SEYYİD MEHMED EMİN VAHÎD EFENDİ'NİN FRANSA SEFARETNAMESl

Yavuz, Ercan

doi:10.1501/otam_0000000320

Cited by 4 publications

(4 citation statements)

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“…Teorik olarak öğretildiğinde dikkat ve odaklanma sorunları olduğu düşünülen konunun, öğrencilerin ilgisini çekecek ve konudan keyif almalarını sağlayacak bir oyun ile sunulması planlanmaktadır. Pausch (2019), Barsamyan (2019), Zhang (2018), Li (2018), Ercan (2008), Maydwell (2007) dikkatli çalışma, zor bölümler ve tüm bunlar için içeriği iyi planlanmış ama yerine göre farklı aktiviteler ile örgülü piyano eğitiminden söz ederler. Bu bilgiler ışığında piyano eğitimi kapsamında oyun uygulamasının farklı bir ritim kalıbının öğretilmesinde kullanılmasının uygun olduğu düşünülmüştür.…”

Section: Genişletilmiş öZetunclassified

“…From the perspective of both games and asymmetric rhythms, there are some common critical aspects noted by Pausch (2019), Barsamyan (2019), Zhang (2018), Li (2018), Ercan (2008) and Maydwell (2007). All these authors highlighted careful practice and difficult parts along with a piano education that is well planned in content and woven with different activities when necessary.…”

Section: Introductionmentioning

confidence: 99%

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Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education

KURTULDU,

KUBALİÇ

2023

e-ijer

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This study aimed at examining to what extent the walking game activity is effective in teaching of asymmetrical (aksak) rhythm patterns in piano education. The study used the experimental method by setting up control and experiment groups each of which was composed of 11 people. In this practice that was conducted with students receiving the piano class in a private course whose ages ranged between 8 and 9, walking game activity was used to teach asymmetrical rhythm patterns. The practice was based on cards on which the rhythm patterns were written and repetition of the rhythm patterns formulated according to these cards with a walking game, and the final performances were measured with a given piano piece. A pre-test was also given to the students to measure the levels of students before the practice. Digital data obtained through the practice were statistically analysed. In pre-test and post-test measurements, the Man Whitney U test was used. It was concluded as a result of the measurements that, in the post-test process, the students in the experiment group who studied with the walking game activity performed better in understanding and vocalizing the asymmetrical rhythm patterns compared to the students in control group.

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Section: Genişletilmiş öZetunclassified

Section: Introductionmentioning

confidence: 99%

Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education

KURTULDU,

KUBALİÇ

2023

e-ijer

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“…Playing the piano requires using all of the senses-hearing, seeing, touching-as well as the body and mind. By demonstrating improvements in knowledge and abilities including note reading, rhythm, study techniques, musical sensitivity, and style awareness, piano instruction should enable the student to learn music in a specific order (Ercan, 2008).…”

Section: Introductionmentioning

confidence: 99%

Attitudes Towards Learning Piano Among Undergraduates in Weifang China

Meiling,

Yoong

2023

World Lang. Ltre. Cult. Stud.

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The piano is one of the instruments that is widely used in music education since it may be used for playing, learning to read and listen, comprehending music, acquiring musical knowledge (composition), and serving as the foundation for other musical endeavors by music educators. As vital as studying the piano may seem, a student’s attitude toward the instrument will ultimately determine whether or not they succeed in their endeavors to become a professional instructor or performer. Hence, the purpose of this study was to investigate the attitudes of undergraduates in Weifang to the learning of piano and to know the students’ attitudes would differ based on gender. The study’s methodology was quantitative in nature. The study population consisted of Weifang undergraduate students. Accordingly, 321 pupils were chosen as a sample. An online attitude survey about piano study, the classroom setting, the skills taught in piano lessons, and playing the piano was given to the respondents in order to gauge their attitudes toward piano lessons. The instrument, was 5-point Likert scale. The data collected were analysed using SPSS. The effect of gender was determined with the aid of t-test. It was found that the undergraduates had positives attitude to learning of piano. The finding also revealed that there was a significant difference in the attitude of male and female respondents with female respondents having higher mean value.

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“…Mehmed Süreyya, Sicill-i Osmani, C. 4, Đstanbul 1996, s. 1098Cevdet Paşa, a.g.e., C. VIII. s. 47-48;Faik Reşit Unat, Osmanlı Sefirleri ve Sefaretnameleri, Ankara 1992, s. 185;Franz Babinger, Osmanlı Tarih Yazarları ve Eserleri, Ankara 1992, s. 370-371; Bertrand Bareilles, Un Turc à Paris, 1806-1811, Relation de Voyage et de Mission de Mouhib Effendi, Ambassadeur extraordinaire du Sultan Selim III., Paris 1920; Ali Đhsan Gencer, "Abdürrahim Muhib Efendi", DĐA, Đstanbul 1998, s. 292-293;Bacque-Grammont, Jean Louis, Kuneralp, Sinan, Hıtzel, Fréderic, Représentant Permanents de la France en Turquie (1536-1991 et de la Turquie en France (1797-1991, Đstanbul- Paris 1991, s. 119;Bekir Günay, Seyyid Abdurrahim Muhib Efendi'nin Paris Sefirliği ve Büyük Sefaretnamesi, Yayınlanmamış doktora tezi, Đstanbul 1998. göndermeye karar vermişti. Alınan bu kararla ilgili nâme-i hümâyûn ve tercümesiyle beraber gönderilecek hediyelerin Muhib Efendi tarafından götürülmesinin uygun olacağı 8 ve keyfiyetin Fransa erkânına bildirilmesi kararlaştırılmış; 9 elçilik vazifesini nasıl yerine getireceğini gösteren bir de talimatname hazırlanmıştı.…”

Section: Introductionunclassified

Abdürrahim Muhib Efendi’nin Paris Büyükelçiliği (1806-1811) ve döneminde Osmanlı- Fransız diplomasi ilişkileri

Karaer¹

2011

OTAM(Ankara

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ÖzetAbdürrahim Muhib Efendi, Osmanlı Devleti'nin Fransa'ya gönderdiği üçüncü ikamet elçisidir. Başlangıçta görevi fevkalade büyükelçilikle, Sultan III. Selim'in iki mektubu ile hediyelerini götürmekti. -Bu mektuplardan ilkinde Napoléon'un imparatorluğu resmen tanınıyor, diğerinde ise Austerlitz zaferi dolayısıyla tebrikte bulunuluyordu-. Ardından görevi, ikamet elçiliğine dönüştürülerek Paris Sefiri olmuş ve yaklaşık altı yıl süren elçiliği döneminde siyasi ve ticari son derece karmaşık ve sıkıntılı meselelerle uğraşmak zorunda kalmıştı.Anahtar Kelimeler: Osmanlı, Fransa, Büyükelçi, Diplomasi. AbstractAbdürrahim Muhib Efendi was the third resident Ambassador of the Ottoman State to France. At first his duty was to take to Sultan Selim III's two letters and gifts to Paris as an extraordinary Minister Plenipotentiary. Napoleon's Empire was officially recognized by the first letter, and he was congratulated for the Austerlitz victory by the second one. Then his duty was changed and he became the permanent Ambassador to Paris. During his period of duty as an ambassador for about six years, he had to deal with most complex and difficult political and commercial issues.

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SEYYİD MEHMED EMİN VAHÎD EFENDİ'NİN FRANSA SEFARETNAMESl

Cited by 4 publications

References 0 publications

Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education

Impact of Walking Game Activity on Teaching of Asymmetrical Rhythms in Piano Education

Attitudes Towards Learning Piano Among Undergraduates in Weifang China

Abdürrahim Muhib Efendi’nin Paris Büyükelçiliği (1806-1811) ve döneminde Osmanlı- Fransız diplomasi ilişkileri

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