Kullanım Kılavuzu
Neden sadece 3 sonuç görüntüleyebiliyorum?
Sadece üye olan kurumların ağından bağlandığınız da tüm sonuçları görüntüleyebilirsiniz. Üye olmayan kurumlar için kurum yetkililerinin başvurması durumunda 1 aylık ücretsiz deneme sürümü açmaktayız.
Benim olmayan çok sonuç geliyor?
Birçok kaynakça da atıflar "Soyad, İ" olarak gösterildiği için özellikle Soyad ve isminin baş harfi aynı olan akademisyenlerin atıfları zaman zaman karışabilmektedir. Bu sorun tüm dünyadaki atıf dizinlerinin sıkça karşılaştığı bir sorundur.
Sadece ilgili makaleme yapılan atıfları nasıl görebilirim?
Makalenizin ismini arattıktan sonra detaylar kısmına bastığınız anda seçtiğiniz makaleye yapılan atıfları görebilirsiniz.
Kurumsal Referanslarımız SED Quartile İstatistik S.S.S. Kullanım Kılavuzu Bize Ulaşın
Kurumsal Başvuru Dergi Başvurusu
Türkçe English
 Görüntüleme 4
Menü
Mendeley
Endnote
İrşad ve Tebliğ Faaliyetlerinde Yöntemlerin Belirlenmesi Açısından İhtida Hareketleri Determination Of Conversion Movements in The Context Of Determination Of Methods in The Studies Of Acts Of Showing The True Path To People and Notification
2015
Dergi:  
YÖK Ulusal Tez Merkezi - Hitit Üniversitesi
Yazar:  
Özet:

Bu çalışmanın özet bilgisi mevcut değildir.
Bu eserin tüm hakları YÖK Ulusal Tez Merkezine ait olduğu için eserin tam metnine sadece Ulusal Tez Merkezi websitesinden erişebilirsiniz.

Atıf Yapanlar
Bilgi: Bu yayına herhangi bir atıf yapılmamıştır.
Benzer Makaleler
1. The Diary Invitations Studies throughout Science and its Innovations Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary Article - (2022) Volume 12, Issue 3 View PDF Download PDF The Diary Invitations Studies throughout Science and its Innovations Ruth DOBSON*   *Correspondence: Ruth DOBSON, Department of Science and Psychology, University of Toronto, Canada, Author info » Introduction Research Discovery is a severe exploration application meant to connect to roused secondary college understudies to foster a completely unique exam undertaking below the path of first rate studies guides. Science and Technology cooperation’s are clearly the multidisciplinary approach, and feature protected emphatically over the route of Science. The send-off of Science and Technology currently empowers loads of prolonged inclusion of the slicing area trains: the diary invitations studies throughout Science and its advancements, decided to domesticate closer connection among the experts in each this kind of areas. Science and Technology is defined with the aid of using a devoted institution of professional editors, a honest and thorough accomplice survey process, expanded necessities of replica changing and creation, brief distribution and guide freedom. Revelation exploration can set off applications, new organizations, occupations, financial development, and seriousness at the planet, says Michael Sipper, senior member of the School of Science. “With extra crucial technology, there are extra disclosures, extra thoughts, and extra unrefined additives for people to concoct new items, new organizations, and new arrangements.” Problem addressing isn’t always the primary motivation to help revelation studies, Sipper says. Without it, we threat our mechanical area at the planet; we lose brilliant people to institutions in which they are higher upheld; and it is trickier for employees to set out on excessive-threat studies, given that they alternatively favour extra unique results. Weighty exploration uncovers the velocity of polarizing a fabric Women, minorities, crippled people and different minority bunches were usually underrepresented in technology, innovation, designing, and math. As featured with the aid of using NSF Director Sethuraman Panchanathan’s imaginative and prescient for the U.S. Public Science Foundation and illustrated with the aid of using the National Science Board’s Vision 2030 great route of action, the destiny electricity of America’s exploration and development surroundings will rely on successfully fabricating pathways to STEM education and vocations for those gatherings. Science and innovation gain from every different, shifting each forward. Logical records allows us to assemble new advances, which regularly allow us to say new observable statistics approximately the world, which, thus, allow us to bring together appreciably extra logical records, which then movements every other innovation …, etc. Logical disclosure addresses one of the maximum fascinating boondocks for AI as properly regarding the inherent sciences. While there may be pretty a long way to head earlier than those emulators are effectively brief, vigorous, and universally beneficial to turn out to be standard, the capability for proper impact is clear. For instance, the amount of little particle drug competition by me is assessed, whilst the all-out range of strong substances is thought to be around Scaling to larger frameworks calls for regularly intense approximations prompting a tough compromise amongst scale and exactness. All matters being equal, quantum technology computations at the moment are of such excessive feasible really well worth that they shape certainly considered one among the most important supercomputer responsibilities. Researchers who want to perform robotization of their labs should choose a basis which could provide lengthy haul adaptability to their agencies. Most medicinal drug disclosure labs proper now make use of a few form of mechanization, but they do not always in all instances have the maximum flexible frameworks, demonstrating luxurious over the lengthy haul. Furthermore, drug revelation and development agencies are below increasing stress to hurry up their paintings techniques and get extra useful candidates into scientific preliminaries. By and with the aid of using, researchers can separate paintings techniques and run the robots throughout numerous workstations, floors, or maybe grounds. Groups can assignment them to transport checks and reagents thru assigned courses, securely running round hardware and people. Acknowledgment The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info Ruth DOBSON*   Department of Science and Psychology, University of Toronto, Canada   Received: 01-Jun-2022, Manuscript No. jesr-22-69239; Accepted: 22-Jun-2022, Pre QC No. jesr-22-69239; Editor assigned: 03-Jun-2022, Pre QC No. jesr-22-69239; Reviewed: 17-Jun-2022, QC No. jesr-22-69239; Revised: 22-Jun-2022, Manuscript No. jesr-22-69239; Published: 29-Jun-2022, DOI: 10.22521/JESR.2022.12.3.14 Copyright: © This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


  Detaylar
 PDF Görüntüle
2. The Art of Successful Interviews: Navigating the Path to Insightful Conversations Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Perspective - (2023) Volume 13, Issue 2 View PDF Download PDF The Art of Successful Interviews: Navigating the Path to Insightful Conversations Salene Jane*   *Correspondence: Salene Jane, Department of Educational Sciences, Brown University, USA, Author info » Introduction In the present quick moving world, where data streams consistently and associations are made with the tap of a finger, the immortal act of meetings stays a foundation of compelling correspondence. Interviews act as an extension among people and thoughts, giving a stage to sharing encounters, experiences, and information. Whether it’s a writer looking to uncover a story, a recruiting chief assessing possible competitors, or a specialist digging into a subject, the craft of directing meetings holds the ability to open secret stories and manufacture significant associations. At its center, a meeting is an organized discussion pointed toward separating data, feelings, or viewpoints from a member. It offers an extraordinary chance for the questioner to investigate a subject inside and out, while the interviewee shares their encounters or skill. Meetings can fill a large number of needs, including. Description Scientists and writers use meetings to accumulate first data for studies, articles, and narratives. The experiences gathered improve their work with genuine points of view and genuine stories. In the domain of business and work, interviews assume a urgent part in the choice cycle. Employing directors evaluate competitors’ abilities, capabilities, and social fit to go with informed choices. Interviews are a useful asset for narrating. Through private stories and tributes, interviewees can reveal insight into their exceptional encounters, giving a human touch to complex issues. Specialists and thought pioneers share their insight and bits of knowledge through interviews, spreading significant data to a more extensive crowd. While meetings might appear to be direct, their prosperity depends on fastidious preparation, undivided attention, and the capacity to adjust to dynamic discussions. Here is a manual for excelling at leading meetings. Before the meeting, it’s urgent to completely explore the point and the interviewee. Conclusion When the meeting is finished, the gathered bits of knowledge should be molded into a convincing story. This could be as an article, report, digital recording, or video. The specialty of organizing and introducing the data assumes a critical part in passing on the interviewee’s message precisely. In a world immersed with data, interviews keep on filling in as guides of shrewd correspondence. They overcome any issues between people, societies, and thoughts, empowering the sharing of encounters and mastery. Whether in reporting, examination, business, or narrating, the craft of leading meetings requires planning, sympathy, and flexibility. By dominating this craftsmanship, we open the influence to find stowed away stories, interface with others on a significant level, and enhance how we might interpret the world. Author Info Salene Jane*   Department of Educational Sciences, Brown University, USA   Received: 29-May-2023, Manuscript No. JESR-23-110802; , Pre QC No. JESR-23-110802(PQ); Editor assigned: 31-May-2023, Pre QC No. JESR-23-110802(PQ); Reviewed: 14-Jun-2023, QC No. JESR-23-110802; Revised: 19-Jun-2023, Manuscript No. JESR-23-110802(R); Published: 26-Jun-2023, DOI: 10.22521/JESR.2023.13.2.15 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2023


  Detaylar
 PDF Görüntüle
3. Moral Implications of Transparent Research in Psychology Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Short Communication - (2022) Volume 12, Issue 1 View PDF Download PDF Moral Implications of Transparent Research in Psychology Toni MORRISON*   *Correspondence: Toni MORRISON, Department of Science and Psychology, University of California, USA, Author info » Introduction The name for greater outstanding transparency in studies facts is swiftly filling in severa logical fields. Brain technology as a discipline, nonetheless, nevertheless misses the mark in such manner. Research is helpless in opposition to human mistake, incorrect information and revealing of observe outcomes, and alternatives throughout the exploration interplay being one-sided in the direction of excellent effects. Notwithstanding the dedication to proportion facts for affirmation and the importance of this education for shielding in opposition to human mistake, severa analysts do not fulfill their ethical responsibility of sharing their exploration facts. Description This has tips for the proper and ethical unfold of express exploration discoveries and the logical development of the sector all of the greater comprehensively. Open technology rehearses supply promising methods to cope with cope with the ethical problems of off base detailing and deceptive tremendous effects in intellectual exploration writing that frustrate logical improvement and ultimately abuse some relevant ethical requirements and hints from the American Psychological Association’s (APA) Ethical Principles of Psychologists Code of Conduct. In any case, modern motivator systems with inside the discipline for dispensing and talented headway appear to activate aversion in making use of those practices. In view of each any such contemplations, proposals on how clinicians can morally hold via open technology practices and motivation rebuilding - specifically, facts the executives, facts and code. Our rate as analysts is to tune down insights approximately the human condition. We with the aid of using and huge attain this project via the audit of beyond discoveries, studies query age, facts assortment, principle testing, lastly, the sharing of our effects. In our quest for those objectives, we’re accountable for keeping ethical norms with recognize to the exactness of discoveries and their tips for people, networks, and the logical development of the sector. Nonetheless, there are numerous noteworthy problems related with the exploration and distribution methods that cause infringement of those ethical standards. To start with, measurable exam of exploration facts depends upon human mistake. Also, detailing of measurable effects may be off base and alternatives that analysts make throughout the facts research interplay are probably one-sided in the direction of conducting a desired outcome. In particular, modern dispensing and talented headway motivation systems with-inside the discipline regularly boost the usage of post-hoc investigations which are veiled as deduced, something that has to an excellent quantity been credited to an accentuation at the measurable significance and interest of discoveries for distribution. Following distribution, severa therapists are reluctant, at the same time as possibly now no longer altogether resistant, to present their exploration facts to test with the aid of using exclusive specialists as anticipated with the aid of using the APA ethical norms Not simply do those forms of exam methods of behaving straightforwardly abuse some APA ethical requirements and hints, but the distribution of bogus up-facets incite hobby in unprofitable initiatives of exam that could introduce risks to the general populace whilst used by and with the aid of using four ETHICAL IMPLICATIONS OF TRANSPARENT RESEARCH and positioned the believability of the region of mind studies in threat Open technology practices and once more organizing of the distribution cycle gift promising answers for those mistakes and predispositions in detailing and, we contend, are extraordinarily covered up with the ethical standards and guidelines that analysts are accused of keeping. The modern paper begins off evolved with the aid of using inspecting how mistakes in pronouncing genuine effects, one-sided revealing, and preserving facts for affirmation abuse express norms and requirements conduct. We intend to motive per-users to observe the pervasiveness of problems with-inside the pronouncing of outcomes in intellectual exam and the ramifications of analysts now no longer sticking to the APA Ethics Code for logical improvement and professional mind studies practice. Conclusion In this conversation, notion is given to exclusive variables that upload to those problems, in particular, number one motivators with-inside the discipline. Open technology rehearses, mainly facts and code sharing, are evaluated thinking about a way to cope with this regularly left out ethical offense. Proposals are then accommodated the manner that the ones engaged with intellectual exam can remedy those ethical problems via open technology rehearses on each man or woman and number one levels. Acknowledgment The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. References Tetlock, P; Kristel, O; Elson, B; Green, M; Lerner, J. (2000). "The Psychology of the Unthinkable: Taboo Trade-Offs, Forbidden Base Rates, and Heretical Counterfactuals" . Journal of Personality and Social Psychology. 78 (5): 853–870. [CrossRef] [Google Scholar] [PubMed] Narvaez, D (2010). "Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning" . Perspectives on Psychological Science. 5 (2): 163–181. [CrossRef] [Google Scholar] [PubMed] DiStaso, Marcia W.; Bortree, Denise Sevick (2014). Ethical practice of social media in public relations. Routledge . p. 23. [CrossRef] [Google Scholar] McGivern, Gerry; Fischer, Michael D. (1 February 2012). "Reactivity and reactions to regulatory transparency in medicine, psychotherapy and counselling" . Social Science & Medicine. 74 (3): 289–296. [CrossRef] [Google Scholar] [PubMed] Author Info Toni MORRISON*   Department of Science and Psychology, University of California, USA   Received: 07-Feb-2022, Manuscript No. JESR-22- 61790; Accepted: 05-Feb-2022, Pre QC No. JESR-22- 61790; Editor assigned: 09-Feb-2022, Pre QC No. JESR-22- 61790; Reviewed: 23-Feb-2022, QC No. JESR-22- 61790; Revised: 28-Feb-2022, Manuscript No. JESR-22- 61790; Published: 07-Mar-2022, DOI: 10.22521/jesr.2022.121.5 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


  Detaylar
 PDF Görüntüle
4. Chemical Education: A Retrospective Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Review Article - (2022) Volume 12, Issue 3 View PDF Download PDF Chemical Education: A Retrospective Rubin BATTINO*   *Correspondence: Rubin BATTINO, Department of Science and Psychology, University of Toronto, Canada, Author info » Abstract This paper is a retrospective review of 60 years of contributions by the author to chemical education. Topics covered are: chemical education research, demonstrations, laboratory instruction, teaching thermodynamics, homework, testing, Whimby pairs, problem solving, misconceptions, rote learning, and cognitive levels. A brief discussion is given of six essays entitled on the importance of: being impressive, the opening lecture, being eccentric, being passionate, rote learning, and being polite. There is also a discussion of cognitive levels relating to teaching with an example of how to present chemical reactions realistically. https://1xbetx.fun https://bahiscom.fun https://casibomagiris.com https://cratosslot.fun https://grandpashabet.fun https://holiganbet.fun https://holiganbet-giris.info https://jojobet.fun https://jojobetgiris.xyz https://kralbet.fun https://meritking.fun https://vdcasino.fun https://onwin.direct https://cypocafe.com https://sahabetgiris.fun Introduction When I started my career in academia in 1957 at the Illinois Institute of Technology (Chicago) I decided that I would concentrate in two areas: chemical education and research in physical chemistry, especially the thermodynamics of solutions. I have published about 80 papers in the first area and 100 papers in the latter. Since I knew that I was not competent in the area of theory I decided that I would concentrate on doing precise measurements, especially in my best known area which is the solubility of gases in liquids (The high precision measurements of the solubility of gases in water carried out by my research group was of the order of 0.02% which is about two orders of magnitude better than most measurements in the literature). My first chemical education publication was in 1960 and was on “laboratory by discussion.” I will briefly describe here some of my papers which I believe are still currently relevant. I will also describe some of the approaches I used as a chemistry professor that I have not described earlier. Perhaps most important for my involvement with the subject of chemistry is the sense of wonder instilled in me by a high school teacher. His illustration of something at which to marvel was the reaction between metallic sodium and gaseous chlorine. Somehow, a soft reactive metal and a toxic green gas formed salt, NaCl, which is one of the most important chemicals in life (the “salt of the earth”). That very reactive metal and a noxious gas combine to make a substance absolutely essential to life. And, they do it in the spectacular fashion which he safely demonstrated. He also gave many examples of chemistry being everywhere – as in the fact that every breath we take uses the oxygen in the air and then emits carbon dioxide. In our daily lives there are endless examples of chemical reactions that we can continue to wonder about. One of my earliest papers explored the sense of wonder. This is probably what enticed most chemists to become teachers or work in the field. Chemistry as a Difficult Subject At the general education level both chemistry and physics are probably the most difficult subjects for students. They require mathematical skills (algebra at the minimum), memory, and the ability to think abstractly [1]. According to Piaget’s developmental levels (and also modern considerations of constructivism) the last item is the one that is most important since much of the content of general chemistry requires the ability to think abstractly. A primary consideration here is both what percentage of freshman chemistry students have attained Piaget’s developmental level of formal operational thinking, and then how much of the material in a first year course requires such an ability. Research apparently shows that only about 10% of the U.S. adult population ever fully attains formal operational thinking skills [2]. Some studies show that 30%-40% of high school students attain such skills, and other studies show that freshman college students (depending on the admission requirements of the college, of course) are in the range of 10%-50%. Some studies have shown that the content of a general chemistry course can be over 90% abstract. This means that the prudent lecturer first needs to be cognizant of these statistics, and second needs to adapt his/her teaching methods to match students’ cognitive abilities [3,4]. Herron called attention to this in two early papers, and most recently wrote about progress in this area in 2008. Before continuing, Renner’s relevant paper needs a few comments [5]. Essentially he points out that there are two theories of learning: The first theory, which may be called Theory A, leads students to master the content just as a teacher gives it to them. That mastery is then usually demonstrated by performance on a test of some kind. The second theory, which may be called Theory B, leads students to develop understandings of content that are their own, not the teacher’s. From my perspective the most important message with regard to teaching general chemistry from Piaget, Herron, Renner and constructivism is that students need to build upon their life experiences. A significant number of them will be in the concrete operational mode of development, and that means the content of the subject needs to be presented to them experientially. Power Point slides and words and symbols are all remote from experience. In this retrospective paper are presented methods that I and others have developed to connect “concretely” with students. Since I have a passion for chemical thermodynamics it is relevant to begin with the reasons why thermodynamics should NOT be part of general chemistry courses. The Abstractness of Chemical Thermodynamics In 1979 this journal published two side by side articles: one by Campbell on why thermodynamics should be taught in freshman chemistry, and one by this author on why it should not [6]. My perusal of recent chemistry texts indicates that the reasons for not teaching thermodynamics to freshman are now even more important since these books contain much material on the subject [7]. One of these books uses the terminology of “internal energy” and “state functions” in a discussion of the First Law of Thermodynamics not knowing that there is no such thing as “internal energy.” Also, to properly understand the First Law you need to know something about partial differential equations and the difference between exact and inexact differentials. The First Law may be presented by the following two equations: Where the lower case d denotes an exact differential and the upper case D denotes an inexact differential. E is the energy function (a state property), Q is the heat effect and W is the work effect. When a change of state occurs the change in the energy function depends only on the end states. When a heat effect or a work effect is determined for a given change of state their magnitudes depend on the path between the two states, or how you get from one state to the other. The marvel of the First Law, if you will, is that the sum of two inexact differentials yields an exact one. The point here is that the First Law cannot be understood or properly used with out knowledge of exact and inexact differentials, and also about the difference between state functions and effects. One more example should suffice, and that is a consideration of the Second Law of Thermodynamics. This involve the Gibbs function (or Gibbs energy) G, the enthalpy function H, and the entropy function S. [Note that there is no such thing as a “free energy” which many texts use as a synonym for the Gibbs energy, and that the term “free energy” was discarded decades ago.] Let’s start with the definition of the entropy function: Note three important things in this equation: (1) the entropy function is an exact differential; (2) the heat effect is an inexact differential; and (3) there is a condition of reversibility on determining changes in the heat effect. That is, changes in the entropy function can only be determined along reversible paths which must be carefully described. Without understanding these distinctions the Second Law and changes in the entropy function will be incorrect. Changes in the Gibbs energy may be calculated from: The Gibbs energy is a state function and is calculated from changes in two other state functions. But, note that changes in one of those functions (entropy) can only be determined along reversible paths. This means that changes in the Gibbs energy can only be determined along reversible paths. One additional comment here is that there are no entropy meters and that there are many constraints upon measuring changes in it. The entropy function is quite an abstract concept! Does thermodynamics have a place in freshman chemistry? It has a very limited place. Thermochemistry via Hess’ Law can be dealt with readily both in lecture and lab on a concrete basis. As for the rest of thermodynamics, it is just not needed: we can work mass action problems and equilibrium problems and electrochemical problems very well without it. To say a substance dissolves because its “entropy” has increased despite an endothermic enthalpy change of solution does not add much to the everyday observation that you can indeed dissolve salt in water and sugar in coffee. Examples of Concrete Operational Demonstrations and Activities Laboratory by discussion: Laboratories where manuals are used for experiments have been described by students as “cookbook chemistry,” and have been used by students and teachers as crutches. The procedure described in this paper has been used for large and small classes at the freshman level and higher [1]. In effect, the teacher poses a problem to the lecture class (about 15 minutes are spent on this) in the week before the lab session concerning how to determine a particular chemical phenomenon. Via a guided discussion the class designs the experiment, and the teacher makes sure that the necessary equipment and supplies are available. The notes that the students take then become the instructions for carrying out the experiment. Thus the students are involved in designing the procedures, and they can only do the experiment if they listened to the discussion and took notes. Student laboratory experts: In the physical chemistry and instrumentation laboratories (and other upper level ones) where there are individual stations for individual laboratory experiments the first lab meeting is devoted to discussing those experiments, and then asking students to pick the experiment for which they wish to become the lab expert. Once they choose an experiment, they immediately began research on how to do the experiment using various available references (they are also encouraged to use the library). Some of the experiments use teams of two or more students to develop the instructions for doing them. They were then printed for others to use. After this, if a student has a question about procedures or the equipment, they are told to first consult their fellow experts. This (effectively) results in a class of student teaching assistants! The teacher was the resource of last resort when questions could not be answered. So, rather than these advanced laboratories being “cookbook,” the student learn about doing research and become deeply involved. Take home exams for upper level courses: Exams can be used to find out what the students have learned they can also be used as learning experiences. In the upper level courses I taught (physical chemistry, instrumentation, and thermodynamics) students were given one week to do take home exams. They were told that they could consult anything that was inanimate, and also the teacher if they got stumped. These consultations were by phone, Email, and in person students were given hints about how to solve particular questions on the exam. The goal was to make the exam a learning experience where everyone succeeded. Homework: On the first day of the chemical thermodynamics course I took in graduate school the professor said something like, “You don’t learn thermodynamics what you don’t work the problems.” So, every class session had us individually putting up on the blackboard (with our explanation) a worked-out problem. Discussion was encouraged. This doing “single combat, if you will” is a wonderful learning experience. Term papers for advanced courses: Most graduate students find chemical thermodynamics to be one of the most difficult courses they take due the rigor of the subject, abstract concepts, and not having any idea of its practicality. On this last point note that the practical subject of chemical engineering is in effect applied thermodynamics (think about manufacturing plastics or petroleum products or of engine efficiency). So, the students were required to research and write a term paper on the application of thermodynamics to any subject in which they were interested. The last class session was devoted to each student doing a presentation based on their term paper, and the variety of subjects was always amazing! Again involving students in their own learning works. General chemistry multiple choice exams as a learning experience: At the first regular class (the “real” first class was a chemistry demonstration show) students were given the four multiple choice exams for that quarter (or term) along with the answers printed upside down on the last page. Two exams were given during the term, and two one hour exams were given at final exam time. The students were told that the “real” exams would be identical except for: (1) the questions and answers would be scrambled; (2) numerical questions would have different values and would be for different substances; and (3) different substances would be used as in a different compound for calculating a molecular mass or balancing an equation. Rather than making an exam a guessing game, students were told at the beginning of the course exactly what the teacher wanted them to learn. Chemistry demonstrations: The subject of chemistry is all about the world around us and how it changes. We ourselves are chemical factories taking in oxygen breathing out carbon dioxide, and chemical reactions in our bodies produce the heat that keeps us warm and the energies that tighten muscles and the digestion system that processes the food we eat. We can wonder (2) how these things come about and how we can entrance our students to explore chemical reactions and phenomena. Assuming that constructivism is correct, and then it is imperative that students experience these phenomena not by images on a screen, but in real life circumstances. This is where chemistry demonstrations and laboratory experimentation enter. Observing demonstrations in real time is great, and demonstrations where students act out various phenomena are even better [8]. In this paper various phenomena are acted out at the front of the lecture hall using student volunteers. The phenomena are: chemical kinetics, chromatography, balancing equations, gas laws, kinetic molecular theory of matter, Henry’s law of gas solubility, electronic energy levels of atoms, translational and vibrational and rotational energies of molecules, and organic chemistry (there are photographs of these activities) [9]. Dynamic equilibrium is illustrated in, and giant models for atoms and molecules and spdf sandwich boards for electronic energy levels are shown in [10]. In doing demonstrations it is useful to occasionally chuckle which sets the stage for something interesting coming up. Also, we found that it is important to talk continuously when doing demonstrations-pauses lose attention. For many years it was the practice of the author to do a full period chemistry demonstration at the first class session. The idea was via a kind of Pavlovian or an operant conditioning experience to establish that this lecture hall as an interesting place to be, and the subject of chemistry is fascinating and enjoyable. Also, it was not unusual to just do an interesting demonstration from time to time even if it were not connected to the topic of the day. That is, it is useful for the lecturer to be unpredictable. Along this line telling random stories (relevant or not) is helpful. Student feedback at later times showed that the students tended to forget chemistry, but remembered the stories! The author and his colleague John J. Forman did free chemistry outreach 90 minute demonstration shows for middle and high school students for over 40 years. (To see the 1908 professionally produced shows go to: https://videoplayer.telvue.com/player/UkHhwMt7D6u3LBSmJKr3kgnqPEIbxak7/ media/226985?fullscreen=false&showtabssearch=true&autostart=false. Individual demonstrations can be found on YouTube under the author’s name.) Three minute end of lecture questions: Rather than wait to find out what students have learned via exams you can get instant feedback at the end of a lecture via three minute end of lecture questions. Students answer the following questions and turn in their answers: 1. What are your main take aways from today’s lecture? 2. What didn’t you understand in today’s lecture that needs further explanation? 3. Do you have any other comments on today’s lecture? These questions will guide you on the content of your next lecture! Whimby Pairs: When the lecturer poses and then works out problems in class the students experience only the lecturer’s way of doing this [11]. Pestel describes in the following an in class approach that actively gets the students to think through how they would solve that problem via Whimby Pairs. Students learn more efficiently when they are exposed to many strategies and when forced to explain what they are doing. Have the class divide into A and B adjacent students. Pose a problem like balancing an equation, calculating a pH, or a gas law [12]. Student A works the problem explaining all the time to B what s/he is doing. B listens and can ask for clarification an answer. They change roles for the next problem, and can also work with other students at other times. Importance of Different Series There are six papers in the “importance of” series and each is briefly described. On the importance of being impressive: The Opening Lecture The first lecture sets expectation levels for the rest of the course. The students assess you and you assess them [12]. When the course begins with the syllabus and information about exams and requirements, etc., then you are in effect telling them to anticipate being in a demanding time in a subject which they already expect is going to be hard. If you start out (as described above) with an interesting and fun experience like a full class chemistry demonstration show, you have changed the whole atmosphere in that room to one of anticipation, i.e., this may be an interesting course! On the importance of being eccentric: This paper begins with: “A graduate student from England once commented to me ‘This department has no right to have only one bona fide eccentric [13]. You need more.’ He felt, and rightly so, that a department containing about twenty faculty members needed at least one half dozen eccentrics. We were short changing our students.” A bit later it continues, “If you do not currently possess eccentricities, then cultivate them if you wish to be an effective lecturer.” The paper makes the point that not only do chemistry lecturers have the opportunity to be eccentric; they in effect almost have the obligation to do so! On the importance of being passionate: If you are not overtly and openly passionate and interested in your subject, how can students be interested in it? Enthusiasm is catching, as is the sense of wonder and amazement about chemical phenomena in the world around us [14]. If you are not having fun and enjoying yourself in that lecture hall, do not be surprised if your students get bored. The author has written many skits for general chemistry that can be used for comic relief in class. They are chemically accurate, involve two student roles and that of the teacher, and take perhaps ten minutes to perform [16]. (The complete up to date set is available on request from the author as a PDF file.) On the importance of rote learning: Does a student need to “understand” everything taught in general chemistry or are there some things that they can learn by rote (memorize) that are useful and practical? They drive a car and do not know that the engine in their car is an example of the Otto cycle, and they do not understand or know anything about the combustion reactions in the cylinders. They can do basic mathematical calculations without understanding mathematical theory. And, they use all sorts of devices daily (like smart phones and electronic calculators) without any knowledge of what is going on in the circuit boards inside them. So, there are many parts of a general chemistry course where students memorize definitions and equations and how to do simple things like calculating a molecular mass or the pH of a solution or solving a gas law problem. There are many places for rote learning in general chemistry just use them. On the importance of being polite: Being polite means a cheery greeting upon entering class and showing how delighted you are to there. (When you act as if you are happy to be there this becomes a self-fulfilling action.) It means getting to class a bit early and chatting with a few students before class starts. It means being polite throughout the session, and thanking students for asking questions or making comments [17]. You can even tell these students that they are secretly admired by the rest of the class, because they are willing to be brave by asking simple or even “dumb” questions. Questions are repeated for the entire class. Students are told at the beginning of the term that if I hear or see anyone talking, I will stop talking since they are being impolite to me and the class, i.e., only one person talks at a time in that room [18]. (I once stopped talking for over 15 minutes.) It is important to end the class with something like, “You know, I really enjoyed being with you today. Thanks for coming, and thanks for your attentiveness and participation.” On the importance of ideality: The thermodynamic concept of ideality is discussed in detail with examples and illustrations, along with the concepts of reversible and irreversible processes, reversible heat and work effects, ideal and real gases, and ideal and real solutions [18]. Presenting chemical reactions realistically: The hallmark in teaching chemistry is the use of chemical equations. On the left side of an equals sign (or an arrow or a double arrow) are the reactants and on the right side are the products. There is a conceptual difficulty about this which will be illustrated via the reaction between hydrogen and oxygen to produce water: This is conceptually better represented by: where the double arrow indicates that the reactants are not “equal” to the product, but that there is a reaction that can go in both directions. The difficulty here is that you see the reactants and the products at the same time but do not understand that when there is a dynamic equilibrium between them that you have mostly water and an incredibly small amount of hydrogen and water [20]. A more accurate presentation is indicated by changing the font sizes: After the presentation of the concept of equilibrium constants, the magnitude of the equilibrium constant for this reaction will properly show the relationship between all of the concentrations. Another way to show that reactants are used up and products are produced is by showing the following two equations sequentially: Another way of doing this which may be more satisfactory is using an overhead projector and small plastic letters and rearranging the reactant letters to form the products (or an animation in Power Point) is: That is, there is no loss in matter only a rearrangement of the elements from one set of compounds to another set of compounds (Ref. 9 shows how this can be done using students holding placards indicating which element they represent). Some may consider the distinctions made in this section to be trivial, yet for any observer whose developmental level is concrete operational this makes great sense. Discussion A demonstration using the Hoffman electrolysis apparatus (or a 9 V battery and two inverted test tubes filled with water in a large beaker and appropriate wires) to generate H2 and O2 gases helps. Then showing their characteristics by inserting a lighted splint in the upside down H2- filled test tube and the open side up O2-filled test tube is convincing. Exploding a small balloon filled with both H2 and O2 shows that the two gases can exist without reacting until an “energy of activation” via a flame starts the reaction. Conclusion This retrospective paper contains reminders of a number of approaches to teaching chemistry, and a few that have not been published before. Since retiring in 1995, and a subsequent stopping of a subscription to this journal, there have undoubtedly been many useful and interesting papers on the teaching of chemistry the author apologizes for not referring to them. Readers may be interested in a recent paper entitled “Comments on the Teaching of Chemistry, Doing Chemistry Demonstrations, and a Passion for Chemical Thermodynamics.” Acknowledgment The author acknowledges the collaboration, what he has learned from many colleagues, and their encouragement: David Karl, John J. Fortman, Joe Bitzko, Andrea Burns, Al Delfiner, David Dolson, Kirby Underwood, Henry Bent, Norman C. Craig, Scott E. Wood, Emmerich Wilhelm, Trevor M. Letcher, Pirketta Scharlin, Arthur Williamson, and many high school and undergraduate and graduate students. Howard R. DuFour, James D. Arehart and Michael R. Hall constructed the demonstration devices featured in many papers. The author are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. References Battino, R (1960). Laboratory by discussion. J Chem Educ. 37,257-258. [Crossref] [Google Scholar] [Research Gate] Battino, R (1969). Chemistry and the sense of wonder. J Chem Educ. 46, 38-39. [Crossref] [Google Scholar] [Research Gate] Herron, JD (1975). Piaget for chemists. Explaining what" good" students cannot understand. J Chem Educ. 52, 146-150. [Crossref] [Google Scholar] [Research Gate] Herron, JD (1978). Piaget in the classroom. Guidelines for applications. J Chem Educ. 55, 165-170. [Crossref] [Google Scholar] [Research Gate] Renner, J (1982). The Power of Purpose. Sci Edu. 66, 709-716. [Crossref] [Google Scholar] [Research Gate] Campbell, J A (1979). What thermodynamics should be taught to freshmen, or what is the goal? J Chem Educ. 56, 520-522. [Crossref] [Google Scholar] [Research Gate] Battino, R (1979). Why thermodynamics should not be taught to freshmen, or who owns the problem? J Chem Educ. 56, 520-522. [Crossref] [Google Scholar] [Research Gate] Battino , R (1979). Participatory lecture demonstrations. J Chem Educ. 56, 39-41. . [Crossref] [Google Scholar] [Research Gate] Battino, R (1975). A dynamic lecture demonstration of dynamic equilibrium-The BG system. J Chem Educ. 52, 55. [Crossref] [Google Scholar] [Research Gate] Battino, R (1983). Giant atomic and molecular models and other lecture demonstration devices designed for concrete operational students. J Chem Educ.60, 485-488. [Crossref] [Google Scholar] [Research Gate] Pestel, BC (1993). Teaching problem solving without modeling through "Thinking Aloud Pair Problem Solving. Sci Edu 77, 83-94. [Crossref] [Google Scholar] [Research Gate] Battino, R (1980). The importance of being impressive: The opening lecture. J Chem Educ. 57, 67. [Crossref] [Google Scholar] [Research Gate] Battino, R (1982). On the importance of being eccentric. J Chem Educ. 59, 584-585. [Crossref] [Google Scholar] [Research Gate] Battino, R (1990). On the importance of being passionate. J Chem Educ. 67, 945. [Crossref] [Google Scholar] [Research Gate] Battino, R (1973).  Partial molar volumes of gases dissolved in liquids. ERM Journal 5, 107. [Cross ref] [Google Scholar] [Research Gate] Battino, R (1976). Skits for general chemistry. J Chem Educ. 53, 502. [Crossref] [Google Scholar] [Research Gate] Battino, R (1993). On the importance of being polite. J Chem Educ. 70, 562-563. [Crossref] [Google Scholar] [Research Gate] Battino R, Wood SE, Williamson A G (2001). On the importance of ideality. J. Chem. Educ. 78, 1364-1368. [Crossref] [Google Scholar] [Research Gate] Battin R, Battin B S (1992). Hydrogen balloon explosions. J Chem Educ .69, 921-923. [Crossref] [Google Scholar] [Research Gate] Battino, R (2018). Comments on the teaching of chemistry, doing chemistry demonstrations, and a passion for chemical thermodynamics. J Chem Thermodyn. 123, 74-78. [Crossref] [Google Scholar] [Research Gate] Author Info Rubin BATTINO*   Department of Science and Psychology, University of Toronto, Canada   Received: 01-Jun-2022, Manuscript No. jesr-22-69598; Accepted: 22-Jun-2022, Pre QC No. jesr-22-69598; Editor assigned: 03-Jun-2022, Pre QC No. jesr-22-69598; Reviewed: 17-Jun-2022, QC No. jesr-22-69598; Revised: 22-Jun-2022, Manuscript No. jesr-22-69598; Published: 29-Jun-2022, DOI: 10.22521/JESR.2022.12.3.11 Copyright: © This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


  Detaylar
 PDF Görüntüle
5. Womens Activist Manner of Questioning in Wellness Associated Research Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Commentary - (2022) Volume 12, Issue 1 View PDF Download PDF Womens Activist Manner of Questioning in Wellness Associated Research Amin AVA*   *Correspondence: Amin AVA, Department of Science and Technology, University of Aberdeen, United Kingdom, Author info » Introduction While women’s activist speculation is something however a solitary, but a plural detail constituted of distinct (at instances inconsistent) hypothetical focal factors, viewpoints, and responsibilities, it’s far anyhow doable to attract out epistemic propensities and hypothetical apparatuses which are broadly (whilst possibly now no longer all around) shared throughout women’s activist grant. In doing as such, we make bigger on Ackerly and True (2008) to contend that a women’s activist knowledgeable technique synergising hypothetical reports throughout of feminisms can empower one to frontal region contemplations that may be implemented with the aid of using everybody, regardless of what one’s courting with women’s activist speculation all of the greater extensively. For our motivations, those contemplations are twofold and interrelated: women’s activist mind of reflexivity and positionality, the 2 of that are gotten from greater substantial women’s activist epistemology. Description Women’s activist epistemologies and processes have lengthy seemed to weaken normal electricity differentials in the cycles of statistics advent (for instance Alcoff and Potter, 1993; Code, 1988; Haraway, 1988; Harding, 1986; Harding, 1991; Hill Collins, 2000; Sandoval, 2000; Oakley, 2000). This carries the inquiries of the way statistics is delivered, what considers statistics appropriate, and who is (accepted to be) an statistics maker. Women’s activist researchers have examined the introduced impartiality, objectivity, and epistemic predominance of logical statistics with the aid of using displaying how all (counting logical) statistics emerges from a selected and fractional factor of view. In technological know-how, this standpoint has automatically been that of a white, profoundly taught, operating elegance European or North American male who includes an professional process in technological know-how and constructs statistics in mild of positivist epistemology. Women’s activist epistemologies have centered mild on how essential epistemic best fashions honor some knowers and processes to understanding whilst on the identical time minimizing and hushing others, and that they have featured and seemed to undermine the electricity family members inserted on this interaction. This has blanketed uncovering and yet again assured emotional encounters as epistemically notable, regularly with the aid of using situating encounters (specially of minimized gatherings) as key to statistics advent rather than as an obstruction to it. Women’s activist mind of positionality emerge out of those epistemological reports, stressing the situatedness and relevance in addition to inadequacy of all statistics claims. While there are various and ranging women’s activist conceptualisations of positionality (see Nencel, 2014; Simandan, 2019), many make bigger on Haraway’s (1988) concept of situatedness or ‘situating’ as a key paintings on organising statistics (Simandan, 2019). Situating statistics empowers one to look the varieties of force (counting social, institutional, epistemic, and so on) that empowered the advent of the statistics claims. Situating includes making important and wondering the which means of one’s region inner electricity family members - ‘situated’ statistics cannot assure all inclusiveness however rather sees the arena from a selected region, in manners which are expressly particular and epitomized (Rose, 1997). Foregrounding positionality, then, includes starting from the suspicion of statistics majority and favoritism, whilst conceptualizing sound statistics advent as requiring both ‘situating’ and dialogical dedication with majority and inclination. This carries go analyzing and hindering conventional epistemic orders amongst analysts and members, and ‘the knower’ and ‘the referred to.’ Feminist reflexivity has been mentioned as an technique to doing discover or developing statistics in an surprising manner: whilst reflexivity may not demolish inconsistent electricity family members, it may characteristic the epistemic starting degrees that oblige how we decipher the arena, and it may nearer view the chaotic and from time to time awkward manners with the aid of using which the familiarities we produce forget to be guiltless of those electricity family members (Pillow, 2003). While the above is a selected blueprint of women’s activist hypothetical instruments, we combat that it gives a beneficial starting degree to impeach dedication. Women’s activist thoughts of reflexivity and positionality have typically been taken into consideration for and implemented almost about discover. Moving them into the putting of dedication can empower a women’s activist manner of taking into account dedication. Conclusion Our very own is not the number one manner of taking into account dedication - with out a doubt, some strategies of reasoning were proposed and implemented, perhaps maximum rather such as the ones were given from political manner of questioning and speculations of majority rule cooperation, for instance, deliberative majority rule authorities that shape the idea of public dedication processes like resident juries and congregations. Others have deliberate the distinct philosophical factors of view which have shaped methods to cope with dedication in technological know-how and innovation studies (see Delgado et al., 2010; Durant, 2011). Be that because it may, a manner of questioning grounded in women’s activist epistemology gives a gainfully precise premise whereupon to bring together dedication. Acknowledgment The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info Amin AVA*   Department of Science and Technology, University of Aberdeen, United Kingdom   Received: 07-Feb-2022, Manuscript No. JESR-22-61786; Accepted: 05-Feb-2022, Pre QC No. JESR-22-61786; Editor assigned: 09-Feb-2022, Pre QC No. JESR-22-61786; Reviewed: 23-Feb-2022, QC No. JESR-22-61786; Revised: 28-Feb-2022, Manuscript No. JESR-22-61786; Published: 07-Mar-2022 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


  Detaylar
 PDF Görüntüle
6. Rural Groups will Result in a Healthier and More Sustainable Future Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Perspective - (2022) Volume 12, Issue 5 View PDF Download PDF Rural Groups will Result in a Healthier and More Sustainable Future Krisztina Amrein*   *Correspondence: Krisztina Amrein, Department of Epidemiology, University of California, United States, Author info » Introduction Education opens up new possibilities to get entry to new data and era that permits a character to make the proper choices in each non-public and expert life. It lets in kids to apprehend policies, rights, legal guidelines from the younger age so one can be beneficial in the future. As 65% of the populace of India is located in rural regions, emphasizing on rural training will assist improve the general economy. Furthermore, it’ll additionally assist in lessen migration of human beings from rural regions to cites of employment and create new possibilities. Another motive for the low literacy charge in rural areas in India is the lack of know-how of the significance of training. People in rural areas are more often than not engaged in agricultural and allied sectors. Description Children from the start are engaged in those sectors and now no longer provide lots significance to their studies. Religious beliefs and a few societal norms additionally a hiccup with inside the direction of imparting training in rural India. Many rural Indians accept as true with that kids, specifically women, have to now no longer examine lots and don’t should cowl a protracted distance to visit faculty. Instead of having the training, they have to awareness on a few paintings which allows them in earning. One of the maximum critical approaches to reinforce rural training is boosted up loose training. as our charter gives the proper to training to all residents of India. The authorities have to awareness on how they could growth the enrolment of kids who live in rural regions. This may be executed with the aid of using setting up more schools, imparting right infrastructure and resources. The authorities have to additionally make sure that the ranges of kids who’re attending faculty have to retain training as much as simple level. To begin with, meagre earning results in training taking a backseat. Parents generally tend to look training as a fee alternatively than an investment. They might alternatively have the kid’s paintings and earn. When it involves better training, loss of proper institutes nearby Manner College students have to examine transferring to cities, which provides to their expenses. This results in low costs of enrolment and better dropout costs. Conclusion In a few places, women are now no longer allowed to visit faculty. Or if allowed, it’s miles simplest upto a sure age. They are now no longer allowed to transport out in their native land for better training or higher jobs. While maximum of those regions want transformative changes, so one can take time, era can assist force it faster. With the expanded use of smartphones in rural regions, e-gaining knowledge of systems may be accessed easily. Many also are affordable. This new manner of gaining knowledge of may be made appealing to kids. Courses from the first-rate educator’s e-libraries for studies fabric and instructors will all be to be had in an instant. Vulnerabilities inclusive of loss of availability of nice content material and schooling mechanisms may be addressed. In those extraordinary times, the combination of era with training holds great promise. Education is critical for everybody, whether or not they may be gaining knowledge of new facts, skills, or trades. Acknowledgement The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration For Conflict Of Interests The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. Author Info Krisztina Amrein*   Department of Epidemiology, University of California, United States   Received: 03-Oct-2022, Manuscript No. JESR-22-80383; , Pre QC No. JESR-22-80383 (PQ); Editor assigned: 05-Oct-2022, Pre QC No. JESR-22-80383 (PQ); Reviewed: 19-Oct-2022, QC No. JESR-22-80383; Revised: 24-Oct-2022, Manuscript No. JESR-22-80383 (R); Published: 31-Oct-2022, DOI: 10.22521/JESR.2022.12.5.24 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»
2022


  Detaylar
 PDF Görüntüle
YÖK Ulusal Tez Merkezi - Hitit Üniversitesi

Dergi Türü :   Ulusal

Detaylı İncele
YÖK Ulusal Tez Merkezi - Hitit Üniversitesi