The industrialized Western powers, seeking free trade, raw materials and market, turned their faces to the underdeveloped states of the Middle and the Far East in the 19^th century. First Ottoman Empire, then China and Japan became the targets of this process in a short time. Ottoman Empire was transformed into a semi colony between 1856-1881. After China’s defeat against Japan, the French and British diplomats had discussed repeating the policy which they implemented against Ottoman Empire after the Crimean War in 1853-1856, for China. Colonial effects had begun with trade agreement in Ottoman Empire and continued with changes in judiciary, land laws and increasing the rights of foreigners. Also Japan, who learned how to be a colonialist from British Empire, captured the sovereignty and made changes to judicial and social laws in Korea. In this study, we emphasized that the colonial policies were the same everywhere in both the Near East or the Far East. The Archival documents show the similarities to colonial policies implemented in the Ottoman Empire and Korea. The main source of the findings in this study is the diplomatic correspondence of British diplomats in the region, in the National Archives.

Türkiye Cumhuriyeti'nin varlığını devam ettirme yolunda bir amaca hizmet eden Atatürk İlkeleri ve İnkılâp Tarihi dersinin bu amaçlara istenilen düzeyde hizmet edebilmesi için dersin uygulamasında var olan sorunların ortadan kaldırılması gerekmektedir. Bu bağlamda, Atatürk Araştırma Merkezi tarafından 2-4 Şubat 2011 tarihinde Antalya'da "Atatürk İlkeleri ve İnkılâp Tarihi Dersi" problemlerini belirlemek üzere bir çalıştay düzenlenmiştir. Çalıştaya katılan öğretim üyelerinin Atatürk İlkeleri ve İnkılâp Tarihi Dersi'ne yönelik görüşlerini belirlemek üzere gerçekleştirilen bu çalışma, 62 öğretim üyesi ile gerçekleştirilmiştir. Araştırmada durum tespitine dayanan betimsel yöntem kullanılmıştır. Araştırma sonunda elde edilen bulgulara göre genel olarak öğretim elemanlarının Atatürk İlkeleri ve İnkılâp Tarihi dersini vermekten memnun oldukları, ders anlatırken genellikle düz anlatım ve soru cevap gibi uygulamalara yer verdikleri görülmüştür. Öğretim elemanlarının birçoğu dersin içeriğinin verildiği haliyle yeterli olmadığını ve dersin mümkün olduğunda yüz yüze verilmesi gerektiğini ifade etmişlerdir. Bununla birlikte dersi veren öğretim elemanlarının mesleki yeterliliğin yanı sıra kişilik özelliklerinin iyi olması ve milli değerlere sahip olma gibi duyuşsal niteliklere de sahip olması gerektiği çalıştaya katılan öğretim üyelerince vurgulanmıştır.

Atatürk gerek Türkiye Büyük Millet Meclisi Başkanlığı esnasında gerekse Türkiye Cumhuriyeti Cumhurbaşkanlığı sırasında Anadolu'nun pek çok şehrini ziyaret etmişti. Bu yurt gezilerinde o daima, ülkenin, halkın ve yeni rejimin problemleri ve kendi projeleri hakkında demeçler verdi. Adana seyahatleri sırasında Adana bölgesinin ekonomik kapasitesinin bütün ülke için önemini vurgulamıştı. O aynı zamanda yakın geçmiş olayları hakkında dini, sosyal ve kültürel hassasiyet gösterilmesi gibi sosyal ve kültürel önceliklerin altını çizmişti. O'na göre en önemli şey Türk vatandaşlarının büyük çoğunluğunun bundan sonra milli hâkimiyeti sahiplenmesi idi.

Caliphate had played a very important in both domestic and foreign poli- ties of Ottoman Empire, especially during the reıgn of Abdulhamid II, but It could not always refrain from serving to the interests of the foreign powers. We also see that Caliphate assumed important roles in the struggle for saving the Turkish nation whose land was almost completely invaded at the end of World War I. The fact that religious elements and the Caliphate have been stili dominant in the mind's of Turkish people. It is clear that with the Constitutıon on 20th January 1921. Sovereignty was unconditionally given to the nation and the Sultanate became null and void. The fact that Ankara was adopted as Capital city on 13th October 1923 and declaration of the Republic of Turkey on, 29th October 1923 oficially Sym¬bol ized the realization of a new State İn Turkey, which was then very dİferent from the former regime in every aspect. As a result of voting performed, in 3rd March 1924, in the Turkish Great National Assembly the Calphate was abolished, The abolishment of the Caliphate can be evaluated as the most meaninful sign that Republic of Turkey shall burn the ships and continue in this direction, Abolishment of the Caliphate, was the most important step in the efforts to dominate not religious post but will of the nation in the administratıon of the state. With this step, the most important legal bases of a national, secular, democratic and modern State has been completed.

Understanding Atatürk's Foreign Policy is stili basic point in order to defend Turkey's rights. Wİthout regarding the distance he always kept in touch with the developments which were seen ali över the world. According to his point of view using army was the last solution. Therefore he contribute to the regional peace, by Balkan Pact and Sadabad Pact. He had promised to Turkish Nation that, he will get Hatay in to Turkey. In his last year, he used the media instead of army. He had dictated five articles under the name of Asim Us in Kurun Gazette by which addressing the friends of France in the International platforms. He stated that Turkey can implement everything what it is possible for Annexation. He cauşed the formation of several Hatay Com- mittee and Aid Association both in Hatay and İstanbul. At the end of such arrangements The League of Nations approved a special status which con- stituted İskenderun as a separate area free in its intemal affairs but attached Syria in foreign. Hatay Parliament had proclaimed the Republİc on 2 September 1938, fînally on 30 June 1939 annexation to Turkey. With the help of his close interest very strategic part of Turkey was gained without militarist problem.