Concept Map

In this paper, concept mapping is suggested as a methodological catalyst for organizational learning. Concept mapping, by virtue of its psychological and sociological foundations, offers a way to simultaneously understand complex systems in terms of both intra- and inter-personal relationships. We posit that key stakeholders, when taken together, represent the organization as a bounded unit and set the stage for

We examine the equivalence of two construct-a-concept-map techniques: construct-a-map with created linking phrases (C), and construct-a-map with selected linking phrases (S). The former places few constraints on the respondent and has been considered the gold standard; the latter is cost and time efficient. Both their products and processes are compared quantitatively and qualitatively as to total accuracy score, individual proposition scores, proposition choice, map structure complexity, proposition generation rate, and proposition generation procedures. We conclude that the two mapping techniques are not equivalent: The C technique is better than the S technique in capturing students' partial knowledge, even though the S can be scored more efficiently than C. Based on their characteristics, if used as an assessment tool, the C technique is more suitable for formative assessment while the S technique is a better fit for largescale assessments. ß

In this study we use concept maps as the tool for examining concepts presented in three high school computer textbooks. All three textbooks were endorsed by Taiwan's Ministry of Education (MOE). The concepts relating to CPU was selected as a sample for analysis. Two high school computer teachers first worked independently and then together to draw concept maps for each of the textbooks. Our analysis revealed that the textbooks did not cover the important concepts appropriately and failed to address the connections between the concepts. While all three textbooks elaborated on some concepts using examples, only a few analogies were used. The study also showed that concept maps can be an effective tool for analyzing the conceptual framework of important concepts within a textbook.

Objective: To develop a comprehensive conceptual framework of tobacco industry tactics in four countries in South East Asia for the purpose of: (1) generating consensus on key areas of importance and feasibility for regional and cross country tobacco industry monitoring and surveillance; (2) developing measures to track and monitor the effects of the tobacco industry and to design counterstrategies; and (3) building capacity to improve tobacco control planning in the participating countries. Design: A structured conceptualisation methodology known as concept mapping was used. The process included brainstorming, sorting and rating of statements describing industry activities. Statistical analyses used multidimensional scaling and cluster analysis. Interpretation of the maps was participatory, using regional tobacco control researchers, practitioners, and policy makers during a face to face meeting. Participants: 31 participants in this study come from the four countries represented in the project along with six people from the Johns Hopkins Blomberg School of Public Health. Conclusions: The map shows eight clusters of industry activities within the four countries. These were arranged into four general sectors: economics, politics, public relations and deception. For project design purposes, the map indicates areas of importance and feasibility for monitoring tobacco industry activities and serves as a basis for an initial discussion about action planning. Furthermore, the development of the map used a consensus building process across different stakeholders or stakeholder agencies and is critical when developing regional, cross border strategies for tracking and surveillance.

With the expansion of successful applications of adaptive techniques for Telecommunications in Education, in particular, for various Web-based Education and Training systems, there is a growing need of creating the respective authoring support [2] [5] [6] [7] [8] . A hypermedia tool called 'My Online Teacher' (MOT) has been developed and extended at the Eindhoven University of Technology that can be used for authoring adaptive hypermedia courses. With this tool, the subject-matter of the course to be designed can be modeled by means of concept maps. Based on these concept maps lessons can be constructed. Concept maps and lessons form the two levels of pre-adaptive content, and they are stored in a database. This structure lays the basis for various types of adaptation, as it uses both the expressivity of metadata annotation and the flexibility of the database structure (on which different queries can be performed) as will be illustrated. This paper describes this tool's design, implementation and first evaluation remarks. MOT is being presently used for the creation of a variant of the classical Neural Network course for third year students at the Eindhoven University of Technology. 1. A tool for manipulating concept maps. 2. A tool for constructing lessons based on a concept map. 3. A method for calculating correspondence weights between concept attributes.

Assessment in the context of education is the process of characterizing what a student knows. The reasons to perform assessment are quite varied, ranging from a need to informally understand student learning progress in a course to a need to characterize student expertise in a subject. Finding an appropriate assessment tool is a central challenge in designing an assessment approach. The focus of this paper is on the use of concept maps for both course-level and program-level assessment in engineering education. Concept maps, which are node and arc representations of the relationships among concepts, provide one means to represent student knowledge. This paper presents background on concept maps and describes uses of concept maps at both the course and program level.

An investigation of students' knowledge after a traditional advanced high-school course in electromagnetism shows deficiencies of their knowledge in three major areas: ͑1͒ the structure of knowledge-e.g., realizing the importance of central ideas, such as Maxwell's equations ͑expressed qualitatively͒; ͑2͒ conceptual understanding-e.g., understanding the relationships between the electric field and its sources; and ͑3͒ application of central relationships in problem solving. To remedy these deficiencies we propose an instructional model which integrates problem solving, conceptual understanding and the construction of the knowledge structure. The central activity of the students is a gradual construction of a hierarchical concept map organized around Maxwell's equations as central ideas of the domain. The students construct the map in five stages: ͑1͒ SOLVE-they solve a set of problems that highlight the central ideas in the domain; ͑2͒ REFLECT-they reflect on the conceptual basis of their solutions; ͑3͒ CONCEPTUALIZE-they perform activities that deal with relevant conceptual difficulties; ͑4͒ APPLY-they carry out complex applications; ͑5͒ LINK-they link their activities to the evolving concept map. This integrative model ͑experimental treatment͒ was compared to an isolated treatment of drill and practice or treatment of conceptual difficulties without linkage to the proposed knowledge structure. The comparison shows that students in the experimental treatment performed better than the other students on measures of recall, conceptual knowledge and problem solving. Students in the experimental treatment were also able to transfer and extract central ideas in a domain different than physics.

This study explores four-year elementary education students' understanding of how children learn mathematics through the use of concept maps. Thirteen Canadian and 9 students from Lebanon participated in the study. Over a two-week period students were asked to reflect on how children learn mathematics. The Lebanese students were prone to produce conceptual structures that were more teacher-centered and curriculum oriented

Purpose -The purpose of this mixed methods study is to define the core components of a system-wide, acute care program designed to meet the needs of older adults. Design/methodology/approach -Concept mapping methodology (multidimensional scaling and cluster analysis) was used to obtain data describing the core components of a geriatric acute care model. The input of 306 "stakeholders" (clinicians, administrators, consumers, educators, and researchers) was obtained through a world wide web interface, supplemented with consumer interviews. Findings -The findings yielded eight clusters describing components of a geriatric acute care program: guiding principles, leadership, organizational structures, physical environment, patient-and family-centered approaches, aging-sensitive practices, geriatric staff competence, and interdisciplinary resources and processes. A total of 113 items that describe dimensions of quality were identified with these clusters. Practical implications -The clusters and dimensions provide a framework for a hospital to use to plan, implement, and evaluate an acute care model for older adults. Originality/value -There is not a common understanding of what constitutes a comprehensive set of resources, programs, and activities to address the needs of hospitalized older adults and their families and the staff who serve them. Concept mapping was an effective method of engaging the perspectives of various stakeholders in creating a framework to address these needs, as well as useful in illuminating areas for future research.

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as "traditional." This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution-the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

In this paper we describe our experiences while exploring alternative approaches to explain social theory in an undergraduate course in Social and Cultural Anthropology. We started out with a keyword-mapping exercise. CmapTools was then used to introduce the idea of concept mapping. This approach was complemented by a Web/Wiki based Hyperglossary application to define keywords that were connected through hyperlinks. We reflect on the role of key concept mapping for the achievement of the specific learning goals of the course and on its usefulness in Cultural Anthropology in general.

The conceptual card deck is a game for the collaborative construction of concept maps. It was developed at the Conectate al Conocimiento Project of Panama as an easy way to introduce novice mappers to concept maps and propositional structure, with very little prior explanation of these notions. Though it has been used by some of the Project's facilitators in teacher training workshops, as well as in follow-up visits to schools, this is the first attempt to methodically explore the benefits of its application. The present study's results show that apprentice mappers were able, using the card game, to produce a complex concept map topologically, and of good semantic quality. Aside from providing a practical way to introduce concept mapping, results suggest it may have other benefits as well such as: 1) breaking away from the typical tree structures and one-root concept maps thus leading to a greater variety of map topologies; 2) stimulating the formation of cross-links in a na...

Can concept mapping he used to promote meaningfiil leammg in nurse education? Recent changes m nurse education have led to a desire in nurse educators to promote meanmgful leammg rather than rote leaming of facts A major metacognitive learning strategy that appears to promote this is concept mapping However, many nurse educators appear to be unaware of this strategy's existence, or of the research evidence available that supports the claim of promoting meaningful leaming This paper sets out to address these issues It explores the natvire of a concept map, the research on concept mapping and meaningful leaming and possible reasons why its use has not been noticeable m nurse education By addressing these issues it is hoped that more nurse educators will attempt to use concept mapping in the promotion of meaningful leaming

This paper aims at improving serialist students' learning effect by concept mapping. It discusses concept mapping as a learning strategy and its effects in either an accommodatory or a compensatory strategy of the student's style. In order to exam the effects, an Autonomous Learning Concept Mapping (ALCM) course containing Globalistic Concept Mapping (GCM) and Specialistic Concept Mapping (SCM), is designed and implemented in the study. The learning effect of ALCM on serialists is evaluated by exam and questionnaire. The paper concludes that serialists improve their learning achievements when they use CM accommodatory strategy properly. Concept mapping improves serialists' learning effects when it is used in a special approach. . She has been working in the field of media-based education since 1985. She did research in media-based educational system design and development. She delivers several courses at both master level and undergraduate level. In her PhD research, she related cognitive style to memory capacity and explored the interrelationships between memory capacity and cognitive style. She invented the autonomous learning concept-mapping course and explored the effective usage of concept mapping in biology learning. She creates links between cognitive styles and memory capacity and the links between concept mapping and cognitive styles.

www.ihmc.us Abstract. The CmapTools program, and concept mapping in general, have seen a steady growth in usage in the last few years. With new users come new requirements and needs for the software that we can’t always satisfy. Until now, the CmapTools architecture has been relatively closed to third party developers. In this paper we report on a new open architecture, KE (Knowledge Exchange Architecture), that provides the data and procedural framework to allow third party developers to design programs that interact with the CmapTools suite of programs. KEA consists of a portable, standard file format for data exchange (CXL), and a set of protocols for retrieving, storing, and manipulating Cmap information. We also describe how KEA was implemented and provide three sample client-server applications illustrating the steps we have taken toward the completion of this implementation. 1

Assessment in the context of education is the process of characterizing what a student knows. The reasons to perform assessment are quite varied, ranging from a need to informally understand student learning progress in a course to a need to characterize student expertise in a subject. Finding an appropriate assessment tool is a central challenge in designing an assessment approach. The focus of this paper is on the use of concept maps for both course-level and program-level assessment in engineering education. Concept maps, which are node and arc representations of the relationships among concepts, provide one means to represent student knowledge. This paper presents background on concept maps and describes uses of concept maps at both the course and program level.

This article describes the genesis and development of concept mapping as a useful tool for science education. It also offers an overview of the contents of this special issue and comments on the current state of knowledge representation. Suggestions for further research are made throughout the article.

The students of undergraduate expect simple, teaching. But, in many universities, instructors simply follow text books and solve the examples given in it. In such case, students cannot learn anything defined in the syllabus. This method of teaching will not motivate students subject in depth unless the industrial and practical applications of the subject explained students do not show interest, instructor also loses the inter of students. Hence, it is mandatory to re undergraduate students. This paper use concept maps to simplify teaching and learning of a compiler design subject with assignments

Mit dem Entstehen der Urbanistik als interdisziplinär angelegter Stadtforschung erfährt auch die Kartografie zusammen mit der Ethnografie eine Verbreitung als raumanalytisches Werkzeug in allen raumbezogenen Forschungsdisziplinen (Glaser 1974; Lindner 2004). Durch die Verf lechtung von Geografie, Soziologie, Ethnologie und Anthropologie mit Stadt-, Regional-, Landschaftsplanung und Architektur-aber auch weiteren ökonomischen, ökologischen oder historischen Forschungsfeldern mit Bezug zu urbanen Räumen-löst die Stadtforschung kartografische Methoden aus ihrer Rolle als Beschreibungswerkzeug. So wie in der Stadtforschung beschreibend-theoretisierende und entwerferisch-konzeptionierende Disziplinen zusammenkommen, so erweitert sich auch die Kartografie (wie die hier weniger genau betrachtete Ethnografie) aus der Geografie über die Landschaftsplanung in die Architektur vom Darstellungs-zum Analyse-und schließlich Entwurfswerkzeug (Corner 1990; Cosgrove 2004 [orig. 1999]). Das Besondere an der Kartierung im Vergleich zur Karte liegt darin, dass sich die Kartografie in ihrem Ursprung explizit auf die zeichnerische Herstellung von Karten als territoriale Bestandserfassungen durch Landvermessung bezieht, wohingegen im Begriff der Kartierung das Prozessuale der Herstellung deutlich anklingt. Mit Kartierung legen wir den Fokus auf das Herstellen von Karten als ref lexiven Prozess während der Datenerhebung und-analyse. Durch die Anwendung der englischen Übersetzung als Mapping erweitern wir die Begriffsauslegung: Über den Bezug zu rein geografischen Referenzmodellen hinaus bezeichnet Mapping das Zuordnen und In-Beziehung-Setzen von Daten und/oder Texturen, so zum Beispiel in der Ethnografie oder den Sozialwissenschaften (Wildner/Tamayo 2004). Aufgrund seines loseren Bezugs zu geografischen Referenzmodellen scheint uns der Begriff des Mappings im Gegensatz zu Karten und Kartierung besonders für interdisziplinäre Untersuchungen mit Raumbezug geeignet. Ziel dieses Beitrags ist es, das Mapping als entwurfsbasiertes Werkzeug für die Analyse urbaner Räume und Lebensformen interdisziplinär anwendbar zu machen. Hierfür ref lektieren wir unsere Erfahrungen aus einem interdisziplinären Lehrforschungsformat, in dem wir kartografische Arbeitsweisen als eines der zentralen Werkzeuge eingesetzt haben.

Purpose. To identify the types and mix of technology (hardware and software) provided to post-secondary students with dyslexia under the UK's Disabled Student Allowance (DSA), and to determine the students' satisfaction with, and use of, the equipment provided and to examine their experiences with training. Method. A telephone survey of 455 students with dyslexia who had received technology under the DSA from one equipment supplier was conducted over in the period September to December 2005. The survey obtained a mixture of quantitative data (responses to binary questions and selections from a five-point rating scale) and qualitative data (participants identifying positive and negative experiences with technology). In addition, the equipment supplier's database was used to determine the technology supplied to each of the participants. Result. Technology provision is variable between students. The majority of students receive a recording device, text-tospeech software and concept mapping tools in addition to a standard computer system. Ninety percent of participants are satisfied or very satisfied with the hardware and the software that they receive. A total of 48.6% of participants received training, with 86.3% of those expressing satisfaction with the training they received. Of those that were offered training but elected not to receive it, the majority did so because they felt confident about their IT skills.

The results of recent studies into the use of the concept mapping heuristic seem to demonstrate that mcaningful learning results through its use in science classrooms. While this underscores the need to use more effective instrIJctional strategies in science teaching, the issue of the intervening variable of anxiety in learning and science achievement. and the possible use of a metacognitive strategy in anxiety reduction have not been addressed. This study, therefore, sought to find out if the mCtiICOgnitive strategy of concept mapping reduces anxiety and thereby enhances achievemcnt in biology. A total of51 (30 boys. 21 girls) senior secondary one (grade 10) students participated in this experiment. Two Instruments-the Zuckerman Affect Adjective Checklist and the Biology Achicvemcnt TCSt--WCre used in pre-and posttest administrations to measure the treatment effect on anxiety and achievement. respectivcly. Findings support the stand that concept mapping is significantly more effective than the traditional/expository teaching strategy in enhancing learning in biology. In addition. it apparently reduces students' anxiety towards the learning of biology. A significant reduction of anxiety was noticed for male subjects.

The results of recent studies into the use of the concept mapping heuristic seem to demonstrate that mcaningful learning results through its use in science classrooms. While this underscores the need to use more effective instrIJctional strategies in science teaching, the issue of the intervening variable of anxiety in learning and science achievement. and the possible use of a metacognitive strategy in anxiety reduction have not been addressed. This study, therefore, sought to find out if the mCtiICOgnitive strategy of concept mapping reduces anxiety and thereby enhances achievemcnt in biology. A total of51 (30 boys. 21 girls) senior secondary one (grade 10) students participated in this experiment. Two Instruments-the Zuckerman Affect Adjective Checklist and the Biology Achicvemcnt TCSt--WCre used in pre-and posttest administrations to measure the treatment effect on anxiety and achievement. respectivcly. Findings support the stand that concept mapping is significantly more effective than the traditional/expository teaching strategy in enhancing learning in biology. In addition. it apparently reduces students' anxiety towards the learning of biology. A significant reduction of anxiety was noticed for male subjects.

System thinking is usually investigated by using questionnaires, video analysis, or interviews. Recently, concept-mapping (CM) was suggested as an adequate instrument for analysing students' system thinking. However, there are different ways with which to use this method. Therefore, the purpose of this study was to examine whether particular features of CM practices affect the valid assessment of students' system thinking. The particular features analysed were the medium (computer versus paper–pencil) and the directedness (highly directed versus nondirected) of CM practices. These features were evaluated with respect to their influence on (a) students' performance in CM and (b) the validity of different CM practices for system thinking. One hundred fifty-four German fourth graders (mean age: 9.95 years) and 93 eighth graders (mean age: 14.07 years) participated in the study following an experimental pre-test–post-test design. Three variations of CM practices were applied: (a) highly directed computer mapping, (b) highly directed paper–pencil mapping, and (c) nondirected paper–pencil mapping. In addition to the CM task, a paper–pencil questionnaire was employed to investigate the validity of the CM practices. Results showed that the computer positively influenced student performance in CM when compared with paper–pencil. By contrast, there was no difference between highly directed and nondirected mapping. Whereas the medium rarely influenced the validity of CM for system thinking, high directedness showed a positive influence. Considering the limitations and benefits of particular CM practices, we suggest highly directed and computer-based CM as an appropriate assessment tool—in particular, with regard to large-scale assessments of system thinking.

This study investigated the effectiveness of concept mapping used as a learning strategy with students in English as a Second Language classrooms. Seventy-nine ESL students participated in the study. Variables of interest were studentsÕ achievement when learning from Englishlanguage text, studentsÕ reported use of self-regulation strategies (self-monitoring and knowledge acquisition strategies), and studentsÕ self-efficacy for learning from English-language text. A randomized pre-test-post-test control group design was employed. The findings showed a statistically significant interaction of time, method of instruction, and level of English proficiency for self-monitoring, self-efficacy, and achievement. For all four outcome variables, the concept mapping group showed significantly greater gains from pre-test to post-test than the individual study group. The findings have implications for both practice and research.

Bu çalışmanın amacı, yabancı dil olarak Türkçe öğrenen C1 düzeyi öğrencilerinin kavram haritaları aracılığıyla okuduğunu anlama becerilerinin geliştirilmesidir. Araştırma kavram haritalama tekniğinin uygulanma sürecini ortaya koymayı amaçladığı için eylem araştırması olarak düzenlenmiştir.
Araştırma, 20.05.2014-10.07.2014 tarihleri arasında olmak üzere toplam 8 hafta sürmüş ve Fatih Üniversitesi TÖMER’de 11 öğrenci ile gerçekleştirilmiştir. Araştırmada okuduğunu anlama stratejilerinden tahmin etme, soru üretme ve özetlemenin öğretimi kavram haritaları yardımıyla yapılmıştır. Araştırma verileri video ve ses kayıtları, yansıtıcı günlük, öğrenci günlüğü, öğrenci çalışmaları, gözlem, strateji değerlendirme yaprakları ve okuduğunu anlama başarı testi olmak üzere çeşitli nitel ve nicel veri toplama araçlarıyla elde edilmiştir.
Araştırma sekiz hafta boyunca, haftada iki gün dörder saat olacak şekilde planlanıp uygulanmıştır. Araştırmacı, stratejilerin öğretimini model olma yoluyla gerçekleştirmiş, ardından öğrencilerin bağımsız kullanıcılar olabilmeleri için ortam sağlamıştır. İki kez düzenlenen grup çalışması etkinlikleri ile öğrencilerin öğrenilen stratejileri kavram haritaları
ile kullanmaları ve akran dayanışması-değerlendirmesi ile anlamlı öğrenmenin gerçekleştirilmesi hedeflenmiştir. Etkileşimli öğrenme ortamının, öğrencilerin öğrenmelerine olumlu katkıda bulunduğu görülmüştür.
Nicel verilerin analizi SPSS for Windows programıyla, nitel verilerin analizi ise içerik analiziyle yapılmıştır. Nitel verilerin analizinde MAXQDA for Windows programından da
yararlanılmıştır. Araştırmanın nicel analizleri sonucunda öğrencilerin okuduğunu anlama becerilerinin geliştiği görülmüştür. Nitel verilerden elde edilen bulgular ise okuduğunu anlama stratejilerinin kavram haritalama tekniğinden yararlanılarak öğretimi sonucunda
öğrencilerin tahmin etme, soru üretme ve özetleme becerilerinde gelişim gösterdiklerini ortaya koymuştur.
Araştırmada ürün ve süreç temelli değerlendirmelerin yapılmasının etkili olduğu gözlenmiştir. Strateji değerlendirme yapraklarının kullanımı, grup çalışmalarının düzenlenmesi, öğrenci çalışmalarının incelenmesi ve bunlarla ilgili öğrencilere dönütler verilmesi, öğrenci yanlışlarının azalmasına yardımcı olmuştur. Kavram haritalama tekniğinin öğrencilerin derse katılımlarını olumlu etkilediği ve anlamlı öğrenme sağladığı görülmüştür.
Uygulama boyunca her dersle ilgili toplanan öğrenci günlükleri ve uygulama sonunda gerçekleştirilen öğrenci görüşlerinden elde edilen bulgulara göre öğrencilerin kavram haritalama tekniği ile işlenen dersleri çok etkileyici ve eğlenceli buldukları, uygulama boyunca kullanılan strateji ve teknikleri beğendikleri, eğitim hayatları boyunca bu strateji ve tekniklerden yararlanmak istedikleri tespit edilmiştir.
Anahtar Kelimeler: Yabancı dil olarak Türkçe, okuduğunu anlama, kavram haritalama tekniği.

Devono essere cambiati i paradigmi di assistenza di Annalisa Silvestro FOCUS "Come infermieri abbiamo progettualità e riteniamo di poter agire per innovare" di Michele Musso Utile agli altri e ad alta occupabilità: una professione che attira sempre più i giovani a cura della Redazione SCIENZE INFERMIERISTICHE Valutazione degli effetti del prelievo venoso periferico in pazienti ospedalizzati in terapia anticoagulante: studio osservazionale di Simone Benedet, Angela De Paoli, Cristina Tommasini, Giulia Ortez Studio osservazionale sul livello di conoscenze degli infermieri di Terapia Intensiva italiani CONTRIBUTI Le mappe concettuali: come realizzarle e utilizzarle nella formazione e nella ricerca sociale di Paolo Artoni, Enrico Marchetti e Emanuela Spaggiari Il modello Hendrich II per la valutazione del rischio di cadute per pazienti ospedalizzati di Maria Matarese, Dhurata Ivziku ESPERIENZE Motivazione e soddisfazione degli studenti del Corso di laurea in infermieristica di Bari di Vitale Elsa, Esposito Antonio Valutazione e documentazione del sonno nell'anziano di Nicola Pisaroni Il riordino della rete ospedaliera nella Regione Puglia: analisi delle ricadute sull'attività del Seus 118 di Cesare Calamita, Roberta Sannicandro Pasqua Laraspata, Marco Tommasi SCAFFALE Le ferite acute di Gloria Caminati e Angela Peghetti Riprogettare la sanità. Modelli di analisi e sviluppo di Roberto Vaccani La questione infermieristica: prendersi cura o curare? di Rodolfo Costanza

Maps were the coincidental locus of the Ottoman Sultan Mehmet II's most passionate interests: war and art. So far, the focus has been upon the famed conqueror (Fâtih) of Constantinople's interest in, and demand for, European maps without mention of his patronage of classical Islamic cartographic material. In this article, I expand the perspective on Mehmet's cartographical milieu by inserting into the historical picture consideration of a recension of cartographically illustrated manuscripts, those of al-Istakhri's Kitab al-Masalik wa-al-Mamalik [Book of Roads and Kingdoms], dating from 1474 onwards and made in post-conquest Ottoman Constantinople. I also set out the circumstances under which this ‘cluster’ of manuscripts may have been copied and, by focusing on the world maps in particular, suggest ways in which the maps can be interpreted as cultural artefacts. I conclude by indicating how this particular group of manuscripts provides insights into map audience, patronage and propaganda in fifteenth-century Anatolia.

ÖZ Öğretim materyalleri, öğrenme-öğretme sürecinin en önemli unsurlanndan birisidir. Bu süreçte temel amaç, bireyin daha yakınından daha somut olandan başka bir ifade ile daha iyi bilinenden hareket ederek öğrenmeyi daha kolay ve daha verimli hale getirmektir. Din Kültürü ve Ahlak Bilgisi (DKAB) öğretiminde bu amacı sağlayacak birçok öğretim materyali bulunmaktadır. Bu materyallerden birisi de zihin haritalardır. İlgili literatür tarandığında Din Kültürü ve Ahlak Bilgisi alanında zihin haritalan tekniği ile yapılan çalışmaların sayısının sınırlı olduğu görülmektedir. Onun için bu çalışmada, Din Kültürü ve Ahlak Bilgisi öğretimi için uygun bir materyal olduğu düşünülen zihin haritalannın tanıtımı yapılmış, eğitim-öğretimde hangi amaç ve işlevleri yerine getirdiği, avantaj ve sınırlılıkları tarüşılmışür. Bunun yanında konu ile ilgili diğer alanlarda yapılmış çalışmalar ele alınmış ve DKAB dersinde kullanımının örnekleri verilmiştir. Sonuçta Din kültürü ve Ahlak Bilgisi öğretimi için etkili bir materyal olduğu düşüncesine ulaşılmıştır. ABSTRACT Instructional materials are one of the most important elements of the leaming-teaching process. The main aim is to fadlitate the leaming process and make it easier by starting from the immediate environment and from the more concrete, in other words from the better known towards the unknown. There are many teaching materials that will serve this purpose while teaching of

As wondrous lands are represented as “wastelands” to make way for urban and industrial development in Hawaiʻi, kūpuna or elders and cultural practitioners are currently building a movement across the islands to mobilize moʻolelo (stories and histories) in huakaʻi aloha ʻāina, (physical and spiritual travels to view and remember celebrated and sacred places) in order to protect them.  On these huakaʻi, moʻolelo have critical decolonial effects as they articulate an ʻŌiwi moʻoʻāina economy of abundance that restores “wastelands” to ʻāina kamahaʻo (wondrous land) and ʻāina momona (abundant land).  In this essay, I focus on a 2010 community struggle to protect the birthplace of the kupua (supernatural hero) Māui in Lualualei valley from a developer’s proposal for a light industrial park. The Concerned Elders of Waiʻanae organized the Huakaʻi Kākoʻo no Waiʻanae environmental justice bus tours to share the Māui moʻolelo and build a broad base of support for their struggles, enabling wonder to grow into direct action.  I discuss the ways that Indigenous and critical settler cartographies map the wonder of the Māui moʻolelo on the ground, and I look to narrative conventions of moʻolelo that compare and connect distant places, helping to grow affinity activism.

Türkçe:
Coğrafi bilgi sistemleri ile çoklu karar destek sistemlerini entegre ederek kurum çalışmaları çerçevesinde amaç odaklı sayım coğrafyası oluşturulabilmesini kolaylaştırmak, alan çalışmalarında coğrafi bilgi sistemlerinin etkin kullanımını, personel ve donanım optimizasyonunu gerçekleştirecek model çerçevesini sağlamak, tezin temel amacı olarak belirlenmiştir. Coğrafi bilgi sistemlerinin tanımı, gelişimi, türleri ve uygulamaları incelenmiş; karar destek sistemlerinin oluşumu, bir karar destek sisteminin nasıl kurulabileceği, karar destek sistemlerinin gelişimi, uygulamaları ve bilgisayar tabanlı çoklu karar destek sistemlerinin özellikleri ve kullanımı anlatılmıştır. Sayım coğrafyası oluşturma konusunda örnekler incelenmiş, TÜİK tarafından yapılmış çalışmalardan bahsedilmiştir. “Coğrafi Bilgi Sistemleri ve Çoklu Karar Destek Sistemleri Kullanılarak Türkiye için Yeni Bir Sayım Coğrafyası Oluşturulması” çalışmasında kümeleme analizi yönteminden yararlanılmıştır. Kümeleme analizi, genel nüfus sayımı verilerinden
belirlenen kriterlere ait değerlerin yakınlığa ve niceliklerine göre kümelendirilerek homojen bölgeler oluşturulmasında kullanılmıştır. Verilerin uygulamada kullanılması aşamasında karar destek sistemlerinin coğrafi bilgi sistemleriyle entegre edilmesini sağlayacak bir program geliştirilmiş ve coğrafi bilgi sistemi oluşturmak için de MapInfo
ve ArcGIS programlarında düzenlemeler yapılmıştır. Oluşturulan sistemin kullanımının nasıl olabileceği konusunda öneriler belirtilmiştir. Tezde, TÜİK’nun alan çalışmalarında ve özellikle genel nüfus verilerinin derlendiği tamsayıma dayalı nüfus tespiti veya sayımı çalışmalarında, gerek çalışma maliyetlerinin azaltılabileceği gerekse etkinlik ve karşılaştırılabilirliğin arttırılarak verilerdeki değişimin güncel olarak takip edilebileceği bir sistemin oluşturulmaya çalışıldığı söylenebilir. Dünyadaki gelişmelerin kullanıcıların daha sağlıklı ve ayrıntılı veriye ihtiyaç duymasına neden olduğu bir gerçektir, ancak aynı zamanda giderek daha küçük birimler düzeyindeki verilerin karar mekanizmasında önem kazandığı ve coğrafi bilgi sistemlerinin de bu çerçevede hızla geliştikleri de göz önünde tutulmalıdır.


English:
The main objective of this thesis is to simplify the forming of objective focused census geographies in institutional research frame and to provide the effective usage of geographical information systems and model frame for realization of personnel and hardware optimization by integrating geographical information systems (GIS) and multi-criteria decision support systems (DSS). The description, development process and implementation of geographical information systems are examined. The forming of the decision support systems, the constitution methods of a decision support system, the development process and implementation of the decision support systems, the characteristics and usage of the computer-based multi-criteria decision support systems are explained. The examples about building census geography are studied and also the field practices that had been executed by Turkish Statistical Institute (TurkStat) are mentioned. In the “Constructing A New Census Geography For Turkey By Using Geographical Information Systems and Multi-Criteria Decision Support Systems” study, the cluster analysis method is used. Cluster analysis is used for generating homogenous regions by clustering of the values which are derived from General Population Census data. In the phase of data usage in implementation, a software is built up to provide the integration of decision support systems with geographical information systems and some arrangements are made in MapInfo and ArcGIS to construct a geographical information system. Some proposals about the usage of the constructed system are suggested. In this thesis, it can be told that a system in which field budget can be reduced and the data changes can be actually monitored by gaining efficiency and comparability is tried to be built on the TurkStat’s field organizations and especially the wholecount-based population census and determination studies which are used for collecting population data. It is a reality that the developments in the world cause users to need more healthier and more detailed data but at the same time it should be considered that the data at the level of smaller units are gaining importance gradually by time and that the geographical information systems are also developing in this context.

What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is

Die vorliegende Masterarbeit beruht auf einem Kooperationsprojekt zwischen dem Laboratorio di Terminologia des Forlì – Campus und der Terminology Coordination Unit des Europäischen Parlaments, in dessen Rahmen ein einmonatiger Studienaufenthalt in Luxemburg absolviert wurde. Das Ziel der Masterarbeit ist die Anreicherung der IATE-Datenbank mit deutschen und italienischen Terminologieeinträgen bezüglich des Fachbereichs Asylrecht. Dazu wurden fachspezifische Termini aus manuell erstellten Korpora extrahiert und anschließend mithilfe von Terminologieverwaltungstools in zweisprachigen Terminologieeinträgen dokumentiert. Die Terminologiedatenbank enthält 142 Termini und bildet zusammen mit den zweisprachigen Korpora und Begriffssystemen den praktischen Bestandteil der Arbeit. Im theoretischen Teil werden die anspruchsvollen Aspekte der mehrsprachigen Terminologiearbeit im Recht erläutert und es wird ein Überblick zum State of the Art von Terminologiedatenbanken zusammengestellt. Ein weiterer Abschnitt ist dem Fachbereich Asylrecht gewidmet, in dem summarisch auf die wesentlichen internationalen, europäischen, italienischen und deutschen Gesetze eingegangen wird. Die Arbeit richtet sich an eine breite Lesergruppe: von RechtsübersetzerInnen und RechtsexpertInnen, über Bedienstete bis hin zu Studierenden und Personen, die sich mit der italienischen und deutschen Asylrechtsterminologie auseinandersetzen bzw. auseinandersetzen wollen.