Empoti: Emotional Education For Autistic Children

Cilt: 4 Sayı: 1 1 Mayıs 2019
Uluslararası Medeniyet Çalışmaları Dergisi Kapak
Uluslararası Medeniyet Çalışmaları Dergisi
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Empoti: Emotional Education For Autistic Children

Öz

Today, the historical Silk Road, the can New Silk Road ’and under different names has been revitalized. When the literature is examined, it is seen that a large number of domestic and foreign scientific studies were carried out on the East Silk Road; however, the literature related to the developments in the West of the Silk Road is limited. Due to geographical location, Turkey is a country located in the middle of the Asian and European continents. Comparison positive or negative developments in the Silk Road of East and West has affected Turkey. Today, it is important to closely monitor the developments in both directions of the Silk Road and take an active role in decision-making mechanisms. When the literature is examined, it is observed that the literature related to the West Silk Road Tourism initiatives is limited to a small number of foreign sources. Purpose of the study; The World Tourism Organization and the United Nations Educational, objectives, Scientific and Cultural Organization's commitment to jointly they -Batten Silk Yolu- project scope, goals and examine applications and -Middle Koridordalocated in Turkey's position in the new formation is determined as evaluate in terms of tourism. For this purpose, International Tourism, Science, Cultural Organization UNESCO '1988 - 1997,' Silk Road Project, Integrated Silk Road Studies: Dialogue Paths' project report UNESCO Report, 2008 in the progress of the project included in the World Tourism UNWTO studies were examined and the sections related to tourism were included in the study. In the literature section of the study; The names and historical processes of the new Silk Road initiatives, the Silk Road tourism relationship, the World Tourism Organization UNWTO , the inin West Silk Road Potential ce project were used in the tourism section of the general project. The important phases of the West Silk Road Project are explained in three tables according to chronological order. Eastern Silk Road projects were also included in the study because of the transformation of projects into multinational and international studies.

Anahtar Kelimeler

Kaynakça

  1. Atasoy, F. (2016). “Günümüzde Yeniden Yükselen İpek Yolu”, Uluslararası İpek Yolu’nun Yükselişi ve Türk Dünyası Bilgi Şöleni, İpek Yolunda Kültür ve Sanat, III.Cilt, Türkyurdu Yayınları, Yayın No:107, II. Cilt, ISBN No: 978-605-9443-63-6, Sıhhiye, Ankara. https://www.turkyurdu.com.tr.
  2. Atasoy, F. (2010). “Küreselleşme Çağında Yeniden İpek Yolu”, Bir Kültür Koridoru Olarak İpek Yolu Sempozyumu, UNESCO TMK – Kültür ve Turizm Bakanlığı, 16 Ekim 2010, Antalya, Türkiye.
  3. Bekin, A. R. (1981). İpek Yolu, Ankara.
  4. Brunner, H. P. (2013). What is Economic Corridor Development and What Can It Achieve in Asia’s Sub-regions? Asian Developing Bank Working Paper Series on Regional Economic Integration, Manila, Philippines, No. 117, 9.
  5. Durdular, A. (2016). “Çin’in “Kuşak-Yol” Projesi ve Türkiye-Çin İlişkilerine Etkisi”. T.C. Türk İşbirliği ve Koordinasyon Ajansı Başkanlığı, AVRASYA ETÜDLER, 49/2016-1: (77-97).
  6. Foltz,C.R,. (2010). Religions of the Silk Road, Premodern Patterns of Globalizition, Second Edition, Palgrave Mc Millan, ISBN: 978-0-230-62125-5, Doi: 10.1057/9780230- 109100. 175 Fifth Avenue, New York, 10010.
  7. Frankopan, P. (2016). The Silk Roads, A New History of The World, Bloomsbury Paper Box Publishing, Second Edition, ISBN: HB: 978-1-4088-3997-3, British Library Cataloguing- Publication Data,, www.bloomsbury.com
  8. Gadzeni M. (2013): Developing Economic Corridors in Africa: rationale for the participation of the African Development Bank, AfDB Regional Integration Brief, NEPAD, Regional Integration and Trade Department, No. 1, Tunisia, 2.

Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

-

Yazarlar

Yayımlanma Tarihi

1 Mayıs 2019

Gönderilme Tarihi

-

Kabul Tarihi

-

Yayımlandığı Sayı

Yıl 2019 Cilt: 4 Sayı: 1

DOI

https://doi.org/10.26899/inciss.223</doi>

IZ

https://izlik.org/JA84CM45JU

Kaynak Göster

RIS / Bibtex
APA
Yenipınar, U. (2019). Empoti: Emotional Education For Autistic Children. Uluslararası Medeniyet Çalışmaları Dergisi, 4(1), 112-131. https://doi.org/10.26899/inciss.223</doi>
AMA
1.Yenipınar U. Empoti: Emotional Education For Autistic Children. INCISS. 2019;4(1):112-131. doi:10.26899/inciss.223</doi>
Chicago
Yenipınar, Uysal. 2019. “Empoti: Emotional Education For Autistic Children”. Uluslararası Medeniyet Çalışmaları Dergisi 4 (1): 112-31. https://doi.org/10.26899/inciss.223</doi>
EndNote
Yenipınar U (01 Mayıs 2019) Empoti: Emotional Education For Autistic Children. Uluslararası Medeniyet Çalışmaları Dergisi 4 1 112–131.
IEEE
[1]U. Yenipınar, “Empoti: Emotional Education For Autistic Children”, INCISS, c. 4, sy 1, ss. 112–131, May. 2019, doi: 10.26899/inciss.223</doi>
ISNAD
Yenipınar, Uysal. “Empoti: Emotional Education For Autistic Children”. Uluslararası Medeniyet Çalışmaları Dergisi 4/1 (01 Mayıs 2019): 112-131. https://doi.org/10.26899/inciss.223</doi>
JAMA
1.Yenipınar U. Empoti: Emotional Education For Autistic Children. INCISS. 2019;4:112–131.
MLA
Yenipınar, Uysal. “Empoti: Emotional Education For Autistic Children”. Uluslararası Medeniyet Çalışmaları Dergisi, c. 4, sy 1, Mayıs 2019, ss. 112-31, doi:10.26899/inciss.223</doi>
Vancouver
1.Uysal Yenipınar. Empoti: Emotional Education For Autistic Children. INCISS. 01 Mayıs 2019;4(1):112-31. doi:10.26899/inciss.223</doi>