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In this study we investigate whether sector-specific unemployment in Turkey is explained by natural rate of unemployment or hysteresis hypothesis. We employ sectoral unemployment rate in nine Turkish leading sectors covering the period and test the stationarity of unemployment rates. For the test we use a recently developed panel unit root test which allows for different number of structural breaks in unemployment series in different dates. Unlike the other studies, the results obtained in this study show that the sectoral unemployment can be explained by a special case of the natural rate of unemployment hypothesis.Keywords: Natural unemployment rate, hysteresis, panel unit root test. 206Bülent GÜLOĞLU, M.Serdar İSPİR (1990), Roed (1996), Feve vd. (2003 ve Gray (2004) örnek gösterilebilir. Bu çalışmalarda Brunello (1990), 1955-1987 döneminde Japonya'da, Roed (1996) 1970-1994 döneminde Avustralya, Kanada, Japonya ve AB ülkelerinde, Gray (2004) 1974-2002 dönemin-de İngiltere'de histeri etkilerine rastlarken, Feve vd. (2003), 1966 Doğal oran önsavına yapısalcı okulun etkisi ile yapılan katkılar konu ile ilgili literatüre farklı bir boyut kazandırmıştır. Pissarides (1990), Phelps (1999), Blanchard ve Wolfers (2000) gibi iktisatçılara göre, doğal işsizlik oranı içsel bir iktisadi değişken gibi piyasa hareketlerinden etkilenmektedir. Bu durumda ekonomide meydana gelen şoklar işsizlik üzerinde kalıcı bir etki yaratmaktadır. Başka bir ifade ile şoktan sonra işsizliğin uzun dönemde denge değerine uyarlanma hızı yavaş olacaktır. Yazarlar bu durumu doğal işsizlik oranının özel bir türü olarak ele almaktadır. Bu bakış açısına göre histeri, şokların tamamen kalı-cı olduğu duruma karşılık gelmektedir. Ekonometrik açıdan şokların etkisinin uzun sure kalıcı olduktan sonra azalmaya başladığı durum, uzun hafıza süreç-leri -Cuestas ve Gil-Alana (2009)-ve yapısal kırılmalı durağan süreçler -Camarero vd. (2006, 2008)-ile izah edilebilir. Burada dikkat edilmesi gereken nokta şok-ların kalıcılığının yakın birim kök sürecine, histerinin ise birim kök sürecine karşılık geldiğidir.Gil-Alana ve Henry (2003), İngiltere'deki 1966-1997 dönemi işsizlik dinamiklerinin uzun hafıza sü-reçlerini analiz ederken, işsizlik ile reel faiz ve petrol fiyatları arasında kesirli eşbütünleşme ilişkisi tespit etmişler buna karşılık işsizlik serisinin bütünleşme derecesinin 1'den büyük (1.18) olduğunu saptamış-lardır. Caporale ve Gil-Alana (2007), önceki çalışma-lardan farklı olarak İngiltere, Japonya ve ABD ekonomileri için, histeri etkisini uzun hafıza süreçlerini, yapısal kırılma ve doğrusal olmayan dinamikleri ile birlikte ele alarak, ABD ve Japonya'da (sırasıyla 1960-2004 ve 1970-2004 dönemleri için) yapısalcı okulun görüşlerini, İngiltere'de ise (1970-2005 dönemi için) histeri önsavını doğrulayacak sonuçlara ulaşmışlardır. Candelon vd. (2009), ABD ekonomisi sektörlerinin 1982-2002 dönemi isşsizlik serilerinin, yapısal kırılma ve mevsimsel şokların etkileriyle birlikte uzun hafıza süreçlerini analiz ederken, yapısalcı okulun görüşünü d...

One of the issues that should be considered in teaching Turkish to foreigners is the consideration and evaluation of the elements of divan poetry. Divan poetry is increasing its interest to Turkish by its rich accumulation. One of the basic building blocks of a nation is culture. Language is an indispensable element of culture. Thousands of works written in Turkish and many subjects processed in these works add to the wealth of Turkish. The diversity of subjects in the Divan Literature, especially in the mathnawis, draws attention.The works written in various forms with the form of mathnavi poetry have enabled to be read and loved in a wide area of Turkish. These works which are written in plain Turkish and which process all the richness of the Turkish language to be handled and evaluated, to participate in the richness of Turkish by the material obtained and to expand the area of interest of Turkish are required. The short stories handled in the mathnawis are arouse curiosity on the reader. These stories in mesnevi in Turkish teaching to foreigners should be used as an important material both in the liking and teaching of Turkish. In this study, information about the mathnawis which constitute the rich material of divan poetry was given. Mesneviler was handled according to the subjects, and discussions were made on how these subjects would contribute to Turkish teaching. Examples from mathnawis written in different periods from different periods were taken and material was created to be the source of the topic. The material obtained was divided into subheadings according to the type of use in teaching. How to handle the material in teaching turkish to foreigners was discussed. The results obtained are presented.

The story takes an important place in classical Turkish literature. Apart from the works that deal with a story independently, there are also works that complement a subject by processing different stories. There is harmony between the storytelling and the subject. The narration of the subject is supported by the power of the story. The poet or writer uses the story as a tool to advise the reader. Thus, the story becomes a means of strengthening the narrative and convincing the reader. The narrated subject is exemplified by the story and the thoughts are proved by the story. Thesis put forward are concluded with a story. Whatever the subject is written in classical Turkish literature, the story contains moral elements. These moral elements are included in the culture, beliefs, traditions, customs and traditions of the society. Stories are tried to be given to how moral values are reflected to life or should be reflected. In this respect, the story manifests itself as a tool of education. It supports the protection of moral values in society. With the storytelling, the moral structure in the society becomes evident with its positive Meheddin İSPİR / KAÜSBED, 2019; 24; 409-426 410 and negative aspects. Positive aspects are supported and negative aspects are criticized. The individual and society are subjected to moral criticism and directed to positive. In this study, brief information is given about the stories and the classification of the stories in Classical Turkish Literature. Moral criticism in the stories was tried to be shown with examples from different stories.