Çağ Üniversitesi Kurumsal Akademik Arşivi
DSpace@ÇAĞ, Çağ Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
Bireysel iş hukuku uyuşmazlıklarında arabuluculuk anlaşma belgesinin iptali
(2025) Vural, Ayşe
Arabuluculuk sürecinde taraflar arasında anlaşmaya varılması durumunda düzenlenen arabuluculuk anlaşma belgesi, ilam niteliğinde belge statüsü kazanmakta ve taraflar açısından bağlayıcı sonuçlar doğurmaktadır. Bununla birlikte, anlaşma belgesinin mahiyeti itibariyle bir sözleşme niteliği taşıması nedeniyle Türk Borçlar Kanunu’nda düzenlenen irade fesadı ve geçersizlik sebepleri bu belgeler bakımından da gündeme gelebilmektedir. Bu çalışmada, arabuluculuk kurumunun kavramsal ve hukuki çerçevesi ortaya konulmuş; arabuluculuk kurumunun tarihsel gelişimi, iş hukukunda dava şartı arabuluculuk uygulaması ve bu sürece tabi talepler ayrıntılı biçimde ele alınmıştır. Arabuluculuk anlaşma belgesinin hukuki niteliği, yargı kararları ve doktrindeki görüşler ışığında değerlendirilmiş; iptal sebepleri, iptal davasında izlenecek usul ve anlaşma belgesinin iptali halinde ortaya çıkacak sonuçlar incelenmiştir. Uygulamada karşılaşılan sorunların giderilebilmesi için, iş hukuku uyuşmazlıklarına özgü arabuluculuk eğitimlerinin verilmesi, anlaşma belgelerinin standartlaştırılması, işçilerin hakları konusunda bilinçlendirilmesi ve yargısal denetimin güçlendirilmesi gerektiği önerilmiştir. Bu yönüyle çalışma, iş hukuku uyuşmazlıklarında arabuluculuk anlaşma belgesinin iptali sorununu hem teorik hem de uygulamalı boyutlarıyla ele alarak literatüre katkı sağlamayı amaçlamaktadır.
Boşanmanın zina veya hayata kast sebebiyle gerçekleşmesi durumunda katılma alacağının belirlenmesi
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Yücel, Ezgi
1 Ocak 2002 tarihi itibariyle yürürlüğe giren Türk Medeni Kanunu'nu ile edinilmiş mallara katılma rejimi kanuni mal rejimi olarak kabul edilmiştir. Aksine sözleşme tanzim edilmemiş olması durumunda mal rejimi sonlandığında katılma rejimine göre tasfiye gerçekleştirilmektedir. TMK. M. 236/1 düzenlemesine göre; her eş veya mirasçıları, diğer eşin artık değerinin 1/2'si üzerinde hak sahibi olmaktadır. Bunun yanında maddenin ikinci fıkrasında ise zina veya yaşama kast nedeniyle boşanmaya karar verilmesi halinde mahkeme tarafından kusurlu durumdaki eşin artık değer üzerindeki payının hakkaniyete uygun olarak düşürülmesi yahut tamamen ortadan kaldırılmasına karar verilebileceği düzenlenmiştir. Kanunda bu düzenlemeye yer verilirken hâkime takdir yetkisi tanınmış ve artık değerdeki payının hangi ölçütler dikkate alınarak azaltılacağı ya da kaldırılacağı düzenlenmemiştir. Ölçütlerin belirlenmesinde ise doktrindeki görüşler ve Yargıtay içtihatları etkili olmaktadır. Tezde mal rejiminin temel kavramları kapsamında katılma alacağı ve artık değer kavramları, boşanma sebeplerinden zina ve hayata kast halleri detaylı şekilde irdelenecek; mal rejiminin sona ermesi bağlamında artık değer ve katılma alacağının hesaplanması izah edilerek tezin ana konusunu oluşturan TMK. m. 236/2 düzenlemesinin uygulama alanı ve uygulama ile beraber meydana gelen uyuşmazlıklar, öğretideki görüşler ve yerleşik Yargıtay kararları ışığında açıklanacaktır.
Applying the role critical pedagogy in ELT through art and drama
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Cebeci, Mustafa Ahmet
This study explores the role of critical pedagogy in English Language Teaching (ELT) through the mediums of art and drama, drawing on Paulo Freire's principles of fostering critical consciousness among learners. By integrating the challenging and thought-provoking artworks of Mona Hatoum, this research aims to delve into how art and drama can enhance critical thinking, cultural awareness, and social justice in ELT settings. The methodological approach is quantitative and qualitative, situated within the interpretive research paradigm, and focuses on the experiences, beliefs, and interpretations of 18 participants aged 23 to 24 enrolled in an ELT program. These participants were purposively selected for their interest in art as a medium for language learning and their willingness to engage in reflective practices, with a diversity of linguistic and cultural backgrounds considered to enrich the interpretive depth of the study. Data collection methods include critical pedagogy principles scale, reflective journals, semi-structured interviews, and participant observations during workshops and discussions. These instruments are designed to capture the participants' reflective processes and interpretations of Hatoum's artworks, their emotional and cognitive responses, and the impact of these experiences on their language learning and critical thinking skills. The study also examines how engagement with art and drama influences participants' understanding of cultural and social issues. Through thematic analysis of the collected data, the research aims to identify recurring themes, patterns, and insights that emerge from the participants' reflections and interpretations. This analysis is guided by principles of reflexivity to ensure an accurate representation of participants' experiences. Ethical considerations, including informed consent and confidentiality, are rigorously adhered to, with approval obtained from the institutional review board. The inclusion of art analysis, drama workshops, and reflective sessions is intended to provide participants with a comprehensive understanding of critical pedagogy and Mona Hatoum's art, enhancing their analytical skills and fostering a deeper, experiential comprehension of socio-political issues. This study contributes to the field of ELT by demonstrating the potential of art and drama to facilitate a more engaging, reflective, and transformative learning experience, aligned with the goals of critical pedagogy.
A study on elt teachers’ well-being and their professional autonomy
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Sancar, Ali Murat
This study aims to analyze the relationship between ELT Teachers’ well-being and their professional autonomy. The challenges that teachers face both in professional life and personal life effect their psychological and physical health and this effects their teaching processes directly. Especially when English teachers’ carry out the multi tasks that are required for global language teaching, it is important that they should feel high levels of motivation, flexibility and autonomous in their profession. In this respect, this study aims to determine the relationship between ELT Teachers’ well-being and their professional autonomy. This study was conducted in a quantitative way. The data were collected from 143 English teachers working in Kayseri province, by using Teachers’ Well-Being Scale (TWBS) and Teachers Professional Autonomy Scale (TPAS). Findings Show that teachers have high levels of well-being and professional autonomy perception. However, there is no significant and positive relationship between their well-being and professional autonomy level. When it comes to demographic variables; age, years of teaching and graduation level has significant differences but gender, institution type and teaching level has no significant differences. The collected data has revealed that teachers’ professional autonomy effects their well-being in a positive way. Accordingly, it is suggested as important strategies to support teachers’ professional development, to involve them in the decision making process and improve their working conditions.
The effect of efl teachers’ professional identity on their ecological assessment agency
(Çağ Üniversitesi, Sosyal Bilimler Enstitüsü, 2025) Öztutuş, Önder
EFL teachers’ ecological assessment agency has been significantly influenced by the complex nature of learning and teaching as well as the high demands of globalized world. As a result of this, prescribed curricula and standardized student assessment can consistently challenge teachers’ assessment agency. Despite the rising interest in the role of teachers’ agency, there is a limited investigation on EFL teachers' ecological assessment agency. Besides, there is an emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. Applying a correlational survey research, the study aimed to determine whether EFL teachers’ professional identity has an effect on their ecological assessment agency. This research also examined whether EFL teachers’ professional identity and their ecological assessment agency vary related to gender, academic degree, the type of school in which EFL teachers work, work experience, and EFL teachers’ membership of a professional development community. This study involved 268 EFL primary, secondary and high school teachers working in state and private schools in Diyarbakır. These participating teachers were selected by the convenience sampling. Data were gleaned by “Personal Information Form”, “Teacher Ecological Assessment Agency (TEAA) Questionnaire” (Ghiasvand et al., 2023), and “English Language Teacher Professional Identity Scale” (ELTPIS) (Mahmoodarabi et al., 2021). The
collected data were analysed by SPSS 27. The findings of the study indicated that EFL teachers’
professional identity significantly and positively affects their ecological assessment agency. The
study found that EFL teachers’ ecological assessment agency was significantly different
regarding work experience, academic degree, and membership in a professional development
community. The study also indicated that EFL teachers’ professional identity was significantly
different regarding academic degree and membership in a professional development
community.
