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Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 121-128).

This study investigates whether the girls' education project "Haydi Kzlar Okula!" was able to increase girls' schooling and to what extent it was effective. In Turkey, there is still gender disparity in primary education although it is compulsory. "Haydi Kzlar Okula!" is UNICEF and Turkish Ministry of Education's joint project, which aims to increase girls' primary enrollment. The project consists of increasing public awareness, free books and incentives (in the form of conditional cash transfer) for female students. To find the magnitude of the program's impact, data is collected from Turkish and European statistical databases and a panel data analysis is employed. The results show that if the program has been implemented in a province, girls' enrollment rate increases by 1.310-2 units and total schooling increases by 1.410-2 units. Conditional Cash Transfer (CCT) found to have a bigger impact on girls' enrollment rates than total enrollment rates but the impact is not statistically significant. When a dummy for poverty is included in the model, then CCT becomes significant and the impact can be interpreted as; 1% increase in the conditional cash paid to a province results in 1.310-4 units increase in girls' enrollment rates. It is concluded that the project's impact is statistically significant but the magnitude is smaller than expected. Improvements are needed for increasing the effectiveness of the project. New cash transfer schemes should be implemented and community contribution should be encouraged. Another result of the analysis show that school buildings and adult literacy have greater impacts than the girls' education project.

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Nov 30

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This thesis aims to measure and compare the attitudes of university students at three different public universities (The University of Central Florida, The Udmurt State University, and The Middle East Technical University) in three very distinct countries (The United States, Russia, and Turkey, respectively) with the hope of understanding their opinions toward the cultural ramifications resulting from the globalization process. The hypothesis is that the higher the exposure and receptivity of university students to cultures different from their own, via "cosmopolitizing" variables, i.e. study abroad. foreign television, music, or food, the more likely they would be to accept the concepts surrounding globalization and reject those of localization, whether expressly aware of the concepts or no thereby more likely they will be to rank "strongly globalist., on a determined dimension of globalism. An anonymous survey was translated and disseminated to students at each of the three universities referenced above in order to gather a representative sample that could potentially be studied as a microcosm of each country's university student population as a whole. The data garnered was then put through a series of statistical analyses, using SPSS, in order to understand the correlations between variables and to analyze their statistical significance. While there is existing literature discussing the attitudes and opinions of adults towards the concept of globalization there is a dearth of research and information collected on the views and attitudes of the very influential university-age population. This thesis seeks to fill in the informational gap and provide a framework for further continuation of this study.