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The language of Turkish nation including in a new civilization with the" /> <title>(PDF) 1974-1975 Yillarinda " Di̇lde Sadeleşme " Tartişmalarinin Kubbealti Akademi̇ Mecmuasi'Na Yansimalari | yunus Şenyiğit - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/24498219/1974_1975_YILLARINDA_D%C4%B0LDE_SADELE%C5%9EME_TARTI%C5%9EMALARININ_KUBBEALTI_AKADEM%C4%B0_MECMUASINA_YANSIMALARI" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '3180645286f3c9e536897c9e222337a6555bcffe'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1734487109000); window.Aedu.timeDifference = new Date().getTime() - 1734487109000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. 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been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. 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In the republic period, making public language as written language was aimed, too; but ..."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"1974-1975 Yillarinda \" Di̇lde Sadeleşme \" Tartişmalarinin Kubbealti Akademi̇ Mecmuasi'Na Yansimalari","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [22280055]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":78803226,"attachmentType":"pdf"}"><img alt="First page of “1974-1975 Yillarinda " Di̇lde Sadeleşme " Tartişmalarinin Kubbealti Akademi̇ Mecmuasi'Na Yansimalari”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/78803226/mini_magick20220115-12796-1h5coeu.png?1642252741" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">1974-1975 Yillarinda " Di̇lde Sadeleşme " Tartişmalarinin Kubbealti Akademi̇ Mecmuasi'Na Yansimalari</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="22280055" href="https://independent.academia.edu/yunussenyigit"><img alt="Profile image of yunus Şenyiğit" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />yunus Şenyiğit</a></div><div class="ds-work-card--detail"><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">22 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 68266015; 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if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but ...</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":78803226,"attachmentType":"pdf","workUrl":"https://www.academia.edu/68266015/1974_1975_Yillarinda_Di_lde_Sadele%C5%9Fme_Tarti%C5%9Fmalarinin_Kubbealti_Akademi_MecmuasiNa_Yansimalari"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":78803226,"attachmentType":"pdf","workUrl":"https://www.academia.edu/68266015/1974_1975_Yillarinda_Di_lde_Sadele%C5%9Fme_Tarti%C5%9Fmalarinin_Kubbealti_Akademi_MecmuasiNa_Yansimalari"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="78803226" data-landing_url="https://www.academia.edu/68266015/1974_1975_Yillarinda_Di_lde_Sadele%C5%9Fme_Tarti%C5%9Fmalarinin_Kubbealti_Akademi_MecmuasiNa_Yansimalari" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="76017610" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas">1974-1975 Yıllarında "Dilde Sadeleşme" Tartışmalarının Kubbealtı Akademi Mecmuas</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37337012" href="https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit">yunus şenyiğit</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Turkish Studies, 2016</p><p class="ds-related-work--abstract ds2-5-body-sm">Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for 'living Turkish', were examined and the criticism of the thoughts about 'the research' of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public's unfamiliarity with new words.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"1974-1975 Yıllarında \"Dilde Sadeleşme\" Tartışmalarının Kubbealtı Akademi Mecmuas","attachmentId":83702254,"attachmentType":"pdf","work_url":"https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="43502875" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/43502875/T%C3%BCrk_Dili_ve_T%C3%BCrk_Edebiyat%C4%B1_Dergilerindeki_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1">Türk Dili ve Türk Edebiyatı Dergilerindeki Dilde Sadeleşme Tartışmaları</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27928604" href="https://afyonkocatepe.academia.edu/%C3%96zgeKaraka%C5%9FY%C4%B1ld%C4%B1r%C4%B1m">Özge Karakaş Yıldırım</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Turkish Studies Language and Literature, 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Türk dili, geçmişten günümüze farklı coğrafyalarda yaşamış, türlü savaşlara girmiş Türk milletinin aynasıdır. Geçmişte yaşanmış her şey, Türk tarihi, bugün rahatlıkla Türk dilinde görülmektedir. İşte dil, bir milletin tarihini, kültürünü, geleneklerini yansıtan yaşayan bir varlıktır. Çok geniş bir coğrafyaya yayılan Türkler, geçtikleri coğrafyalardan etkilenmiş ve aynı zamanda bu coğrafyaları da etkilemişlerdir. Bu karşılıklı etkileşimin Türkçeye de yansıdığı görülmektedir. Yıllar içinde Çince, Arapça, Farsça, Fransızca ve İngilizce gibi dillerden, Türk diline çeşitli kelimelerin girdiği bilinmektedir. Bu kelimelerin varlığı, bazı dilciler tarafından Türkçenin eksikliği, bazıları tarafından ise Türkçenin zenginliği olarak görülerek uzun yıllar sürecek tartışmaları başlatmıştır. Bu tartışmaların da özellikle 1970’li yıllarda arttığı görülmüştür. Bu çalışmada, dilde sadeleşmeye yönelik tartışmalar, Türk Dili ve Türk Edebiyatı dergileri sınırlılığında incelenmiş ve bu konudaki çeşitli görüşler ayrı başlıklar altında ortaya konmuştur. Çalışmada tartışmaların yansıdığı Türk Dili dergisinin 1971 ve Türk Edebiyatı dergisinin 1973 yıllarındaki tüm sayıları incelenerek dil tartışmalarına yönelik çeşitli görüşlere yer verilmiş ve Türk dilinin geçirdiği evreler ortaya konmaya çalışılmıştır. Dergilerin taranması sonucunda tartışmalar, 1. Dil Devrimini Savunanlar ve Bu Devrime Karşı Çıkanlar. 2. Terimlere Türkçe Karşılık Bulma Konusu. 3. Yazım Kuralları ile İlgili Tartışmalar. 4. Eserlerin Eleştirisi. 5. İsimlerin Eleştirisi. 6. Arapça, Farsça Kelimeler ve Terkipler. 7. Yeni Türetilenler (Yabancı Kelimelere Karşılık Bulma). 8. Çeviri Tartışmaları ve Uydurma Kelimeler başlıkları altında toplanmıştır. Çalışmada Türk Dili dergisinde yazanlar öz Türkçeyi savunurken, Türk Edebiyatı dergisine yazan Yaşayan Türkçeciler ise bu sadeleşmenin bir sınırı olması gerektiği düşüncesinde olup Türk Dili dergisinde yazılanları eleştirmişlerdir. Türk Dili ve Türk Edebiyatı dergileri, dilde sadeleşme tartışmalarında birbirlerine karşıt görüşleri savunmuşlardır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türk Dili ve Türk Edebiyatı Dergilerindeki Dilde Sadeleşme Tartışmaları","attachmentId":63812738,"attachmentType":"pdf","work_url":"https://www.academia.edu/43502875/T%C3%BCrk_Dili_ve_T%C3%BCrk_Edebiyat%C4%B1_Dergilerindeki_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/43502875/T%C3%BCrk_Dili_ve_T%C3%BCrk_Edebiyat%C4%B1_Dergilerindeki_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="80077260" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/80077260/Cumhuriyet_D%C3%B6nemi_E%C4%9Fitim_Kurumlar%C4%B1nda_Laikle%C5%9Fme_S%C3%BCreci_ve_Ahl%C3%A2k_E%C4%9Fitimine_Dair_Tart%C4%B1%C5%9Fmalar">Cumhuriyet Dönemi Eğitim Kurumlarında Laikleşme Süreci ve Ahlâk Eğitimine Dair Tartışmalar</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="183038371" href="https://independent.academia.edu/EKANBOLAT">ERHAN KANBOLAT</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Kastamonu eğitim dergisi, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Cumhuriyet döneminde 1924 yılında Tevhid-i Tedrisat Kanunu'yla başlayan eğitimde lâikleşme süreci 1929-1931 yılları arasında kademeli olarak okullarda din derslerinin müfredat programlarından çıkartılmasıyla tamamlanmıştır. Lâiklik ve din derslerine dair tartışmalar 1920'lerin sonunda ortadan kalkmış, ancak devam eden yıllarda bu sefer ahlâk eğitimine dair eleştiriler gündemdeki yerini korumuştur. Bu eleştirilere cevap olarak 1940'lı yıllarda ahlâk eğitimine dair bazı somut adımlar atılmaya başlanmış, 1949 yılında ise din dersleri yeniden müfredata konulmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Cumhuriyet Dönemi Eğitim Kurumlarında Laikleşme Süreci ve Ahlâk Eğitimine Dair Tartışmalar","attachmentId":86579188,"attachmentType":"pdf","work_url":"https://www.academia.edu/80077260/Cumhuriyet_D%C3%B6nemi_E%C4%9Fitim_Kurumlar%C4%B1nda_Laikle%C5%9Fme_S%C3%BCreci_ve_Ahl%C3%A2k_E%C4%9Fitimine_Dair_Tart%C4%B1%C5%9Fmalar","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/80077260/Cumhuriyet_D%C3%B6nemi_E%C4%9Fitim_Kurumlar%C4%B1nda_Laikle%C5%9Fme_S%C3%BCreci_ve_Ahl%C3%A2k_E%C4%9Fitimine_Dair_Tart%C4%B1%C5%9Fmalar"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="89317519" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/89317519/Demokratik_Modernite_%C3%9Czerine_Pedagoji_Tart%C4%B1%C5%9Fmalar%C4%B1_ve_Akademile%C5%9Fmedeki_Rol%C3%BC">Demokratik Modernite Üzerine Pedagoji Tartışmaları ve Akademileşmedeki Rolü</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="12026697" href="https://independent.academia.edu/Ru%C5%9FenSeydao%C4%9Flu">Ruşen Seydaoğlu</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Jineolojî Dergisi, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Bilginin nasıl üretildiği ve kullanıldığı hem demokratik komünal zihniyetin hem de hiyerarşiye dayanan devletli, sınıflı zihniyetin çözümlenmesi açısından geniş bir potansiyel taşır. Bu üretimin ve kullanımın öznesi taşıdığı zihniyet esnekliği hesaba katıldığında, insandır-insan</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Demokratik Modernite Üzerine Pedagoji Tartışmaları ve Akademileşmedeki Rolü","attachmentId":93139538,"attachmentType":"pdf","work_url":"https://www.academia.edu/89317519/Demokratik_Modernite_%C3%9Czerine_Pedagoji_Tart%C4%B1%C5%9Fmalar%C4%B1_ve_Akademile%C5%9Fmedeki_Rol%C3%BC","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/89317519/Demokratik_Modernite_%C3%9Czerine_Pedagoji_Tart%C4%B1%C5%9Fmalar%C4%B1_ve_Akademile%C5%9Fmedeki_Rol%C3%BC"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="33989514" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33989514/Tanzimat_D%C3%B6nemi_Dilde_Sadele%C5%9Fme_%C3%87abalar%C4%B1na_Genel_Bir_Bak%C4%B11_docx">Tanzimat Dönemi Dilde Sadeleşme Çabalarına Genel Bir Bakı1.docx</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="66527272" href="https://marmara.academia.edu/Nurcan%C3%87elebi">Nurcan Çelebi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Dil, bir milletin ortak değeri ve yaşam felsefesidir. Bir ülkede birlik ve beraberliği sağlamanın en önemli göstergesi olan dil, birey açısından mensup olunan o millete ait izler taşımasının en önemli sembolüdür. Bir milletin sosyal olarak varlığını hissettirmesi için duygu ve düşünce tarzı tarih, dil ve kültürü arasında bir bağ kurması gerekir. Bu sebeple ki milli bir dil anlayışı kurmak ve gerçekleştirmek adına eğitim dili ve resmî dil olarak Türkçenin sorunlarını çözme yolunda çeşitli adımlar atılmıştır. Türklerin 11.yüzyıldan başlamak üzere Ön Asya'ya doğru ilerlemeleri ve Türkçenin çok geniş alana yayılması ile başlayan bu sorunlar günümüze kadar devam etmekte olup bu makalede de Tanzimat Dönemi dilde sadeleşme çabaları üzerinde durulacaktır. 1 Abstract Language, is the common valves of a nation and philosophy life. Language, the most important indicator of untiy and solidarity in a country, is the most important symbol of carrying the marks belonging to that nation belonging to the individual. In order of a nation to feel its societal existence, it is necessary to establish a connention between history, language and culture. For this reason, in order to establish and realize a national language understanding, various steps have been taken in order to solve the Turkish problems as educational language and official language. The problems that started with the advance of the Turks towards the Ancient Asia to begin in the 11 th century and the spread of Turkish Language over a very wide area are continuing until the present day and this article will focus on the struggle for simplification on the Tanzimat Period.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Tanzimat Dönemi Dilde Sadeleşme Çabalarına Genel Bir Bakı1.docx","attachmentId":53940037,"attachmentType":"docx","work_url":"https://www.academia.edu/33989514/Tanzimat_D%C3%B6nemi_Dilde_Sadele%C5%9Fme_%C3%87abalar%C4%B1na_Genel_Bir_Bak%C4%B11_docx","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33989514/Tanzimat_D%C3%B6nemi_Dilde_Sadele%C5%9Fme_%C3%87abalar%C4%B1na_Genel_Bir_Bak%C4%B11_docx"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="53920400" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/53920400/Varlik_Dergi_si_Ndeki_Edebi_Yari%C5%9Fmalar_1933_1991_">Varlik Dergi̇si̇’Ndeki̇ Edebi̇ Yarişmalar (1933-1991)</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="48448196" href="https://independent.academia.edu/g%C3%BCls%C3%BCnko%C3%A7er">gülsün koçer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Turkish Studies Language and Literature, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Yayın hayatındaki yerini 1933’ten günümüze kadar koruyan Varlık dergisi Türk basın tarihinin en saygın edebiyat dergilerinden biridir. Varlık dergisi ve sonradan kurulan Varlık Yayınevi pek çok açıdan edebiyat dünyasına katkıda bulunmuştur. Bu katkıların önemlilerinden biri derginin edebiyatın çeşitli alanlarında düzenlediği yarışmalardır. Varlık dergisi roman, şiir, çeviri, deneme, inceleme gibi alanlarda yarışmalar açmıştır. Bu yarışmalarda yeni sanatçıların tanınmasına yardımcı olmak, edebiyat dünyasını hareketlendirmek ve edebiyatın basında daha çok yer almasını sağlamak amaçlanmıştır. Çalışmanın amacı Varlık dergisinin elli yedi yıl boyunca düzenlediği edebî yarışmaları araştırarak hem dönemin edebiyat ortamının belirlenmesine katkıda bulunmak hem de söz konusu yarışmaları Türk edebiyatına katkısı açısından değerlendirmektir. Söz konusu yarışmalar, dönemlerinde edebiyat dünyasının hareketlenmesine ve edebiyatın popülaritesinin artmasına büyük ölçüde hizmet etmiştir. Ayrıca bu y...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Varlik Dergi̇si̇’Ndeki̇ Edebi̇ Yarişmalar (1933-1991)","attachmentId":70534030,"attachmentType":"pdf","work_url":"https://www.academia.edu/53920400/Varlik_Dergi_si_Ndeki_Edebi_Yari%C5%9Fmalar_1933_1991_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/53920400/Varlik_Dergi_si_Ndeki_Edebi_Yari%C5%9Fmalar_1933_1991_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="84301484" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/84301484/Akademi_syenleri_n_T%C3%BCkenmi_%C5%9Fli_k_D%C3%BCzeyleri_Si_stemati_k_Bi_r_Derleme">Akademi̇syenleri̇n Tükenmi̇şli̇k Düzeyleri̇ : Si̇stemati̇k Bi̇r Derleme</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="110808198" href="https://independent.academia.edu/zokray">zihniye okray</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of International Scientific Researches, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Tükenmişlik duygusal tükenme, duyarsızlaşma ve kişisel başarısızlık hissi ile birlikte seyreden ve bireylerle yüz yüze çalışmayı gerektiren meslek gruplarında sık rastlanan bir sendromdur. Her ne kadar da tükenmişlik sendromunun sağlık çalışanları, öğretmenler ve benzeri meslek grupları için çalışılmış ve tükenmişliği artıran etkenlerin neler olduğu araştırılsa da akademisyenlerin tükenmişliği ile ilgili genellenebilir sonuçlara ulaşmak için yeterli çalışmalar yapılmamıştır. Bu çalışmanın amacı akademisyenlerle yapılan çalışmaların sistematik bir derlemesini yapmaktır. Çalışmanın sonucunda akademik ünvan, çalışma yılı, cinsiyet, haftalık ders saati gibi değişkenlerin akademisyenlerin tükenmişliğinde en önemli etkenler olduğu tespit edilmiştir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Akademi̇syenleri̇n Tükenmi̇şli̇k Düzeyleri̇ : Si̇stemati̇k Bi̇r Derleme","attachmentId":89371706,"attachmentType":"pdf","work_url":"https://www.academia.edu/84301484/Akademi_syenleri_n_T%C3%BCkenmi_%C5%9Fli_k_D%C3%BCzeyleri_Si_stemati_k_Bi_r_Derleme","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/84301484/Akademi_syenleri_n_T%C3%BCkenmi_%C5%9Fli_k_D%C3%BCzeyleri_Si_stemati_k_Bi_r_Derleme"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="70388241" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/70388241/AKADEM%C4%B0K_DERG%C4%B0LER%C4%B0N_YAYIN_KURULLARINDA_TOPLUMSAL_C%C4%B0NS%C4%B0YET_TEMS%C4%B0L%C4%B0YET%C4%B0_E%C4%9E%C4%B0T%C4%B0M_ALANI_%C3%96RNE%C4%9E%C4%B0">AKADEMİK DERGİLERİN YAYIN KURULLARINDA TOPLUMSAL CİNSİYET TEMSİLİYETİ: EĞİTİM ALANI ÖRNEĞİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1869219" href="https://metu.academia.edu/DuygunGokturk">Duygun Göktürk</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Eğitim Bilim Toplum, 2022</p><p class="ds-related-work--abstract ds2-5-body-sm">Bilimsel üretim süreçlerinde toplumsal cinsiyet, bilimsel üretkenlik, tanınırlık arasındaki ilişkiye yönelik mevcut literatür akademideki hiyerarşik yapılanmayı, bilimde tabakalaşmayı ve eşitsizlik biçimlerini tartışmaya açmaktadır. Bilimsel üretim süreçleri farklı eşitsizlik formlarını içermekte ve yeniden üretici mekanizmalar ile devamlılığını mümkün kılmaktadır. Bilimsel problemin tanımlanma sürecinin aktif ve sürekli öznelerinin kimler olduğu ve kimlerin temsiliyetinin bu süreçte varlığını tesis etmekten alıkonulduğu sorusu, bilimsel bilginin oluşum süreçlerinin problematize edilmesini de sağlama potansiyeli taşır. Dolayısıyla bilimsel üretim süreçlerini toplumsal cinsiyet bağlamında tartışmaya açmak, toplumsal cinsiyetlendirilmiş epistemik temsiliyetin formlarını, kurucu öznelerini ve mevcut temsiliyet krizlerini de anlamlandırmaya katkıda bulunacaktır. Bu çalışma eğitim alanındaki akademik dergilerin editör, editör kurulu, yayın ve ilgili kurullarındaki toplumsal cinsiyet temsiliyetini incelemektedir. Araştırmanın sonuçlarına göre kadın araştırmacıların eğitim alanındaki akademik dergilerdeki temsiliyeti eğitim alanındaki temsiliyetine göre yeterli düzeyde değildir; kadın araştırmacıların temsiliyeti dergilerin alt pozisyonlarında kümelenmekte ve akademik statü temsiliyeti açısından bakıldığında ise editör yardımcılığında temsiliyetin fazla olduğu görülmektedir; kadın araştırmacıların köklü dergilerdeki temsiliyetin yetersiz olduğu görülmektedir; editör, editör yardımcısı ve dergilerdeki diğer kurulların belirlenme süreçlerinde kriterlerin netlik kazanmamış oluşu ve karar alıcı mekanizmaların detaylı bir şekilde tanımlanmamış olması farklı temsiliyetlerin dergi yönetiminde yer alması konusunda da belirsizlikler yaratmaktadır.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"AKADEMİK DERGİLERİN YAYIN KURULLARINDA TOPLUMSAL CİNSİYET TEMSİLİYETİ: EĞİTİM ALANI ÖRNEĞİ","attachmentId":80162759,"attachmentType":"pdf","work_url":"https://www.academia.edu/70388241/AKADEM%C4%B0K_DERG%C4%B0LER%C4%B0N_YAYIN_KURULLARINDA_TOPLUMSAL_C%C4%B0NS%C4%B0YET_TEMS%C4%B0L%C4%B0YET%C4%B0_E%C4%9E%C4%B0T%C4%B0M_ALANI_%C3%96RNE%C4%9E%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/70388241/AKADEM%C4%B0K_DERG%C4%B0LER%C4%B0N_YAYIN_KURULLARINDA_TOPLUMSAL_C%C4%B0NS%C4%B0YET_TEMS%C4%B0L%C4%B0YET%C4%B0_E%C4%9E%C4%B0T%C4%B0M_ALANI_%C3%96RNE%C4%9E%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="5056893" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/5056893/_BEYAZ_KALE_ve_SAATLER%C4%B0_AYARLAMA_ENST%C4%B0T%C3%9CS%C3%9CN_DE_DO%C4%9EU_BATI_SORUNU_ve_T%C3%9CRK_MODERN%C4%B0ZM%C4%B0_ELE%C5%9ET%C4%B0R%C4%B0S%C4%B0">‘BEYAZ KALE’ ve ‘SAATLERİ AYARLAMA ENSTİTÜSÜN’DE DOĞU-BATI SORUNU ve TÜRK MODERNİZMİ ELEŞTİRİSİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6695609" href="https://independent.academia.edu/IsmailYaprak">Ismail Yaprak</a></div><p class="ds-related-work--abstract ds2-5-body-sm">doğu-batı sorunuyla estetik düzeyde hesaplaşmaya yönelen Ahmet Hamdi Tanpınar ve Oğuz Atay gibi önemli yazarlardan biridir ve bu sorunsalı kültürel ve felsefi içerimleriyle edebiyatına taşımıştır. Hemen hemen tüm romanlarında 'doğu-batı sorunu' temasına rastlanan Pamuk; belli başlı fikir yazıları ve makalelerinden oluşan derleme kitabı Öteki Renkler'de, kendisine bu bağlamda en yakın duran yazarlardan birinin Ahmet Hamdi Tanpınar olduğunu söyler (1999: 166). Ahmet Hamdi Tanpınar ise, gerek yapıtlarında, gerekse fikir hayatı boyunca Türk toplumunun karşılaştığı uygarlık sorununun yarattığı bölünme üzerine kafa yormuş ve Doğuyla Batı, geçmişle bugün arasında sıkışıp kalmış Türk toplumunun içine düştüğü buhranı analiz etmeye çalışmıştır. Nihayetinde, Tanpınar ve Pamuk'un ortak teması olduğunu söylediğimiz 'doğu-batı sorunu'nun, bu iki yazarın romanlarına benzer şekilde nüfuz ettiğini görmek şaşırtıcı değildir. Ben burada, bu bağlam içerisinde, Pamuk'un Beyaz Kale'si 1 ile Tanpınar'ın Saatleri Ayarlama Enstitüsü 2 arasındaki, aynı tema üzerinden giden ve ortak paydalarda buluşan yönleri ile bu iki usta yazarın bu temayı nasıl kullandıklarını irdeleyecek; bu açıdan ise, doğu-batı sorunu olarak adlandırdığım tarihsel bağlamın içine biraz daha girerek, bunun bir Türk modernizmi eleştirisi olduğunu ve romanın birçok yerinde bunu belli edecek açık göndermelerin bizzat yazarlar tarafından romanlarına konduğunu göstermeye çalışacağım. Fakat daha önce Türk modernizmine eleştirel gözle bakan ve post-modern kabul edilen düşünce akımı İkinci Cumhuriyetçiler'e bir göz atmak gerektiğine inanıyorum: 1 Pamuk, Orhan. Beyaz Kale, İletişim Yayınları. 23. baskı, ocak 2000. 2 Tanpınar, Ahmet Hamdi. Saatleri Ayarlama Enstitüsü, Dergâh Yayınları. 10. baskı, ekim 2005.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"‘BEYAZ KALE’ ve ‘SAATLERİ AYARLAMA ENSTİTÜSÜN’DE DOĞU-BATI SORUNU ve TÜRK MODERNİZMİ ELEŞTİRİSİ","attachmentId":32282013,"attachmentType":"doc","work_url":"https://www.academia.edu/5056893/_BEYAZ_KALE_ve_SAATLER%C4%B0_AYARLAMA_ENST%C4%B0T%C3%9CS%C3%9CN_DE_DO%C4%9EU_BATI_SORUNU_ve_T%C3%9CRK_MODERN%C4%B0ZM%C4%B0_ELE%C5%9ET%C4%B0R%C4%B0S%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/5056893/_BEYAZ_KALE_ve_SAATLER%C4%B0_AYARLAMA_ENST%C4%B0T%C3%9CS%C3%9CN_DE_DO%C4%9EU_BATI_SORUNU_ve_T%C3%9CRK_MODERN%C4%B0ZM%C4%B0_ELE%C5%9ET%C4%B0R%C4%B0S%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="100494757" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/100494757/T%C3%BCrki_ye_De_Kadin_Akademi_syenlerde_Ci_nsi_yet_Ayirimcili%C4%9Fi_Konusundaki_Kanilarin_Rol_%C3%87ati%C5%9Fmalariyla_%C4%B0li_%C5%9Fki_si_">Türki̇ye’De Kadin Akademi̇syenlerde Ci̇nsi̇yet Ayirimciliği Konusundaki̇ Kanilarin Rol Çatişmalariyla İli̇şki̇si̇</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2849749" href="https://independent.academia.edu/AdilKorkmaz">Adil Korkmaz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2002</p><p class="ds-related-work--abstract ds2-5-body-sm">Bu calismada temel amac, kadin akademisyenlerin cinsiyet ayirimciligi ile ilgili kanilarinin rol catismalari ile arasindaki iliskiyi rasgele bir orneklemle temsil edilen bir evrende anket, karsilikli gorusme ve gozlem yontemleriyle ile elde edilen verilere “Ki-Kare Uyum Iyiligi Testi”, “Kruskal-Wallis Homojenlik Testi” ve “Ki-Kare Bagimsizlik Testi” uygulayarak incelemektir. Sonuc olarak, kadin akademisyenlerin calisma disi yasam alanindaki rollerinin zaman icindeki degisimleri goz onunde tutuldugunda unvanlara gore degisen cinsiyete dayali ayirimcilik kanilarinin rol catismasiyla yakindan iliskili oldugu saptanmistir.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Türki̇ye’De Kadin Akademi̇syenlerde Ci̇nsi̇yet Ayirimciliği Konusundaki̇ Kanilarin Rol Çatişmalariyla İli̇şki̇si̇","attachmentId":101303191,"attachmentType":"pdf","work_url":"https://www.academia.edu/100494757/T%C3%BCrki_ye_De_Kadin_Akademi_syenlerde_Ci_nsi_yet_Ayirimcili%C4%9Fi_Konusundaki_Kanilarin_Rol_%C3%87ati%C5%9Fmalariyla_%C4%B0li_%C5%9Fki_si_","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/100494757/T%C3%BCrki_ye_De_Kadin_Akademi_syenlerde_Ci_nsi_yet_Ayirimcili%C4%9Fi_Konusundaki_Kanilarin_Rol_%C3%87ati%C5%9Fmalariyla_%C4%B0li_%C5%9Fki_si_"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":78803226,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":78803226,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_78803226" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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