european journal of social sciences issn: 1450-2267 - EuroJournals

More documents

Recommendations

Info

European Journal of Social Sciences – Volume 5, Number 3 (2007) References [1] AMEC (2005): Risk Management within AMEC, Canadian Risk Management Conference, Montreal. [2] Agarwal, A. and Shankar, R. (2003). On-line trust building in e-enabled supply chain. Supply Chain Management: An International Journal, 8(4), 324–334.) [3] Barton, Thomas L., William G. Shenkir, Paul L. Walker. (2002). “Making Enterprise Risk Management Pay Off: How Leading Companies Implement Risk Management”, Financial Times Prentice Hall. [4] Causalty Actuarial Society Enterprise Risk Management Committee. (2003). Overview of Enterprise Risk Management. [5] COSO. (2004). ERM Framework, www.erm.coso.org. [6] DeLoach, Jim. (2005) Enterprise Risk Management: Practical Implementation Ideas, MIS SuperStrategies Conference, April 26-29, 2005, in Las Vegas, Nevada, http://www.knowledgeleader.com. [7] Encyclopedia of Management. (2006). [8] Fraport A.G. (2006). Annual Report 2005, www.fraport.com, [9] Funston, Rick. (2003). “Creating a risk-intelligent organization: using enterprise risk management, organizations can systematically identify potential exposures, take corrective action early, and learn from those actions to better achieve objectives”, Internal Auditor. [10] KPMG LLP. (1999).Best Practices in Risk Management: Private and Public Sectors Internationally, Ottawa. [11] Kucuk Yilmaz, Ayse. (2007). “ENTERPRISE RISK MANAGEMENT IN THE AIRPORTS: THE MODEL SUGGESTION FOR THE ATATURK AIRPORTS TERMINAL OPERATIONS COMPANY”, Unpublished Doctoral Dissertation, Anadolu University, Eskisehir, Turkey, 2007. [12] Nocco, Brian W. and René M. Stulz. (2006).Enterprise Risk Management: Theory and Practice, July. [13] PricewaterhouseCoopers. (2004). “The Importance of Enterprise Risk Management, Framework for Enterprise Risk Management”, September 29. 76
European Journal of Social Sciences – Volume 5, Number 3 (2007) The Post-Conflict Educational Establishment of Cyprus: Civic Sensibilities within a Divided European Union State James Barbre Visiting Assistant Professor 213 Willard Hall, School of Educational Studies, College of Education Oklahoma State University, Stillwater, Oklahoma 74078 E-mail: j.o.barbre@okstate.edu Tel: (405) 744-2016; Fax: (405) 744-7758 Abstract The use of schooling and orientation of school policy does not strictly serve the purposes of enlightening the population or preparing them for the future. In the event that conflict has been a recent event, regardless of the context, schooling and the execution of the civics curriculum may also be utilized as a means to separate groups of people, thus making reconciliation all the more difficult. Cyprus is an example of such a place where conflict has occurred in recent memory and the outcomes of that conflict continue to divide segments of the population and a younger generation. As a result, educational institutions in the major ethnic communities, namely Greek and Turkish, have become a reflection of the events that separate the island’s populations. They have been built and sustained in the name of ethnic allegiance and cultural identity. This lack of pragmatism is greatly extending the time required for the island’s populations to reunite. This article will examine the situation in through historical analysis and suggest an inevitable outcome, should the conflict go on as it has and not be resolved and the implication that will hold for schools. Introduction and Purpose Cyprus is a small island with a long and complicated history. Not only for the relations between its people, but with regard to their relationship with the nations that have at one time ruled or exercised influence. Series of conflicts and events between the various ethnic groups, of which Greek and Turkish are the largest, have culminated with the establishment of isolationist tendencies and the attitude of marginalization toward the each other. The tone and substance of the resulting political relations have shaped the way native Cypriots regard each other, both historically and in the contemporary sense, as individuals and as larger groups. This has had a resounding impact on the education students have received at all levels of school, in both the Greek and Turkish communities. This fact has a substantial set of implications not only in that it separates the two largest ethnic groups of the island, but also in that it influences the realities, perceptual and otherwise, that they construct in reference to each other 1 .These attitudes have characterized their civic, historic and national identity as it is taught and experienced through education as being juxtaposed to each other. There is a two-fold reason that this situation is worthy of analysis. First, it is important to articulate the nature of the historical interactions, sometimes peaceful and other times not, as experienced by the Greek and Turkish Cypriot populations. The relationships they have had are hardly clear cut with regard to cause and effect because the cause/effect factors do not strictly lie with one group. Causal factors are attributed to the other group by both sides for the way things have turned out 1 Richmond, O. (1998). “Implications for making peace: building negotiating positions during the Cyprus conflict.” Paper delivered at ACGTA seminar in London. 77
Page 1 and 2:
European Journal of Social Sciences
Page 3 and 4:
Page 5 and 6:
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26: European Journal of Social Sciences
Page 75: European Journal of Social Sciences
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
3. Result and Discussion 1. Profile
Page 137 and 138:
Page 139 and 140:
Table 2: The Channels of the respon
Page 141 and 142:
Page 143:
show all

european journal of social sciences issn: 1450-2267 - EuroJournals

Create successful ePaper yourself

Delete template?

Save as template?