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Prof.

Emrah

Editorial

The Renaissance of Industrial Policy: Developmentalism in the Era of Post Globalization

A Reassessment of Turkey’s Import Substitution Strategy: Bureaucracy, Politics, and the International Organizations

Globalization and Domestic Coping Strategies: The Development of China’s Industrial Clusters

Judit

Developmental States in the Twenty-First Century: New Wine into Old Bottles?

Res. Assist.

Development Finance: A Financing Platform Between the Government and the Market

Murat

Imitation, Innovation and State Capacity: What Do East Asian Industrial Policies Imply?

Assoc. Prof.

Financialization and Enhancement of State Resource Mobilization Capacity

Chong

Tingting

Dragon’s Abacus: Developmentalist Strategy and EconomicSocial Consequences of Chinese Companies in Africa

Juho

Theorizing the Developmental State beyond Nation-State Histories and Trajectories: The Non-Sovereign Model and the Case of Finland

Zuoxiang

Assist. Prof.

The Evolution of China’s High-tech Zones and the Guiding Philosophy of the Developmental State

The Developmental Government and Economic Development in Sri Lanka 2005–2019: Lessons from East Asian Developmentalism

Hüseyin

Developmental States in Sub-Saharan Africa: Reflections on State, Development, and Foreign Policy

Mehmet

Elif

The concept of development has mostly been used as a synonym of or in place of various other concepts like progress, development, modernization, and industrialization. These terms imply that development is directly linked to economic issues. However, as it is the case for every societal issue, the concept of development is also directly linked to diverse fields in addition to the economy. Those studies that examine different facets of development must, therefore, collaborate with other areas of academia. This study highlights the concept of development and how it has manifested practically in society and its relationship with public education in Turkey. Education, as a social institution, occupies a central place in Turkey’s development plans because its modernization period sought to use education to “catch up” with the West in nearly every area and to mold the entire society into a Western one. Together with formal education, public education was instrumentalized to modernize society and—given that development and modernization are used synonymously in Turkish—to cause it to develop. Being both modern and developed are therefore so intrinsically intertwined that it is as if they are merely two sides of the same coin, inseparable from each other. Development prioritizes the progress of countries on social and economical terms, labeling countries, most of which are located outside of the Western world, as being underdeveloped, developing, or undeveloped. This veritable quest for development emerged following the Second World War and has become an issue upon which all industrialized countries, including arch-rivals, have agreed. Mostly supported by international organizations and Western countries, development discourse has evolved into a type of planned development, leading to prescriptions for precipitating socioeconomic development being given to countries considered to be moving too slowly in their journey toward progress. One of the most prominent items of these road maps is education. In addition to formal education, adult education is held to have the potential to instigate rapid progress and development. Seen as a tool for social progress (Lindeman, 1945, p. 4), adult education has undergone constant content changes to align it with the needs of the era. The fact that adult education programs are both short term and flexible facilitates makes them easy to be restructured in accordance with society’s changing needs. Indeed, adult education, given that it allows one to obtain one’s desired goals more rapidly than formal education, has always been given precedence during periods of social upheaval and change.&nbsp;After the Second World War, Western capitalism implemented Keynesian welfare policies and non-Western societies were motivated toward development through industrialization as a way to achieve prosperity. Managing development in a planned way has been presented as the basic prerequisite for receiving foreign aid and investments. This requirement ensures the controlled integration of so-called underdeveloped countries while also allowing for third-party countries to intervene whenever they deemed it necessary (TMMOB, 2007, p. 6). The desire of non-Western&nbsp;countries to reconstruct their society through the planned development approach proposed by the West laid the groundwork for both adult and public education’s significance during this period.&nbsp;During the years following the Second World War, Turkey began to employ public education flirt with the notion of public education. However, it was not until 1960 that public education became a fundamental education policy, at which point public education centers were founded throughout the country. Directly tethered to the concepts of development, modernization and progress, public education and the curriculum it would teach were organized accordingly.A look at the timeline of adult education in Turkey reveals that periodical changes have occurred in response to the needs of each period. Established in the 1930s, Community Houses (Halk Evleri) were instrumental in disseminating the national identity that the new regime wanted to impose. During the 1960–1980s, however, public education centers that conducted both cultural and professional activities emerged to inoculate the prevailing notion of development during that period as a transition from public education to non-formal education was underway at that time. Naturally, this brought about changes in educational content. After 1980, neo-liberal policies highlighted the concept of life-long learning instead of non-formal education, and adult education was again reorganized to fit this ideology.The literature examining this period reveals that public education was presented as the solution to many perceived social woes, like the economy, culture, women, youth, democracy, regional differences, and leisure. Many issues were dealt with in relation to public education. This understanding has also been resonated in the development plans executed since 1963. Specifically, public education was widely included in the first two development plans.&nbsp;&nbsp;The post-Second World War notion of development and the Western model of planned development were implemented after the 1960 military coup in Turkey. The first fiveyear development plan prepared by the State Planning Organization was published in January 1963. Eleven development plans have since been made. However, planned development was an economic and political choice only between 1960 and 1980. The growing influence of neo-liberal policies after 1980 led to a change in Turkey’s economic and political understanding, as was the case for the entire world. Accordingly, we have chosen the first four development plans and the importance of public education described in these plans to constitute the core issue of this study. We have examined several aims of public education included in these plans, including educating women, environmental consciousness, technical information, and vocational education. With all that said, however, it still must be emphasized that all forms of such education were formulated to reach the ultimate goal of being developed, modernized, and westernized.

Community Houses: Education Institutions for Planned Development in Turkey

Mahmut

Levent

Ahmet

This study centers on the distance education applications, which have played a leading role in implementing educational activities conducted by higher education institutions in Turkey and around the World during the COVID-19 global pandemic. COVID-19 and similar crises, unlike financial crises, not only affect financial conditions and job security but also profoundly impact mankind sociologically and psychologically, causing communicational breakdowns with others, even loved ones such as family and close friends. Undeniably, digital tools and methods became better known and made better use of following the COVID-19 outbreak. Parallel to the rapid increase in the global pandemic, almost all developed and underdeveloped countries decided one by one to conduct distance education. This paper examines the administrative insight of higher education in Turkey as well as the decision-making mechanism specific to CHE and Istanbul University. Within this framework, the study is comprised of four main parts. The first section involves the effects of the COVID-19 global pandemic on educational activities, the second section addresses the possible developments that are expected in the education sector after the pandemic, the third section handles the administrative style adopted by CHE during the global pandemic and the decisions made in line with this, and the final section discusses the distance education implements Istanbul University used during the 2020 spring semester.UNESCO advised schools and teachers to use distance education programs and open education applications and platforms to preserve the continuity of education as another option besides closing schools. The pandemic has not only significantly impacted teachers and students but also parents, academic assessment systems, graduations, and education economy. These are indicated under the sub-headings of Impacts on Parents, Impacts on Educational Institutions, Impacts on the Processes of the Educational Assessment System, and Impacts on Educators.The section titled Possible Post-COVID-19 Developments to Expect suggests that applications and studies of new ideas will be supported by universities as well as all sectors and areas with the beginning of a normalization period in light of the experiences gained during the pandemic period. Topics such as increasing the density of blended education, increasing open educational sources, and expediting the digitalization process are discussed.The section titled Operation of the Turkish Higher Education System During the COVID-19 Pandemic Under the Coordination of the Council of Higher Education discusses the roadmap and milestones of the period starting with the three-week period starting once education activities were cancelled on March 16, 2020 until the end of the 2020 Spring Semester as ordered by the Presidency on March 12, 2020.The section Distance Learning Actions Istanbul University Made During the COVID-19 Pandemic tells the 6 month-long successful story of the oldest university in Turkey (among the oldest universities in the world) in dealing with the pandemic. Information is given here about Istanbul University’s structure, history, and operations and the distribution of students based on registration type, age, and gender from the Faculty of Open and Distance Education (FODE) which has been instrumental in its success. Under the more serious conditions of the global pandemic starting on March 23, 2020, Istanbul University’s reflections on starting distance learning using digital capabilities in all universities with the capacity (including pre-graduate, graduate, and post-graduate studies) was made under the publication “The Distance Learning Practices of Istanbul University.” In this respect, a learning management system with its own resources for all levels of formal students was first prepared within a short period of five days under the leadership of FODE. This system, called the Istanbul University Learning Management System (IULMS), was prepared with unprecedented procedural management success with the aim of creating an interstage between Istanbul University students and teachers.One of the most important surveys made in the 2020 Spring Semester at Istanbul University was conducted with the students after finishing the semester. The survey is important in two aspects. Firstly, the students were more informed and experienced in August in terms of the distance learning procedures. Secondly, the questions in the survey covered not only the application of the procedures but also all aspects of distance education. In this respect, the survey covered courses, the IULMS and the online course system, assessments and evaluation, teaching materials, and general aspects of evaluation.In the equally important measurement and evaluation section, higher levels of satisfaction are understood to exist for some aspects and lower levels for others. Accordingly, the students stated having had no problems uploading the open-ended exam papers and having sufficient time allocated to them for homework and projects. However, they were also observed to be hesitant about the adequacy of the time given for the open-ended exams and of the exams prepared for measuring the information that had been conveyed during live lessons. All these analyses have great importance for Istanbul University to be able to provide a more qualified digital education in the 2020-2021 academic year. This can be said to be an important reference resource for improving the quality of the subjects that students were relatively less satisfied with and for instilling an important sense of institutional belonging.Education is undoubtedly a dynamic that has changed and transformed structurally during the global pandemic and that according to some people has also developed. With the soaring number of cases, face-to-face education at all levels was able to be sustained using digital platforms and distance education. This has surely led to different impacts on not only the structure of education systems but also all the agents within the system. Accordingly, students, their families, institutions, the structure of academic services, and&nbsp;educators have all been affected during this time. Thus, the principles of digital education, which is likely to prevail for years, have started to gain more general importance in the situation. This course is expected to give rise to blended education, the quantity and the quality of open educational resources, and the digital education processes overall.Istanbul University, one of the oldest and most established universities both in Turkey and the world, has managed the process efficiently thanks to its Faculty of Open and Distance Education, which has accumulated distinct know-how and experience over the past 10 years. Providing students with a considerably rich digital learning platform possessing synchronous and asynchronous courses, Istanbul University has been an outstanding example to quite a number of universities. Istanbul University continues down the road by taking the necessary precautions to minimize the setbacks through the feedback received from instructors and students and through cooperation with strong communication channels by focusing on improving and enriching distance education and its resources for the 2020-2021 academic year.

An Overview of Istanbul University’s Distance Education Practices During the COVID-19 Pandemic

Hayri

Hande

Emine

Bekir

Horizontal Skills Mismatch in Vocational Education in Turkey: The Reasons for Out-of-Field Employment

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Introduction This study aims at redefining the borders between economics and sociology from the late 19th century to the present. The borders between economics and sociology have closed twice since their emergence. In the midst of the 19th century, classical sociologists were involved in economic phenomena to gain enlightenment regarding why modernism had emerged in the West instead of anywhere else in the world. Classical sociologists referred historical, comparative, and deductive analyses in their explanations about the roots of Western modernization and the disparities of Western societies. Although they tackled the puzzle from a different perspective, classical sociologists found a middle ground for sociological methodology. After classical sociologists, sociology backed into its own territory and economic phenomena remained out of focus until the 1980s when the rebirth of economic sociology. Economics has abstained from building an intellectual bridge with the other social sciences, even though its history is the longest-standing among the social sciences. The classics of economics involved in the mechanism of wealth and redistribution in the society, however, they had little concern with sociological phenomena such as institutions. In the mid-19th century, neoclassical economic thought, which assumed that individuals act rationally and have perfect information about the market, infiltrated into economics. For neoclassical economists, individual behavior is analyzable using mathematics under these assumptions. By doing so, neoclassical assumptions demote society and promote individual behavior by abstracting the individual from society. This assumption in neoclassical economics is point where economics diverged from sociology because it created an unbridgeable methodological gap between them. Sociological methodology is deductive, whereas economics rests on an inductive methodology as neoclassical economics focus on individual behavior. As sociology analyzes society by referencing historical and comparative methodologies to clarify differences among societies, economics assumes the individual in every society to be a rational actor. The Birth of Economics and Sociology Randall Collins (2005, 26–27) pointed out that economics is the first science to have become involved in phenomenological knowledge. Collins’ argument is based on many drastic changes that occurred in the 17th century, such as the emergence of modern capitalism, nation states, and the bourgeoise as a consequence of European overseas trade. During that century, the main economic thought of mercantilism had been to collect precious metals and to expand foreign markets, thus economics emerged as a knowledge of wealth. After a century, some liberal dissidents who believed mercantilist economic policies were undermining the industrial class in England started scathing attacks on mercantilism. Eventually, Adam Smith published his voluminous work The Wealth of Nations in 1776. However, economics in that century had remained a part of the moral sciences; more than a century would need to pass in order for it to appear as the science of economics (Uygur &amp; Erdogdu, 2012, 3). In the mid-19th century, neoclassical efforts gave birth to economics as a science; neoclassical economists, most prominent among them being Leon Walras, Alfred Marshal, and Karl Menger, reduced economics to a science of individual behavior. Finally, neoclassical economics found its place in London School of Economics in 1864. It was the first economics department in the world. The emergence of economics varied across countries and did not follow the same pattern. While economics in England was shaped by liberal thought, it tended to be a statist doctrine in Germany and France. At this juncture, the disparities existing among these countries in the 19th century should be stressed. While economics in France could not go beyond a political discourse, in Germany it was a social science with solid foundations that would become a main source of German sociology. Sociology, comparing against economics, can be thought of as the newest among the social sciences. Sociology both as a science and as a profession emerged in the late-19th century when industrialism caused economic and social turmoil. During this period, classical sociologists pursued the roots of modern capitalism in Western Europe and its ramifications on society. Karl Marx, Emile Durkheim, and Max Weber argued the puzzle from different perspectives by referring comparative historical approaches that considered economic phenomena from a sociological point of view. The Rise of Economics: The Divergence with Sociology Neoclassical domination had enabled economics to be perceived as “scientific”. Through the efforts of neoclassical economists, economics had built its own scientific rules using mathematical methods to winnow out any political discourse in the late-19th century, and the first economic department was established at London School of Economics in 1864. In these years, the science of economics spread around the world; however, the fact that this scientific journey varied from country to country should be underscored. Economics in America can be said to have pursued the European agenda, with its first economics department being established at Harvard University only four years after the one in England. Following Harvard University, many prestigious American universities had founded economics departments by the turn of the century. Economics education in America, like in England, had been developed under the canopy of neoclassical economics; afterward, America became the epicenter of world economics. Economics in Germany had its own peculiarities contrary to America and England due to this tradition being embedded within the social sciences. In other words, economics in Germany had ambiguous frontiers with history and sociology. The German tradition during the 19th century, known as the German Historical School, made the claim of economics’ collaboration with sociology, history, statistics, and law to elucidate economy and society together. The German tradition materialized in the writings of economists such as Friedrich List and Gustav von Schmoller as well as sociologists such as Karl Marx and Max Weber, the prominent figures of sociology. After WWII, economics gained prestige while sociology lost the popularity and domain it had had at the beginning of 20th century. Between 1945-1970, economics took advantage of its mathematical methodology to expand its domain over the social sciences. Furthermore, economics had opportunity to bolster its expanding domain as a profession. As is known, American post-war grand strategy of liberal world order in that period was based on promoting American hegemony through the IMF and the World Bank. During that period, economists played a crucial role in integrating non- Western countries into the liberal world order. American sociology proceeded under the canopy of Parsonian sociology in the years after WWII. Parsons’ conceptualization of society is known to be based on general equilibrium between societal subfields. In this perspective, the concepts of agent, rationality, and organization were relegated, and thus sociology was focused only on social integration to stabilize American society under the severe conditions of the Cold War. In this political atmosphere, American sociology lead by Parsons had no room for economic phenomena such as class interests or individual behavior. The Birth of Economic Sociology After the Parsonian years, sociology brought men back into sociology in the 1960s. This crucial change in the sociological agenda enabled sociology to analyze rationality, organizations, and individual behavior. Thus, economic phenomena had entered into a sociological territory. On the side of economics, neoclassical economics were being criticized by the new institutional economics. According to the new institutionalists, the science of economics needs a more realistic perspective because the neoclassical approach assumes a heavily under-socialized individual. The new institutional economics developed many theoretical approaches to close the neoclassical economics gap at that time. With the rise of (neo)liberalism in the mid-1970s, sociology turned its view toward the market. According to sociologists, new institutional economists tried to close the gap between economy and society by adding a dose of realism. However, for sociologists, they still weren’t considering the social relations that penetrate economic life at different levels. To build a bridge between economic phenomena and sociology, sociologists needed a new theoretical approach, which they called new economic sociology (Granovetter, 1985).

Sociology Discovers the Market: Economic Sociology

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Alexander

Tradition, Morality and Solidarity in Durkheim’s Theory

Çağrı

Since the 1950s, environmental sociology is hardly accepted despite existing social-environmental issues. These problems have been generated by the rapid industrialization and urbanization causing pollution in the post-war era. Environmental sociology was established in the 1970s when environmental problems gained public attention and the environmental movement emerged. The theories of sociologists Durkheim, Weber, who introduced the rationalization concept, and Marx, who introduced the theory of metabolic rift, were welcomed in environmental sociology. However, Durkheim was criticized that his methodological dictum was excluding society-environment interaction. There are two explanations for the association between Durkheim and societyenvironment interaction. On the one hand, the industrialism of his era caused the exclusion of environment from sociology. On the other hand, Durkheim’s works have significant references to environment that indicate a potential for environmental sociology. This paper aims to examine Durkheim’s sociological approach in terms of society-environment interaction. First, the foundation of environmental sociology is summarized. Then, both examples showing the exclusion of environment and societyenvironment interactions in Durkheim’s studies are shown. The paper concludes with the assessment of Durkheim’s contribution to current environmental sociology challenging ecological crisis that threatens society. Although the first years of sociology were marked by geographical and biological determinism, sociologists favoring a “world view” of development, progress, and modernism in later years ignored environment as an issue (Hannigan, 2006). After a century, when environmental problems had surfaced and threatened industrialized Western societies, environmental concerns and movement were accepted in society and from the cultural perspective. Two pioneers of environmental sociology, Dunlap and Catton (1978) criticized human exceptionalism paradigm of causing the exploitation of nature and Durkheim’s methodological dictum (Madappalli, 2016). The paradigm assumes nature as an endless resource and that the human progress is limitless, while human existence is unique as a result of its developed culture (Catton &amp; Dunlap, 1978) that “covers the dependence of human societies to biophysical environment” (Rice, 2013, p. 238). However, environmental problems and restrictions in the 1960s shook this paradigm and Durkheim’s methodological dictum that reportedly ignored society-environment interaction. Hence, environmental parameters were included in sociological researches. In fact, the New Ecological Paradigm (NEP) scale, developed by environmental sociologists, introduced “environmental facts” against the social facts of Durkheim. The paradigm aims to consider the effects of&nbsp;environmental problems like resource scarcity on main sociological research issues like stratification (Catton &amp; Dunlap, 1978). Hence, environmental sociologists, by using the New Ecological Paradigm, challenge Durkheim’s methodological dictum by accepting the effect of environment on society (Dunlap &amp; Catton, 1979). Durkheim was criticized for excluding the impact of the environment on sociology with his methodological dictum. Sociology, a social discipline excluding environment (Foster, 1999, p. 367), was positioned out of “psychology, biology, economics, and geography” by Marx, Weber, and Durkheim, the three fathers of sociology (Buttel, Dickens, Dunlap, &amp; Gijswijt, 2002, p. 5). However, Marx and Weber were applauded for their concepts, the metabolic rift and rationality, in environmental sociology, unlike Durkheim who was criticized for his methodological dictum that was believed to be against the use of biophysical parameters in sociology (Lidskog, Mol, &amp; Oosterveer, 2015). Durkheim defined social facts only with other social facts, ignoring the biophysical environment (Dunlap, 2016), and implied examination of social systems without using environmental parameters (Norgaard, 1997, p. 159). Durkheim developed a social reductionism to resist biological reductionism (Benton, 1991, as cited in Konak, 2010). Hence, traditional sociology following Durkheim’s approach excluded biophysical environment (Hoyen, 2013). To objectify society within a scientific discipline (Durkheim, 2016, pp. 58, 59, 168), Durkheim defended the use of social facts and collective consciousness against biology and psychology (Hannigan, 2006, p. 5), that social facts can only be explained by social facts (Buttel, 2002) that have power over individuals and are different from non-human and organic facts (Durkheim, 2016). As a result, the methodological dictum made Durkheim and sociologists ignore biological and physical parameters (Dunlap, 1997; Dunlap &amp; Catton, 2007). The exclusion of physical reality by Weberian and Durkheimian authors (Ritzer 1975; Choldin 1978, as cited in Dunlap &amp; Catton, 2007) should be seen as a constructive approach in the early years of sociology (Buttel, 2002). The exclusion of environment was dominant and environmental parameters were ignored in other subdisciplines like rural sociology until the 1970s; these subdisciplines are the foundation of environmental sociology (Dunlap &amp; Martin 1983, as cited in Dunlap, 2002). Durkheim implied the static position of nature throughout history while society changes and evolves (Durkheim, 2010; Gross, 2000; Jarvikoski, 1996). Durkheim separated the concept of evolution, originated from ecology and biology, from nature and integrated it into the social sphere (Durkheim, 2014). Furthermore, he put a sharp distinction between human society and animals, as they lack of morality and collective consciousness (Durkheim, 2010) and they are static unlike human societies (Durkheim, 2014). Although sociological theorists Durkheim, Weber, and Marx did not directly examine society-environment interaction; their studies indirectly included this issue (Hannigan, 2006, p. 5). Hence, Durkheim should be comprehended through the extensive framework of human-nature systems instead of narrow anthropocentricism (Rosa &amp; Richter, 2008). In fact, Durkheim did not deny the importance of biological and physical parameters in sociology (Jarvikoski, 1996). Moreover, Durkheim followed the example of natural science during the exploration of social reality (Durkheim, 2016). Despite a strong and common prejudice in traditional sociology, Durkheim’s studies involve many references to the environment. However, the methodological dictum of Durkheimian scholars reinstructed sociology (Catton, 2002), resulting in Dunlap and Catton, two founders of environmental sociology, strongly criticizing the Durkheimian theory. Contrarily, the limited prevalence of social facts and the emphasis on the environmental parameters in Durkheim’s studies are important objections to their critique (Rosa &amp; Richter, 2008). Çelebi (2007, p. 159) highlighted the importance of the balance between population and land as social facts that affect society. Durkheim considered the effects of the position of sun and the condition of the atmosphere to people, and his social morphology notion had other environmental insights like the use of land (Gross, 2000). He also implied the coevolution of nature and society in his work of Pragmatism and Sociology (Foster, 1999). According to him, nature is not the reverse of society, but a part, the highest representation, and complex form of nature (Durkheim 2010; Jarvikoski, 1996). Moreover, Durkheim (2016) implied similarities between “physical environment” and society and defined society as part of nature. Durkheim often referred to nature in his classical study of totemism. Tribe members lean toward plants, animals, and rocks in understanding their society. They imitate animals in their religious rituals. Safety and domination of nature make up their religion (Durkheim, 2010). Durkheim often used biological terms like species, population density, and resource scarcity in his explanation of social evolution and solidarity concepts (Buttel, 2002). He implied that division of labor exists in all living organisms, and transfers society from nature (Durkheim, 2014). On the other hand, his notion of competition and division of labor undermined environmental concerns like pollution and resource scarcity in urbanization (Lenski, 1984, as cited in Buttel &amp; Humprey, 2002). This paper aims to examine Durkheim’s sociological approach in terms of societyenvironment interaction. The construction process of sociology as a distinct discipline excluded environmental parameters. However, urbanization and industrialization in the 1950s have caused environmental concerns and movements in Western societies.&nbsp;The foundation of environmental sociology was challenged in the 1970s by the methodological dictum of Durkheim. Although some of his studies strongly separate society from environment like social facts, he often referred to environmental concepts like population, balance, organism, and resource scarcity. Durkheim also implied metabolic interaction between society and environment, and that society is a complex part of nature.

Society-Environment Interaction in Durkheim: Exclusion of Social Facts versus Environmental Potential

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Eric

Durkheim and the Nation

Bjørn

From Holism to Participation: Three Phases in Durkheim’s Work

@JOURNAL_BOX_MOSTREAD

Published by the Istanbul University Department of Sociology, İstanbul University Journal of Sociology has held an important place in the development of sociology as a scientific discipline in Turkey. First published in 1917, İstanbul University Journal of Sociology was the first sociology journal written in Turkish. In its roughly 100-year history, the journal has become the most pioneering and prominent publication within the discipline.

İstanbul University Journal of Sociology is an open-access, double-blind peer-reviewed, international journal focusing on the publication of research and studies covering all aspects of the social. The journal’s goal is to aid and facilitate both international and interdisciplinary scientific communication, to strengthen the links between scientific research and society in Turkey, and to stimulate and enhance the quality of debate. Representing an interdisciplinary forum for the exchange of recent data and expert opinions, it reflects the importance of a comprehensive approach to resolving the social problems in Turkey.
İstanbul University Journal of Sociology publishes peer-reviewed research reports on sociology, bringing together research conducted within a variety of different disciplines. Articles include theoretical, philosophical, political essays, research papers, research on social behaviors, and historical research related to any social activity. In addition to original research, the journal features both articles and book reviews.
Studies that clearly contribute to the current knowledge of sociology are given priority. Scholarly commentaries on topical issues and systematic reviews are also encouraged.

All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles. http://istanbul.edu.tr:8080/en/journal/iusd/information/policies

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İstanbul University Journal of Sociology

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The journal’s goal is to aid and facilitate both international and interdisciplinary scientific communication, to strengthen the links between scientific research and society in Turkey, and to stimulate and enhance the quality of debate. Representing an interdisciplinary forum for the exchange of recent data and expert opinions, it reflects the importance of a comprehensive approach to resolving the social problems in Turkey. İstanbul University Journal of Sociology publishes peer-reviewed research reports on sociology, bringing together research conducted within a variety of different disciplines. Articles include theoretical, philosophical, political essays, research papers, research on social behaviors, and historical research related to any social activity. In addition to original research, the journal features both articles and book reviews.

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The subjects covered in the manuscripts submitted to the Journal for publication must be in accordance with the aim and scope of the Journal. The Journal gives priority to original research papers submitted for publication.Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.Short presentations that took place in scientific meetings can be referred if indicated in the article. The editor hands over the papers matching the formal rules to at least two national/international referees for evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims. Changing the name of an author (omission, addition or order) in papers submitted to the Journal requires written permission of all declared authors. Refused manuscripts and graphics are not returned to the author. The copyright of the published articles and pictures belong to the Journal.

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All expenses of the journal are covered by the Istanbul University. Processing and publication are free of charge with the journal. There is no article processing charges or submission fees for any submitted or accepted articles.

Authors publishing with Istanbul University Journal of Sociology retain the copyright to their work, licensing it under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license and grant the publisher non-exclusive right to publish the work.

İstanbul University Journal of Sociology is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the Committee on Publication Ethics (COPE), the Directory of Open Access Journals (DOAJ), the Open Access Scholarly Publishers Association (OASPA), and the World Association of Medical Editors (WAME) on <a href="https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelines-new/principles-transparency-and-best-practice-scholarly-publishing</a>All submissions must be original, unpublished (including as full text in conference proceedings), and not under the review of any other publication synchronously. Authors must ensure that submitted work is original. They must certify that the manuscript has not previously been published elsewhere or is not currently being considered for publication elsewhere, in any language. Applicable copyright laws and conventions must be followed. Copyright material (e.g. tables, figures or extensive quotations) must be reproduced only with appropriate permission and acknowledgement. Any work or words of other authors, contributors, or sources must be appropriately credited and referenced.Each manuscript is reviewed by one of the editors and at least two referees under double-blind peer review process. Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unnethical behaviors.All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. In accordance with the code of conduct we will report any cases of suspected plagiarism or duplicate publishing.

Ethics

İstanbul University Journal of Sociology adheres to the highest standards in research ethics and follows the principles of international research ethics as defined below. The authors are responsible for the compliance of the manuscripts with the ethical rules.-    Principles of integrity, quality and transparency should be sustained in designing the research, reviewing the design and conducting the research.-    The research team and participants should be fully informed about the aim, methods, possible uses and requirements of the research and risks of participation in research.-    The confidentiality of the information provided by the research participants and the confidentiality of the respondents should be ensured. The research should be designed to protect the autonomy and dignity of the participants.-    Research participants should participate in the research voluntarily, not under any coercion.-    Any possible harm to participants must be avoided. The research should be planned in such a way that the participants are not at risk.-    The independence of research must be clear; and any conflict of interest or must be disclosed.-    In experimental studies with human subjects, written informed consent of the participants who decide to participate in the research must be obtained. In the case of children and those under wardship or with confirmed insanity, legal custodian’s assent must be obtained.-    If the study is to be carried out in any institution or organization, approval must be obtained from this institution or organization.-    In studies with human subject, it must be noted in the method’s section of the manuscript that the informed consent of the participants and ethics committee approval from the institution where the study has been conducted have been obtained.

It is authors’ responsibility to ensure that the article is in accordance with scientific and ethical standards and rules. And authors must ensure that submitted work is original. They must certify that the manuscript has not previously been published elsewhere or is not currently being considered for publication elsewhere, in any language. Applicable copyright laws and conventions must be followed. Copyright material (e.g. tables, figures or extensive quotations) must be reproduced only with appropriate permission and acknowledgement. Any work or words of other authors, contributors, or sources must be appropriately credited and referenced.All the authors of a submitted manuscript must have direct scientific and academic contribution to the manuscript. The author(s) of the original research articles is defined as a person who is significantly involved in “conceptualization and design of the study”, “collecting the data”, “analyzing the data”, “writing the manuscript”, “reviewing the manuscript with a critical perspective” and “planning/conducting the study of the manuscript and/or revising it”. Fund raising, data collection or supervision of the research group are not sufficient roles to be accepted as an author. The author(s) must meet all these criteria described above. The order of names in the author list of an article must be a co-decision and it must be indicated in the <a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=copyrighttransferformen_tjs.doc" target="_blank">Copyright Transfer Form</a>. The individuals who do not meet the authorship criteria but contributed to the study must take place in the acknowledgement section. Individuals providing technical support, assisting writing, providing a general support, providing material or financial support are examples to be indicated in acknowledgement section.All authors must disclose all issues concerning financial relationship, conflict of interest, and competing interest that may potentially influence the results of the research or scientific judgment.When an author discovers a significant error or inaccuracy in his/her own published paper, it is the author’s obligation to promptly cooperate with the Editor-in-Chief to provide retractions or corrections of mistakes.

Editor evaluates manuscripts for their scientific content without regard to ethnic origin, gender, sexual orientation, citizenship, religious belief or political philosophy of the authors. Editor provides a fair double-blind peer review of the submitted articles for publication and ensures that all the information related to submitted manuscripts is kept as confidential before publishing.Editor is responsible for the content and overall quality of the publication and must publish errata pages or make corrections when needed.Editor does not allow any conflicts of interest between the authors, editors and reviewers. Only editor has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers’ judgments must be objective. Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the Editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the Editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. Unless the authors and editor permit, the reviews of referees cannot be published or disclosed. The anonymity of the referees is important. In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point.

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.The editor hands over the papers matching the formal rules to at least two national/international referees for double-blind peer review evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.&#65279;

Peer Review

Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, citizenship, religious belief or political philosophy of the authors. Editor-in-Chief provides a fair double-blind peer review of the submitted articles for publication and ensures that all the information related to submitted manuscripts is kept as confidential before publishing.Editor-in-Chief is responsible for the contents and overall quality of the publication. He/She must publish errata pages or make corrections when needed.Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers. Only he has the full authority to assign a reviewer and is responsible for final decision for publication of the manuscripts in the Journal.Reviewers must have no conflict of interest with respect to the research, the authors and/or the research funders. Their judgments must be objective.Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees must be ensured. In particular situations, the editor may share the review of one reviewer with other reviewers to clarify a particular point.

Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by Editor-in-Chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.Editor-in-Chief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, citizenship, religious belief or political philosophy of the authors and ensures a fair double-blind peer review of the selected manuscripts.​ The selected manuscripts are sent to at least two national/international referees for evaluation and publication decision is given by Editor-in-Chief upon modification by the authors in accordance with the referees’ claims. Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers and is responsible for final decision for publication of the manuscripts in the Journal. Reviewers’ judgments must be objective. Reviewers’ comments on the following aspects are expected while conducting the review.- Does the manuscript contain new and significant information?- Does the abstract clearly and accurately describe the content of the manuscript?- Is the problem significant and concisely stated?- Are the methods described comprehensively?- Are the interpretations and consclusions justified by the results?- Is adequate references made to other Works in the field?- Is the language acceptable?Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees is important.

General Formatting Requirements<a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=formatting_guidelines1.pdf" target="_blank">Formatting and content requirements for manuscripts to be submitted to İstanbul University Journal of Sociology </a>Font: The font used in the entire manuscript should be Times New Roman, font size 10. For tables and figures, see below.Page Layout: Page margins for bottom, top, right, and left should be pre-set as 2.5 cm (0.98 inch). Text should be justified with no hyphenation breaks in words at the end of a line. Text should be typed as a single-column document. Paragraphs and headings should not be indented, but aligned with the main text.Paragraph Format: Paragraph indents should be pre-set in the tabs section as follows:before and after: 0.6 nkline spacing: 1.5.Page Limit: Manuscripts prepared in compliance with the guidelines should not exceed 20 pages.Manuscript SectionsTitle: Article titles should be boldfaced and centered. If the study has been submitted before or extracted from a project or a thesis, an asterisk (*) should be placed at the end of the title and an explanation provided as a footnote. (Please refer to the sample).Author (s)’s Names: Author’s names should be written in bold. Authors’ full names, titles, institutional affiliations, postal addresses, and contact details such as e-mail addresses should be mentioned.Abstract: Abstracts should be between150–200 words. No citations should appear in the abstractKey Words: 5–8 words representing the manuscript should be given as keywords.Main Text: Qualitative and quantitative studies should contain the following sections: Introduction, Method, Findings, and Discussion. The Methods section must include Sampling/Study Population, Data Collection Tools,and Procedure as sub-sections if an original research method has been used.Literature reviews should elaborate on the problem, analyze the relevant literature, emphasize the gaps and inconsistencies in the literature, and discuss actions toward solving these problems.Other types of studies can allow slight variations in sections, but they should not contain too many details and sub-sections that could distract readers’ attention and compromise readability.Başlık* Title in TurkishÖz* Öz (Abstract in Turkish) should be between150–200 words. No citations should appear in the “öz”Anahtar Kelimeler* 5-8 Turkish words representing the manuscript should be given as “anahtar kelimeler”Uzun Özet* A 1000-1500 word extended abstract in Turkish that provides the main points of main textReferences: Both in-text citations and references should comply with the APA guidelines as provided in the Publication Manual of American Psychological Association(APA) (6th edition).<ul><li>“Başlık”, “Öz”, “Anahtar Kelimeler” and “Uzun Özet” will be supplied by İstanbul University Journal of Sociology translation office for authors whose native language is not Turkish</li></ul>Tables, Figures, and AppendicesTables and Figures: Tables, figures, pictures, graphics, and similar aspects should be embedded in the text, and not provided as appendices.For tables and figures, use Times New Roman, font size 9.Under the Paragraph tab, ensure that the indentation is as follows:<ul><li>Before and after: 0</li><li>Spacing: Single</li></ul>Tables and figures should be left aligned, and the text wrapping feature should be turned off. Please refer to the sample below for tables.Appendices: Each appendix should be displayed on a separate page after the references section.

Author Guidelines

Before beginning the online submission process please read the Information for Authors and make sure you have the followings available:<a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=formatting_guidelines1.pdf" target="_blank">Formatting and content requirements for manuscripts to be submitted to İstanbul University Journal of Sociology</a>Cover letter to the editor<ul type="disc"> <ul type="circle"> <li>The category of the manuscript</li> <li>Confirming that “the paper is not under consideration for publication in another journal”.</li> <li>Including disclosure of any commercial or financial involvement.</li> <li>Confirming that the statistical design of the research article is reviewed.</li> <li>Confirming that last control for fluent English was done.</li> <li>Confirming that journal policies detailed in Information for Authors have been reviewed.</li> <li>Confirming that the references cited in the text and listed in the references section are in line with APA 6.</li> </ul> </ul><a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=iusd_copyrightagreementform.doc" target="_blank">Copyright Agreement Form</a>Permission of previous published material if used in the present manuscript<a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=iusd_title.docx" target="_blank">Title page</a><ul type="disc"> <ul type="circle"> <li>The category of the manuscript</li> <li>The title of the manuscript both in the language of the article and in English</li> <li>All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses</li> <li>Corresponding author’s email address, full postal address, telephone and fax number</li> <li>ORCIDs of all authors.</li> </ul> </ul>Main Manuscript Document<ul type="disc"> <ul type="circle"> <li>The title of the manuscript both in the language of the article and in English</li> <li>Abstracts (200-250 words) both in the language of the article and in English</li> <li>Key words: 5 words both in the language of the article and in English</li> <li>Extended Abstract (600-800 words) in English (only for articles which are not in English)</li> <li>Main article sections</li> <li>Acknowledgement (if exits)</li> <li>References</li> <li>All tables, illustrations (figures) (including title, description, footnotes)</li> </ul> </ul>Manuscript Submission<ul type="disc"> <li>ScholarOne manuscript submission site of the journal is: <a href="http://mc04.manuscriptcentral.com/tjs" target="_blank">http://mc04.manuscriptcentral.com/tjs</a> </li> <li>The manuscript must be submitted through the account of the corresponding author. The account of authors other than the corresponding author or someone else who is not included as an author in the work must not be used for submission. All correspondence regarding the submission is made with the corresponding author through e-mail via the ScholarOne system.</li> </ul><ul type="disc"> <li>To login to the ScholarOne manuscript submission system, you must have a User ID and password. If you do not have a username and password, you must follow the instructions in the Create Account at ScholarOne manuscript submission site of the journal.</li> </ul><ul type="disc"> <li>If you experience problems with your account, please do not create a new one and contact İstanbul University Journal of Sociology Editorial Office via <a href="mailto:sosyolojidergi@istanbul.edu.tr" target="_blank">sosyolojidergi@istanbul.edu.tr</a></li> <li>When you log in, click the Author button at the top of the page.</li> <li>Clicking the Author button, you will access Author Dashboard. By clicking Unsubmitted and Manuscripts in Draft heading on the Dashboard you can access your unsubmitted manuscripts. To make a new submission, please click Start New Submission.</li> <li>Manuscript submission is a 7-step process. At any stage you can stop the submission process; everything you have typed into the system will be saved. You can continue to your semi- completed submission by viewing it in the Unsubmitted and Manuscript in Draft section. </li> <li>The 2nd step in the submission process is to upload your manuscript. </li> <li>To upload files; Select the file you want to upload from the Selection File button. Specify the file type from the File Designation button beside. </li> <li>While uploading Main Document, make sure that the main document has no information that clarify the author’s identity. Due to double blind peer review, Main Document must not include Title Page, the name of author or any other detail that can disclose the author identity. </li> <li>Additionaly, Supplemental File for Review must not include any detail that can disclose author identity as well.</li> </ul>Files to be uploaded separately<ul type="disc"> <li><a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=iusd_copyrightagreementform.doc" target="_blank">Copyright Agreement Form</a></li> <li>Permissions obtained for previously published material if used in the present manuscript</li> <li><a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=iusd_title.docx" target="_blank">Title page</a></li> <li>Main Manuscript Document</li> </ul><ul type="disc"> <ul type="circle"> <li>The title of the manuscript both in the language of the article and in English</li> <li>Abstracts (200-250 words) both in the language of the article and in English</li> <li>Key words: 5 words both in Turkish and in English</li> <li>Extended Abstract (600-800 words) in English (only for articles which are not in English)</li> <li>Main article sections</li> <li>Acknowledgement (if exists)</li> <li>References</li> <li>All tables, illustrations (figures) (including title, description, footnotes)</li> </ul> </ul><ul type="disc"> <li>Clicking the Upload Selected Files, the files mentioned above will be uploaded and automatically converted to PDF files on the system.</li> </ul><ul type="disc"> <li>After uploading,  please click on PDF button and view your files. If the uploaded files have flaws, you can delete the files and repeat upload process.</li> </ul><ul type="disc"> <li>Cover letter can be uploaded on the 6th step in the submission process. The final step in manuscript submission process lists all the information you have submitted.  The complete information will be indicated by a green check (✓). If incomplete, there will be a red cross (x) check. Once you have completed the submission process to your satisfaction click on the submit button.</li> <li>Once the manuscript submission is completed, verification screen including your Manuscript ID will appear, and you will be notified via email.</li> </ul>

İstanbul University Journal of Sociology complies with APA (American Psychological Association) style 6th Edition for referencing and quoting. For more information:-    American Psychological Association. (2010). Publication manual of the American PsychologicalAssociation (6th ed.). Washington, DC: APA.-    <a href="http://www.apastyle.org" target="_blank">http://www.apastyle.org</a>Accuracy of citation is the author’s responsibility. All references should be cited in text. Reference list must be in alphabetical order. Type references in the style shown below.Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same paranthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;First citation in the text: (Ailen, Ciambrune, &amp; Welch, 2000) Subsequent citations in the text: (Ailen et al., 2000)Citations with more than six authors;(Çavdar et al., 2003)Citations in the ReferenceAll the citations done in the text should be listed in the References section in alphabetical order of author surname without numbering. Below given examples should be considered in citing the references.Basic Reference TypesBooka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. Ankara, Turkey: 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İstanbul, Turkey: İletişim Yayınları.c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish Encyclopedia of Informatics]. İstanbul, Turkey: Papatya Yayıncılık.d) Turkish Book with Multiple AuthorsTonta, Y., Bitirim, Y., &amp; Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme [Performance evaluation in Turkish search engines]. Ankara, Turkey: Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation. New York, NY: McGraw-Hill Education.f) Chapter in an Edited BookBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh, UK: Edinburgh University Press.g) Chapter in an Edited Book in TurkishErkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Bursa, Turkey: Dora Basım Yayın.h) Book with the same organization as author and publisherAmerican Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author.Articlea) Turkish ArticleMutlu, B., &amp; Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri [Source and intervention reduction of stress for parents whose children are in intensive care unit after surgery]. Istanbul University Florence Nightingale Journal of Nursing, 15(60), 179–182.b) English Articlede Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Journal Article with DOI and More Than Seven AuthorsLal, H., Cunningham, A. L., Godeaux, O., Chlibek, R., Diez-Domingo, J., Hwang, S.-J. ... Heineman, T. C. (2015). Efficacy of an adjuvanted herpes zoster subunit vaccine in older adults. New England Journal of Medicine, 372, 2087–2096. http://dx.doi.org/10.1056/NEJMoa1501184d) Journal Article from Web, without DOISidani, S. (2003). Enhancing the evaluation of nursing care effectiveness. Canadian Journal of Nursing Research, 35(3), 26–38. Retrieved from http://cjnr.mcgill.cae) Journal Article wih DOITurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/07317131003765910f) Advance Online PublicationSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/10.1037/a45d7867g) Article in a MagazineHenry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28–31.Doctoral Dissertation, Master’s Thesis, Presentation, Proceedinga) Dissertation/Thesis from a Commercial DatabaseVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9943436)b) Dissertation/Thesis from an Institutional DatabaseYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalic) Dissertation/Thesis from WebTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). Retrieved from http://yunus.hacettepe.edu.tr/~tonta/yayinlar /phd/ickapak.htmld) Dissertation/Thesis abstracted in Dissertations Abstracts InternationalAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.e) Symposium ContributionKrinsky-McHale, S. J., Zigman, W. B., &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at the meeting of the American Psychological Association, Orlando, FL.f) Conference Paper Abstract Retrieved OnlineLiu, S. (2005, May). Defending against business crises with the help of intelligent agent based early warning solutions. Paper presented at the Seventh International Conference on Enterprise Information Systems, Miami, FL. Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htmg) Conference Paper - In Regularly Published Proceedings and Retrieved OnlineHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593–12598. http://dx.doi.org/10.1073/pnas.0805417105h) Proceeding in Book FormParsons, O. A., Pryzwansky, W. B., Weinstein, D. J., &amp; Wiens, A. N. (1995). Taxonomy for psychology. In J. N. Reich, H. Sands, &amp; A. N. Wiens (Eds.), Education and training beyond the doctoral degree: Proceedings of the American Psychological Association National Conference on Postdoctoral Education and Training in Psychology (pp. 45–50). Washington, DC: American Psychological Association.i) Paper PresentationNguyen, C. A. (2012, August). Humor and deception in advertising: When laughter may not be the best medicine. Paper presented at the meeting of the American Psychological Association, Orlando, FL.Other Sourcesa) Newspaper ArticleBrowne, R. (2010, March 21). This brainless patient is no dummy. Sydney Morning Herald, 45.b) Newspaper Article with no AuthorNew drug appears to sharply cut risk of death from heart failure. (1993, July 15). The Washington Post, p. A12.c) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Encyclopedia/DictionaryIgnition. (1989). In Oxford English online dictionary (2nd ed.). Retrieved from http://dictionary.oed. comMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.). The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastDunning, B. (Producer). (2011, January 12). inFact: Conspiracy theories [Video podcast]. Retrieved from http://itunes.apple.com/f) Single Episode in a Television SeriesEgan, D. (Writer), &amp; Alexander, J. (Director). (2005). Failure to communicate. [Television series episode]. In D. Shore (Executive producer), House; New York, NY: Fox Broadcasting.g) MusicFuchs, G. (2004). Light the menorah. On Eight nights of Hanukkah [CD]. Brick, NJ: Kid Kosher.

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/281328E3002B4BFDB92B58F68A161E15" target="_blank">Copyright Agreement Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/66EE5F4908F44A6FA5B92F4D78957028" target="_blank">Author Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/16279B004C2A43C1BF7BBE28181666F7" target="_blank">Title Page</a>

Ensure that the following items are present: ●    Cover letter to the editorü    The category of the manuscriptü    Confirming that “the paper is not under consideration for publication in another journal”.ü    Including disclosure of any commercial or financial involvement.ü    Confirming that last control for fluent English was done.ü    Confirming that journal policies detailed in Information for Authors have been reviewed.ü    Confirming that the references cited in the text and listed in the references section are inline with APA 6.●    <a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=iusd_copyrightagreementform.doc" target="_blank">Copyright Agreement Form</a>●    Permission of previous published material if used in the present manuscript●    <a href="http://cdn.istanbul.edu.tr/FileHandler2.ashx?f=titlepage-tjs_637055212739219017.docx" target="_blank">Title page</a>ü    The category of the manuscriptü    The title of the manuscript both in the language of article and in Englishü    All authors’ names and affiliations (institution, faculty/department, city, country),e-mail addressesü    Corresponding author’s email address, full postal address, telephone and fax numberü    ORCIDs of all authors.●    Main Manuscript Documentü    The title of the manuscript both in the language of article and in Englishü    Abstracts (200-250 words) both in the language of article and in Englishü    Key words: 5 words both in the language of article and in Englishü    Extended Abstract (600-800 words) in English for the articles which are not in Englishü    Acknowledgement (if exists)ü    Referencesü    Acknowledgements, grant supports, conflict of interest should be indicated

ISSN	1304-2998
E-ISSN	2667-6931
Period	Biannually
Editor	İsmail Coşkun
Published by the Istanbul University Department of Sociology, İstanbul University Journal of Sociology has held an important place in the development of sociology as a scientific discipline in Turkey. First published in 1917, İstanbul University Journal of Sociology was the first sociology journal written in Turkish. In its roughly 100-year history, the journal has become the most pioneering and prominent publication within the discipline. İstanbul University Journal of Sociology is an open-access, double-blind peer-reviewed, international journal focusing on the publication of research and studies covering all aspects of the social. The journal’s goal is to aid and facilitate both international and interdisciplinary scientific communication, to strengthen the links between scientific research and society in Turkey, and to stimulate and enhance the quality of debate. Representing an interdisciplinary forum for the exchange of recent data and expert opinions, it reflects the importance read more

İstanbul University Journal of Sociology

CURRENT ISSUE

Editorial

The Renaissance of Industrial Policy: Developmentalism in the Era of Post Globalization

A Reassessment of Turkey’s Import Substitution Strategy: Bureaucracy, Politics, and the International Organizations

Globalization and Domestic Coping Strategies: The Development of China’s Industrial Clusters

Developmental States in the Twenty-First Century: New Wine into Old Bottles?

Development Finance: A Financing Platform Between the Government and the Market

EARLY VIEW

Sociology Discovers the Market: Economic Sociology

FEATURED

Tradition, Morality and Solidarity in Durkheim’s Theory

Society-Environment Interaction in Durkheim: Exclusion of Social Facts versus Environmental Potential

MOST READ

Durkheim and the Nation

From Holism to Participation: Three Phases in Durkheim’s Work

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