Responding to Terrorist Attacks Trends in European Response Scenarios INFORMATION CUTOFF DATE: October 6, 2008
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From Istanbul to Athens, Greece
13 DAYS - FROM ISTANBUL TO ATHENS, GREECE ITINERARY Day 1: Istanbul Welcome to Istanbul! You will be transferred to your hotel and the remainder of the day is yours free to explore. Overnight Istanbul Day 2: Istanbul Old City After breakfast you will enjoy a fully guided tour of the only city to span two continents, visiting the Blue Mosque, the Aya Sofya, Topkapi Palace and the Hippodrome. Breakfast. Overnight Istanbul Day 3: Gallipoli Battlefields One of the most emotionally touching places in Turkey, to- day we visit the WWI Battlefields of Gallipoli including Lone Pine and Chunuk Bair Memorials, ANZAC Cove, Johnston’s Jolly and The Nek, original trenches and tunnels. Breakfast, dinner. Overnight Canukkale Day 9: Santorini optional boat trip The day is yours free to spend as you wish. Why not take Day 4: Troy, Acropolis of Pergamum an optional boat trip in the world’s biggest volcanic crater This morning we step back in time as we visit Troy, home above sea level. Visit the active volcano, swim in the warm of the famed Trojan Horse and then tour the magnificent thermal waters and take a therapeutic mud bath. acropolis of Pergamum. Its impressive temples and library Breakfast. Overnight Santorini made Pergamum a renowned cultural and political centre in its time. Day 10: Santorini to Athens Breakfast, dinner. Overnight Kusadasi Soak up the sun on the black sand beaches before we board an afternoon ferry to the mainland. Day 5: Ephesus, Kusadasi Breakfast. Overnight Athens Absorb yourself in history today with a guided tour of Ephe- sus and a visit to the site of the Temple of Artemis. -
Focus on European Cities 12 Focus on European Cities
Focus on European cities 12 Focus on European cities Part of the Europe 2020 strategy focuses on sustainable and There were 36 cities with a population of between half a socially inclusive growth within the cities and urban areas million and 1 million inhabitants, including the following of the European Union (EU). These are often major centres capital cities: Amsterdam (the Netherlands), Riga (Latvia), for economic activity and employment, as well as transport Vilnius (Lithuania) and København (Denmark). A further network hubs. Apart from their importance for production, 85 cities were in the next tier, with populations ranging be- cities are also focal points for the consumption of energy and tween a quarter of a million and half a million, including other materials, and are responsible for a high share of total Bratislava, Tallinn and Ljubljana, the capital cities of Slova- greenhouse gas emissions. Furthermore, cities and urban re- kia, Estonia and Slovenia. Only two capital cities figured in gions often face a range of social difficulties, such as crime, the tier of 128 cities with 150 000 to 250 000 people, namely poverty, social exclusion and homelessness. The Urban Audit Lefkosia (Cyprus) and Valletta (Malta). The Urban Audit also assesses socioeconomic conditions across cities in the EU, provides results from a further 331 smaller cities in the EU, Norway, Switzerland, Croatia and Turkey, providing valuable with fewer than 150 000 inhabitants, including the smallest information in relation to Europe’s cities and urban areas. capital -
Journey to Turkey: a Survey of Culture, Economics and Politics of Turkey
IAS 3950.026 Journey to Turkey: A Survey of Culture, Economics and Politics of Turkey IAS 3950 Journey to Turkey: A Survey of Culture, Economics and Politics of Turkey Course duration: May 19 – June 6, 2015 Instructor: Firat Demir; Office: CCD1, Room: 436; Office hours: By appointment; Tel. 325-5844; E-mail: [email protected] 1. Course Objective The Anatolian Peninsula that connects Asia and Europe has been at the epicenter of many empires and civilizations for thousands of years. Any attempt to understand the culture, institutions and many of the current challenges present in modern Turkey should begin with the study of these civilizations, which have contributed immensely to the development of the Western and Asian civilizations. After all, this is the place where the words Asia and Europe were coined and where the very first monumental structures in history were built (Gobeklitepe, dating back to 10000 BC). Also, I should mention that the father of modern history, Herodotus was a native of Turkey (a title first conferred by Cicero). This course is comparative and interdisciplinary in nature and crosses multiple disciplines including arts, sociology, cultural studies, history, urban planning, economics, and politics. We will constantly compare and contrast the past and the present, East and the West, Turkey and Europe, modern and archaic, secular and religious, democratic and authoritarian, etc. A special attention will be paid to challenge students’ pre-conceived notions, opinions, perspectives and attitudes towards Western vs. Non-Western civilizations, particularly so for those involving the Middle East and Europe. During our journey, we will visit thousand + years old churches, synagogues, mosques, ancient temples, palaces, cities, monuments as well as the most exquisite examples of modern art, and perhaps not so exquisite examples of modern architecture. -
The Sublime Porte Ubiquity
Table of Contents Introduction………………………………. iii The Center of Entertainment…….. 40 Taksim Stadium………………….. 42 Chapter 1: A Brief History of the City…..… 1 Education and Worship………..… 42 Houses of Worship………………. 43 Chapter 2: The Cynosure of Intrigue…….. 4 The Graveyard…………………… 43 Red vs. White……………………… 4 Beşiktaş………………………….. 43 National Security Service.…. 5 Dolmabahçe Palace……………… 44 NKVD .…………………..… 6 Yali………………………………. 46 Enter the Nazis…………………….. 6 Bosphorus Hebrew Relief Agency… 7 Chapter 6: The Anatolian Side……….….. 48 Armenian Brotherhood……………. 9 Kadiköy………………………….. 48 Partisi al-Islam…………………… 10 Moda…………………………….. 49 Gangsters of Istanbul…………….. 11 Üsküdar………………………….. 50 Mutra………………………..…… 11 The Maiden’s Tower…………….. 51 Greeks………………………….… 11 Camlica Hill…………………..… 52 Camorra………………………….. 12 Selamsiz………………………… 52 The Water Boys………………….. 13 Sufiisn ……………………….… 53 Romani………………………….. 53 Chapter 3: The Oslek Transfer…………… 14 Apostolate to Protect Holy Relics 54 Anadolu Citadel……………….… 54 Chapter 4: Old Istanbul………………..… 23 Fatih……………………………… 23 Chapter 7: The New Turkey……………… 56 Sultanahmet “Blue” Mosque…….. 24 The Six Arrows………………….. 56 The Seven Pillars of Islam……….. 25 The Ankara Government…………. 57 Hagia Sofia………………………. 26 Money, Money, Money… ……….. 58 Topkapi Palace…………………… 28 The Government in Istanbul…..… 59 The Orient Express………………. 29 The Gendarmerie………………… 59 Sirkeci Rail Station……………… 30 The Modern Turk………………… 60 Galata Bridge……………………. 31 Egyptian Bazaar…………………. 31 Chapter 8: A Royal Heist………………… 64 Valen Aqueduct………………….. 31 Basilica Cistern………………….. 32 MAPS Grand Bazaar……………………. 34 Grand Bazaar…………………….. 34 Walls of Constantine…………….. 35 Old Istanbul…………………….. 37 Yeiliköy………………………….. 35 European Istanbul…………….… 47 Topkapi Palace…………………… 69 Chapter 5: European Istanbul……………. 38 Karaköy………………………….. 38 The Tünel………………………… 39 Sample Pera (Beyoglü)…………………… 39 file Pera Palace Hotel………………… 40 Introduction The Sublime Porte started life as a series of adventures that were set in Istanbul for a Hollow Earth Expedition game I was running a few years ago. -
Arcadius 8; (Column
index INDEX 319 Arcadius 8; (column of) 184 Balat 213–14 Archaeological Museum 93ff Baldwin, Count of Flanders 15 Argonauts, myth of 259, 263, 276 Balıklı Kilisesi 197–98 Major references, in cases where many are listed, are given in bold. Numbers in italics Armenian, Armenians 25, 189, 192, Balkapanı Han 132 are picture references. 193, 241–42, 258, 278; (Cemetery) Baltalimanı 258 268; (Patriarchate) 192 Balyan family of architects 34, 161, 193; Arnavutköy 255 (burial place of) 268 A Alexander, emperor 67 Arsenal (see Tersane) Balyan, Karabet 34, 247 Abdülaziz, sultan 23, 72, 215, 251; Alexander the Great 7; (sculptures of) 96 Ashkenazi Synagogue 228 Balyan, Kirkor 34, 234 (burial place of) 117 Alexander Sarcophagus 94, 95 Astronomer, office of 42 Balyan, Nikoğos 34, 246, 247, 249, Abdülhamit I, sultan 23, 118; (burial Alexius I, emperor 13, 282 At Meydanı (see Hippodrome) 252, 255, 274, 275 place of) 43 Alexius II, emperor 14 Atatürk 24, 42, 146, 237, 248; Balyan, Sarkis 34, 83, 247, 258, 272, Abdülhamit II, sultan 23, 251, 252, Alexius III, emperor 14 (Cultural Centre) 242; (Museum) 243; 267 278; (burial place of) 117 Alexius IV, emperor 15 (statue of) 103 Bank, Ottoman 227 Abdülmecit I, sultan 71, 93, 161, 164, Alexius V, emperor 15 Atik Ali Pasha 171; (mosque of) 119 Barbarossa, pirate and admiral 152, 247; (burial place of) 162 Ali Pasha of Çorlu, külliye of 119–20 Atik Mustafa Paşa Camii 216 250, 250; (burial place of) 250; Abdülmecit II, last caliph 24 Ali Sufi, calligrapher 157, 158 Atik Sinan, architect 130, 155, 212; (ensign -
Golden Horn Bridge, Which Located in Turkey
GoldenGolden HornHorn BridgeBridge MikeMike AndersonAnderson LumLum WaiWai DonnyDonny CerwickCerwick LiuLiu XinXin (William)(William) SunSun DaliDali (Richard)(Richard) IntroductionIntroduction • Our project is to research the repair of the Golden Horn Bridge, which located in Turkey. And our presentation is divided into 7 parts. •• Part 1 and 2 are introducing some basic information about the Golden Horn Bridge. Part 3, 4 and 5 are mainly talking about the bridge’s problems and some of the alternatives that are out there to fix the bridge. To help decide on the best alternative static and economic analysis was applied and the results are shown in part 6. Finally, we will give the conclusion and evaluate the whole project in part 7. BackgroundBackground ofof thethe BridgeBridge • The Golden Horn Bridge is one of only three bridges in Turkey. In 1974, with the technical and financial assistance of Japan, the bridge was built on Golden Horn Bay and also on the European Highway No.5, which is the most important Highway in Turkey. The Golden Horn Bridge divides Istanbul, the Metropolitan Municipality in Turkey, into two parts. One side is government offices and the commercial districts, and the other side is mainly residential. http://en.structurae.de/structures/data/index.cfm?ID=s0005858 ProblemProblem StatementStatement ofof thethe BridgeBridge •• TrafficTraffic volumevolume •• TheThe GoldenGolden HornHorn BridgeBridge isis thethe mostmost importantimportant bridgebridge inin Turkey,Turkey, butbut itit hashas takentaken overover 1.51.5 timestimes thethe traffictraffic volumevolume itit waswas constructedconstructed toto hold.hold. BecauseBecause ofof this,this, thethe bridgebridge isis oftenoften congestedcongested overover 1010 hourshours inin oneone day.day. -
Istanbul, Not Constantinople: a Global City in Context
Istanbul, Not Constantinople: A Global City in Context ASH 3931 Section 8ES5 / EUH 3931 Section 8ES5 / EUS 3930 Section 19ES Monday, Wednesday, Friday periods 5 Virtual office hours T R 1-3pm University of Florida Fall 2020 Course Description This is a course about why Istanbul is a global city and how it remains to be one. This particular city makes a central node in all the five utilities of global flow – defined by theorist Arjun Appadurai as ethnoscapes, technoscapes, financescapes, mediascapes, and ideoscapes. In this course, we take a multidisciplinary, transhistorical look at the city in three parts: 1) Pre-modern political, religious, commercial, and military exchanges that reflected and shaped the city landscape, 2) Modern cultural norms, natural disasters, and republican formations that caused the city to shrink on a logical and dramatic scale, and, 3) Artists, athletes, politicians, and soldiers that claimed the space in the city. Overlapping and standing alone at times, the topics to be explored likewise relate to various topics, including authority, civic nationalism, gender, migration, poverty, public health, and religion all in traditional and national, global and local ways. Beside others, students interested in European Studies, International Studies, Religious Studies, and Middle Eastern Studies are welcome and encouraged to join this survey course. Sophomore standing or the instructor’s approval is a prerequisite. Course Objectives By the end of the course, you should be able to: - Recognize and analyze the significance of Istanbul in discussions about geography, history, culture, politics, and sociology, - Present an informed understanding of global cities in comparative context, - Discuss specific developments that correlate Istanbul to political, social, economic, and other developments in the larger world, and, - Reconsider the nuanced dynamics that created and transformed Istanbul across time. -
Istanbul, Turkey
ISTANBUL, TURKEY Arrive: 0800 Saturday, 21 July Onboard: 1800 Wednesday 25 July Brief Overview: Turkey is a vibrant and astonishing blend of history and culture situated at the crossroads of Asia, the Middle East and Europe. Istanbul’s (formerly Constantinople) strategic location on the Bosphorous peninsula between the Black Sea and the Mediterranean, have placed it at the center of major political, religious and artistic events for thousands of years. Jewish, Islamic and Christian traditions all have significant histories here. The city boasts and abundance of architectural and cultural masterpieces, including the sumptuous Topkapi Palace, the Spice Bazaar and the “must see” Hagia Sophia. Glimpse stately mansions, monumental domes, mosques and fortresses on the Bosphorus by boat tour. In the evening, experience the tradition of whirling dervishes and Turkish fold dancers and enjoy the lights and lively streets of the city. Nearby: The Princes’ Isles, were once a haven for pirates and now serve as a getaway from the city crowds. Horse-drawn carriages are the only means of transportation on this string of nine, tiny islands. Enjoy a scenic drive along the Black Sea Coast, or hike into lush countryside to the traditional Sile Hacili Village. Overnight packages: The stunning Roman ruins at Ephesus, one of the Seven Wonders of the Ancient World, are the highlight of the Ionian Civilizations trip. Very popular with our shipboard community in 2011, was the ancient lunar-like landscape of Cappadocia with its trademark obelisks, underground cities, and churches carved out of massive rock formations. Military and history buffs alike will not want to miss visiting Gallipoli and Troy. -
Istanbul Athens Migration Course
N e d e r l a n d s I n s t i t u u t A t h e n e Ολλανδικό Ινστιτούτο Αθηνών Netherlands Institute at Athens Universiteit van Amsterdam (UvA) Netherlands Institute at Athens (NIA) Netherlands Institute in Turkey (NIT) Institute of Migration and Ethnic Studies (IMES) Winter School January 4 – January 31, 2016 Migration in the margins of Europe: From Istanbul to Athens for Master & PhD students in Social sciences The Institute of Migration and Ethnic Studies of the University of Amsterdam and the Netherlands Institutes in Greece and Turkey organize this intensive winter course in collaboration with Dutch, Greek and Turkish universities. About the course The collapse of the eastern Block at the beginning of the 1990s and the larger socioeconomic transformations in Africa and Asia resulted in massive migration flows to Turkey, Greece and Europe in general. The Eastern Mediterranean with its geographical position at the crossroads of Europe, Asia and Africa and in particular the large Aegean basin with its islets and islands serving as stepping stones for migratory movement, became a major “entry gate” to Europe. Within a few decades the social life in the wider region transformed with a large proportion of the population being immigrants who are living in the countryside or in various neighbourhoods of the capital cities of Istanbul and Athens. Here migrants are trying to survive and make plans for the future despite the stigmatization and marginalization they encounter. Therefore a major part of our seminar will focus on how immigrants experience such new conditions and how they adapt in the new cultural contexts. -
The Golden Horn: Heritage Industry Vs
Uludağ Üniversitesi Mühendislik Fakültesi Dergisi, Cilt 19, Sayı 2, 2014 ARAŞTIRMA THE GOLDEN HORN: HERITAGE INDUSTRY VS. INDUSTRIAL HERITAGE Zeynep GÜNAY * Abstract: The revitalization of former industrial areas has been one of the crucial tasks of urban policy agenda throughout the world since the mid 1970s; whereas heritage industry has become the new orthodoxy in the shift from production to consumption as means for the restructuring and reimaging of post-industrial economies in the global order. The increasing tendency to link heritage and conservation with economic development has brought new meanings to cultural assets, the value of which has started to be related solely to the economic value it sustains or generates. The commodification and instrumentalization of industrial heritage by the heritage industry, in particular, has turned out to be the determining factor for creating opportunity spaces in the post-industrial areas. At the same time, many academics are critical on the attempts to reform post-industrial spaces of consumption with privatized spaces and commodified cultures. Within this context, the paper attempts to evaluate the role and the impact of heritage industry in the revitalisation of the post-industrial spaces of Istanbul, with a case study on the Golden Horn. The results of the paper are related to the following questions: What role the industrial heritage play in the revitalisation of historic environments? What are the ways to turn such industrial heritage into sources of social and economic development? What are the likely impacts on the local economy and local community? The conclusion gives an overview of the extent of the impacts that industrial heritage has on the Golden Horn, and in turn relates this back to the wider idea of heritage industry being promoted for the urban policy- making in Istanbul. -
Istanbul Protocol
OFFICE OF THE UNITED NATIONS HIGH COMMISSIONER FOR HUMAN RIGHTS Geneva PROFESSIONAL TRAINING SERIES No. 8/Rev.1 Istanbul Protocol Manual on the Effective Investigation and Documentation of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment UNITED NATIONS New York and Geneva, 2004 NOTE The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. * * * Material contained in this publication may be freely quoted or reprinted, pro- vided credit is given and a copy of the publication containing the reprinted material is sent to the Office of the High Commissioner for Human Rights, United Nations, 1211 Geneva 10, Switzerland. HR/P/PT/8/Rev.1 UNITED NATIONS PUBLICATION Sales No. E.04.XIV.3 ISBN 92-1-154156-5 ISBN 92-1-116726-4 ISSN 1020-1688 Manual on the Effective Investigation and Documentation of Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment Istanbul Protocol Submitted to the United Nations High Commissioner for Human Rights 9 August 1999 PARTICIPATING ORGANIZATIONS Action for Torture Survivors (HRFT), Geneva Amnesty International, London Association for the Prevention of Torture, Geneva Behandlungszentrum für Folteropfer, Berlin British Medical Association (BMA), London Center for Research and Application of Philosophy -
Public Primary School Teachers Perceptions of Their Working
Institute of International Education Report 121 Public Primary School Teachers’ Perceptions of Their Working Conditions and Job Stress Cases from Istanbul and Stockholm Gülay Öztürk Stockholm, Sweden 2011 ISBN 978-91-977959-5-1 ISSN 0348-8381 Institute of International Education Department of Education Stockholm University SE-106 91 Stockholm Sweden www.interped.su.se Institute of International Education Department of Education Public Primary School Teachers’ Perceptions of Their Working Conditions and Job Stress: Cases from Istanbul and Stockholm Gülay Öztürk June 2011 i Foreword The Yellow Report Series is an integral part of the Institute of International Education (IIE) strategy to promote and to disseminate academic writings of national and international nature since the 1970s. This series allows first and foremost academic and research staff as well as visiting researchers to publish valuable research material acquired in the course of research and projects at IIE. This series as all other IIE series, namely: (1) IIE Studies in International and Comparative Education; (2) IIE Master’s Degree Studies; and (3) IIE Work-In Progress Reports serve to keep updated the institution’s extensive programmes, projects and activities for research, education, training, scholarship, and networking in the field of International and Comparative Education which are always inclusive and connect the Northern with the Southern, the Eastern and the Western hemispheres. The present report, “Public Primary School teachers’ Perceptions of Their Working Conditions and Job Stress: Cases from Istanbul and Stockholm” is the 121 st such report. Comparative research in developing countries is also a valuable contribution to the vision of IIE.