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In the present study, to discover how teaching of renewable energy sources in Turkey is carried out at the university level, a questionnaire was developed and applied at different universities in Turkey. The analyses conducted on the data obtained from the questionnaire revealed that education about geothermal, solar and wind energy is given at master's level, other renewable energy sources are taught at the undergraduate level within the curriculum of some engineering courses. The teaching performed about renewable energy sources is in Turkish and at encyclopedic level. As preparing and obtaining the required materials are costly, some problems are encountered in the teaching of renewable sources. In Turkish universities, no degree about renewable energy sources is granted. Hence, the country must make use of the people having engineering degree to capitalize on its renewable energy sources. As there is no program specializing on providing training about the renewable energy sources, it seems to be difficult to find experts about this issue. The current state of renewable energy sources education seems to be inadequate and it should be expanded and strengthened.

Diffusion bonding of AZ91 alloy with a silver interlayer was carried out at 480°C for different times under 1 MPa in a vacuum of 2 Â 10 À3 Pa. Shear test was applied to measure the shear strengths of the joints in the room temperature. The shear strength values of all bonded samples were found around 65-70 MPa. SEM-EDS studies indicated that the melting occurred along the interface of bonded samples as a result of transfer of atoms between the interlayer and the matrix during bonding. XRD results confirmed that the interlayer dissolved in the interface of joints. Investigations of the fracture surfaces showed that a good bonding was obtained by plastic deformation.

Operational Modal Analysis (OMA) method is frequently used in order to determine dynamical properties of historical masonry structures. In this study, damage pattern of historical Alaca minaret which is selected as application is investigated under different ground motions by updating finite element models (FEM) depending on operational modal analysis test. Initial Finite element model was prepared in ABAQUS V10 program and numerical dynamic characteristics of minaret were determined. In addition, experimental dynamic properties of minaret were provided by operational modal analysis. Initial numerical model of brick masonry structure was calibrated via OMA method. Then, linear and non-linear seismic analyses of calibrated FEM of historical minaret were performed by using different earthquakes acceleration records that occurred in Turkey. Concrete Damage Plasticity model was taken into account in non-linear seismic analyses. As a result of the analyses, it is concluded that the stresses obtained with linear analyses aren’t as realistic as the non-linear analyses results and the earthquakes can cause some damages in the minaret.

Education and technology are two basic elements in order to obtain skilled labor. Education provides a continuous improvement with willing and permanent changes in the abilities and behaviors of an individual. Technology is a discipline that provides the link between science and practice and occurs in a certain aim and order that are target -driven. Modern education gives an education based on the practice that makes the students active by using new technologies. The productivity of improving the workforce based on the skilled and sectoral expectations also depends on this. To use education technology provides a permanent education because the person first teaches and after he/she obtains the ability of practice in the effective and permanent learning. For this reason, to learn something by making and living is the most effective method. Infrastructure, lack of technological equipment, the level of instructors can cause to fall behind the technological development in the service and production sector of vocational and technical schools in Turkey. Vocational and technical schools cannot achieve their education objectives based on the practice, because they cannot use the education technology properly. As a result of this, the loss of skilled labor that has the ability of using the information technologies that is important for the development of a country can occur.