The Government System and Administrative Framework for Planning and Development

2017 ◽  
pp. 93-116
Keyword(s):  
Administrative Framework ◽  
The Government

An Update on Turkish Archives

1989 ◽  
Vol 23 (2) ◽  
pp. 181-187
Author(s):  
Kemal H. Karpat
Keyword(s):  
World War I ◽  
Middle Eastern ◽  
Director General ◽  
North African ◽  
Turkish Government ◽  
History Of ◽  
Administrative Framework ◽  
The Republic ◽  
The Government

Students of Middle Eastern, North African, and Balkan history of the period extending roughly from the middle of the fifteenth or the beginning of the sixteenth century to the end of World War I ought to know about the vital developments that have occurred since 1985 in the Turkish Archives or Başbakanlik Arşivleri (prime minister’s archives). These materials were to be moved to the central archive building in Ankara, but the ultimate decision was made to keep the Ottoman documents in Istanbul and to use the large Ankara archive building for preserving the material accumulated during the Republic.An international conference was convened by the Turkish government in 1985 to discuss the situation of the Ottoman archives. The meeting was opened by Prime Minister Turgut Ozal, who promised on behalf of the government to do whatever was necessary to expedite the classification of the existing material and facilitate its use. After the conference, Professor Halil Inalcik and I were invited to Ankara to discusss with Mr. Hasan Celal Güzel—then prime minister’s aide, currently minister of culture—the measures necessary to train archivists. Later, in the summer of 1986, I participated in several working sessions presided over by Mr. Güzel to discuss various technical questions, such as the administrative framework of the archives, the training of personnel both at home and abroad, and so on. In a recent visit to the archives (November 1988), I was able to assess on the spot the work carried out since 1986 under the supervision of Professor Ismet Miroglu, the current director general of the archives.

scholarly journals The Peace Treaty of Fredrikshamn and its Aftermath in Sweden and Finland

2010 ◽  
Vol 7 ◽  
pp. 168
Author(s):  
Petri Karonen
Keyword(s):  
Private Property ◽  
Peace Treaty ◽  
Economic Issues ◽  
Peace Negotiations ◽  
Administrative Framework ◽  
The Government ◽  
Post War ◽  
Two Sides ◽  
New Situation ◽  
Grand Duchy

This article analyses the Peace Treaty of Fredrikshamn (Hamina in Finnish) and its consequences in Sweden and Finland. The Russians set strict preconditions for the commencement of peace negotiations with the Swedes in the summer of 1809. These conditions were realized almost <em>in toto</em> in the final peace treaty, which consisted of just twenty-one articles. In addition to regulations directly related to the ending of hostilities, the main provisions of the agreement entailed huge territorial losses for Sweden, strictly defining the regions it was to cede to Russia, the most important of which was Finland. Sweden was also enjoined to give up its alliance with Britain and to join the Continental Blockade. Furthermore, the peace treaty laid down provisions for securing the position of both Finns and Swedes as subjects in the new situation, defined measures to ensure the continued functioning of the economy, and stipulated strict provi- sions for the protection of private property. The latter were very significant, especially with regard to the legitimacy of the administration, the pacification of society, and the safeguarding of the infrastructures in both Finland and Sweden. The post-war resumption of peace was not easy for either the Finns or the Swedes. However, the problems caused by the peace treaty were very different on the two sides of the Gulf of Bothnia. The problems in Finland were easier to solve because they were more concrete. The Grand Duchy of Finland, which was born out of the treaty, was permitted to maintain the existing Swedish legislative, social and local administrative framework, and a new central governmental machinery was created on top of it. In Sweden, the most important problems attending the return to peace (which could also be described as a &lsquo;crisis of peace&rsquo;) included the difficult question of the succession along with serious internal and economic issues. However, the most serious worry concerned the re-establishment and maintenance of the legitimacy of the government in the new situation.

The Education of Research Psychologists in Sweden

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Science Department ◽  
Research Education ◽  
The Core ◽  
Social Science Department ◽  
Learning Alliance ◽  
Laissez Faire ◽  
The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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