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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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.

Codeine :: essays research papers

Codeine: Codeine is readily absorbed from the gastrointestinal tract. It is rapidly distributed from the intravascular spaces to the various body tissues, with preferential uptake by parenchymatous organs such as the liver, spleen and kidney. Codeine crosses the blood-brain barrier, and is found in fetal tissue and breast milk. The plasma concentration does not correlate with brain concentration or relief of pain; however, codeine is not bound to plasma proteins and does not accumulate in body tissues. Treatment: A single or multiple overdose with acetaminophen and codeine is a potentially lethal polydrug overdose, and consultation with a regional poison control center is recommended. Signs and Symptoms: Codeine: Toxicity from codeine poisoning includes the opioid triad of: pinpoint pupils, depression of respiration, and loss of consciousness. Convulsions may occur. WHY is this drug prescribed? Codeine is used, usually in combination with other medications, to reduce coughing that does not produce sputum or mucus. It is also used for relief of mild to moderate pain. When used for pain, codeine is usually used with aspirin and sometimes caffeine. WHEN should it be used? Codeine is usually taken every four to six hours as needed. Follow the directions on your prescription label carefully, and ask your pharmacist or doctor to explain any part that you do not understand. HOW should it be used? Codeine is available, alone or with other medications, in tablets, capsules, and liquid to be taken by mouth. Your prescription label tells you how much to take at each dose. The liquid should be shaken well before each use to mix the medicine evenly. Ask your pharmacist for a specially marked measuring spoon to be sure of an accurate dose. Do not take more of this drug than prescribed by your doctor. Serious side effects can occur, especially in children who take too much. Adults giving this medication to a child should be careful to give the correct dose and not to give it more often than prescribed by the doctor. For a cough, patients older than 12 years should not take more than 120 mg of codeine a day. Children six to 12 years old should not take more than 60 mg a day. A doctor should decide how much codeine can be taken by a child two to five years old. This drug should not be given to children younger than two years. Abuse and Dependence: Codeine can produce drug dependence of the morphine type and, therefore, has the potential for being abused. Psychological dependence, physical dependence, and tolerance may develop upon repeated administration and it should be prescribed and administered with the same degree of caution appropriate to the use of other oral narcotic medications.

Eymp 1 Context and Principles for Early Years Provision

EYMP 1 – Context and Principles for Early Years Provision Part 1 An explanation of the legal status and principles of the EYF and how national and local guidance materials are used in settings The legal status and principles of the Early Years Foundation stage is used with children aged from birth to five years. The Government have outlined three primary and four specific areas and seventeen early learning goals that they think are important to a child’s development and planning is used to meet a child’s individual needs.An explanation of how different approaches to work with children in early years have affected current provision in the UK Over the years many people have made studies of what they believe were the important factors in providing for children’s needs. All of these pioneers believed that there should be an integrated approach to the early years provision. One of these pioneers that had the greatest influence was Freidrich Froebel.Froebel foun ded the first kindergarten in 1840 and learned how important it was for children to have real experiences and to be physically active, learning outdoors as well as indoors. He believed that schools should be communities where parents could join their children, and that parents were the first educators of children. Other pioneers were Maria Montessori who devised a structured teaching programme based on watching children with learning difficulties and building on the work of Froebel.She have a different view to him in some areas, for example believing that children should learn to work alone to help them become independent learners and did not see the benefit of play. Rudolf Steiner believed that the first seven years of a childs life were the most important and that they needed a carefully planned environment to develop in a rounded way. Margaret McMillan used many of Froebel’s ideas and thought that play was very important. She believed that nurseries were an extension of th e home and not a replacement for it.In the 1920s she set up nursery schools that were copied across the world, having gardens and welcoming families and not just children. One of her most important achievements was introducing school medical services and school meals. She did this because she believed that children could not learn of they were hungry or sick. All of the work of these and other pioneers had an impact on the way that the current provisions in the UK have developed. Why the early years framework emphasises a personal and ndividual approach to learning and development The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are es sential to maintaining their quality of life.In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered. Part 2 An explanation of the partnership model of working with carers This enables different services and professionals to join together to prevent problems happening. It is used to support children, young people and families to help secure improved outcomes.A review of the potential barriers to participation of cares and an explanation of how these barriers may be overcome There can be barriers to effective partnership working these include problems in sharing information, people not being clear on their roles and concerned that they may make a mistake. An explanation of strategies that can be used to support carers who may react positively or negatively to partnership opportunities Some people may feel th reatened that new approaches are being used which mean that they have to work in different ways to which they have been used to.Some may also not like being managed by someone that has different skills and experience from their own. To overcome these issues team meetings can be used for everyone to help them work together. It will also allow everyone to fully understand the roles and responsibilities of the other services and practitioners. An explanation of how effective multi-agency working operates within early years provision and benefits children and carers The Common Assessment Framework is used to by practitioners to assess the additional needs of and their family and to help identify the services that will be required to meet their needs.The Common Assessment Framework starts with assessment and information sharing of the childs development within the EYFS, the care and support offered, the overall family and environment. Using this information the lead professional will wor k with the team and the parents to put in place a plan to support the child’s development. The Common Assessment Framework has a standard form that is used to record and share with others the details of the assessment. The things that are important are clear and effective communication between the professionals and the agencies, keeping accurate records and maintaining confidentiality.

23 Anthropology Essay Topics on Dorset Culture

23 Anthropology Essay Topics on Dorset Culture One of the cultures discussed during anthropology course is the Dorset culture. Since your instructor would want you to read more about it, you may be tasked with an essay on it. In order to make yours stand out from the rest of the class and ensure that you get a good grade as a result, use the following facts to support your essay. The timeline of the Dorset Culture is divided into four periods: The Early (beginning around 500 BCE) Middle Late (beginning around CE 800) Terminal (between CE 1000 to 1500) It is evident from various digging sites of the Dorset that the Thule migrated from east of Alaska during the Terminal period. The expression â€Å"Cape Dorset Culture† was coined by Diamond Jenness in 1925. While studying the mixed collections that came from the Hudson Strait Area and Cape Dorset on Baffin Island, Jenness deduced that the culture existed before the Thule. Dorset and later the Thule people were the civilization which the Norse encountered when they visited the area. Calling them skrà ¦ling, which means ‘primitive people’, the Norse noted that they were strong and gigantic in structure, but easily scared. The Dorset Culture existed in Foxe Basin, which is a shallow oceanic basin north of Hudson Bay. They primarily resided in the areas of Nunavik, Labrador, Newfoundland and Low Arctic of Nunavut. Common objects found at Dorset sites include snow knives. This indicates that this civilization had knowledge and experience in making snow houses, which are now known as Igloos. Dorset people had great interest in carved objects, especially bears, fish and birds carved from bone, wood, ivory. They are considered the pioneers in carving artwork as none of the artefacts dating before their arrival were carved with such finesse. The Newfoundland Museum houses a substantial collection dug from Dorset sites. The collection includes Polar Bears, Human Figures, Birds, Human Skull and many other artifacts. Most of these represent the Dorset’s beliefs, especially with regards to the supernatural. Nature aside, various archaeologists assume that the Dorset people’s artwork was mainly inspired from their spiritual beliefs. Although the Dorset people did trade with the Thule, they did not favor the idea of mingling with them and chose to remain isolated. Anthropologists assume that their art is what they used to differentiate themselves from the Thule. The Dorset Civilization descended from Paleo-Eskimos of the Pre-Dorset Culture in 2000-500 BCE. By comparison, the Dorset people had a more prosperous economy and lived in permanent snow and turf-made houses. The earlier Dorset people did not hunt land animals such as caribou or polar bear because they did not have proper hunting tools like the arrow and bow. They survived by hunting sea mammals like the seal, which they hunted by cutting holes in the ice. In the Nunavik region, the late Dorset populations mainly hunted all mammals except the large whales or fed on migratory birds. They were fond of collecting various species of plants as well. There is no genetic connection between the Dorset and the Thule people. This shows that intermarriage between the two cultures did not happen. However, there was trade of knowledge between them as the Thule engaged in seal-hole hunting after migrating. Seal-hole hunting was not part of the Thule’s tradition, which could mean that the Dorset people must have taught them this skill. According to some scholars, Sadlermiut were the last remnants of the Dorset culture, as their culture and dialect differed from the mainland Inuit. This theory came to light during a mitochondrial DNA research in 2002. Another similar research in 2012 showed no link between the Sadlermiut and the Dorset. The hunting technology of the Dorset Culture included small triangular end-blades which they hefted onto harpoon heads. The harpoons were then used to hunt seals as well as larger sea mammals such as the walrus and narwhals. The Dorset people used soapstones to make lamps and relied on seal oil to fuel them. They used these lamps for heating and illuminating their homes during long, cold and dark winter months. The Dorset people had ice-creepers which resemble the modern Alaskan ice-creeper. However, the Dorset Ice-creeper may have been inspired by a similar object before it was replaced altogether in that region. Traditionally settling on coasts, the Dorset civilization lived in small tent rings that often included axial features. Their houses were generally subterranean, and their tents were skin-covered in summer time. This shows that they were more inclined towards the sea than their descendants, the Palaeo-Eskimo, as most of their houses were exposed to headlands and outer islands. They also had structures that resemble long houses, which they used in periods of extreme winter. During this time, Dorset families gathered and lived under a single roof. Dorset people used to live in small, close-knit communities. Each village consisted of no more than 20 to 30 people. The Late Dorset flintknappers were capable of producing a wide number of lithic materials such as slate, basalt, agate, quartzite and soapstone. These were then used for making a variety of weapons and knife blades. The Dorset people often used driftwood for construction. It was rarely used, though, because it was not being brought in continuously due to long distances. It is believed that the Dorset people had transportation means to travel through sea as well as on land. There is evidence suggesting that they made sleds, which were either pulled by hand or animals. Some archaeologists also believe that the Dorset built Kayak-like Boats. A large number of bones found at Dorset sites were of various bird species. They were presumably captured by nets or on open water when they could not fly during molting season. The Dorset culture started to disappear from the Labrador around 1500 years ago. They disappeared entirely from Greenland and the Canadian arctic. Their initial displacement from outside of the island of Newfoundland may have been due to the Thule. Why did the Dorset People disappear is still under-debate. Thule people had a strong history of warfare and had better hunting weapons then them, which is probably why conflicts between the two civilizations may have eliminated the former. However, the Medieval Warm Period may have threatened the existence of the Dorset population beforehand. These should give sufficient insights for you to write an anthropology essay on Dorset culture. Additionally you may check our 20 topics and 1 sample essay on Dorset culture as well a complete guide to write an essay paper  in  anthropology. References: Michael Fortescue, Steven Jacobson Lawrence Kaplan (1994): Comparative Eskimo Dictionary; with Aleut Cognates (Alaska Native Language Center Research Paper 9) Robert McGhee (2005): The Last Imaginary Place: A Human History of the Arctic World Robert McGhee (2001): Ancient People of the Arctic Plummet Patrick, Lebel Serge (1997). Dorset Tip Fluting: A Second American Invention. Arctic Anthropology 34 (2): 132–162. Renouf M.A.P. (1999). Prehistory of Newfoundland Hunter-Gatherers: Extinctions or Adaptations?. World Archaeology 30 (3): 403–420 Bonvillain, Nancy. The Inuit. Chelsea House Publishers, 1995 britannica.com/topic/Dorset-culture

Germanium Facts (Atomic Number 32 or Ge)

Germanium Facts (Atomic Number 32 or Ge) Gemanium is a shiny grayish-white metalloid with a metallic appearance. The element is best known for its use in semiconductors. Here is a collection of useful and interesting germanium element facts. Germanium  Basic Facts Atomic Number: 32 Symbol: Ge Atomic Weight: 72.61 Discovery: Clemens Winkler 1886 (Germany) Electron Configuration: [Ar] 4s2 3d10 4p2 Word Origin: Latin Germania: Germany Properties: Germanium has a melting point of 937.4 °C, boiling point of 2830 °C, specific gravity of 5.323 (25 ° C), with valences of 2 and 4. In pure form, the element is a grayish white metalloid. It is crystalline and brittle and retains its luster in air. Germanium and its oxide are transparent to infrared light. Uses: Germanium is an important semiconductor material. It is commonly doped with arsenic or gallium at the level of one part per 1010 for electronics. Germanium is also used as an alloying agent, a catalyst, and as a phosphor for fluorescent lamps. The element and its oxide are used in highly sensitive infrared detectors and other optical devices. The high index of refraction and dispersion of germanium oxide has led to its use in glasses for use in microscope and camera lenses. Organic germanium compounds have a relatively low toxicity to mammals, but are lethal to certain bacteria, giving these compounds potential medical importance. Sources: Germanium may be separated from metals by fractional distillation of volatile germanium tetrachloride, which is then hydrolyzed to yield GeO2. The dioxide is reduced with hydrogen to give the element. Zone refining techniques allow for the production of ultra-pure germanium. Germanium is found in argyrodite (a sulfide of germanium and silver), in germanite (composed of about 8% of the element), in coal, in zinc ores, and other minerals. The element may be commercially prepared from the flue dusts of smelters processing zinc ores or from the by-products of the combustion of certain coals. Element Classification: Semimetallic  (Metalloid) Germanium Physical Data Density (g/cc): 5.323 Melting Point (K): 1210.6 Boiling Point (K): 3103 Appearance: grayish-white metal Isotopes: There are 30 known isotopes of germanium ranging from Ge-60 to Ge-89. There are five stable isotopes: Ge-70 (20.37% abundance), Ge-72 (27.31% abundance), Ge-73 (7.76% abundance), Ge-74 (36.73% abundance) and Ge-76 (7.83% abundance). Atomic Radius (pm): 137 Atomic Volume (cc/mol): 13.6 Covalent Radius (pm): 122 Ionic Radius: 53 (4e) 73 (2e) Specific Heat (20 °C J/g mol): 0.322 Fusion Heat (kJ/mol): 36.8 Evaporation Heat (kJ/mol): 328 Debye Temperature (K): 360.00 Pauling Negativity Number: 2.01 First Ionizing Energy (kJ/mol): 760.0 Oxidation States: 4 is the most common. 1, 2 and -4 exist but are rare. Lattice Structure: Diagonal Lattice Constant (Ã…): 5.660 CAS Registry Number: 7440-56-4 Germanium Trivia Winklers original name for germanium was Neptunium. Like germanium, the planet Neptune had recently been discovered from predictions from mathematical data.The discovery of germanium filled a spot predicted by Mendeleevs periodic table. Germanium took the place of the placeholder element eka-silicon.Mendeleev predicted eka-silicons physical properties based on its position in the periodic table. He said its atomic mass would be 72.64 (real value: 72.61), density would be 5.5 g/cm3 (real value: 5.32 g/cm3), high melting point (real value: 1210.6 K) and would have a gray appearance (real appearance: grayish-white). The closeness of germaniums physical properties to predicted values of eka-silicon were important to confirm Mendeleevs theories of periodicity.There was little use for germanium prior to the discovery of its semiconductor properties after World War II. Germanium production went from a few hundred kilograms per year to a hundred metric tonnes a year.Early semiconductor compo nents were mostly made from germanium until ultra-pure silicon became available commercially in the late 1950s. The oxide of germanium (GeO2) is sometimes called germania. It is widely used in optical equipment and fiber optics. It is also used as a catalyst in the production of polyethylene terephthalate or PET plastic. Germanium Fast Facts Element Name: GermaniumElement Symbol: GeAtomic Number: 32Atomic Weight: 72.6308Appearance: Grayish-white hard solid with a metallic lusterGroup: Group 14 (Carbon Group)Period: Period 4Discovery: Clemens Winkler (1886) Sources Gerber, G. B.; Là ©onard, A. (1997). Mutagenicity, carcinogenicity and teratogenicity of germanium compounds. Regulatory Toxicology and Pharmacology. 387 (3): 141–146. doi:10.1016/S1383-5742(97)00034-3Frenzel, Max; Ketris, Marina P.; Gutzmer, Jens (2013-12-29). On the geological availability of germanium. Mineralium Deposita. 49 (4): 471–486. doi:10.1007/s00126-013-0506-zWeast, Robert (1984). CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. pp. E110. ISBN 0-8493-0464-4.Winkler, Clemens (1887). Germanium, Ge, a New Nonmetal Element. Berichte der Deutschen Chemischen Gesellschaft (in German). 19 (1): 210–211. doi:10.1002/cber.18860190156

Marketing strategies, analysis and recommendation of WHIRLPOOL washing Dissertation

Marketing strategies, analysis and recommendation of WHIRLPOOL washing machine - Dissertation Example Hence, it is quite expected that Whirlpool has used effective marketing strategies over the years in order to sustain its dominance in the industry. This paper tries to investigate the current situation of Whirlpool as well as several of its strategies. It includes valuable information regarding Whirlpool’s current market share, sales volume and profitability. The paper mainly focuses on the washing machine industry which is an important part of the home appliance industry. Strategic tools like SWOT are in use to analyze the current situation of Whirlpool as a washing machine producer. Once the analysis is done recommendations are made for the company. Recommendations are mainly in the form of segmentation, targeting and position as well as in the form of marketing goals and objectives that should be achieved by the company in order to stay ahead of its competitors. Whirlpool Corporation Whirlpool Corporation is one of the leading names in the world of home appliances. The com pany is involved in the manufacturing and marketing of different products starting from washing machine to microwave, from air conditioners to refrigerators. Major brands that are marketed by the company include Whirlpool, KitchenAid, Maytag, Amana, Jenn-Air, Consul, Bauknecht and Brastemp (Whirlpool Corporation-a, n.d.). The USA based company was founded in 1911 by Lou Upton. At present the company has significant presence in almost all the countries in the world. It runs almost 67 manufacturing and research & development centers throughout the world. Furthermore, the company employs close to 70,000 people. The vision statement (Every Home†¦ Everywhere†¦ with Pride, Passion and Performance) of Whirlpool reflects that the company considers each and every home as its domain and every customer and his/her activity as an opportunity (Whirlpool Corporation-a, n.d.). The mission statement of the company is â€Å"Everyone, Passionately Creating Loyal Customers for Life† ( Whirlpool Corporation-a, n.d.). It defines the point of area where the company is focusing now. It is very difficult for any organization to retain its leading position for a period of almost 100 years and without strong values it is next to impossible. Whirlpool’s success is greatly dependent on its values. Five major values that Whirlpool believes in are respect, teamwork, integrity, diversity and spirit of winning. Financial Condition With net sales of almost $18 billion, Whirlpool is one of the financially sound organizations throughout the world. However, the recent global financial crisis has affected the company’s overall performance as the demand of various home appliance products was decreased dramatically. In 2007 Whirlpool’s net sales were reported to be almost $19.4 billion, but in the next year the figure was lowered to $18.9 billion and in 2009 the company’s net sales were $17.1 billion. However, with the recovery of all the major economies in the world, Whirlpool has pulled and placed itself again in the positive growth track. According to the company’s last annual report it has a long term debt of $2,195 million (Whirlpool Corpor

The Changing World Assignment Example | Topics and Well Written Essays - 500 words

The Changing World - Assignment Example The assignment "The Changing World" discusses the issue of how rapidly the world is changing as whatever was in place twenty-five years ago, is not the same today and will not be so in the next twenty-five years. And dreaming helps to make things happen as once upon a time, video calling, using the internet and traveling at such fast speed across the world was a dream for most people. The next twenty-five years will help the world witnessed a plethora of changes that affect human lives in general. The technological aspects and potential in the world are immense today, and many scientists from renowned institutes all over the world have stated how speed is going to give its definition a run for its money. In the computer industry, communication, information transfer and using technology will become a much easier job with great speeds that are unimaginable to man today. The use of silicon chips, faster processing systems etc will all help to share information and resources in a much easier and transparent manner. The environment is also a great aspect of what the future might hold in store. Today, it is being abused by a man and thus steps are being taken in order to preserve and conserve greenery in order to have a better future for the generations to come. Global warming should be countered in the future with better technology, the earth will definitely witness some unwanted changes what with the kind of natural calamities and disasters that have been striking because of environmental changes in the atmosphere.