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

A Call for Paper for a Special Issue of Military Sociology

A Call for Paper Speical Issue Sociology of Family and Parenting

Muhammed

Becker’s activities from the 1890s until his death in 1933 can be summarized under two headings as an Orientalist and as a cultural politician (Essner &amp; Winkelhane, 1988). The essential point regarding the current study is Becker’s efforts at transferring his experiences as an Orientalist academician into the policies he wanted to develop as a cultural politician. In 1916, Becker was appointed as an expert in the Prussian Ministry of Education, after which he gained importance as a cultural politician. After being appointed undersecretary in the same ministry in 1919, he then became Minister of Education in 1921 but soon returned to his previous position. Between 1925-1930, he again held the position of Prussian Minister of Education. During all these periods, he did not lose his academic interest and continued his studies until his death in 1933 (Essner &amp; Winkelhane, 1988, p. 154). In particular, Becker should be emphasized to have held office independently of all political parties at a time of political polarization. Becker in his own words carried out all these activities as a “member of the education party” (as cited in Essner &amp; Winkelhane, 1988, p. 159).Becker’s importance as a cultural politician was also reflected in his being considered the third reformer of the German education system, after Wilhelm von Humboldt (1767-1835) and Friedrich Althoff (1839-1908). Becker’s role as a cultural politician after 1918 can be observed in his proposals to reform the education system from the ground up; ensuring unity in the higher education system; redesigning educational content within the framework of the current cultural-spiritual requirements; creating courses and chairs that showed the synthetic approach for areas such as sociology, political science, and studies on foreign societies (Auslandstudien); appropriately staffing the newly created courses and chairs; reshaping education in terms of the requirements of mass society; abolishing status differences between academicians; and involving students in the educational process.One of the topics that Becker emphasized the most as a cultural politician was political education (i.e., citizenship education), which is intended to pave the way for individuals to understand themselves as part of a whole (i.e., as part of the people) and which would also ultimately enable to a cultural awareness to actually be sharpened. In fact, the educational institutions that Becker proposed or initiated to open involved the structures in which political education would be imparted to individuals. Two examples of such institutions were the German High School of Politics (Deutsche Hochschule für Politik) and the German High School of Physical Education (Deutsche Hochschule für Leibesübungen). In addition to all these and in terms of the importance carried for this study, Becker was one of the most important people to support the inclusion of sociology as a course and chair in German universities as of 1919 (Essner &amp; Winkelhane, 1988, p. 163). Becker hired academicians who could work in the field of sociology or who could contribute to the forming of sociology chairs (Müller, 1991, p. 349).&nbsp;Becker also tried to establish the intellectual foundations for institutionalizing sociology as a synthetic science at that time. In his writings in the 1920s, Becker pointed to the need for synthetic science in response to the current cultural crisis in Germany. As was already mentioned, Becker didn’t limit the need for synthetic science to sociology; still, sociology stood out among the many other synthetic sciences as the field that could most clearly respond to this need in the relevant debates.Becker’s thoughts can be read most comprehensively in his series of articles “Gedanken zur Hochschulreform” [Reflections on Higher Education Reform]. Becker’s primary problem with the issues experienced in the field of culture was the prevailing particularism and individualism in Germany (Becker, 1997a, pp. 184–185). The problem Becker noted with particularism and individualism was that each part gained importance and strength within a whole, but the power that was inherent in each part could not be extended to the whole. Becker observed this problem in two areas: society in general and education in particular. With regard to society, the issue is about the inability to form a national identity that encompasses all Germans. On the other hand, the particularistic education according to Becker seemed to have revealed a crisis of culture in Germany. The corporate logic that made collective work possible disappeared at the university. The unity of teaching and research within the university had also suffered as a result. This was largely because academicians acted more as researchers trying to specialize more and more in their own professions rather than as teachers educating out of a sense of social responsibility. This situation led to different scientific fields diverging more and more from each other. In addition to universities, polytechnic schools had also emerged to meet the needs of industry and the market, which, as explained above, dissolved the unity of teaching and research. As a result of the disintegration of unity and the inability to produce a general societal outlook, knowledge had gradually gained an encyclopedic nature (Becker, 1997a, pp. 193–198). This meant that, while knowledge was increasing, a holistic and general view of society could not be obtained.Becker also tried to offer a solution to the existing problems. Firstly, serious reforms needed to be carried out in universities and the connection of science with life needed to be restored. Higher education reform could be tackled on two levels: technical and content-related. The main purpose at the technical level was to ensure unity in education and to abandon different institutionalizations beyond universities that would lead to the separation of research and teaching. Universities also needed to be redesigned as institutions that train researchers, enable professions, and above all, provide citizenship education as the main framework of higher education (Becker, 1997a, p. 204).However, one important step toward achieving these goals involved the creation of courses that would address these goals in terms of content. Becker (1997a, p. 202) stated the need to exist for courses that would give students an overview of society. To do this, he drew attention to the need to design these synthetic courses in a way that would be fed from many disciplines. He stated that the primary task here fell to philosophy, but that philosophy needed to also not confine itself to an area that only experts could understand. Again, studies on foreign societies were capable of responding to the need, since these were not fed from a single discipline and dealt with entire peoples through their psychological characters and social structures. Becker stated that this field could produce a sociological view if it were wellstructured. As far as his views on sociology, Germany had lagged in this area because sociology was based on the synthetic approach that did not fit the German way of thinking. However, “sociological courses are an urgent need at all universities” because “spiritual habits can only be created in the intellectual sphere through a sociological perspective that later becomes political opinion when it is transferred to the ethical realm” (Becker, 1997a, pp. 189–190).The harshest criticism of Becker’s assessment of sociology came from the German historian Georg von Below (1920). Von Below was skeptical of Becker’s portrayal of sociology as a synthetic science, and his criticisms gathered around two points: The first is the potential sociology has to be used as a tool for popularizing socialism. To von Below, sociology was the battering ram of socialism. The second point involves how von Below assessed sociology as a typical French science reflecting positivism (Stöltung, 2006, p. 9). If one looks at the issue through the antagonism of Becker and von Below, this situation is indeed seen to be a reflection of the modernist-conservative/ traditionalist split among German academicians of the time (Ringer, 1990, p. 276). A considerable number of German academicians during the Weimar period had developed a conservative reaction similar to von Below’s. The collapse of the Reich in 1918 and the replacement of the Weimar Republic undoubtedly had the greatest influence on this. However, this situation can be accepted to reflect the ailments that had arisen in the rapidly changing society since the 1880s. Industrialization, urbanization, and population growth had had serious impacts on education that led to the shattering of traditional notions and statuses (Kleine, 1989, p. 9).Meanwhile, Becker was one of the intellectuals who were known at the time as reasonable republicans (Vernunftrepublikaner). He believed the need existed to act actively in the face of the changing societal conditions and to find solutions to current problems. In his eyes, universities should become independent of the determinants of the market and state control. On one hand, universities should preserve their old elite position in society, while on the other they should respond to the cultural needs of the time by taking the changing society into account. This was the driving force behind Becker’s emphasis on sociology as a synthesis. Becker’s expectation of sociology was that it should provide political education. As previously stressed, Becker had pointed out the main problems of the Germans to be particularism and individualism. Politically, single German states could not develop into a unified state. On the basis of all these lay the fact that German individuals could not develop their relations with the state on the basis of citizenship. Therefore, the importance of sociology for Becker, who set the goal of strong individual and national unity, was also related to its capacity for providing citizenship education (Müller, 1991, p. 253).&nbsp;

The Quest for Synthetic Science: Carl Heinrich Becker’s Reflections on University Reform and the Institutionalization of  Sociology in Germany

Alaattin

This study focuses on coping mechanisms in an environment where subjects who claim a national identity are under threat. What coping strategies and mechanisms step in when the patterns of solidarity holding a nation together are in danger? This fundamental question requires one to consider the current and historical formation and reproduction processes of the Turkish national identity. To do this, the position of nationalist individuals is covered as a social group in the context of newly emerging political situations such as the Syrian refugee issue in Türkiye. This study focuses on the daily experiences of nationalist individuals who have been involved and decisive in restoring the national identity in the Belen district of Türkiye’s Hatay Province. The people who are focused on here have a solid motivation to attribute Turkishness as a supra-identity above all other ethnic identities in Türkiye, as evidenced by both the political election results in the region and the evaluations made through participant observations. National identity is positioned as a frame of reference running parallel to the political agenda in districts such as Belen with strong nationalist motivations. Experiencing high levels of political tension at the local level has increased the sensitivity toward the national identity and its privileges. Therefore, people place more emphasis on the importance of social cohesion. In this sense, the vigilance of Turkish nationalism has led to the naturalization of narratives regarding national identity for ordinary people in Turkish nationalist towns.The study argues Turkish nationalism to strongly emphasize social harmony based on the narratives of history, values, and symbols and to oppose demands, even those coming from Muslim elements. Although Syrian refugees are not in a demanding position with regard to the national identity, Turkish nationalist individuals feel responsible and aspire to declare who is dominant in the region, as they view refugees as an unsettling element in comparison to the local Turkish residents. For example, Arabic signboards in Hatay are typically seen as a cultural variance, but now the neutral meaning has changed and transformed into a threat. National honor is the primary determining dynamic that led to this change in meaning.The people of Belen, Hatay mostly choose to neutralize possible threats to their dominance through a variety of defense mechanisms. In this regard, they insist on three dynamics due to social cohesion’s focus on the permanence of national identity: a strong emphasis on self and their position as true owners of the area, a reference to collective memory (myth), and emphasis on maintaining the existing social stratification.This study has adopted a thematic analytical method using qualitative research techniques. While participatory observations provide the opportunity to participate in daily life practices and combine various observations with a holistic perspective, context sensitivity has also allowed the researcher to analyze statements using theoretical concepts. In addition, sociocultural definitions are concerned with detailed field descriptions. These frameworks have enabled the researcher to penetrate the subjects’ perspectives, establish a theoretical connection, and decide how to reconsider relevant concepts to create a new framework within existing theories. The qualitative research methodology has been developed to address some of the deficiencies in quantitative research methods and focuses on field studies. Social phenomena differ from physical ones and cannot be explained by causal relationships or universal laws of nature. The qualitative methodology suggests appropriate techniques that help researchers access the meaning behind an object. Therefore, qualitative research tools are necessary for analyzing the subjects’ identities in the field. For example, in-depth interviews with younger and older generations are essential for revealing the feelings people of different ages have and for identifying temporal changes. Therefore, the qualitative method involves a type of social research that focuses on how people interpret and make sense of the world in which they live and their life experiences. This approach adheres to the interpretative paradigm, which argues that reality has no single meaning. Researchers should pay more attention to how people construct their existence in real life and give sense to their actions. Therefore, being in the field should involve a multidimensional scientific practice that engages in a reflexive relationship with the reality of the locale.The primary data in this study consists of in-depth interviews, field notes, and participant observations. The prime criteria for participants to take part in the in-depth interview is that they are nationalist individuals who are encountered in the town’s public spaces. Nationalist individuals entail those who believe in the precedence and supremacy of the Turkish identity with an operational definition. This general definition is removed from electoral politics, because elections and party-oriented explanations make the nature of social actions in everyday life difficult to understand. Using this operational framework, those who fit the description were invited to partake in the interview in daily meetings and conversations. If no typology suitable to this prime criterion emerged in the daily discussions, the interview was still carried out to keep the public’s pulse using the participant observations and field descriptions. The study attempted to reach as many ethnic and social strata as possible in the field and conducted in-depth interviews with 13 people. The transcripts tracked the participants anonymously and censored any descriptions that might reveal the identity of an interviewee. The fieldwork was carried out in 2020, during which time the Syrian immigrations to Türkiye were a main agenda and shaped the main subjects in the discussions. Due to being an intense and controversial topic, the focus was on the changing political atmosphere, primarily with regard to social transformation. In this respect, the views of influential people in the region were critical. Therefore, the main focal points consisted of identity, threat perception, and relationship with the state.&nbsp;When considering Belen, the political conjuncture in 2020 (the abandonment of the Democratic Opening Policy, formation of new political coalitions, and Syrian refugees) helped to consolidate the superiority of nationalism in daily life as a discourse. Two common conditions were witnessed in the field: mental fatigue/reluctance resulting from political divisions and strife, and the presence of refugees as a threat to national integrity. This included a nationalistic self-confidence and derived psychological support from the Democratic Opening policy. The objections to the Democratic Opening policy stemmed from the sensitivity toward protecting the achievements of the Turkish national identity that accompanies the discourse on national unity. Places such as Belen where nationalist sentiments run high maintained a sense of this threat. A high number of references was made to the “us versus them” distinction, historical events, and social cohesion for coping with the complications. In this context, the nationalists focused on Syrians and confirming their own national superiority. According to the individuals who were interviewed in the field, while Türkiye acts compassionately toward refugees and “other Muslim nations,” these elements should also respect Türkiye’s red lines. For nationalists, national honor must be defended at all costs. Confusion in the streets of Belen had caused concern about public visibility. While the local Turkish citizens do employ Syrian refugees in jobs that require mainly manual labor, they also complain about their presence, claiming cultural and national incompatibility. The nationalists possess an ideology based on anxiety about political domination and preservation of national culture. This argument is also economically visible because Syrians live in Belen’s Muhlisali District, one of the three prominent neighborhoods, and the relatively wealthy Belen residents had moved to more modern settlements in the town center.The dominant majority nationalism often manifest itself in preserving the dominant national culture. For this reason, nationalism is defined as an ideological scheme that defends the legitimacy of this defensive action. The definition of national borders emerges as a cultural compromise when specific values, classifications, and meanings are agreed upon and are only visible through this custom. Nation states, however, ensure that this meaningful partnership is fortified with institutional closures. According to Wimmer (2004, p. 8–9), the institutional practice of this type of preservation consists of a multidimensional intervention encompassing democratic, legal, military, and social dimensions. Therefore, nationalizing social inclusion and exclusion principles depends on a successful compromise between the political elite and the other lower strata of society; it is not a top-down but rather a reflexive decision.The globalist and multicultural trends that emerged in the 1990s led to tension between the Western powers and the dominant national identities and nation-states. The definition of nationality was also under the impact of a flexible and tentative framework rather than a structurally sound one. Dominant national identities tried to&nbsp;adapt claims of legitimacy to this new global challenge. The threat perceived in the eyes of dominant national identities has been strongly related to political ideology and the level of cultural integration. Tracing the connotations of this sentiment hints not only about the inner mechanism of the group but also about the group’s relationship with the current political agenda. Therefore, people’s efforts to protect their self-worth, pride, success, and inner integrity when feeling alarmed should not be considered independent of the daily political agenda.The political agenda shapes the perceptions of threats and feeds the fear of foreign invasion and alienation from the intrinsic culture. Negative attitudes toward immigrants mostly concern fears about a generalized loss of social status and identity. The Democratic Opening policy and the Syrian refugee problem over the last decade in Türkiye are examples of the dynamism of the national protectionist and adaptive reflexes. These have mainly found themself concerned with softer concepts such as social cohesion. This smooth expression of cohesion or harmony is the insistence on the permanence of national identity and reconstruction of the legitimacy with the sense of identity, shared history, and social balance narratives. Resting upon the historical roots and domination of the area, national pride, and the sense of owning the area signify that vigilance about upholding national boundaries works very effectively. Recent examples of red-line cases in the public are the Democratic Opening policy, the Syrian migrations, and the July 15 coup attempt. Because nationalism equates each individual with one another and grants them dignity through collective consciousness, denying one’s identity is a sign of denying one’s pride. Attempts that are made toward this type of existence also involve crossing their red lines.As a result, tense situations about national identity increase sensitivity toward national identity and its achievements. Nationalists strive to maintain current achievements by setting continuity mechanisms off in moments of crisis. Belen has had a cyclical reproduction of Turkish national identity between the locals and the political elite. This cyclicality is evident in the local’s reactions to issues such as the Democratic Opening policy and Syrian refugees.&nbsp;

Alarmism and State-Society Interplay in the Turkish National Identity: The Case of Belen, Hatay

Cemil

This article aims to reveal the changes in the role of the Turkish armed forces (TAF) in the modernization of Türkiye post-World War II. While American military aid has previously been researched mostly as the subject of international relations and history, this study will examine it from a sociological perspective.As a modernizing force, the military has had significant influence during both the Ottoman era and throughout the Republic of Türkiye. TAF was one of the most important state institutions in Türkiye as it taught and educated people how to be good citizens before World War II. With the implementation of compulsory military service since the beginning of the 20th century, the young villagers, the main source of soldiers for the army, were able to get a chance to see what lay beyond the mountains of their villages. However, the military lacked the technical capabilities to provide education for the masses. Despite the deficiencies, the army attempted to train young recruits, many of whom at the very least became literate by the end of their service.Prior to the 1950s, nearly 75% of the population of Türkiye lived in underdeveloped rural areas. People hardly went outside of their villages, and agricultural production was not based on the market economy. Illiteracy was high among rural people, and medical conditions were poor in villages. Military service was practically the only reason for young males to leave their village and enabled young people to discover new places and meet new people from all around Türkiye. Most importantly, military service made these people realize they are a part of the nation.In those years, TAF also lacked the capacity to defend the country against the Soviets. The army’s power was constrained by inadequate transportation, out-of-date equipment leftover from the era of World War I and the War of Independence, and its outdated military education. As a result, TAF began training young males both militarily and ideologically so as to strengthen the young Republic. However, these trainings mostly played no vital role in developing the technical skills that might be needed in agriculture in that period. This picture changed significantly after World War II.During the Cold War, the US began to implement an encirclement policy toward the USSR. Thus, Türkiye’s strategic significance was obvious to the US. Türkiye could be an optimal choice for a US base due to its closeness to the Soviet mainland. In addition, equipping Turkish soldiers was far cheaper than equipping American soldiers at that time. Based on these considerations, the US started providing military and economic aid to Türkiye in an effort to strengthen its military force and open its economy to the market. The US planned to use these developments so that Türkiye could acquire the strength needed to hold the Soviets at bay until US reinforcements arrived. Therefore, the US established the Joint American Military Mission for Aid to Turkey (JAMMAT) in 1947 for carrying out the military aid. In the beginning, US authorities thought that the military aid would be enough to modernize the Turkish army but later realized that weapon and equipment transfer alone would not be useful. Therefore, JAMMAT applied a large-scale military education program in order to train soldiers on how to use high-tech weaponry.Through JAMMAT’s efforts, the number of motorized vehicles rapidly increased during this time, whereas the number of mounted animals in the armed forces declined. Thus, the young recruits of those years found an organization that was very different from what their fathers and grandfathers had told them about before. Soldiers who lived in barracks at that time had no idea what a motor looked like. A wooden stick plough had been the most sophisticated piece of machinery they’d seen before enlisting. They hardly even knew the difference between a hammer and a screwdriver. During their conscription, young soldiers witnessed the power of the machinery and experienced devices such as telephone that bring distant locations closer. Thus, these novelties significantly affected the young soldiers’ mindsets.While the military aid transformed the armed forces and its soldiers, economic assistance also changed civilian and economic life. The mechanization of agricultural production led to radical changes in rural areas. The article will consider the works from the Public Road Administration Group, a JAMMAT unit, in this regard. Due to how this organization’s constructions had linked the cities and countryside, villagers consequently started to visit cities more frequently. This boosted interactions between cities and villages and also caused changes in production and job patterns. Because the tractor had replaced the ox, the demands in production fields also changed. For instance, driving became one of the most essential and wanted skills in agricultural production at that time. Soldiers who had learned how to drive in the army could become more useful both to the military and in civilian life. With driving skills, these conscripts would become the operators, drivers, and transporters whom agricultural production needed in that period. In short, JAMMAT’s activities not only improved Türkiye’s military capability but also its infrastructure and population quality.In this way, young villagers began to meet the new requirements of the agriculture-based economy with the good training they obtained in the army. While TAF taught its soldiers essential skills, it also maintained its education of citizens on reasonable ideological grounds. After conscription service, young villagers returned to society as mobile personalities who were equipped with the skills needed to deal with the new demands that may arise around them. With the skills that they acquired in the army, their importance also gradually rose. Thus, they began to play a vital role and were able to be elected as chiefs in their villages.As can be seen, Turkish villages witnessed big changes in the 1950s. Too many people lost their jobs in agricultural production as the new types of machinery poured into the fields, and many of them moved to the big cities. As a result, many problems occurred, the results of which are still affecting Turkish society. However, these problems are the subject of another study. This article has focused on the role of the military within the progress of Turkish modernization. By applying the document research method, this study has used the monographs on villages that were made in the 1940s and 1950s, as well as the reports from the State Planning Organization and from the JAMMAT archive. As a result, the study has found that upon receiving US military aid, TAF was able to train its soldiers more efficiently and impart on them important skills that would be useful for their civilian life, in addition to the ideological education TAF had been providing for a long time.&nbsp;

The Difference Between a Hammer and a Screwdriver: The Social Effects of the Transformation of TAF After the American  Military Aid

Eray

Since they first appeared on the world stage, universities have continued to play a leading role in the development-oriented ecosystem of countries. Although the existence of universities affects the social system in general, its primary concern and impact is on the “education function,” which is a subsystem of the social system. Universities, which traditionally have carried out training and education functions, scientific research, and social services, have focused on research activities in an effort to support the development of countries, especially after the Second World War. In this context, it is evident that universities, which are seen to have started to produce knowledge, products, services, policies, and programs for the solution of all economic, social, political, cultural, and social problems of countries, have evolved in the direction of adopting a “research-oriented management philosophy.” Undoubtedly, this transformation has not been realized at the same capacity and on the same scale for all universities. While some universities have maintained their preference to prioritize education and training activities, those that are more suitable and sufficient in terms of material and human resources have come to the forefront with their research functions. Research-oriented universities, which are seen to differ from other universities in terms of their mission, vision, and fundamental objectives, strive for excellence, not only in research, but also in other roles and functions. It is recognized that research universities that prioritize interdisciplinary work strive to make a difference with their graduate programs and studies, have a strong strategic planning culture, and do not neglect to fulfill their responsibilities towards society have been predominantly public universities across the world. However, it is also seen that some private universities, especially in Japan and the USA, operate with a research-oriented administration philosophy.Stakeholder relations and sustainability of the process are very important in the research university ecosystem. In this regard, research assistants and graduate students work in harmony to create a strong research culture, use funding sources effectively, and establish powerful productivity-oriented institutional collaborations with the business world. In ensuring the sustainability of the process, the continuity of workshops, research seminars, academic and library information systems, open research forums, journals and books are of great importance. The research-oriented university philosophy became evident in Turkey in 2017 within the scope of the “Mission Differentiation and Specialization” project of the Council of Higher Education (YÖK). The process started with the identification of 11 noble and five candidate research universities. At this point, research capacity is monitored with 33 performance indicators under the headings of research quality, interaction, and cooperation, with the results now beginning to be announced. Finally, in the public ranking of research universities in 2021, Istanbul University ranked fifth among 20 public universities with a total score of 54.72. This success of Istanbul University, which has followed a rising trend&nbsp;among research universities from 2017 when it was first announced until the last announcement, is appreciated and followed by the entire public, especially by the scientific community. The scope of this article is to strategically examine all aspects of this success of Istanbul University, one of the world’s most well-established and respected higher education institutions. In this framework, this article evaluates the University’s research strategy, institutional research structure, research process cycle and its sustainability, research competencies, and performance monitoring under separate sections.Istanbul University has directly reflected its research-oriented administration philosophy to its fundamental principles and values. It has preferred to share this effectively with all of its stakeholders, especially the academic staff of the university, at different times and grounds and through appropriate methods. The 2019-2023 Strategic Plan of the University, which is currently in force, has two objectives: 1) to increase the research infrastructure and qualified scientific studies to an internationally competitive level and to ensure their sustainability, and 2) to increase its entrepreneurial and innovative activities and projects that turn into economic and social values. The 40 performance indicators in eight targets under these objectives are directly related to research activities.Istanbul University fulfills the institutional functioning of research activities through the sub-units it has established. Some of the prominent sub-units in this regard include: Research Oriented Graduate Schools, Istanbul University Technopolis, International Projects Office, 3D Medical and Industrial Design Laboratory, CEOTEKMER Enterprise Center, Teknopark Esenler, and Istanbul University Pharmaceutical Application and Research Center.The allocation of internal resources to research activities at Istanbul University is carried out through the BAP (Scientific Research Projects) unit. In this scope, it is clearly seen that the budget distribution of research support is based on project type, research area, priority areas, and technical infrastructure development projects. In this respect, it is apparent that the University encourages cooperation with internal/external stakeholders and procurement of external resources in different ways in order to make resource utilization more efficient and effective. It is important to emphasize that the other policy in budget allocations is output-oriented resource utilization. Focusing on project development activities and mechanisms in maximizing the research budget, the University attaches great importance to increasing the number of academic staff and even undergraduate and graduate students that constitute its researcher category. At this point, the dissemination of the project culture and its diffusion to the grassroots is seen as a function of special interest. The University, which attaches special importance to institutional collaborations with the business world, plays an active role in determining the areas of cooperation, the strategic content of the projects that can&nbsp;be produced in these areas, and in identifying the appropriate academic staff. Additionally, it also provides technical and mental support in the later stages of the projects.Istanbul University devotes special attention to the University’s research competencies and the rankings of national and international academic rating organizations. It also attempts to extend its current situation and future perspectives on these issues to the grassroots. In the “Competency Assessment of Universities by Research Areas,” which was updated and published by Scientific and Technological Research Council of Turkey (TÜBİTAK) in 2021, 160 universities were evaluated within the scope of 130 subresearch areas. In this analysis, Istanbul University demonstrated a high-level performance by ranking first in 60 areas, second in 26 areas, third in 10 areas, and fourth in 11 areas. Considering the results of this analysis, the Council of Higher Education has associated Istanbul University in 16 fields in its 11th Development Plan. Four of them are in the areas of health, two in areas of science/engineering, and six are in areas of social sciences. The University displays particular interest in the areas with which it is associated and pays utmost attention to the development of projects related to these areas.Istanbul University has achieved great success by being included in the list of all 11 reputable rating organizations that rank the most successful universities in the world. Of these, Istanbul University is the only Turkish University to be ranked in the top 500 of ARWU’s 2022 ranking, which is one of the most recognized lists worldwide. The University has also demonstrated the same success in the CWTS LEIDEN ranking. In the URAP 2022-2023 ranking, which evaluates the academic success of universities in Turkey, Istanbul University ranked third among public universities.&nbsp;

Research-Oriented Management Approach in Universities: The Case of Istanbul University

Fatih

Halil

Panel Data Analysis on the Socio-Economic Determinants of Corruption in the D-8 Countries

Serdar

Erdinç

Betül

Aysun

Ayşe

The Validity and Reliability of The Turkish Version of The  Social Curiosity Scale

Veysel

Hasan

Erol

Kadriye

The Mental Health of a Society in Crisis: Complaints of  Depression and Anxiety

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

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

@JOURNAL_BOX_FEATURED

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. The publication languages of the journal are Turkish, English, French and Germany. The print version of the journal has been stopped as of 2022; the publication continues as an electronic only journal.

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                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 

İsmail

ProQuest

Emerging Sources Citation Index (ESCI)

EBSCO

ERIH PLUS

TR Dizin

DOAJ

SOBIAD

@METRIC_VOLUMES

@METRIC_ISSUES

@METRIC_ARTICLES

@METRIC_OPENACCESS

İstanbul University Journal of Sociology

@INFO_TAB_ABOUT

Editor in Chief

Co Editor in Chief

Managing Editor

Section Editor

Scientific Secretariat

Editorial Relations Manager

Statistics Editor

Book Review Editor

Methodology Editor

Publicity Manager

Editorial Assistant

Technical Specialist

English Language Editor

Editorial Board Member

@INFO_TAB_BOARDS

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.

Aim & Scope

<ul><li>Web of Science Emerging Sources Citation Index (ESCI)</li><li>TÜBİTAK ULAKBİM TR-Dizin </li><li>EBSCO Sociology Source Ultimate​</li><li>EBSCO SocINDEX (with Full Text) </li><li>DOAJ</li><li>ProQuest CSA Sociological Abstract</li><li>Erih Plus</li><li>SOBİAD</li></ul>

Indexing and Abstracting

The journal 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 <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, the <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> 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> The subjects covered in the manuscripts submitted to the Journal for publication must be in accordance with the aim and scope of the Journal. Only those manuscripts approved by every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Changing the name of an author (omission, addition or order) in papers submitted to the Journal requires written permission of all declared authors.Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unethical 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. Plagiarism Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. If plagiarism/self-plagiarism will be found authors will be informed. Editors may resubmit manuscript for similarity check at any peer-review or production stage if required. High similarity scores may lead to rejection of a manuscript before and even after acceptance. Depending on the type of article and the percentage of similarity score taken from each article, the overall similarity score is generally expected to be less than 15 or 20%. Double Blind Peer-Review After plagiarism check, the eligible ones are evaluated by the editors-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. The editor provides a fair double-blind peer review of the submitted articles and 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.

Policies

The journal is an open access journal and all content is freely available without charge to the user or his/her institution. Except for commercial purposes, users are allowed to read, download, copy, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the <a href="https://www.budapestopenaccessinitiative.org/read" target="_blank">BOAI</a> definition of open access.The open access articles in the journal are licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (<a href="https://creativecommons.org/licenses/by-nc/4.0/deed.en" target="_blank">CC BY-NC 4.0</a>) license.

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 the journal retain the copyright to their work licensed under the Creative Commons Attribution-NonCommercial 4.0 International license (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">CC BY-NC 4.0</a>) (<a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank">https://creativecommons.org/licenses/by-nc/4.0/</a>) and grant the Publisher non-exclusive commercial right to publish the work. CC BY-NC 4.0 license permits unrestricted, non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Editor should consider publishing correction if minor errors that do not effect the results, interpretations and conclusions of the published paper are detected. Editor should consider retraction if major errors and/or misconduction that invalidate results and conclusions are detected.Editor should consider issuing an expression of concern if there is evidence of research or publication misconduct by the authors; there is evidence that the findings are not reliable and institutions of the authors do not investigate the case or the possible investigation seems to be unfair or nonconclusive. The guidelines of <a href="https://publicationethics.org/resources/flowcharts/complete-set-english" target="_blank">COPE</a> and <a href="https://www.icmje.org/recommendations/" target="_blank">ICJME</a> are taken into consideration regarding correction, retractions or expression of concern.

To guarantee that all papers published in the journal are maintained and permanently accessible, articles are stored in Dergipark which serves as a  national archival web site and at the same time permits LOCKSS to  collect, preserve, and serve the content.Additionally, authors are encouraged to self-archive the final PDF version of their articles in open electronic archives with  that conform to standards of Open Archives Initiative (<a href="https://www.openarchives.org/" target="_blank">https://www.openarchives.org/</a>). Authors should provide a link from the deposited version to the URL of IUPress journal website.

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 <a href="https://publicationethics.org/" target="_blank">Committee on Publication Ethics (COPE)</a>, the <a href="https://doaj.org/apply/transparency/#principles-of-transparency-and-best-practice-in-scholarly-publishing" target="_blank">Directory of Open Access Journals (DOAJ)</a>, the <a href="https://oaspa.org/" target="_blank">Open Access Scholarly Publishers Association (OASPA)</a>, and the <a href="https://www.wame.org/" target="_blank">World Association of Medical Editors (WAME)</a> 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="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/ABCAC0D48F9844D0B211AD7D55559C54" target="_blank">Copyright Agreement 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="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/ABCAC0D48F9844D0B211AD7D55559C54" 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="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/3987D117ECEB471BB87B0B638CAF14C1" 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.

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="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/ABCAC0D48F9844D0B211AD7D55559C54" 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

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/ABCAC0D48F9844D0B211AD7D55559C54" 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>

Issue Type	Regular
Editor(s)	Bai Gao, Emrah Yıldız
Cover (PDF)
Front Pages (PDF)