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asos yayınları

  • Founded in 2016
  • Has published readers.
  • Has published textbooks
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TURKISH LANGUAGE WITH QUESTIONS The Turkish Language book with questions aims to be useful for undergraduate, graduate and doctoral students and researchers who will work in this field, based on the concept of Turkish language, and has tried to convey the controversial issues in the field with the opinions of the scientists who write on those topics. While doing these, the reference sources for the related questions are given in the book as a reference. No comments or discussions were made regarding the answers to the questions in the book. Moreover, the book does not aim to solve any problem in terms of content. The book only aims to meet the needs of those working in the field of Turcology through a book. The content of our book Turkish Language with Questions; Kokturk, Uygur, Karahan Turkish, Harezm Turkish, Kipchak Turkish and Chagatai Turkish, Old Anatolian Turkish, Ottoman era Turkish, Turkey Turkish Phonetics, Morphology, Syntax, Semantic Information, Lexicology, Teaching Turkish as a Foreign Language, Turkey Turkish Dialects and the concept of language.
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
BASIC CONCEPTS OF LANGUAGE EDUCATION In this book, language education, vocabulary produced in the field of Turkish and literature, terminology and usage areas of these concepts are introduced. All the necessary terms and basic concepts that they need to know about the subject area are included in order for teachers working in this field, undergraduate and graduate students to easily understand the works written on this subject and the subject area. In order to increase the quality of the work, the support of subject field experts who have doctorate degrees in these fields was received. Each chapter in the book has been prepared by experts in that field. In the book, terms and vocabulary produced in many subjects from primary reading and writing to language skills (reading, writing, listening, speaking and grammar), from children's literature to language acquisition theories and linguistics, from teaching techniques used in language education to WEB 2.0 tools are introduced.
TANZIMAT LITERATURE (POETRY-NOVEL) CORRESPONDENCES The renewal process initiated by the Ottoman Empire in the field of military, law, administration and education begins to be evident in many areas from the first half of 19th century.One of the areas where change is felt to an important extent is literature. The innovation in literature begins with the introduction of a new world of literature by the students who are sent to Europe after the announcement of the Tanzimat and bring the first examples of this literature to our literature. Because French literature is the place where newly recognized genres, foreign authors and the first examples of literature are taken.
INSTRUCTIONAL TECHNOLOGIES In this book, beyond the basic concepts and theoretical contents, it is not limited to traditional materials, tools and areas of use, but also includes sections where learners and teachers in the 21st century can enrich their teaching environment with up-to-date technologies. -FATİH project, EBA, interactive whiteboards, -Using social media and web tools in education, -Gamification, -Online learning environments, -Augmented and virtual reality applications, -Presentation preparation tools (Powerpoint, Prezi etc.), -Animation, simulation and the use of video, -E-evaluation tools (Kahoot, Plickers etc.), -List of the most up-to-date web tools and websites. Who is this book for? -I cannot find an up-to-date book on Instructional Technologies and Materials! - I do not know how to benefit from applications like Virtual reality, augmented reality, gamification, etc! -I want to improve my own material! -I'm having a hard time finding suitable material for my course! -I cannot support my lesson with current technologies! -I cannot get the attention and stimulate the interests of my students! - I want to raise students with high digital competence! This was prepared with great care and effort for our teachers who have worries for these subjects. Hoping to contribute to our educational world ...
MOTIVATIONAL DESIGN FOR LEARNING AND PERFORMANCE The goal of this book is to present a systematic approach that is - by its very nature - holistic in terms of various aspects of student motivation. The book aims to be "self-sufficient" in terms of providing motivational concepts and theories to support the motivational design process and a comprehensive explanation of this process. Another goal of the book is to help the readers understand the concept of motivation in a wider context. Any reflection or research on "why" questions includes motivational questions about why people do what they do, and the answers to these questions are not limited to a particular area of people questioning. Academics, philosophers, poets, writers, and others have contributed a lot to understanding these questions. Science turns to demonstrable principles; however, other sources of information can provide valuable contributions to insight, understanding and empathy. Clinicians / practitioners interpret human behavior in the context of their values and experiences. After long experience, I have found that in order to understand the richness of psychological concepts, it is useful to see how they are pronounced by people of different periods, with different perspectives. Thus, there is a small amount of such cultural and intellectual accumulation in the sections where basic psychological concepts are defined; but the main focus is on validated psychological structures that are the most appropriate way to create motivating learning environments and motivated learners.