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The purpose of this paper is to measure and compare the level of earthquake preparedness of individuals living in Eastern Anatolia region of Turkey, evaluate whether prior earthquake experience has an impact on earthquake preparedness and discuss the cultural factors that may play a role in determining the level of preparedness.

Three locations were identified for the study. Aşkale and Erçiş district had experienced a major earthquake where Erzurum City Center had no major earthquake experience. A total of 174 participants were included in the study. Earthquake preparation was assessed using the Turkish version of the Wellington Earthquake Preparedness Scale by Spittal et al. (2006).

The results showed a significant relationship between the place of living, earthquake experience and preparation. Those who had prior earthquake experience had higher preparation than those who had no prior earthquake experience. Home owners had taken more steps to prepare for an earthquake than non-home owners Individuals who were married had higher preparation scores than those who were single or widowed. A comparison of general perception of preparedness levels reported by participants having a major earthquake experience and no earthquake experience showed that Erçiş and Aşkale residents were significantly more prepared for an earthquake than Erzurum residents. Home ownership and past earthquake experience were found to be predictors of preparation.

Although the Eastern Anatolia region of Turkey encounters many earthquakes resulting in mass destruction, the issue of whether individuals living in this region are ready and prepared for a possible earthquake has not been researched sufficiently.

A major aim of the design studio is to educate students to be well-equipped designers. To do so, a student should be able to grasp the divergent information of various courses and integrate that knowledge into their design problems. But are students aware of the emphasis placed on incorporating different curriculum courses into the design studio? Do they find it beneficial while developing a design project? To what extent do they think this integration has an impact on their success in the design studio and in their adaptation to professional practice? This paper seeks to find out whether the integration between the design studio and other curriculum courses is productive from students' perspectives and determine if there is a consensus between students and instructors on the significance of transferring knowledge from curriculum courses to design projects. In addition, the paper examines the position of the design studio as an integrative medium between education and practice in the Turkish context.

This paper aims at revealing the process of identity reconstruction for individuals who have acquired sensory disabilities, as well as the contribution of consumption to this process.

The data was collected through both interviews conducted in France and autobiographical accounts.

When disability occurs, individuals go through a rite of passage that shapes their identity reconstruction process. Two forms of liminality appear: acute and sustained liminality. These phases can foster or hamper individuals’ identity reconstruction.

The mechanisms leading from one stage of the identity reconstruction process to another should be deepened through further research.

Given the fluctuating behaviors of consumers with disabilities, especially in view of their identity reconstruction process, this research encourages retailers and public policy actors not to consider them as a homogeneous consumer segment.

While scholars dealing with consumers with disabilities have mainly focused on the accessibility of the marketplace, this research disentangles their identity issues.