Today, individuals live in a daily life space where they are addicted to fashion and what is constantly renewed. Consumption practices, guided by the symbolic values of consumption objects, have been a means of class mobility for individuals in different income groups as a status indicator. Certain types of consumption practices have become the means and purpose of creating a lifestyle, ensuring its continuity, and creating differences by making use of the artificial attractiveness of consumption objects. The motivation to be different from the other has become possible with consumption practicies that are reproduced, valued and given meaning, which have the potential to indicate the social position, class position and prestige of the individual. In this article, the dynamics and dimensions of differentiation and separation forms embodied by consumption practices are discussed.
Throughout the lifespan, while development is increasing fast day by day in infancy, there is an increasing slowdown in old ages. This is essentially one of the evident features of the life cycle. Individuals with normal development are expected to be physically and mentally at a parallel developmental rate. In cases of developmental delay or superiority in one of the processes, the identification process of the individual begins. Medical diagnosis and educational diagnosis are necessary in the developmental identification and evaluation of individuals. Many variables are evaluated together in identification. Speed is among the common variables studied in both medical and educational diagnostics. While speed provides clinical information based on reaction time in neural transmissions, it provides educational information in assessments based on mental performance. In this study, the studies related to speed are examined in the historical process and the prominent issues in line with the conceptual diversity encountered are emphasized. The literature review was carried out within the framework of the concepts related to speed and it was discussed based on the relevant research. As a result of the reviews, the studies were examined in two historical periods and examined in the context of the process in which they were associated with intelligence. Recent studies have revealed that the concept of processing speed has a wider usage and is close to the concepts of mental speed and cognitive speed. On the basis of studies about speed measurement, implications were presented to researchers in line with the characteristics of speed tests. In this context, it can be argued that this study is important for researchers and practitioners in terms of distinguishing conceptual differences related to measurement of mental performance speed.
Why were Christian democratic unions (CDUs) among workers and farmers more proactive in some Western European states than in others? Marxist theories explain union activity by industrialization. However, CDUs were not the most active in the late 19th century in rapidly industrializing states, e.g., Italy and Germany. Using social identity theory and Lipset's & Rokkan's cleavage theory, this paper conducts process tracing on the German, French, Italian, Dutch, and Belgian cases to test the following argument: CDUs were more likely to develop in states where anticlerical attacks unleashed a center-periphery conflict. CDUs are less likely to expand in states where anticlerical attacks precipitated a church-state conflict. The presence of a Catholic minority moderated this relationship. In the Protestant-dominant states, Catholicism allowed for mobilizing individuals and maintaining cohesion. The Lutheran states' hostility toward Catholic activism and the regional concentration of the minority accentuated this denominational difference, which catalyzed CDU development.
At every second in any part of the world people are faced with a disaster risk. When we look at statistical data, many people lose their lives and the countries are suffering serious damage in material terms. When we look at the content of losses, we see that lack of education has made serious contributions to disaster catastrophe. As schools are among major places where education services are provided, they are the first institutions to provide awareness of individuals in disaster training. In today's developing world, there is change and development in the field of education as it is the case for all fields of life. Educational institutions, that have a traditional education understanding structured with a passive approach based on rote-learning, have adopted the philosophy of constructivist approach with 2005 program change in Turkey. Scenario-based teaching (STÖ) method is one of the education methods that take the student at the center and see the teacher as a guide. As disaster training issues are related to a lot of social loss and risk, the program of disaster training at the secondary school level is included in social science courses. This study analyzes the effects of scenario-based disaster training on the disaster-related information and attitude level of secondary school students. The characteristics of the scenario-based teaching model are thought to be appropriate in teaching the disaster topics included in the updated social studies curriculum and in achieving the goals to be attained by the students. The research was conducted using quantitative research methods. In the quantitative dimension of the study, "pre and post test pattern with control group pattern" was used from experimental designs. The study group of the research is composed of 46 students who are attending to 6th grade in a randomly selected secondary school in Kocaeli, which is the most affected province from disaster in Turkey. The application phase of the study lasted 6 weeks. In this process, the experimental group were taught disaster training activities formed by scenario-based training while the control group were taught according to the currently applied traditional approach based on narrative and question-answer method. Disaster education achievement test (ABT), Disaster preparedness attitude scale (AHTÖ) were developed and used to collect the data of the study. The ABT achievement test and the AHTÖ attitude scale were administered twice to the experimental and control groups as pre - test and post - test. In the study, t-test for independent groups and t-test for dependent groups in the SPSS 22 statistical package program were performed to determine the effect of the course on the knowledge and attitudes of the students when the course is taught with the scenarios prepared according to the STÖ method. At the end of the study, it was determined that there was a significant difference between students' post-test attitude scores for disaster preparedness attitudes. Finding end result one, it shows that the STÖ method increases the attitudes towards the AHTÖ positively. It was determined that there was a significant difference between students' post-test academic achievement scores. These findings indicate that the STÖ method positively enhances the ABT-oriented academic achievement levels of students. In this context, it was concluded that Scenario-Based Training contributes to Disaster-Related Information and Attitude Levels of Secondary School Students.
