Titlebook: Security and the Turkey-EU Accession Process; Norms, Reforms and t Natalie Martin Book 2015 Palgrave Macmillan, a division of Macmillan Pub

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Conclusion,developed . Turkey became technically eligible to be a candidate and Ankara was very slow to realize the significance of the normative criteria embodied first by the Birkelbach Report and then by the Copenhagen criteria. As a result, it languished in accession doldrums for several decades sustained

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The Cold War Effect,was part of “Western” security and integration institutions rather than any integral European nature. Underlying concerns of the member states about Turkey’s religion, culture, demographics and economics were suppressed at that time partly by the geostrategic imperative and partly by the long-term nature of the project.

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The Helsinki Effect,ts of Turkish EU accession, including Greece and Cyprus, plentiful reasons to keep it at arm’s length. So, a misunderstanding of the norms by Ankara coupled with a lack of reforms and the Cyprus issue meant Turkey continued to languish at the back of an ever-lengthening queue for accession — with little prospect of making any progress.

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The UK Effect,sons the Copenhagen European Council in 2002 agreed not to dismiss the Turkish case but instead to throw forward the decision on opening accession negotiations with Turkey by two years, subject to a recommendation by the European Commission based on the Copenhagen criteria.

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,The Erdoğan Effect, to procure Ankara’s continuing cooperation to deal with these numerous uncertain scenarios — particularly Syria. Accordingly, it has tried to maintain momentum in negotiations with the Positive Agenda and was muted in its criticism of the Turkish government following the Gezi protests.

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Natalie Martinademics, education professionals and members of the wider community. The book is divided into three sections..(1) The Educational, Historical, Social and Cultural Context, .which aims to: .Identify the educational, historical, social and cultural bases and contexts for the development of learning, t

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