Earthquake Hazard of Marmara and Environs Discussion of the disaster management in our country begins after 1992 Erzincan and 1995 Dinar Earthquakes. These earthquakes, which are described "city earthquakes" because of their epicentre, fault characteristics and effects, required radical changing about disaster and disaster management. There is an order about generation of the earthquakes in the world and also our country. Turkey and its surrounding area have an order which is explained by plate tectonics and proved by lots of investigations. The Marmara Region contains nearly 45% of industry of the country. That high-grade industry is directly related to sub-industry on Anatolia. Considering 50 % of total taxes of country are obtaining by this region, the risk of possible Marmara Earthquakes is crucial from the point of national economy. The material damage is expected between 30-50 billion dollars by experts. Until 17 August 1999 Gölcük Earthquake, the measurement-based fault investigations about The Marmara Sea are made fairly few. After 17 August 1999 Gölcük and 12 November Düzce Earthquakes, important data about tectonic structure of the Marmara Sea are acquired by the investigations, especially seismic studies. The North Anatolian Fault Zone (NAFZ) continues down the road towards west on the Marmara Sea by several earthquakes, magnitude is at least one of them more than 7. The precautions about the NAFZ's these processes which can be called "Marmara Phase" are inadequate in generally.

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The purpose of this exploratory study was to examine whether specific attitudes and beliefs among pre-service teachers about the use of computer games in mathematics teaching and learning predict their intention to integrate computer games in future mathematics teaching. Data were collected via a questionnaire from 119 teacher education students in a mathematics methods class at a midwestern USA university. Findings indicate that previous experience of computer gaming, gamer identity, self-efficacy for computer game-based teaching, perceived educational benefits of computer games, and gender stereotypes about computer gaming were significantly related to intention to integrate computer games in future teaching. Multi-level linear regression analysis indicates that self-efficacy, perceived benefits and gender stereotypes did not explain significantly more variance in intention for game integration above and beyond that explained by previous experience of computer gaming and gamer identity. Gender and specialization of the preservice teachers were related to previous experience of computer gaming and gamer identity. The results and educational implications of the study for teacher education and policy making are discussed and limitations of the study are addressed.

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Over 900 colleges and universities across the U.S. have adopted the Quality Matters Rubric for the design of their online courses with the intention of providing guidance to both instructors and peer reviewers. Given the challenge of how design components align with Web-based instruction delivery in terms of interactivity and formative assessment, there is a need to develop guidelines to establish a strong connection between design and delivery. Such information could support a dynamic, balanced, and student-centered approach to instructional development in virtual learning environments. This chapter proposes a matrix built on the linkage among well-established design practices, delivery methods or strategies, and assessment routines.