way, but also the negative rates do form an axis, one from the South to the North and another
from the East to the interior parts.
Figure 6. Change in non-micro firm (>10 persons) population in Turkey, 1985-1992
As can be viewed from all these analyses, there seem to be five regions in which the firm
growth rates are positive. They are the Istanbul region (Istanbul, Tekirdag and Kocaeli), the
Blacksea region in the North (Kastamonu, Sinop and Samsun), the Izmir region in the West
(Izmir, Usak, Denizli), and the other two regions forming a geographically connected axis
from the Southeast of the country (starting from Sanliurfa, Adiyaman, Gaziantep, Hatay,
Kahramanmaras, Icel, Adana) through the interior parts (Nigde, Ankara) to the Northern
part, Blacksea (to Bolu).
Actually, those regions with positive firm growth rates are on the main highway network of
Turkey (see figure 7). The axis from the Southeast through inner parts to the North and the
Northwest is very clear. Another axis from the Southwest passing through the West is
connected to this axis either in the Northwest or in the interior part, where Ankara is the
intersection point. However, this just provide the structure, does not maintain any
information about the relations among the cities.
More intriguing information
1. Forecasting Financial Crises and Contagion in Asia using Dynamic Factor Analysis2. Before and After the Hartz Reforms: The Performance of Active Labour Market Policy in Germany
3. Altruism and fairness in a public pension system
4. Research Design, as Independent of Methods
5. Centre for Longitudinal Studies
6. AGRIBUSINESS EXECUTIVE EDUCATION AND KNOWLEDGE EXCHANGE: NEW MECHANISMS OF KNOWLEDGE MANAGEMENT INVOLVING THE UNIVERSITY, PRIVATE FIRM STAKEHOLDERS AND PUBLIC SECTOR
7. The ultimate determinants of central bank independence
8. The name is absent
9. Can a Robot Hear Music? Can a Robot Dance? Can a Robot Tell What it Knows or Intends to Do? Can it Feel Pride or Shame in Company?
10. 5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan