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8 VE 15 NUMARALI SİVAS AHKÂM DEFTERLERİNDEKİ MİRAS İLE İLGİLİ ŞİKÂYET HÜKÜMLERİNİN KARŞILIKLI DEĞERLENDİRİLMESİ 市场8和15的正常发展应该从市场拘留中否决
Pub Date : 2022-02-02 DOI: 10.30913/alinterisosbil.1018531
Yılmaz Kiliç
Miras, insanoğlunun yaşam ve ölüm dengesi içerisinde varlık aktarımı yaptığı ve yeryüzündeki tüm toplumlarca meşru kabul edilmiş bir olgudur. Bu yüzden her millet bazen dini inanışlarına bazen de çağın hukuk ilkelerine göre miras hukukunu düzenlemiştir. Çalışmamızın temel aktörü olan Osmanlı Devleti de İslam ve Türk miras hukuku kaideleri çerçevesinde kurallar koymuştur. Ancak her konuda olabileceği gibi miras hususunda da kimi zaman aile içinden kaynaklı kimi zaman da hariçten kaynaklı problemler yaşanmıştır. Bu çalışmada 8 ve 15 numaralı Sivas Ahkâm Defterlerinde kayıtlı miras ile ilgili şikâyet hükümleri incelenmiştir. 8 numaralı ahkâm defteri 1760-1761 ve 15 numaralı ahkâm defteri 1780-1781 yılları arasında Sivas eyaletinden Divan-ı Hümayun’a yansıyan şikâyetlere dair hükümleri içermektedir. Bu defterlerdeki mirasa dair hükümlerin incelenmesinden 20 yıllık zaman diliminde yaşanan problemlerin artış gösterip göstermediği incelemeye değer görülmüştür. 8 ve 15 numaralı Sivas Ahkâm Defterlerinden miras ile ilgili toplam 129 şikâyet hükmü tespit edilmiştir. Bu hükümler önce trankribe edilmiş, sonra özetlenmiş ve ardından davalar kategorize edilerek yorumlanmaya çalışılmıştır. Temel olarak “Miras hususunda yaşanan problemler ne sebeple meydana gelmiş ve nasıl çözümler üretilmiştir?” ve “miras ile ilgili dava sayılarında ciddi bir artış yaşanıp yaşanmadığı” sorularına cevap aranmıştır. Elde edilen sonuçlar ışığında yukarıda belirttiğimiz sorulara cevap aranmış ve ulaşılan cevaplar tartışılmıştır.
人类的遗产,在生与死的平衡中,把我从地球上的所有民族中带走了。这就是为什么每个国家有时都会根据古代法律的戒律制定继承法。作为我们工作的主要行动者,奥斯曼国家也制定了关于伊斯兰和土耳其遗产法的规则。然而,在继承的情况下,有时问题可能来自家庭之外。在这项研究中,投诉已在《西瓦斯刑法》第8卷和第15卷中进行了调查。1760-1761年的第八部法律书和第十五部法律书包括1780年至1781年间针对迪凡伊哈马云的湿婆州投诉的裁决。对这些书的遗产进行了评估,以检查20年语言中的问题是否有所增加而没有表现出来。锡瓦斯法官登记册共发现129起投诉,分别为8起和15起。这些裁决之前被转录,然后被驳回,然后试图通过对案件进行分类来解释案件。基本上,他会问,“为什么会出现继承方面的问题,以及如何解决?”并问道,“继承方面的案件数量没有增加。”搜索结果是为了寻找我们在灯光下提出的问题的答案,并对可用的答案进行了讨论。
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引用次数: 0
ERZİNCAN'IN TARİHİ COĞRAFYASI VE TÜRK HAKİMİYETİNE GİRİŞİ 只是这是一件大事。
Pub Date : 2021-11-29 DOI: 10.30913/alinterisosbil.1016884
Ahmet Toksoy
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引用次数: 0
1980 ASKERİ DARBESİ SONRASINDA İKTİDARA GELEN ANAVATAN PARTİSİ İCRAATLARI HAKKINDA BİR DEĞERLENDİRME 在20世纪80年代末,它被一些参与袭击的动物取消了。
Pub Date : 2021-11-25 DOI: 10.30913/alinterisosbil.1016753
Şeyda Belhan
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引用次数: 0
BİLGİ SOSYOLOJİSİ VE DİN SOSYOLOJİSİ İLİŞKİSİ 她是个退伍军人。她是个老兵。她是一个退伍军人。
Pub Date : 2021-11-23 DOI: 10.30913/alinterisosbil.990804
İrfan Akpinar
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引用次数: 0
YENİ OSMANLILAR İLE BÂBIÂLİ İLİŞKİLERİNE İKTİDARIN GÖZÜ İLE BAKMAK 我不想回到最初的位置。
Pub Date : 2021-11-04 DOI: 10.30913/alinterisosbil.1014079
Hayrettin Pınar
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引用次数: 0
Cebelülerin Toplumsal Kökenleri Üzerine 基于Total Gateway
Pub Date : 2021-10-01 DOI: 10.30913/alinterisosbil.971611
Muhsin Soyudoğan
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引用次数: 1
YUAN HANEDANLIĞI’NDA BİLİM VE KÜLTÜR 在袁,我又病又累。
Pub Date : 2021-07-08 DOI: 10.30913/alinterisosbil.930608
Ayşegül Ercan
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引用次数: 0
Legal Review of Kashmir Conflict: An Approach To Resolution Through Rawls’s Theory of Justice 克什米尔冲突的法律审视:罗尔斯正义理论的解决途径
Pub Date : 2021-03-10 DOI: 10.30913/ALINTERISOSBIL.826718
Muhammad Haris, F. Masood
After Independence, Kashmir has been the greatest source of conflict between India and Pakistan. Since the partition, it was apprehended that the conflict of Kashmir may linger on for several years before a decisive solution is reached. This problem has lead Pakistan and India into three major wars and several small-scale conflicts (it may lead to further conflicts in the future if not resolved). This article seeks to propose that Kashmir was definitely a bone of contention between the two newly independent states that could not be overseen; however, there were other various factors of domestic and international nature that triggered the conflict. This article, while discussing the background, it analyses the legal claims of both parties and political issues regarding the conflict. In the last section, a brief discussion on the possible future solutions will be put forward. The basic aim of the article is to review the matter of Kashmir conflict objectively and in sheer isolation from any sort of bias. The arguments and reviews put forward will be impartial in order to illuminate the matter on the one hand and eradicate misconceptions on the other.
独立后,克什米尔一直是印度和巴基斯坦之间冲突的最大根源。自分治以来,人们担心克什米尔的冲突可能会持续数年,直到达成一项决定性的解决办法。这个问题导致巴基斯坦和印度发生了三次主要战争和几次小规模冲突(如果不解决,可能会导致未来进一步的冲突)。这篇文章试图提出,克什米尔绝对是两个新独立国家之间争论的焦点,无法监督;然而,还有其他各种国内和国际性质的因素引发了冲突。本文在讨论背景的同时,分析了冲突双方的法律主张和政治问题。在最后一节,将简要讨论未来可能的解决方案。这篇文章的基本目的是客观地、完全不带任何偏见地审查克什米尔冲突问题。提出的论点和评论将是公正的,一方面是为了阐明问题,另一方面是为了消除误解。
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引用次数: 0
Avrupanın Enerji Güvenliği Politikası 欧洲能源安全政策
Pub Date : 2020-12-31 DOI: 10.30913/alinterisosbil.794254
Shabnam Hasanova
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引用次数: 0
TÜRK EĞİTİMİNDE İLKÖĞRETMEN OKULLARINA BİR BAKIŞ: GÖNEN İLKÖĞRETMEN OKULU 这是关于灵感的法则:灵感的法则。
Pub Date : 2020-11-27 DOI: 10.30913/alinterisosbil.819370
Esin Yüzbaşi
Gönen Teacher Training School which trained about 2.381 teachers between 1954 and 1974 as a teacher school, has played an important role in training teachers in the country. The school is the best school in the region and has experienced a period in which it was a privilege to go to Gönen Teacher Training School. The students of Gönen Teacher Training School, which provides free boarding education, learned the craft by taking applied lessons in the school's workshops in addition to the teaching lessons they took. Also, it was wanted that each student of this school play an instrument. The teacher candidates, who received 6 years of education in Gönen school, practiced both in laboratory, workshop and agriculture studies, and produced the teaching tools themselves in the workshops. These produced teaching tools were sent to internship schools and some primary schools to be used. In this study, in addition to the information about the number of students, teachers and graduates of Gönen Teacher Training School between 1954-1974, the course information of the students, their activities and the daily lives of the students in this school were also considered.
Gönen师范学校在1954年至1974年间作为一所师范学校培训了约2.381名教师,在培训该国教师方面发挥了重要作用。这所学校是该地区最好的学校,在这段时间里,能进入Gönen师范学校是一种荣幸。提供免费寄宿教育的Gönen师范学校的学生除了学习教学课程外,还通过在学校的研讨会上学习应用课程来学习这门手艺。此外,希望这所学校的每个学生都能演奏一种乐器。这些教师候选人在Gönen学校接受了6年的教育,在实验室、车间和农业研究中进行了实践,并在车间中自己制作了教学工具。这些制作的教学工具被送到实习学校和一些小学使用。在这项研究中,除了考虑了1954-1974年间Gönen师范学校的学生、教师和毕业生人数的信息外,还考虑了该校学生的课程信息、他们的活动和学生的日常生活。
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引用次数: 0
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Alinteri sosyal bilimler dergisi
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