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ICSSIET ABSTRACT BOOK 1st

Edition Arzu Varol
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ICSSIET CONGRESS
4 st International Congress on Social
Sciences, Innovation and Educational Technologies
ABSTRACT BOOK
Editor
Prof. Dr. Beatriz Lucia SALVADOR BIZOTTO
ISBN: 978-625-8284-60-7
Publishing Date: 27.02.2023
All rights of this book belong to Global Academy Publishing House. No part of this publication
may be reproduced, stored, retrieved system, ortransmitted, in any form or by any means,
without the written permission of the Global Academy Publishing House. Norbe otherwise
circulated in any form of binding or cover.
©Copyright February, 2023
Certificate No: 64419 Global Academy Publishing House
The individual essays remain the intellectual properties of the contributors. All papers published in this
abstract book have been peer reviewed.
Prof. Dr. Beatriz Lucia SALVADOR BIZOTTO
Centro Universitário Unifacvest/Brazil
ISBN: 978-625-8284-60-7
4 st International Congress on Social Sciences, Innovation and Educational Technologies
21-22 February 2023 (Paris/France)
https://www.icssietcongress.com/icssiet-2023
CONGRESS PROGRAM
With 49 papers-73 academics/researchers from 13 countries:
1.TÜRKİYE 7.INDIA
2.BRAZIL 8. INDONESIA
3.PAKISTAN 9. PHILIPPINES
4.AZERBAIJAN 10. THAILAND
5.MALAYSIA 11. ITALY
6.CHINA 12. NIGERIA
13. GERMANY
Papers: Malaysia: 4, China: 2, Türkiye: 22, Brazil: 2, Indonesia:2, Pakistan: 4, Philippines: 3, Thailand: 1
Italy:1, India:3, Nigeria:2, Azerbaijan:4 Germany: 1
Researchers: Malaysia: 5, China: 3, Türkiye: 24, Brazil: 2, Indonesia: 7, Pakistan: 6, Philippines: 6,

Thailand:1, Italy:1, India:4, Nigeria:8, Azerbaijan:5, Germany: 1
Presentations will be in Turkish, English, Arabic, Italian, French, Russian.

There are 2 virtual conference rooms.
The congress was organized according to Turkey time. To calculate the time for your country:
The World Clock — Worldwide
21 February 2023 4 st International Congress on Social Sciences, Innovation and Educational Technologies
Tuesday 21-22 February 2023 (Paris/France)
09:50-10:00 21 February 2023
10:00 a.m. Istanbul
Zoom Meeting
Topic: 4. ICSSIET 2023 21.02.2023
Join Zoom Meeting
https://us06web.zoom.us/j/6894705771?pwd=aXJvMFloY1dVbHlUY2U3enh6R3RoUT09
Meeting ID: 689 470 5771
Passcode: 3bJ4VK
Chair
Prof. Dr. Beatriz Lucia SALVADOR BIZOTTO, Centro Universitário Unifacvest/BRAZIL
21 February 2023 Keynote Speakers
Tuesday Prof. Dr. Joanna Paliszkiewicz- Warsaw University of Life Sciences -Management Institute/Poland
10:00-12:00 Assoc.Prof. Elshan Ahmadov-The Academy of Public Administration under the President of the
Republic of Azerbaijan
Assoc. Prof. Hemant Kumar Gianey-NMIMS University, India
Assist. Prof. JOANNA ROSAK-SZYROCKA-Czestochowa University of Technology, Poland
Dr. Aijaz A. Shaikh- Postdoc Researcher, University of Jyväskylä/ Finland
Dr. Mönica Mastrantonio, PhD in Social Psychology, visiting professor at the University of York
(UK), guest researcher at the University of Giessen (Germany)
Coordinators of the Congress
Assist. Prof. Enkeleda Lulaj, PhD University Haxhi Zeka Kosovo/Kosovo
Rizki Amalia YANUARTHA- NAU, Malaysia
12:00-13:00 Coffee Break- Lunch
13:00-17:30 Online Sessions
22 February 2023 Online Sessions

Wednesday 4 st International Congress on Social Sciences, Innovation and Educational Technologies
10:00-12:00 21-22 February 2023 (Paris/France)
Time: February 22, 2023 10:00 AM Istanbul
Topic: 4. ICSSIET 2023 22.02.2023
Join Zoom Meeting
https://us06web.zoom.us/j/6894705771?pwd=aXJvMFloY1dVbHlUY2U3enh6R3RoUT09
Meeting ID: 689 470 5771
Passcode: 3bJ4VK
12:00-13:00 Coffee Break- Lunch
22 February 2023
Wednesday Online Sessions
13:00-17:00
17:00-17:30 Closing Session
Note: (ICSSIET/ 4. ICSSIET 2023) congress sessions are to be recorded in accordance to the General Data Protection Regulation
(GDPR) and Kişisel Verilerin Korunması Kanunu (KVKK). By joining the congress sessions, you automatically consent to such
recordings. If you do not consent to being recorded, discuss your concerns with the ICSSIET Congress host.
ISBN: 978-625-8284-60-7
Room-I 21 February 2023 Tuesday Moderator
13:00-17:30 Assist. Prof. Enkeleda LULAJ
Room-II 22 February 2023 Wednesday Moderator
10:00-17:30 Rizki Amalia YANUARTHA
ISBN: 978-625-8284-60-7
Tuesday, 21 February 2023 Room I
Room-I Tuesday, 21 Moderator Assist. Prof. Enkeleda LULAJ

February
13:00-17:30
1. Dr. Arceloni Volpato-PLAYFULNESS IN EDUCATION (Brazil)
2. Dr. Arceloni Neusa Volpato, Dr Ines Staub Araldi-Professional Training School for the 20th
Century: Skills and Competencies Required with Technology (Brazil)
3. Sheila L. Gabriel, Jose Y. Trencio, Kevin B. Arbolado, Alex Cortez-Towards the Development
of the Food Tourism Program of CaMaNaVa (Philippines)
4. Balqis Azhari S., Imron Wakhid Harits-Contemporary Children Literature: Its Growth Today
(Indonesia)
5. Muhammad Touseef, Abdullah Shahzad and Ijaz Yusuf - Developing the Inventory Policies
with the application of ABC Categorization: The case of Footware Industry (PAKISTAN)
6. Dr.Ijaz Yusuf and Maroa Alkamel-Unveiling the structures of HIV and Recommended Policy
Levers (PAKISTAN)
7. Chikezie K. Kalu, (Ph.D Student)-Analytical Optimization of X-ray Mammography for Increased
Benefits and Safety; using: Data-Analytics, Electronics Engineering and Artificial Intelligence,
(CHINA)
8. Louie P. Gula., M.Ed.-PE -Saint Joseph College Maasin City, Philippines-A Scoping Review on
the Implementation of Active Recreational Activities (Philippines)
9. Lecturer Mustafa Altıntaş-Kendi Kendine Liderlik Davranışının Yaşam Boyu Öğrenmeye
Etkisinde Yaratıcı Kişilik Özelliklerinin Aracılık Rolü/The Mediating Role of Creative
Personality Traits in the Effect of Self-Leadership Behavior on Lifelong Learning (TÜRKİYE)
10. Dr. Velankanni Alex - Attitude Towards Web Bsed Learning and the Usage of Technology
Among the Higher Secondary School (Thailand)
11. Dr. Gurugubelli Jaganmohana Rao-The effectiveness of adapted instructional material for the
higher secondary school children with visual impairment of teaching science in the inclusive
education program (INDIA)
12. Marco I. Bonelli-The Optimal Strategic Performance Positioning (OSPP) Matrix as an
Evaluative Tool for Stock Analysts (INDIA)
13. Assoc. Prof. Aybegüm Güngördü Belbağ, Online shopping behavior of Gen Z consumers
during the COVID-19 pandemic (TÜRKİYE)
14. Müge Solmaz, YL.- Okul Öncesi Öğretmenlerinin Epistemolojik İnançları İle Medya
Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi/ Examining The Relationship Between
Preschool Teachers' Epistemological Beliefs And Media Literacy Levels (TÜRKİYE)
15. Assoc. Prof. Özcan Karaaslan, Bora Akdemir, Assoc. Prof. Mehmet Yavuz-Özel Eğitim
Öğretmen Adaylarının Bazı Değişkenlere Göre Teknolojik Pedagojik Alan Bilgisi
Düzeyleri/Technological Pedagogical Content Knowledge Levels of Special Education Teacher
Candidates According to Some Variables (TÜRKİYE)
16. Arzu Varol-Eğitimde Dijital Dönüşüm (TÜRKİYE)
17. Burhan Akyılmaz-Girişimcilik Perspektifinden Bölgesel Kalkınma Planlarının Analizi /
Analysis of Regional Development Plans from Entrepreneurship Perspective (TÜRKİYE)
18. Dr. Öğr. Gör Sinan Kürkcü-Nörobilim Araştırmalarından Toplum Sağlığına: Yeni Teknoloji
ve İnsan Beyni Projesi Örneği (TÜRKİYE)
19. Farah Deeba-INTEGRATION OF AESTHETIC THEORY IN ART EDUCATION AND
RESEARCH (PAKISTAN)
20. John Marie E. Malco-Effects of Game-Based Learning Approach on Students’ Academic
Performance in Edukasyonsa Pagpapakatao in the Schools Division of City of Malolos
(Philippines)
21. Assoc. Prof. Fatma Cumhur-Opinions of Mathematics Teacher Candidates on Subject Field
Courses (TÜRKİYE)
22. Assoc. Prof. Fatma Cumhur- Mentoring in Developing Questioning Behaviors (TÜRKİYE)
ISBN: 978-625-8284-60-7
23. Savaş Pamuk-Online Distance Teacher Education: A Preliminary Review Study (TÜRKİYE)
24. Dr. Emre Bekir Güven-Alman Edebiyatının Seçilmiş Metinlerinde Eğitim (TÜRKİYE)
25. Farwa Naseem -Ph.D. Scholar, (Mass Communication)Gomal University, Dera Ismail Khan,
KPK/Pakistan, Effects of Online Games on Student’s Health, Academic Performance and Social
Behaviour (PAKISTAN)
ISBN: 978-625-8284-60-7
Wednesday, 22 February 2023
Wednesday, 22 February 2023

Room-II
Room-II 22 February 2023 Moderator
10:00-17:30 Rizki Amalia YANUARTHA
ISBN: 978-625-8284-60-7
Wednesday, 22 February 2023: Room-II
Room-II Wednesday, 22 Moderator

Rizki Amalia YANUARTHA
February 2023
10:00-17:30
1. Hikmat G. Hasanov, Ismayil Zeynalov-Basic principles for building network for wireless
electric power distribution (Azerbaijan)
2. Master Student, Atacan Garip, Assoc. Prof. Vildan Ateş-The Critical Success Factors for Data
Governance Process (TÜRKİYE)
3. Mrs. Kulvinder Kaur, Ms. Prabjeet Kaur -Leadership Qualities of an Effective Principal
(INDIA)
4. Dr.Zuhri Saputra Hutabarat, FACTORS AFFECTING THE GROWTH OF COOPERATIVE
CAPITAL (MALAYSIA)
5. Md. Harun Rashid, Wei Li, Yu Luan-Propose inventive stimulus materials to dealing the
challenges
(MALAYSIA)
6. Ulkar Kh. Mahmudova-Environmental problems of improving the water supply of the
population in Azerbaijan (Azerbaijan)
7. Khalida Malikova - Orta Doğuda Bölgesel Kilit Güvenlik Sorunları (Azerbaijan)
8. Megat Al Imran Yasin, Mathew James Lidi-The Implementation 0f Medical Assistance Fund
System in Ministry of Health Malaysia (Malaysia)
9. Megat Al Imran Yasin, MA Zukri Valenteno- BIG DATA ANALYTICS IN FORECASTING
VOTERS’ SENTIMENT VIS-À-VIS DECISION MAKING IN FUTURE GENERAL
ELECTIONS AND BY-ELECTIONS IN MALAYSIA POST-2021 (Malaysia)
10. Assoc. Prof. Birsel Aybek, Serdar Koç, PhD Student-Analysing the school counsellors’ views
on using critical thinking strategies in meeting with the students (TÜRKİYE)
11. Assist. Prof. Esra Döngül- Robotic Entrepreneurship in Organizations in the Context of Disaster
Management and Some Application Examples (TÜRKİYE)
12. Azhar Maksum, Iskandar Muda, Luigi Pio Leonardo Cavaliere, Marhayanie, Ibnu
Austrindanney Sina Azhar, Melisa Angela Sinaga-Several Important Aspects That Affect The
Gross Domestic Product of Various Countries In The Continent of Europe (ITALY-INDONESIA)
13. EZE Benneth Uchenna (PhD),Wahab Nurudeen Opeyemi, OJO Olanipekun James
(PhD),ERIGBE Patience Ajirioghene, PhD,EKECHI Festus- IMPACT OF COVID-19
PANDEMIC ON MSMEs SURVIVAL IN NIGERIA (NIGERIA)
14. EZE Benneth Uchenna PhD, JEFFERY DON-CHIMA, FESTUS EKECHI,MIKE DIKE
PhD-Communication and Organizational Change (A study on Christopher university, Mowe)
(NIGERIA)
15. Mehmet Ince-Özel Eğitim Öğretmen Adaylarının Yardımcı Teknolojilere İlişkin Metaforik
Algıları/ Metaphorical Perceptions of Special Education Teacher Candidates on Assistive
Technologies (TÜRKİYE)
16. Dr. Kadir Sain-Gelişmekte Olan Ülkelerde Beşeri Sermaye Göçünün Ekonomik Sonuçları:
Türkiye Örneği/Economic Consequences of Human Capital Migration in Developing Countries:
The Case of Turkey (TÜRKİYE)
17. Dr. Hakan Genç-Acil Uzaktan Öğretim’den Nitelikli Açık ve Uzaktan Öğrenme Uygulamalarına
Geçiş Önerileri/Key Factors Enabling to Move from Emergency Remote Teaching to Quality
Open and Distance Learning Practices (TÜRKİYE)
18. Dr. Onur Batmaz-Eğitim Alanında Kültürel Miras Eğitimiyle İlgili Yapılan Lisansüstü
Çalışmaların Değerlendirilmesi/Evaluation of Postgraduate Studies on Cultural Heritage
Education in the Field of Education (TÜRKİYE)
19. Selahattin Aydın, Ph.D.- Employment Policies toward disabled persons and its potential impacts
on the social perception of disability in Türkiye (TÜRKİYE)
ISBN: 978-625-8284-60-7
20. Prof. Ayşe Melek Özyetgin & Lale Yesilova-Features Attributed to Proper Nouns in Nevādirü'l-
Emsāl (TÜRKİYE)
21. Assoc. Prof. Ahmed Aldyab-Phonetic rhetoric in the Qur'an (TÜRKİYE)
22. Assoc. Prof. Ahmed Aldyab-Approaches to the descriptive analytical method in linguistics
(TÜRKİYE)
23. Emil Raul oğlu Ağayev- Methodology of Teaching Azerbaijan Art in the IX Class Fine Art
Textbook (Azerbaijan)
24. Dr. Monica Mastrantonio-Imaginable Futures: A psychosocial study on future expectations and
Anthropocene (Germany)
ISBN: 978-625-8284-60-7
CONTENTS
Number Author(s) Title Page(s)

Dr.Zuhri Saputra
1 Factors Affecting the Growth of Cooperative Capital 1
Hutabarat
Md. Harun Rashid
Propose Inventive Stimulus Materials to Dealing the
2 Wei Li 2
Challenges
Yu Lan
Eğitimde Dijital Dönüşüm/Digital Transformation in
3 Arzu Varol 3-4
Education
Girişimcilik Perspektifinden Bölgesel Kalkınma
4 Burhan Akyılmaz Planlarının Analizi /Analysis of Regional Development 5-6
Plans from Entrepreneurship Perspective
Nörobilim Araştırmalarından Toplum Sağlığına: Yeni Teknoloji
5 Dr. Öğr. Gör. Sinan Kürkcü 7-9
ve İnsan Beyni Projesi Örneği
Okul Öncesi Öğretmenlerinin Epistemolojik İnançları İle Medya
Assist. Prof. Şirin Yılmaz Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi
6 10-11
Müge Solmaz /Examining The Relationship Between Preschool Teachers'
Epistemological Beliefs And Media Literacy Levels
Balqis Azhari S.
7 Contemporary Children Literature: Its Growth Today 12
Imron Wakhid Harits
8 Farah Deeba Integration of Aesthetic Theory in Art Educatıon and Research 13
A Scoping Review on the Implementation of Active
9 Louie P. Gula 14
Recreational Activities
The Optimal Strategic Performance Positioning (OSPP) Matrix
10 Marco I. Bonelli 15
as an Evaluative Tool for Stock Analysts
Online Distance Teacher Education: A Preliminary Review
11 Savaş Pamuk 16
Study
Alman Edebiyatının Seçilmiş Metinlerinde Eğitim/Education in
12 Dr. Emre Bekir Güven 17-18
Selected Texts of German Literature
Farwa Naseem -Ph.D. Effects of Online Games on Student’s Health, Academic
13 19
Scholar Performance and Social Behaviour
Analytical Optimization of X-ray Mammography for Increased
Chikezie K. Kalu, (Ph.D
14 Benefits and Safety; using: Data-Analytics, Electronics 20-21
Student)
Engineering and Artificial Intelligence
Assoc. Prof. Birsel Aybek Analysing the School Counsellors’ Views on Using Critical
15 22-24
Serdar Koç Thinking Strategies in Meeting with the Students
Assist. Prof. Esra Sipahi Robotic Entrepreneurship in Organizations in the Context of
16 25-26
Döngül Disaster Management and Some Application Examples
Azhar Maksum
Iskandar Muda
Luigi Pio Leonardo Cavaliere Several Important Aspects that Affect the Gross Domestic
17 27
Marhayanie Ibnu Product of Various Countries in the Continent of Europe
Austrindanney Sina Azhar
Melisa Angela Sinaga
Mrs. Kulvinder Kaur
18 Leadership Qualities of an Effective Principal 28-29
Ms. Prabjeet Kaur
Özel Eğitim Öğretmen Adaylarının Yardımcı Teknolojilere
19 Mehmet İnce İlişkin Metaforik Algıları/ Metaphorical Perceptions of Special 30-32
Education Teacher Candidates on Assistive Technologies
Gelişmekte Olan Ülkelerde Beşeri Sermaye Göçünün Ekonomik 33-34

20 Dr. Kadir Sain Sonuçları: Türkiye Örneği/Economic Consequences of Human
Capital Migration in Developing Countries: The Case of Turkey
ISBN: 978-625-8284-60-7
Kendi Kendine Liderlik Davranışının Yaşam Boyu Öğrenmeye
Etkisinde Yaratıcı Kişilik Özelliklerinin Aracılık Rolü/The
21 Lecturer Mustafa Altıntaş 35-36
Mediating Role of Creative Personality Traits in the Effect of
Self-Leadership Behavior on Lifelong Learning
Assoc. Prof. Özcan Özel Eğitim Öğretmen Adaylarının Bazı Değişkenlere Göre
Karaaslan Teknolojik Pedagojik Alan Bilgisi Düzeyleri/Technological
22 37-38
Bora Akdemir Pedagogical Content Knowledge Levels of Special Education
Assoc. Prof. Mehmet Yavuz Teacher Candidates According to Some Variables
Methodology of Teaching Azerbaijan Art in the IX Class Fine
23 Emil Raul oğlu Ağayev 39
Art Textbook
Atacan Garip
24 The Critical Success Factors for Data Governance Process 40
Assoc. Prof. Vildan Ateş
Hikmat G. Hasanov Basic Principles for Building Network for Wireless Electric
25 41
Ismayil Zeynalov Power Distribution
Acil Uzaktan Öğretim’den Nitelikli Açık ve Uzaktan Öğrenme
Uygulamalarına Geçiş Önerileri/Key Factors Enabling to Move
26 Dr. Hakan Genç 42-43
from Emergency Remote Teaching to Quality Open and
Distance Learning Practices
EZE Benneth Uchenna (PhD)
WAHAB Nurudeen Opeyemi
OJO Olanipekun James
27 (PhD) Impact of Covid-19 Pandemic on Msmes Survival in Nigeria 44-45
ERIGBE Patience
Ajirioghene
EKECHI Festus (PhD)
Effects of Game-Based Learning Approach on Students’
28 John Marie E. Malco Academic Performance in Edukasyonsa Pagpapakatao in the 46
Schools Division of City of Malolos
Eğitim Alanında Kültürel Miras Eğitimiyle İlgili Yapılan
Lisansüstü Çalışmaların Değerlendirilmesi/Evaluation of
29 Dr. Onur Batmaz 47
Postgraduate Studies on Cultural Heritage Education in the Field
of Education
Assoc. Prof. Aybegüm Online Shopping Behavior of Gen Z Consumers during the
30 48
Güngördü Belbağ COVID-19 Pandemic
Opinions of Mathematics Teacher Candidates on Subject Field
31 Assoc. Prof. Fatma Cumhur 49
Courses
Muhammad Touseef
Developing the Inventory Policies with the application of ABC
32 Abdullah Shahzad 50
Categorization: The case of Footware Industry
Assis. Prof. Ijaz Yusuf
Big Data Analytics in Forecasting Voters’ Sentiment Vis-À-Vis
Megat Al Imran Yasin
33 Decision Making in Future General Elections and By-Elections 51
MA Zukri Valenteno
in Malaysia Post-2021
Assis. Prof. Ijaz Yusuf Maroa Unveiling the structures of HIV and Recommended Policy
34 52
Alkamel Levers
Megat Al Imran Yasin The Implementation of Medical Assistance Fund System in
35 53
Mathew James Lidi Ministry of Health Malaysia
EZE BENNETH UCHENNA
PhD,JEFFERY DON- Communication and Organizational Change (A study on
36 54-55
CHIMA,FESTUS Christopher university, Mowe)
EKECHI,MIKE DIKE PhD
Employment Policies toward disabled persons and its potential
37 Selahattin AYDIN, Ph.D. 56
impacts on the social perception of disability in Türkiye
Environmental problems of improving the water supply of the
38 Ulkar Kh. Mahmudova 57
population in Azerbaijan
ISBN: 978-625-8284-60-7
Orta Doğuda Bölgesel Kilit Güvenlik Sorunları/ Main Regional
39 Khalida Malikova 58
Security Problems in the Middle East
MSc Rejane Dutra
40 Playfulness in Education 59
Bergamaschi
Dr. Arceloni Neusa Volpato Professional Training School for the 20th Century: Skills And
41 60
Dr Ines Staub Araldi Competencies Required with Technology
Sheila L. Gabriel
Jose Y. Trencio Towards the Development of the Food Tourism Program of
42 61
Kevin B. Arbolado CaMaNaVa
Alex Cortez
43 Assoc. Prof. Fatma Cumhur Mentoring in Developing Questioning Behaviors 62
Prof. Ayşe Melek Özyetgin Nevādīrü’l-Emsāl’de Özel Adlara Atfedilen Özellikler/ Features
44 63-64
Lale Yesilova Attributed to Proper Nouns in Nevādirü'l-Emsāl
45 Assoc. Prof. Ahmed Aldyab Phonetic Rhetoric in the Qur'an 65
46 Assoc. Prof. Ahmed Aldyab Approaches to the Descriptive Analytical Method in Linguistics 66
Attitude Towards Web Based Learning and the Usage of
47 Dr. Velankanni Alex 67
Technology among the Higher Secondary School
The Effectiveness of Adapted Instructional Material for the
Dr. Gurugubelli
48 Higher Secondary School Children with Visual İmpairment of 68
Jaganmohana Rao
Teaching Science in the Inclusive Education Program
Imaginable Futures: A Psychosocial Study on Future
49 Dr. Monica Mastrantonio 69
Expectations and Anthropocene
ISBN: 978-625-8284-60-7
1
4 st International Congress of Social Science, Innovation & Educational Technologies
Factors Affecting the Growth of Cooperative Capital
Dr. Zuhri Saputra Hutabarat

Universitas Batanghari Jambi/Indonesia
https://orcid.org/0000-0002-2348-3864
Abstract
This study aims to determine the factors that influence the growth of cooperative capital. This
research is a qualitative descriptive study in which researchers want to describe the situation and
conditions of the factors influencing capital growth in the Fresh Farmers Cooperative
cooperative. The research was conducted at Koperasi Unit Desa Tani Fresh with a total of 4
subjects or informants, namely the chairman, secretary, treasurer, and one of the employee
representatives. The findings show that the factors that influence the growth of cooperative
capital are the level of education and the level of unified income management; the interviews
that took place in the field show that the credit crunch and electricity fees also influence the
development of suitable money, and at some point if the price of fruit is too low or goes down so
that it can affect the outcome of cooperative capital. It is recommended that all unified
management pay attention to the factors that affect suitable means so that the story of
collaborative money develops well, the management or cooperative and all parties related to
providing loans to cooperatives to be able to work together in credit settlement so that bad debts
do not occur.
Keywords: Factors affecting the growth of capital
ISBN: 978-625-8284-60-7
2
Propose Inventive Stimulus Materials to Dealing the Challenges
Md. Harun Rashid 1

Faculty of Modern languages and communication, Universiti Putra Malaysia/ Malaysia
ORCID ID: 0000-0003-2205-6649
Wei Li 2
Faculty of Modern Languages and communication, Universiti Putra Malaysia/Malaysia
Yu Lan3
Faculty of Humanity and Law, Yanching Institute of Technology /CHINA
Abstract
Reading extensively in both one's native language and the target language is the most essential
aspect of strengthening one's reading abilities, according to a study of the reading techniques
and extensive reading practises of students of English as a foreign language. Reading in one's
native language is the most significant aspect of improving one's reading abilities, just as
reading in the target language is the most important component. When children engage in
considerable reading, they acquire a strong desire to read more since the activity offers them a
wealth of background knowledge, language comprehension, and other advantages. In addition,
it lays the foundation for quick reading, the development of reading strategies by children, and
a greater ability to infer the context of sentences. [Bibliography required] In addition, it creates
the foundation for rapid reading, the development of reading techniques by children, and a
greater ability to anticipate the context of a phrase.
Keywords: foreign language, students, reading.
ISBN: 978-625-8284-60-7
3
Eğitimde Dijital Dönüşüm
Arzu VAROL
Ş.F.Ü. Bilim ve Sanat Merkezi
Amasya, Türkiye
Özet
Günümüzde eğitim anlayışı, bireysel öğrenmenin farkında olan ve herhangi bir ortama bağlı
kalmadan öğrenebilen bireyler yetiştirmeyi amaçlamaktadır. Teknolojinin hızla geliştiği
dünyada çoğu zaman verilen bilgilerin yetersiz kalması yaşam boyu öğrenme becerilerini
zorunlu hale getirmiştir. Teknolojinin hızlı gelişimi eğitim programlarını da etkilemiş,
eğitimde dijital dönüşüm yaşanmış, bireysel öğrenmeyi, araştırmayı, merak duygusunu ve
keşfetmeyi zorunlu kılmıştır. Mobil öğrenme sayesinde; tablet bilgisayar ve akıllı telefonlar
kullanarak bilgiye istedikleri yerde ve zamanda ulaşabilirler. Tüm bu gelişmelerin yanında
bireylerin mental iyi oluş yani psikolojik düzeyleri de dikkate alınmalıdır. Mobil öğrenmenin
günümüzde önem kazanırken psikolojik iyi oluş düzeyleriyle de ilgilenilmelidir. Bu
çalışmanın amacı salgın sürecinde zorunlu hale gelen dijital dönüşüm sürecinde mobil
öğrenme ve mental iyi oluş arasındaki ilişkiyi araştırmaktır. Araştırmamızda yaş ve cinsiyet
betimleyici sorular ile Warwick-Edinburgh mental iyi oluş ölçeği ve mobil öğrenme tutum
ölçeği kullanılmıştır. Araştırmamızda veri analizlerine baktığımızda; m öğrenmeyi kullanan
bireyler mobil bilgi düzeyi yeni nesil teknolojik cihazlara sahip olma durumunu olumlu yönde
etkilemektedir. Araştırmada m-öğrenmeye ilişkin tutum puanları arttığında, mental iyi oluş
düzeyine ilişkin puanlar da artmaktadır. Ortaokul öğrencilerinin mobil öğrenme için
kullandığı cihazı, kişisel gelişimi ve yaratıcılığı için kullandığını ifade etmektedir.
Anahtar kelimeler: Eğitimde Dijital Dönüşüm, Mobil Öğrenme, Mental İyi Oluş, Uzaktan
Eğitim
ISBN: 978-625-8284-60-7
4
Digital Transformation in Education
Abstract
Today, the understanding of education aims to raise individuals who are aware of
individual learning and can learn without being tied to any environment. In the world where
technology is developing rapidly, the inadequacy of the information given most of the time
has made lifelong learning skills necessary. The rapid development of technology has also
affected education programs, digital transformation has been experienced in education, and
individual learning, research, sense of curiosity and discovery have been made compulsory.
Thanks to mobile learning; They can access information wherever and whenever they want by
using tablet computers and smart phones. In addition to all these developments, mental well-
being, that is, psychological levels of individuals, should also be taken into account. While
mobile learning gains importance today, psychological well-being levels should also be
addressed. The aim of this study is to investigate the relationship between mobile learning and
mental well-being in the digital transformation process, which has become mandatory in the
epidemic process. Age and gender descriptive questions, Warwick-Edinburgh mental well-
being scale and mobile learning attitude scale were used in our research. When we look at the
data analysis in our research; The level of mobile knowledge of individuals using mobile
learning positively affects the state of having new generation technological devices. In the
study, when the attitude scores towards mobile learning increase, the scores related to the
level of mental well-being also increase. Secondary school students use the device they use
for mobile learning for their personal development and creativity.
Keywords: Digital Transformation in Education, Mobile Learning, Mental Well-Being,

Distance Education
ISBN: 978-625-8284-60-7
5
Girişimcilik Perspektifinden Bölgesel Kalkınma Planlarının Analizi

1
Dr. Burhan Akyılmaz
Sanayi ve Teknoloji Bakanlığı
İpekyolu Kalkınma Ajansı, Genel Sekreter
Gaziantep/Türkiye
Özet
Girişimcilik, ürün ve hizmetlerin üretimi için üretim faktörlerinin bir araya getirilerek,
ekonomik fırsatların yeni değerlere dönüştürüldüğü bir iş modeli ve stratejisidir. Tüm dünyada
ülkelerin hem yenilikçilik ekosisteminin gelişmesinde hem de ekonomik kalkınmasında itici
güçlerinden birisi olarak kabul edilen girişimcilik ülkemizin de en önemli gelişme
eksenlerinden birini oluşturmaktadır. Bu nedenle hazırlanan ulusal ve bölgesel kalkınma
planlarında, strateji ve eylem planlarında girişimcilik vizyon, gelişme ekseni ve strateji olarak
yer almaktadır. Çalışmanın amacı bölgesel kalkınma ajansları tarafından hazırlanan bölge
kalkınma planlarının girişimcilik perspektifinden analizini yapmaktır. Yapılan bu araştırma ile
ülkemizdeki 26 kalkınma ajansının 2010-2013 ve 2014-2023 dönemlerine ait 52 bölge
kalkınma planı girişimcilik açısından betimsel içerik analizi yöntemi ile bütüncül bir yaklaşımla
değerlendirilmiştir. Çalışma neticesinde kalkınma ajanslarının bölge kalkınma planlarında
girişimciliğin gelişmesi ve yaygınlaşmasına yönelik hedef, tedbir ve stratejilere geniş yer
verildiği tespit edilmiştir. Kalkınma ajanslarınca girişimcilik özelinde hazırlanan strateji
belgeleri, eylem planları, mali destek programları ve kurumsal faaliyetler ülkemiz girişimcilik
ekosisteminin gelişmesine önemli katkı sağlayacağı değerlendirilmektedir.
Abstract
Analysis of Regional Development Plans from
Entrepreneurship Perspective
Entrepreneurship is a business model and strategy in which economic opportunities are

transformed into new values by bringing together the factors of production for the production
of products and services. Entrepreneurship, which is accepted as one of the driving forces in
both the development of the innovation ecosystem and the economic development of countries
1
Sanayi ve Teknoloji Bakanlığı, İpekyolu Kalkınma Ajansı Genel Sekreteri
ISBN: 978-625-8284-60-7
6
all over the world, constitutes one of the most important development axes of our country. For
this reason, entrepreneurship is included as a vision, development axis and strategy in national
and regional development plans, strategies and action plans. The aim of the study is to analyze
the regional development plans prepared by regional development agencies from the
perspective of entrepreneurship. In this research, 52 regional development plans of 26
development agencies in our country for the periods 2010-2013 and 2014-2023 were evaluated
with a holistic approach with descriptive content analysis method in terms of entrepreneurship.
As a result of the study, it has been determined that the development agencies have given wide
coverage to the objectives, measures and strategies for the development and expansion of
entrepreneurship in the regional development plans. It is considered that the strategy
documents, action plans, financial support programs and corporate activities prepared by the
development agencies for entrepreneurship will contribute significantly to the development of
the entrepreneurship ecosystem of our country.
ISBN: 978-625-8284-60-7
7
Nörobilim Araştırmalarından Toplum Sağlığına:

Yeni Teknoloji ve İnsan Beyni Projesi Örneği
Sinan Kürkcü, Dr. Öğr. Gör.

Bahçeşehir Üniversitesi, Tıp Fakültesi
İstanbul, Türkiye, ORCID: 0000-0003-3635-6327
Özet
2013 yılında büyük oranda Avrupa Birliği tarafından finanse edilen bir proje olarak başlatılan
İnsan Beyni Projesi (Human Brain Project - HBP), Avrupa'nın en büyük beyin araştırmaları
projesidir. 2023 itibarıyla son yılına giren projenin EBRAINS adlı araştırma altyapısı ise
HBP'nin küresel bilimsel ilerlemeye kalıcı bir katkısı olarak bilim dünyasına açık kalacaktır.
Önceki çalışmaları devralan EBRAINS; nörobilim, teknoloji ve tıp çevresindeki topluluklar
için büyük veri analitiği, simülasyon, robotik ve yapay zeka araçlarıyla insan beyni üzerine
kapsamlı bir atlas ve veri tabanı oluşturacaktır. Bu araştırma ve teknolojiler için ortaya çıkan
uygulama sahalarından biri ise bu çalışmanın konusuna dahil olan, hasta beyinlerinin
modellenmesi için yeni bir platform, günümüzde klinik deneylerde yürütülmektedir.
EBRAINS Tıbbi Bilişim Platformu (Medical Informatics Platform - MIP), Avrupa genelinde
yaklaşık 30 adet kliniğe kurulmuş olan bir dijital altyapıdır. Tıbbi Bilişim Platformu, dünya
çapındaki hastane ve araştırma merkezlerinin tıbbi veri paylaşımına imkan sunan açık
kaynaklı küresel bir altyapı olarak işleyecektir. Nörobilim araştırması, klinik araştırma ve
hasta bakımı arasında köprü görevi görmek suretiyle, daha iyi teşhis ve tedavi süreçleri için
insan beyni üzerine bilgi üretmek yönünde ortak altyapı ve araçlar kurulmaktadır. EBRAINS'i
küresel araştırma ve uygulama ortamına daha fazla entegre ederek toplum yararına ilerlemeler
sağlamak hedeflenmektedir. Bilim ve teknolojinin toplumsal değişimdeki etkisini dikkate
aldığımızda; bu türden bir tıbbi dönüşümü anlamlandırabilmek, günümüz dünyasının dijital
biçimlenişi üzerine bir yaklaşım imkanı sunabilir. O nedenle, organik sinir ağlarından yapay
sinir ağlarına, tıbbi platform ağlarından toplum sağlığı ağlarına kadar uzanmakta olan bu tıbbi
dönüşümün nasıl bir toplumsal perspektif üretebileceği bu çalışmada sorunsallaştırılmaktadır.
Bu sorunsal vasıtasıyla; toplum sağlığı bakımından teşhis-tedavi süreçlerini yenileyebilecek
ve daha geniş çapta ise yeni yaşam ve modelleme ağlarına atıfta bulunabilecek olan bu
dönüşümün, halihazırda dijitalleşmekte olan toplum üzerinde oluşturabileceği etkiyi
kavrayabilmek amaçlanmaktadır. HBP ve EBRAINS platformuna ait dokümanların ve ilgili
teknik ve sosyal bilim literatürünün taranması suretiyle konu incelenmiştir. Örnek olarak
sunulan tıbbi dönüşümün ve bunun diğer projelerle genişlemesinin, gelişmekte olan dijital
perspektife eklemlenmesi sayesinde, esas olarak toplum sağlığı olgusunun önümüzdeki
ISBN: 978-625-8284-60-7
8
süreçte insanlar ve makinalar arasında bir etkileşim ağı halinde, güçlü bir sosyal etmen
olacağına işaret edilebilir.
Anahtar Kelimeler: Nörobilim, İnsan Beyni Projesi, Teknolojik Ağlar, Dijitalleşme, Toplum
Sağlığı.
From Neuroscience Research to Community Health:

New Technology and the Example of Human Brain Project
Abstract
The Human Brain Project (HBP), which was initiated in 2013 as a project highly funded by
the European Union, is Europe's largest brain research project. As HBP enters its final year
by 2023, the research infrastructure called EBRAINS will remain open to the scientific world
as a permanent contribution of HBP to global scientific progress. EBRAINS, which takes over
the previous work, will create a comprehensive atlas and database on the human brain with
big data analytics, simulation, robotics and artificial intelligence tools for communities around
neuroscience, technology and medicine. One of the emerging application fields for these
research and technologies is a new platform for modeling patient brains, which is included in
the subject of this study, is currently being carried out in clinical trials. EBRAINS Medical
Informatics Platform (MIP) is a digital infrastructure installed in approximately 30 clinics
across Europe. The Medical Informatics Platform will operate as an open source global
infrastructure that enables medical data sharing of hospitals and research centers worldwide.
By acting as a bridge between neuroscience research, clinical research and patient care,
common infrastructure and tools are being established to generate knowledge on the human
brain for better diagnosis and treatment processes. It is aimed to make progress for the benefit
of society by further integrating EBRAINS into the global research and practice environment.
When we consider the impact of science and technology on social change, being able to make
sense of such a medical transformation may offer an approach to the digital formation of
today's world. Therefore, this study problematizes how this medical transformation, which
extends from organic neural networks to artificial neural networks, from medical platform
networks to community health networks, can produce a social perspective. Through this
problematic it is aimed to grasp the impact that this transformation, which can renew the
diagnosis-treatment processes in terms of community health and refer more broadly to new
living and modeling networks, can have on the society that is already digitalizing.
ISBN: 978-625-8284-60-7
9
The subject is examined by reviewing the documents of the HBP and EBRAINS platform and
the relevant technical and social science literature. Thanks to the articulation of the medical
transformation presented as an example and its expansion with other projects to the developing
digital perspective, it can be pointed out that the phenomenon of community health will be a
strong social factor in the coming period as an interaction network between humans and
machines.
Keywords: Neuroscience, Human Brain Project, Technological Networks, Digitalization,

Community Health.
ISBN: 978-625-8284-60-7
10
Okul Öncesi Öğretmenlerinin Epistemolojik İnançları ile Medya
Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi
Dr. Öğr. Üyesi Şirin Yılmaz1
İstanbul Aydın Üniversitesi
İstanbul/Türkiye
Müge Solmaz2, MSc.
İstanbul Aydın Üniversitesi
İstanbul/Türkiye
Özet
Bu çalışmanın amacı, okul öncesi öğretmenlerinin epistemolojik inançları ile medya okuryazarlığı
düzeylerinin belirlenmesi ve çeşitli değişkenlerle - öğretmenlerin cinsiyet ve görev yaptıkları okul
türü (devlet okulu / özel okul)- arasındaki ilişkinin ortaya konulmasıdır. Bu amaçlar
doğrultusunda, bu çalışmada nicel ve nitel yöntemler bir arada bulunduğu karma yöntem
benimsenmiştir. Araştırmaya 2021-2022 eğitim-öğretim yılı güz yarıyılında İstanbul Pendik
ilçesinde bulunan, bağımsız özel kurumlarda ve Milli Eğitim Bakanlığı’na (MEB) bağlı devlet
kurumlarında görev yapmakta olan okul öncesi öğretmenleri katılmıştır. Araştırmada yer alan okul
öncesi öğretmenlerine Epistemolojik İnançlar Ölçeği (EİÖ) ve Medya Okuryazarlık Ölçeği
uygulanmış ve bu ölçekten aldıkları puanlara göre üç alt gruba (alt-orta-üst) ayrılmışlardır. Alt,
orta ve üst örneklemde yer alan katılımcılardan 2’şer katılımcı seçilerek, toplam 6 katılımcı ile yarı
yapılandırılmış görüşme sorularına yanıt alınmış ve epistemolojik inanç ve medya okuryazarlığına
ilişkin görüşleri nitel olarak karşılaştırılmıştır. Okul öncesi öğretmen adaylarının ölçeklerden
aldığı sonuçlar incelendiğinde; katılımcıların epistemolojik inanç ölçeğinden aldıkları ortalama
puanının, ölçeğin ortalama puanına çok yakın olduğu görülmektedir.
Katılımcıların medya okuryazarlık ölçeğinden aldıkları ortalama puanın, ölçeğin ortalama

puanından yüksek olduğu görülmektedir. Bununla birlikte iki ölçekten alınan sonuçlara göre kadın
katılımcıların erkeklere göre epistemolojik inanç düzeylerinin ve medya okuryazarlık düzeyler inin
yüksek olduğu sonucuna, özel okulda çalışmakta olan katılımcıların, devlet okulunda çalışmakta
olan katılımcılara göre epistemolojik inanç düzeylerinin ve medya okuryazarlık düzeyler inin
düşük olduğu sonucuna ulaşılmıştır. Ulaşılan sonuçlar, ilgili literatür ve analizler ışığında önerilere
yer verilmiştir.
Anahtar Kelimeler: Epistemolojik İnançlar, Medya Okuryazarlığı, Okul Öncesi Eğitimi, Okul
Öncesi Öğretmenleri.
ISBN: 978-625-8284-60-7
11
Examining The Relationship Between Preschool Teachers'

Epistemological Beliefs and Media Literacy Levels
Assist. Prof. Şirin Yılmaz1
Istanbul Aydın University
İstanbul/Türkiye
Müge Solmaz2, MSc.
İstanbul Aydın University
İstanbul/Türkiye
Abstract
The aim of this study is to reveal the relationship between the epistemological beliefs of preschool
teachers and their media literacy levels. Another aim is to determine the epistemological beliefs
and media literacy levels of preschool teachers, and to determine whether there is a significant
difference in terms of variables such as teachers' gender and the type of school they work in (state
/ private school). In line with these purposes, a mixed method, which combines quantitative and
qualitative methods, has been adopted in this study. Preschool teachers who are still working in
independent private institutions and state institutions affiliated to the Ministry of National
Education in Istanbul Pendik district in the fall semester of the 2021-2022 academic year were
included in this research. The Epistemological Beliefs Scale (EBS) and the Media Literacy Scale
were applied to the preschool teachers who took part in the study, and they were divided into three
subgroups (lower-middle-upper) according to the scores they got from this scale. Semi-structured
interview questions were answered with a total of 6 participants, and their views on
epistemological beliefs and media literacy were qualitatively compared. When the results obtained
by the preschool teachers from the scales are examined; it is seen that the average score of the
participants from the epistemological belief scale is very close to the average score of the scale. It
is seen that the average score of the participants from the media literacy scale is higher than the
average score of the scale. However, according to the results obtained from the two scales, it was
concluded that the epistemological belief levels and media literacy levels of the female participants
were higher than the males, and that the epistemological belief levels and media literacy levels of
the participants working in private schools were lower than those working in public schools. The
results were evaluated in the light of the relevant literature and analysis.
Keywords: Epistemological Beliefs, Media Literacy, Preschool Education, Preschool Teachers.
ISBN: 978-625-8284-60-7
12
Contemporary Children Literature: Its Growth Today
Balqis Azhari S. Imron Wakhid Hari

Universitas Trunojoyo Madurats
Abstract
Introducing picture story books to children may be a normal and very natural thing for adults to
do. Picture story books are meant to introduce the learning process through a fun way of
phenomenal children's tales, one of which is contemporary children literature. Through Bayer's
contemporary children literature theory analysis, there are several core aspects that become points
of analysis in every contemporary story; social justice and crime, writing back history, and
postmodern and genre. Children's stories within the scope of the contemporary genre provide more
learning in the social, historical and cultural spheres for the little ones starting from an early age
which will help them grow and develop to become individuals with a good social sense in society.
Apart from that, there are also moral messages that can be a lesson for parents and adults who
guide the course of the story so that contemporary children's literature in the form of a picture book
becomes a good place for learning and interpretation for all people to learn lessons from it.
Keywords: children literature, picture book, contemporary, social, culture, history.
ISBN: 978-625-8284-60-7
13
Integration of Aesthetic Theory in Art Education and Research
Farah Deeba
University of Swabi, Pakistan
Abstract
This research is directed to establish the artistic theory with the students in education and to
elaborate the advancement of idea to work of art in understanding and developing knowledge and
to boost up the creative and skill side of the students aesthetically. The present research is
following comparative analysis among different institutes by which the employment of aesthetic
approach to students and their teaching methodologies and to identify the creative methods for use
of aesthetics in education. Noteworthy outcomes observed in this research analysis. Students with
multiple thoughts were interested in various curriculum activities. Aesthetic concept proved
beneficial to develop student’s skills with art education. Impulsive attitude in student lives have
been discussed with different approaches, education sectors promote aesthetics to create the sense
of analyzing and understanding of cultural values and to develop art education with aesthetic
perceptions, modified methodologies are required.
Keywords: aesthetic theory, comparative analysis, aesthetic approach, perception, art education.
ISBN: 978-625-8284-60-7
14
A Scoping Review on the Implementation of Active Recreational Activities

Louie P. Gula., M.Ed.-PE
Saint Joseph College
Maasin City, Philippines
Abstract
The aim of this study is to identify the prevalence of participants in physical activities, the
motivation needed by the students to engage in the activity, challenges encountered by the
implementors, health benefits, and recommendations and suggestions needed for the improvement
of the implementation. Using Arksey and O’Malley’s (2005) scoping review framework, a
systematic analysis of the data of different articles was conducted. It was found out that the
implementation of active recreational activities offers different health benefits to the youth,
physical literacy and orientation and motivation played a vital role in the implementation of the
recreational activities. Therefore, the implementation of the active recreational activities must be
strengthened in schools not just for the sake of participation but because they are motivated to.
And the engagement of these activities must not only limit to school grounds but also engaged
even at home and in the community.
Keywords: Active Recreational Activities; Physical Education and Recreation; Active Recreation.
ISBN: 978-625-8284-60-7
15
The Optimal Strategic Performance Positioning (OSPP) Matrix

as an Evaluative Tool for Stock Analysts
Marco I. Bonelli, PhD

ORCID: 0000-003-3463-6421
Dr. Vishwanath Karad MIT WORLD PEACE University
School of Business and Leadership
Pune, Maharashtra – India
Abstract
This article investigates the implementation of the "Optimal Strategic Performance Positioning
(OSPP) Matrix" (Kipley et al., 2012), which evaluates the interconnectedness of four factors:
"Strategic Posture," "Strategic Investment," "Future Competitive Position," and "Future Industry
Prospects." The values/results of these variables are assessed and used to determine the company's
positioning within the matrix.
To assess the firm's position in relation to the "optimal strategic position" and provide a stock rating,
the stock analyst can plot the values/results of the four variables on a matrix. This allows the analyst
to determine whether the firm's position is optimal, suboptimal, or nonviable.
Based on the firm's position on the matrix, the stock analyst can rate the company's shares as either
buy, neutral, or sell. If the firm's position is in the optimal strategic position, the shares may be rated
as a buy. If the firm's position is suboptimal, the shares may be rated as neutral. If the firm's position
is nonviable, the shares may be rated as a sell.
By comparing the stock rating generated by the "optimal strategic position" approach to the one
produced by traditional financial analysis, analysts can identify significant validations or
discrepancies that equity investors can act on. This comparison can provide meaningful insights into
the firm's performance and potential, helping investors make more informed investment decisions.
Keywords: Optimal Strategic Performance Positioning (OSPP) Matrix, Strategic Posture, Strategic
Investment, Future Competitive Position, Future Industry Prospects, shares, stocks, stock financial
analysis.
ISBN: 978-625-8284-60-7
16
Online Distance Teacher Education: A Preliminary Review Study

Savas Pamuk, Ph.D.
Akdeniz University
Antalya, Turkey
Abstract
The aim of this study is to examine the contributions of research on online distance teacher
education and to reveal their interrelationships using a bibliometric approach. In addition, it is to
provide detailed information to researchers so that they can conduct research on the subject. The
data used in the research were obtained from 98 articles in the Web of Science (WOS) database.
Text-based mapping and bibliometric data-based analysis were used for online distance teacher
education. Within the scope of this analysis, the VOSviewer software program was used to obtain
network maps and density graphs of countries, organizations, sources, authors, and citations. In
this way, with the application of bibliometric methods and techniques, important authors,
organizations, countries and outlines have been determined for those who will work on online
distance teacher education. According to the results of the research, universities in the African
continent have done more studies on this subject. It was also determined that the authors who
contributed the most to the field were Van Wyk, Barquero, Blignaut, and the most cited authors
were Garrison, Anderson, Darling-Hammond, Moore and Perraton. The prominent concepts
according to the word network analysis; teaching strategies and learners, distance education and
information technologies, prospective teachers and collaboration, science, mathematics and
teacher education. In this context, the results of the analysis are a guide for those who want to work
in this field.
Keywords: Online Learning, Distance Education, Teacher Education, Bibliometric Analysis,

VOSviewer.
ISBN: 978-625-8284-60-7
17
Alman Edebiyatının Seçilmiş Metinlerinde Eğitim

Dr. Emre Bekir Güven
Siirt University
Siirt/Türkiye
Özet
Edebiyatın, topluma ait olguları malzeme olarak kullanmasını oldukça derin bir geçmişe
dayandırmak mümkündür. Bu malzemelerden biri de hiç kuşkusuz eğitimdir. Eğitimin geniş
çevrelerce tartışılmadığı, diğer disiplinlere konu edilmediği bir coğrafya bulmak güçtür. Eğitimin
tematik materyal olarak kullanılmasına ise edebi yapıtlarda sıkça denk gelmek mümkündür.
Özellikle edebiyatın kurmaca metinlerine eğitim, nitelikli bir kaynak sunmaktadır.
Alman edebiyatının veya Almanca edebiyatın Robert Musil, Heinrich Mann ve Ödon von Horvath
gibi isimleri, eğitimi bazı yapıtlarında eğitimi tematik merkeze oturtmuştur. Bu çalışmada Öğrenci
Törless’in Bunalımları, Profesör Unrat ve Allahsız Gençlik gibi seçilmiş metinlerde
eğitim/pedagoji ele alınmaktadır. Bu metinler üzerinden eğitimin edebiyatta nasıl yer bulduğunun
yanı sıra, eğitimin toplumca nasıl ele alındığının ortaya koyulması amaçlanmaktadır.
Anahtar Sözcükler: Alman edebiyatı, Eğitim, Robert Musil, Heinrich Mann, Ödon von Horvath,
Öğrenci Törless’in Bunalımları, Profesör Unrat, Allahsız Gençlik.
ISBN: 978-625-8284-60-7
18
Education in Selected Texts of German Literature
It is possible to trace literature's use of social phenomena as material to a very deep history. One
of these materials is undoubtedly education. It is difficult to find a geography where education is
not discussed by wide circles and is not subject to other disciplines. The use of education as a
thematic material can often be encountered in literary works.
Education to fictional texts, in particular, offers a qualified resource. Figures of German literature
or German literature such as Robert Musil, Heinrich Mann, and Ödon von Horvath placed
education at the thematic center in some of their works. In this study, education/pedagogy is
discussed in selected texts such as Student Törless's Crises, Professor Unrat and Godless Youth.
Through these texts, it is aimed to reveal how education finds a place in literature as well as how
education is handled by society.
Keywords: German literature, Education, Robert Musil, Heinrich Mann, Ödon von Horvath,
Student Törless's Crises, Professor Unrat, Godless Youth.
ISBN: 978-625-8284-60-7
19
Effects of Online Games on Student’s Health, Academic Performance and

Social Behaviour
Farwa Naseem
Ph.D. Scholar, (Mass Communication)
Gomal University, Dera Ismail Khan, KPK/Pakistan
Abstract
This study was created to look into how playing online games affects students' social interactions,
health, and academic achievement. The studies' goals are to examine the demographics of students
who use the Internet for online gaming, the frequency of use, the types of online games that
students most frequently play the amount of time and money that students and the amount of time
respondents spend playing games online, how it affects their children's health and academic
performance, and more. To examine the belongings of online gaming on students' academic
presentation, health, and social behaviour, a hypothesis was developed. Students from Dera Ismail
Khan's Gomel University were chosen as a sample using a simple random process. In order to
analyse the data, SPSS Version 21 is used.
Keywords: Online games, use of internet, media role, social behaviour, student’s health.
ISBN: 978-625-8284-60-7
20
Analytical Optimization of X-ray Mammography for Increased

Benefits and Safety; using: Data-Analytics, Electronics Engineering
and Artificial Intelligence
Chikezie K. Kalu, (Ph.D Student)
Department of Management Science and Engineering
Jiangsu University; China.
Abstract
To analyse, understand and investigate common X-ray Mammography techniques, terminologies

and properties; and how the X-ray Mammography systems can be optimized for a safer, more
effective, more efficient, more energy efficient procedure for breast cancer diagnosis; using Deep
Learning (DL)/Artificial Intelligence (AI) , Analytical, Electronic Engineering, tools and
Methodologies.
Using data and breast cancer image datasets from validated open source data stores;
investigative and comparative analyses were carried out on common X-ray Mammography
techniques in relation to breast cancer diagnosis and treatments for Women; as well as
optimization analyses using Electronic engineering principles and Artificial Intelligence
principles on the quality, intensity, radiation photon energy, HVL(Half Value Layer), Tube
current-time product, Metal filters properties (e.g. K-edge energy cut off), and classification
validation accuracy of the X-ray Mammography properties, procedure, processes and systems.
The methodical and data-driven analyses were carried out using the following Data, Artificial
Intelligence (AI) and Electronic Engineering, methodologies and algorithms: Data Analytics,
Convolutional Neural Networks (CNN) in Machine Learning (ML) Engineering, and X-ray-
Impedance Circuit Composite System Analysis.
The modern CESM (Contrast-Enhanced Spectral Mammography) technique, confirms to be the

most efficient especially for a dense breast, but other techniques (including CESM) can also
ISBN: 978-625-8284-60-7
21
improve in efficiency when set up with the appropriate metal filter combination(s). Furthermore,
the electronic impedance circuit shows good promise in the intelligent reduction of X-ray
radiation intensity and further variations in energy; which is needed for a safer and quality X-ray
Mammography procedure. Additionally, an interesting estimation of the number of pooling
layers needed to achieve a quality metric for breast cancer image classification was investigated
and proposed.
Data, AI and Technological processes, techniques and systems are shown to be a promising
contributor to medical science; and will no doubt create huge collaborative and multidisciplinary
solutions needed for more efficient, effective and safer diagnoses and treatments of breast cancer
for Women and also potentially other forms of cancer.
Keywords: X-ray Mammography, Breast Cancer, Women, Data, Analytics, Convolutional

Neural Networks (CNN), Artificial Intelligence, Electronic Impedance Circuit, Electronic
Engineering.
ISBN: 978-625-8284-60-7
22
Rehber Öğretmenlerin Öğrencilerle Görüşmelerde Eleştirel Düşünme

Becerisini Kullanmasına İlişkin Görüşlerinin İncelenmesi
Doç.Dr. Birsel AYBEK 1
Eğitim Programları ve Öğretim,
Çukurova Üniversitesi,
Adana, Türkiye
Doktora Öğrencisi Serdar KOÇ 2
Eğitim Programları ve Öğretim,
Çukurova Üniversitesi,
Adana, Türkiye
Özet
Eleştirel düşünme, tüm bireyler için hayatın içinde kullanılması önerilen önemli bir beceridir.
Rehber öğretmenlerin öğrencilerine yönelik problem çözme, mantıksal çıkarımlar yapma,
karar verme ve yol gösterme gibi önemli bir görevi varken eleştirel düşünmenin sağlayacağı
fayda kaçınılmazdır. Açık, doğru, kesin ve derinlik gibi özellikler ile bilginin standardının
belirlenmesinin o bilginin amacı, varsayımı, uygulaması, sonucu ve bilgiye yönelik bakış açısı
gibi özelliklerine sahip rehber öğretmenlerin tüm yönleriyle görüşme yaptıkları öğrencilerine
yardımcı olmasına olanak sağlayacaktır. Rehber öğretmenlerin okullarda öğrenciler ile
yaptıkları görüşmelerde eleştirel düşünmeyi hangi düzeyde kullandıklarına yönelik
görüşlerinin incelendiği bu araştırma rehber öğretmenlerin eleştirel düşünmeye ilişkin bakış
açılarını ortaya çıkarma açısından da önem arz etmektedir.
Çalışmada nitel araştırma yöntemi kullanılmış olup çalışma grubunu 10 rehber öğretmen
oluşturmaktadır. Araştırmada veriler yarı yapılandırılmış görüşme formu aracılığıyla görüşme
tekniği kullanılarak toplanmıştır. Toplanan veriler içerik analizi ile çözümlenmiştir.
Araştırma sonucunda rehber öğretmenlerin eleştirel düşünmeye yönelik fikirleri analiz

edildiğinde eleştirel düşünmenin kavramsal karşılığı olarak geniş bakış açısı, akıl yürütme,
derinlemesine düşünme ve mantıksal değerlendirme şeklinde tanımlama yaptıkları ortaya
ISBN: 978-625-8284-60-7
23
çıkmıştır. Rehber öğretmenlerin eleştirel düşünmenin bir ders olarak alınmasına yönelik
görüşleri ele alındığında katılımcıların %60 oranında eleştirel düşünmeyi bir ders olarak
programlarda yer almasının gerekli olduğunu ifade etmişlerdir. Aynı zamanda araştırmaya
katılan bütün öğretmenlerin öğrencilerle görüşme sırasında eleştirel düşünmeyi kullandıkları
saptanmıştır. Rehber öğretmenler eleştirel düşünmenin kullanımının önünde engelleyici bazı
faktörleri; politik, ekonomik ve kültürel temelli yapısal sorunlar olarak belirtmişlerdir.
Anahtar Kelimeler: Eleştirel Düşünme, Öğretmen, Rehber Öğretmen, Eleştirel Düşünme

Dersi.
Analysing the School Counsellors’ Views on Using Critical Thinking

Strategies in Meeting with the Students
Assoc. Prof. Birsel AYBERK
Educational Program and Teaching,
Çukurova University
Adana, Türkiye
Serdar KOÇ, PhD Student
Educational Program and Teaching,
Çukurova University
Adana, Türkiye
Abstract
Critical thinking is an essential skill that is recommended for use in everyday life for all
individuals. The benefit of critical thinking is inevitable since school counsellors hold
significant tasks for their students such as solving problems, making logical inferences,
making decisions and guiding them. With the characteristics of being open, correct, definitive,
and deep, determining the standard of knowledge based on the purpose, assumptions,
application, outcome, and perspective of knowledge will help guide teachers to have an all-
around view of the students they have discussions with. This study was designed in an attempt
to examine the counsellors’ views on the level of use of critical thinking in their interviews
with students at schools. Hence, the study aims to reveal the counsellors’ perspectives on their
critical thinking skills.
ISBN: 978-625-8284-60-7
24
This study employed the qualitative research method and the working group consisted of 10
school counsellors. The data were collected through semi-structured interview technique by
means of an interview form. Content analysis was used during data analysis..
Upon analysing the counsellors’ views on critical thinking, they defined the conceptual
equivalent of critical thinking as having a broad perspective, reasoning, deep thinking, and
logical evaluation. Considering the school counsellors’ views on taking critical thinking as a
course, 60% of the participants indicated that it is necessary for critical thinking to be included
in the curricula as a course. Besides, the results revealed that all teachers used critical thinking
during their conversations with students. The teachers pointed out some inhibiting factors for
the use of critical thinking as political, economic, and culturally based structural problems.
Keywords: Critical Thinking, Teacher, School Counsellor, Critical Thinking Course.
ISBN: 978-625-8284-60-7
25
Afet Yönetimi Bağlamında Örgütlerde Robotik Girişimcilik ve

Bazı Uygulama Örnekleri
Dr. Öğr. Üyesi Esra SİPAHİ DÖNGÜL

Aksaray Üniversitesi/TÜRKİYE
Özet
Afet yönetiminde yapay zeka teknolojisinin amacı sadece hayatta kalabilmek için destek olmak
değil, bunun yanında gelecekte yararlı olabilecek bilgilere ışık tutmaktır. Robotik araçlar her
alanda olduğu gibi depremde ya da diğer afetlerde arama ve kurtarma dünyasında değerli bir
rol oynayabilmektedir. Robot teknolojisinin dönüşümü, çalışanlar yerine sadece tehlikeli olay
anında yardımcı olmanın yanında, hayat kurtarırken destek vermeye olanak tanıyabilmektedir.
Bu çalışmada afet yönetiminde uygulanmış yahut uygulanabilecek Drone Teknolojisi başta
olmak üzere robotik varlıkların kullanımının yanında, robotik teknolojileri arama ve kurtarma
operasyonlarına dahil etmeye dair uygulama örnekleri ile insan-robot iş birliğini sağlamak için
robotik uygulamaların verdiği desteklere ayrıca afetlerin neden olduğu can kayıplarını ve
hasarları en aza indirmek için önerilere yer verilmektedir.
Anahtar Kelimeler: robotik, yapay zeka, afet yönetimi, teknoloji.
Robotic Entrepreneurship in Organizations in the Context of Disaster

Management and Some Application Examples
Assist. Prof. Esra SIPAHI DONGUL

Aksaray University/TÜRKİYE
Abstract
The purpose of artificial intelligence technology in disaster management is not only to support
survival, but also to shed light on information that may be useful in the future. As in every field,
robotic vehicles can play a valuable role in the world of search and rescue in earthquakes or
ISBN: 978-625-8284-60-7
26
other disasters. The transformation of robotics can allow workers to not only assist in the event
of a dangerous event, but also to provide support while saving lives.
In this study, in addition to the use of robotic assets, especially Drone Technology, which has
been or can be applied in disaster management, application examples for incorporating robotic
technologies into search and rescue operations and the support given by robotic applications to
ensure human-robot cooperation, as well as suggestions to minimize the loss of life and damage
caused by disasters are included.
Keywords: robotics, artificial intelligence, disaster management, technology.
ISBN: 978-625-8284-60-7
27
Several Important Aspects That Affect the Gross Domestic Product of Various
Countries in the Continent of Europe
Azhar Maksum1*, Iskandar Muda2, Luigi Pio Leonardo Cavaliere3 , Marhayanie4, Ibnu
Austrindanney Sina Azhar5, Melisa Angela Sinaga6
1
Department of Accounting, Faculty Economy and Business
Universitas Sumatera Utara, Medan/Indonesia
2
Universitas Sumatera Utara, Medan, Indonesia
3
Department of Economics, University of Foggia, Foggia, Italy.
4.
Department of Management, Faculty Economy and Business
5.
6.
epartment of Accounting, Faculty Economy and Business
7.
8.
9.
Abstract
This study examines the effect of income, education and health on the gross domestic product found
in several countries in the European continent. The study was conducted in 32 countries where data
collection was carried out by combining secondary data from European databases. This study aims
to analyze and prove that there is an effect of income, education and health levels on gross domestic
product. To analyze and prove the hypothesis, empirical testing is carried out with Smart PLS 3.0.
The method used is to analyze three years of data, from 2014 to 2016. In this study, national income,
education quality, and health care expenditure are placed in independent variables which are denoted
as x1, x2, and x3 then for gross domestic product (GDP) are placed in the variable dependent which
is denoted by y. The results showed that all independent variables had an effect on the dependent
variable.
Keywords: National Income Rate, Education Quality, Health Care Expenditure, Gross Domestic
Product.
ISBN: 978-625-8284-60-7
28
Leadership Qualities of an Effective Principal
Mrs. Kulvinder Kaur

Principal, Guru Harkishan Public School
Tilak Nagar, New Delhi/INDIA
Ms. Prabjeet Kaur (corresponding author)

Tran Quoc Tuan School/VIETNAM
Abstract
Like the captain of a ship, the principal of a school is always at the helm; designing, managing and
executing ideas and concepts. To many of us, a principal’s job is a child’s play. How much fun it would
be to sit on a fancy chair and get things done, we must think but as they say, “the grass always looks
greener on the other side”. It is not how it appears to be and it takes a lot of qualities combined together
to come out not only as an effective but as an efficient principal. The purpose of this study is to analyse
Reports, Performances, and output from Personal Experiences of a school leader, and study in detail
the components in the making of a ‘good principal’. The following article aims at highlighting the
qualities of an effective principal of a school. And secondly, it elucidates the leadership aspect of being
a principal. It further analyses the challenges of being a principal and ways to overcome those
challenges. Altogether, the paper presents and showcases a compact study of the leadership qualities
of an effective principal. This research paper encapsulates distributed leadership implied to the role of
a principal and show how working collectively as a whole lead to a better institution and greater heights
are achieved. It aims at proving that challenges can be easily overcome through distributed or delegated
leadership.
The research methodology is mainly qualitative which is best for gaining in-depth insights into specific
concepts. It aims to produce contextual and real-world knowledge and is interpretative. Hence,
undertaking the same, the existing archival data was collected for analysis from publications and
journals. Not only that, a case study was carried out by interviewing people who were capable to
provide real life examples to prove the aforementioned statement. Furthermore, the interviews were
transcribed and secondary data was referred to and thematic analysis was conducted. Principal need to
manage multiple things at the institute.
In order to foster leadership that concentrates on what is essential, what should be done, and how to
do it in today's society, which is swiftly moving toward model-based transformation and
ISBN: 978-625-8284-60-7
29
accountability, a new perspective has evolved that draws inspiration from contemporary corporate life.
The obligations of principals will change dramatically as a result of this alteration. Due to the
requirement to follow district standards, put them into practise, and guard against errors, they must
now do more than just maintain buildings. They must be (or develop into) learning leaders capable of
managing a team and providing excellent training. (IECS on “Preparing leaders for the future learning
society.”
Keywords: Principal, leadership, qualities, students, effective.
ISBN: 978-625-8284-60-7
30
Özel Eğitim Öğretmen Adaylarının Yardımcı Teknolojilere İlişkin

Metaforik Algıları
Mehmet İnce
Bolu Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü,
Bolu/TÜRKİYE
Özet
Metaforlar kişiler tarafından bir olguya, olaya veya kavrama yüklenilen anlamlardır.
Metaforlar bakış açımızı ortaya koyan basit bir benzetmeden öte soyut, kuramsal, karmaşık
bir olguyu anlamlandırmayı kolaylaştıran, bilinmeyen olguları, olayları ve eylemleri
bilinenlerle açıklamaya yarayan, kişilerde bilişsel anlamda bir düşünce yapısının oluşmasına
ve gelişmesine olanak sağlayan öğrenme araçlarındandır. Metaforlar anahtar kavrama yönelik
olarak öğrenenlerin farkındalığının da oluşmasına imkân tanır. Öğretmen adaylarının özellikle
de özel eğitim öğretmen adaylarının farkındalığının oluşması gereken önemli kavramlardan
biri de “yardımcı teknoloji” kavramıdır. Çünkü bireysel farklılıklarından dolayı ek desteğe ve
uyarlamalara gereksinim duyan özel gereksinimli bireylerle çalışacak olan öğretmenlerin
yardımcı teknolojilere hâkim olması ve yardımcı teknolojileri etkili bir şekilde kullanması
gerekmektedir. Öğretmen adaylarının yardımcı teknolojilere yönelik düşünce yapılarının
belirlenmesinin mesleki yaşamlarına ilişkin bir ön bilgi de verebileceği düşünülmektedir.
Çünkü öğretmen adaylarının lisans döneminde edindikleri bilgi, beceri ve tutumlar doğrudan
verecekleri eğitime yansımaktadır. Bu gerekçelerle öğretmen adaylarının yardımcı
teknolojilere yönelik metaforik algılarının belirlenmesi önemli ve araştırmaya değer bir konu
olarak görülmüştür. Araştırma nitel araştırma desenlerinden olgubilim desenine göre
yürütülmüştür. Araştırmanın çalışma grubunu bir devlet üniversitesinde özel eğitim
öğretmenliği lisans programına devam eden 87 öğretmen adayı oluşturmaktadır. Çalışma
grubunun oluşturulmasında amaçlı örnekleme yöntemi kullanılmıştır. Veriler araştırmacı
tarafından hazırlanan anket formu kullanılarak toplanmış, içerik analizi tekniği ile analiz
edilmiştir. 20 öğretmen adayı tarafından üretilen metaforlar, metafor özelliği taşımaması ve
gerekçelerinin mantıksal dayanaklara uygun olmaması nedeniyle elenmiştir. 67 öğretmen
adayından toplanan veriler analize dahil edilmiştir. Araştırmanın sonucunda öğretmen
adaylarının yardımcı teknolojilere yönelik birbirinden farklı ve geçerli 46 metafor ürettikleri
ISBN: 978-625-8284-60-7
Another random document with
no related content on Scribd:
"Do you want me to?" Flip asked.
"Yes. When will you come?"
"I could come next Sunday. But are you sure you want me to? You
don't want to be alone?"
"I can be alone all week," Paul said. "Come Sunday, then, Philippa."
She started away but turned back and said tentatively, "At home I'm
called Flip ..." and waited.
But Paul did not laugh as the girls at school had done. Instead he
said, "Good-bye, Flip."
"Good-bye," she said, and started up the mountain.
6
When she got back to school they had noticed her long absence.
Gloria turned from the group by the phonograph and demanded,
"Where've you been, Pill?"
"Oh—out for a walk," Flip answered vaguely.
"Out for a walk my aunt Fanny," Esmée Bodet said. "You've probably
been mooning down in that chapel again. I think it's sacrilegious."
"Or maybe she was out on a date," Sally suggested. "I bet she was.
That would be just like our Pill, wouldn't it, kids? Were you out on a
date, Pill?"
"I have to wash my hands before dinner," Flip said; and as she
started up the stairs she thought—maybe you'd call it a date at that,
Sally!
And she grinned as she turned down the corridor.
By the next Saturday all of the five other new girls in Flip's class had
done Deeds. Two of them had made all the seniors Pie beds. One
had wangled a big box of chocolates into the Common Room with
the help of a cousin who lived in Montreux. Only Flip had done
nothing.
Gloria tried to help her. "Maybe you could put salt in Balmy Almy's
tea. I have it! You could fill all the sugar bowls with salt!"
Flip shook her head. "Where would I get the salt?"
"Well, let's think of something else, then," Gloria said. "You don't
know, Pill! That initiation's going to be something terrific! Maybe you
could trip the Dragon up when she comes into Assembly. You're on
the end of the line."
Flip shook her head again.
"Well, whatever you do," Gloria warned, "don't do anything like
making a pie bed or a booby trap for anyone in our class. They
wouldn't like that."
"I won't," Flip assured her. "But I can't think of a Deed, Gloria. I've
tried and tried, but I just can't seem to think of anything."—If only I
could produce Paul and Ariel, she thought.—That would bowl them
over all right.
"I thought you were supposed to have such a good imagination,"
Gloria said. "I've done everything I can to help you, ducky, so there's
nothing else for it. You'll just have to be initiated."
"I expect I'll have to," Flip agreed mournfully and with trepidation.
"I'll do what I can to keep it from being too awful," Gloria promised
her magnanimously.
But she was, as Flip had known she would be, one of the most
violent of the initiators.
The entire class met after lunch behind the playing fields. It was
almost out of sight of the school there; only the highest turrets could
be seen rising out of the trees. Erna, Jackie, and Gloria had Flip in
tow.
"Don't be scared," Jackie whispered comfortingly. "It's only fun."
"I'm not scared." Flip was vehement. Even if she knew she was a
coward she did not want anyone else to know.
It was a grey day with little tendrils of fog curled here and there about
the trees. The tips of the mountains were obscured in clouds that
looked heavy and soft and like snow clouds. Erna said it was too
early for snow as far down the mountain as Jaman, though there
might possibly be some in Gstaad, a town further up, where the
annual Ski Meet was held. Behind the playing fields was the most
desolate spot around the school. It was rocky ground with little life;
the grass was neither long nor short; just ragged and untidy and a
dull rust brown in color. The only tree was dead, with one lone
branch left sticking out so that it looked like a gibbet. Most of the girls
clustered about the tree. Flip heard one of them asking, "What do we
do?"
"Well, we put Pill through the mill, first," Erna said. "Come on,
peoples. Line up." She shoved and pushed at the girls until they got
into line, their legs apart, then she gave Flip a not unfriendly shove.
"Through the mill."
Flip bent down, held her breath, and started. With her long legs she
practically had to crawl on her hands and knees as she pushed
through the tunnel of legs, and her progress was slow and her
bottom smarting from the slaps. She gritted her teeth and pressed on
until she passed between Erna's legs at the head of the line. Erna
gave her a resounding smack.
"Good for Philippa," Solvei said. "She didn't yell once."
"She has tears in her eyes," Gloria shouted.
"I have not," Flip denied.
"What are they if they aren't tears?" Esmée Bodet asked.
"It's the wind," Flip said.
"Are you ticklish?" Esmée asked.
"Yes."
Esmée rushed at her and started tickling her.
"Stop! Oh, please stop!" Flip cried.
Esmée tickled even harder and Flip fell to the ground, laughing and
gasping hysterically while all the girls shouted with amusement. But
although Flip was laughing it was the laughter of torture and she
cried out whenever she could catch her breath, "stop, oh, stop—"
She laughed and laughed until she could scarcely breathe and tears
were streaming down her face.
Finally Erna said, "For heaven's sake stop, Esmée. You've done
enough."
Esmée stood up while Flip lay prostrate on the ground, gasping and
trying to get her breath back. She felt that now she knew what it
must be like for a fish when the fisherman decides it isn't good
enough and finally throws it back into the sea.
"Get up," Erna said.
Flip rolled over weakly.
"Come on. Stand up. You've got to prove yourself if you want to pass
the initiation."
Flip staggered to her feet.
"All right," Erna said in a business like manner. "Now the inoculation.
All the new girls have to be inoculated, not just you, Pill. Did you get
the matches, Jack?"
Jackie nodded vigorously, so that her black curls bounced up and
down. "Yes, but I only got six, one for each of them. No extras in
case of emergencies. Mathilde was in a bad mood and told me to get
out of the kitchen or she'd tell Black and Midnight. She acted awfully
suspicious. She wanted to know what I wanted with the matches and
I told her Balmy Almy wanted them for the Bunsen Burners in the
lab, but it didn't seem to satisfy her."
Sally Buckman gave one of the hoarse snorts that made her sound
as much like a pug as she looked. "I bet she thought you were going
off to smoke. Old stinker. If we could get cigarettes we could get
matches."
"What're you going to do with the matches?" One of the new girls
asked Erna.
"I told you. Innoculate you."
Jackie embroidered. "You might catch all kinds of dreadful things if
you didn't get innoculated. Erna, have you got the antiseptic?"
"Right here." Erna pulled an old tube of tooth paste out of her blazer
pocket. Jackie turned up the hem of her skirt and removed a needle
which she handed solemnly to Erna.
"Hold out your arm, Gloria," Erna said. "You'd better take off your
blazer first."
Gloria's freckled face had turned a little pale, but she rolled up her
sleeve gamely and held out her arm. Erna smeared on a little of the
toothpaste.
"Now." Erna waved the match. "I'll sterilize the needle." She struck
the match on the sole of her shoe ("I know a boy who can strike a
match on his teeth," Gloria said) and held the needle in the flame
until the point became red. Then she let it cool, brandishing it in the
air until the red point disappeared and there was only the black left
from the carbon. Gloria turned her head away.
"It's not so bad, Glo," Jackie reassured her. "Erna's going to be a
doctor so she knows what she's doing."
Erna gave a quick, professional jab, squeezed, and a round drop of
blood appeared on Gloria's arm. Gloria gave a little scream and
tears came to her eyes.
"There!" Erna cried. "Now you're all immune. And it's beautiful blood.
Look, peoples. Look, Gloria."
But Gloria hated the sight of blood. She glanced quickly at her arm
and the small red bead, then turned away. "I have a dress that color,"
she said in a shaky voice.
"Next," Erna said briskly. "Come on, you, Bianca Colantuono."
One by one the new girls were innoculated until it came to Flip's turn.
Then Gloria, completely recovered, cried, "Oh, let me do Pill."
Erna hesitated a moment, then said, "Well, all right, if you want to.
But be careful," and handed her the needle and the match.
Flip bared her arm. Gloria struck the match but it flickered and went
out.
"Oh, Glory, you sap!" Sally cried.
"I told you to be careful," Erna said, rubbing toothpaste on Flip's
outstretched arm.
Jackie's face puckered into a frown. "There isn't another match. Now
what should we do?"
Esmée Bodet shrugged and ran her fingers through the reddish hair
she wore in a glamorous long bob. "Do it without sterilizing the
needle, that's all."
Jackie hesitated. "Maybe it isn't safe. Maybe we'd better do Pill
another time."
"I sterilized it good and thorough for the others," Erna said. "It ought
to be all right."
"Oh, sure it's all right," Sally cried. "Go on, Gloria."
Flip turned her head away as Gloria took her arm and jabbed at it
gingerly with the needle, exclaiming with chagrined surprise, "It didn't
go in."
"Try it again," Esmée urged.
Gloria jabbed again. "Oh, blow."
Erna took the needle from her. "Here, stupid. Let me do it."
"Wait a minute Erna. She's had enough," Solvei said.
"No, she has to be properly innoculated," Erna insisted. She took the
needle and punched. This time she didn't have to squeeze to draw
blood. "I did it kind of hard but it's very good blood, Pill," she said.
"The worst is over," Jackie promised. "You only have one more
ordeal to go through."
"So, peoples," Erna said to the other new girls. "You're all through
now. All we have to do is finish Pill up and then we'd better get back
to the Common Room or someone'll be out to look for us."
"What do we do to Pill now?" they cried.
"We blindfold her and tie her to the tree," Jackie said.
"And gag her, too, don't forget," Gloria added.
"Come on, Pill, over by the tree." Erna gave her a boisterous shove.
Flip looked at the tree and it seemed more like a gibbet than ever,
sticking up starkly out of the tall grasses. She remembered reading
in a book once about the way you used to see gibbets along the
desolate highways in England long ago; and as you drove along you
would sometimes see a dead highwayman, black and awful, strung
up on one of the gibbets, as a warning to thieves and murderers.
She felt that this tree against which she was being forced to stand
was like one of those old gallows, and for a shuddering moment her
imagination told her it might have been used for that very purpose.
—But no, she reassured herself.—It's only a dead tree and there
aren't any lonely highways nearby, only a big school that used once
to be a hotel.
"Anything you'd like to say before we gag you?" Erna asked.
Flip shook her head and Sally cried, "Oh, Pill never has anything to
say."
Erna tied one handkerchief about Flip's mouth, another about her
eyes, and with a rope made of a number of brown woolen stockings
knotted together, secured her to the tree. Gloria and most of the
English and American girls danced around the tree singing what to
Flip was an appalling and fearful song:
Did you ever think when a hearse goes by

That one of these days you are going to die?
The French girls were singing a dreadful song about a corpse being
dissected: Dans un amphitheâtre il y avait un macaber ... while Erna
and the rest of the girls were for some unexplained reason singing
the school song.
When Gloria stopped singing she shouted, "I say, I'm tired of this.
Let's go back to school and play ping pong."
"How long should we leave Pill?" Jackie asked.
Erna considered. "Well, let's see."
"Not too long," Solvei put in on Flip's behalf. "She did awfully well
during the initiation."
Behind her blindfold and gag Flip felt a glow of pride because she
could hear from Solvei's voice that this time she really meant what
she was saying.
"Well, fifteen minutes, then," Erna said.
"Fifteen minutes! What are you talking about!" Esmée Bodet cried.
"An hour at least."
"Well, half an hour, then," Jackie compromised.
"You're getting off easy, Pill," Gloria told the blind and dumb Flip.
"Come on, kiddos. Let's play ping and relax. Me first."
"Second!" "Third!" "Fourth!" came the cries. And, "We can come get
Pill in half an hour!" "Race you back to school!"
She heard them tearing off.
She could not move or speak or see. All she could do was hear.
Strangely enough, instead of being frightened, she felt an odd sense
of peace. By divesting her of any voluntary action they had also
divested her of any sense of responsibility. She was free simply to
stand there against the tree and think what she chose until they
came back. She felt that she had done well during the initiation, far
better than she had expected Philippa Hunter to do and far better
than they had expected the class Pill to do. She was not, as yet,
uncomfortable, and at first it seemed as though half an hour would
pass quickly. There was very little noise in the air around her; just a
faint murmur in the grasses and occasionally when the wind shifted
briefly she could hear a faint far-away burst of voices from the
school.
But long before the half hour was over it seemed as though it should
have been over. Through her blindfold she could not see the fog that
was beginning to straggle in wooly-looking streamers about the
playing fields and the grounds; but she could feel the damp seeping
through her blazer and skirt and her body grow numb. Erna had
bound her tightly and her muscles began to ache from standing and
the tautened stockings of the rope dug into the flesh of her wrists
and ankles and the darkness became oppressive instead of
peaceful. She strained against her bands but could not move them.
And now she began to be afraid, to be afraid that they had forgotten
her, that no one would remember her, and she would be found there,
eventually, when at last someone missed her, frozen to death.
7
But just as her despair turned almost to panic she heard footsteps.
There they come! she thought. But it was not the running steps of a
group of girls but a single pair of footsteps, walking briskly.
Her heart began to thump and her imagination again thrust her onto
an English highway filled with murderers and madmen. Through her
gag she panted. At first she thought the footsteps were going to go
on by, that whoever it was would pass without seeing her; but then
she heard a low exclamation and felt deft fingers untying the
blindfold and the gag.
"Well, Philippa," Madame Perceval said, and set to work unknotting
the stockings. Flip stepped away from the tree and her stiff long legs
buckled under her and she sat down abruptly. Madame helped her
up.
"Thank you," Flip whispered.
Madame looked at her and raised her eyebrows mockingly. "You
look as though you'd been beset by highwaymen. What happened?"
"It was just an initiation," Flip said. "It was fun, you know."
"Was it fun?" Madame asked.
"Oh—yes."
"And what was supposed to happen next?"
"Oh—they were supposed to come back and get me in half an hour.
But I'm sure I'd been there more than half an hour."
"What was the initiation about?" Madame asked. "Or is that a
secret?"
"Oh—I don't think so," Flip said. "It was just our class initiating the
new girls. I was the only one who really had to be initiated because
all the other girls did a Courageous Deed so they were exempt."
"Why didn't you do a courageous deed?"
"I couldn't think of any. The things I thought would be brave I didn't
think they would, and I couldn't think of any of the same kind of
things the others did."
"Things like what?"
"Things that were funny, too."
"Like Gloria's spitting her teeth into Fräulein Hauser's hand?"
Madame Perceval asked with a twinkle.
Flip nodded. "I don't think about things being funny until they are
funny. My mother and father always told me my sense of humor was
my weak point. It's awful to be born without a sense of humor. Sort of
like being born color blind."
"Sometimes you can grow a sense of humor, you know," Madame
Perceval told her. "Now I have an idea. Why don't you turn the tables
on the girls and not be here when they come for you?"
"That would be wonderful," Flip said. "Only there's no place I'm
allowed to go except the Common Room and they're all there. We
aren't allowed in our bedrooms and if I hide in the bath room Miss
Tulip will come and knock on the door."
"Come along with me to my room," Madame Perceval said. "You're
allowed to be there if I invite you."
"Oh—that would be wonderful!" Flip cried. "But—but you were going
somewhere."
"Just for a walk, and it's colder than I thought it was. Legs
unlimbered?"
"Yes, thank you." Flip grinned and shook out her gangly legs.
"Come along, then." Madame Perceval took her arm in a friendly
way and they set out for the school. They walked in silence, Flip
desperately trying to think of something to say to the art teacher to
show that she was grateful. Every once in a while she stole a look at
Madame Perceval's face, and it was serene and quiet and Flip
remembered the way she had looked that evening when she leaned
against the tree and looked out over the lake.
"We'll go in the back way," Madame Perceval said, "So we'll be sure
not to bump into anyone." She took Flip's hand and opened the small
back door and together they crept upstairs like two conspirators. Flip
felt ecstatically happy.
Madame lived on the top floor of the building near the Art Studio.
She was the only person who slept on the fifth floor except for the
cook and the maids who were in the opposite wing of the building.
Most of the teachers had single rooms distributed about the school
among the girls so that there was at least one teacher to each
corridor. Madame Perceval had two curious rooms in one of the
turrets, and a tiny kitchen as well. She led Flip into her sitting room. It
was octagonal; four of the walls were filled with books; the other four
were covered with prints. Flip recognized many of her favorites, two
Picasso Harlequins, Holbein's Erasmus, Lautrec's Maybe, Seurat's
Study for the Grande Jatte, a stage design by Inigo Jones, Van
Gogh's Le Café de Nuit, Renoir's Moulin de la Galette. Flip looked at
them enthralled.
Madame Perceval smiled. "I like it, too," she said. "It's a hodge
podge but I like it. This bit of privacy is the one privilege I ask for
being Mlle. Dragonet's niece. Sit down and I'll brew us a pot of tea."
She moved the screen away from the grate, stirred up the coals, and
added some more. Flip sat down on a stool covered with a patch of
oriental rug and stared into the fire. Behind her she could hear
Madame Perceval moving about in her tiny kitchen, and then she
was aware that the art teacher was standing behind her. "A penny
for your thoughts, Philippa," Madame Perceval said lightly.
Flip continued to stare into the fire. "I was thinking how happy I was,
right now, this very minute," she said. "And if I could always be
happy the way I am now I shouldn't mind school so much."
"Do you 'mind' school so very much?" Madame Perceval asked.
Flip realized that she had expressed herself far more fully than she
had intended. "Oh, no," she denied quickly. "I don't think I've ever
been anywhere that was so beautiful. And at night I can look down
the mountain to the lake and it's like something out of a fairy tale.
And when there's a fog and sometimes you can see the Dents du
Midi and then they disappear and then you can see them again—
that's like a fairy tale, too. And the kids say we go to Lausanne and
Vevey and Gstaad and places at half term and we're going to climb
the Col de Jaman on Tuesday as the New Girl's Welcome and I
expect that'll be beautiful only I'm not very good at climbing...." her
voice trailed off.
"Fräulein Hauser says there's something wrong with one of your
legs," Madame Perceval said abruptly. "What is it?"
"I broke my knee."
"How?"
"In an automobile accident."
There was something strained and tense in Flip's voice and Madame
Perceval went quietly into the kitchen and poured water from the
now-hissing kettle into a small earthenware teapot. She brought the
teapot into her living room and two delicate Limoges cups and
saucers and placed them on the low table in front of the fire by a
plate of small cakes.
"Tell me about the automobile accident, Philippa," she said.
Flip took a cup and saucer and stirred her tea very carefully. "It was
New Year's Day," she said, and then she didn't say anything for a
long time. Madame Perceval sat looking quietly into the fire, her feet
on the low brass hearth-rail, and waited. At last Flip said, "Mother
and father and I were driving over to Philadelphia to have New
Year's dinner with some friends and it began to snow and sleet and
rain and everything all at once, and another car was passing a truck
and skidded and there was an accident. The people in the other car
weren't hurt badly and it was all their fault, but the truck driver was
killed." She paused again. Then she said, "and my mother was
killed."
Madame Perceval continued to look into the fire but Flip knew that
she was listening.
"Father was cut and bruised," Flip continued, "and my knee cap was
broken. It's really all right now, though, except it gets sort of stiff
sometimes. But I never was any good at running and things
anyhow."
The gong for tea began to ring. It reverberated even back into
Madame Perceval's room as the maid rode up and down in the
skeleton of the elevator. Flip put her cup and saucer down on the
table and her hand was trembling. "There's the gong for tea," she
said.
"Do you want to go down?" Madame Perceval asked.
"No."
Madame Perceval reached for a telephone on one of the
bookshelves; Flip had not noticed it before. "One of the advantages
of the school's having been a hotel," Madame said, "is that all the
teachers have telephones connected with the switchboard
downstairs. I'll call Signorina del Rossi—I think she's in charge today
—and tell her to excuse you from tea. We won't tell anyone and we'll
have all the girls wondering where you are and that ought to be
rather fun."
"Oh—that's wonderful!" Flip cried. "Oh, Madame, thank you."
"Hello, Signorina," Madame said on the telephone. "Madame
Perceval." Then she launched into Italian, which Flip did not
understand. There was a good deal of laughter, then Madame hung
up and took Flip's cup. "All right, little one. Let me give you some
more tea."
So Flip sat there and drank tea and ate Madame Perceval's cakes
and felt warmth from far more than the fire seep into her.
Madame passed her the cake plate. "Have another. They come from
Zürcher's in Montreux and they're quite special. I blow myself to
them every once in a while. What do you want to be after you leave
school, Philippa? An artist?"
Flip bit into a small and succulent cake, crisp layers of something
filled with mocha cream. "I think so. But my father says it's probably
just because he paints and he doesn't want me to do anything just
because he does it. Anyhow he says he's not at all sure I have
enough talent."
Madame laughed and filled Flip's tea cup for the third time. "I like
your father's work. Especially his illustrations for children's books."
"Oh, do you know them?" Flip was excited.
Madame reached up to the bookshelves and pulled down a copy of
Oliver Twist.
"Oh!" Flip said, "Oh, that's one of my favorites!"
Madame replaced the book. "Mine too. I keep your father's things
next to Boutet de Monvel, which shows you how much I think of
him."
It was one of the most beautiful afternoons Flip had spent in a long
time. She did not once think a dreary or bitter thought, such as, "I'm
the most unpopular girl in the school. That ought to make Eunice
happy." When the bell rang for dinner and Madame sent her
downstairs, for once she was almost eager to get to her place in the
dining room. Tables were changed on Thursday, and she was at an
unchaperoned table with only Erna from her room this week, but all
the girls in the class whispered excitedly as she came in, "Philippa!"
"Pill!" "Here she is!" "Where have you been?" "What happened to
you?"
She stood decorously behind her chair and waited for Mlle. Dragonet
to say grace. Erna burst out as they sat down, "Pill, we've been
frantic! We thought you'd been kidnapped or something. If you hadn't
come to dinner we were going to tell Signorina you were lost. What
on earth happened to you?"
Flip actually grinned. "To me? What do you mean? Nothing."
"Stop being so smug," Esmée Bodet said, tossing her hair back. "I
told you she'd just sneaked off somewhere and there wasn't any
point worrying about her."
"But how could she just sneak off somewhere!" Erna cried. "We tied
her so she couldn't possibly get away."
"That's right," Flip agreed.
"What happened, Pill, what happened?" Erna begged.
"Oh," Flip said airily, "my fairy godmother came and rescued me."
"But where were you during tea? Jackie and I missed tea looking for
you and Signorina almost gave us Deportment Marks because we
wouldn't tell her what we were doing."
"Oh, I went over to Thônon," Flip told her, "and had tea with a duke."
Erna and the other girls were looking at her with something like
respect and for the first time Flip felt that she had triumphed.
8
The next afternoon, after Sunday Quiet Hour, Flip slipped off to
the chateau again. Paul was expecting her.
"Hello, Flip!" Paul shouted as soon as he saw her.
"Hello!" she shouted back. She hurried across the rough ground to
where he was waiting for her by the loose shutter. But when she
reached him they both fell silent, somehow overcome with shyness.
Paul ran his fingers over the flaking paint of the shutter and Flip
searched about wildly in her mind for something to say. Gloria or
Sally or Esmée would know what to say to a boy; they had all been
on dates; but Flip could not think of any words that would not sound
inane.
Then she looked at Paul's face, at the shadowed eyes and the
strong sensitive line of jaw, and the way his mouth was tight as
though his teeth were clenched and she felt that the things that
Gloria or Sally or Esmée would say to Paul would not be the right
things. She knew that they would say them, anyhow, unaware of
their wrongness, and that they would think that Paul was handsome
and romantic; but as she watched Paul standing there silently she
felt with a sudden rush of confidence that he would prefer someone
whose words were clumsy and inadequate, but honest, to someone
whose words were glib and superficial; and this sudden sureness
broke her fear of the silence and she no longer sought frantically for
words.
Then, because there was no longer any need to fear the silence she
was able to break it. "Where's Ariel?"
"He stayed home with my father," Paul said.
"Are you sure you don't mind because I came back?" she asked.
"Because if you'd rather be alone I'll just go on walking somewhere."
"No—no—" Paul said quickly. "I'm sorry. We live alone and
sometimes my father goes a whole day without saying anything. Of
course some days he talks a great deal and reads to me but I get
used to being with someone and not talking."
"Who is your father?" Flip asked. "Where do you live?"
"My father's a professor of philosophy. He used to teach in Lauzanne
but now he's at the Sorbonne. At least he's there usually, I mean.
This year he's on a Sabbatical leave and he's writing a book. That's
why he doesn't talk much. He spends hours in his study and then he
comes to the table and I don't think he has any idea what he eats.
He just sits there and goes on thinking."
"Where do you live?" Flip asked again.
"At the gate house to the chateau. But I stay over here most of the
time and then I'm sure I won't disturb my father and he won't notice
me and think I ought to be in school. Besides there's something I
want to find out."
"What?"
Instead of answering Paul asked, "Would you like to see the
chateau?"
"Oh, yes."
"You aren't afraid of bats and mice and rats and beetles and spiders
and things, are you?"
"Why?"
"There are a great many inside."
Flip was afraid of bats and mice and rats and beetles and spiders
and things; but she was more afraid of Paul's scorn so she said, "I
don't mind them."
Paul looked at her as though he knew that she minded very much
indeed; then he slipped behind the shutter into the chateau, laughing
back at her and calling, "Come on, Flip."
Flip followed him into a great hall with a fireplace the size of a room.
The hall was bare and colder than outside.
"There are rooms and rooms," Paul said. "I've tried to count them but
each time I come out with a different number. There are so many
little turns and passages. There are all these dozens of rooms and
only one bathroom and it's as big as our living room in the gate
house. And the tub is the size of a swimming pool. But if you want
hot water you have to build a fire in a sort of stove under the tub. Oh,
come, Flip, I want to show you something."
Flip followed Paul down a labyrinth of passages into a small round
room that must have been in one of the turrets. It had stained glass
windows and, unlike most of the rooms, was not completely empty.
In the centre of the room was an old praying-chair with a monogram
worked into the mahogany. Something was moving in the red velvet
of the cushion and she leaned over and there was a tiny family of
mice, the babies incredibly pink and soft.
"Oh, Paul!"
"We mustn't disturb them but I thought you'd like to see them. I only
found them yesterday," Paul said. "In the spring I'll show you birds'
nests. Last spring in Paris I found a sparrow with its wing broken and
I took care of it and helped it to learn to fly again and after that it
came to my window every morning for crumbs. I kept them in the
drawer of my desk and it used to fly in the window and fly over to the
desk and jump up and down and squawk until I opened the drawer. I
had a cat, too, who'd lost his tail in a fight. The concierge in our
house is keeping the cat for me till I come back."
Flip bent over the mice again. "They're so terribly sweet. I don't see
why people are afraid of mice."
"They don't know them," Paul said. "People are always afraid of
things they don't know. This room used to be the private chapel of
the lady of the chateau, Flip, and that prie-dieu is where she used to
kneel to pray."
"How do you know, Paul?" Flip asked.
"My father told me. For a man who spends hours just sitting and
thinking about philosophy he knows a tremendous amount about
anything you can think of to ask him."
Flip crossed to one of the windows and looked out through a pane of
blue glass onto a blue world. The sun was beginning to slip behind
the mountain and she said, "I have to go now, Paul."
"Will you come next week?" Paul asked.
"Yes, I could come on Saturday next week. I could come earlier in
the afternoon if you'd like."
"I'd like it very much," Paul said. "Do you really have to go now?"
"I think I'd better."
"There are so many things I want to ask you. Do you like to ski?"
"I don't know how, yet. But I'm going to learn this winter. Do you like
it?"
"More than anything in the world. I never can wait for the snow and
they say it will be late this year. Do you like to read?"
"I love it."
"I do, too. Do you like the theatre?"
"Oh, yes."
"So do I. We seem to like a lot of the same things. Maybe that's why
I can talk to you. Usually with other people I feel strange and as
though there were a wall between us, or as though we were
speaking a different language, even when we're really not. I can
speak four languages yet I can't talk at all to most people. But you're
different. I can talk to you so easily, and this is only the third time
we've seen each other."
"I know," Flip said, looking at the mice again instead of at Paul, at the
tiny pink babies and at the little grey mother with her bright,
frightened eyes. "I can talk to you, too, and I can't talk to anybody at
school."
Paul turned away from the mice. "We're disturbing her. She's afraid
we might take her babies. Come on. We'd better go downstairs. I
don't want you to get into trouble at your school. They'd be very
unpleasant if they knew you'd been here."
"You seem to know a lot about girls' schools," Flip said.
Paul started to lead the way back through the maze of corridors.
"Institutions in general are similar," he said loftily. Then, "you really
will come on Saturday, Flip?"
"Come hell or high water," Flip promised, feeling very bold.
Paul held out his hand to say good-bye and Flip took it. She felt that
Paul did not realize that he was shaking hands with the most
unpopular girl in the school.
9
She was so excited by the afternoon's happiness that she ran
almost all the way back to school. At the clearing of the woods she
stopped because she knew that if she went into the Common Room,
still panting, her cheeks flushed, someone would notice and try to
find out where she had been. She wanted nothing more than to tell
someone about Paul; she had always wanted to share her
happiness with the world; but she knew that if she was to see him
again she had to keep him a secret.
And he wants to see me again! she thought exultantly.—He's not
frightening the way I always thought being alone with a boy would
be. It was just like talking to anyone, only nicer, and he wants to see
me again!
She had seen a tapestry once, in the Metropolitan Museum in New
York, of a young page standing with a unicorn. The page was tall
and slender with huge dark eyes and thick dark hair, and Paul
reminded her of him. He had the same unselfconscious grace and
when his hand rested on Ariel's collar it was with the same self-
assured nobility that the hand of the page rested on the unicorn's
neck. She was pleased and excited that she had thought of the
resemblance.—And I can imagine that Ariel's magic like the unicorn,
she thought.—After all it was he who brought me to Paul.
10
Tuesday was fine, so Flip's class was taken by Fräulein Hauser and
Madame Perceval on the promised trip to the Col de Jaman. From
the playing fields at school they could see the Dent de Jaman rising
high and white above the Col, and Erna said that in the spring they
would climb the Dent itself. It looked very high and distant to Flip and
she was just as happy that they were to start with the Col which was
the flat high ridge from which the Dent pierced upwards into the sky.
It was to be an all day trip. They were to be excused from all classes
and would start right after Call Over.
"It's almost worth having new girls," Erna shouted to Jackie, "to get
an excursion like this!"
They lined up on the cement walk under the plane trees while
Fräulein Hauser called the roll. They did not have to choose partners
and this was a relief to Flip because even the most polite girls in the
class seemed to her to look annoyed when they were stuck with her,
and on Thursday when one of the girls had been in the infirmary with
a cold and there had been an odd number in the class, Flip had been
left without a partner altogether; and Miss Armstrong, who was

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ICSSIET ABSTRACT BOOK 1st

Researchers: Malaysia: 5, China: 3, Türkiye: 24, Brazil: 2, Indonesia: 7, Pakistan: 6, Philippines: 6,

Presentations will be in Turkish, English, Arabic, Italian, French, Russian.

13:00-17:30 Online Sessions

22 February 2023 Online Sessions

13:00-17:30 Assist. Prof. Enkeleda LULAJ

Room-II 22 February 2023 Wednesday Moderator

10:00-17:30 Rizki Amalia YANUARTHA

Room-I Tuesday, 21 Moderator Assist. Prof. Enkeleda LULAJ

Wednesday, 22 February 2023

Room-II 22 February 2023 Moderator

10:00-17:30 Rizki Amalia YANUARTHA

Room-II Wednesday, 22 Moderator

Number Author(s) Title Page(s)

Gelişmekte Olan Ülkelerde Beşeri Sermaye Göçünün Ekonomik 33-34

Factors Affecting the Growth of Cooperative Capital

Dr. Zuhri Saputra Hutabarat

Keywords: Factors affecting the growth of capital

Propose Inventive Stimulus Materials to Dealing the Challenges

Md. Harun Rashid 1

Keywords: foreign language, students, reading.

Eğitimde Dijital Dönüşüm

Digital Transformation in Education

Keywords: Digital Transformation in Education, Mobile Learning, Mental Well-Being,

Girişimcilik Perspektifinden Bölgesel Kalkınma Planlarının Analizi

Analysis of Regional Development Plans from

Entrepreneurship is a business model and strategy in which economic opportunities are

Nörobilim Araştırmalarından Toplum Sağlığına:

Sinan Kürkcü, Dr. Öğr. Gör.

From Neuroscience Research to Community Health:

Keywords: Neuroscience, Human Brain Project, Technological Networks, Digitalization,

İstanbul Aydın Üniversitesi

Müge Solmaz2, MSc.

İstanbul Aydın Üniversitesi

Katılımcıların medya okuryazarlık ölçeğinden aldıkları ortalama puanın, ölçeğin ortalama

Examining The Relationship Between Preschool Teachers'

Assist. Prof. Şirin Yılmaz1

Istanbul Aydın University

Müge Solmaz2, MSc.

İstanbul Aydın University

Keywords: Epistemological Beliefs, Media Literacy, Preschool Education, Preschool Teachers.

Contemporary Children Literature: Its Growth Today

Balqis Azhari S. Imron Wakhid Hari

Keywords: children literature, picture book, contemporary, social, culture, history.

Integration of Aesthetic Theory in Art Education and Research

University of Swabi, Pakistan

A Scoping Review on the Implementation of Active Recreational Activities

Saint Joseph College

Maasin City, Philippines

The Optimal Strategic Performance Positioning (OSPP) Matrix

Marco I. Bonelli, PhD

Online Distance Teacher Education: A Preliminary Review Study

Keywords: Online Learning, Distance Education, Teacher Education, Bibliometric Analysis,

Alman Edebiyatının Seçilmiş Metinlerinde Eğitim

Education in Selected Texts of German Literature

Effects of Online Games on Student’s Health, Academic Performance and

Ph.D. Scholar, (Mass Communication)

Gomal University, Dera Ismail Khan, KPK/Pakistan

Analytical Optimization of X-ray Mammography for Increased

Chikezie K. Kalu, (Ph.D Student)

Department of Management Science and Engineering

Jiangsu University; China.