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g
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m
m
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it
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tern
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a
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a
m
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In
c
o
m
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S
tatu
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tern
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.
K
ey
w
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d
s
:
C
o
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tr
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v
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s
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is
s
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s
So
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s
Stu
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s
T
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s
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c
c
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a
rticle
u
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d
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CC B
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SA
li
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se
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C
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p
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A
uth
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r
:
Ka
m
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g
u
n
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Dep
ar
t
m
en
t o
f
So
cial
St
u
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E
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u
ca
tio
n
,
Usak
U
n
i
v
er
s
it
y
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An
k
ar
a
İ
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m
ir
Yo
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8
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m
B
ir
E
y
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a
m
p
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s
ü
,
Me
r
k
ez
/
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Ş
AK
,
T
u
r
k
e
y
.
E
m
ail:
k
a
m
il.u
y
g
u
n
@
u
s
a
k
.
ed
u
.
tr
1.
I
NT
RO
D
UCT
I
O
N
I
n
d
iv
id
u
a
ls
cr
ea
te
m
ea
n
i
n
g
b
y
ass
o
ciati
n
g
k
n
o
w
led
g
e
w
it
h
r
ea
l
w
o
r
ld
is
o
n
e
o
f
th
e
b
as
ic
ap
p
r
o
ac
h
es
ac
ce
p
ted
in
to
d
ay
's
ed
u
ca
tio
n
a
l
p
r
o
g
r
am
s
[
1
]
.
Natio
n
s
w
it
h
a
cu
ltu
r
e
o
f
d
e
m
o
cr
ac
y
h
a
v
e
tr
i
ed
to
m
a
k
e
y
o
u
n
g
p
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p
le
h
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n
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ess
ar
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k
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lu
tio
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o
f
co
n
tr
o
v
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ial
is
s
u
es
b
y
in
cl
u
d
i
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g
co
n
tr
o
v
er
s
ial
is
s
u
es
i
n
th
e
cu
r
r
ic
u
lu
m
[
2
]
.
C
o
n
tr
o
v
e
r
s
ial
is
s
u
es
ar
e
b
ased
o
n
in
d
i
v
id
u
ali
s
m
in
p
l
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r
alis
m
,
ec
o
n
o
m
ic,
p
o
liti
ca
l
an
d
s
o
cial
is
s
u
es
w
h
ic
h
co
n
s
i
s
ted
o
f
v
ar
io
u
s
v
alu
e
s
,
in
ter
e
s
ts
an
d
d
if
f
er
e
n
t
id
ea
s
[
3
]
.
I
t
is
o
n
e
o
f
th
e
ai
m
s
o
f
co
n
tr
o
v
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s
ial
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s
s
u
es
to
r
ai
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e
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r
iticall
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t
h
i
n
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in
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,
e
f
f
ec
tiv
e
an
d
p
u
r
p
o
s
ef
u
l
ci
tizen
s
[
4
]
.
T
ea
ch
in
g
co
n
tr
o
v
er
s
ial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
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n
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2
0
2
0
:
3
3
5
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3
4
4
336
to
p
ics
in
cl
u
d
es
a
n
u
m
b
er
o
f
i
m
p
o
r
ta
n
t
ac
q
u
i
s
itio
n
s
f
o
r
teac
h
er
s
,
s
t
u
d
en
t
s
a
n
d
t
h
e
co
m
m
u
n
it
y
[
5
]
.
T
h
e
ten
d
en
cies
o
f
t
h
e
s
tu
d
e
n
t
s
w
h
o
ar
e
co
n
s
tan
t
l
y
p
ar
ticip
atin
g
in
clas
s
an
d
d
is
cu
s
s
io
n
in
th
e
class
r
o
o
m
ar
e
ex
p
ec
ted
to
d
ev
elo
p
as [
6
,
7
]
:
M
ak
e
ch
o
ice
s
i
n
th
e
ir
f
u
t
u
r
e
li
v
es
;
E
m
b
r
ac
e
d
e
m
o
cr
ac
y
a
n
d
d
ef
en
d
s
d
e
m
o
cr
ati
c
v
alu
e
s
;
S
h
o
w
e
f
f
icie
n
c
y
i
n
p
o
liti
ca
l
d
eb
ates
;
F
o
llo
w
th
e
p
o
lit
ical
n
e
w
s
i
n
th
e
m
ed
ia
w
it
h
at
ten
tio
n
;
I
n
ter
est
i
n
cu
r
r
en
t p
o
liti
cs
;
F
ee
lin
g
t
h
e
ab
ilit
y
to
i
n
f
lu
e
n
ce
s
tate
p
o
lic
y
i
n
cr
ea
s
es t
h
eir
s
el
f
-
co
n
f
id
en
ce
.
E
d
u
ca
tio
n
an
d
tr
ain
i
n
g
th
at
p
r
ep
ar
es
ch
ild
r
en
f
o
r
lif
e
h
a
s
to
b
e
f
am
iliar
w
ith
c
u
r
r
en
t
e
v
en
t
s
an
d
co
n
tr
o
v
er
s
ial
is
s
u
es.
I
n
o
r
d
er
to
g
ain
k
n
o
w
led
g
e,
s
k
i
lls
a
n
d
v
alu
es
to
t
h
e
s
t
u
d
en
t
s
,
it
is
n
ec
ess
ar
y
to
b
ase
th
e
to
p
ics
co
v
er
ed
in
t
h
e
co
u
r
s
e
o
n
cu
r
r
e
n
t
a
n
d
co
n
tr
o
v
er
s
ial
is
s
u
e
s
an
d
t
h
eir
r
es
u
lt
s
[
8
,
9]
.
C
o
n
tr
o
v
er
s
ia
l
is
s
u
es a
r
e
th
o
s
e
t
h
at
co
n
ta
in
d
is
cu
s
s
io
n
s
ab
o
u
t
b
elief
s
a
n
d
v
a
lu
es,
w
h
ic
h
co
n
ce
r
n
th
e
w
h
o
le
s
o
ciet
y
an
d
w
h
ic
h
ar
e
im
p
o
r
tan
t
to
al
m
o
s
t
all
o
f
th
e
s
o
ciet
y
,
th
ese
C
o
n
tr
o
v
er
s
ial
is
s
u
e
s
ar
e
th
e
is
s
u
e
s
th
at
ar
en
’
t
ac
ce
p
ted
b
y
th
e
w
o
r
ld
o
r
o
n
w
h
ic
h
t
h
er
e
is
n
’
t
an
y
co
n
s
en
s
u
s
[
5
]
.
C
o
n
tr
o
v
er
s
ial
i
s
s
u
es
s
h
o
u
ld
b
e
in
cl
u
d
ed
in
th
e
co
n
ten
t
o
f
s
o
cial
s
t
u
d
ies
co
u
r
s
e.
T
h
e
m
at
ter
w
h
ich
o
n
e
o
f
t
h
e
ai
m
s
o
f
s
o
cial
s
tu
d
ies,
“
B
y
b
ei
n
g
a
w
ar
e
o
f
b
ein
g
a
p
ar
t
o
f
h
u
m
a
n
it
y
,
s
h
o
w
s
s
e
n
s
i
tiv
i
t
y
to
th
e
is
s
u
e
s
co
n
ce
r
n
in
g
h
i
s
/
h
er
co
u
n
tr
y
a
n
d
th
e
w
o
r
ld
”
is
r
ela
ted
to
th
e
teac
h
i
n
g
o
f
co
n
tr
o
v
er
s
ial
s
u
b
j
ec
ts
.
T
h
e
teac
h
i
n
g
s
o
f
co
n
tr
o
v
er
s
ial
s
u
b
j
ec
ts
in
s
o
cial
s
t
u
d
ies
co
u
r
s
e
e
n
ab
les
i
n
d
iv
id
u
als
to
f
o
llo
w
t
h
e
w
o
r
ld
m
o
r
e
clo
s
el
y
an
d
p
r
ev
e
n
ts
t
h
e
m
r
e
m
ai
n
in
d
if
f
er
e
n
t to
th
e
w
o
r
ld
th
e
y
li
v
e
in
[
1
0
,
1
1
]
.
T
h
e
ap
p
licatio
n
o
f
o
p
p
o
s
in
g
v
ie
w
s
a
n
d
d
is
cu
s
s
io
n
s
in
a
s
p
ec
if
ic
p
er
s
p
ec
tiv
e
an
d
in
th
e
s
ettin
g
o
f
th
e
co
u
r
s
e
w
ill
b
e
b
en
ef
ic
ial
in
th
e
i
m
p
le
m
en
ta
tio
n
o
f
citi
ze
n
s
h
ip
ed
u
ca
tio
n
an
d
ac
ad
em
ic
ed
u
ca
tio
n
[
1
2
]
.
Fo
llo
w
i
n
g
s
ar
e
th
e
m
ai
n
r
ea
s
o
n
s
w
h
y
co
n
tr
o
v
er
s
ial
to
p
ics
ar
e
in
clu
d
ed
in
t
h
e
c
u
r
r
icu
l
u
m
[
1
3
-
1
6
]
:
I
n
cr
ea
s
in
g
s
tu
d
e
n
ts
'
cr
itical
p
er
s
p
ec
tiv
e
s
;
Dev
el
o
p
in
g
s
o
cial
an
d
in
t
er
p
er
s
o
n
al
co
m
m
u
n
icatio
n
s
k
ills
;
Dev
elo
p
in
g
s
tu
d
e
n
ts
'
i
n
ter
ests
a
n
d
b
elief
s
as
ac
tiv
e
citizen
s
an
d
i
n
cr
ea
s
in
g
th
eir
s
el
f
-
co
n
f
id
en
ce
;
P
r
ep
ar
in
g
s
t
u
d
en
t
s
f
o
r
th
eir
f
u
tu
r
e
li
f
e
as
an
ef
f
ec
ti
v
e
citizen
an
d
to
h
elp
in
g
th
e
m
g
r
o
w
as
an
e
f
f
ec
t
i
v
e
d
e
m
o
cr
a
tic
citizen
;
Ma
k
i
n
g
th
e
m
ad
o
p
t,
in
ter
n
alize
t
h
e
d
em
o
cr
at
ic
v
al
u
es a
n
d
d
e
m
o
n
s
tr
ate
th
ese
f
u
n
ctio
n
s
.
W
e
ca
n
s
a
y
th
a
t
an
ed
u
ca
tio
n
th
at
is
n
o
t
in
te
g
r
ated
w
ith
t
h
e
s
o
cial
lif
e
a
n
d
th
at
is
r
e
m
ain
e
d
f
ar
f
r
o
m
th
e
s
o
ciet
y
h
as
h
ap
p
en
ed
to
b
e
an
ed
u
ca
tio
n
th
at
co
n
tr
ad
icts
its
o
w
n
ai
m
s
.
Si
n
ce
o
n
e
o
f
th
e
p
r
o
m
i
n
e
n
t
g
o
al
s
o
f
th
e
ed
u
ca
tio
n
s
y
s
te
m
is
t
o
p
r
e
p
ar
e
s
tu
d
en
ts
f
o
r
lif
e
an
d
to
ed
u
ca
te
th
e
m
as
co
p
in
g
an
d
q
u
esti
o
n
in
g
in
d
iv
id
u
als
f
o
r
th
e
p
r
o
b
lem
s
t
h
at
w
ill
ar
is
e
in
f
r
o
n
t
o
f
th
e
m
in
a
lif
e
ti
m
e,
I
n
teg
r
ati
n
g
t
h
e
co
n
tr
o
v
er
s
ial
a
n
d
cu
r
r
en
t
to
p
ics
in
to
s
o
cial
s
tu
d
ies
an
d
o
th
er
b
r
an
ch
e
s
o
f
s
o
cial
s
cien
ce
s
in
a
p
lan
n
ed
w
a
y
is
ap
p
r
o
p
r
iate
f
o
r
th
e
ai
m
s
o
f
s
o
cial
s
tu
d
ie
s
co
u
r
s
es
to
en
co
u
r
a
g
e
s
t
u
d
en
t
s
to
g
en
er
ate
id
ea
s
b
y
b
r
ain
s
t
o
r
m
i
n
g
th
e
m
[
1
7
]
.
C
o
n
tr
o
v
er
s
ial
is
s
u
e
s
s
h
o
u
ld
b
e
in
cl
u
d
ed
in
s
o
cial
s
t
u
d
ies
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
b
ec
au
s
e
o
f
th
e
g
u
id
i
n
g
r
o
le
o
f
s
tu
d
e
n
ts
i
n
d
ea
lin
g
w
i
th
t
h
e
p
r
o
b
lem
s
th
at
t
h
e
y
m
i
g
h
t
b
u
m
p
in
to
in
t
h
e
f
u
t
u
r
e
an
d
m
a
k
i
n
g
th
e
r
ig
h
t
d
ec
is
io
n
s
.
C
o
n
tr
o
v
er
s
ial
i
s
s
u
e
s
'
b
ein
g
a
p
ar
t
o
f
t
h
e
s
o
cial
s
tu
d
ie
s
ed
u
ca
tio
n
p
r
o
g
r
a
m
i
s
ex
p
lain
ed
i
n
ei
g
h
t
ar
ticles [
1
8
,
1
9
]
:
“
De
m
o
n
s
tr
ati
n
g
co
n
tr
o
v
er
s
ial
is
s
u
e
s
w
it
h
i
n
ed
u
ca
tio
n
al
i
n
s
ti
tu
t
io
n
s
r
at
h
er
th
a
n
o
u
ts
id
e,
b
ein
g
s
o
r
ter
in
s
tr
u
ct
u
r
i
n
g
c
h
ao
s
en
r
i
c
h
es
t
h
e
ed
u
ca
tio
n
al
ex
p
er
ien
ce
.
Dis
c
u
s
s
io
n
ca
n
co
n
tr
ib
u
te
to
t
h
e
lear
n
in
g
p
r
o
ce
s
s
w
h
en
it
i
s
u
s
e
f
u
l
l
y
m
a
n
ag
ed
.
I
t
teac
h
es
s
tu
d
e
n
ts
t
h
at
t
h
e
y
ar
e
s
tr
o
n
g
in
u
n
d
er
s
tan
d
i
n
g
th
e
d
em
o
cr
atic
d
iv
er
s
it
y
o
f
s
o
ci
et
y
,
p
lacin
g
co
n
tr
o
v
er
s
ial
is
s
u
es
in
t
h
e
s
ec
o
n
d
ar
y
p
la
n
s
h
o
w
s
th
at
s
t
u
d
en
ts
ar
e
n
o
t
tr
u
s
ted
to
b
e
s
en
s
iti
v
e
to
th
e
v
ar
io
u
s
pr
o
b
lem
s
o
f
t
h
e
co
m
m
u
n
it
y
t
h
e
y
liv
e
i
n
.
P
lacin
g
co
n
tr
o
v
er
s
i
al
is
s
u
e
s
in
t
h
e
b
ac
k
g
r
o
u
n
d
als
o
s
u
g
g
e
s
ts
th
at
o
t
h
er
in
d
i
v
id
u
al
s
w
h
o
ar
e
ev
en
ad
u
lts
i
n
t
h
i
s
co
n
tex
t,
d
o
n
o
t
k
n
o
w
h
o
w
to
d
ea
l
w
it
h
th
e
ch
ao
s
,
in
s
tead
o
f
th
at,
tr
y
i
n
g
to
m
ak
e
s
t
u
d
en
ts
a
n
d
s
o
ciet
y
u
n
d
e
r
s
ta
n
d
th
e
i
m
p
o
r
ta
n
ce
o
f
co
n
tr
o
v
er
s
ial
is
s
u
es
a
n
d
m
ai
n
tai
n
i
n
g
t
h
eir
p
o
s
itio
n
o
n
th
e
a
g
en
d
a
c
an
p
r
o
v
id
e
an
i
m
p
o
r
tan
t s
h
ap
in
g
t
ask
f
o
r
th
e
f
u
n
ctio
n
i
n
g
o
f
d
e
m
o
cr
ac
y
”
T
h
e
teac
h
in
g
o
f
co
n
tr
o
v
er
s
ial
s
u
b
j
ec
ts
is
v
er
y
i
m
p
o
r
tan
t
i
n
o
r
d
er
to
av
o
id
th
e
r
an
g
e
o
f
m
is
t
a
k
e
s
s
tar
tin
g
f
r
o
m
th
e
f
ir
s
t le
v
el
o
f
ed
u
ca
tio
n
.
I
t i
s
t
h
o
u
g
h
t t
h
at
t
h
e
u
p
b
r
in
g
in
g
o
f
i
n
d
iv
id
u
als
wh
o
ca
n
e
x
p
r
ess
th
e
ir
th
o
u
g
h
ts
,
o
p
en
to
d
i
f
f
er
e
n
t
id
ea
s
an
d
w
it
h
o
u
t
p
r
ej
u
d
ice
is
ex
tr
e
m
e
l
y
i
m
p
o
r
tan
t
f
o
r
th
e
f
u
t
u
r
e
o
f
o
u
r
co
u
n
tr
y
.
P
r
o
v
id
in
g
ch
ild
r
en
,
th
e
ab
ilit
y
to
liv
e
w
it
h
o
th
er
p
eo
p
le
in
an
ev
er
-
c
h
a
n
g
in
g
w
o
r
ld
is
o
n
e
o
f
th
e
m
o
s
t
i
m
p
o
r
tan
t
r
esp
o
n
s
ib
il
ities
o
f
s
o
cial
s
tu
d
ies
[
2
0
]
.
T
h
e
s
o
cial
s
tu
d
ies
cu
r
r
ic
u
l
u
m
r
ec
o
m
m
e
n
d
s
li
v
i
n
g
i
n
h
ar
m
o
n
y
w
it
h
o
th
er
p
eo
p
le
an
d
s
o
cializin
g
[
2
1
]
.
I
t
is
im
p
o
r
tan
t
to
r
esp
ec
t
d
if
f
er
e
n
t
v
ie
w
s
in
o
r
d
er
to
liv
e
in
h
ar
m
o
n
y
w
it
h
o
th
er
p
eo
p
le
i
n
th
e
co
m
m
u
n
i
t
y
[
2
2
]
.
R
esp
ec
t
f
o
r
d
if
f
er
en
ce
s
is
ess
e
n
ti
al
f
o
r
in
ter
cu
lt
u
r
al
co
m
p
ete
n
ce
[
2
3
-
2
7
]
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
r
esear
ch
h
as
b
ee
n
p
r
ep
ar
ed
w
it
h
a
s
cr
ee
n
in
g
m
o
d
el.
T
h
e
s
cr
ee
n
in
g
m
o
d
el
i
s
o
n
e
o
f
th
e
m
o
s
t
w
id
el
y
u
s
ed
m
o
d
els
i
n
s
o
cial
s
cien
ce
s
an
d
r
elate
d
ap
p
lied
f
ield
s
.
Scr
ee
n
in
g
r
esear
c
h
es
a
r
e
th
e
p
r
o
ce
s
s
es
o
f
ask
i
n
g
a
lo
t
o
f
p
eo
p
le
th
e
s
am
e
q
u
est
io
n
s
a
n
d
ex
a
m
in
i
n
g
th
eir
an
s
w
er
s
[
2
8
]
.
T
h
e
s
u
b
j
ec
t
o
f
th
e
r
esear
ch
h
a
s
b
ee
n
tr
ied
to
b
e
d
ef
in
e
d
w
it
h
th
e
s
itu
a
tio
n
t
h
at
it
is
i
n
.
I
t
h
as
b
ee
n
co
n
d
u
cted
w
i
th
th
e
s
u
r
v
e
y
tec
h
n
iq
u
e
o
f
q
u
an
tita
tiv
e
m
et
h
o
d
w
i
th
i
n
t
h
e
s
co
p
e
o
f
s
cr
ee
n
in
g
m
o
d
el.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
S
tu
d
en
ts
’
o
p
in
io
n
s
a
b
o
u
t te
a
c
h
in
g
o
f t
h
e
co
n
tr
o
ve
r
s
ia
l to
p
ic
s
in
th
e
s
o
cia
l stu
d
ies cla
s
s
es
(
K
a
mil U
yg
u
n
)
337
2
.
1
.
Study
g
ro
up
T
h
e
s
am
p
le
o
f
th
e
s
t
u
d
y
co
n
s
is
ts
o
f
2
0
3
s
tu
d
en
ts
atte
n
d
in
g
7
th
g
r
ad
es
at
5
p
u
b
lic
m
id
d
le
s
ch
o
o
ls
lo
ca
ted
o
n
th
e
ce
n
ter
o
f
De
m
i
r
ci
d
is
tr
ict
o
f
Ma
n
i
s
a
p
r
o
v
in
ce
.
T
h
e
s
elec
tio
n
o
f
7
th
g
r
ad
e
s
t
u
d
en
t
s
as
a
s
a
m
p
le
h
as
b
ee
n
i
n
f
lu
e
n
ce
d
b
y
t
h
e
f
a
ct
th
at
t
h
e
g
r
ad
e
h
a
v
in
g
t
h
e
h
ig
h
e
s
t
n
u
m
b
er
o
f
s
o
cial
s
t
u
d
i
es
co
u
r
s
es
a
n
d
it
is
th
e
la
s
t
le
v
els
t
h
o
s
e
s
o
cial
s
t
u
d
ies
h
a
s
b
ee
n
tau
g
h
t.
I
n
th
e
s
a
m
p
le
s
elec
tio
n
,
a
n
ap
p
r
o
p
r
ia
te
s
a
m
p
le
h
a
s
b
ee
n
b
en
ef
ited
f
r
o
m
.
T
h
e
f
ac
t
th
at
s
ch
o
o
ls
ar
e
ea
s
il
y
ac
ce
s
s
ib
le
h
as
b
ee
n
e
f
f
ec
t
iv
e
i
n
s
elec
ti
n
g
th
e
m
as
s
a
m
p
les.
T
h
e
Sch
o
o
ls
in
th
e
Sa
m
p
le
ar
e
as
Fo
llo
w
s
:
7
5
.
Yıl
Â
li
m
e
P
aşa
Mid
d
le
Sch
o
o
l
,
Dem
ir
ci
İ
m
a
m
Hatip
Mid
d
le
Sch
o
o
l
,
Fati
h
Mid
d
le
Sch
o
o
l
,
Ma
k
i
n
e
Ki
m
y
a
Hü
s
e
y
i
n
Ç
a
m
t
ep
e
Mid
d
le
Sch
o
o
l
,
Z
i
y
a
Gö
k
alp
Nu
r
etti
n
Kele
m
Mid
d
le
Sch
o
o
l
.
T
h
e
s
a
m
p
le
o
f
th
e
s
t
u
d
y
co
n
s
is
t
s
o
f
2
0
3
s
tu
d
en
ts
atte
n
d
in
g
7
th
g
r
ad
e
o
f
th
e
s
e
s
ch
o
o
ls
.
5
4
.
7
%
o
f
th
e
s
a
m
p
le
(
n
=
1
1
1
)
a
r
e
m
ale
s
tu
d
en
ts
an
d
4
5
.
3
%
o
f
th
e
s
a
m
p
le
(
n
=
9
2
)
ar
e
f
em
ale
s
t
u
d
en
t
s
.
T
h
ese
r
ates
ca
n
also
b
e
ex
a
m
in
ed
i
n
th
e
T
ab
le
1
.
T
ab
le
1
.
R
esear
ch
s
a
m
p
le
G
r
o
u
p
n
%
M
a
l
e
1
1
1
54
.
7
F
e
mal
e
92
45
.
3
T
o
t
a
l
2
0
3
1
0
0
2
.
2
.
Da
t
a
co
llect
io
n
a
nd
a
na
ly
s
is
An
ite
m
p
o
o
l
o
f
co
n
tr
o
v
er
s
ial
is
s
u
e
s
h
as
b
ee
n
f
o
r
m
ed
.
T
h
e
q
u
esti
o
n
n
a
ir
e
co
n
tain
i
n
g
t
h
e
item
s
in
f
o
r
m
ed
p
o
o
l
h
as
b
ee
n
s
en
t
to
th
r
ee
ex
p
er
ts
.
T
w
e
n
t
y
ite
m
s
h
av
e
b
ee
n
id
en
ti
f
ied
in
li
n
e
w
it
h
th
e
co
n
s
en
s
u
s
o
f
th
e
ex
p
er
ts
an
d
th
e
s
e
h
av
e
f
o
r
m
ed
th
e
q
u
esti
o
n
n
a
ir
e.
On
th
i
s
5
-
p
o
in
t
L
i
k
er
t
-
t
y
p
e
f
o
r
m
ed
q
u
esti
o
n
n
air
e,
th
er
e
is
a
p
er
s
o
n
al
i
n
f
o
r
m
atio
n
f
o
r
m
.
A
lp
h
a
r
el
iab
ilit
y
co
ef
f
icie
n
t
o
f
th
e
q
u
esti
o
n
n
a
ir
e
h
as
b
e
en
ca
lc
u
lated
to
b
e,
742
.
Statis
tical
p
ac
k
a
g
e
p
r
o
g
r
a
m
h
as
b
ee
n
u
s
ed
f
o
r
th
e
an
al
y
s
i
s
o
f
th
e
d
ata
o
b
tain
ed
f
r
o
m
th
e
r
esear
ch
.
Fo
r
d
ata
an
al
y
s
i
s
,
f
r
eq
u
en
c
y
,
p
er
ce
n
tag
e,
s
tan
d
ar
d
d
ev
iatio
n
a
n
d
ar
ith
m
etic
m
ea
n
h
a
s
b
e
en
u
s
ed
.
A
s
a
r
es
u
lt
o
f
th
e
an
al
y
s
is
,
it
h
a
s
b
ee
n
f
o
u
n
d
t
h
at
t
h
e
d
ata
d
o
es
n
’
t
s
h
o
w
n
o
r
m
al
d
is
tr
ib
u
t
io
n
.
Si
n
ce
t
h
e
d
ata
d
o
esn
’
t
s
h
o
w
n
o
r
m
al
d
is
tr
ib
u
tio
n
,
f
r
o
m
n
o
n
-
p
ar
a
m
e
tr
ic
te
s
ts
,
“
Ma
n
n
W
h
i
tn
e
y
U”
a
n
d
“
Kr
u
s
k
al
W
allis
H”
test
s
h
a
v
e
b
ee
n
ap
p
lied
an
d
th
e
r
esu
lt
s
h
a
v
e
b
ee
n
in
ter
p
r
eted
an
d
p
r
esen
ted
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
F
ind
ing
s
re
g
a
rding
t
he
s
ub
j
ec
t
s
t
he
s
t
ud
ent
s
w
a
nt
t
o
dis
cus
s
i
n so
cia
l st
ud
ie
s
co
urs
e
W
h
en
th
e
v
ie
w
s
o
f
m
id
d
le
s
ch
o
o
l
7
th
g
r
ad
e
s
tu
d
en
t
s
o
n
co
n
tr
o
v
er
s
ial
is
s
u
e
s
ar
e
ex
a
m
in
ed
,
th
e
h
i
g
h
e
s
t
o
p
in
io
n
is
h
u
m
an
r
ig
h
ts
an
d
th
e
lo
w
est
is
ter
r
o
r
is
m
.
A
l
l
o
p
in
io
n
s
ca
n
b
e
s
ee
n
in
th
e
T
ab
le
2
.
A
cc
o
r
d
in
g
to
th
e
T
ab
le
2
,
th
e
to
p
ics
th
at
7
th
g
r
ad
e
s
tu
d
en
ts
w
a
n
t
to
d
is
cu
s
s
in
t
h
e
class
r
o
o
m
r
esp
ec
ti
v
el
y
ar
e
h
u
m
a
n
r
i
g
h
t
s
,
m
u
ltic
u
lt
u
r
alis
m
,
elec
tio
n
s
y
s
te
m
,
a
n
i
m
al
r
ig
h
t
s
,
a
n
d
f
r
ee
d
o
m
o
f
t
h
e
p
r
es
s
,
T
V
b
r
o
ad
ca
s
tin
g
,
m
ed
ia,
tr
af
f
ic,
a
n
d
m
il
itar
y
s
y
s
te
m
a
n
d
n
u
clea
r
p
o
w
er
p
lan
ts
.
T
h
e
to
p
ics th
at
m
id
d
le
s
c
h
o
o
l 7
th
g
r
ad
e
s
t
u
d
en
t
s
d
o
n
o
t
w
an
t
to
d
is
c
u
s
s
in
t
h
e
c
lass
r
o
o
m
ar
e
ter
r
o
r
an
d
v
io
len
ce
.
T
h
e
to
p
ics
th
at
th
e
s
t
u
d
en
t
s
ar
e
u
n
d
ec
id
ed
o
n
w
h
et
h
er
to
d
is
cu
s
s
o
r
n
o
t,
r
esp
ec
tiv
el
y
ar
e:
p
r
iv
atiza
tio
n
,
in
j
u
s
tice
in
i
n
co
m
e
d
is
tr
i
b
u
tio
n
,
f
a
n
aticis
m
,
r
elig
io
u
s
co
m
m
u
n
it
ies a
n
d
clo
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
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I
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G
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ad
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t
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e
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ts
'
o
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io
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s
ab
o
u
t
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n
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e
s
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g
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er
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le
M1
.
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Ma
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.
16,
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a
le
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.
6
2
)
,
M3
.
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le
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.
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I
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J
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v
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&
R
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s
E
d
u
c
.
I
SS
N:
2252
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8822
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w
it
h
in
t
h
e
class
.
A
cc
o
r
d
in
g
to
th
e
f
i
n
d
in
g
s
w
e
h
a
v
e
f
r
o
m
o
u
r
r
esear
ch
,
it
ca
n
b
e
s
aid
th
a
t
“
Vio
le
n
ce
”,
w
h
ich
i
s
o
n
e
o
f
t
h
e
to
p
ics th
at
s
o
cial
s
t
u
d
ies te
ac
h
er
s
w
a
n
t to
d
ea
l
w
it
h
i
n
t
h
e
cla
s
s
r
o
o
m
,
i
s
n
o
t
w
a
n
ted
to
b
e
d
is
c
u
s
s
ed
i
n
t
h
e
clas
s
b
y
th
e
s
t
u
d
en
ts
.
I
t
h
as
b
ee
n
s
ee
n
t
h
a
t
“
Mil
itar
y
S
y
s
te
m
”
a
n
d
“Reli
g
io
u
s
C
o
m
m
u
n
itie
s
”
ar
e
a
m
o
n
g
th
e
la
s
t
is
s
u
e
s
th
a
t
s
o
cial
s
t
u
d
ies
teac
h
er
s
w
an
t
to
d
is
cu
s
s
i
n
t
h
e
cla
s
s
.
T
h
e
r
es
u
lt
h
as
ap
p
ea
r
ed
th
at
i
n
t
h
e
r
es
ea
r
ch
[
2
9
]
h
as c
ar
r
ied
o
u
t,
s
o
cial
s
t
u
d
ies tea
c
h
er
s
d
o
n
’
t
w
an
t
to
d
is
cu
s
s
“
Milita
r
y
S
y
s
te
m
”
b
u
t
i
n
th
i
s
r
esear
ch
th
at
w
e
h
a
v
e
ca
r
r
ied
o
u
t,
i
n
s
tead
o
f
teac
h
er
s
,
s
tu
d
e
n
ts
w
a
n
t
to
d
is
cu
s
s
i
t
i
n
t
h
e
clas
s
.
Si
n
ce
t
h
e
is
s
u
e
R
eli
g
io
u
s
C
o
m
m
u
n
itie
s
’
b
ein
g
p
u
t
a
t
th
e
en
d
o
f
th
e
d
is
c
u
s
s
io
n
li
s
t
i
n
th
e
cla
s
s
b
y
s
o
cial
s
t
u
d
ies
teac
h
er
s
an
d
also
as
a
r
esu
l
t
o
f
t
h
e
s
t
u
d
en
t
s
’
b
ein
g
u
n
d
ec
id
ed
to
d
is
cu
s
s
t
h
i
s
is
s
u
e,
it c
a
n
b
e
s
aid
th
at
t
h
e
v
ie
w
s
o
f
teac
h
er
s
an
d
s
tu
d
e
n
ts
ar
e
i
n
th
e
s
a
m
e
d
i
r
ec
tio
n
.
I
n
t
h
e
r
esear
ch
th
a
t [
1
1
]
h
as d
o
n
e,
th
e
co
n
tr
o
v
er
s
ia
l is
s
u
e
s
t
h
at
s
o
cial
s
t
u
d
ies
teac
h
er
s
h
a
v
e
d
is
cu
s
s
ed
in
t
h
e
cla
s
s
r
o
o
m
ar
e
a
s
f
o
llo
w
s
:
“
Hu
m
a
n
R
i
g
h
t
s
”,
“
I
n
ter
n
et”,
“
T
V
B
r
o
ad
ca
s
ts
”
an
d
“
Vio
le
n
ce
”.
I
n
th
e
r
esear
ch
w
e
h
a
v
e
ca
r
r
i
ed
o
u
t,
it
h
a
s
b
ee
n
s
ee
n
t
h
at
s
tu
d
e
n
ts
al
s
o
w
a
n
t
to
d
is
c
u
s
s
th
e
i
s
s
u
es
“
H
u
m
a
n
R
ig
h
t
s
”,
“
I
n
ter
n
et”
an
d
“
T
V
B
r
o
ad
ca
s
ts
”,
w
h
ich
ar
e
t
h
e
i
s
s
u
es
t
h
at
s
o
cial
s
t
u
d
ies
teac
h
er
s
w
an
t
to
d
ea
l
w
it
h
in
t
h
e
cla
s
s
.
O
n
co
n
tr
a
r
y
to
t
h
e
teac
h
er
’
s
v
ie
w
,
ac
co
r
d
in
g
to
th
e
i
n
f
o
r
m
atio
n
o
b
tain
ed
f
r
o
m
o
u
r
s
tu
d
y
,
it
ca
n
b
e
s
aid
th
at
s
t
u
d
en
t
s
d
o
n
o
t
w
a
n
t to
d
is
cu
s
s
it i
n
t
h
e
less
o
n
.
I
t
is
s
ee
n
in
Özt
ü
r
k
’
s
s
t
u
d
y
[
1
1
]
,
“
Militar
y
Ser
v
ice”
,
“
R
el
i
g
io
u
s
C
o
m
m
u
n
ities
”
a
n
d
“Cl
o
n
in
g
”
ar
e
a
m
o
n
g
t
h
e
s
u
b
j
ec
ts
th
at
s
o
ci
al
s
tu
d
ie
s
teac
h
er
s
b
r
i
n
g
to
th
e
clas
s
r
o
o
m
at
least
o
r
d
o
n
’
t
w
an
t
to
b
r
in
g
.
B
y
lo
o
k
i
n
g
at
t
h
e
r
es
u
lt
s
o
f
th
e
s
tu
d
y
,
w
e
ca
n
s
a
y
t
h
a
t
te
ac
h
er
s
d
o
n
’
t
w
an
t
to
d
is
c
u
s
s
“
Mil
itar
y
S
y
s
te
m
”
in
t
h
e
class
r
o
o
m
A
cc
o
r
d
in
g
t
o
th
e
r
esu
lt
s
o
f
o
u
r
s
t
u
d
y
,
i
n
s
t
ea
d
o
f
teac
h
er
s
,
w
e
ca
n
s
a
y
t
h
at
s
tu
d
e
n
ts
w
a
n
t
to
d
is
cu
s
s
t
h
is
is
s
u
e
in
t
h
e
cla
s
s
.
So
cial
s
t
u
d
ies
teac
h
er
s
h
a
v
e
en
c
lo
s
ed
th
a
t
th
e
y
d
o
n
o
t
w
a
n
t
t
o
d
ea
l
w
i
t
h
“Reli
g
io
u
s
C
o
m
m
u
n
itie
s
”
an
d
“
C
lo
n
i
n
g
”
ite
m
s
i
n
t
h
e
cla
s
s
r
o
o
m
.
A
cc
o
r
d
in
g
to
t
h
e
r
es
u
lts
o
f
o
u
r
r
esear
ch
,
s
tu
d
e
n
ts
h
a
v
e
s
ta
ted
th
at
th
e
y
ar
e
u
n
d
ec
id
ed
to
d
is
c
u
s
s
t
h
e
s
e
ite
m
s
.
A
cc
o
r
d
in
g
to
t
h
ese
r
esu
lt
s
,
w
e
ca
n
s
a
y
th
at
teac
h
er
s
'
a
n
d
s
tu
d
e
n
ts
'
o
p
i
n
io
n
s
s
h
o
w
p
ar
allel
is
m
.
A
cc
o
r
d
in
g
to
s
o
cial
s
t
u
d
ies
teac
h
er
ca
n
d
id
ates
,
th
e
m
o
s
t
co
n
tr
o
v
er
s
ial
is
s
u
es
ar
e
s
o
cial
p
r
o
b
lem
s
.
T
h
e
m
o
s
t
co
n
tr
o
v
er
s
ial
is
s
u
e
is
u
n
e
m
p
lo
y
m
e
n
t
[
3
0
]
.
His
to
r
y
teac
h
er
s
w
a
n
t
to
d
is
cu
s
s
th
e
r
ef
o
r
m
s
o
f
th
e
A
tat
ü
r
k
p
er
io
d
,
m
ili
tar
y
co
u
p
s
,
A
r
m
e
n
ian
an
d
th
e
C
y
p
r
u
s
is
s
u
e
[
3
1
]
.
I
n
o
r
d
er
f
o
r
th
e
teac
h
in
g
o
f
co
n
tr
o
v
er
s
ia
l
is
s
u
es
t
o
b
e
ef
f
ec
ti
v
e,
teac
h
er
s
an
d
te
ac
h
in
g
s
n
ee
d
to
b
e
d
ev
elo
p
ed
[
3
2
]
.
I
f
a
s
u
itab
le
en
v
ir
o
n
m
e
n
t
is
p
r
ep
ar
ed
,
h
ea
lth
y
d
is
c
u
s
s
io
n
s
ar
e
p
r
o
v
id
ed
a
n
d
u
s
e
f
u
l
f
o
r
s
o
cial
s
tu
d
ie
s
teac
h
i
n
g
[
3
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
e
s
E
d
u
c
.
I
SS
N:
2252
-
8822
S
tu
d
en
ts
’
o
p
in
io
n
s
a
b
o
u
t te
a
c
h
in
g
o
f t
h
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co
n
tr
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ve
r
s
ia
l to
p
ic
s
in
th
e
s
o
cia
l stu
d
ies cla
s
s
es
(
K
a
mil U
yg
u
n
)
343
4.
CO
NCLU
SI
O
N
W
h
en
th
e
r
esu
lts
o
f
th
e
r
esear
ch
ar
e
o
u
tlin
ed
,
“
Hu
m
a
n
R
i
g
h
ts
”
is
th
e
s
u
b
j
ec
t
th
at
th
e
s
t
u
d
en
ts
w
a
n
t
to
d
is
cu
s
s
t
h
e
m
o
s
t
i
n
th
e
clas
s
r
o
o
m
.
T
h
e
is
s
u
e
o
f
h
u
m
a
n
r
i
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h
t
s
w
h
ic
h
co
n
tr
ib
u
tes
to
t
h
e
r
o
le
o
f
s
o
cial
s
t
u
d
ies
in
r
aisi
n
g
“
ef
f
ec
ti
v
e
citize
n
s
an
d
in
d
iv
id
u
als
w
h
o
h
a
v
e
e
m
b
r
ac
ed
d
em
o
cr
ac
y
”
is
o
n
e
o
f
th
e
b
asic
is
s
u
es
i
n
s
o
cial
s
tu
d
ie
s
.
“
T
er
r
o
r
”
is
o
n
e
o
f
th
e
m
ai
n
to
p
ics
th
at
s
t
u
d
en
ts
d
o
n
’
t
w
a
n
t
to
d
is
cu
s
s
in
t
h
e
class
.
T
h
e
is
s
u
e
o
f
ter
r
o
r
is
m
i
s
o
n
e
o
f
th
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m
o
s
t
f
r
eq
u
en
t
i
s
s
u
e
s
o
n
th
e
ag
e
n
d
a
o
f
o
u
r
co
u
n
tr
y
a
n
d
in
th
e
m
ed
i
a.
W
e
ca
n
s
a
y
th
at
s
tu
d
e
n
ts
ar
e
n
o
t
w
illi
n
g
to
d
is
cu
s
s
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is
i
s
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b
ec
au
s
e
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f
t
h
e
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eg
ati
v
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e
f
f
ec
ts
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f
t
er
r
o
r
is
m
o
n
p
eo
p
le
an
d
th
e
te
n
s
e
at
m
o
s
p
h
er
e
it le
av
es o
n
s
o
ciet
y
.
As
a
r
es
u
lt
o
f
t
h
e
r
esear
c
h
,
t
h
e
to
p
ics
t
h
at
t
h
e
s
t
u
d
en
t
s
wan
t
to
d
is
c
u
s
s
th
e
m
o
s
t
in
t
h
e
class
r
o
o
m
r
esp
ec
tiv
el
y
ar
e
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H
u
m
a
n
R
i
g
h
ts
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“
M
u
ltic
u
lt
u
r
ali
s
m
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“
E
l
ec
tio
n
S
y
s
te
m
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i
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R
i
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ts
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ee
d
o
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P
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ess
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T
V
B
r
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ad
ca
s
ts
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Me
d
ia”,
“
T
r
af
f
ic”,
“M
ilit
ar
y
S
y
s
te
m
”
a
n
d
“Nu
clea
r
P
la
n
t
s
”
.
A
cc
o
r
d
in
g
to
t
h
e
f
i
n
d
in
g
s
o
b
t
ain
ed
f
r
o
m
t
h
e
r
esear
ch
,
th
e
t
o
p
ics
th
at
t
h
e
s
t
u
d
en
ts
ar
e
u
n
d
ec
id
ed
o
n
w
h
et
h
er
to
d
is
cu
s
s
o
r
n
o
t,
r
esp
ec
tiv
el
y
;
“
P
r
iv
atiza
t
io
n
”,
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u
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n
I
n
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m
e
Di
s
tr
ib
u
ti
o
n
”,
“
Fa
n
atic
is
m
”
,
“Reli
g
io
u
s
C
o
m
m
u
n
ities
”
a
n
d
“
C
lo
n
in
g
”.
A
cc
o
r
d
in
g
to
th
e
r
esu
lts
o
f
th
e
s
t
u
d
y
,
th
e
to
p
ics
s
t
u
d
en
t
s
d
o
n
o
t
w
a
n
t to
d
is
cu
s
s
i
n
t
h
e
class
r
o
o
m
ar
e
“
T
er
r
o
r
”
an
d
“
Vio
len
ce
”.
T
h
e
r
esear
ch
is
li
m
ited
to
5
p
u
b
lic
m
id
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le
s
ch
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n
to
tal
an
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to
7
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ad
e
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d
en
t
s
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atten
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in
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De
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ir
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M
an
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.
T
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m
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u
cted
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if
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er
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t
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eg
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n
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a
n
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at
d
if
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er
en
t
g
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ad
e
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el
s
.
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h
is
s
tu
d
y
h
a
s
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ee
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n
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u
cted
i
n
th
e
s
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ee
n
i
n
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m
o
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as
a
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e
s
t
u
d
y
.
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h
is
r
e
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r
ch
ca
n
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e
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p
lied
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y
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ein
g
s
u
p
p
o
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ted
w
it
h
a
q
u
ali
tati
v
e
r
esear
ch
.
Du
r
i
n
g
th
e
r
esear
c
h
,
it
h
as
b
ee
n
w
i
tn
ess
ed
t
h
at
f
e
w
s
tu
d
ie
s
ca
r
r
ied
o
u
t
o
n
co
n
tr
o
v
er
s
ia
l
is
s
u
es.
An
y
s
t
u
d
ies
h
a
v
en
’
t
b
ee
n
m
et
w
ith
ab
o
u
t
co
n
tr
o
v
e
r
s
ial
is
s
u
es
f
o
r
s
t
u
d
en
ts
.
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e
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n
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ec
o
m
m
e
n
d
to
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e
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r
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ied
o
u
t
w
id
er
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d
m
o
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e
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m
p
r
e
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en
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iv
e
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ch
e
s
o
n
th
e
s
e
is
s
u
es.
B
y
ad
d
in
g
teac
h
er
o
p
in
io
n
s
,
a
m
o
r
e
d
etailed
s
t
u
d
y
ca
n
b
e
d
o
n
e
co
v
er
in
g
th
e
o
p
in
io
n
s
o
f
s
tu
d
e
n
ts
a
n
d
teac
h
er
s
.
ACK
NO
WL
E
D
G
E
M
E
NT
S
T
h
is
s
t
u
d
y
w
a
s
p
r
o
d
u
ce
d
f
r
o
m
t
h
e
m
aster
t
h
es
is
o
f
th
e
s
ec
o
n
d
au
t
h
o
r
u
n
d
er
t
h
e
s
u
p
e
r
v
is
io
n
o
f
th
e
f
ir
s
t a
u
th
o
r
.
RE
F
E
R
E
NC
E
S
[1
]
F.
S
e
ç
g
in
,
“
T
h
e
tea
c
h
e
r
c
a
n
d
id
a
tes
?
P
e
rc
e
p
ti
o
n
,
a
tt
i
tu
d
e
a
n
d
i
d
e
a
s
a
b
o
u
t
tea
c
h
in
g
th
e
c
o
n
tr
o
v
e
rsia
l
issu
e
s
,”
(Un
p
u
b
li
sh
e
d
m
a
ste
r
'
s th
e
sis),
G
a
z
io
sm
a
n
p
a
sa
Un
iv
e
rsit
y
,
S
o
c
ial
S
c
ien
c
e
s In
stit
u
te,
T
o
k
a
t
,
2
0
0
9
.
[2
]
R.
Cro
ss
a
n
d
R.
P
r
ice
,
“
S
c
ien
c
e
tea
c
h
e
r’s
so
c
ial
c
o
n
c
ien
se
a
n
d
th
e
ro
le
o
f
tea
c
h
in
g
c
o
n
tro
v
e
rsia
l
ıs
su
e
s
in
th
e
tea
c
h
in
g
o
f
sc
ien
c
e
,
”
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
i
n
S
c
ie
n
c
e
T
e
a
c
h
i
n
g
,
v
o
l.
33
,
n
o
.
3
,
p
p
.
3
1
9
-
3
3
3
,
1
9
9
6
.
[3
]
T
.
L
.
D
y
n
n
e
so
n
a
n
d
R.
E.
G
ro
ss
,
De
sin
g
n
i
n
g
e
ff
e
c
ti
v
e
ın
stru
c
ti
o
n
f
o
r
se
c
o
n
d
a
ry
so
c
i
a
l
stu
d
ies
.
Up
p
e
r
S
a
d
d
le
Riv
e
r,
NJ
:
P
re
n
ti
c
e
-
Ha
ll
,
In
c
,
1
9
9
9
.
[4
]
J.
H.
Ja
m
e
s,
“
Re
f
ra
m
in
g
th
e
d
isc
l
o
su
re
d
e
b
a
te:
c
o
n
f
ro
n
ti
n
g
ıssu
e
s
o
f
tran
sp
a
re
n
c
y
i
n
tea
c
h
in
g
c
o
n
tr
o
v
e
rsia
l
ıssu
e
s,”
S
o
c
ia
l
S
t
u
d
ies
Res
a
rc
h
a
n
d
Pra
c
t
ice
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
82
-
93
,
2
0
0
9
.
[5
]
M.
A
v
a
ro
ğ
u
ll
a
rı,
“
A
n
a
c
ti
o
n
r
e
se
a
rc
h
re
g
a
rd
in
g
c
o
n
tro
v
e
rsia
l
issu
e
s
i
n
so
c
ial
stu
d
ies
i
n
s
tru
c
ti
o
n
,
”
NW
S
A
-
Ed
u
c
a
ti
o
n
S
c
ie
n
c
e
s
,
v
o
l.
1
0
,
2
,
p
p
.
1
3
9
-
1
5
0
,
2
0
1
5
.
[6
]
K.
Ba
rto
n
a
n
d
A
.
M
c
Cu
ll
y
,
“
T
e
a
c
h
in
g
c
o
n
tro
v
e
rsia
l
ıssu
e
s.
W
h
e
re
c
o
n
tr
o
v
e
rsia
l
ıssu
e
s
r
e
a
ly
m
a
tt
e
r,
”
T
e
a
c
h
i
n
Histo
ry
,
2
0
0
7
.
[7
]
Ö.
A
k
m
a
n
a
n
d
U.
Ba
stık
,
“
T
h
e
c
o
n
c
e
p
t
o
f
f
a
m
il
y
a
s
a
c
o
n
tr
o
v
e
rsia
l
issu
e
i
n
so
c
ial
st
u
d
ies
tex
tb
o
o
k
s:
A
c
o
n
ten
t
a
n
a
ly
sis,”
T
ra
k
y
a
Un
ive
rs
it
y
.
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
F
a
c
u
lt
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
2
4
7
-
2
6
3
,
2
0
1
6
.
[8
]
H.
G
e
d
ik
,
“
Us
in
g
c
u
rre
n
t
e
v
e
n
ts
in
e
lem
e
n
tar
y
so
c
ial
stu
d
ies
c
o
u
rse
s
a
n
d
th
e
v
iew
s
o
f
stu
d
e
n
ts,”
Ah
i
Evr
a
n
Un
ive
rs
it
y
.
J
o
u
rn
a
l
o
f
Kırş
e
h
ir E
d
u
c
a
t
io
n
Fa
c
u
lt
y
,
v
o
l
.
11
,
n
o
.
2
,
p
p
.
97
-
1
1
8
,
2
0
1
0
.
[9
]
C.
Bin
b
a
şıo
ğ
lu
,
“
Eğ
it
im
d
e
g
ü
n
l
ü
k
o
lay
lar v
e
ö
ğ
re
ti
m
i,
”
Ça
ğ
d
a
ş E
ğ
i
ti
m De
rg
is
i,
S
a
y
ı
,
v
o
l.
3
1
5
,
p
p
.
14
-
16
,
2
0
0
4
.
[1
0
]
M
EB,
S
o
sy
a
l
Bi
l
g
il
e
r
d
e
rs
i
ö
ğ
re
t
im
p
ro
g
ra
mı
(
İlko
k
u
l
v
e
Or
ta
o
k
u
l
4
,
5
,
6
v
e
7
.
S
ın
ıf
la
r)
,
M
i
ll
i
Eğ
it
im
Ba
k
a
n
lı
ğ
ı
Ya
y
ın
ları,
A
n
k
a
ra
,
2018
.
[1
1
]
D.
Öz
tü
rk
,
“
S
o
c
ial
stu
d
ies
tea
c
h
e
rs'
v
ie
ws
a
n
d
p
ra
c
ti
c
e
s
o
n
tea
c
h
i
n
g
o
f
c
o
n
tro
v
e
rsia
l
issu
e
s
,”
(Un
p
u
b
li
sh
e
d
d
o
c
t
o
ra
l
th
e
sis),
Ka
sta
m
o
n
u
Un
iv
e
rsity
S
o
c
ial
S
c
ien
c
e
s In
stit
u
te,
Ka
sta
m
o
n
u
,
2
0
1
7
.
[1
2
]
T
.
C.
Kin
g
,
“
T
e
a
c
h
in
g
a
n
d
lea
rn
i
n
g
a
b
o
u
t
c
o
n
tro
v
e
rsia
l
ıssu
e
s
:
les
so
n
s
f
ro
m
n
o
rth
e
rn
ırela
n
d
,
”
T
h
e
o
ry
a
n
d
Res
a
rc
h
in
S
o
c
ia
l
Ed
u
c
a
ti
o
n
,
vo
l.
37
,
p
p
.
215
-
2
4
6
,
2
0
0
9
.
[1
3
]
A
si
m
e
n
g
a
n
d
L
.
Bo
a
h
e
n
e
,
“
Cre
a
ti
n
g
stra
teg
ies
to
d
e
a
l
w
it
h
p
ro
b
lem
s
o
f
te
a
c
h
in
g
c
o
n
tro
v
e
rsia
l
ıssu
e
s
in
so
c
ial
stu
d
ies
e
d
u
c
a
ti
o
n
in
a
f
rica
n
sc
h
o
o
ls
,”
In
ter
c
u
lt
u
r
a
l
E
d
u
c
a
ti
o
n
,
v
o
l
.
18
,
n
o
.
3
,
p
p
.
2
3
1
-
2
4
2
,
2
0
0
7
.
[1
4
]
C.
L
.
Ha
h
n
,
“
Co
n
tro
v
e
rsia
l
ıssu
e
s
in
so
c
ial
stu
d
ies
,
”
In
.
J.
P
.
S
h
a
v
e
r
(Ed
),
Ha
n
d
b
o
o
k
o
f
Res
e
a
rc
h
o
n
S
o
c
i
a
l
S
t
u
d
ies
T
e
a
c
h
in
g
a
n
d
L
e
a
r
n
in
g
s.
4
7
0
-
4
8
0
,
Ne
w
Yo
rk
:
M
a
c
m
il
lan
,
1
9
9
1
.
[1
5
]
A
.
M
.
Ha
r
w
o
o
d
a
n
d
C.
L
.
Ha
h
n
,
“
Co
n
tro
v
e
rsia
l
ıssu
e
s
in
th
e
c
las
sro
o
m
.
(Er
ic
Dig
e
st),
”
Clea
rin
g
h
o
u
se
fo
r
S
o
c
i
a
l
S
tu
d
ies
/S
o
c
i
a
l
S
c
ien
c
e
Ed
u
c
a
ti
o
n
.
Blo
o
m
in
g
to
n
,
IN
,
1
9
9
0
.
[1
6
]
K.
Yılma
z
,
“
In
v
e
stig
a
ti
o
n
in
to
c
o
n
tro
v
e
rsia
l
issu
e
s
a
n
d
tab
o
o
to
p
ics
:
so
c
ial
stu
d
ies
tea
c
h
e
rs’
p
e
rsp
e
c
ti
v
e
s
,”
M
u
sta
fa
Ke
ma
l
Un
ive
rs
it
y
J
o
u
rn
a
l
o
f
S
o
c
i
a
l
S
c
ien
c
e
s In
st
it
u
te
,
v
o
l.
9
,
n
o
.
1
8
,
pp
.
2
0
1
-
2
2
5
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8822
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
2
,
J
u
n
e
2
0
2
0
:
3
3
5
-
3
4
4
344
[1
7
]
S.
Ya
z
ıcı
a
n
d
F
.
S
e
ç
g
in
,
“
A
stu
d
y
o
n
tea
c
h
in
g
c
o
n
tro
v
e
rsia
l
issu
e
s,”
T
h
e
J
o
u
r
n
a
l
o
f
I
n
ter
n
a
ti
o
n
a
l
S
o
c
ia
l
Res
e
a
rc
h
,
v
o
l.
3
,
n
o
.
1
2
,
p
p
.
4
8
8
-
5
0
1
,
2
0
1
0
.
[1
8
]
E.
W
il
so
n
,
C.
S
u
n
a
l,
M.
Ha
a
s,
a
n
d
M
.
L
a
u
g
li
n
,
T
e
a
c
h
e
rs
p
e
rs
p
e
c
ti
v
e
s
o
n
ın
c
o
rp
o
r
a
ti
n
g
c
u
rr
e
n
t
c
o
n
t
ro
v
e
rs
ia
l
ıssu
e
s
in
to
t
h
e
c
u
rr
icu
lu
m
,
P
a
p
e
r
P
re
s
e
n
ted
a
t
th
e
A
n
n
u
a
l
M
e
e
ti
n
g
o
f
th
e
Na
ti
o
n
a
l
Co
u
n
c
il
f
o
r
S
o
c
ial
S
tu
d
ies
.
7
9
th
,
Orla
n
d
o
,
F
L
,
No
v
e
m
b
e
r,
p
p
.
19
-
21
,
1
9
9
9
.
[1
9
]
B.
A
lag
ö
z
,
“
De
v
e
lo
p
in
g
a
c
o
n
tr
o
v
e
rsia
l
issu
e
s
sc
a
l
e
to
w
a
rd
so
c
ial
stu
d
ies
tea
c
h
e
r
c
a
n
d
i
d
a
tes
:
T
h
e
st
u
d
y
o
f
v
a
li
d
it
y
a
n
d
re
li
a
b
i
li
ty
,
”
Ga
zia
n
tep
U
n
ive
rs
it
y
J
o
u
rn
a
l
o
f
S
o
c
ia
l
S
c
ien
c
e
,
v
o
l.
13
,
n
o
.
3
,
p
p
.
7
3
5
-
7
6
6
,
2
0
1
4
.
[2
0
]
D.
O.
S
m
it
h
,
“
Cu
rre
n
t
e
v
e
n
ts
i
n
th
e
ın
term
e
d
iate
g
ra
d
e
s
o
f
a
m
o
d
e
rn
e
le
m
a
n
tr
y
sc
h
o
o
l,
”
(M
S
T
h
e
sis,
Ke
a
n
Un
iv
e
rsit
y
),
Ne
w
Je
rse
y
,
1
9
6
3
.
[2
1
]
K.
Uy
g
u
n
,
“
S
o
sy
a
l
b
il
g
il
e
r
p
ro
g
r
a
m
ı
v
e
y
a
p
ıl
a
n
d
ırm
a
c
ıl
ık
,
”
H.
Ça
lı
şk
a
n
&
B.
Kılca
n
(Ed
.
),
S
o
sy
a
l
b
il
g
il
e
r
ö
ğ
re
ti
mi
(ss
.
5
4
-
8
6
).
İsta
n
b
u
l:
L
isa
n
s Ya
y
ı
n
c
ıl
ık
,
2
0
1
8
.
[2
2
]
E.
G
ö
rm
e
z
,
“
T
h
e
v
ie
ws
o
f
m
id
d
le
sc
h
o
o
l
stu
d
e
n
ts
w
h
o
h
a
v
e
tak
e
n
so
c
ial
stu
d
ies
c
o
u
rse
o
n
re
sp
e
c
t
f
o
r
d
if
fe
re
n
c
e
s,
”
Ka
sta
mo
n
u
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l.
27
,
n
o
.
5
,
p
p
.
2
0
7
7
-
2
0
8
8
,
2
0
1
8
.
[2
3
]
A
.
Ko
c
a
n
d
H.
Du
y
g
u
,
“
A
c
q
u
isit
io
n
o
f
m
id
d
le
sc
h
o
o
l
st
u
d
e
n
t’s
r
e
sp
e
c
t
to
d
if
f
e
re
n
c
e
s
a
n
d
a
d
a
p
tat
i
o
n
sk
il
ls
w
it
h
f
o
re
ig
n
stu
d
e
n
ts,”
J
o
u
rn
a
l
o
f
In
n
o
v
a
ti
v
e
Res
e
a
rc
h
in
S
o
c
i
a
l
S
tu
d
ies
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
38
-
51
,
2
0
1
8
.
[2
4
]
N.
Og
u
t,
In
v
e
stig
a
t
io
n
o
f
t
h
e
re
la
ti
o
n
s
h
ip
b
e
twee
n
in
ter
c
u
lt
u
ra
l
se
n
siti
v
it
y
lev
e
l
a
n
d
e
t
h
n
o
c
e
n
trism,
li
fe
sa
ti
sfa
c
ti
o
n
a
n
d
h
a
p
p
in
e
ss
lev
e
ls
(Un
p
u
b
l
ish
e
d
d
o
c
to
ra
l
t
h
e
sis),
S
e
lcu
k
Un
iv
e
rsity
S
o
c
ial
S
c
ien
c
e
s In
stit
u
te,
K
o
n
y
a
,
2
0
1
8
.
[2
5
]
A.
T
e
m
e
l
Eg
in
li
a
n
d
M.
Ya
lcın
,
“
De
v
e
lo
p
in
g
In
terc
u
lt
u
ra
l
Co
m
p
e
ten
c
e
a
n
d
I
n
terc
u
lt
u
ra
l
A
d
ju
stm
e
n
t,
”
Glo
b
a
l
M
e
d
ia
J
o
u
r
n
a
l
T
R
E
d
it
i
o
n
,
v
o
l.
7
,
n
o
.
13
,
p
p
.
6
-
27
,
2
0
1
6
.
[2
6
]
A
.
T
e
m
e
l
Eg
in
li
,
“
T
h
e
im
p
o
rtan
c
e
o
f
th
e
trai
n
in
g
o
f
c
u
lt
u
ra
l
d
iv
e
rsity
in
o
b
t
a
in
i
n
g
i
n
terc
u
lt
u
ra
l
c
o
m
p
e
ten
c
y
,
”
Ön
e
ri
De
rg
isi
,
v
o
l.
9
,
n
o
.
3
5
,
p
p
.
2
1
5
-
2
2
7
,
2
0
1
2
.
[2
7
]
Ş.
Uz
u
n
a
sla
n
a
n
d
E.
G
ö
k
c
e
a
r
sla
n
Çif
c
i,
“
I
m
p
o
rtan
c
e
o
f
im
p
ro
v
in
g
c
u
lt
u
ra
l
c
o
m
p
e
ten
c
e
in
so
c
ial
w
o
rk
p
ra
c
ti
c
e
s,
”
S
o
c
iety
a
n
d
S
o
c
i
a
l
W
o
rk
,
v
o
l
.
30
,
n
o
.
1
,
p
p
.
2
1
3
-
2
3
0
,
2
0
1
9
.
[2
8
]
W.
L.
Ne
u
m
a
n
,
To
p
l
u
ms
a
l
a
ra
ştır
ma
y
ö
n
tem
ler
i
II,
(
Çe
v
.
S
.
Öz
g
e
),
A
n
k
a
r
a
:
Ya
y
ın
o
d
a
sı
,
2
0
1
4
.
[2
9
]
A
h
m
e
t
Ço
p
u
r,
“
A
re
v
ie
w
o
n
t
h
e
o
p
i
n
io
n
s
o
f
so
c
ial
stu
d
ies
tea
c
h
e
r
s
o
n
tea
c
h
in
g
c
o
n
tr
o
v
e
rsia
l
issu
e
s
,”
(Un
p
u
b
li
sh
e
d
m
a
ste
r'
s th
e
sis),
Ulu
d
a
g
Un
iv
e
rsit
y
,
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s In
st
it
u
te,
Bu
rsa
,
2
0
1
5
.
[3
0
]
H.
T
u
n
c
e
r,
“
Ex
a
m
in
in
g
so
c
ial
stu
d
ies
tea
c
h
e
r
c
a
n
d
id
a
tes
'
o
p
in
io
n
s
a
b
o
u
t
tea
c
h
in
g
c
o
n
tro
v
e
rsia
l
su
b
jec
ts
,”
(Un
p
u
b
li
sh
e
d
m
a
ste
r
'
s th
e
sis),
F
ır
a
t
Un
iv
e
rsit
y
,
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s In
stit
u
te,
El
a
z
ığ
,
2
0
1
8
.
[3
1
]
I.
De
m
ircio
ğ
lu
,
“
Us
in
g
c
o
n
tro
v
e
rsia
l
issu
e
s
i
n
h
isto
ry
les
so
n
s:
V
i
e
w
s
o
f
T
u
rk
ish
h
ist
o
ry
tea
c
h
e
rs,”
Ka
sta
m
o
n
u
Ed
u
c
a
ti
o
n
J
o
u
rn
a
l
,
v
o
l
.
24
,
n
o
.
1
,
p
p
.
1
4
7
-
1
6
2
,
2
0
1
6
.
[3
2
]
J.
By
f
o
rd
,
S.
L
e
n
n
o
n
,
a
n
d
W
.
B.
Ru
ss
e
ll
III,
“
T
e
a
c
h
in
g
c
o
n
tro
v
e
rsia
l
issu
e
s
in
th
e
s
o
c
ial
stu
d
ies
:
A
re
se
a
rc
h
stu
d
y
o
f
h
ig
h
sc
h
o
o
l
tea
c
h
e
rs,”
Clea
n
i
n
g
Ho
u
se
:
A
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
S
tra
teg
ies
,
Iss
u
e
s
a
n
d
Id
e
a
s
,
v
o
l.
84
,
n
o
.
4
,
p
p
.
1
6
5
-
170
,
2
0
0
9
.
[3
3
]
T
.
L
in
tn
e
r,
“
T
h
e
c
o
n
tro
v
e
rsy
o
v
e
r
c
o
n
tro
v
e
rsy
in
th
e
so
c
ial
st
u
d
ies
c
l
a
ss
ro
o
m
,
”
S
o
u
th
e
a
ste
rn
Reg
i
o
n
a
l
Asso
c
i
a
ti
o
n
o
f
T
e
a
c
h
e
r E
d
u
c
a
to
rs
(
S
RA
T
E)
J
o
u
rn
a
l
,
v
o
l.
27
,
n
o
.
1
,
p
p
.
14
-
21
,
2
0
1
8
.
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