JUDEO-KHAZAR CORRESPONDENCES IN THE LIGHT OF ORIGINAL DOCUMENTS
The book "Judeo-Khazar Correspondence in the Light of Original Documents" contains invaluable critical reviews that Kokovtsov made to manuscripts. The book in your hand which makes strong references to disciplines such as history, geography, language, literature, philology, etymology, and theology; offers new opportunities to field researchers. ?WHY HAZARS?? Is it so interesting in Turkish history that only the Khazars accept a different religion than others? You ask me in your letter which nation and which lineage I come from. I declare to you that I am one of the sons of Japheth, a descendant of Togarma. I found information in the genealogy books of my ancestors that Togarma had ten sons. Their names are as follows: Aviyor, Turis, Avaz, Uguz, Biz-l, T-r-n-a, Hazar, Yanu, B-l-g-r, Savir. I come from the sons of the seventh son - Hazar.? (From the response letter of Hazar Khan Yusuf-Extended version p.103) *** 'Then I herded particularly the troubled ones of the cut herd. I took two wands; I named one "Grace" and the other "Unity". So I started to herd. In one month I got rid of three shepherds. Because I was tired of the herd, and the herd was disgusted with me. / To the herd, I said '' I will not herd you anymore. Let you die or be slaughtered, and the rest of you eat each other's flesh. Then I took my wand called `` Grace '' and broke it to break the treaty I had made with all nations. Thus, the treaty was broken that day. The troubled flock watching me realized that the Lord's word was fulfilled. (Torah; Zechariah 11: 7-11.) P.61
DESIGNER TEACHER UbD HANDBOOK
The starting point of this book is to create a roadmap to guide teachers in their journey to create a designer teacher identity within the framework of the UbD instructional design model. The readership of the book consists of teacher candidates, teachers and education administrators from all branches and levels. For teachers and teacher candidates, the book will provide both theoretical and practical contributions to design skills, student-centered application examples, criteria for evaluating a good design, application examples of different teaching methods and techniques, process and result-oriented assessment and evaluation types. On the other hand, the book, for managers, will be a guide in establishing, maintaining, evaluating and developing a school-based development model on institutional basis. In addition, the process of UbD-based instructional design studies is expected to contribute to the establishment of the institutional curriculum archive through the collaboration of teachers and administrators, sharing and production.
TURKISH LANGUAGE AND LITERATURE TEACHING 10 TRIAL EXAMS WITH SOLUTIONS
Dear Teacher Candidates, The teaching field knowledge exam (OABT), which was held for the first time in 2013, has been an important experience for Turkish language and literature teacher candidates. In this context, it has been much more important for prospective teachers to access correct and effective resources on issues related to their fields. In the Turkish language and literature field knowledge exam, a total of 50 questions were asked to the candidates about the subjects of old Turkish language, new Turkish language, Turkish folk literature, new Turkish literature, old Turkish literature and field education. The distribution of the questions is as follows: Old Turkish Language 11 questions, New Turkish Language 2, Turkish Folk Literature 9, New Turkish Literature 9, Old Turkish Literature 9, Field Education 10. In this book, the question distribution given above was followed, and the questions were prepared by considering the 2018 Turkish Language and Literature Curriculum. In the preparation of the questions, the subjects needed by the students were carefully selected, and understandable and instructive solutions were added to each question, taking into account the past exams. It is thought that this book, consisting of 10 trial exams in total, will make a significant contribution to the field. In this context, we would like to thank the lecturers who prepared the Turkish Language and Literature Teaching ÖABT question bank, and we wish success to you, valuable prospective teachers.
One of the main objectives of the instructors who give lectures on the Instructional Technologies and Material Design course is to ensure that students are educated at the highest level by using the opportunities offered by technology in education and training activities. In this book called "Instructional Technologies and Material Design", which was prepared to help teachers and teacher candidates in this regard, theoretical information, design plans and various material designs were included under seven titles.
National Literature, the groundwork was prepared with the spread of the idea of nationalism after the Tanzimat period and especially II. It is the understanding of literature that developed with the Turkism movement, which was the official policy of the Ottoman administration with the declaration of the Constitutional Era. Considering the development process of nationalism before its transformation into Turkish nationalism, it is seen that this situation is directly related to the political and social events experienced by the Ottoman State. The existence of state administrators who put the survival of the state above everything else and adopted the understanding of 'state forever' shows that 'Ottoman nationalism' always existed in the Ottoman Empire.The issue is the change in nationalism mentality. In this work, ten academicians from various universities come together to examine the development of nationalism in our literary history, which has continued since the Tanzimat period and reflected in the works in its most intense form between 1911-1923.
A ROADMAP FOR COMMON ISSUES FOR SCHOOL PSYCHOLOGICAL ADVISORS
The starting point of this book is the need for a book that will help in practice, which includes the situations that psychological counselors working in schools face and have difficulties overcoming, especially in the institutions they work in the first years of their working life. This book covers different topics related to the difficulties faced by school counselors. None of these issues have been addressed for the first time in this book. There are many books and scientific publications on these issues. For this reason, the book does not claim to provide in-depth information on these issues or to examine these issues comprehensively. The purpose of this book is to provide more concise and practical information on these issues. In particular, efforts were made to provide information for psychological counselors working in schools on issues such as special education and justice system, which are not their expertise. Moreover, it is aimed that the psychological counselors working in schools know the importance of them very well, but they have difficulties in implementation and can therefore leave behind, such as consultation, social support, educational and professional planning studies. In addition, it was aimed to raise awareness about the duties, responsibilities and limits of the psychological counselors in difficult issues such as sexual abuse and children in the justice system. We hope that the book will be a resource that can be used by prospective counselors and school counselors.