Sometimes studying is so dull but there are moments like this when you can´t imagine anything more interesting.  -  I think this by accident turned out a very good set of examples. I wish other learners also would take a look at the corrections.

The Turkish so that game is basically played with four elements, the subjunctive mode, its frozen form diye, the postposition structure with için and the tiny Persian conjunction ki. The choice between them is almost impossible for a learner but fortunately in many cases more than one alternative is possible or at least understood.

I think the difference between imperative and subjunctive shows in these examples. While imperative is the manipulative mode whose use is an attempt to change the state of affairs, subjunctive describes the situation as envisaged by the speaker. That´s why

                            Oda iyi koksun diye [odaya] parfüm sıktı.

which would sound komik if it was understood as an order makes sence as an example of subjunctive mode, describing a situation imagined by the speaker.

Another remark is about diye. I think it hence has been proved that it really doesn´t have anything to do with ´saying´ any more:

                            Somalili anne , çocukları yaşasın diye öldü.

Good analysis Abla.

As an adverb  usega of "diye" is interesting.

1. The mother put the drags on the shelf so that the kids could not reach them.

[Note that the adverbial clause should be first to translate, then main clause]

Çocuklar ulaşamasın diye anne ilaçları rafa kaldırdı.

Çocuklar ulaşmasın diye anne ilaçları rafa kaldırdı.

[purpose of mother´s act]

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2. Çocukların ulaşamamaları için anne ilaçları rafa kaldırdı.

    Çocukların ulaş mamaları için anne ilaçları rafa kaldırdı.

 [purpose of mother´s act]

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3. Anne ilaçları rafa kaldırdı ki çocuklar ulaşamasın.

    Anne ilaçları rafa kaldırdı ki çocuklar ulaşmasın.

 [purpose of mother´s act]

But in this form the main clause comes first , it is closer to English way of saying. And might be easier for learners.

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