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Pantheon A Masterpiece of Roman Architecture - 725 Words

Il Pantheon (Pantheon) â€Å"pan† means all, â€Å"theon† means God. It is a preserved intact Roman Empire building, located in the centre of Rome, Italy. It was built in 27-25 BC by Marcus Agrippa, and Emperor Hadrian rebuilt it in 125 AD. Pantheon is a masterpiece of Roman architecture; it was a unique building that combined two different styles. Michelangelo praised it as an angel design. It becomes the object of learning of Italian architects during Renaissance. Besides, many famous artists such as Raphael were buried here, but also the kings like Vittorio Emanuele II and Umberto I. In 609 AD, Byzantine Emperor dedicated Pantheon to Pope Boniface IV; the Pope renamed it as Santa Maria ad Martyrs, which is the official name of the Pantheon today. Nowadays, Pantheon is still used as a Catholic church; the people will celebrate the Mass and wedding there. It is also a world-famous tourist attraction. B a. Holly Hayes discovered that Pantheon was built by Octavians lieutenant Agrippa about 27 BC in order to commemorate Octavian defeated Mark Antony and Cleopatra in the Battle of Actium. Pantheon was used as a temple to worship the gods of Olympia Mountains during that period but this original temple was destroyed by fire in AD 80. It only left a rectangular portico and 16 12.5-meter-high granite columns, which was later rebuilt as part of the pantheon porch. In AD 125 years, the Roman Emperor Hadrian rebuilt the building. Hadrian was not only a wise emperor, he also an architectShow MoreRelatedPantheon and Hagia Sophia863 Words   |  4 PagesPantheon and Hagia Sophia Pantheon and Hagia Sophia are two extremely outstanding architectural pieces of their times. They have been built according to the traditions of those particular times. 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This essay will describe the style and function of each building as well as the similarities and differences between ancient Greece and Rome in four characters including history, design, usage, and similarity. 1.History Rome’s Pantheon – one of the greatest spiritual buildings in the world. The temple is devoted to the gods of ancient Rome. The name â€Å"Pantheon†Read More Jefferson Memorial and the Pantheon Essays1347 Words   |  6 PagesMemorial and the Pantheon The Jefferson Memorial is a testimonial to the past, present, and future of the United States. Its architecture, like most neo-Classical buildings, gives a sense of permanence. This permanence has a history far older than many would suspect. Centuries ago and thousands of miles away a building was erected that would later become the model for which many other buildings, including the Jefferson Memorial, are based upon. This building is the Roman Pantheon. 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How far has current social work organisation and practice been shaped by the values of the Enlightenment Free Essays

In the following assignment, I will briefly define the ‘Enlightenment’ and the specific circumstances when it emerged. I will identify and discuss, if the ‘Enlightenment’ has core values and I will give reasons to backup my decisions. Then there will be a brief discussion about the current features of Social Work organisation and anti-discriminatory practice in relation to women. We will write a custom essay sample on How far has current social work organisation and practice been shaped by the values of the Enlightenment? or any similar topic only for you Order Now I will explain if the current feature of Social Work Practice demonstrates any link with the ‘Enlightenment’ values. Due to word limitation, it is difficult to discuss and analyse all of the ‘Enlightenment’ values. I will focus on two of the values: ‘tolerance and freedom’ to discuss and analyse them with the conjunction of the Social Work Practice. Benson et al (cited in Spybey, T. 1997) explains that â€Å"The ‘Enlightenment’ is a term used to describe those thinkers of the eighteenth century who established the basis of looking at the society in a scientific way†. The’ Enlightenment’ movements started in 16th and 17th century. Thus â€Å"It’s roots go much farther back in western history and it continued to develop long after the 18th century, Hollinger (1994) calls it â€Å"a programme for improving human life was worked out†. It took place in 18th century but mainly in the second half of the18th century, French educated men and women called themselves ‘Philosophes’ who became known as the ‘Enlightenment’. According to Porter (1990 cited in Hall et al 1992: 24) â€Å"The Enlightenment was the era which saw the emergence of a secular intelligentsia large enough and powerful enough for the first time to challenge the clergy. The key domain in which ‘Enlightenment’ intellectuals involved in supporting existing, man and society, which was sustained by the church authority and it’s monopoly over the information media of the time†. The ‘Enlightenment’ challenged the traditional and religious views and ideas. The society, the world, human-beings and nature, all were seen in the light of the traditional and religious views which were dominated by Christianity. Hamilton (1997 cited in Handouts, 2003) and Hall et al (1992: 7) explains that â€Å"From around 1760, â€Å"A perspective summed up in Voltaire’s phrase ‘à ¯Ã‚ ¿Ã‚ ½crasez l’infame’: means ‘crush the infamous thing’ and †¦ it became a nutritious catchphrase†. It opposed the Catholic Church and religious beliefs for example Script of Bible, miracles associated with Jesus and other prophets, God and angel’s existence, the church’s authority and people’s beliefs were criticized, which were based on the religion and tradition. Hall et al (1992: 20) expresses that â€Å"The ‘Enlightenment is the foundation of ‘Modernity’ and ‘Modern Social Science’. It changed the way of thinking by comprehending it as systematic, scientific and practical†. Its emergence gave ‘Philosophes’ a wider scoops to explore beyond their religious and traditional beliefs. It created an atmosphere for ‘Philosophes’ to believe in the â€Å"pre-eminence of empirical, materialist knowledge: the model in this respect furnished by science, an enthusiasm for technological and medical progress and a desire for legal and constitutional reform† (Johnson, I. Handouts: 2003). Basically, the ‘Enlightenment laid a foundation for people to think liberally and have some sense of equality in the society. In my view, the above significant factors were the bases of the ‘Enlightenment’s values, which let the ‘Enlightenment’ develop and progress steadily. Because it was the first time when it was made possible for people to explore and express their personal beliefs and view and test the validity of their thoughts, through scientific, systematic ways and without being bounded by religious and traditional restrictions. The ‘Enlightenment’ values brought in changes and development in the society and in the people’s views and thoughts. It set the milestone for our new modern world that we live in today. It also opened up the opportunities for ‘Philosophes’ to work, explore and experiment in a wider context and relay their ideas and views with some freedom. It abolished the traditional and superstitious thoughts and prejudices. It created opportunities for legal and religious reformation to take place. I think that all the changes and development have only taken place because the ‘Enlightenment’ values were in existence and were strong enough to challenge the strongest authority; the churches of that time. As churches and its authorities have had a great influence and power over people, economy, politics, law, social, every day life even the ruler/s of that time. Hall et al (1992: 21-22) had defined the core values of the ‘Enlightenment’ which are summarised as the following: * Reason (nationality): systemized acquaintances (pragmatic or experimented). * Empiricism: human-beings; views and awareness that being gained through their perceptions and judgements. * Science: based on scientific methods and theories and can be tested systematically and scientifically. * Universalism: motives and science can be functional in all and every situation; if the principal were the same. * Progress: the concept of improvement in the natural and social conditions of human beings. * Individualism: a society is based on the thoughts and beliefs of its members and each member id origin of all â€Å"knowledge and action and his reasons can not be subjective to a higher authority. * Toleration: the notion of that all human-beings are essentially the same, despite their religious or moral convictions and that the beliefs of other races and civilization not inherently inferior to those of European Christianity. * Freedom: an opposition to feudal and traditional constraints or on believes: trades, communication, social interaction, sexuality, and ownership of property (although as we shall see the extension of freedom to women and the lower-classes was problematic for Philosophies)† (Hall et al. 1992: 22-23). * Uniformity of human nature: all the humankinds are the same all around the world. * Secularism: non-religious and non-traditional authorities and an opposition to the traditional religious authority and myths. Now, I will discuss the ‘Enlightenment’s values: ‘toleration’ and ‘freedom’ in the correlation with the current Social Work practice especially in relation to anti-discriminatory practice regarding to women, to establish if the Enlightenment’s values are linked or have influenced Social Work practice. I have experienced through my work experience with different communities that generally, women are treated unfairly and unequally in the society at most levels. Women have less freedom and rights than men. Globally, the women of 21th century are still struggling to gain an equal place as men in the society. Guru (2003: class-notes) stresses that â€Å"From birth to death women have to struggle in their lives to access their rights e.g welfare, personal, social, political, human, cultural, traditional, religious, labourer, employment†. The Social Work emphasises strongly on anti-oppressive and anti-discriminatory practice. â€Å"During the late 1980s social work education became increasingly aware of the impact of oppression and discrimination on clients and communities. There was a growing and recognition of relative neglect of such issues in traditional approaches to social work in 1989, the Central Council for Education and Training in Social (CCETSW) laid down the regulations and requirements for the students† of Social work to practice in anti- discriminatory ways. †¦CCETSW also seek to ensure that students are prepared to combat other forms of discrimination based on age, gender, sexual orientation, class, disability, culture or creed† (CCETSW 1989: 10 cited in Thompson, N. 1997: 1). The change in the CCETSW’s regulation indicates that the discrimination still exists especially against certain groups and women are one of them and there is a need to combat discrimination. Moreover, it also states that it was recognised that the discrimination was linked with ‘traditional approaches’. It may mean that the ‘traditional views’ still exists in our today’s society, which the ‘Enlightenment’ wanted to get rid of, to give people ‘freedom’ and to promote equality for all individuals without their differences they had through ‘toleration’. Obviously, the â€Å"Enlightenment certainly propagated concept of equality (limited), democracy and emancipation †¦.† (Hall et al.1992: 33). But when it comes to women then it seems like that the women were almost invisible in the ‘Enlightenment’. Hall et al (1992: 60) expressed that â€Å"There was no Enlightenment for women. However they (Enlightenment) challenged the champion the rights of commons, the rights of Citizens, slaves, Jews, Indians and children but not those of women†. Under the ‘Enlightenment’s values of ‘toleration and freedom’: â€Å"all the human-beings are essentially the same† but it was not applied to women. Porter (2001: 69) explains that â€Å"The ‘Enlightenment’ helped to free a man from his past†¦.by declaring that â€Å"all human-beings are equal despite their race, religion, beliefs, civilization and moral convictions†¦ and Lock (1992 referred in Hall et al. 1992: 66) adds in that according to the ‘Enlightenment’, â€Å"Every man has an equal right ‘to his natural freedom†. Similar, the ‘Code of Practice for Social Care Worker (CPSCW) requires that the social care workers must â€Å"promote equal opportunities for service users and†¦ respecting diversity and different cultures and values† (GSCC, 2002: 1.5-1.6). Moreover, the Social work values emphasises that the social workers should â€Å"identifies and question their own values and prejudices, and their implication of practice;†¦ and they should â€Å"Respect and value uniqueness and adversity†¦.and identify (discrimination), analyse and take action to counter discrimination, racism, disadvantage, inequality and injustice using strategies appropriate to role and context† (CCETSW, paper 30 referred in UB. 2002: 6). Social work is not focusing on certain and specific groups or people where as the ‘Enlightenment’ was concerned with the specific group/s of the society. The ‘freedom’ and ‘toleration’ was for certain maters and specific groups but there were n laid rules or principals for ‘Philosophes’ to follow and the ‘Philosophes’ themselves were a small group of people. Therefore, the social work value gave people a direct power to clients by letting them choosing and decide for themselves and social worker are advised to â€Å"promote opportunities for people to use their own strengths to make decisions for themselves (CCETSW, paper 30 cited in UB. 2002: 4). In other words, social work has widened the concept of ‘freedom’ and ‘toleration’ by being considerate for all members of the community, which is now-a-days known as ‘anti-discrimination’, freedom of choice’ and ‘equalityâ⠂¬â„¢. It demonstrates that the ‘Enlightenment’ have given the idea and Social work made it possible for people by assisting clients and by practicing it physically. That does not mean that the social work have followed the ‘Enlightenment’ concept and values unswervingly. But initially, the idea was there to follow and it may be possible that the ‘feminist’ movements got the idea from the ‘Enlightenment’ and modified it according to the current needs. Thompson (1997: 8) described that the â€Å"influence of feminism in sociology was beginning to extend to social policy in general and social work in particular†. Lagan et al (1992: 112-120) agreed with this statement by accentuating that the feminism had great influence on social work theories. Social work had contributed to help women to achieve political, economical, educational, legal and social rights. For example, Beloff (1976 referred in Thompson, N. 1997: 5) argues that the â€Å"legislation changes were part of women liberal programme of reform e.g. rights for divorce, Equal Pay Act 1970 , Sex Discrimination Act 1975†. The social work worked itself and worked with ‘feminist and liberal movements’ to fight for ‘women’s rights’. Although, the social work has adopted the ideas from ‘feminists’ or other liberal movements but the social work can be distinguished from other movements. Initially, it worked with and for all groups and classes. Second, it developed rapidly and extensively in many areas of social issues such as children, disabled people, aged, ethnic minorities, poor and othe rs. The women have developed and have gained rights with the help of social work. Social work has made and is making a useful contribution for women rights and for their development. Lagan et al (1992: 40) emphasis that the â€Å"Social work is mainly done by the Female Social workers and with the Female clients†¦. As being women, Social workers shared the common understanding and experiences, as very much like their clients†. That made the social work to approach most women in the society at all levels and to help eliminate women’s social problems and raise issues which needed to be address to combat oppression and discrimination. We see the Western Women as ‘Modern’, independent, intellectual, and strong. But it can be argued that the women are still at disadvantage in the society. Many national studies and statistics show that â€Å"Overall, women are disadvantaged in health, education, economy, politics, and employment and through out the system† (Carter, A. 1988: 77-112). However, we can not deny the fact that women have been victimized by the system and the society. Despite the social work practice and attempts for women’s rights, â€Å"there are still gaps and work needs to be done in accordance to give women equal rights† (Surrinder, G.2003). It is true that media has blamed social work practice in the past and social workers are seen as government’s representatives and according to Murphy (2003: 7) the Social workers are not very much liked by the general public. There are also issues regarding to social worker’s practice e.g. practicing in ‘traditional’ way due to personal prejudices, which has oppressed the clients and has stigmatized the social work itself. Thompson (1997: 11) emphasise that the â€Å"†¦social work practice which does not take account of oppression and discrimination can not be seen as ‘good practice†¦.†. The ‘bad practice’ is portrayed through the media but the good practice is not awarded and neither praised by media. The social work constantly reviews the policies to encounter prejudices and emphasises high on anti-discriminatory practice. In conclusion, I agree with Hall et al (1992: 266) that the â€Å"Enlightenment’ played a part in †¦abolition of prejudice and superstition†¦and has given freedom to man†. I would say that where the ‘Enlightenment’ movements have played a vital role in the modern thinking and have given the initiative idea of the ‘Toleration and freedom’, which now has taken a new shape of ‘equality and anti-discrimination’ within a broader context. But at same time, the ‘Enlightenment’ has indirectly contributed against women. Maybe it was due to ‘unintended consequences’ (Johnson, I. 2003: 2), which were not identified, measured and recognised by the ‘Enlightenment’ or may be ‘Enlightenment did not want to recognise it. As ‘Enlightenment’ was a men dominated movement. It may have contributed to prejudice and discriminate women by not including and involving them at the very early stage of the ‘Enlightenment’ movements. And that could be the cause that women’s voice for their rights was an echo in the vacuum and was not heard till lately. Therefore, social work has worked extensively for women’s rights but there is still a lot of work that needs to be done. My suggestion is that the social work should identify oppression and discrimination and combat it at personal levels first and then at institutional levels. This action should not only be taken by the professionals but all the individuals should get involved in it. Otherwise, just like the ‘Enlightenment’: left the women behind, the individuals will be imperceptible and power will shift to the professionals who will take over. If it will happen then it may take us back to the early ‘Enlightenment’ age, where only the ‘Enlightenment’ educated, had the power and voice. How to cite How far has current social work organisation and practice been shaped by the values of the Enlightenment?, Papers

Global Practices Of Corpora Responsibility -Myassignmenthelp.Com

Question: Discuss About The Global Practices Of Corpora Responsibility? Answer: Introducation Milton Friedman took the shareholders approach in dealing with social responsibility of a company. He was of the opinion that a company should have nothing to do with social responsibility to the society or the public because the only responsibility of the company is to increase its profit and increase the shareholders wealth (HaerensZott, 2014). The economist further suggested that the shareholders in their private capacity are the ones responsible for the social responsibility. In his book called Capitalism and Freedom. He introduced the concept of totalitarianism where he argued that when a company concerns themselves in community development rather than making profits, the company suffers. Friedman suggests that the business has only one social responsibility and this is to use its resources to make engagements that increase its profits and increase the shareholders wealth. However, the business must stay within the rules of the game and those are to engage in open and super free competitive business model without fraud and deception (Hunnicutt, 2009). The stakeholders theory is inconsistent with corporate social responsibility. Some argue that the theory is contradictory as in an instance of a disaster like flooding or hurricane, the company is obligated to provide goods and services to help the same stakeholders it is required not to help according to Milton Friedman. This will moreover bolster a better relationship between the company and the stakeholders and it would be in its best interest. According to freeman and Evan, they advanced the Rawlsian social contract in stakeholders theory. It has three main parts which fails to specifically bolster the theory of stakeholders and fails to demonstrate any rationality of institutional rules adaptation (Business Case for Corporate Social Responsibility, 2009). It argues on only competitive and profitable companies are able to contribute in the long term to sustainable development by creating wealth and employment without endangering the social and environmental needs of society. In fact, only profitable companies are sustainable and have the capacity to carry out socially responsible practices. Traditionally this responsibility has been translated into the search for maximum benefit and maximum value for the shareholder as well as optimal efficiency and productivity(Corporate Social Responsibility, Corporate Restructuring and Firm's Performance, 2010). In other words, maximize profits and production with the resources that are available. Stakeholders analysis as a process of ethical values A lot has been written about stakeholder analysis as a process in which ethical values are introduced into decision making by the management. According to Goodpaster and Mathews a company is morally obligated to provide CSR activities to its stakeholders.CSR is related to the "business ethics" movement and that of fair Trade.However, the philanthropic actions of a company or a entrepreneur are related to their core activities, while CSR is one of the dimensions of the main activity of the company. CSR is founded on ethics in business, but it is not confused with it because it goes beyond the mere formulation of values and ethical postulates (CSR is the implementation of a business ethic, generally associated with strategic business purposes). What is known as fair trade is a type of business activity that vindicates the fact of being socially responsible, but not the only one. The concept of socially responsible investment (SRI) is related to that of CSR, but focused on the investor's decision, not the entrepreneur's. The concept of socially responsible innovation is the convergence of philanthropic ends with needs for the development of new technologies and products (for this, donations of the company also serve as low-cost tests or tests). The concept of socially responsible consumption (CSR) focuses on a perspective of consumers, insofar as they enter among their criteria of purchasing decision the ethical, social, labor, ecological and solidarity. The great problem for its effective development lies in the lack of information and transparency of the companies. It is often simplified to exclusion criteria, that is, stop buy products and services from companies whose unreliable behavior has appeared in the press (Gottschalk, 2011). The concept of socially responsible territories (SRT) is linked to programs, in promoted by local public administrations, to develop projects for cooperation between the public sector, the business sector and the third sector (NGOs). Finally, the concept of social corporate marketing (SCM) is very linked and part of the idea that all marketing actions can include, and even be essentially linked to interests that not only include the goal of who makes the investment, but of entities with which it interacts and that serve as a another way to improve the quality of life of the community(Alvintzi Eder, 2010). The dilemma of Goodpaster and Mathews/ Role of corporation to stakeholders Kenneth E. Goodpaster and John B. Mathews, Jr., among others, have formulated the following dilemma: multinational corporations are so powerful that it is dangerous for them to interfere in social and political issues, but it is also dangerous that they only dedicate themselves to maximize their profits (Gottschalk, 2011). Consequently, if entering into social and political issues, they have certain possibilities to increase their profits, they will simply do so. There are certain international organizations that are responsible for delimiting possible the theoretical concept of CSR, whose guidelines serve as guidance for the companies that decide to travel along this road (Ravi Raman Lipschutz, 2010). Among the most prominent are: Global Compact of the United Nations Global Reporting Initiative (Initiative for Global Accountability) In addition, there are other national entities and initiatives with a specialization in issue of CSR, which are contributing in a decisive way to the creation and dissemination of a responsible culture among the organizations that make up the business fabric of each country (Hill, Schilling and Jones, n.d.). Strengths and weaknesses of Goodpaster shareholder theory They highlight the paradox of companies harmful to health or to the environment that claim improve their reputation through a rhetorical discourse about CSR (for example, a cigarette company that buys tobacco from poor farmers to counterbalance the criticisms about lung cancer). These type of companies consider CSR as a form of advertising (Ravi Raman Lipschutz, 2010). In the same way, the criticisms that can be found are directed to how the company capitalist builds a new paradigm in terms of the direct intervention of capital in what could be called "social risk management" or social conflict. That is to say: that in the face of a process of accumulation and concentration of capital on a large scale has increased the gap of income between rich and poor(Arnold, 2014). Subsequently, increase in poverty due to this concentration of wealth in a few hands, has generated exclusion and rising social conflicts. set their patterns of behavior and how to relate it to society, establishing own standards (Gond Moon, 2012). Other criticisms coming from the union sectors are part of this vision on CSR, and to this they add their criticism focused on the gradual abandonment on the part of the transnational companies of "tripartism" within international organizations as the International Labor Organization (ILO), where this practice works based on the participation of the business, workers and State sectors in the aforementioned body for the issuance of binding resolutions (Wang, n.d.). CSR is not necessarily a form of legal liability, because may well not be provided for in the laws and simply rest on the free decision of the companies. However, even when it is not supported by the law, the violation of A social commitment can cost companies strong criticisms from the public opinion (media sanctions) and even a loss of shareholders (sanctions) stock exchange). Some case studies illustrate how a company usually has commercial interest in being socially responsible (Jones, 2013). This does not constitute a response to criticism of Friedman (because the principle of Friedman, the principle of profit, continues to be fulfilled), it modifies it, because it is possible to obtain more profits when managing in a socially responsible. In modern companies, Social Responsibility Entrepreneurship is more than a set of specific practices, it is rather a program integrated and recognized "socially responsible" practices and policies, which supports making decisions and leads to long-term business success (Jones, 2013). The company, without CSR continues to function as an entity whose main objective is profit, but adapting to the demands of a new market increasingly concerned with the social and ecological problems that it produces. The ultimate goal would not be to alter production modes, but systemically integrate their harmful effects and contain them by offering programs that benefit the community(D. nselmi, 2011). Much of what is related to CSR is a moral issue. In this sense, moral issues may well be defined by whoever invokes it. For example, companies they cannot establish parameters of what they consider participation should be Social. Something more appropriate would be that the sector referred to above said participation - in this case social sectors (Phillips Freeman, 2011). This compares the cost of using resources with obtaining results. Costs usually include the cost of raw materials, energy, financial resources, labor, etc., and income between the results. Certainly, some "hidden" costs should be included, which are now paid by society as a whole but should be borne by the person who generates them, such as the deterioration of the environment, the cost of sick leave, the stress of management or the moral degradation of employees. Even today, environmental, safety and health or social requirements are marginalized, based on supposed economic reasons. It was agreed that things could be done better, but then they came out too expensive. The argument, although perhaps circumstantially true, was basically false. They did not come out as expensive due to the tolerance of society, in other words, the damage caused by bad environmental, labor or social management was not taxed (Wang, n.d.). Development cooperation We cannot reduce the issue to the fact that the social action of multinational companies can be interpreted in the key of cooperation for development, the private sector has a decisive role to play in the strategy of public-private partnerships to address the challenge of development in the more backward countries (Brigham et al., n.d.). However, assuming that company policies do not take into account geographic borders, it can be considered that, in parallel with the dimension of the local community, there is a broad social environment, whose interests are not easy to identify, since the interlocutor cannot be identified. To represent them However, CSR presupposes a commitment to take these interests into account. Conclusion The companies, together with other actors, have a certain responsibility for the current situation of the people and peoples who are affected by their actions. The only way to compensate for this diffuse impact is to accept a commitment to human rights and those values that guarantee dignified working and living conditions.(Durant, 2009) According to stakeholders theory advanced by these philosophers, stakeholders in their private capacity are the ones responsible for the social responsibility. In his book called Capitalism and Freedom, Friedman introduced the concept of totalitarianism where he argued that when a company concerns themselves in community development rather than making profits, the company suffers (Thompson, 2010). Best approach Fried man theory of stakeholder is much better than Mathews,Freeman and Evan. For freeman he argued that the corporations primary function is to utilize its resources to maximize its profits.He further argues that the stakeholders should be socially responsible in their private capacity. When the company combines both making profits and CSR it lead to totaliarism. This means that freedman theory is better because maximization of profits is leads to higher dividends to stakeholders who in turn give back to the society(Idowu Leal Filho, 2009). References Alvintzi, P., Eder, H. (2010).Crisis management. New York: Nova Science Publishers. Arnold, G. (2014).Corporate Financial Management. Harlow, United Kingdom: Pearson Education Limited. nselmi, P. (2011).Values and Stakeholders in an Era of Social Responsibility. London: Palgrave Macmillan UK. Durant, W. (2009).The story of philosophy. New York, N.Y.: Simon and Schuster. Gond, J., Moon, J. (2012).Corporate social responsibility. London: Routledge. Gottschalk, P. (2011).Corporate social responsibility, governance and corporate reputation. Hackensack, NJ: World Scientific. Haerens, M., Zott, L. (2014).Corporate social responsibility. Detroit: Greenhaven Press. Hunnicutt, S. (2009).Corporate social responsibility. Detroit, MI: Greenhaven Press. Idowu, S., Leal Filho, W. (2009).Global practices of corporate social responsibility. New York: Springer. Jones, G. (2013).Organizational theory, design, and change. Upper Saddle River, NJ: Pearson. Phillips, R., Freeman, R. (2011).Stakeholders. Cheltenham U.K.: Edward Elgar Publishing Ltd. Ravi Raman, K., Lipschutz, R. (2010).Corporate social responsibility. Basingstoke [England]: Palgrave Macmillan. Thompson, M. (2010).Philosophy. London: Teach Yourself. Palgrave Macmi

American Education A Critical Discussion of Values Education Trend

Introduction Today, more than ever before, the American education system seems more interested in nurturing students’ attitudes than on what can realistically and ideally be called real teaching. This strategy of learning, mainly touted as ‘affective education,’ treats issues of self-esteem and personality development as the ultimate objective of education, eliciting feelings of misgivings and doubt among parents and guardians keen on the type of education given to their children (Lindslay para. 1).Advertising We will write a custom term paper sample on American Education: A Critical Discussion of Values Education Trend specifically for you for only $16.05 $11/page Learn More It may, however, mesmerize many educational pundits and parents when the knowledge of the origins and development of this particular system of education is availed to them. Affective education draws its origins from an earlier trend of education known as values e ducation (Hardin 23). It is, therefore, the purpose of this paper to critically evaluate values education in terms of attempting to understand its origins, theoretical orientations, usage, and its influence in the American education system. Before engaging in the analysis, it is imperative to note that the American education system, especially in the public sector, has been influenced by a wide allay of trends that are introduced or evolve to cope with particular situations (Tauber 20). For instance, pundits argue that both affective and proactive approaches to education arose when teachers were desperately in need of mechanisms and strategies to control issues of discipline in the classroom (Tauber 23). These trends, though heavily criticized in some quarters for deviating attention to issues of student independence and morality at the expense of learning, are indeed working to maintain discipline, both at the classroom and societal level. Supporters of these strategies argue that for real learning to take place, an enabling environment must be created in the classroom, and teachers are at the center of creating such an environment by acting as facilitators rather than controllers (Johnston et al 58). This line of thinking influenced, to a large extent, the evolution of values education in American education system during the 1970’s. Values Education: Definition and Origin According to Thapar, â€Å"†¦values education is education in values and education towards the inculcation of values† either in school or non-school settings (para. 1). Values education draws largely from character education, which is inarguably thought to be as old as mankind, precisely because civilizations the world over becomes unsustainable in the absence of character (Tauber 23).Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Historically, generations have transferred their soc ial, cultural, educational, and political values to subsequent generations to ensure preservation. Aristotle, one of the greatest philosophers of all times, presumptuously argued that the demonstration of good behavior habits and ingrained virtues by an individual represented good character (Rogers 7). As such, it can only be argued that development of outstanding character was at the core of values education curriculum in the US during the 1970’s. It is worth noting that American institutions of learning are firmly grounded in the tradition of transmitting fundamental values from one generation to the other. It is indeed notable that Thomas Jefferson, one of the founding fathers of the nation, rooted for an enlarged and vibrant arrangement of public education to convey American democratic virtues to future generations (Johnstone 18). The emphasis of this paper, however, is to trace the origins of values education in American schools. Educational historians and other theorist s suggest that values education was conceived and grounded in the ideas and concepts of character education, an educational trend that disappeared from the American education limelight in the 1950’s (Johnstone 21). Before its disappearance, character education had been adopted by almost every public school in the US at the onset of the 20th century. The decade of the 1950s was an era of conformity in many American institutions, including public schools. Character education took a back seat as parents, schools, the church, and society took a more conservative approach known as inculcating and modeling of character (Poulou 104). American public schools, in particular, were on more than one occasion accused of undermining the role of character education by taking it for granted. For instance, character education in American schools in the 1950’s was limited to requesting students to be neat, punctual, polite, and to work exceedingly hard to attain success. According to ed ucational analysts, however, students were being given a small portion of what character education entailed, with the rest of the time being devoted to developing their intellectual capacities at the expense of moral development (Poulou 105). By any standards, the decade of the 1960’s was marked with tumultuous and almost riotous reorganizations and reinventions in the U.S., and traditional roles and values became subject to mockery and rejection by the younger generation. As people demanded for more power and independence, the status of students, women and members of minority groups changed spectacularly in what was perceived as one of the greatest social revolutions ever to be witnessed in the history of mankind (Rogers 27).Advertising We will write a custom term paper sample on American Education: A Critical Discussion of Values Education Trend specifically for you for only $16.05 $11/page Learn More New attitudes and value systems emerged, an d individuals, including students, started to experiment with a wide allay of activities such as homosexuality, drug use, new religious orientations, new career options, and enigmatic lifestyles in the name of presuming greater authority and control over their own individual lives. Cases of indiscipline and teenage pregnancies escalated in American schools, culminating to the reintroduction of character education in the 1970s under the broad based all-inclusive name of values education The Philosophy of Values Education Some educational analysts, to date, believe that values education as introduced in American education system in the 1970’s was an original replica of character education, which dominated the education system in the decades of the 1930s and 1940s (Hardin 15). It’s imperative to note that the decline of character education in schools across the U.S. was also unequivocally related to wide recognition and approval of scientific thinking among the members of the teaching fraternity. Logical positivism was popularized in 20th Century America at the expense of Morality-based education, which was personalized and accused of being subjective as it could not be proven using scientific methods (Lickona 7). The positivist educators were of the opinion that they could structure a learning process and curriculum that was objective, credible, and beyond the sway of individual values. A value-based curriculum, according to them, was impossible since values were considered as shifting in objectives, situational in nature, and relative in ensuring equity. Character education, therefore, was perceived by positivist educators as individualized, and dependent upon subjective value judgments (Lickona 7). As such, it was doomed as unfit for educational institutions in the U.S to Convey. But the tumultuous events of the 1960’s made stakeholders in the education sector to rethink their strategies as cases of school indiscipline among students in Am erican schools more than doubled (Hardin 18). This saw the reintroduction of character education in the 1970s, this time under the auspices of values education. The philosophy governing this trend changed dramatically, with educators laying emphasis on individual values development rather than abiding by values set by the society as was traditionally the case. Under the new system of values education, teachers were now encouraged, not only to assist learners clarify their individual values, but also develop an enabling school environment which could facilitate students to learn the skills of moral reasoning and value analysis (Superka 38).Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teachers, however, were counseled against instilling their own perceptions of values and morals on the students, implying that the educator’s role was severely limited to facilitating the students to internalize and develop their own value systems, the teachers’ beliefs notwithstanding. Many educators of the 21st century firmly believe that affective education, which is widely gaining acceptance in American education system, has its roots in values education of the 1970s. Teachers, according to the proponents of this new trend of education, were not allowed to impose their own values on the students since the American society had become largely pluralistic (Superka 40). A better curriculum according to this new form of imparting skills was one that would facilitate the learners to learn adequate skills of moral reasoning, not to mention the fact that such a curriculum was also intended to sharpen the students’ decision making capacities to enable them cope with the immense life challenges after school. Specifically, this system of education not only put emphasis on the role of education in enabling students to have personal gratification in life, but also enjoy social relations outside the education system that were both constructive and productive (Hardin 23). This, however, does not mean that the system was weak in imparting the skills needed in line with the main objective of attending school. Contrary to popular belief, values education as a trend in American education was largely holistic, assisting the students to nurture their own values for real learning to take place. According to Tauber, values education acted as the liberating philosophy of the 1970s and early 1980s (85). The trend, however, was largely phased out in 1980s as academic performance took the center stage at the expense of values development. Students were, once again, being encouraged to take academic performance and competition more seriously than the development of individual values. Education analysts are of the opinion that the abandonment of values education triggered an upsurge of immoral activities in the U.S. such as drug abuse, teen pregnancy, increase in school dropouts, and disintegration of the social fabric, including family breakups (Poulou 106). Other notable incidences witnessed in the 1990s, and which were directly related to a breakdown in values education in American schools, included high instances of teen suicide, unparalleled number of political and social scandals, and high-level cases of school indiscipline. It is imperative to mention that these and other isolated incidences led parents and educators to reconsider their earlier stand on values education, with a significant proportion of education stakeholders requesting schools across the U.S. to revert back to educating students about values and moral reasoning. Foundations of Values Education Many new and past trends in American education have always found delight i n specific educational or psychological theories seeking to explain their existence. Values education is no exception. Many of the concepts guiding values education are founded on William Glasser’s Reality Model. The psychologist is best remembered for popularizing the three Rs approach – Right, Responsible, and Respect – in counseling students and maintaining classroom discipline (Johnstone et al 102). For Glasser, values and morals can be taught to students of any age if the sole purpose is to reinforce their character to be able to live a more fulfilling life upon disengaging with school activities. Glasser, however, identifies the teaching of responsibility as one of the foremost tasks that a teacher should engage in as this variable determines the kind of classroom environment that will be set for effective learning to take place. According to the Reality Model, the student is endowed with the responsibility to choose and make rational decisions. Consequent ly, the model argues that behavior entails an individual’s choice to meet their own needs (Tauber 83). The Reality Model further postulates that educators must always focus on the present student behavior, and should not, in any way, focus on past behavior. For Glasser, behavior is fundamental for values development, and therefore, educators must also demonstrate caring, loving, supportive, and empathic attitudes when interacting with students to boost behavior development (Tauber 84). According to the model, it is indeed the function of educators to assist students make proper value judgments by frequently questioning whether the students’ behaviors are working for them, and what they really want to attain in life. Values education is also based on value-clarification approach, a model developed by a team of American educators and policy makers in the 1970s. This approach presupposes that, â€Å"†¦everyday, every one of us meets life situations which call for th ought, opinion-making, decision-making, and action. Some of our experiences are familiar, some novel; some are casual, some of extreme importance. Everything we do, every decision we make and course of action we take, is based on our consciously held beliefs, attitudes and values† (Simon Howe para. 18). The approach, therefore, concedes that young individuals, no less than adults, must contend with daily challenges and struggles in and out of school. Students are particularly faced with challenges in their attempt to develop a standard worldview that will influence their thoughts, beliefs, and behavior patterns. The value-clarification approach also insinuates that the process of classroom learning lacks in relevance and purpose when compared to the real issues affecting the students’ daily lives such as their day-to-day encounters with family, friends, peers, educators, authority figures, and with the academic assignments that continue to presumptuously batter their e gos (Simon Howe para 19). The approach assumes that students are in a continuous search for answers to some individual and theoretical questions, with the sole objective of developing capacity to make important decisions in life. According to the approach, individuals who employ the learned valuing procedures in making important challenges and mitigating challenges will, more often than not, lead more gratifying and socially productive lives, not mentioning the fact that they are bound to perform better in school (Lickona 9). It is imperative to note that this approach advocates for the inclusion and integration of values education in schools since many students are unable to make important choices in their lives for lack of clear values. This initiates conflicts of interests. Values Education: Is it Still in Use? Values education as a trend was largely used in American education in the decade of the 1970’s. This paper has discussed at length about its origins and the reason s behind its application in the 1970s. In the 1980s, however, values education fell out of favor with educationists and other policy makers as more emphasis was placed on academic performance rather than value development and moral reasoning (Tauber 87). But to the surprise of many, values education only faded away from the limelight. Indeed, the trend has never been condemned into oblivion as it continues to be used in many American schools, the change of name notwithstanding. Its methods and techniques have been integrated into diverse fields and curricula, and it still makes the same appeal to students and teachers alike – individual development of values to enable students have control over the choices they make in life. The major focus in the 21st century is still the student and his or her life-coping mechanisms within and outside the classroom (Poulou 104). Though names have been changed to reflect changing times, the basic principles of an education trend such as affe ctive education clearly reveals the remnants of values education. As it was the case with progressive education, a trend of education that took shape in the U.S. in the late 19th century, values education undertook to deal with the perceived constriction and formalism of competitive academic-based form of education (Tauber 91). Some traditional forms of education were only concerned with the academic grades that students were able to muster regardless of their capacities to deal with life-time challenges. Some modern education systems are not helpful either as they prefer to lay emphasis on academic achievement through performance rather than undertaking a holistic approach towards students’ education. To date, this is a major worry to thousands of educators, parents, and other stakeholders who feel that their children are not receiving an all-encompassing education, and some have already began advocating for the return of values education in American education system. Many p undits, however, are of the opinion that this trend of education made a come back during the turn of the century but continues to go by other names such as affective education, pro-active approaches, among others (Lickona 10). Feelings towards Values Education I have strong feelings about values education, specifically due to its ability to transform young people into more useful and productive members of the society. In equal measure, I nurture feelings that competitive education via academic achievement cannot, in itself, guarantee a better life to an individual upon termination of education. Rather, it is a useful component towards completing the whole process of education, but it cannot function alone to guarantee a wholesome individual. Education psychologists are, indeed, gravitating towards developing theories and models that underlines the uptake of values and personality development of students as some of the major facets of education. It should not escape mention that huma n behavior and actions are inarguably goal-directed. To develop well-behaved students, therefore, educators and other concerned stakeholders must assist students to inculcate values that will shape and inform their goals and objectives in life. This way, there may be no need to worry about issues of school discipline. To use Rudolf Dreikurs’ Social Discipline Model, it is evidently clear that human actions and behavior can be full comprehended only in their social significance (Hardin 125). Without values education, students tend to descend towards what Dreikurs calls mistaken goals, implying that cases of student misbehavior will always be on the increase. As such, I am a firm believer that values education can help to make a great difference in the American education system. Conclusion All said and done, it is time that the American education system took that bold step and incorporate values education in the curricula of all disciplines taught in school. It is indeed true t hat this trend received a lot of criticism during its heydays for lack of focus on students’ results since it was assumed that values education failed to engage the students to meet high academic standards (Hood para. 1). Critics also argue that values education, not only fail to hold students accountable for their own personal performances, but also fails to hold the complete government-controlled public education system responsible for its performance. But this is as far as it goes. Various studies and theoretical frameworks have demonstrated that educational performance may mean nothing if proper values are not inculcated into an individual. As such, the way forward is to develop an all-inclusive education system that will impart education in its entirety through focusing on issues of student academic knowledge and achievement, behavior development, emotional development, and finally, values clarification. Works Cited Hardin, C.J. Effective Classroom Management: Models and Strategies for Today’s Classrooms, 2nd Ed. Prentice Hall. ISBN: 0131998080 Hood, J. The failure of American Public Education. 1993. Web. Johnston, J.A., Musial, D., Hall, G.E., Gollnick, D.M., Dupuis, V.L. (2008). Foundations of American education: Perspectives on education in a changing world. Boston: Pearson Education, Inc. Lickona, T. The Return of Character Education. Educational Leadership, 51.3 (1993): 6-11. Lindslay, J. Public Education: Views of a Concerned Parent. 2009. Web. Poulou, M.S. Classroom Interactions: Teachers’ and Students Perceptions. Research in Education, 82.1 (2009): 103-106. Roger’s C.R. Carl Rogers on Personal Power: Inner Strengths and its Revolutionary Impact. New York: Delacorte Press. 1977. ISBN: 0385281692 Simon, S.B., Howe, L.W. The Values Clarification Approach. (n.d.). Web. Superka, D. P. Values Education Sourcebook: Conceptual Approaches, Materials Analysis and an Annoted Bibliography. Boulder, Colorado: Eric Clearinghouse f or Social Studies. 1975. Tauber, R.T. Classroom Management: Sound Theory and Effective Practice. Westport CT: Greenwood Publishing. 2007. ISBN: 9780275996680 Thaper, M. Alternative Education – Values. 2010. Web. This term paper on American Education: A Critical Discussion of Values Education Trend was written and submitted by user Sara1 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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Free Essays on Communication

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In her article she say’s that it wouldn’t be correct to think stereotypically in these modern times when it comes to men and women, as in men bringing home the money and food, while the women take care of their homes and cook the food. She believes there maybe a thing such as, â€Å"men’s talk,† or â€Å"women’s talk.† Joyce supports this by giving four examples. First, while at a party she notices that the two sexes divide themselves up because they find what their sex or group’s conversation much more interesting. Second, when her husband, Steve, arrived home from a bar she asks him, â€Å"What they had talked about,† in which he replies to â€Å"Oh, the usual..†¦ Firewood. Central America. Trucks. The Celtics. Religion.† That shows that she was hoping longer talk then that. Third, she shows us what women talk about by summarizing a conversation with her friend Ann and Ann’s frien... 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Marketing Mangement - Essay Example In order to fulfill or achieve his targets, a good marketing manager leads his subordinates and organization towards meeting these objectives. In a diversified organization like General Motors, a marketing manager can look at the overall objective of the business and then based on this objective he can setup the strategies or goals of various different products or SBUs within a business. Only when these objectives are in line with the mission or vision of a business, a business like General Motors can achieve success by meeting their targets. The marketers can provide certain very useful information on the basis of planning. They can provide sales data of a product, consumer reactions to the product, changes in consumer tastes, impact of competition in the market and how to make sure that the product remains successful in the market. Only if they have well-defined plans they can hedge volatility in the markets and can take large and diversified companies towards success. SBU strategy or business-level strategy can acquaint a firm with the market

Analysing The Political System In Ukraine Politics Essay

Analysing The Political System In Ukraine Politics Essay Before mentioning about the presidents and presidential elections, the political system of the Ukraine is important to analyze its political transition. With its independence, Ukraine had some difficult task which would be solved in short time. A new political system had to be built. New system of national security and defense had to be created. With its Constitution, the general foundations of the political system are defined. Ukraine is an independent, sovereign, democratic and social and jural state in accordance with its organic law. The state power is divided into legislative, executive and judicial branches. According to Constitution, the main responsibility of the state is to establish and promote human rights and freedoms. Ukraine is a unitary state, in which its territory is integral and inviolable. The state has a single citizenship. (http://www.ukraine-arabia.ae/ukraine/politics/president/) As we look into the President of the Ukraine, this post is designated to be Head of State and a guarantor of national sovereignty, territorial integrity and adherence to the Constitution. President is elected by the citizens of the state on the basis of direct universal suffrage. The term of presidential office is five years. In order to be elected as President there are obligations. One of them is living in Ukraine for ten years before the elections, the other is being citizens.(http://www.ukraine-arabia.ae/ukraine/politics/president/) The only legislative body of Ukraine is the Parliament which is called the Verkhovna Rada. Citizens elect the deputies of Ukraine via direct universal suffrage through secret vote. The parliamentary election system is mixed with majority and proportional. 450 deputies are elected 225 of them are elected at single-mandate constituencies in terms of relative majority, and another 225 are elected proportionally at multi-mandate national constituency from the list of candidates who comes from the political parties. Constitution and laws of Ukraine establish the powers of the peoples deputies. They can unite themselves into factions with more than 25 members. These deputy groups are formed on a party and non-party basis. Then, the Cabinet of Ministers which is the supreme executive authority of Ukraine comes. Presidential orders, laws of Ukraine and the Constitution are the legal basis for its actions. The Government is responsible to the President and it is controlled by the Verkhovna Rada. This dependency leads to presidential appointment of a Prime minister with parliamentary consent. Prime Ministers authorities may be suspended and discharged by the President. Furthermore, Members of Cabinet of Ministers are discharged and appointed by President. When we look at the judicial authority system, there are Constitutional Court and Courts of General Jurisdiction. Furthermore, the supreme authority in judiciary is Supreme Court of Ukraine. The system of courts of general jurisdiction is based on the principles of territorial and special jurisdiction. The Constitutional Court of Ukraine is a separate entity and is independent from the Courts of General Jurisdiction. The activities of the Constitutional Court of Ukraine promote constitutional control in all spheres, stabilization and strengthening of constitutional order, the establishment of principle of primacy of law and the supreme legal force of the Constitution, and the promotion of constitutional rights and freedoms of citizens. Ukrainians had to take a program of state and nation building simultaneously. In the process of state building, Ukrainian policy was shaped with the  desire  to  guarantee its  independence. It can be said that Ukrainian independence was accompanied with the qualifications of quasi-state and quasi-nation as a part of the Soviet heritage. Policy of Ukraine since 1991- 1992 until the 2004- 2005 was based on the process of state and nation building. Because of locked within the Soviet borders, Ukraine has isolated from the other world. All the interactions with the entire world were conducted by Moscow, that is the reason why Ukrainian authorities had no experience in cooperation with other states and independent administration of the state. (http://www.allacademic.com//meta/p_mla_apa_research_citation/3/6/1/1/8/pages361183/p361183-20.php) E.2.Presidents of Ukraine While examining the political transition of the Ukraine, it is also necessary to deal with the presidents and elections. After the independence from Soviet in 1991, in Ukraine there held 5 presidential elections in 1991, 1994, 1999 and 2004 and 2010, five parliamentary elections in 1994, 1998, 2002, 2006 and 2007. The Ukrainian Constitution which was adopted in 1996 and was amended in 2004, stipulates a de-facto dual executive that is dependent on both the president and the parliamentary majority. (Oleksandr Sushko and Olena Prystayko) There held the first presidential election on 1st December 1991. Leonid Kravchuk won the elections with the 61,59 percent of the votes in the first round and became the state President. He showed a degree of political continuity from the Soviet period. He failed in understanding the need for economic reform. Consequently, because of not implementing the reforms in which power was divided between the communists and the opposition, the result became a hybrid regime. (Karpyk, Tamila,8) As it was stated before, the first years of independence was dealing with nation  building  and  political  survival.  The appearance and activities of Rukh (the Peoples Movement of Ukraine) which is a new Democratic Party was important for preservation of national identity among the masses. Vyacheslav  Chornovil  was the leader of the Democratic Party and he had significant characteristics on the spirit of nationalism in Ukraine. In these circumstances, changing into a nation-builder and being a mediator between the nationalist West and the Russified Eastern part of the country was not difficult for the first President Leonid Kravchuk who was former Second Secretary of the Communist Party of Ukraine. However, it was not an easy task. Before his office term ended, he had to call an early election because of the strike of the coal miners on 7th July 1993. (http://www.kmu.gov.ua/control/en/publish/article?art_id=72956cat_id=32588) With the decision of referendum, the early election was held on 26th June1994. Leonid Kravchuk and Leonid Kuchma were among the candidates of this election. In the first round, none of the candidates gained over 50 percent. Leonid Kravchuk got 38,36 percent and Leonid Kuchma got 31,17 percent of the votes. In the second round which was held on 10th July 1994, while the current head of the state received the 45,06, Leonid Kuchma was elected as Ukranian second Head of State with the 52,15 percent. (http://www.turksam.org/tr/a1898.html) It was surprise for Leonid Kravchuk to lose to Leonid Kuchma in the early elections. Leonid Kuchma was the former manager of Ukraines biggest armaments factory. On coming to power, Kuchma devolved greater power to the regions to decide linguistic and national questions. In his election campaign, anti-nationalist sentiment was aired by the Kuchma. (Kuzio, 214) However, this more liberal policy has squarely contradicted his desire for national consolidation and thwarted attempts to make policy implementation by the center in the periphery more efficient and effective. His first year in power led to financial stabilization. However, he could not continue the reform process and that led to small group in power becoming richer and the majority of the people had to find another means for survival. In 1999, during the Office term of Kuchma, The Committee to Protect Journalists stated Ukraine for its restrictions over independent media. The image of Ukraine was influenced in negative way bec ause of disappearance of opposition journalist. (Karpyk, Tamila,20) Kuchma has intimate relations with Putin. His administration can be seen as soft authoritarianism. Corruption, suppression of the media and weakening of the civil society were activities during the period of Leonid Kuchma. He aspired to construct a system of managed democracy which is formal democratic practices but informal control of all political institutions similar to Putins model of government in Russia but he never had such kind of success. Ukraines three largest oligarchic group did back Kuchma and wielded their media and financial resources. (McFaul,50-51) However, Kuchma did not control the rents generated from oil and gas sales that could have been used to purchase the loyalty of societal challengers. Kuchmas regime did not control or own major segments of the Ukrainian economy. The third election was held on 31st October 1999, Leonid Kuchma also took part in this election. There were 13 candidates but none of them got the majority of the votes. Ukrainian Communist Party leader Petro Simonenko and Leonid Kuchma competed in the second round. The former President was re-elected for a second term by taking 56,25 percent of the votes. In 2000, Viktor Yuschenko became Prime Minister of Kuchma. In economic domain, the citizens became hopeful with this change. Especially encouraging privatization, comprehensive reform programs and attempts for prevention of corruption enabled Yuschenko to have support from Ukrainians. As a consequence, he automatically became opponent to Kuchma and he was dismissed from his post. In 2000, a former socialist and oligarch leader released a video record which contains Leonid Kuchmas illegal orders. With this event, a scandal broke out and it brought a different approach to Ukrainian politics. In the parliamentary elections, Yuschenkos bloc got 112 chairs. However Kuchmas party got 104 chairs and it became sign for the upcoming elections for President. (SarÄ ±kaya, p.3) Kuchma has tried to squelch opposition voices. However, his jailing of former Energy Minister Yuliya Tymoshenko, his dismissal of Prime Minister Yuschenko and his apparent collusion in the murder of journalist Georgy Gongadze further weakened the state and created more opposition. (McFaul, p.54) As a final impression on Kuchmas term, he did not aspire to construct full blown autocracy. He was prepared to transgress democratic rules to prevent the opposition from coming to power and he also wanted to maintain the appearance of democracy. The fourth Presidential elections were really struggling and it led to the Orange Revolution which will be explained in the following section. The election held on 31st October 2004 had 26 candidates. Two of the candidates were Prime Minister Viktor Yanukovych backed by Russia and former Prime Minister and opposition leader Viktor Yushchenko supported by the West. The first round was really competitive and in the second round the percentage of the votes of Yanukovych and Yushchenko were close to each other. With the announcement of the international electoral watchdogs about defraud on the elections resulted in the mass demonstrations of the population. Ukrainian High Court explained that the results were not valid. As the new election was held, Yushchenko instead of Yanukovych got the Presidency with the help of the Orange Revolution. Although Yanukovych did not win the election, it was seen that his and Russias political influence power in Ukraine was very strong. (http://www.turks am.org/tr/a1898.html) When Yushchenko first came to power, Ukraines Orange government seemed like it could meet the popular demands for radical political reform and immediate integration into Europe. Yushchenko and his Prime Minister Tymoshenko showed their incompatibility while working. They criticized each other openly. The Ukrainian political system became more dysfunctional. (Motyl, Alexander, 4) There is also an important and positive improvement. During Yuschchenkos term Ukraine was upgraded to FREE from Partly Free by Freedom House. He failed to understand the need to deal with Ukraines past or how to integrate Ukraine and follow through on pursuing criminal charges against the elites who had murdered journalists, abused their positions of power through massive corruption and theft of state property, and organized mass election fraud. (Kuzio, 217) On the other hand, he actively favored his ethnic Ukrainian base by promoting the Ukrainian language, culture, and identity in schools, government, and the media. With these actions, he alienated many of the ethnic Russians and Russian speaking Ukrainians in the countrys east and south. (Motyl, Alexander, 3) On 17 January 2010, 18 candidates competed in the elections. Current President Yushchenko was also one of the participants. (http://www.turksam.org/tr/a1898.html) In February 2010, Viktor Yanukovych made a remarkable political comeback. It was surprising that Orange Revolution was conducted against Yanukovychs Presidency and now the Ukrainians elected him voluntarily. The economic conditions of Ukraine could be explanation for this situation. In 2009, the countrys GDP fell by 15 percent. People were frustrated and they were willing to support anyone who could fix the economic conditions. And Tymoshenko was seen as guilty and Yanukovych became the winner.At the start of his presidency, Yanukovych laid out his foreign policy priorities: restoring Ukraines close ties with Russia, European integration and building relationships with strategic partners such as the United States. By playing to these priorities and, at the same time, pursuing their own interests in the region, Russia, the European Union, and the United States can help stabilize the Yanukovych presidency and Ukraine.(Motyl,Alexander, 2) Yanukovych claimed that he learned from his mist akes in the past. However, he had already done some mistakes. He redefined democracy as political order. He does not advocate Ukrainian heritage contrary to his opponent Yushchenko. He appointed Dmytro Tabachnyk for Ministery of Education and Science. He was not a good choice because he openly declares his anti-Ukrainian views. He also claims that ethnic Ukrainians in the west of Ukraine are too Westernized to be genuine Ukrainians. His assault on the Ukrainian identity resulted in demonstrations and protests which were directed at Yanukovych and his minister. (Motyl,Alexander, 4) As a result of Yanukovychs centralized and anti-Ukrainian regime, Ukraine does not reach national consensus on the political and economic direction of country. He is not expected to be authoritarian because of not having strong coercive apparatus as Putin but his regime is seen as return to Kuchmism. There created strong opposition to him and Ukraines first President Kravchuk is among them. He criticized lawlessness, permissiveness, use of force and corruption which are done by the team of Yanukovych. It is believed that if he continues to act like this, he can provoke a second Orange Revolution. Lacking the ability, capacity, and will to change the system, Yanukovych will probably try to enhance his regimes legitimacy. However, its Party of Region is not supported by population in Kiev and no reform is expected during his term because of gathering Kuchmas incompetent ministers in his team. Furthermore, the lower natural gas price that Yanukovych negotiated with Russia will bring imm ediate benefits to the oligarchs. Lower gas prices will allow them to keep the costs of their products low and globally competitive without forcing them to modernize or become more efficient. Even if the people welcomes lower gas prices at first Yanukovychs regime is expected to be more corrupt. (Kuzio, 214) After evaluating Presidents of Ukraine, the citizens ideas on democracy are worthy to examine. According to survey which is conducted in 2010, the preference for democracy is highest in Western Ukraine, while apathy toward the type of governing system is highest in Eastern and Southern Ukraine. More Ukrainians do not view Ukraine as a democracy than those who do. Only 25 percent of Ukrainians believe that Ukraine is a democracy compared to 41 percent who do not believe it is a democracy . E.3. The Orange Revolution From over two decades, Ukraine has been facing with a most difficult transition from its authoritarian past. On the way to democratization, it has experienced economic collapse, over lasting constitution making period, border disputes with its neighbors, severe discontinuities and a revolution.(Bohdan Harasymiw, 2002) The fall 2004 presidential election was one of the pivotal movements in the history of Ukraine. The current president Leonid Kuchma and Prime Minister Viktor Yanukovych who was chosen successor of Kuchma deployed state resources, national media, and private funding from both Ukrainians and Russians to win against Viktor Yushchenko. When this effort was not enough, the government of Kuchma added votes in the second round for Yanukovych. As a response, Yushchenko called his supporters to come to Independence Square. The reason for this call is to protest this fraud in the election. Thousands of people came together in Kiev and stayed there until Supreme Court decided to cancel the second round results. (McFaul, 49) As we evaluate the Orange Revolution, it is understood that domestic factors accounted for most of the drama of this event.but external factors played direct role in constraining some dimensions of autocratic power. It also enhanced some dimensions of the oppositions power. However, Ukrainian democracy did not consolidate after the Revolution. Even if the Ukrainian democracy go back towards autocracy over the long run, this dramatic event is still seen as a democratic breakthrough in this decade.(McFaul, 48) With the Orange Revolution, it was seen that in Ukraine there is a struggle for between a semi-autocratic regime and a democratic opposition. Although there were improvements towards liberal democracy but not guaranteed. Institutional changes remain modest. 5 years after this movement, election of Yanukovych can be surprising and made the Orange Revolution waste of time. It has just postponed his Presidency. F.3.Ukraine-Turkey Relations: Turkey and Ukraine are neighbors on the Black Sea. When we look at the general situation between these two countries it can be said that it is good but not sufficient compared to their current potential. Especially in the issue of security in Black Sea, Ukraine has great importance for Turkey. Furthermore, its location on the energy lines, being one of the significant Black Sea countries, the historical ties with Crimea region and nearly 265000 Crimean Turks living in Crimea makes their relations substantial and sensitive. (http://www.mfa.gov.tr/turkiye-ukrayna-ekonomik-iliskileri.tr.mfa) As it is all known Ukraine has importance on the international relations with its strategic position. Ukraine sees Turkey as a key country for exit for Middle East and Mediterranean Sea. Ukraines foreign policy in its South axis aims to improve relations with Turkey. For Turkey, Ukraine is a buffer zone in order to prevent Russians to reach Black Sea. Turkey also attaches importance to Ukraine in terms of the stability of the region and strives to further develop its bilateral relations with Ukraine in every field especially economic and trade. (http://www.turksam.org/tr/a1512.html) Turkey is one of the first countries which recognized the Ukrainian Independence. Because of the discontinuity of the political relations, economic and the trade relations moved ahead of them. The Protocol on the establishment of the diplomatic relations between Turkey and Ukraine was signed on February 3, 1992. The legal framework which regulates the relations and cooperation between these two countries is almost complete after the signing of several agreements and protocols in political, military, economic, cultural, educational and intelligence related fields. (http://www.mfa.gov.tr/turkiye-ukrayna-ekonomik-iliskileri.tr.mfa) In 1994, Trade Economic Cooperation Agreement entered into force. There has been no serious political problem and there is an increase on the economic dynamic. There is an unbalanced situation of trade. Although Turkey imports more, its exports to Ukraine remains very low. 70 percent of Ukraines exports to Turkey is composed of iron, steel and the other mine products. There has been an increase of the Turkeys exportations on coal, organic and inorganic chemical substances, wood, aluminum, paper, plaster, stone and cement from 2007.  Turkeys investment in Ukraine is towards 135 million US dollars. There are over 500 enterprises. Another part of the relationship between these two countries is composed of Black Sea Economic Cooperation which both are the members. (http://www.mfa.gov.tr/turkiye-ukrayna-ekonomik-iliskileri.tr.mfa)    Moreover, Turkey and Ukraine support each other in international organizations such as UN, CoE, and OSCE. Military relations are conducted both on bilate ral basis and within the framework of NATO-Ukraine Commission, BLACKSEAFOR and Operation Black Sea Harmony.(http://www.mfa.gov.tr/turkey_s-political-relations-with-ukraine.en.mfa) In 2003, Turkey declared Ukraine as privileged State status so Ukraine became privileged in Turkeys foreign policy. There have been several negotiations of the Foreign and Prime Ministers of both countries. In January 2007, Prime Minister Yanukovich visited Turkey and Operation Black Sea Harmony was signed. G.Conclusion In conclusion, after evaluating the Ukraines triple transition period, we have reached some important points. Although there have been some attempts to fully implement democracy, there are some obstacles. At first glance, the problems seem to be resulted from its communist past and Russian influence. Ukraine does not fully integrate as Ukrainian society. The problematic national transition of Ukraine can be traced back to this period. Seperatist minority groups, ethnic Russians and Crimean Tatars, keep Ukraine deal with its internal problems rather than economic ones. Economic crises which resulted from the price of gas fluctuations led to frustration within the country. Another obstacle that Ukraine faces with is its dependency on Russia in terms of energy. If it does not overcome this struggle, it seems to restrict Ukraines regional power. However, explaining Ukrainian internal conflicts only with the Russia based reasons would be wrong. Russia is extremely influential factor but we should not underestimate the other factors. In Ukraine, there are not only two cleavages that split the country. Ukrainians are divided also among themselves. It is clear that Ukrainian part and Russified part in Ukraine exist and surprisingly there was no civil war because there is no clear distinction between these counterparts. One of the most important sign for democracy is civil society and in Ukraine it can be seen as the strongest among the other Post-Communist states though it is not in Western standards. This led to the Orange Revolution that increased the political competition however; it could not succeed in long term reforms. Political instabilities and crisis environment became continuous in which Yanukovychs pro-Russian attitudes and Yushchenkos Ukrainian nationalism competed. Besides Ukrainian society chose best of the worst option because of the high level of corruption. As a matter of fact that in the first place Ukraine should focus on the problem of high level of corruption as the society expected to do so. The reason hidden behind societys choice for Yanukovych is his claims on economic solutions rather than his political views. After all, the analytical outcomes show that Ukraine does not fully achieve a consolidated democracy. Although civil society and independent media paint a promising Picture, it has more things to do in order to reach the standards of Western democracies. Especially, the deficiency in the reforms on the political institutions should be reconsidered. Nevertheless, Ukraine succeeded sufficient triple transition, coming after the Baltic States, when we compared it to the remaining post-Soviet countries like the Caucasus and the Central Asia.