DSpace Arşivi :: Ana Sayfa

İstanbul Gelişim Üniversitesi Kurumsal Açık Erişim Arşivi

DSpace@Gelişim, İstanbul Gelişim 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 yayınların etkisini artırmak için telif haklarına uygun olarak Açık Erişime sunar.

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Tezler

Güncel Gönderiler

Generalized Convergence of Sequences of Fuzzy Numbers by Means of Modulus Functions
(Scipedia S. L., 2025) Ibrahim, Ibrahim Sulaiman; Baleanu, Dumitru; Yousif, Majeed A.; Mohammed, Pshtiwan Othman; Abdeljawad, Thabet
In this paper, we extend the concepts of statistical convergence and strong summability for the sequences of fuzzy numbers using modulus functions. By introducing appropriate conditions on the modulus functions, we generalize and refine existing notions of convergence within the fuzzy setting. Additionally, we establish several interrelationships between these extended concepts, thereby contributing to the deeper understanding of summability and convergence behavior in the sequences of fuzzy numbers.
Inclusive pedagogies in multilingual classrooms: teachers’ perspectives on supporting students with learning disabilities
(Routledge, 2025) Zhang, Jin; Kariveliparambil, Ashifa; Jeena, K. G.; Babu, Jobi; Cyriac, Joby; Ahmad, Muhammad Shakil
Inclusive education in linguistically plural societies is often negotiated in a contested space between policy rhetoric and classroom reality. This qualitative study shows how language-subject teachers in Kerala (India) conceptualise and enact the inclusion of learners with difficulties in a tri-lingual milieu comprising Malayalam, English, and Hindi. With an interpretivist design and abductive logic, we conducted interviews with 20 teachers and analyzed their responses using Reflexive Thematic Analysis. Five themes emerged: (1) teachers’ understanding of inclusive education, (2) challenges in implementing inclusive education, (3) challenges in multilingual inclusive classrooms, (4) institutional and policy support, and (5) teachers’ reflections on and future directions. The findings show that teachers routinely mobilise translanguaging and Universal Design for Learning (UDL) principles to remove barriers to presence, participation, and achievement. However, these gains are rendered ‘invisible’ when examinations reward monolingual written outputs. This study advances the theory by integrating the inclusive education framework with translanguaging, biliteracy continua, UDL, and orthographic-depth accounts to explain the persistent oral–written gap. It advocates for the redesign of assessments, state-endorsed oral fluency scales, script-sensitive rubrics, portfolio-based evidence, protected remedial time, and proximal professional development. These shifts would convert teacher-observed progress into recognised achievement and stabilise inclusion beyond individual goodwill.
Existence and Uniqueness of Solutions For Cauchy-Type Problems Involving Mth-Level Fractional Derivatives
(World Scientific, 2025) Bany-Ahmad, Rami; Ibrahim, Alawiah; Noorani, Mohd Salmi Md; Abdeljawad, Thabet
This paper investigates the existence and uniqueness of global solutions in the space of weighted continuous functions for Cauchy-type problems involving fractional differential equations with mth-level fractional derivatives. Using the Banach fixed-point theorem and the step method, we establish our results within an appropriate functional space, demonstrating the equivalence between the given problem and a corresponding Volterra integral equation. As a particular case, we examine the Cauchy-type problem for fractional differential equations with second-level fractional derivatives. Key properties and fundamental results related to this type of fractional calculus are discussed. Additionally, we derive significant Cauchy-type problems from both mth- and second-level fractional derivatives, which have been extensively studied in Riemann–Liouville, Caputo, and Hilfer fractional derivatives. Finally, we analyze the stability of the solutions to the weighted Cauchy-type problem.
Material circularity and environmental quality in the EU: what causes what and where?
(Institute of Physics, 2025) Alola, Andrew Adewale; Özkan, Oktay; Uzuner, Gizem
Although the green and blue dividends associated with circular economy have been widely advocated, whether circular economy necessarily guarantee environmental quality remains unclear. To provide a more precise insight, in this case for a novel case of all the European Union countries, environmental effect of the share of used material resources from the reuse of waste materials is examined over the period 2010–2021. The results reveal that the reuse of waste materials statistically (i)increase CO2 emissions in most quantiles in Austria, Belgium, Denmark, France, Greece, Hungary, Lithuania, Malta, Netherlands, Poland, and Slovenia, (ii) mitigate CO2 emissions in most quantiles in Bulgaria, Croatia, Cyprus, Estonia, Finland, Italy, Portugal, Romania, Slovak Republic, Spain, and Ireland, and (iii) either increasing or reducing CO2 emissions depending on the quantile of material circularity use rate and CO2 emissions in Czech Republic, Germany, Luxembourg, Sweden, and Latvia. This result points to a more policy driven approach.
Ecological footprint and income inequality in South Africa: a hidden dynamic?
(Emerald Publishing, 2025) Eyüboğlu, Sinem; Uzar, Umut; Alola, Andrew Adewale
Purpose – This study examines the complex relationship between income inequality and the ecological footprint in South Africa, emphasizing its implications for more inclusive environmental policies. Design/methodology/approach – The result offers social, economic and environmental perspectives by employing both the autoregressive distributed lag model (ARDL) and the nonlinear autoregressive distributed lag (NARDL) models for data from 1980 to 2017. Findings – The ARDL findings indicate that income inequality does not significantly influence the ecological footprint. However, while financial development negatively affectsthe ecological footprint, factorssuch as energy consumption, economic growth and trade openness positively influence it in both the short and long term. In contrast, the NARDL modelreveals a hidden nexusin which reductionsin income inequality significantly decrease the ecological footprint, highlighting the importance of decomposing variables into their þ and – components to uncover hidden dynamics. These results highlight the potential oversight of critical relationships using traditional models and emphasize the value of disaggregated data to provide deeper insights into the interactions between economic variables and environmental outcomes. In addition, other findings from the NARDL model align with those obtained from the ARDL model, reinforcing the robustness of our analysis. Originality/value – Unlike prior research, this study reveals the asymmetric impacts of income inequality on ecological outcomes, offering a fresh perspective on integrating economic disparities into sustainable development strategies.