Re-search-eЯ

Tuesday, September 17, 2013

Psychology News

CONFERENCES

VIII. Türk-Alman Psikiyatri Kongresi

18-21 Eylül 2013

İzmir, Turkey

http://turk-almanpsikiyatrikongresi2013.org/

Psikoloji ve Sanat Sempozyumu II

4 Ekim 2013 Cuma

Ankara, Türkiye

http://psk.baskent.edu.tr/psanat/index.html

8th Congress of the European Family Therapy Association

24-27 October 2013

İstanbul, Turkey

http://www.efta2013.org/ana-sayfa

1.Ulusal Nöropsikofelsefe Sempozyumu

7-8 Kasım 2013

İstanbul, Turkey

http://www.e-psikiyatri.com/uskudar-universitesi-1-ulusal-noropsikofelsefe-sempozyumu-44847

Kognitif ve Davranış Terapileri Derneği 3. Ulusal Kongresi

14-17 Kasım 2013

İstanbul, Türkiye

http://www.kdtdkongreleri.org/

2014 International Conference on Education Reform and Modern Management

January 11-12, 2014

Phuket, Thailand

http://www.ermm.org/

XXII World Family Therapy Congress

5-8 March 2014

İzmir, Turkey

http://www.ifta-congress.org/

Türk Geriatri 2014

3-6 Nisan 2014

İstanbul, Türkiye

http://www.turkgeriatri2014kongresi.org/

18. Ulusal Psikoloji Kongresi

9-12 Nisan 2014

Bursa, Türkiye

http://www.psikoloji2014.org/

28th International Congress of Applied Psychology

8-13 July 2014

Paris, France

http://www.icap2014.com/

XXIth International Congress of Rorschach and Projective Methods

15-19 July 2014

İstanbul, Turkey

http://www.rorschach2014.org/

22nd Congress of the International Association for Cross-Cultural Psychology

15-19 July 2014

Reims, France

http://www.iaccp2014.com/

Monday, July 15, 2013

QUALITYstarsNY Readiness Evaluation

QUALITYstarsNY Readiness Project Evaluation Report

Asil Ali Özdoğru

This report presents the findings from the evaluation of QUALITYstarsNY Readiness project. The project was implemented by the Early Care & Learning Council between August 2011 and June 2012 with a follow-up phase in October of 2012.

Citation: Özdoğru, A. A. (2012). QUALITYstarsNY Readiness Project Evaluation Report. Retrieved from http://qualitystarsny.org/pdf/action_data/QSNY%20Readiness%20Evaluation%20Report%202012-10-31.pdf

Wednesday, June 05, 2013

After-School Programs

After-School Programs

Asil Ali Özdoğru and Judy Hartley

After-school programs provide organized and supervised activities for school-age children. The need for after-school programs in the United States emerged because of historical changes in American education and the workforce. Evaluations of programs show that high-quality programs foster positive outcomes in participating students. Current issues with implications for the future include: funding, staff professionalism, and advocacy. After-school programs are commonly defined as structured or unstructured, supervised programs for school-age children conducted before or after school hours. Programs may extend services to other out-of-school times such as evenings, weekends, days when school is closed, school vacations, summer break, teacher institute days, or parent-teacher conference days. Programs may be located in school buildings or in other community facilities that lend themselves to the space requirements necessary for after-school programming. Program content varies widely and may include: academic support, educational experiences, recreation and sports, life-skills development, and visual and performing arts and crafts...

Citation: Özdogru, A. A., & Hartley, J. (2013). After-school programs. In J. Ainsworth (Ed.), Sociology of education: An A-to-Z guide (Vol. 1, pp. 24–27). Thousand Oaks, CA: SAGE Publications, Inc. http://dx.doi.org/10.4135/9781452276151.n12

Friday, May 10, 2013

Psychology News

CONFERENCES

International Conference on Gender and Migration: Critical Issues and Policy Implications

11-13 May 2013

İstanbul

http://www.socialstudies.org.uk/conferences/icgm2013

International Conference on New Horizons in Education

June 25-27, 2013

Rome, Italy

http://www.int-e.net

International Conference: Psychology and the Conduct of Everyday Life

June 26-28, 2013

Roskilde University, Denmark

http://www.ruc.dk/institutter/paes/konferencer/celc/call-for-papers/

18. Ulusal Psikololi Öğrencileri Kongresi

“Kontrol”

6-9 Temmuz 2013

İzmir, Türkiye

http://www.18ulusalpsikolojiogrencilerikongresi.com/

8th Master class and Conference: Global and Cross-Cultural Management Research Methods
Guest Lectures: Geert Hofstede, Mark F. Peterson, Michael Minkov
July 7th - July 12th 2013
Koç University, İstanbul
http://oip.ku.edu.tr/aremsis

13th European Congress of Psychology (ECP 2013)

9 - 12 July 2013

Stockholm, Sweden

http://www.ecp2013.se/

10th Annual Conference: Crisis and Migration – Perceptions, Challenges and Consequences

August 26-27 2013

Malmö, Sweden

http://www.imiscoeconferences.org/

16th European Conference on Developmental Psychology

3 - 7 September 2013

Lausanne, Switzerland

http://www3.unil.ch/wpmu/ecdp2013/

VIII. Türk-Alman Psikiyatri Kongresi

"Farklılıklarla Birlikte Yaşamak"

18-21 Eylül 2013

İzmir Dokuz Eylül Üniversitesi

http://turk-almanpsikiyatrikongresi2013.org/

Monday, March 11, 2013

Psychology News

CONFERENCES

2nd International Counseling and Education Conference
2-4 May 2013
İstanbul Commerce University
http://ice-c.net/

VI. Işık Savaşır Klinik Psikoloji Sempozyumu
“Gelişim sürecinde ilişkisellik”
17–19 Mayıs 2013
Boğaziçi Üniversitesi
http://www.isiksavasirsempozyumu2013.org/

2013 International Congress on Clinical and Counselling Psychology (CPSYC)
6-9 August 2013
İstanbul
http://www.cpsyc.org/

12. Ulusal Psikolojik Danışma ve Rehberlik Kongresi ve 2013 Uluslararası Danışmanlık Derneği (IAC) Konferansı
8-11 September 2013
Boğaziçi Üniversitesi
http://www.iac-pdr-istanbul2013.org/

Wednesday, February 13, 2013

Legally-Exempt Child Care

Legally-Exempt Child Care: What Does it Mean in New York State?

Asil Ali Özdoğru, Rebekah M. Widrick, and Jessica Klos Shapiro

While it is widely accepted that high-quality care is important to future outcomes, a significant number of New York’s young children are receiving care in a setting known as legally-exempt child care which is subject to minimal regulation and oversight. There is little information about the quality of this form of child care and many questions about the impact on children. New York uses more of its federal child care funding on legallyexempt care in comparison to other states. In 2011, New York State had a capacity for 680 thousand children in its licensed and registered child care system. In the same year, 246 thousand children received subsidized child care. Over 95 thousand of the children in subsidized care received legally-exempt care.

This paper provides a look at the legallyexempt child care in New York by reviewing research on unlicensed child care, examining how other states support legally-exempt care, and identifying key issues for further research and discussion. The paper lays out the known and unknown conditions and outcomes of legally-exempt child care with the goal of drawing attention to legally-exempt care and initiating a discussion on the accessibility and affordability of quality child care for all citizens of New York. Policy recommendations are included for further discussion.

Press Release: What is legally-exempt child care? (February 12, 2013)
http://earlycareandlearning.blogspot.com/2013/02/what-is-legally-exempt-child-care.html

Citation: Özdoğru, A. A., Widrick, R., & Klos Shapiro, J. (2013). Legally-exempt child care: What does it mean in New York State? Albany, NY: Early Care & Learning Council. Retrieved from http://www.earlycareandlearning.org/resources/documents/LegallyExemptChildCareWhatdoesitMeaninNewYork_001.pdf

Monday, February 04, 2013

Humor 2013

Humorous Cartoons in College Textbooks: Student Perceptions and Learning

Asil Ali Özdoğru and Robert F. McMorris

We investigated effects of humorous cartoons on students' perceptions and learning of psychological concepts with sense of humor as a moderator. One hundred fifty-six college students studied six one-page concept presentations, three with and three without content-related cartoons. All students responded to the Multidimensional Sense of Humor Scale, multiple-choice test items on the given concepts, and survey items including demographic questions and Likert-scale items on their perceptions of the concept presentations. Students reported favorable attitudes for inserting cartoons in reading passages. However, there was no apparent effect of humorous cartoons on students' learning of the concepts. Methodological considerations are discussed in terms of their likely effects on the findings of the study and suggestions for further research are offered.

Keywords: humorous cartoons; humor in learning; memory; student perceptions of humor; sense of humor

Citation: Özdoğru, A. A., & McMorris, R. F. (2013). Humorous cartoons in college textbooks: Student perceptions and learning. HUMOR: International Journal of Humor Research, 26, 135–154. http://dx.doi.org/10.1515/humor-2013-0008

Saturday, January 26, 2013

İmgebilim 2013

Çocuk ve Ergenlerde Öteki Bağlamında Benlik ve Kimlik Gelişimi

Asil Ali Özdoğru

Ötekiyle ilintili olarak gelişen benlik algısı ve kimlik tanımları bireyin hem kendini hem de çevresini anlaması ve anlamlandırması açısından son derece önemlidir. Bu süreçlerin daha yoğun ve şekilleyici olarak yaşandığı çocukluk ve ergenlik dönemleri olumlu gelişimler açısından oldukça elverişlidir. Benlik ve kişilik gelişimini etkileyen temel çevresel etkenleri göz önüne alarak uygulanabilecek sosyal program ve uygulamalar ötekinin daha sağlıklı ve yapıcı olarak algılanmasına imkân verebilir.

Atıf: Özdoğru, A. A. (2016). Çocuk ve ergenlerde öteki bağlamında benlik ve kimlik gelişimi. S. Ulağlı (Ed.), İslamofobi ile Mücadele Stratejileri: II. Uluslararası İmgebilim Çalıştayı (ss. 109-115). İstanbul: Beykoz Belediyesi. ISBN: 978-975-98076-9-6

Tuesday, January 01, 2013

FYI 2013

The Night has a thousand eyes,
And the Day but one;
Yet the light of
the bright world dies

With the dying sun.
The mind has a thousand eyes,
And the heart
but one;

Yet the light of a whole life dies
When love is done.

Francis Bourdillon (1873) The Night has a Thousand Eyes

But man is a Noble Animal, splendid in ashes, and pompous in the grave, solemnizing Nativities and Deaths with equal lustre, nor omitting Ceremonies of Bravery, in the infamy of his nature. Life is a pure flame, and we live by an invisible Sun within us.

Thomas Browne (1658) Hydriotaphia, Urn Burial