yo
ung
T
u
r
ki
sh
R
ep
ubl
i
c
f
o
u
n
d
e
d
i
n
A
na
t
o
l
i
a
es
ta
bl
i
s
he
d
i
t
se
lf
o
n
the
pr
i
n
ci
p
l
e
of
r
a
i
s
i
ng
t
h
e
a
ppro
p
ria
t
e
i
n
d
i
vi
d
u
al
s
w
h
o
are
sui
t
e
d
t
o
e
d
u
c
a
t
i
o
n
i
n
g
ener
al,
a
nd
hi
stor
y
e
d
uca
t
io
n
in
part
icu
l
ar
,
w
h
i
c
h
is
b
ase
d
o
n
t
h
e
pr
inc
i
pl
e
of
a
n
a
tio
n
sta
t
e
u
nd
e
r
st
an
din
g
a
nd
a
c
c
o
r
di
n
g
l
y
i
t
sha
p
ed
i
t
s
educ
a
t
i
o
n
pro
g
r
a
m
s
w
ithin
t
his
d
i
rec
tio
n.
E
a
c
h
s
t
a
t
e
w
a
nt
s
to
c
r
e
a
t
e
a
n
i
d
e
ol
o
gy,
i
ts
m
et
ho
ds,
i
t
s
in
st
i
t
uti
o
n
s
,
its
p
ri
nc
i
p
les
a
nd
a
new
ed
uca
t
i
ona
l
re
g
i
m
e
w
hi
c
h
c
a
n
achie
ve
i
t
s
o
w
n
goa
l
s
.
Th
is
m
ea
ns
a
n
ew
v
i
s
io
n,
un
dersta
n
d
i
n
g,
b
eha
v
i
o
r,
w
a
y
o
f
life
a
nd
f
o
rm
s
uita
b
l
e
for
t
h
e
pur
p
o
se
o
f
t
h
is
r
e
c
e
n
t
estab
l
ish
e
d
st
ate
[
2
].
De
ri
v
i
ng
f
ro
m
i
t
s
i
n
h
e
re
nt
dyn
ami
c
s,
a
ll
e
duca
t
i
o
n
sy
st
ems
wa
nt
t
o
h
a
v
e
a
c
i
t
i
z
e
n
m
o
d
e
l
a
n
d
w
h
i
l
e
p
r
e
p
a
r
i
n
g
the
i
r
pro
g
ram
s
t
he
y
ba
se
t
hei
r
e
xpec
t
a
t
i
o
ns
o
n
t
h
is
c
i
t
i
z
en
t
y
p
e
.
T
hi
s
lea
d
s
t
o
t
he
c
onc
lu
si
on
t
ha
t
a
l
l
ac
ti
v
itie
s
in ed
u
c
a
t
i
o
na
l
in
st
i
t
u
tio
ns a
re
a
ime
d
a
t
a
ce
r
t
a
i
n p
u
rp
ose
[3].
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
: 9
- 19
10
A
ddr
essin
g
t
h
e
h
ist
o
ry
c
our
se
i
n
ac
cor
d
a
n
c
e
w
i
t
h
ga
i
n
in
g
nat
i
on
a
l
i
de
n
tit
y
c
o
nsci
ous
ness
a
n
d
o
p
e
ni
ng
t
h
e
o
ff
i
c
i
a
l
id
e
o
lo
g
y
o
f
l
e
g
i
ti
mac
y
p
a
t
h
ha
s
un
dou
bt
e
d
l
y
m
a
de
t
he
t
op
ics
of
n
a
t
i
o
nal
h
i
st
ory
a
nd
th
e
to
pic
s
o
f
P
r
inc
i
p
l
e
s
o
f
A
t
at
ür
k
an
d
H
i
stor
y
of
t
he
T
ur
kis
h
R
e
v
o
l
u
t
i
on
c
our
se
b
o
t
h
im
por
tan
t
a
nd
va
lua
b
le
from
a
l
l
s
tage
s
of
e
duc
a
t
i
o
n
st
a
r
t
i
ng
fro
m
prima
r
y
e
ducat
i
on
to
t
ert
i
ary
le
ve
l
ed
u
c
a
tio
n
[
4
],
[
5].
The
P
r
i
n
c
i
ple
s
o
f
A
t
at
urk
an
d
H
i
st
ory
of
t
he
T
ur
kis
h
R
e
v
o
l
u
t
ion
co
u
r
s
e
a
i
ms
t
o
ha
ve
t
he
y
o
u
n
g
g
e
n
era
t
i
o
n
ha
ve
a
pos
it
ive a
t
t
itu
d
e
tow
ards t
he
b
asic p
h
ilos
o
ph
y
o
f
t
he Turk
i
sh r
e
v
o
l
ut
i
on in
g
e
n
era
l
a
nd th
e
Rep
u
b
l
i
ca
n regim
e
and
the
pri
n
ci
ple
s
a
n
d
r
e
f
orm
s
o
f
A
t
a
t
urk
.
T
hus,
t
h
e
c
o
urse
q
ua
li
fi
ed
i
n
in
trod
uc
ing
bot
h
c
o
n
t
em
por
ar
y
so
ci
e
t
y
c
ondi
tio
n
s
a
nd
p
ri
n
c
i
p
l
e
s
a
n
d
id
e
a
ls
o
f
d
e
mo
c
r
ac
y
a
s
w
e
l
l
a
s
s
how
in
g
how
R
e
p
u
b
l
i
c
o
f
T
u
r
k
e
y
i
s
in
flue
nce
d
b
y
the
c
o
mp
le
x
inter
n
at
iona
l
re
la
ti
on
s
an
d
t
h
e
di
ffi
c
u
l
t
i
es
i
t
fa
ces
a
n
d
t
h
e
w
a
y
s
i
t
u
ti
li
zes
i
n
so
l
v
i
ng t
h
e
d
i
fficu
l
tie
s it fa
ces
[
6].
The
tea
c
h
i
ng
o
f
t
he
h
ist
o
ry
o
f
t
h
e
new
l
y
est
a
bl
is
he
d
Re
p
u
b
l
i
c
w
as
r
eg
a
r
d
e
d
as
u
rg
ent
a
n
d
p
r
i
o
ri
t
y
w
o
rk.
Tha
t
i
s
w
hy,
P
rinc
ip
le
s
o
f
A
ta
t
ü
rk
a
nd
H
is
tor
y
o
f
the
T
u
r
ki
sh
R
evo
l
uti
o
n
co
ur
se,
w
h
ic
h
is
a
tta
che
d
grea
t
resp
o
n
sib
i
l
i
t
y
a
n
d
miss
ion,
h
a
s
h
e
l
d
a
si
gn
i
f
i
c
a
n
t
p
l
a
c
e
i
n
t
ea
chi
n
g
t
h
e
yo
ung
e
r
g
en
era
t
i
o
n
s
t
he
h
i
s
t
o
ry
of
t
h
e
R
e
p
ub
l
i
c
.
In
t
h
i
s
r
e
gar
d
,
the
c
o
urse
s
hed
d
i
n
g
lig
ht
a
nd
l
e
a
d
i
n
g
the
yo
u
ng
ge
ner
a
t
i
on
t
o
t
he
r
ig
ht
p
a
t
h
aim
s
t
o
i
n
form
t
h
e
T
ur
kis
h
y
o
u
t
h
,
w
ho
ar
e
con
s
i
d
ere
d
a
s
a
gu
a
r
a
ntee
o
f
t
h
e
f
u
tur
e
,
a
b
o
u
t
t
h
e
str
ugg
le
a
gai
n
st
the
grea
t
p
o
w
e
rs
o
f
the
w
o
r
l
d
,
a
nd
h
o
w
na
t
i
ona
l
in
de
pe
n
d
e
n
ce
a
n
d
i
n
de
pe
nde
nce
w
e
re
achie
ve
d
[7].
I
t
is
n
o
t
on
ly
b
e
n
e
f
ic
ia
l
bu
t
a
l
so
c
om
pul
sory
t
o
co
ns
i
d
e
r
P
rinci
p
l
e
s
of
A
ta
tu
rk
a
n
d
H
i
s
t
o
ry
o
f
t
h
e
Tu
rki
s
h
R
e
vo
lu
ti
on
course
as
a
d
y
n
a
mic
cul
t
ural
c
ourse
w
hic
h
sh
e
ds
lig
h
t
on
Tu
rkis
h
yo
u
t
h
an
d show
s
the
rig
h
t w
a
y [8]
.
H
i
st
ory
o
f
t
he
R
e
v
o
l
ut
ion
c
o
ur
se
w
as
f
irst
g
i
v
e
n
a
s
“
H
istory
o
f
t
he
R
e
v
ol
u
tio
n”
i
n
1
925
b
y
M
a
h
mu
t
Esat
B
oz
k
u
r
t
o
n
an
d
o
ff
o
n
t
h
e
a
xi
s
of
l
aw
a
nd
h
i
st
ory
a
t
A
nkar
a
L
a
w
S
c
h
o
o
l
[
9].
The
first
c
our
se
e
n
t
i
t
l
e
d
as
H
i
stor
y
o
f
t
he
R
e
vol
ut
i
o
n
w
a
s
gi
ven
a
t
t
he
I
ns
tit
ute of
R
e
v
olu
t
i
o
n
o
n
M
a
r
ch
4
,
19
34,
t
he
d
a
y
o
n
w
h
ic
h i
t
w
as
fo
u
nde
d
w
i
t
h
i
n
t
he
f
ra
me
work
I
sta
n
bu
l
U
n
i
v
er
sity.
T
h
e
se
co
nd
c
o
urse,
on
t
h
e
ot
h
e
r
han
d
,
w
a
s
gi
ve
n
a
t
A
nkar
a
L
a
w
S
c
h
o
o
l
b
y
Isme
t
In
on
u
tw
o
w
e
eks
later
[1
0]
.
D
u
ring
t
h
i
s
peri
od,
t
he
c
o
u
rse
w
a
s
pr
es
ente
d
grad
ua
ll
y
i
n
t
he
f
orm
of
l
e
c
tures
by
sta
t
e
s
m
e
n
l
i
k
e
M
a
h
mut
Esa
t
B
o
z
ku
rt
,
R
e
cep
P
e
k
er,
Yu
su
f
Ke
ma
l
Ten
g
irşe
nk,
Y
usu
f
H
ikm
e
t
B
a
yur
a
n
d
i
n
t
h
i
s
w
ay
t
he
t
ra
nsm
i
ssi
o
n
o
f
th
e
va
lue
s
a
n
d
v
irt
u
es
o
f
the
T
u
rk
i
s
h
R
e
pu
b
l
ic
a
s
w
e
ll
a
s
t
h
e
stre
n
g
th
o
f
i
t
w
e
r
e
pri
o
r
itize
d
.
Y
u
suf
K
e
m
a
l
Te
n
g
irse
nk
e
x
p
res
s
ed
h
is
v
iew
t
h
at
t
he
f
i
rst
obj
ec
tiv
e
wh
il
e
gi
vi
ng
t
h
i
s
c
o
u
r
s
e
i
n
hi
s
fi
rst
l
e
sson
,
h
e
co
ns
i
d
ere
d
i
t
a
s
h
is
d
uty
t
o
p
a
ss
the
e
n
th
usia
sm
on
to
t
he
y
oun
g
w
ho
w
e
re
s
up
p
o
se
d
to
s
afe
guar
d
a
n
d
s
u
s
ta
i
n
t
he
r
ev
ol
ut
ion
[1
1].
F
r
om
194
2
o
n
w
a
rds,
t
he
course
w
a
s
l
ef
t
to
t
he
a
c
a
d
em
i
c
ian
s
a
t
t
h
e
u
n
i
versi
t
i
e
s
w
i
t
h
t
h
e
esta
b
lis
h
m
e
n
t of t
he
I
nst
i
t
u
t
e
o
f
the
H
i
st
ory
o
f
Re
vo
lut
i
on
a
n
d
Re
p
u
b
lic
o
f
Turke
y
w
i
t
h
i
n
t
h
e
bo
dy
o
f
A
nkara
U
n
i
vers
i
t
y.
B
y
1
9
68,
t
he
n
am
e
of
t
he
c
ourse
w
a
s
c
h
a
nge
d
by
this
i
ns
tit
ut
i
o
n
as
“
H
i
st
or
y
of
t
he
T
ur
ki
sh
R
e
v
o
l
u
t
i
o
n
.”
F
oll
o
w
i
ng
t
he
m
i
litar
y
c
o
u
p
o
n
S
e
pt
e
m
be
r
12,
1
9
8
0
,
t
h
e
na
m
e
o
f
t
h
e
co
u
r
se
w
as
c
hang
e
d
a
s
“
P
r
i
n
c
i
ple
s
o
f
A
t
a
t
ür
k
and
H
i
st
ory
of
t
he
Turk
is
h
Re
vo
l
u
t
i
on.
”
The
pre
f
er
ence
o
f
th
e
word
“
ink
ı
l
a
p”
(
a
sy
n
o
n
y
m
ous
T
ur
kis
h
r
eplac
e
m
e
nt
w
ord)
in
ste
a
d
o
f
“
r
ev
ol
u
tio
n”
(
de
vri
m
)
r
e
vea
l
s
t
h
a
t
t
he
re
i
s
a
re
tur
n
t
o
the
“
o
ri
gina
l
”
c
once
p
t
as
w
as
u
se
d
a
t
t
he
beg
i
nn
ing
[1
0
]
.
In
t
hi
s
r
e
gar
d
,
K
e
m
a
lism
and
h
i
st
ory
of
T
urk
i
sh
R
ep
ubl
i
c
h
ol
d
s
a
u
ni
qu
e
pl
a
ce
i
n
t
he
appr
oa
ch
t
ow
ar
ds
t
he
c
o
n
c
e
p
t
o
f
m
o
d
er
nisa
ti
o
n
.
In
a
d
d
i
t
i
o
n,
it
is
o
b
v
i
ous
t
ha
t
the
f
o
ll
o
w
in
g
re
aso
n
s
pla
y
e
d
the
i
r r
o
l
e
i
n the
form
atio
n o
f
t
his
course.
A
d
o
p
t
i
ng
the
ide
o
lo
g
i
ca
l
organ
i
za
tio
n
o
f
t
he
n
e
w
l
y
e
sta
b
l
i
s
h
e
d
st
at
e
at
t
h
e
e
nd
o
f
th
e
Nat
i
onal
S
t
rug
g
le
f
or
T
urk
i
sh
s
oc
ie
ty,
tak
i
n
g
a
d
v
a
n
t
a
ge
o
f
t
h
e
H
i
st
ory
o
f
the
Re
vol
ut
i
on
co
ur
se
i
n
fu
lfi
l
l
i
n
g
t
h
e
requ
ire
m
e
n
ts
o
f
c
i
t
i
ze
n
s
hi
p
e
duca
tio
n,
p
r
ovi
di
n
g
a
c
om
para
t
i
ve
pre
s
e
n
ta
t
i
o
n
of
t
he
H
is
tor
y
o
f
the
Re
v
o
l
u
t
i
o
n
at
i
n
t
e
r
na
ti
o
n
al
l
eve
l
,
co
nve
y
i
ng
the
cha
l
len
g
e
s
f
ace
d
by
the
r
eg
im
e
to
f
ut
ure
ge
nera
tio
ns
a
n
d
t
ea
c
h
i
ng
t
h
e
m
how
t
o stru
gg
l
e
w
it
h
the
d
i
ffi
c
ult
i
es t
hey
ma
y face
in t
h
e
fu
tu
r
e
[
5
]
,
[
1
2
]
.
Rec
e
n
t
l
y,
t
he
d
eve
l
opm
en
t
o
f
t
e
c
h
n
o
l
o
g
i
ca
l
fac
ili
t
i
e
s
o
n
a
gl
ob
a
l
s
c
a
l
e
a
l
o
n
g
w
i
t
h
t
r
a
n
s
p
o
r
t
a
t
i
o
n
syste
m
s
de
vel
o
pi
n
g
s
imul
ta
ne
ou
s
l
y
have
a
ls
o
a
c
c
e
l
era
t
e
d
v
a
r
io
us
d
eve
l
op
m
e
nts
a
n
d
c
h
a
nge
s
i
n
t
he
e
d
u
c
a
t
io
n
sect
or
a
s
it
d
o
e
s
i
n
a
ll
ot
h
e
r
sec
t
or
s.
Q
uan
t
ita
t
i
ve
a
nd
qua
li
t
at
i
v
e
i
n
cre
a
se
s
all
aro
u
nd
the
w
o
rld
st
a
r
tin
g
fr
om
prima
r
y
e
d
u
c
a
t
io
n
to
t
e
r
t
i
a
r
y
leve
l
ha
ve
b
ot
h
acc
e
l
er
ate
d
t
ec
hn
i
cal
d
ev
e
l
o
p
m
e
n
t
s
a
nd
t
ra
n
s
fo
rmed
e
d
u
c
a
ti
on
in
to
a
f
orc
e
a
n
d
p
r
e
st
ige
in
i
nters
t
ate
re
la
t
i
ons
on
a
g
l
o
b
a
l
s
c
a
l
e.
O
ur
c
ou
n
t
ry
h
as
a
l
s
o
bee
n
i
n
f
lue
n
ce
d
b
y
the
s
e
cha
nge
s
a
nd
de
ve
lo
pme
n
t
s
i
n
re
ce
nt
y
ea
rs
a
nd
i
t
h
a
s
b
e
c
om
e
the
ce
nter
o
f
a
ttra
c
t
i
on
f
o
r
a
l
a
rge
num
ber
of forei
gn st
u
d
e
nt
s tha
n
ks t
o
i
t
s c
u
lt
ural
w
ea
l
t
h
a
n
d
h
i
storic
a
l ba
ck
gro
u
nd.
Stu
den
t
m
o
b
ilit
y
a
g
ree
m
e
n
t
s
ma
d
e
by
T
urke
y
at
a
n
in
terna
tio
na
l
l
e
vel
a
n
d
sat
i
sfyi
ng
s
c
h
o
l
a
r
s
h
ip
a
n
d
a
c
c
o
mm
odat
i
on
fa
c
i
lit
ies
ha
ve
m
ad
e
o
u
r
c
o
unt
ry
a
cente
r
o
f
a
t
t
ra
ct
ion
f
o
r
for
e
i
g
n
stu
d
en
ts.
W
ith
i
n
t
hi
s
respe
c
t
,
tea
c
hi
n
g
o
f
H
i
st
o
r
y
of
t
he
R
e
v
o
l
u
t
i
o
n
a
n
d
Ke
ma
l
i
s
m
c
o
u
r
se
i
n
hi
gh
e
r
e
du
c
a
t
i
on
,
wh
i
c
h
i
s
t
h
e
s
ub
j
e
ct
o
f
th
i
s
s
tu
dy,
c
l
e
arl
y
s
how
s
tha
t
i
n
t
h
e
un
ive
r
sal
m
e
ssa
g
e
s
i
t
c
o
n
ta
i
n
s
a
l
t
h
o
u
g
h
it
p
lay
s
a
r
ole
ma
inl
y
in
t
he
r
e
a
l
i
zat
i
o
n
of
n
a
t
iona
l
g
o
a
l
s;
t
hu
s,
t
h
e
course
ha
s
a u
n
i
ve
rsal r
ole
b
e
si
des its na
t
i
o
nal
ide
n
tit
y. To t
hi
s re
gard,
t
h
e fac
t
t
ha
t t
h
e
Turki
s
h
re
v
o
l
u
t
i
on has
ac
hi
e
v
e
d
a
n
e
x
e
m
plar
y
s
u
cc
e
s
s
am
on
g
its
p
r
ece
de
n
t
s
is
n
ot
o
n
l
y
na
tiona
l,
b
u
t
i
t
a
l
so
h
as
m
ade
t
h
e
fac
t
nec
e
ssary
t
h
a
t
th
is
c
o
u
r
s
e
sh
ou
l
d
b
e
i
n
tern
a
l
ize
d
b
y
fore
ign
st
u
d
e
n
t
s
a
s
w
e
l
l
a
s
n
a
t
i
o
n
a
l
o
n
e
s
a
n
d
s
t
u
d
e
n
t
s
s
h
o
u
l
d
b
e
a
b
l
e
t
o
d
e
r
i
v
e
i
m
p
l
i
c
a
t
i
o
n
s
f
o
r
t
h
e
f
u
t
u
r
e
a
s
t
h
e
m
e
s
sa
ges
c
o
n
v
eye
d
b
y
th
is
c
ourse
a
re
n
o
t
o
n
l
y
nat
i
ona
l,
b
ut
u
n
i
ver
s
al.
In
t
he
f
irst
l
ess
o
n
of
t
he
c
o
u
rse,
p
ro
v
i
d
i
ng
Turk
is
h
stu
d
e
n
t
s
w
ith
n
a
t
i
o
nal
a
n
d
u
n
i
v
ersa
l
v
a
lu
es
i
s
emph
asi
zed
.
Ho
wev
e
r,
t
he
f
a
c
t
th
a
t
t
h
e
c
o
u
r
se
i
s
se
lect
ed
b
y
fore
i
gn
s
t
u
d
e
n
t
s
a
n
d
t
he
f
act
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Vi
e
w
s
tow
a
r
d
s
the re
v
o
l
u
t
i
o
n
hi
st
ory
c
o
urse
of f
o
re
i
gn st
u
d
e
nt
s
in T
u
rk
ey
(Z
af
e
r
T
ang
ül
ü
)
11
tha
t
i
t
is
c
om
pul
sory
a
s
w
e
ll
a
s
ot
her
com
p
ulsory
c
our
ses
have
le
d
t
o
t
he
p
rob
l
em
o
f
h
o
w
t
o
give
t
he
c
our
s
e
to for
e
i
g
n
s
tu
de
nts.
To thi
s
r
egar
d, no c
h
a
n
g
e
s ha
ve be
e
n
m
ade
in the
c
o
u
r
s
e
c
o
nt
e
n
t
or
in
t
h
e
for
m
th
e
c
ourse
is
g
ive
n
t
o
s
t
u
d
e
n
t
s
.
To
da
y,
m
a
ny
fore
i
gn
stude
nts
a
t
v
a
r
io
us
u
ni
versi
tie
s
ta
ke
t
h
i
s
c
ourse
t
o
g
e
t
her
w
i
th
Turkis
h stud
e
n
t
s
.
I
t
h
a
s
b
e
e
n
r
ep
orte
d
b
y
t
he
M
i
n
is
try
of
I
n
t
erna
l
A
f
fa
irs
a
n
d
G
e
n
e
ral
D
i
re
c
t
ora
t
e
of
I
mm
igrat
i
o
n
t
ha
t
w
ithi
n
t
he
2
01
6
Tur
k
ey
I
mm
igra
ti
o
n
u
n
d
e
r
t
he
h
ea
d
i
n
g
o
f
“
f
oreig
ner
s
”
t
h
at
t
he
numbe
r
of
s
tude
n
t
s
s
t
u
d
y
i
ng
in
T
ur
key
has
re
ache
d
t
o
79
5
9
6
2
[
13].
O
v
er
t
he
p
a
s
t
10
y
e
a
r
s
,
t
he
num
b
e
r
of
i
nt
erna
ti
on
al
s
t
u
d
e
n
t
s
s
t
u
d
y
i
n
g
at
our
h
i
g
her
e
d
u
c
a
t
io
n
i
n
st
it
ut
i
ons
h
a
s
i
ncr
ease
d
b
y
7
5
p
e
r
cen
t.
A
ccor
d
ing
t
o
c
urr
e
nt
f
i
gures,
o
u
r
co
u
n
t
r
y
is
o
n
e
o
f
t
h
e
mo
st
i
nt
ern
a
t
i
on
al
l
y
w
el
c
o
m
i
ng
c
o
unt
ri
e
s
i
n
th
e
wo
rl
d,
w
i
t
h
a
ppr
ox
i
m
a
t
ely
1
1
0
t
h
ous
an
d
in
t
e
rna
t
io
na
l st
ude
n
t
s, 25
of
w
hom
a
re
s
cholarsh
ip s
tu
de
nt
s.
A
ll
t
h
ese
f
i
g
u
r
es
a
re
s
ignifi
c
a
nt
f
or
o
ur
c
ou
n
t
ry
i
n
its
p
o
lit
i
ca
l
,
c
ul
t
u
ral
a
nd
soc
i
a
l
c
ircle
s
t
o
deter
m
i
n
e
t
h
e
harm
on
iza
t
i
o
n
proc
ess
o
f
f
ore
i
g
n
s
t
u
den
t
s
a
n
d
a
t
t
h
e
sam
e
tim
e
to
d
e
t
erm
i
ne
t
h
e
ir
v
i
e
w
s
a
n
d
op
ini
o
ns a
b
out
our c
ou
nt
r
y
[
1
4
].
1.1
T
h
e purpo
se
o
f the st
udy
Th
e
pu
rp
ose
of
t
hi
s
st
ud
y
wa
s
to
d
et
ermi
ne
t
h
e
v
i
e
ws
o
f
t
h
e
fo
r
ei
gn
s
tu
d
e
nt
s
stu
dyi
ng
i
n
Tu
rk
ey
tow
a
rds
P
r
inc
i
pl
e
s
o
f
A
t
at
ur
k
a
n
d
H
i
s
t
ory
of
t
he
R
e
vol
ut
i
on
c
o
u
rse.
T
o
t
h
i
s
e
n
d
,
t
h
e
su
b-pro
b
l
e
m
s
w
e
r
e
in
ves
tiga
t
e
d
:
a.
Wha
t
do
t
h
e
forei
gn
s
t
ude
n
t
s
st
ud
y
i
n
g
i
n
Turke
y
k
n
o
w
a
bou
t
T
u
rk
e
y
a
nd
t
h
e
h
i
s
t
or
y
of
T
ur
ke
y
be
f
o
r
e
tak
i
ng P
r
i
n
c
i
pl
e
s
o
f
A
t
a
t
u
r
k a
n
d
H
i
s
t
ory
of
t
he
Re
v
o
l
uti
on
c
our
se
?
b.
Ho
w
d
i
d
t
a
k
i
ng
P
ri
n
c
i
p
l
e
s
of
A
t
a
tu
rk
a
n
d
H
i
s
t
o
r
y
o
f
t
h
e
Re
vol
ut
i
o
n
course
a
f
f
ec
t
t
h
e
o
p
i
n
io
ns
o
f
fore
ig
n
stude
n
t
s
stu
d
y
i
ng i
n
T
urke
y abo
u
t
Re
p
u
b
lic
o
f Turk
e
y
?
c.
Wha
t
a
re
t
he
p
erc
e
pt
io
ns
o
f
for
e
i
gn
s
t
ude
nt
s
stu
d
y
in
g
i
n
T
urke
y
a
b
o
u
t
A
t
at
urk
be
fore
a
nd
a
f
ter
t
a
k
i
ng
the P
r
inc
i
p
l
es
o
f A
t
a
t
urk
an
d H
i
st
ory o
f
the
R
e
v
o
l
ut
ion
co
u
r
se
?
d.
Wha
t
a
r
e
t
he
t
op
ics
t
h
a
t
f
ore
i
g
n
s
t
u
den
t
s
s
t
u
d
y
i
ng
in
T
urke
y
ha
ve
d
iffi
c
u
lty
i
n
un
dersta
n
d
i
n
g
w
h
ile
t
he
y
are
doi
ng t
h
e
P
r
i
n
c
i
p
l
es
o
f A
t
a
t
ur
k and
H
i
st
ory
of t
he
R
e
v
olu
t
i
on
co
u
rse
?
e.
Wha
t
a
re
t
h
e
a
spe
c
t
s
tha
t
a
ttr
ac
t
a
tte
n
tio
n
o
f
f
ore
i
gn
s
t
u
de
nt
s
s
t
u
dy
in
g
i
n
T
ur
ke
y
w
h
i
l
e
the
y
a
re
d
o
i
ng
the P
r
inc
i
p
l
es
o
f A
t
a
t
urk
an
d H
i
st
ory o
f
the
R
e
v
o
l
ut
ion
co
u
r
se
?
2.
RESEARCH
M
ETH
O
D
Th
is
s
t
u
d
y
is
a
c
ase
st
ud
y
i
n
q
ua
li
tat
i
ve
r
e
s
ear
ch
d
e
s
i
g
n
w
h
ich
a
i
m
s
t
o
d
e
t
e
r
m
i
n
e
t
h
e
v
i
e
w
s
o
f
fore
ig
n
st
ude
n
t
s
stu
dyi
n
g
P
rinc
i
p
les
o
f
A
ta
tu
rk
a
nd
the
H
i
s
t
ory
o
f
Tur
k
i
s
h
course
i
n
Tur
k
ey.
Case
s
t
udie
s
a
r
e
use
d
t
o e
x
po
se a
nd
desc
r
ibe
t
h
e cur
r
ent
si
t
u
a
t
i
o
n w
ith
in
t
he
i
r
ow
n c
o
n
t
e
x
ts
[
1
5
].
Q
ua
lita
t
i
v
e r
e
sea
r
ch me
t
h
o
d
s
we
re
u
s
e
d
si
nc
e
th
ey
a
ll
o
w
t
h
e
r
ese
a
r
c
h
er
t
o
co
ll
ect
i
n-d
e
pt
h
d
a
t
a
[1
6]
,
[1
7].
Bes
i
des,
a
s
t
h
e
st
ude
n
t
s’
perc
ep
ti
o
n
s
a
r
e
to
b
e
reve
al
ed
a
n
d
t
ha
t
o
n
e
o
f
t
he
p
r
o
m
i
nen
t
a
i
ms
o
f
qua
l
ita
t
i
ve
r
esea
rch
is
t
o
re
veal
perc
ep
ti
o
n
s
of
s
t
u
de
n
t
s,
t
his
m
e
tho
d
w
as
e
x
p
l
o
i
t
e
d
[
18]
.
D
a
ta
w
e
r
e
co
l
l
ec
te
d
t
h
ro
u
gh
sur
v
ey
f
orm
s
w
hi
ch
a
r
e
su
i
t
e
d
t
o the
se
mi-struc
tur
e
d i
n
ter
v
ie
w
tec
hniq
u
e.
2.1
S
t
ud
y grou
p
12
s
t
ude
n
t
s
fr
o
m
d
iffe
rent
d
e
p
ar
tme
n
ts
p
art
i
c
ipa
t
e
d
i
n
the
rese
arc
h
a
t
Se
ba
h
a
t
t
i
n
Z
ai
m
Un
iv
e
r
sity
i
n
Ist
a
nb
ul
.
C
r
it
eri
a
t
o
p
a
rti
c
i
p
a
t
e
in
t
h
e
r
es
ea
rch
were
s
e
l
e
c
t
ed
by
pur
pose
f
u
l
s
am
pl
in
g
me
t
h
o
d
.
The
s
t
u
d
e
n
ts
w
e
r
e
r
equire
d
to
d
o
P
r
i
n
c
i
p
l
es
o
f
A
t
a
t
urk
a
nd
t
h
e
H
i
s
t
ory
o
f
t
h
e
Re
vol
u
t
i
on
C
o
urse
a
t
lea
s
t
o
n
e
ter
m
a
n
d
t
he
prer
equ
i
s
i
te
f
o
r
t
he
s
t
udy
w
a
s
tha
t
t
he
y
fi
nishe
d
t
he
E
n
g
l
i
sh
p
reparatory
p
r
o
gram
.
6
f
e
mal
e
a
nd
6
m
ale
st
u
d
e
nt
s
part
i
c
i
p
a
t
ed
i
n
th
e
st
udy
.
Th
e
f
a
ct
t
h
a
t
a
se
p
a
rate
c
l
a
s
s
for
for
e
i
g
n
s
t
ude
n
t
s
was
cr
eated
f
o
r
t
h
i
s
course
t
hat m
a
de
it p
o
ss
ible
t
ha
t t
h
e
st
u
dy w
a
s c
o
n
d
uc
te
d a
t
t
h
is
u
n
i
v
e
r
s
it
y
.
2.2
D
a
ta
c
ol
l
e
cti
o
n
and
an
alysis
5-
item
se
mi-st
r
uct
u
re
d
in
t
e
rv
iew
form
w
as
p
repared
in
o
r
d
er
t
o
in
ve
st
ig
ate
t
h
e
o
p
i
ni
on
s
o
f
f
ore
i
g
n
stude
n
t
s
st
u
d
y
i
ng
i
n
T
ur
k
e
y.
I
n
order
to
s
e
c
u
re
i
nte
r
na
l
va
li
d
i
ty,
inte
r
v
ie
w
ques
t
i
o
ns
w
ere
exa
m
ine
d
by
tw
o
expe
r
t
s
i
n
t
he
f
iel
d
a
nd
i
n
a
cc
orda
nce
w
ith
t
he
v
iew
s
o
f
th
e
ex
pe
r
t
s,
s
pec
i
a
l
a
tten
t
i
on
ha
s
been
p
a
i
d
t
o
i
ss
ues
su
ch
a
s
t
h
e
sco
p
e
o
f
th
e
qu
esti
on
s
,
t
h
e
i
r
c
l
a
ri
ty
,
an
d
t
h
e
i
r
q
u
a
l
ity
i
n
tar
g
eti
ng
the
re
qui
re
d
data.
A
s
a
r
esul
t,
the
e
xpe
rts
ar
rive
d
a
t
t
he
c
o
n
se
nsus
t
ha
t
t
h
e
i
n
terv
ie
w
form
i
s
a
ppl
ica
b
l
e
.
T
h
e
i
n
t
e
rview
que
sti
o
n
s
w
er
e
pi
lote
d
w
ith
t
w
o
par
tici
p
a
n
t
s
a
nd t
h
e
respo
n
s
e
s of the
p
ar
tic
ip
ant
s
were
a
n
a
l
y
zed
.
P
e
rm
ission
fro
m
I
stanb
u
l
S
eb
aha
t
t
i
n
Za
im
U
ni
versi
t
y
w
as
o
bta
i
ne
d
t
o
c
o
n
duc
t
t
h
e
in
terv
i
e
w
and
t
h
e
rese
arc
h
er
p
rovi
de
d
e
a
c
h
p
ar
t
i
c
i
pan
t
w
it
h
the
ne
ce
ssar
y
i
nform
a
ti
on
a
b
ou
t
the
p
u
rpo
s
e
of
t
he
s
t
udy.
I
t
w
a
s
ens
u
re
d
t
h
at th
e
s
tu
den
t
s w
e
r
e
vo
l
u
n
t
ar
y
t
o
t
ake
pa
rt
i
n
t
h
e
re
sear
ch
a
nd
t
h
ey w
er
e
rem
i
nded tha
t
t
h
e
y
h
a
d
t
h
e
rig
h
t
t
o
w
ith
d
r
a
w
from
th
e
re
sear
ch
w
he
never
t
h
ey
w
a
n
t
e
d.
D
uri
n
g
the
s
t
udy,
t
h
e
s
t
u
den
t
s
w
e
re
n
o
t
ma
nip
u
la
t
e
d b
y
the
re
s
e
a
rc
he
r. The
opi
n
i
o
n
s
o
f
stu
de
nt
s w
e
r
e
re
c
o
rded
w
i
t
h
a ta
pe r
ecor
d
e
r
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
: 9
- 19
12
Co
nt
en
t
an
al
y
s
i
s
w
a
s
u
t
ili
z
e
d
t
o
a
n
a
l
y
ze
t
h
e
d
at
a
o
b
t
a
i
n
ed
f
ro
m
t
he
r
e
s
ea
rc
h
and
d
i
sco
u
r
se
a
nal
y
sis
me
tho
d
s
w
e
r
e
e
m
p
l
o
ye
d
t
o
p
r
e
sent
t
he
d
a
t
a
.
T
he
o
pin
i
o
n
s
o
f
t
he
par
tici
p
a
n
ts
w
ere
tr
a
n
scri
bed
a
n
d
s
i
m
ilar
respo
n
ses
w
e
re
c
ateg
oriz
e
d
u
nder
c
e
rta
i
n
he
adi
n
gs.
The
da
t
a
w
er
e
ana
l
yz
ed
b
y
th
e
re
se
arc
h
er
a
nd
exa
m
ined
by
a
n
e
x
p
ert
i
n
t
he
f
ie
ld.
F
o
l
l
ow
ing
th
is,
t
h
e
da
ta
on
w
h
ic
h
t
h
e
ex
pert
a
r
r
ive
d
a
t
a
c
ons
e
n
sus
we
re
acc
epte
d
a
n
d t
h
e
oth
e
rs o
n
whi
c
h
t
h
e
r
e
we
re
n
o
co
nsen
sus b
y
t
h
e
e
xp
e
r
t
s
w
e
re
d
isc
u
sse
d, revi
s
ed
and
i
m
p
rove
d
for use
in
t
he
r
e
s
e
a
rc
h
.
T
he
s
ta
tem
e
n
t
s
of
t
he
s
tu
de
nt
s
w
e
r
e
s
um
ma
rized
a
n
d
p
r
e
s
e
n
t
e
d
i
n
t
a
b
l
e
s
i
n
s
u
c
h
a
w
a
y
t
h
a
t
the
me
an
i
ng
a
nd
c
o
nt
e
n
t
i
n
t
e
gri
t
y
is
n
o
t
d
isr
upte
d
.
O
n
ce
t
he
f
i
nd
i
ngs
f
r
o
m
int
e
r
v
iew
s
w
ith
s
t
ude
nts
a
r
e
ma
de
rea
dy
for
use
t
h
e
stu
d
e
n
ts
w
e
r
e
in
t
e
rview
e
d
agai
n
a
nd
a
s
ke
d
if
the
y
w
an
te
d
t
o
s
ta
te
t
he
s
am
e
infor
m
a
t
i
on
a
s
in t
he
t
a
b
l
e
s.
S
i
nce 1
1
s
tu
de
nt
s
ex
pr
essed tha
t
t
hey
w
a
nte
d
t
o sta
t
e
t
h
e s
a
m
e
as
t
he
o
ne
s expre
s
se
d
i
n
the ta
b
le,
t
h
e
st
a
t
em
ents
o
f
the
s
t
ude
nts
w
e
re
a
c
cepte
d
a
s
f
ind
i
ng
s.
A
s
one
o
f
t
h
e
p
a
r
t
i
c
i
p
a
n
t
s
s
t
a
t
e
d
t
h
a
t
t
h
e
r
e
w
a
s
a
di
ffe
re
nce
bet
w
ee
n
w
h
a
t
s
h
e
/he
rem
a
r
k
ed,
t
h
e
da
ta
o
f
her
/
hi
s
we
re
n
o
t
u
sed
.
I
t
i
s
t
houg
ht
t
h
a
t
su
c
h
a
r
esu
l
t
ma
y
have
a
r
i
s
e
n
d
u
e
to
t
he
f
act
t
h
a
t
t
h
ese
stu
d
e
n
ts
h
a
d
j
us
t
le
a
r
ne
d
T
u
rkis
h
a
t
t
he
t
i
m
e
.
I
n
t
h
e
st
u
dy,
t
he
stude
n
t
s
w
h
o
s
e
da
ta
w
ere
c
o
l
l
ec
te
d
w
e
re
c
hos
e
n
f
r
o
m
10
d
i
ffe
ren
t
c
ount
ri
e
s
.
On
ly
t
w
o
s
tud
e
nt
s
from
E
a
s
t
Turkes
ta
n
a
n
d
one
f
rom
o
t
he
r
cou
n
t
ries
w
e
r
e
inc
l
ude
d
in
t
he
s
tu
dy.
C
o
n
s
i
der
i
n
g
t
h
e
n
u
m
be
r
of
s
t
u
den
t
s
t
h
a
t
part
ici
p
a
t
ed
from
S
e
baha
t
t
i
n
Z
aim
U
n
i
v
e
r
sity
o
ut
num
be
r
e
d
o
t
he
rs
,
t
w
o
m
o
re
s
tu
de
nt
s
w
e
re
i
nc
lu
de
d
in t
he
s
t
u
dy.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
The
re
su
lt
s
o
f
t
he
r
esea
rch
w
e
re
t
abu
l
a
t
e
d
a
nd
prese
n
te
d
i
n
T
ab
l
e
1
.
W
h
e
n
t
h
e
t
a
b
l
e
i
s
a
n
a
l
y
z
e
d
,
i
t
ca
n
be
o
bserv
e
d
t
h
a
t
t
he
m
a
j
or
ity
o
f
fore
ig
n
s
t
ude
n
t
s
s
t
ud
yin
g
i
n
T
ur
key
ge
ner
a
l
l
y
com
e
f
rom
M
u
s
lim
c
o
unt
ri
e
s
.
Howe
v
e
r,
o
n
e
s
t
u
d
e
n
t
c
a
m
e
fro
m
Ge
r
m
a
n
y
.
I
t
i
s
obvi
ou
s
t
h
at
t
he
s
t
u
den
t
s
com
i
ng
fro
m
o
ther
cou
n
t
ries
h
a
d
e
it
her
ve
ry
lit
tle
k
now
led
g
e
o
r
kne
w
no
thi
n
g
ab
o
u
t
T
u
r
k
i
s
h
hist
ory,
t
h
e
h
is
tor
y
o
f
O
ttom
a
n
Emp
i
re
o
r
th
e
Rep
ubl
i
c
o
f
Tu
rk
ey
.
Al
thou
gh
t
h
e
c
o
untri
e
s
t
h
e
se
st
u
d
en
ts
c
am
e
fr
om
h
a
d
a
ss
o
c
iat
i
on
s
po
lit
ica
l
ly,
soc
i
a
l
l
y
,
fin
a
nc
ia
lly
o
r
m
ilita
ril
y
w
it
h
Turk
is
h
s
ta
tes,
t
he
O
t
t
om
an
E
m
p
i
r
e
or
t
he
R
ep
ub
l
i
c
of
Turke
y
,
it see
m
s
t
h
a
t
t
hey
do
not
a
l
l
oca
t
e
an
y
of t
hese
su
b
j
ect
s in the
i
r
cur
ricula.
Ta
b
l
e
1.
The
opi
nio
n
s o
f
for
e
i
g
n
st
ude
n
t
s
stud
y
i
n
g
i
n Tur
k
e
y
a
b
ou
t
t
h
e
i
r
kn
ow
le
d
g
e
of
T
urk
i
s
h
h
i
s
t
o
ry
pr
i
o
r
t
o
t
he
ir a
rrival
i
n
T
urkey
C
ount
r
y
O
pini
on
I
r
a
n
I
d
id
not
k
now
a
nything
a
bout
T
u
r
kis
h
h
ist
o
r
y
.
T
he
only
t
h
in
g
I
h
e
ar
d
w
a
s
B
a
t
t
l
e o
f
Ch
a
l
d
i
r
an
. I
h
ad
h
ear
d
nothin
g
a
bout
R
e
p
ublic
o
f
T
u
rke
y
o
r
the
a
g
r
e
em
e
n
ts
.
S
o
m
a
lila
nd
N
o
thing is m
e
n
tio
ne
d
a
bout T
ur
ki
sh hi
s
tory i
n ou
r c
o
u
n
t
ry. I l
e
a
r
n
t b
y
m
yself.
T
h
e
h
isto
ry o
f
Otto
man
E
m
p
i
r
e
w
as
m
en
ti
o
n
e
d
. Th
e
y u
s
ed
to
say th
at
Otto
m
a
n
E
m
p
i
re
w
as
c
o
loni
a
l
.
T
h
e
y
us
e
d
t
o say
v
e
ry
lit
tl
e
a
bout
W
or
ld
W
a
r
I
.
T
u
rkm
e
nista
n
I
d
id
not
k
now
a
nything
a
bout
T
urkis
h
h
istory
.
Y
e
t
,
I
h
ea
rd a
bo
ut
T
urke
y
. M
y
fa
t
h
e
r
w
orke
d in
T
urke
y
be
twee
n
2003-
2
00
8
a
nd
w
h
e
n
h
e
r
e
tur
n
e
d
h
e
st
a
r
te
d
to
t
e
a
c
h
m
e
T
u
rkish.
T
he
n,
I
t
hought
I
c
ould
go
to
T
u
rke
y
.
In
our
c
ountr
y
,
t
he
l
e
g
e
nd
of
O
ghuz
K
h
a
n a
nd K
o
rkut
A
ta
a
r
e
t
a
u
g
h
t
. Th
e
y
a
l
so
u
se
d
to
tea
c
h
u
s
a
nd gi
ve
s
o
m
e
inf
o
rm
a
tion a
bout
t
he O
tto
m
a
n
E
m
pi
r
e
.
I
h
a
d
l
ea
r
n
t
th
a
t
A
t
a
turk
c
ontrib
u
te
d
t
o
T
urkish
history
in
a
posit
ive
way
.
Sy
ria
T
h
e
y
do
not
t
e
ll
us
a
l
ot a
bou
t
the
O
t
t
o
m
a
n
Em
pir
e
.
We
on
ly
know
a
bout
t
he
r
e
l
i
c
s
f
r
om
t
h
a
t pe
riod.
S
i
m
p
ly,
t
h
e
y
told
u
s
tha
t
w
e
we
nt
t
o W
o
r
l
d
Wa
r.
We
we
r
e
t
ol
d
w
h
a
t
Be
s
h
a
rEsa
d a
nd
his
f
a
th
e
r
h
a
d
done
i
n
our
K
a
v
m
i
ye
c
l
a
ss a
t
s
c
hool.
Ea
st
T
urke
sta
n
(
1)
I
h
a
d
h
e
a
r
d
A
t
at
ur
k
a
bou
t
Turkey
.
I
use
d
t
o
b
e
li
e
v
e
th
a
t
h
e
founde
d
a
st
a
t
e a
t
a
tim
e
w
h
e
n
t
h
e
O
tto
m
a
n
Em
pire wa
s
at a
very
good c
onditi
on. B
ut
now I know tha
t
it wa
s
not
t
rue
.
I
n
o
u
r
c
ount
r
y
,
t
he
t
opic
of
Turke
y
i
s
f
o
rbi
dde
n.
N
othing
is
t
ol
d.
Ea
st
T
urke
sta
n
(
2)
I
d
id
not
h
a
v
e
m
u
c
h
i
nf
o
r
m
a
t
i
on.
M
y f
a
the
r
h
a
d
g
iv
e
n
m
e
so
m
e
i
nfor
m
a
tio
n
pre
v
iousl
y
.
He
u
se
d
to
t
e
l
l
m
e
a
b
out
S
ult
a
n
Abdul
H
a
m
id
I
I.
T
hey
n
e
v
e
r
t
e
a
c
h
a
n
y
thing
a
t
t
he
s
c
hools.
T
hey
m
a
k
e
u
s
for
g
e
t
t
he
f
a
c
t
t
h
a
t
w
e
a
r
e
T
urkish.
B
u
rkina
Fa
so
I
know
ve
r
y
little
; I
ha
d he
a
r
d a
bout A
t
a
tur
k
but
di
d
not
know
w
ha
t
h
e
h
a
d
done
.
We
only
kne
w
th
a
t
h
e
a
bolis
h
e
d
th
e
ca
l
i
p
h
a
nd
oppre
sse
d
th
e
re
l
i
gious
s
c
hola
r
s.
W
e
l
ea
r
n
t
t
h
e
s
e
a
t
T
urkish
h
igh
sc
hools
.
Ma
li
I
studie
d
a
t
a
Turki
s
h
high
sc
ho
ol
a
nd
l
e
a
r
nt
v
e
r
y
li
tt
l
e
a
bout
T
ur
ki
sh
h
is
to
ry
.
Ta
jikist
a
n
I ha
d
l
e
a
r
nt a
bout
t
he
O
tto
m
a
n Em
pire
b
e
f
or
e
.
I
h
a
d
stu
d
ie
d a
t
a
priva
t
e
h
igh
s
c
hool
a
nd
lea
r
nt
t
ha
t
in m
y
hom
e c
ountr
y
.
G
e
r
m
a
n
y
I
nea
r
ly
k
n
e
w
nothing
a
bout
h
ist
o
r
y
.
I
s
tudie
d
G
e
r
m
a
n
a
nd
E
u
ro
pea
n
h
i
s
tor
y
.
I
n
e
v
e
r
s
t
udie
d
T
urkish
hist
o
r
y
.
O
tto
m
a
n Em
pi
r
e
t
a
k
e
s
p
lac
e
ve
r
y
shortly
-
in a
p
a
r
a
g
ra
p
h-
a
t
t
h
e
8t
h
a
n
d
9t
h gra
d
e
s
i
n
Ge
r
m
a
ny.
I
l
e
a
r
nt
h
e
r
e
for
the
f
i
r
s
t
t
i
m
e
t
h
a
t
Ge
r
m
a
ny a
nd
the
Ott
o
m
a
n
Em
p
ire we
r
e
a
llie
s
in W
or
l
d
W
ar I.
Ye
m
e
n
Nothi
ng i
s
t
old
a
bout
T
urkis
h
h
isto
ry
i
n
our
c
ountry.
I
d
id
not
h
a
v
e a
ny
i
n
form
a
t
i
on a
bout
T
urk
i
sh
h
ist
o
ry
a
n
d
t
h
e
history
of O
tt
o
m
a
n
E
m
p
ire
be
f
o
re
I
ca
m
e
he
r
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Vi
e
w
s
tow
a
r
d
s
the re
v
o
l
u
t
i
o
n
hi
st
ory
c
o
urse
of f
o
re
i
gn st
u
d
e
nt
s
in T
u
rk
ey
(Z
af
e
r
T
ang
ül
ü
)
13
I
n
t
he
c
o
u
n
trie
s
u
n
d
er
O
t
t
om
a
n
d
omina
tio
n,
t
he
h
is
tory
o
f
O
t
to
m
an
E
m
p
ir
e
i
s
n
e
v
er
g
ive
n
o
r
The
O
ttom
a
n
E
m
pi
re
i
s
taug
h
t
t
o
st
u
d
e
n
t
s
a
s
a
n
i
mpe
r
ia
l
i
st
c
oun
try.
F
or
i
nsta
nc
e,
t
he
s
tu
de
n
t
w
ho
w
a
s
from
Som
a
lila
n
d
s
ta
ted
t
h
at
t
he
o
nl
y
in
form
atio
n
she
/
he
l
ea
rn
ed
w
as
t
h
at
t
h
e
O
tt
om
an
E
m
p
i
r
e
wa
s
a
c
o
lo
nia
l
pow
er
.
In
s
ome
othe
r
c
o
u
n
tr
i
e
s,
on
the
ot
he
r
hand,
T
urke
y
is
n
o
t
g
i
ven
a
ny
p
l
a
ce
a
t
a
l
l
b
ec
au
se
o
f
po
lit
ica
l
re
aso
n
s
.
Countri
e
s
s
u
c
h
a
s
S
yri
a
a
nd
C
hi
n
a
d
o
no
t
all
o
c
a
t
e
a
ny
con
t
ent
rel
a
t
e
d
to
e
ith
e
r
T
u
r
ki
sh
h
isto
ry
o
r
th
e
hi
st
ory
o
f
t
he
O
t
t
om
an
E
m
p
ir
e
in
t
he
i
r
s
y
l
l
a
bu
ses
a
t
t
he
ir
s
c
h
o
ols
d
u
e
to
p
o
lit
ica
l
r
eas
o
n
s.
I
n
the
in
ter
v
i
e
w
s
,
alt
h
ou
gh
the
st
ude
n
t
s
c
o
m
i
n
g
from
M
a
li
an
d
Bur
k
i
n
afa
s
o
sta
t
e
d
t
ha
t
t
h
e
y
s
tu
die
d
a
t
T
u
rk
ish
h
i
gh
sc
ho
o
l
s,
t
h
ey
e
x
p
r
e
sse
d
th
e
f
act
t
h
a
t
th
e
y
e
it
h
e
r
h
a
d
v
e
ry
l
i
t
tl
e
knowl
e
d
g
e
or
h
a
d
n
o
k
n
o
w
l
e
dge
a
t
a
l
l.
O
n
t
h
e
ot
h
e
r
han
d
,
t
h
e
st
u
d
e
nt
from
G
e
rma
ny
s
t
a
t
ed
t
ha
t
t
h
ere
w
a
s
m
e
re
l
y
a
p
a
r
ag
ra
ph
o
n
th
e
Ot
to
ma
n
Empire
a
nd
Turk
is
h
hi
s
t
ory
in
t
he
ir
c
on
t
e
nt.
It
i
s
obv
io
us
f
rom
t
h
e
i
n
t
e
rv
iew
s
t
h
a
t
t
h
e
st
u
d
en
ts
f
r
o
m
ot
her
co
u
n
tr
ies
ha
d
eit
h
er
v
e
r
y
l
i
t
tle
i
n
f
orm
a
ti
on
or
t
he
y
ha
d
n
o
i
n
f
o
rma
tio
n
c
o
n
c
e
r
n
i
n
g
Tur
k
i
s
h
h
i
s
t
ory,
t
h
e
O
t
t
om
an
E
m
p
i
r
e
or
the
Republic of Turke
y. Table 2
d
escr
i
b
es the opinion of
foreig
n
students
.
Ta
bl
e
2
. Th
e
o
p
i
ni
on
s
of
fo
r
ei
gn
stud
e
nt
s towa
rd
s
wh
e
t
h
e
r “
P
ri
n
ci
ples o
f A
t
at
urk
an
d H
i
st
ory of t
he
T
u
r
kish
Re
vo
lut
i
on” c
o
u
rse
had a
n
y ef
fec
t
o
n t
h
eir
v
i
e
w
s abou
t
the
Re
pu
bl
i
c
of
Turk
e
y
C
ountry
O
pi
nion
Ira
n
I
am
a
p
e
r
son
w
ho
like
s
h
i
s
tor
y
.
N
ow I
a
m
m
o
r
e
i
nt
e
r
e
s
t
e
d
in
T
u
r
k
i
sh
h
istor
y
. Af
t
er t
ak
in
g
th
is co
u
r
se
, I
dis
c
ove
r
e
d
t
h
a
t
w
h
a
t
othe
r
p
e
ople
s
a
id ha
d
s
o
m
e
fla
w
s
. F
or
e
x
a
m
ple
,
I
h
a
d
h
ea
rd ne
g
a
tive
thi
n
gs
a
bout
the
R
e
publi
c
a
n
p
e
r
iod.
H
ow
e
v
e
r
,
now
I
r
ea
li
z
e
t
ha
t
th
e
s
e
we
re
t
o e
s
t
a
blish
t
h
e
Re
pub
l
i
c
of
T
ur
ke
y
.
So
m
a
lil
a
nd
I
le
a
r
ne
d
so
m
e
i
nf
orm
a
tion
in
t
h
e
s
e
c
la
ss.
I
got
s
om
e
n
e
w
infor
m
a
tion c
onc
e
r
ning
the
e
s
t
a
bli
s
hm
e
n
t
of t
h
e
Tu
r
k
is
h
s
t
at
e. I
d
is
co
v
e
r
e
d
t
h
e
f
a
c
t
th
a
t
so
me in
f
o
r
matio
n
I
h
a
d
kno
w
n
p
rio
r
t
o
ta
king
thi
s
c
ourse
w
a
s
m
i
sl
ea
ding.
T
u
rkm
e
nist
a
n
I
do
not
k
now
i
f
th
is
c
ourse
h
a
s
c
h
a
nge
d m
y
v
iew
s
,
but it
ha
s
pr
e
p
a
r
e
d
m
e to
l
ea
rn
n
e
w
i
nfor
m
a
tion.
I
thi
n
k
t
h
e
r
e
a
r
e
so
m
e
t
hi
ngs
t
ha
t
n
e
ed
t
o
be
done.
S
y
r
i
a
I
lea
r
ne
d
th
e
t
h
ings
t
ha
t
w
e
r
e
done
f
or
W
or
l
d
Wa
r
I
.
I
l
e
ar
n
e
d
wh
er
e
o
u
r
s
o
l
d
i
e
r
s
b
e
c
a
m
e
m
ar
t
y
r
s
. I
l
e
a
r
n
e
d a
bout
A
t
a
tur
k
.
I
l
e
a
r
ne
d a
bout
T
urkish
h
isto
ry
.
Ea
st
T
ur
ke
st
a
n
(1)
P
re
viousl
y
I
u
se
d
to
t
hink
tha
t
it
w
o
uld
be
b
e
t
t
e
r
i
f
th
e
Ottom
a
n
Em
pir
e
c
o
n
tinue
d
to e
xist.
H
o
w
e
v
e
r
,
now
I
u
nde
rsta
nd
tha
t
i
t
is
not
a
s
it
s
e
em
s a
nd
it wa
s
f
ounde
d
so
a
s
to hal
t th
e
f
a
c
t
tha
t
th
e
Ot
to
ma
n Em
pire
w
a
s
doing
ba
dl
y.
Ea
st
T
ur
ke
st
a
n
(2)
T
he
c
ourse
p
rovid
e
d m
e
wi
t
h a
b
a
si
c
fram
e
wor
k.
I
ca
m
e
to
know
how
t
he
O
tto
m
a
n
E
m
pi
r
e
coll
a
ps
e
d
a
nd
how m
uc
h the
we
s
t
s
truggle
d
i
n
orde
r
to
d
e
s
t
r
oy
t
h
e
Ot
t
om
a
n
E
m
p
ir
e
.
I
got
i
nform
a
t
i
on
a
bout
t
he
e
s
t
a
bli
s
h
m
e
n
t
of
t
he
R
e
public
o
f
Turkey
.
B
u
r
k
ina
F
a
so
T
he
O
tto
m
a
ns
h
a
d
a
l
ot
o
f
pro
b
le
m
s
.
I
f
he
h
a
d
not
bee
n
f
or
h
im
(
M
u
st
a
f
a
Ke
m
a
l)
t
h
e
c
ountry
woul
d
not
h
a
v
e
e
xist
e
d
.
H
e
b
r
o
u
ght
t
he
c
ount
r
y
t
oge
the
r
.
Ma
li
I
l
e
a
r
ne
d a
bout
T
u
r
kis
h
h
i
s
t
o
r
y
.
I
c
a
m
e
t
o
unde
r
s
t
a
nd
t
h
a
t
i
t
holds
a
s
ignific
a
n
t
pl
a
c
e
in
t
h
e
w
orld.
Ta
ji
k
i
st
a
n
I
h
a
d
s
o
m
e
infor
m
a
tion a
bout
W
orld
w
a
r
I
,
ye
t
I
di
d
not
k
n
o
w
m
u
c
h
a
bout A
t
a
t
u
r
k
.
T
he
t
h
i
ngs
I
know
a
bout
A
t
a
t
u
r
k
i
s
ge
ne
ra
lly
n
e
g
a
tiv
e
. M
y
fa
t
h
e
r
a
nd
brot
he
r
told
m
e t
h
es
e.
Ge
r
m
a
n
y
T
h
e
r
e
is a st
r
ic
t a
t
t
itude
in T
u
r
k
e
y
. I
se
e th
a
t
th
e
th
ings
t
ha
t
h
a
pp
e
n
e
d
a
s a
r
e
sult
of a
pa
rti
c
ul
ar
p
roble
m
.
Tha
nks
t
o
this c
our
se
,
m
y
v
i
e
w
s
on
h
i
st
or
ic
a
l
e
v
e
nt
s c
h
a
n
g
e
d.
A
n
d
I b
e
c
a
m
e
m
o
re
in
t
erest
e
d
i
n
th
e
e
v
e
n
t
s
tak
i
n
g
p
l
ac
e i
n
t
h
e
l
as
t
cen
t
u
r
y
.
Y
e
m
e
n
I
n
t
hi
s
c
ourse
,
I
l
ea
rne
d
w
ha
t
th
e
f
e
e
l
i
ng
of
m
ot
h
e
rl
a
nd
m
e
ans.
I
n
our
c
a
s
e
,
t
h
e
c
on
ce
pts
of
c
ount
ry
,
pe
ople
a
nd
fla
g
a
r
e
p
e
r
ce
iv
e
d
d
i
f
fe
re
n
t
ly
.
The
m
a
jor
i
t
y
o
f
forei
g
n
st
u
d
en
ts
s
tat
e
d
th
a
t
t
he
y
ha
d
n
e
gat
i
v
e
pe
rce
p
tio
ns
t
ow
a
r
ds
R
e
p
u
b
l
ic
o
f
Turke
y
p
r
i
or
t
o
d
o
i
ng
th
is
c
o
u
rse.
I
t
is
u
n
d
e
r
sto
od
from
t
h
e
i
n
t
e
r
v
i
e
w
s
t
h
a
t
t
h
e
r
e
e
x
i
s
t
s
a
t
e
n
d
e
n
c
y
t
o
s
e
e
t
h
e
col
l
a
p
se
o
f
the
O
t
tom
a
n
Emp
i
re
a
s
dire
ct
ly
c
o
n
ne
c
t
ed
t
o
Mu
sta
f
a
K
emal
.
So
me
o
f
t
h
e
st
ud
e
n
t
s
a
re
o
f
t
h
e
op
ini
o
n
tha
t
M
us
tafa
K
em
al
d
estro
y
ed
t
he
O
ttom
a
n
Em
p
i
r
e
i
n
or
de
r
t
o
e
s
t
a
b
l
i
s
h
t
h
e
T
u
r
k
i
s
h
R
e
p
u
b
l
i
c
.
S
i
n
c
e
stude
n
t
s
d
i
d
n
o
t
get
e
n
ou
g
h
i
n
f
orm
a
tio
n
a
n
d
sinc
e
t
h
e
y
r
ece
i
v
e
d
i
nform
a
ti
on
t
h
ro
ug
h
i
n
form
al
w
a
y
s
o
u
tsi
d
e
of
t
he
s
ch
o
o
l,
t
he
i
n
f
orm
a
ti
on
t
h
ey
h
ave
see
m
s
t
o
b
e
inac
c
u
ra
te
.
F
o
r
t
h
is
r
e
a
son,
i
t
c
a
n
be
d
ed
uc
e
d
t
h
a
t
th
er
e
exi
s
ts
a
n
ega
t
i
v
e
a
t
tit
u
d
e
t
o
wa
rds
Mus
t
a
f
a
Kem
a
l
a
nd
t
h
e
reform
s
he
m
a
d
e.
T
he
f
i
n
d
i
n
g
s
de
ri
ve
d
from
the
in
t
e
rv
iew
s
c
a
r
ried
o
u
t
w
i
t
h
s
t
ude
n
t
s
from
Iran,
Som
a
lila
nd
a
nd
Taj
i
kista
n
c
o
u
ld
b
e
pre
s
ente
d
as
a
n
e
x
am
pl
e
.
Be
s
i
de
s,
a
l
l
s
tu
de
nt
s
s
t
at
ed
t
hat
t
h
e
y
g
o
t
s
om
e
i
n
for
m
atio
n
a
b
o
ut
t
he
R
e
p
u
b
lic
o
f
T
u
rke
y
a
nd
h
o
w
i
t
w
a
s
f
ou
nd
ed
.
The
in
terv
iew
s
d
o
n
e
w
ith
s
tu
de
n
t
s from
Iran,
S
oma
lilan
d
,
Ea
st
T
u
r
ki
st
an
a
n
d
M
ali
we
re
r
ev
e
a
l
i
n
g
in
tha
t
t
he
s
tu
de
nts
ex
pre
s
se
d
t
h
e
y
c
orr
ecte
d
t
he
i
nac
c
u
rate
i
nfor
m
a
ti
on
t
h
ey
had
p
r
e
v
i
ousl
y
k
n
o
w
n
a
nd th
ey
g
o
t
in
form
ation
a
b
ou
t
t
h
e
Re
p
u
b
l
i
c
o
f
T
u
rke
y
.
Furt
her
m
or
e,
s
o
m
e
stu
de
n
t
s
st
ated
t
ha
t
t
h
e
y
t
oo
k
m
o
re
i
n
t
er
est
i
n
subj
ects
in
h
istory
t
hanks
to
t
hi
s
course.
The
rem
a
r
k
o
f
the
st
u
d
e
nt
c
o
m
in
g
fro
m
Ge
rman
y
a
s
“
M
y
poi
nt
o
f
v
i
e
w
h
a
s
c
h
a
n
g
e
d
t
h
a
n
k
s
t
o
t
h
i
s
c
o
u
r
s
e
.
A
n
d
I
b
e
c
a
m
e
m
o
r
e
i
n
t
e
r
este
d
in
t
he
e
ve
n
t
s
tha
t
h
a
p
pe
ned
o
v
e
r
the
l
a
st
c
ent
u
ry
”
c
a
n
b
e
p
re
sen
t
ed
a
s
a
f
i
ndi
ng
w
h
i
ch
r
e
v
ea
l
s
t
hi
s
at
ti
tu
de.
Ano
t
her
fi
nd
i
ng
in
t
he
s
t
u
dy
i
s
t
ha
t
there
ha
s
de
ve
lo
pe
d
an
a
tt
itu
de
i
n
st
u
d
en
ts
t
o
cre
a
te
t
he
n
o
t
io
n
o
f
a
n
a
tio
n.
T
he
s
t
u
de
nt
s
w
ho
w
a
s
fr
o
m
Y
e
m
e
n
po
i
n
te
d
ou
t
t
h
e
fa
c
t
t
hat
he
g
ot
t
he
f
ee
l
i
ng
o
f
m
ot
he
r
l
an
d
a
nd
the
co
nce
p
t
s
l
ike
na
tio
n,
a
nd
f
la
g
b
e
ca
me
mo
r
e
me
an
i
ngf
ul
.
I
t
ca
n
b
e
un
der
s
t
o
o
d
from
Ta
ble
3 tha
t
al
l
f
o
r
eig
n
s
t
u
den
t
s ha
d
ne
g
a
t
i
v
e v
i
ews abo
u
t
At
at
urk pr
ior
t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
: 9
- 19
14
tak
i
ng
this
c
ou
r
s
e
.
T
he
s
tu
de
nt
s
ha
d
b
u
ilt
a
nega
tive
a
t
t
i
t
u
de
be
ca
use
of
t
he
i
nfor
ma
t
i
o
n
t
he
y
r
ece
i
v
e
d
f
rom
the
i
r
s
u
rr
ound
i
ngs
a
s
w
e
l
l
a
s
thr
o
u
gh
mis
l
eadi
n
g
in
for
m
a
t
i
o
n
or
i
mp
erf
e
c
t
k
n
o
w
l
e
dge
.
Th
e
f
act
t
ha
t
t
h
e
O
ttom
a
n Em
pi
re
c
olla
p
s
e
d
a
n
d
t
h
e
ne
w
re
p
u
b
lic
w
a
s
es
t
ab
l
i
she
d
p
lays a m
ajor role
in st
u
d
e
nt
s’ h
av
ing
su
ch
a
view
.
S
o
me
s
tude
n
t
s
ha
ve
s
o
m
e
inac
cura
te
know
l
e
d
g
e
in
t
erm
s
o
f
h
i
st
ory
t
h
a
t
t
he
O
tt
oma
n
E
m
p
ire
col
l
apse
d
by M
u
s
t
a
f
a
K
e
m
a
l
w
i
t
h
ou
t a
n
y re
ason.
Ta
bl
e
3
.
Th
e
o
p
i
ni
on
s
of
fo
r
ei
gn
stud
e
nt
s abo
u
t
M
u
st
a
f
a
Kema
l
b
efore
an
d a
f
ter
do
i
ng
th
e c
ourse
C
ountry
O
pi
nion
I
r
a
n
M
y
opinions
h
a
v
e
c
h
a
n
g
e
d
.
I
u
se
d
t
o
c
riti
c
i
ze
A
t
a
turk
b
e
f
o
re
I
t
ook
this
c
o
u
r
s
e
.
H
e
wa
s a
l
r
e
ady
c
onside
r
e
d
n
e
g
a
t
ive
l
y
i
n
t
h
e
I
sl
a
m
i
c
w
orld.
I
u
se
d
to
t
hink
tha
t
th
e
t
h
i
ngs
h
e
did
we
re
w
rong
and
he
b
e
h
a
v
e
d
lik
e
th
a
t
s
ince
t
h
e
E
nglish de
sire
d
so;
howeve
r
, m
y
v
i
ew
h
a
s
c
ha
nge
d now
.
I
f
o
u
nd
som
e
o
f
his
a
c
t
ions
w
rong
suc
h
a
s
his
a
bolit
ion
the c
a
lipha
t
e
.
Ata
t
urk
did
a
ll
the
s
e
in
o
rde
r
t
o
e
s
ta
blis
h t
h
e
st
a
t
e
of
t
he
Re
publ
ic
o
f T
u
r
k
e
y
.
S
o
m
a
lila
nd
My thoughts a
bou
t
At
a
t
urk we
r
e
a bi
t
distre
ssi
ng. I
mea
n
it w
a
s n
e
g
a
tiv
e. I
k
n
e
w h
i
m
a
s
th
e
pe
rson
who
de
stroy
e
d
th
e
O
ttom
a
n
Em
pir
e
.
E
v
e
r
y
p
e
rson
ha
s
hi
s m
ist
a
k
e
s a
s
we
ll a
s
h
is
good
side
s.
A
t
a
turk
b
ro
ught
T
urke
y
ind
e
pende
nce
.
Turke
y
T
u
r
k
e
y
lib
e
r
a
t
e
d
,
o
the
r
w
i
s
e
it wa
s
going
t
o
be
a
c
o
lony.
I
t
hin
k
t
h
e
b
a
d
s
i
de
w
a
s
t
ha
t
he
e
s
t
a
bl
ish
e
d a
little sta
t
e
ou
t
of
a
big o
n
e
lik
e
th
e
Ott
o
ma
n Em
pire.
T
u
rkm
e
nista
n
M
y
vie
w
a
bout
A
ta
turk
h
a
s
i
m
p
r
ove
d.
H
e
m
a
d
e
t
h
e
s
e
re
f
o
rm
s a
s
t
he
y
w
e
r
e
n
e
c
e
s
sa
r
y
.
Sy
ria
I
ha
d
know
n
tha
t
h
e
f
ounde
d
the
Re
p
ublic
o
f
T
u
rke
y
.
I
l
ea
r
n
t
th
at
h
e
w
a
s
e
x
cel
a
t
a
d
mi
n
i
s
t
r
a
ti
v
e
m
a
tt
e
r
s.
S
o
m
e
p
e
o
p
le
do
not
lik
e
his vie
w
s
i
n
te
r
m
s
o
f
his
r
e
li
gious
b
e
l
i
e
f
s
,
ye
t
the
s
t
a
t
e
is
a
g
r
e
a
t
a
c
h
i
e
v
e
m
e
nt.
I
d
is
c
o
v
e
r
e
d
th
a
t
w
h
a
t I
ha
d
pre
v
iously
know
n
wa
s
not ac
c
u
ra
te
.
Ea
st
T
u
rke
s
ta
n (1)
I
lea
r
nt
a
bout
t
he
Ot
t
o
m
a
n
E
m
p
ire a
nd
At
a
t
urk
w
h
e
n
I
w
a
s
i
n
E
g
y
pt.
T
h
e
y
us
e
d
t
o
s
a
y
th
e
r
e
tha
t
A
t
a
t
ur
k
w
a
s a
g
a
i
nst
r
e
ligion.
N
ow
I
r
ea
li
z
e
t
h
a
t
so
m
e
t
h
i
ngs
h
a
d
to
b
e
done
s
inc
e
t
h
e
O
t
t
o
m
a
n
Em
pire
s
ta
rte
d
t
o
fa
ll
t
o
pi
e
c
e
s
.
My
v
iew
a
bout
A
t
a
turk
h
a
s
c
h
a
ng
e
d
.
I
b
e
l
i
e
v
e
t
h
a
t
h
e
a
c
t
ed
s
o
s
i
n
c
e
i
t
w
a
s
n
e
c
es
s
a
r
y
a
t
t
h
e
t
i
m
e
.
Ea
st
T
u
rke
s
ta
n (2)
I
a
l
way
s
h
ea
rd n
e
g
a
t
i
v
e
things a
bout
A
t
a
turk.
T
he e
ld
e
r
ly
i
n
ou
r
c
ountry
u
se
d
to
s
a
y
t
h
a
t
h
e
c
o
l
l
a
p
s
e
d
th
e
O
tto
m
a
n
Em
pire a
nd
the
We
st
e
r
n
sta
t
e
s
t
ook
a
dva
nt
a
g
e
of
h
im
.
Afte
r
t
a
king
the
c
our
s
e
,
I ca
m
e
t
o
rea
l
i
z
e
th
a
t
h
e
foun
de
d a
n
e
w
st
a
t
e
a
n
d
trie
d
t
o
build
a
n
a
t
i
on. He
strug
g
l
e
d
w
ith
the
we
st
.
I
think
if
it
ha
d
not
b
ee
n
f
o
r
him
,
t
h
e
Ot
t
o
m
a
n
Em
p
ir
e
c
ould
ha
v
e
c
onti
nue
d
to e
x
i
st.
B
u
rkina
Fa
so
M
y
opinion
ha
s
now c
h
a
nge
d.
It
is
possible
for
him
not
t
o
be
s
u
c
h a
r
e
l
i
gious
p
e
r
son
but
h
e
c
a
n
do
the
s
e
thi
ngs
f
or
t
he
s
a
k
e
of
h
is
c
ount
r
y
.
Y
ou
ca
n
be a
r
e
l
igiou
s
pe
rson
b
u
t
w
ith
no m
o
the
r
la
n
d
,
t
his
is
a
lso
b
a
d.
I
s
e
a
r
che
d
o
n
t
h
e
Inte
rne
t
t
ha
t
so
m
e
p
e
opl
e
s
t
a
t
e
th
at h
e
is
a
r
eli
g
io
u
s
p
erso
n
wh
ile
so
me
o
th
e
r
d
o
n
o
t
say so
.
T
h
a
t h
e
r
em
o
v
ed
th
e
c
h
a
r
act
e
r
s o
f
th
e
Kora
n
a
n
d
t
ha
t
h
e
punishe
d
s
o
m
e
sc
ho
la
rs
i
s
w
r
ong
in m
y
opini
on.
Ma
li
I
did
not
he
a
r a
n
y
t
h
i
ng
a
bout
A
ta
t
u
rk
b
e
f
ore
t
a
king
th
e
c
o
u
r
se.
Ho
w
e
v
e
r, I
le
a
r
n
t fro
m
h
i
m
th
a
t
y
ou w
ill n
e
v
e
r ha
v
e
your la
nd unl
e
ss y
ou struggle
. I bec
am
e a
w
a
r
e
o
f
t
h
e
i
m
port
a
n
c
e
h
a
ving
a
s
t
at
e.
Ta
jikist
a
n
M
y
v
iew
s
c
o
n
ce
rning
M
u
sta
f
a
Kem
a
l
ha
v
e
not c
h
a
ng
e
d
.
I mea
n
I
st
ill h
a
v
e
ne
g
a
tiv
e
vi
e
w
s
a
b
ou
t
him
.
G
e
r
m
a
n
y
T
h
e
r
e
h
a
v
e
b
e
e
n
s
om
e
c
h
a
nge
s
in m
y
pre
v
ious
know
le
dge
,
not m
a
n
y
t
h
o
ugh
.
N
o
w
I
ca
n
unde
rsta
nd
b
e
tt
e
r
w
hy
th
e
t
h
ings
t
ha
t
we
r
e
done
durin
g
the
Re
public
a
n
p
e
r
iod
we
re
done
.
I
t
hink
som
e
o
f
the
m
a
re
good
w
h
e
r
e
a
s
o
th
e
r
s
a
r
e
unnec
e
s
s
ar
y
Ye
m
e
n
I
ha
d a
n
e
g
a
t
i
v
e
v
i
e
w a
bout
M
ust
a
f
a
K
em
a
l
.
I
n
ge
n
e
r
a
l
, a
l
l
t
h
e
know
l
e
dge
I
h
a
d
a
bout
h
i
m
w
a
s
from
m
y
f
am
i
l
y e
nviro
nm
e
n
t
a
nd
fr
ie
nds.
I
t
hought
t
ha
t som
e
o
f
h
i
s
en
d
e
a
v
o
r
s
w
e
r
e
n
eg
a
t
i
v
e i
n
ter
m
s
o
f
relig
io
n
. No
w
, h
o
w
ev
e
r
, I
a
p
p
r
ec
i
a
te
h
is str
u
g
g
l
e
s
to
sa
ve
h
i
s
c
ou
nt
ry
.
More
over,
s
om
e
st
ude
n
t
s
ha
v
e
s
uc
h
a
n
o
p
i
ni
on
o
f
Mu
sta
f
a
K
e
ma
l
b
y
d
e
ri
v
i
ng
f
ro
m
hi
s
ref
o
rms
th
at
he
d
i
d
t
hese
a
gai
n
s
t
I
s
l
am
.
The
a
b
ol
it
io
n
of
t
he
cal
i
pha
t
e
a
n
d
t
h
e
alp
h
a
b
et
r
efo
r
m
i
n
p
a
r
ti
cu
la
r
se
em
t
o
be
effec
t
i
v
e
in
t
he
o
c
c
urr
e
nce
of
t
h
i
s
nega
t
i
v
e
view
a
mo
ng
s
t
ude
n
t
s.
T
he
s
tude
n
t
from
Ira
n
st
a
t
e
d
t
ha
t
Musta
f
a
K
e
m
a
l
is
r
ega
r
ded
ne
ga
ti
ve
ly
a
n
d
e
xe
mp
l
i
fi
ed
t
he
a
b
o
l
i
tio
n
of
t
he
c
a
l
i
p
h
a
te
f
or
t
his.
I
t
i
s
u
nders
to
o
d
t
hat
t
h
e
stude
n
t
s
a
r
e
high
l
y
i
nfl
u
enc
e
d
f
r
o
m
reli
gio
u
s
r
e
fe
renc
es
i
n
for
ma
tio
n
o
f
t
he
ir
n
ega
tive
perc
ept
i
o
n
s
.
Wha
t
i
s
mor
e
,
t
h
e
stu
d
e
n
ts
e
xpr
esse
d
t
h
at
t
he
y
le
ar
ned
t
h
i
s
i
nform
a
ti
on
f
r
o
m
t
h
e
e
l
d
e
r
l
y
o
r
t
h
e
p
e
o
p
l
e
i
n
t
h
e
su
rro
un
ding
s
i
n
t
h
e
i
r
c
o
u
n
t
r
ie
s.
T
his
increases
t
h
e
po
ssib
i
li
ty
o
f
t
h
e
e
x
iste
nc
e
o
f
s
u
c
h
a
per
c
e
p
t
i
o
n.
F
or
exa
m
ple,
t
he
s
t
ude
n
t
s
from
Y
e
me
n
a
nd
Ea
st
T
urke
sta
n
s
ta
t
e
d
t
h
a
t
t
he
y
le
a
r
ned
t
h
ese
fro
m
t
he
e
l
d
erl
y
i
n
t
h
e
i
r
cou
n
t
ries w
i
t
h th
is q
ues
t
i
o
n. M
or
e
over,
the
s
t
u
de
n
t
s
respo
nde
d
si
m
i
larl
y to t
he
o
ther
q
ue
stio
ns.
O
n
e
o
f
t
he
s
t
u
den
t
s
sta
t
e
d
t
h
a
t
her
/
hi
s
op
i
n
i
o
ns
c
ha
n
g
ed
a
fter
t
a
kin
g
t
he
c
ourse.
T
h
e
s
t
ude
n
t
s
from
Taj
i
k
i
s
t
a
n
,
on
the
o
t
her
ha
n
d
,
sta
t
ed
t
hat
he
r/h
i
s
v
i
ew
s
r
e
main
e
d
t
he
s
a
m
e
.
O
the
r
s
tude
nts
star
t
e
d
to
a
d
d
re
ss
hi
st
orica
l
e
ve
n
t
s
wit
h
t
he
i
r
n
ew
l
ear
nin
g
e
x
p
erie
n
c
es
i
n
a
m
o
re
a
c
a
dem
i
c
w
a
y.
T
he
s
tu
de
nts
sta
t
e
d
t
h
a
t
the
rea
s
on
w
h
y
a
ne
w
state
w
a
s
esta
bl
ishe
d
de
rive
d
from
t
h
e
fac
t
t
h
at
t
h
e
n
e
w
s
t
a
t
e
r
e
q
ui
re
d
n
e
w
i
n
stit
uti
ons;
there
f
ore,
s
om
e
r
e
for
m
s
w
e
r
e
d
one.
T
h
e
st
u
d
en
t
from
E
as
t
Ta
j
i
ki
sta
n
(
1)
e
xpr
esse
d
h
i
s
view
t
ha
t
t
h
e
r
e
for
m
s
at tha
t
peri
o
d
w
e
r
e
done
a
s they
w
ere
ne
cessar
y
.
Th
e
st
ud
en
ts
f
ro
m
I
r
a
n
a
n
d
So
ma
l
i
st
a
t
ed
t
h
a
t
t
h
e
th
in
g
s
h
e
(Mu
st
af
a
Kemal
At
a
t
u
r
k)
d
i
d
w
a
s
t
o
esta
bl
ish
a
new
sta
t
e
.
I
t ca
n be
s
tipu
l
a
t
ed
t
ha
t the
i
r
vi
e
w
s ch
a
nge
d a
s
the
y i
m
prove
d
th
e
m
se
lve
s
ac
a
dem
i
ca
l
l
y.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Vi
e
w
s
tow
a
r
d
s
the re
v
o
l
u
t
i
o
n
hi
st
ory
c
o
urse
of f
o
re
i
gn st
u
d
e
nt
s
in T
u
rk
ey
(Z
af
e
r
T
ang
ül
ü
)
15
It
i
s
obvi
ou
s
fro
m
Ta
bl
e
4
th
a
t
f
o
r
e
i
gn
s
t
u
d
e
nt
s
h
a
v
e
d
i
f
f
i
cul
t
y
in
u
nde
rst
a
nd
ing
a
c
o
n
cept
in
a
fore
ig
n
la
n
gua
ge
a
s
w
e
l
l
a
s
i
n
ter
p
ret
i
n
g
it
and
a
t
trib
u
tin
g
a
m
eanin
g
t
o
it.
W
h
e
n
the
st
ude
n
t
s
w
e
re
a
ske
d
w
h
ic
h
to
pic
s
t
hey
fo
un
d
d
i
fficu
l
t
m
os
t,
5
s
tu
d
e
nts
s
t
ate
d
t
ha
t
th
ey
f
ou
nd
i
t
dif
f
i
c
ult
t
o
l
e
a
rn
t
h
e
c
on
c
e
pt
s
fort
hri
g
ht.
T
h
e
s
e
st
ude
n
t
s
p
o
i
n
te
d
o
u
t
t
h
a
t
t
h
e
y
ha
d
d
i
ff
i
c
u
lty
i
n
lea
r
n
i
ng
t
h
e
me
an
in
g
i
n
T
urk
i
sh
t
erm
i
n
o
lo
gy
as w
ell
a
s
t
he c
once
p
ts e
xi
st
i
n
g
i
n
t
he
h
is
tor
y
of re
vo
l
u
t
i
on c
ourse
. Be
si
de
s,
t
he rest o
f
t
h
e
stude
n
t
s s
t
a
t
e
d
t
ha
t
t
h
e
y
h
a
d
d
i
f
f
i
c
u
l
t
y
i
n
l
e
a
r
n
i
n
g
t
h
e
t
o
p
i
c
s
l
i
k
e
a
g
r
e
e
m
e
n
t
s
,
w
a
r
s,
i
mporta
nt
d
a
t
es
a
n
d
t
he
c
on
gr
esses
t
a
k
i
n
g
place
w
i
t
h
i
n
Worl
d War
I.
Ta
bl
e
4
.
Th
e
o
p
i
ni
on
s of
f
o
r
e
i
gn
s
tud
e
nt
s abo
u
t
th
e t
opi
c
s
th
e
y
h
a
v
e
d
i
ffi
c
ul
t
y
un
d
ersta
n
di
n
g
in “
P
rinc
iple
s
of
A
t
a
t
ür
k an
d
H
i
st
ory
of
t
he
Tu
r
kis
h
Re
v
o
l
uti
on”
c
o
u
rse
C
ountry
O
pini
o
n
Ira
n
T
h
e
subje
c
t
I
f
oun
d
di
f
f
ic
ult
w
a
s to
l
e
a
r
n
th
e
a
g
ree
m
ent
s
a
n
d
me
m
o
r
i
ze t
h
em.
So
m
a
lil
a
nd
I
ha
ve
d
iff
i
c
u
lty
i
n
lea
r
ning
the
topic
s
a
nd
c
o
n
c
e
p
t
s
th
a
t
re
qui
r
e
m
em
ori
z
a
tion.
Tu
r
k
me
n
i
s
t
a
n
I
h
ad
d
i
f
f
i
cu
l
t
y w
h
i
l
e
I
w
a
s
l
ear
n
i
n
g
t
h
e
c
o
n
c
e
p
t
s
in th
e
f
i
rst t
e
rm. I
t wa
s
dif
f
ic
ult
to
l
e
a
r
n
pe
riods
o
f
wa
r
a
nd
t
h
e
a
g
r
eem
e
n
ts
.
S
y
r
i
a
I
t
w
as
r
a
t
h
e
r
d
i
f
f
i
c
u
l
t
t
o
l
e
ar
n
t
h
e
co
n
c
ep
t
s
o
f
t
h
e
f
i
r
s
t t
e
r
m
.
Ea
st
T
urke
st
a
n
(
1)
I
h
a
d
d
iff
i
c
u
lty
i
n
lea
r
ning
the
wa
rs
dur
in
g
th
e
f
ir
st ter
m. Th
e
w
ars
a
n
d
th
e
ag
r
e
eme
n
t
s
w
e
r
e
a
b
i
t
co
m
p
l
i
c
a
t
ed
.
E
a
st Tu
r
k
e
st
a
n
(
2
)
I
t wa
s r
a
th
er d
iff
i
cu
lt to
le
a
r
n
th
e
c
o
n
cep
t
s.
B
u
r
k
i
n
a
F
a
so
I
no
m
o
r
e
h
a
v
e
di
f
f
ic
ulty
.
I
ha
d
diff
ic
ulty
i
n
th
e
d
a
t
e
s
in the
f
i
r
s
t te
r
m
.
Ma
li
I
h
a
v
e
diff
ic
ulty
i
n
unde
r
s
ta
nding
the
te
r
m
inology
a
nd
t
h
e
c
onc
e
p
ts
.
Ta
j
i
kist
a
n
I
h
a
d
d
i
f
fic
u
l
t
y
a
b
out
t
he
c
ongre
sse
s.
I
t
is
r
a
t
h
e
r
a
diff
ic
ult
subje
c
t
t
o
l
e
a
r
n.
G
e
r
m
a
n
y
It
i
s
diffic
u
lt
f
o
r
m
e
t
o
lea
r
n
t
he
t
he
or
e
t
i
c
a
l
know
le
d
g
e
wi
t
hin
history
.
I
t
f
e
e
l
s
a
bit
diffic
u
lt
t
o
lea
r
n
a
bout
W
orld
W
ar
I
.
Y
e
m
e
n
I
ha
d
grea
t
diff
i
c
ul
ty
i
n
lea
r
ning
the
c
onc
e
p
ts
w
it
h
i
n
th
e
c
our
se
s
y
l
l
a
bus.
Whe
n
s
tu
de
nt
s
a
r
e
asked
w
h
a
t
s
u
b
j
ec
t
s
t
he
y
are
int
e
res
t
ed
i
n,
t
he
Ira
ni
a
n
s
tude
n
t
s
ta
te
d
tha
t
s
/
h
e
i
s
in
t
e
reste
d
i
n
A
t
a
t
urk
a
nd
the
peo
p
l
e
w
ho
w
e
r
e
i
nv
o
l
ve
d
i
n
t
he
h
i
s
t
o
ry
o
f
the
O
t
t
o
m
a
n
Em
pire.
The
stude
n
t
from
S
om
ali
poi
n
t
ed
o
ut
t
hat
s/he
i
s
in
t
e
res
t
ed
i
n
the
to
p
i
c
s
w
hi
c
h
a
re
l
e
c
t
ure
d
l
i
k
e
st
ory
t
el
l
i
ng.
T
he
s
tu
de
n
t
s
from
T
ur
km
en
is
tan
a
n
d
Eas
t
T
urkes
t
a
n
(
1)
s
ta
ted
tha
t
t
he
y
are
i
n
t
e
r
es
te
d
i
n
t
he
w
ay
t
he
r
ef
orms
w
ere
do
ne
dur
in
g
the
Re
pu
blica
n
p
er
io
d
w
h
er
eas
t
he
S
yrian
a
n
d
Ma
l
i
a
n
s
t
u
d
en
t
s
w
er
e
intere
st
ed
i
n
t
h
e
l
i
ve
s
of
t
h
e
O
ttom
a
n
em
pe
ror
s
.
More
over
,
t
he
s
t
u
den
t
from
Taj
i
k
i
s
t
an
w
as
i
n
t
ere
s
t
e
d
in
t
he
t
o
p
ic
s
of
W
or
ld
W
ar
I
,
the
G
e
r
m
a
n
s
t
u
de
n
t
w
as
i
n
t
o
t
h
e
to
p
i
cs
o
f
t
h
e
O
t
t
o
m
a
n
Em
p
i
re
a
nd
T
u
rke
y
a
nd
fina
l
l
y
the
Y
e
m
e
ni
s
t
u
de
nt
w
as
in
t
e
reste
d
i
n
t
h
e
w
a
ys
h
ow
a
s
tate
s
ho
u
l
d
be
g
o
v
erne
d.
T
he
i
ss
u
es
t
hat
a
ttr
act
t
he
a
t
t
e
n
ti
o
n
o
f
a
la
rge
ma
jo
r
i
t
y
of
s
t
u
den
t
s se
e
m
to be
r
e
l
a
t
e
d
to the
re
form
s m
a
de
i
n th
e pr
oce
ss
of state
e
sta
b
l
i
s
h
m
e
n
t
a
nd m
a
nage
me
n
t
.
B
y
d
e
r
ivi
n
g
fro
m t
h
e
sp
ee
ches
o
f
t
h
e
st
ud
en
ts
,
i
t
can
b
e
su
gg
e
s
te
d tha
t
t
he stu
de
nts a
r
e
ea
ger to lear
n and
ta
ke
the
s
e de
ve
lo
p
m
e
n
ts a
nd e
v
e
n
t
s
ha
ppe
n
i
ng
at t
h
i
s per
i
od a
s
a m
od
e
l
for the
i
r
hom
e c
o
u
n
t
r
i
e
s. F
or exam
p
le,
th
e
speec
hes
of
s
t
ude
n
t
s
from
T
urkm
en
ista
n,
E
a
s
t
T
u
rkes
ta
n,
M
a
l
i
a
n
d
Y
e
m
e
n
c
a
n
b
e
sho
w
n
a
s
a
n
e
x
a
m
ple
for
th
i
s
.
Whe
n
s
t
ude
n
t
s
a
r
e
a
s
ke
d
t
o
g
i
v
e
t
h
eir
view
s
co
nc
ern
i
ng
t
h
e
of
f
e
ring
of
t
hi
s
cou
r
se
f
o
r
f
o
r
eig
n
stud
e
n
t
s
,
the
y
s
ta
te
d
t
h
a
t
it
s
h
o
u
l
d
be
o
ffer
ed
i
n
orde
r
f
o
r
foreig
n
s
t
ud
e
n
t
s
t
o
g
e
t
i
n
f
o
r
m
a
t
i
o
n
a
b
o
u
t
T
u
r
k
i
s
h
h
i
s
t
o
r
y
a
n
d
rec
o
g
n
i
z
e
T
u
rke
y
c
orr
ect
l
y
.
Thr
o
ugh
t
h
i
s
less
on,
t
he
s
t
ude
n
t
s
e
xpre
ssed
t
h
at
t
he
y
lea
r
ne
d
the
rig
h
t
i
n
f
o
r
m
a
t
i
o
n
a
b
o
u
t
t
h
e
c
o
u
n
t
r
y
t
h
e
y
a
r
e
v
i
s
i
t
i
n
g
.
T
a
b
l
e
5
r
e
v
e
a
l
s
opi
n
i
o
n
s
of
f
orei
g
n
s
tud
e
nts
ab
ou
t
the
t
o
p
i
cs
the
y
a
re i
ntere
s
ted
i
n
i
n
“
P
r
i
nc
i
p
le
s
o
f
A
ta
t
ü
rk
a
nd
H
is
t
o
ry
o
f
t
he
T
urk
i
s
h
R
e
v
o
l
uti
on”
c
o
u
rse
a
n
d
t
h
e
re
a
s
on
s
for
the
i
r in
tere
st
.
Wh
at
i
s
mo
re,
i
t
i
s
obv
iou
s
t
hat
th
e
kno
wl
edg
e
o
f
st
u
d
ent
s
i
n
t
erm
s
o
f
Tu
rkis
h
h
i
story
is
l
i
m
i
t
e
d
a
s
t
h
ese
su
bj
e
c
t
s
d
o
not
t
a
k
e
pl
ace
i
n
Iran
i
a
n
l
ess
o
n
s
d
es
pit
e
m
a
n
y
po
l
itica
l
e
ven
t
s
t
h
at
t
o
o
k
p
lac
e
b
e
t
w
e
e
n
t
he
O
ttom
a
n-
Ira
n
and
be
t
w
e
e
n
I
r
an
a
n
d
t
he
R
e
p
u
b
lic
o
f
Tur
k
ey.
Wi
t
h
rega
rd
t
o
th
is
s
ub-
p
r
ob
l
e
m,
it
see
m
s
tha
t
the
i
n
f
o
rm
atio
n
o
f
t
he
p
ar
tic
ipa
n
ts
o
n
T
u
r
k
i
s
h
h
i
st
ory
a
n
d
cu
lt
ure
is
v
e
r
y
li
m
i
te
d
be
fore
t
a
k
ing
less
ons
i
n
gene
ra
l.
I
t
ca
n
be
c
la
ime
d
t
h
a
t
the
his
t
or
y
pro
g
r
a
m
s
i
n
th
e
st
u
de
n
t
s'
c
o
u
n
t
r
i
e
s
ar
e
pa
r
tic
ul
a
r
ly
s
ha
pe
d
b
y
i
t
s
po
lit
ica
l
i
nst
i
t
u
t
i
o
ns.
The
s
t
ri
kin
g
p
o
i
nt
h
e
r
e
i
s
t
ha
t
the
s
t
u
de
n
t
s
ne
it
her
have
k
n
o
w
l
e
d
ge
w
it
h
r
e
gar
d
t
o
th
e
O
t
t
o
m
a
n
E
m
p
i
r
e
n
o
r
t
h
e
R
e
p
u
b
l
i
c
a
n
h
i
s
t
o
r
y
d
e
s
p
i
t
e
t
h
e
m
a
n
y
r
e
l
i
cs
t
ha
t
em
erge
d
from
t
he
O
ttom
a
n
hege
mo
n
y
a
nd
st
i
l
l c
o
nti
nue
d
t
o
e
x
i
s
t
u
nt
il th
is da
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
: 9
- 19
16
Tab
l
e
5. O
p
i
n
i
ons o
f
fore
i
g
n
stude
nts a
b
o
u
t
t
he t
o
p
ic
s the
y
a
re
intere
s
t
e
d i
n
in “
P
rinc
i
p
le
s
of A
t
a
tür
k
an
d
H
i
st
ory
o
f
the
T
urk
i
sh
R
ev
o
l
ut
i
on”
c
o
u
rse
and t
h
e
re
ason
s for
t
he
ir in
t
er
e
s
t
C
o
u
n
tr
y
O
p
in
i
o
n
Ir
a
n
N
ow
I
l
i
k
e
l
e
a
r
ning
a
bout
A
t
a
turk
a
n
d
t
he
O
tto
m
a
n Em
pire
.
I
lik
e
lea
r
ning a
bout
the
p
e
opl
e
in
h
istory
t
hrou
g
h
s
t
o
r
y
te
l
ling.
I
t
hink
the
r
e
i
s
a
n
e
e
d
f
or
t
his
c
ourse
.
I
m
e
a
n
i
f we
s
o
m
e
t
o
t
his
c
ountry
,
w
e
nee
d
t
o
b
e
i
nform
e
d
a
bout
t
h
e
h
isto
r
y
o
f it. I
t
h
i
n
k
we n
eed
t
o
l
ear
n
t
h
e O
t
to
man
E
m
p
i
r
e
a
s
w
e
l
l
.
Be
cau
s
e
i
t
i
s
our
p
a
s
t.
S
o
m
a
li
l
a
nd
I
li
ke
t
h
e
c
ourse
b
e
i
ng
lec
t
ure
d
w
ith
s
torie
s
.
I
t
hi
nk
f
o
r
e
i
gn
stude
nts
nee
d
t
o
le
a
r
n
this.
I
f
one
live
s
w
i
t
hin
a
c
ountr
y
,
it
i
s
n
ec
e
s
s
a
ry
t
o
l
e
a
r
n
i
ts history
a
nd c
u
lture
. I
h
ope
w
ha
t
I
h
a
ve
l
ea
r
n
e
d
s
o
f
a
r w
i
l
l
be
h
e
lpf
u
l
f
o
r
m
e
i
n
t
h
e
f
utur
e
.
T
u
rkm
e
nista
n
T
he
r
e
f
or
m
s
t
hat
we
r
e
done
dur
i
n
g
t
h
e e
s
t
a
bli
s
h
m
e
n
t
of
t
he
R
e
publi
c
a
t
t
r
a
ct
s m
y
a
t
t
e
nti
on.
The
f
a
c
t
tha
t
t
h
e
r
e
w
e
r
e
e
x
am
ple
s
on
how
w
e
c
ould
do
r
e
f
or
m
s
i
n
our
hom
e c
ountr
y
i
n
t
h
e
futur
e
.
I
t
hink
th
e
r
e
is
a
m
ust
for t
h
is
c
o
urse
t
o be
g
ive
n
f
or
f
o
re
i
gn
stude
nts.
B
ec
a
u
s
e
it c
ontribut
e
s
t
o
our
l
ea
r
n
i
n
g
a
bout
the
hi
story
of
t
he
c
ountry
t
ha
t
we c
o
m
e
fr
om
.
Sy
ria
I like
lea
r
ning a
b
o
u
t the
Otto
ma
n sul
t
a
n
s a
nd th
e
i
r liv
e
s
.
I
n m
y
opinion,
t
his
c
our
s
e
i
s
i
m
p
o
rta
n
t
a
nd
I
am
o
f
the
opinion
tha
t
i
t
should
be
o
ffe
r
e
d
t
o
for
e
ign
stude
nt
s.
Ea
st
T
u
r
k
e
s
ta
n (1)
I
a
m
i
nt
e
r
e
s
t
e
d
i
n
t
he
r
e
f
orm
s
don
e
durin
g
the
e
s
t
a
bli
s
h
m
ent
p
e
riod
of
t
he
Re
public
o
f
T
u
r
k
e
y
.
Lea
r
ning
thi
n
gs
w
e
should
pa
y a
t
t
e
nt
ion
to
i
f
w
e
ha
ve
a
s
ta
te
in
t
he
f
uture
m
a
k
e
s m
e
h
a
ppy.
I
lik
e
l
e
a
r
ning
a
bout
t
h
e
pr
o
c
e
du
re
s
i
n
bui
l
d
ing
a
sta
t
e
.
I
n m
y
opinion,
t
his
c
ourse
s
hou
ld
b
e
offe
re
d
to e
v
e
ry
f
o
re
i
gn
stude
nt.
Be
ca
us
e
I
got
s
om
e
inte
r
e
sting
inform
a
tion a
b
o
u
t
the
o
t
t
o
m
a
n
Em
pir
e
a
nd
t
he
Re
pub
l
i
ca
n
e
r
a.
Ea
st
T
u
r
k
e
s
ta
n (2)
We
g
a
i
n s
o
m
e
g
e
n
e
r
a
l
know
l
e
dge
in the
c
ourse,
a
nd
f
o
r
this
r
ea
s
on it is a
dec
e
n
t
c
ourse
,
in m
y
vi
e
w
.
I
think
the
r
e m
u
st
be
a
c
our
se
lik
e
this a
n
d
fore
ign
stude
nts
should
ge
t
info
rm
ati
on a
bout
T
ur
ke
y.
B
u
rkina
Fa
so
I
l
ike
th
e
c
ourse i
n
g
e
n
e
r
a
l. I
n
my v
i
e
w
, th
i
s
co
u
rse
shoul
b
e
of
fe
r
e
d
to
f
ore
i
gn
stude
nts.
I
f
w
e
l
i
v
e
in
t
his
c
ountry
,
w
e
nee
d
t
o
know
w
ha
t
is
h
a
ppe
ning
in our
c
ountr
y
a
nd
l
e
a
r
n
a
l
e
s
s
on
f
r
om
t
h
e
s
e
.
A
lso,
we
should
do
the
s
e
i
n
our
h
o
m
e
c
ountry
.
T
his
c
ourse
i
s
a
n
oppor
tu
nit
y
t
o
g
e
t
to
know
T
ur
ke
y
a
n
d th
a
t
is why
it
should
be
o
ffe
re
d.
Ma
li
I
li
k
e
historic
a
l
sto
rie
s
. I
a
m int
e
r
e
st
e
d
in the
f
a
c
t
th
a
t
true
e
v
e
nts
ta
k
e
p
l
ace
in
t
he
c
ourse
o
f
p
a
st
e
v
e
nt
s.
I
n
m
y
opinion,
t
hi
s
c
ourse
s
hould
de
f
i
ni
t
e
ly be
of
fe
re
d t
o
fo
r
e
ign
stude
nt
s.
Bec
a
u
s
e
it
guide
s
us
a
nd
give
s
us
t
h
e
f
ee
ling
th
a
t it
i
s n
e
c
e
s
s
a
r
y
to st
r
ug
gle
to e
sta
b
lish a
st
a
t
e
.
Ta
jikista
n
I am int
e
r
e
s
t
e
d
in World W
a
r
matte
rs. I
find the
m
ea
s
y
a
s
I
l
ear
n
e
d
t
h
em b
ef
o
r
e
. I
think
this
c
our
se
s
hould
be
o
ffe
re
d
to
f
or
e
i
gn
stude
nt
s.
Ge
r
m
a
n
y
I
am
m
or
e
inte
r
e
ste
d
i
n
th
e
subj
ec
ts o
f the
Otto
ma
n Emp
i
r
e
an
d
Tu
r
k
ey
. I
a
m
c
u
rious
a
bout
t
he
s
e
t
opic
s
.
I
n
m
y
opini
on
,
i
t
is a
s
i
gnif
i
ca
nt
c
ourse
f
or fo
r
e
i
gn
stude
nt
s
to
g
e
t
t
o
know
T
ur
ke
y
.
Y
e
m
e
n
It
i
s
i
n
te
r
e
st
ing
to
l
ea
rn
t
h
e
i
nfor
m
a
tio
n
a
bout
how a
s
t
a
t
e
should
be
gove
rne
d
.
Suc
h
m
att
e
rs a
ttr
a
c
te
d my a
tte
ntion more
i
n this c
ourse
. The
pr
oc
e
ss
of
M
usta
f
a
Ke
mal’s e
s
t
a
bl
ishi
ng the
n
e
w st
a
t
e a
t
trac
t
e
d my a
tt
e
n
tio
n. I
t
h
ink
it
is
good
t
ha
t
this
c
our
s
e
i
s
off
e
re
d.
I
t
is
good
to
l
e
a
rn
a
bout
t
he
c
ountry
w
h
e
r
e
w
e a
r
e
hoste
d.
A
l
l
pa
rt
i
c
i
p
a
n
t
s
r
espo
nde
d
a
p
pro
p
ria
t
e
l
y
t
o
th
e
question
dire
cte
d
t
o
t
h
e
the
m
i
n
acc
o
r
d
an
ce
w
i
t
h
th
e
seco
nd
s
ub-pro
b
lem
as
‘
H
o
w d
i
d
t
a
ki
ng Pri
n
ci
p
l
es
of A
t
at
urk
an
d
H
i
story
of t
h
e Re
vol
u
t
i
o
n
c
our
se
af
f
e
c
t
y
o
u
r
op
ini
o
ns a
b
o
u
t
R
e
pu
b
lic
of
T
u
rke
y
?’
w
ith
s
ou
ndr
eas
on
s.
T
hank
s
t
o
t
hi
s
co
ur
se
,
t
h
e
pa
rt
i
c
i
p
a
n
ts
st
a
t
e
d
t
h
a
t
t
h
e
y
c
o
rrec
t
ed
t
he
m
i
s
l
ead
in
g
in
fo
rmat
io
n
th
ey
h
ad
ha
d
pre
v
io
us
ly
a
n
d
f
r
eed
t
hem
s
el
ve
s
fr
o
m
prej
ud
ice
s
.
O
n
t
he
b
a
s
i
s
o
f
t
h
ese
false
in
f
o
rma
tion
an
d
pr
ej
ud
i
c
e
s,
t
he
p
roc
e
ss
o
f
th
e
N
a
tio
na
l
Strug
g
l
e
in
itia
te
d
un
de
r
t
h
e
l
e
a
d
e
r
s
h
i
p
o
f
A
t
a
t
ürk
l
i
e
s
i
n
the
proc
e
s
s
o
f
t
h
e
c
o
l
l
a
p
se
o
f
t
h
e
O
t
t
o
ma
n
State
.
B
e
f
or
e
t
h
e
part
ici
p
a
n
t
s
di
d
t
h
i
s
c
o
urse, t
h
ey
ma
i
nta
i
ne
d tha
t
t
h
i
s proc
e
s
s
see
me
d u
n
n
ec
essary
or th
e
y
th
o
ugh
t it w
a
s
e
v
e
n
a
r
e
bel
l
i
ous
a
t
t
it
u
d
e
a
g
a
i
ns
t
t
h
e
O
t
toma
n
E
m
pire
.
A
f
t
e
r
d
o
i
n
g
t
hi
s
co
u
r
se,
t
h
e
st
ud
en
ts
r
e
g
ard
e
d
th
e
nat
i
on
a
l
st
r
u
gg
l
e
p
eri
o
d
a
s
a
n
a
t
t
e
mp
t
to
j
usti
fy
t
he
i
r
l
an
d
a
g
a
i
nst
t
h
e
i
m
p
er
i
a
l
i
s
t
f
or
ces
a
fter
t
h
e
O
tt
oma
n
s
an
d
t
h
e
y
appre
c
i
ate
d
t
h
e
r
e
a
sons
o
f
t
h
i
s
p
r
o
cess
a
n
d
de
ve
lo
pe
d
t
h
eir
p
o
i
n
t
o
f
view
i
n
a
w
a
y
t
h
a
t
p
romis
e
d
t
h
e
con
t
in
uit
y
i
n
t
h
e
pro
c
e
s
s
fr
o
m
t
he
O
t
t
om
an
s
to
t
he
R
ep
u
b
l
i
c
i
n
T
u
rk
ish
h
i
s
t
or
y.
T
hi
s
fi
n
d
i
n
g
is
i
n
ac
co
rda
n
c
e
w
ith
t
he o
b
j
ec
tive
o
f
o
ffe
r
i
n
g
th
i
s
c
o
u
rse
at h
ig
her
educ
a
t
i
o
n.
I
n
t
h
e
r
e
l
a
t
e
d
l
e
g
i
s
l
a
t
i
o
n
o
f
t
h
e
c
o
u
r
s
e
,
t
h
e
s
t
a
t
e
m
e
n
t
a
s
T
h
e
p
u
r
pose
o
f
t
h
e
Princ
i
ples
o
f
At
at
urk
a
n
d
H
i
story
o
f
the
T
u
rk
i
s
h
R
e
v
o
l
u
t
i
on
is to
e
x
p
la
in
the
c
i
rc
u
m
sta
n
ces
unde
r
wh
ic
h T
h
e
R
e
pu
b
lic
of
T
u
rk
ey was
est
a
b
lishe
d
an
d m
a
ke
t
h
e
m
i
n
t
e
rna
lize
t
h
e
Kem
a
l
i
st
t
h
o
u
ght,
its p
h
ilos
o
p
h
y,
princ
i
p
l
es an
d c
o
n
t
em
por
ary
val
u
es
is
i
nc
o
m
pati
ble
w
i
t
h
t
hi
s
pur
p
o
se
a
n
d
f
ind
i
ng.
A
n
o
t
her
s
t
ri
kin
g
r
e
s
po
nse
i
n
l
i
n
e
w
i
t
h
t
h
i
s
s
ub-
p
r
ob
lem
wa
s
g
i
v
e
n
by
t
h
e
Y
e
m
e
n
i
stud
e
n
t
.
T
h
e
p
art
i
ci
p
a
nt
poi
nt
e
d
o
ut
t
h
a
t
t
ha
n
k
s
to
t
his
c
o
urse
s
ome
n
o
t
i
ons
s
uch
a
s
nat
i
o
n
a
n
d
fl
a
g
a
re
a
scribe
d
m
eanin
g
a
n
d
e
m
phas
i
ze
d
t
o
a
h
ig
h
e
xte
n
t
w
ith
a
n
a
t
i
ona
l
i
st
u
nders
tan
d
i
n
g
;
t
h
u
s,
s/he
c
o
n
te
n
d
e
d
t
ha
t
th
is
n
o
t
ion
i
s
h
ig
h
l
y
dif
f
er
ent
from
t
h
e
p
e
rc
ept
i
o
n
s
fr
om
t
he
i
r
h
om
e
cou
n
t
ry.
A
r
sal
a
l
s
o
st
a
t
ed
t
ha
t
va
l
u
es
a
n
d
s
k
ills
w
it
hin
t
h
e
co
u
r
se
c
onte
n
t
ar
e
tra
nsferr
ed
w
i
t
h
a
na
tio
na
li
stic
u
nders
tan
d
i
ng
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Vi
e
w
s
tow
a
r
d
s
the re
v
o
l
u
t
i
o
n
hi
st
ory
c
o
urse
of f
o
re
i
gn st
u
d
e
nt
s
in T
u
rk
ey
(Z
af
e
r
T
ang
ül
ü
)
17
he
s
tr
essed
t
h
e
nee
d
f
or
t
he
t
r
a
nsmiss
io
n
of
v
a
l
ues
a
n
d
sk
i
l
ls
i
n
t
h
i
s
w
a
y
[21]
.
I
n
t
he
h
i
s
tor
i
ca
l
eve
n
t
s
con
v
e
y
e
d
w
it
h
i
n
th
e
fr
am
ework
o
f
t
h
i
s
co
ur
se
i
t
is
e
mp
has
i
ze
d
t
ha
t
th
e
repub
l
i
c
o
f
T
urke
y
is
f
ou
nde
d
o
n
nat
i
ona
l
i
sm
.
It
i
s
in
dica
t
e
d
by
t
he
f
i
n
d
i
ng
s
t
h
at
t
he
s
tude
n
t
s
had
nega
t
i
ve
a
tti
tu
des
t
o
w
a
r
d
s
the
pr
oce
s
s
of
t
he
esta
bl
ishm
en
t
of
t
he
R
e
p
u
b
l
i
c
o
f
T
u
rke
y
b
efor
e
tak
i
ng
t
he
c
ours
e
.
T
he
r
ea
so
n
fo
r
th
is
n
e
g
a
t
i
v
e
att
i
t
u
d
es
deri
ve
s
ei
t
h
er
from
the
i
r
eld
e
r
l
y
i
n
t
he
i
r
h
om
e
cou
n
t
ries
o
r
th
e
k
now
l
e
dge
t
he
y
le
arn
t
i
n
an
i
n
f
orm
a
l
w
a
y
up
o
n
the
ir
a
rriva
l
i
n
T
urke
y.
T
h
e
pa
rticipan
ts
w
ere
a
s
k
e
d
t
h
e
questio
n
‘W
h
a
t a
r
e
t
h
e
perc
e
p
t
i
ons
of
f
o
re
ig
n s
t
u
d
e
n
ts st
udy
i
n
g
in
T
u
rke
y
a
b
out
Atat
urk
be
fo
re an
d
a
f
te
r
t
a
k
i
n
g
the
Pr
inc
i
ple
s
o
f
At
at
urk
an
d H
i
st
ory
o
f
th
e
R
evo
l
u
t
i
on
c
our
se?’
in
acc
orda
nc
e
w
i
t
h
t
he
t
h
i
rd
s
ub-
prob
lem
o
f
t
he
r
ese
a
rc
h.
I
t
is
o
bv
i
o
u
s
t
ha
t
apar
t
from
the
st
u
d
e
n
t
w
h
o
w
a
s
from
T
aji
k
i
s
ta
n,
a
l
l
o
the
r
p
a
r
tic
ipa
n
ts
r
esp
o
n
d
e
d
t
o
t
h
i
s
que
st
ion
in
a
w
ay
t
ha
t
the
i
r
perc
ep
ti
on
o
f
A
tat
u
rk
cha
nge
d
a
f
ter
tak
i
ng
t
h
i
s
c
o
u
r
se.
I
n
g
ene
r
al
,
before
t
ak
i
n
g
th
i
s
co
urse
t
h
e
p
artic
i
p
an
ts
r
e
a
c
h
ed
a
c
o
n
s
e
nsus
tha
t
n
at
i
o
nal
s
t
ru
gg
le
i
n
i
ti
a
t
e
d
b
y
A
t
a
t
ürk
w
a
s
aga
i
ns
t
t
h
e
O
t
t
om
ans
;
t
hus,
t
o
t
he
c
a
lip
ha
t
e
a
n
d
t
h
a
t
t
h
e
proce
ss
co
n
tin
ue
d
aga
i
ns
t
th
e
r
e
li
g
i
o
u
s
ba
se
s.
H
ow
ever
,
up
o
n
t
a
kin
g
t
he
c
ou
rse
t
h
e
y
a
rri
v
e
d
a
t
a
c
o
n
s
e
n
s
u
s
tha
t
t
he
t
h
i
n
g
s
t
h
at
w
ere
d
o
n
e
w
e
r
e
aga
i
ns
t
i
m
per
i
a
lis
t
oc
cup
y
i
n
g
s
ta
tes
so
a
s
to
s
ecur
e
bot
h
p
o
li
tic
a
l
a
nd
reli
gi
o
u
s
val
u
e
s
.
The
re
sp
ons
es,
par
t
ic
u
l
ar
ly
t
he
o
nes
g
i
ve
n
b
y
t
h
e
p
art
i
c
i
p
a
nt
s
co
mi
ng
fro
m
t
h
e
Afri
ca
n
con
t
ine
n
t
t
h
a
t
w
er
e
the
pr
e
v
i
o
us
c
ol
o
n
ie
s
of
t
he
E
ur
o
p
e
a
n
c
o
u
n
t
r
i
e
s
a
re
s
triki
ng
i
n
t
ha
t
the
y
t
en
d
to
em
phas
i
ze the
fac
t
t
ha
t
A
t
a
t
urk re
sc
ue
d the
c
o
u
n
t
ry from
be
ing
col
oni
z
e
d
b
y
est
a
bli
s
hi
n
g
t
h
e
n
ew
R
e
pub
li
c
a
n
st
a
t
e
t
h
a
n
ks
t
o
the
N
a
ti
ona
l
S
t
rug
g
le.
I
t
c
an
b
e
und
e
r
st
o
o
d
t
h
a
t
t
h
e
p
a
rt
i
c
i
p
an
t
s
h
a
d
d
if
fi
cu
lty
i
n
ad
mi
ttin
g
t
h
e
new
Re
p
u
b
l
ic
o
f
T
u
r
k
e
y
,
w
h
i
c
h
fi
t
t
e
d
i
n
t
o
a
sm
aller
ge
o
g
raph
ica
l
loca
t
i
o
n
c
ompa
re
d
t
o
t
he
O
t
t
oma
n
,
w
h
ic
h
had
a
w
i
de
r
an
ge
o
f
I
s
la
mic
geo
g
ra
ph
ic
al
d
omina
n
ce.
H
o
w
eve
r
,
th
ey
c
a
m
e
to
a
n
agr
e
e
m
ent
t
h
a
t
t
hi
s
wa
s
a
proce
s
s
u
nder
t
h
e
l
eade
r
s
h
ip
o
f
A
t
a
t
urk,
w
h
i
c
h
w
as,
in
f
ac
t
,
a
c
o
mpu
l
so
ry
t
ra
n
s
mi
ssion
a
nd
c
on
ti
nui
t
y
f
or
t
h
e
new
sta
t
e
.
H
o
w
e
ver,
one
t
hi
n
g
is
cer
t
a
in
t
ha
t
hi
s
t
orica
l
p
r
o
cess
es
c
an
no
t
be
e
va
lua
t
e
d
i
nde
pe
nde
n
tly
o
f
the
i
r
peri
od.
I
n
h
i
s
stu
d
y
,
Y
ılm
az
st
r
e
ssed
ou
t
a
l
t
h
ou
g
h
t
he
O
tto
m
a
n
Empire
d
e
s
erve
s
a
m
o
re
o
b
j
ec
t
ive
c
r
i
tic
i
s
m
it
is
s
til
l c
o
mm
o
n
to r
eal
ize
the
m
e
nta
lit
y w
h
i
c
h
is
e
i
t
her
al
l re
j
e
c
t
i
oni
st
o
r
a
d
mi
ssi
v
e
[22
].
T
h
e
par
t
icipa
n
ts
w
ere
a
ske
d
t
he
que
st
i
o
n
i
n
a
ccor
d
anc
e
w
ith
the
f
o
u
rth
su
b-pro
b
lem
o
f
t
h
e
stud
y
‘
Wh
a
t
w
e
r
e
t
h
e t
opi
cs t
h
ey
h
a
d
d
i
ffi
c
ul
t
y
in
und
e
r
st
a
ndi
ng
whil
e t
h
ey
we
re
doin
g
t
h
e
Prin
ci
pl
es
of
At
aturk
a
n
d
H
i
s
t
ory
of
t
h
e
R
e
v
o
l
u
ti
o
n
c
o
urse
?’
T
he
p
a
r
t
i
c
i
pa
n
t
s
rea
c
he
d
a
con
s
ens
u
s
tha
t
t
he
y
m
a
in
ly
h
a
d
di
ffic
ul
t
y
i
n
t
h
e
t
o
pics
l
i
k
e
Wor
l
d
War
I,c
h
ro
no
l
ogy
o
f
h
is
tor
i
c
a
l
e
v
e
n
t
s
,
a
g
r
e
e
m
e
n
t
s
e
t
c
.
,
w
h
i
c
h
r
e
q
u
i
r
e
me
mor
i
z
a
ti
on.
I
n h
i
s s
t
ud
y, A
kba
ba
stress
e
d
out the
n
eed for the u
se of
d
i
ff
e
r
en
t
t
e
achin
g me
t
h
o
d
s
rather
than
d
i
re
c
t
i
ns
t
r
u
c
ti
o
n
t
e
c
hni
qu
e
i
n
o
rd
er
f
o
r
Pri
n
c
i
p
l
es
o
f
A
t
at
urk
a
n
d
t
h
e
H
i
st
ory
of T
u
rk
i
s
h Rev
o
lu
t
i
o
n
c
our
se
t
o
be
s
ust
a
i
n
e
d
i
n
a
w
a
y
t
o
s
e
r
ve
i
ts
p
ur
p
o
se
a
s
inte
n
d
e
d
[
23].
Th
us,
i
n
a
w
a
y
,
he
p
o
i
nt
e
d
out
t
he
n
ee
d
for
stude
nt
s
t
o
b
e
freed from m
e
m
o
rization.
On
t
h
e
o
t
h
e
r
h
an
d
,
t
h
e
p
art
i
c
i
p
ant
s
f
oun
d
th
e
n
e
w
not
ions
v
ery
d
i
f
f
icu
l
t.
F
or
t
he
one
s
t
a
kin
g
t
h
i
s
course
f
or
t
he
f
ir
st
tim
e,
t
he
n
o
t
ions
like
pr
inc
i
p
l
e,
r
evol
u
t
i
on,
r
e
f
orm
and
Kem
a
lism
etc.
c
ou
ld
b
e
d
i
ffi
cul
t
t
o
l
e
a
r
n
o
r
i
nt
ern
a
li
z
e
.
If
t
h
e
st
ud
ent
s
c
a
n
n
o
t
a
cco
mmod
a
t
e
t
h
es
e
ne
w
c
once
p
ts
i
n
t
h
e
i
r
mi
nd
s
,
s
om
e
mi
sc
on
ce
pti
o
ns
m
i
g
h
t
o
c
c
u
r
.
De
mi
rc
i
o
ğlu
,
U
l
u
soy
,
a
nd
K
a
y
ma
k
ç
ı
f
o
c
u
se
d
o
n
t
he
t
e
a
c
hi
n
g
o
f
h
i
s
t
ory
in
gene
ra
l,
a
nd
Re
vo
lut
i
on
H
i
st
ory
an
d
K
e
m
a
li
sm
i
n
par
tic
u
l
ar
,
and
c
on
cl
ud
e
d
t
h
a
t
th
ei
r
st
ud
e
n
t
s
w
e
r
e
mi
st
ak
en
abo
u
t
s
ome
c
o
nc
ep
ts
[
2
4
]-[26]
.
A
s
a
r
e
s
ult
o
f
t
he
se
f
i
n
di
ngs,
t
hey
m
a
d
e
s
om
e
su
gge
sti
o
ns
s
o
as
t
o
ens
u
re
a
b
e
tt
e
r
a
n
d
eff
e
c
t
iv
e
t
e
a
c
hi
ng
p
ro
ce
ss.
I
n
th
e
stud
y
h
e
c
arrie
d
ou
t
w
ith
T
u
r
kis
h
s
tude
n
t
s,
K
aya
conc
l
ude
d
th
at
t
h
e
st
ud
e
n
t
s
h
a
d
d
if
fi
cu
lt
y
in
l
e
a
r
ni
ng
t
h
e
h
ist
o
ri
ca
l
c
o
n
cept
s
[
27
].
K
ay
a
su
gg
e
s
t
s
v
i
s
u
a
liz
at
ion
an
d
l
e
ct
u
r
i
ng
thr
o
u
g
h
s
tory
te
lli
ng
w
h
ile
t
he
c
onc
e
p
ts
a
r
e
t
a
ugh
t
t
o
s
tude
n
t
s.
K
ar
abag
po
i
n
ted
ou
t
tha
t
t
he
t
ea
c
h
i
n
g
o
f
conc
e
p
ts
i
s
ne
glec
te
d
an
d
t
h
at
s
t
u
den
t
s
par
t
ic
u
l
a
r
l
y
h
a
v
e
diffi
c
u
l
t
y
w
h
ile
t
he
y
a
r
e
t
r
y
i
ng
t
o
m
a
k
e
se
nse
an
d
lear
n
t
h
e
a
b
str
a
c
t
c
o
n
ce
pts
[2
8].
A
ll
the
s
e
ta
ke
n
in
t
o
c
o
n
si
der
at
io
n,
e
ven
w
h
en
t
he
r
ese
a
r
c
h
i
s
c
o
n
duc
te
d
w
ith
Turk
is
h
stude
nts,
t
he
r
e
s
u
l
t
re
ma
i
n
s
t
h
e
sa
me
.
Thus,
i
t
c
ou
l
d
b
e
co
nc
lu
de
d
tha
t
it
is
v
er
y
na
tura
l
for
fore
ig
n
stude
n
t
s t
o
ha
v
e
some
le
a
rni
n
g di
ffic
ult
i
es a
nd
d
i
f
fic
u
lt
ies i
n
me
m
or
i
z
in
g and
l
e
ar
ni
n
g
th
e
spec
i
f
i
c
e
v
e
n
ts a
n
d
conc
e
p
ts
r
e
l
a
t
e
d
t
o
h
i
s
t
or
y
in
g
ener
al
a
nd
Re
vo
l
u
t
i
on
H
i
stor
y
a
n
d
K
e
m
a
l
i
s
m
course
i
n
p
a
r
tic
u
l
ar.
F
o
r
this
rea
s
on,
t
eac
h
i
n
g
t
hi
s
c
ourse
i
n
a
w
a
y
t
h
a
t
i
s
free
of
m
em
oriza
t
io
n,
g
e
t
t
i
n
g
o
u
t
o
f
the
r
out
i
n
es
a
n
d
m
a
k
in
g
t
h
is
course
m
ore
tha
n
t
he
c
hun
k
s
o
f
i
n
form
ati
on
are
im
p
o
rt
ant
to
t
ea
ch
f
ore
i
gn
s
t
ude
n
t
s
i
n
p
ar
tic
u
l
ar.
The
teac
h
i
ng
s
t
a
f
f
shou
l
d
b
e
a
b
l
e
t
o
m
a
ke
c
on
n
e
c
t
i
o
ns
b
e
t
w
e
e
n
t
he
i
n
f
or
ma
tion
i
n
t
he
t
e
x
tboo
ks
a
nd
th
e
r
eal
l
ife
and
a
l
s
o
t
a
k
e
thi
s
l
e
a
rn
i
ng
pr
ocess
in
to
n
o
n
-sch
oo
l
e
n
v
i
ro
n
m
e
n
t
s
s
o
t
ha
t
s
t
u
d
e
n
ts
c
a
n
k
e
e
p
l
e
ar
ni
n
g
.
D
oğa
ne
r
a
l
so
r
ea
ch
ed
s
i
m
il
a
r
f
i
ndi
n
g
s
a
nd
m
a
d
e
si
mil
a
r
su
gg
est
i
on
s
and
a
d
d
iti
ona
l
l
y
h
e
s
u
g
g
es
t
e
d
the
use
o
f
ac
hi
e
v
em
en
t
te
sts
a
t
d
iffer
e
n
t
i
n
t
erva
ls
i
n
ord
e
r
to
e
nha
nc
e
th
e
qua
lit
y
a
nd
qua
n
tit
y
of
t
he
l
e
a
rn
in
g
proce
s
s
a
t
hi
ghe
r ins
t
i
t
u
t
i
ons
[
2
9
].
In
a
cco
r
d
a
nce
wi
t
h
t
he
f
i
f
t
h
s
ub
-p
ro
b
l
em
o
f
th
e
study
,
the
pa
rt
icipan
ts
w
e
r
e
asked
th
e
qu
es
tio
n
‘
Wha
t
a
r
e
t
h
e
as
pe
cts
th
a
t
attr
act
a
tte
n
t
i
o
n o
f
f
o
re
ig
n s
t
ude
n
t
s
st
udy
i
n
g i
n
T
u
rke
y
w
h
il
e
t
h
ey
are
do
ing t
h
e
Prin
cip
l
es of
At
a
t
u
r
k
an
d
H
i
st
ory of
t
h
e
Rev
o
l
u
t
i
on
c
o
urse
?
’
When t
h
e
respo
n
s
es
t
o
thi
s
q
ues
t
i
o
n
is
ana
l
yz
e
d
,
all
s
t
ude
nts
are
in
te
r
e
sted
i
n
t
h
e
t
opic
s
o
f
th
is
c
o
u
rs
e
i
n
g
e
n
eral.
Th
e
rat
i
on
al
e
fo
r
t
h
i
s
d
e
r
iv
e
s
f
ro
m
the
fac
t
t
ha
t
a
l
l
stu
d
e
n
t
s
a
re
o
f
t
h
e
op
ini
o
n
t
h
a
t
it
is
a
n
e
c
e
ss
ity
t
o
l
e
a
r
n
t
h
e
his
t
or
ic
al
e
ven
t
s
a
n
d
t
h
e
bac
kgr
o
u
n
d
of
a
c
ou
n
t
ry
r
at
he
r
tha
n
c
o
n
s
i
der
i
n
g
i
t
as
a
s
u
b
je
ct
w
hic
h
i
s
fu
n
a
n
d
w
h
ic
h
ar
ouse
s
c
uri
o
si
ty
.
The
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 2252-
88
22
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
20
1
9
: 9
- 19
18
most
s
tri
k
i
n
g
a
n
sw
er
a
mong
t
he
r
espo
nses
o
f
t
h
e
pa
rt
ici
p
an
ts
i
s
b
y
t
h
e
s
t
u
d
e
n
t
s
f
r
o
m
T
a
j
i
k
i
s
t
a
n
a
s
“
Th
e
ref
o
rm
s
t
h
at
ar
e m
ade
f
o
r the
e
s
t
a
b
l
ishm
e
n
t
of t
h
e Re
pu
b
lic
ar
ouses
m
y
a
t
t
e
nt
i
on. It
m
a
k
e
s
m
e
hap
py
t
o
l
e
ar
n
wh
at
we
n
e
e
d
t
o
pa
y at
t
e
nti
o
n
i
f
we
ha
v
e
an
i
n
d
e
p
e
nd
e
n
t
sta
t
e
i
n
th
e
futu
re
. I l
i
ke
l
e
a
r
n
i
n
g
abo
ut
th
e t
h
i
n
g
s
th
at ne
ed t
o
be
d
o
m
e
wh
ile
e
s
ta
b
l
i
s
h
i
ng a
s
t
at
e
’
i
s
r
e
m
a
r
k
a
b
l
e
.
I
n
f
a
c
t
,
i
t
i
s
p
a
l
p
a
b
l
e
t
h
a
t
t
h
e
p
e
o
p
l
e
o
f
E
a
s
t
Turkes
ta
n
w
h
o
st
r
u
ggle
d
f
or
i
n
d
e
p
e
n
de
nce
for
ma
ny
ye
ars
lon
g
s
f
or
a
n
in
de
pen
d
e
n
t
s
t
ate
a
n
d
i
t
t
a
k
e
s
t
h
e
Re
pu
b
l
ic
o
f
T
u
r
k
e
y
a
s
a
r
o
l
e
m
ode
l.
T
o
t
h
i
s
q
ue
s
tio
n,
t
he
p
a
r
ti
c
i
pa
n
t
s
sta
t
e
t
h
a
t
t
h
e
r
ea
son
wh
y
t
h
ey
a
r
e
in
t
e
reste
d
i
n
th
ese
su
b
j
ects
in
g
ene
r
a
l
d
er
ive
s
f
rom
t
h
e
fa
ct
t
ha
t
t
h
e
y
a
re
t
o
l
d
a
s
s
t
o
ries.
It
i
s
over
t
t
ha
t
th
e
use
of
d
iffe
ren
t
m
eth
o
d
s
a
n
d
tec
h
ni
q
u
es
i
n
ge
ne
ral
an
d
the
use
of
l
ite
rary
w
or
ks
i
n
pa
rt
i
c
u
l
a
r
a
rouse
the
i
n
tere
st
of
s
tu
de
n
t
s.
C
ence
n
c
o
ncl
u
d
e
d
i
n
a
s
t
u
dy
he
c
a
rried
o
u
t
t
ha
t
the
Re
vo
lut
i
on
H
i
st
ory
a
nd
K
e
ma
l
i
sm
c
ourse
w
h
ic
h
is
s
up
p
l
em
ented
w
i
t
h
liter
a
ry
w
or
ks
f
o
s
ter
s
t
he
c
uri
o
s
i
t
y
,
in
ter
e
st
a
nd
t
h
e
part
ici
p
at
i
on
of
t
h
e
s
tude
nts
[3
0].
Wi
t
h
t
h
e
a
nsw
e
r
t
o
t
his
fi
na
l
s
ub-
pr
o
b
l
e
m
,
t
he
p
ar
tic
i
p
an
ts
m
a
i
n
t
a
i
n
e
d
the
ne
ce
ssi
ty
o
f
thi
s
c
our
se
a
n
d
the
y
a
lso
sta
t
e
d
t
h
a
t
d
o
i
n
g
t
h
is
c
o
u
rse
ma
de
t
hem
ha
ppy.
S
tu
de
n
t
s
e
mpha
size
d
the
im
p
o
r
t
a
n
ce
o
f
lea
r
n
i
n
g
t
he
hi
st
ory
o
f
t
he
hos
t
c
o
u
n
t
ry.
Wha
t
i
s
m
o
re,
the
fa
ct
t
hat
s
t
ude
n
ts
a
re
h
ap
py
a
s
t
he
y
are
do
i
ng
the
co
urse
a
n
d
tha
t
t
he
m
a
j
or
ity
o
f
t
h
em
f
i
nd
t
h
ese
su
bje
c
t
s
val
u
a
b
le
a
n
d
i
m
po
r
t
an
t
c
o
mplie
s
w
ith
t
h
e
f
i
n
d
i
n
g
s
o
f
D
oyran
and
Do
yr
an‘s r
esea
rch
[3
1].
4.
CO
NCL
U
SION
F
o
re
ig
n
s
t
u
d
e
n
ts
s
t
u
d
y
i
n
g
i
n
Turke
y
,
be
fore
a
r
r
ivin
g
in
T
urke
y
and
th
e
R
e
p
u
b
l
i
c
o
f
Tu
rk
ey
m
ad
e
abo
u
t
T
urk
i
s
h
h
i
s
t
o
ry
t
ha
t
t
h
e
y
h
a
v
e
li
m
i
t
e
d
know
le
dge
a
re
a
mon
g
t
h
e
key
resu
l
t
s
of
t
he
s
tu
dy.
I
t
c
a
n
be
conc
l
ude
d
t
h
a
t
t
h
i
s
lim
ite
d
k
now
led
g
e
of
s
t
ude
n
t
s
als
o
i
nc
lu
des
m
i
s
co
n
cep
t
i
o
n
s
an
d
in
ac
cu
ra
ci
es.
St
ud
ent
s
'
kn
owle
d
g
e
ga
i
n
ed
f
r
o
m
the
t
o
o
l
s
s
u
ch
a
s
so
c
i
al
m
ed
ia
o
r
i
n
ter
n
e
t
c
ontri
b
u
te
d
to
t
he
e
m
e
rgenc
e
o
f
th
is
r
esul
t.
In
a
dd
i
t
i
o
n,
f
o
r
e
i
g
n
s
tu
de
n
t
s
t
h
e
y
h
ave
A
t
a
t
ürk
'
le
w
ron
g
a
nd
i
n
cor
r
ec
t
inform
atio
n
ab
o
u
t
t
h
e
co
urse
b
ef
or
e
seei
ng
the
hist
ory
o
f
t
he
r
ev
o
l
u
t
i
o
n
i
n
T
ur
k
e
y,
t
ha
n
k
s
to
t
he
k
now
l
e
dge
t
he
y
ga
ine
d
f
rom
a
cade
m
ic
s
our
ce
s
have
s
ta
te
d
tha
t
t
he
y
c
o
rre
ct
t
he
c
o
u
rse
as
a
r
e
s
ul
t
of
i
n
c
orre
ct
i
n
f
or
ma
tio
n.
I
n
a
d
dit
i
on,
i
t
is
u
nde
rs
too
d
f
r
o
m
the
resu
l
t
s
o
f
t
he
s
tu
dy
t
h
a
t
t
he
h
istoric
a
l
in
form
a
t
i
o
n
tha
t
s
ome
stu
d
e
n
t
s
h
a
v
e
lear
ne
d
in
s
ch
o
o
ls
i
n
t
h
e
i
r
ow
n
cou
n
t
ries, bec
a
u
se the
y a
r
e hist
orica
l
in
f
ormati
o
n
t
hat is de
s
i
gne
d ac
cord
i
ng to E
uro
p
ean
or natio
na
l
in
te
rests,
has academ
i
c
errors.
Lea
r
ni
n
g
t
he
c
once
p
ts
i
n
his
t
or
y
c
ourses
an
d
disc
o
v
eri
n
g
t
h
e
m
e
an
in
gs
t
h
e
y
c
o
n
t
a
i
n
c
o
n
t
a
i
n
va
ri
ou
s
di
ffic
ul
t
i
e
s
.
I
n
t
h
i
s
stu
d
y
,
i
t
i
s
c
o
nc
lu
de
d
tha
t
s
tu
de
nt
s
have
d
iffic
u
lt
y
in
l
ea
rn
ing
h
i
s
t
orica
l
c
once
p
ts.
I
n
add
i
tio
n,
i
t
w
a
s de
ter
m
ine
d
t
hat
the
stu
d
e
n
ts ha
d
d
iffi
c
u
l
t
y
in
lear
nin
g
the
h
i
s
t
or
ic
al
i
s
s
u
e
s fille
d w
ith p
oli
tic
a
l
eve
n
ts
a
n
d
c
o
m
pl
e
x
h
is
toric
a
l
eve
n
t
s
.
I
n
t
e
resti
ng
e
v
e
n
t
s
i
n
t
h
e
h
is
tor
y
a
nd
a
n
ec
do
tes
sup
p
o
rt
t
he
s
t
ude
n
t
s'
e
a
s
y
l
e
a
r
ni
ng
an
d
po
sit
i
v
e
a
tt
it
ud
e to
wa
rd
s t
h
e co
u
r
se
.
A
s
a
r
e
s
ul
t
of
t
he
s
tu
d
y
i
t
c
o
uld
be
s
ug
ges
t
e
d
t
hat
t
h
e
c
o
u
r
se
s
w
hi
c
h
i
nv
ol
ve
t
he
i
nf
or
ma
t
i
o
n
a
b
out
the
c
o
u
n
t
ries
w
hic
h
t
he
se
s
t
ude
n
t
s
are
h
o
ste
d
s
h
o
u
l
d
be
i
nc
lu
de
d
in
t
he
c
urr
i
c
u
l
a
o
f
th
ese
co
u
n
tr
ies
s
o
a
s
t
o
raise
th
e
awar
e
n
ess
o
f
t
he
se
s
t
u
de
n
t
s
ab
ou
t
t
h
e
va
lu
es
a
n
d
h
ist
ory
o
f
t
he
c
ou
n
t
r
i
e
s
w
her
e
t
he
y
are
host
e
d.
I
n
a
d
dit
i
o
n
,
i
t
i
s
o
bvi
ou
s
t
h
at
t
h
e
p
rol
o
ng
at
ion
of
t
h
e
l
e
c
tu
ri
ng
of
Pr
inc
i
p
l
es
of A
t
a
t
urk
an
d t
h
e
H
i
st
ory
of
Revol
u
tion
c
o
u
rse
at
h
ig
her
ins
tit
u
tio
ns
p
l
a
y
s
a
r
ole
in
e
st
a
b
lish
i
ng
a
b
o
nd
b
e
tw
e
e
n
t
hese
s
t
u
d
e
nts
an
d
Turke
y
.
Thus,
it
c
o
u
l
d be
s
ug
ges
t
ed t
ha
t
t
h
is
c
ourse
s
ho
u
l
d
be
sus
t
ain
e
d.
REFE
RENCES
[1]
Dil
e
k
D
,
“
Tar
i
h
D
e
rsl
er
i
n
de
Ö
ğ
r
e
n
m
eve Dü
ş
ün
c
e
Ge
l
i
ş
imi,”
(3
.
B
a
s
k
ı
)
,
A
n
kara:
N
o
bel
Pub
lish
i
ng
,
20
07
.
[2]
Akbaba
B
,
“Atatürk
İ
lkel
er
ive
İn
k
ıla
p
Ta
rih
i
Ö
ğre
tim
in
de
Ç
ok
lu
Ort
a
m
K
u
llanım
ı
nın
Akad
emi
k
B
aşarıve
Tut
u
ml
ara
Et
kisi,
”
(
Un
publish
e
d P
h
D T
h
es
is
), Ga
z
i
University, t
he
I
ns
ti
tute
o
f
Educat
onal
S
c
ien
ces,
An
k
a
r
a
,
20
09
.
[3]
Kal
k
an H
K,
“
A
l
ma
ny
a
’
da
v
e
Türk
iy
e
’
de
Ortaö
ğ
r
e
ti
mde Okutulan
D
e
rs
K
i
t
a
p
l
a
r
ı
n
a
Ed
e
b
iy
at
Dida
k
t
i
ğ
i A
ç
ı
s
ı
nd
an
Bir
Yakl
a
ş
ı
m
,
”
(
U
npub
lished
P
h
D
Thesi
s
),
A
nk
ara
Uivers
it
y
S
o
c
i
a
l
S
c
i
ences
I
nst
itute,
A
nkara, 2016.
[4]
Emirog
l
u
G
,
“
İ
lkö
ğ
reti
mde Türki
ye Cumhur
i
yeti
İ
nk
ı
lâ
p
Tar
i
h
i
v
e
Atatü
r
k
ç
ü
lü
k
D
e
rs Ko
nu
la
r
ı
n
ı
n Ö
ğ
retimi Ü
z
eri
n
e
Bi
r A
r
a
ş
t
ı
rm
a,
”
(Un
p
u
b
l
i
sh
ed Ph
D
Thes
i
s)
, Se
l
cu
k Univers
ity
, So
c
i
a
l Sc
i
e
n
ces
I
n
s
t
i
t
u
t
e
,
K
on
ya
, 20
0
2
.
[5]
Tang
ul
u
Z,
“
8.
S
ı
n
ı
f
T
ü
r
k
iye Cu
mh
uri
yeti
İ
nk
ı
la
p
T
a
r
i
hive A
t
atürkçül
ü
k D
e
rsi
nde Ga
zet
e
Kull
an
ı
m
ı
ve B
una
Iliski
n
O
ğ
re
tme
n
Go
ru
s
l
e
r
i,”
(
Un
pu
bl
is
h
e
d
Ma
ste
r
T
h
e
s
i
s),
Ga
z
i
U
n
i
ve
r
s
ity
T
he
I
nst
itute
o
f
E
d
u
catio
nal
S
c
ien
ces,
An
kara.
201
1.
[6]
Sa
fra
n
M
,
“
E
ğ
it
im B
i
l
i
mi
Aç
ı
s
ı
ndan
A
t
atur
k Ilkeler
ive Ink
ı
lâp Ta
rih
i
O
ğ
retimi. Atatu
r
k
Ilkel
er
i
ve In
k
ı
lâ
p T
a
r
i
hin
d
e
Yont
em Ar
ay
ı
ş
la
r
ı
,”
Y
ed
iy
ıldız
B,
et a
l
.,
(
E
d
s.),
“
Hacett
e
pe
U
n
i
v
e
rsit
y
P
r
in
ciple
s
o
f
A
t
at
urk
v
e
a
nd
t
he
I
nstitute
o
f
Re
vo
lu
tion
Hist
o
r
y Pu
b
lishing
,”
A
n
k
a
r
a
, 2
00
4.
[7]
Ak
so
y
I,
“
Yü
k
s
e
k
Ö
ğre
t
im
K
ur
u
m
la
r
ı
nd
a
İn
kılâ
p
Ta
rih
i
ve
Ö
ğre
tim
i
,
”
(
Un
pu
blish
e
d
P
h
D
Th
esis
),
G
azi
U
ni
vers
ity,
the
Instit
u
t
e o
f
Edu
cato
n
al
S
ciences
,
An
k
a
ra
, 2
00
3
.
[8]
Cihan
E
,
“
A
t
at
ür
k
İ
lkel
erive
İ
nk
ı
lâ
p Ta
rihind
e
Etk
i
n E
ğ
iti
m Sorun
l
ar
ı
,”
I
.
A
t
a
türk
İ
l
k
el
erive İnkılâp
Tari
h
i
S
emineri.
Ond
o
k
u
z
M
a
y
ı
s Ün
iversit
e
si
P
ublishi
ng.
S
a
m
s
u
n
,
19
85.
[9]
Ozucet
in
Y
a
nd
N
ad
ar
S
,
“A
tat
ü
rk
İ
lk
eleri
v
e
İn
kı
lap
Tari
h
i
D
ers
inin
Ü
nive
rsit
eler
D
üzey
in
de
O
ku
tulm
aya
Ba
ş
l
an
m
a
s
ı
v
e
Gelin
en S
ü
r
eç,”
U
l
uslarara
s
ı
Sos
y
a
l
Ar
a
ş
t
ı
rm
alar Derg
isi,
3
/
1
1
,
2010
.
Evaluation Warning : The document was created with Spire.PDF for Python.