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    Assessment of World Heritage List Nominations under country profile of Turkey
    (Mediterranean Center of Social and Educational Research, 2014) Paksoy P.
    World Heritage List is a vital symbol for States to prove their cultural and natural properties nominated by the three Advisory Bodies of the World Heritage Convention (ICCROM, ICOMOS, IUCN) and the World Heritage Centre. Not only the selected property becomes a flagship for the national protected area, being nominated also encourages the states to provide better techniques for protection, conservation and management. Turkey ratified the World Heritage Convention in 1983. Three properties were nominated initially in 1985. Even though approximately 30 years have passed since 1983, there have been only 11 properties inscribed on the World Heritage List. While comparing the other countries representation on the list, Turkey seems to be presented with a fewer number of properties until now. The researcher with this starting point aimed to analyze the World Heritage List Nomination historical process and complementary policies of Turkey. The method of the study is based upon interviews and documentary monitoring. Interviews with the chairman of UNESCO Turkish National Commission Prof. Dr. Öcal O?uz and sector experts have been carried out. As a result of these studies, the researcher has identified three major problem areas on the implementation process of World Heritage List. From the findings, it can be concluded that improved site management, well-developed links with ICOMOS, IUCN, ICCROM in coordination with their experts, and offering a property for nomination with an integrated approach including a wider stakeholder perspective, a wider region and perspective could increase the number of the properties nominated in the prospective period.
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    A case of restudy about the visitor management issues of Stonehenge, UK
    (Mediterranean Center of Social and Educational Research, 2014) Paksoy P.
    One of the UNESCO's World Heritage assets Stonehenge carries a vital importance as it's under the protection of this list and all land surrounding the monument is owned by conservation organizations. Stonehenge faced an issue of being referred to two different organizations with differing approaches to management as English Heritage owned the site itself and National Trust owned the surrounding download. Paksoy & Colakoglu (2009) investigated in their study about the site Stonehenge and has advised suggestions about its major management problems of the site. Stonehenge with its major management problems is one of the evident examples where the conflicts of the stakeholders can be monitored in an apparent way. With the different issues and its problematic locations and 2 different management styles, the problems encountered here were inspected by the researches to find out if measures have been taken since then. As there are a great number of visitors preferring Stonehenge and this number is increasing each year, the management couldn't ignore to take urgent actions with the related problems. The researcher in this study analyzed whether their previous assumptions and propositions have been actualized in real measures.
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    Environmental education in turkey within the perspective of EU Integration
    (2007) Paksoy P.; Colakoglu N.
    Between the living things there has been always an ongoing interaction. Humankind is polluting consciously or unconsciously while interacting within the environment which is surrounding him. Because of the rapidly changing (physical, chemical and biological) ecological events recently in our world, the boost of technological contamination, roughness in technological use, personal or societal insensitivity once have proved how significant the environmental education is. In order to adapt universal environment policies, adjusting your policies in accordance with the technologically improved and advanced countries is a highly considered matter of fact. The states within the integration period of European Union have to incorporate both the universal and the EU Association Agreement criterion for the well-being of their country and the whole world. Hence there has been an increasing concern in environmental education policies; in 2003 after signing the European Union Association Agreement, the syllabus has been enriched in the educational institutions of Turkey. Specifically in the primary level, to be able to create environmental consciousness, the level of "science and technology literacy" is aimed to be elevated. Additionally in professional institutions, universities and with the support of NGOs, there has been a serious attention to ensure that this awareness become widespread. This study aims to investigate the educational system within the perspective of EU integration. The researchers try to find out in which levels of Turkish education environmental education is given and furthermore explores the content of the specified education. Conclusions are drawn from the point of compatibility with the European Union suggestions and norms.
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    Nterpretation of numerical data on the erasmus mobility activities of turkey within european union perspective
    (2009) Colakoglu N.; Paksoy P.
    Turkey has took part fully in the Socrates programme, one of the Community education and culture programmes that seeks to increase the unity and integration between the people and countries placed in Europe, in 2004. As a result, Turkish higher education institutions have had the chance to join Erasmus -the higher education associated subprogram of the Socrates programme- all through the academic year 2004/2005 and recognized mobility activities with their European partners. The initial part of this article comprises the common information about the statistical data for contributing in Erasmus throughout the country. In the parts for student staff mobility, there is information on the numbers of outgoings, most-preferred countries and most-preferred subject areas of the related actions. © 2009 All Rights Reserved by the International Multidisciplinary Scientific GeoConference SGEM Printed in Sofia, Bulgaria.
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    Vocational tourism education within the perspective of european union and the compatability of the Turkish tourism education
    (2008) Paksoy P.
    Tourism is a distinctive labor intensive sector with human as its basic production component since it aims to sell and offer service. As human is the core focus of this sector and service is provided through human beings, training of the people who will be working in the tourism industry becomes vital. Especially the value addition to economy and provision of cultural tolerance enhances the importance of tourism sector not only for developing countries such as Turkey but also for European Union and for the rest of the world. As the European Union countries absorb 68 per cent of the tourism movements (75 per cent of tourism revenues) in Europe and 41 per cent of the total world; the significance of the tourism sector can not be underestimated. Therefore this rapidly growing but previously ignored industry has started to take its attention to the education as education quality will enhance the service and in parallel enable to better cope with the increasing competition. Among the educational systems, vocational tourism education is continuously changing in Europe. For this reason vocational tourism education configuration in European Union is studied in this research. The study consists of three parts. In the first part EU theoretical information about EU's educational and vocational education programs are studied. In the second part, vocational tourism education in EU is analyzed and in the last section of the study the Turkish vocational tourism education is analyzed within the EU perspective.