Cost Accounting Chapter 11

Horngren, C. T. , Datar, S. M. also, Foster, G. (2003) Cost Accounting †A Managerial Emphasis, Pearson Education, Inc. , New Jersey, Eleventh Edition CHAPTER 11 DECISION MAKING AND RELEVANT INFORMATION 11-1 The five stages in the choice procedure laid out in Exhibit 11-1 of the content are: 1. 2. 3. 4. 5. Get data Make forecasts about future costs Choose an elective Implement the choice Evaluate execution to give input 11-2 Relevant expenses are normal future costs that vary among the elective approaches being considered.Historical costs are immaterial in light of the fact that they are past expenses and, in this way, can't contrast among elective future blueprints. 11-3 No. Pertinent expenses are characterized as those normal future costs that vary among elective strategies being thought of. In this manner, future costs that don't contrast among the options are insignificant to choosing which choice to pick. 11-4 Quantitative variables are results that are estimated in numerica l terms. Some quantitative elements are financialâ€â€that is, they can be effortlessly communicated in fiscal terms. Direct materials is a case of a quantitative monetary factor.Qualitative elements are results that are hard to gauge precisely in numerical terms. A model is representative resolve. 11-5 Two potential issues that ought to be stayed away from in applicable cost investigation are: 1. 2. Try not to accept every factor cost are important and every fixed expense are unimportant. Try not to utilize unit-cost information legitimately. It can deceive leaders on the grounds that a. it might incorporate insignificant expenses, and b. correlations of unit costs processed at various yield levels lead to mistaken ends 11-6 No. Some factor expenses may not vary among the options viable and, consequently, will be irrelevant.Some fixed expenses may contrast among the other options and, subsequently, will be pertinent. 11-7 No. A portion of the all out unit expenses to fabricate an item might be fixed expenses, and, henceforth, won't contrast between the make and purchase options. These fixed expenses are superfluous to the settle on or-purchase choice. The key correlation is between buy costs and the costs that will be spared if the organization buys the segment parts from outside in addition to the extra advantages of utilizing the assets opened up in the following best elective use (opportunity cost). 1-8 Opportunity cost is the commitment to salary that is done without (dismissed) by not utilizing a constrained asset in its next-best elective use. 11-1 11-9 No. When choosing the amount of stock to purchase, administrators must consider both the buy cost per unit and the open door cost of assets put resources into the stock. For instance, the buy cost per unit might be low when the amount of stock bought is enormous, yet the advantage of the lower cost might be more than balance by the high open door cost of the assets put resources into obtaining and h olding stock. 1-10 No. Chiefs should expect to get the most noteworthy commitment edge per unit of the compelling (that is, scant, restricting, or basic) factor. The compelling component is the thing that confines or restricts the creation or offer of a given item (for instance, accessibility of machine-hours). 11-11 No. For instance, if the incomes that will be lost surpass the costs that will be spared, the branch or business portion ought not be closed down. Closing down will just build the misfortune. Distributed expenses are consistently unessential to the closing down choice. 1-12 Cost discounted as deterioration is superfluous when it relates to a past expense. In any case, the buy cost of new gear to be procured later on that will at that point be discounted as deterioration is regularly pertinent. 11-13 No. Administrators will in general kindness the elective that makes their presentation look best so they center around the measures utilized in the exhibition assessment mod el. In the event that the performanceevaluation model doesn't underscore boosting working pay or limiting costs, chiefs will in all likelihood not pick the elective that amplifies working pay or limits costs. 1-14 The three stages in taking care of a straight programming issue are: 1. 2. 3. Decide the goal work. Determine the limitations. Figure the ideal arrangement. 11-15 The content blueprints two techniques for deciding the ideal answer for a LP issue: 1. Experimentation arrangement approach 2. Graphical arrangement approach Most LP applications practically speaking utilize standard programming bundles that depend on the simplex technique to figure the ideal arrangement. 11-2 11-16 (20 min. ) Disposal of advantages. 1. This is disastrous, yet the $80,000 costs are immaterial with respect to the choice to remachine or scrap.The just significant elements are the future incomes and future expenses. By overlooking the gathered expenses and settling based on anticipated future costs, working pay will be expanded (or misfortunes limited). The distinction for remachining is $3,000: (a) Remachine Future incomes Deduct future costs Operating salary Difference for remachining $35,000 30,000 $ 5,000 $3,000 (b) Scrap $2,000 †$2,000 2. This, as well, is a disastrous circumstance. In any case, the $100,000 unique expense is superfluous to this decision.The distinction in applicable expenses for reconstructing is $7,000 as follows: (a) Replace New truck Deduct current removal cost of existing truck Rebuild existing truck $102,000 10,000 †$ 92,000 $7,000 (b) Rebuild ††$85,000 Difference for remaking Note, here, that the present removal cost of $10,000 is important, yet the first expense (or book esteem, if the truck were not pristine) is unessential. 11-3 11-17 (10 min. ) The tilting PC. Thought about alone, book esteem is unessential as a proportion of misfortune when gear is destroyed.The proportion of the misfortune is substitution cost or some calc ulation of the current estimation of future administrations lost on account of hardware misfortune or harm. In the particular case depicted, the accompanying perceptions might be well-suited: 1. A completely devalued thing presumably is moderately old. Odds are that the misfortune from this hardware is not exactly the misfortune for a mostly deteriorated thing in light of the fact that the substitution cost of an old thing would be far not as much as that for an almost new thing. 2. The loss of an old thing, expecting substitution is fundamental, naturally quickens the planning of replacement.Thus, if the old thing were to be trashed and supplanted tomorrow, no monetary misfortune would be apparent. In any case, if the old thing should last five additional years, substitution is quickened five years. The best useful proportion of such a misfortune most likely would be the expense of equivalent utilized gear that had five years of staying helpful life. The way that the PC was complet ely devalued likewise implies the bookkeeping reports won't be influenced by the mishap. On the off chance that bookkeeping reports are utilized to assess the workplace director's presentation, the chief will incline toward any mishaps to be on completely devalued units. 11-18 (15 min. Different decision. 1. (b) Special request cost per unit Variable assembling cost per unit Contribution edge per unit Effect on working salary = $1. 50 ? 20,000 units = $30,000 increment $1,200,000 $48 9 $57 1,140,000 60,000 25,000 $ 85,000 $6. 00 4. 50 $1. 50 2. (b) Costs of buys, 20,000 units ? $60 Total pertinent expenses of making: Variable assembling costs, $64 †$16 Fixed expenses disposed of Costs spared by not making Multiply by 20,000 units, so complete costs spared are $57 ? 20,000 Extra expenses of buying outside Minimum by and large reserve funds for Reno Necessary applicable costs that would need to be spared in assembling Part No. 75 11-4 11-19 (30 min. ) Special request, action base d costing (CMA, adjusted). 1. Grant Plus' working salary under the choices of tolerating/dismissing the unique request are: Without OneWith OneTime Only Time Only Special Order Special Order 7,500 Units 10,000 Units Revenues Variable costs: Direct materials Direct assembling work Batch producing costs Fixed costs: Fixed assembling costs Fixed advertising costs Total costs Operating pay 1 2 Difference 2,500 Units $250,000 87,500 100,000 12,500 â€â€ â€â€ 200,000 $ 50,000 $1,125,000 262,500 300,000 75,000 1,375,000 350,000 2 400,000 3 87,500 1 275,000 175,000 1,087,500 1,287,500 $ 37,500 $ 87,500 $300,000 ? 10,000 7,500 3 $262,500 ? 10,000 7,500 $75,000 + (25 ? $500) Alternatively, we could ascertain the steady income and the gradual expenses of the extra 2,500 units as follows: Incremental income $100 ? 2,500 Incremental direct assembling costs Incremental direct assembling costs Incremental group fabricating costs Total gradual costs Total steady working salary from toler ating the exceptional request $262,500 ? 2,500 7,500 300,000 ? ,500 7,500 $500 ? 25 $250,000 87,500 100,000 12,500 200,000 $ 50,000 Award Plus ought to acknowledge the one-time-just exceptional request in the event that it has no drawn out suggestions on the grounds that tolerating the request builds Award Plus' working salary by $50,000. Assuming, be that as it may, tolerating the extraordinary request would make the standard clients be disappointed or to request lower costs, at that point Award Plus should exchange off the $50,000 gain from tolerating the uncommon request against the working salary it may lose from normal clients. 11-5 11-19 (Cont’d. ) 2. Grant Plus has a limit of 9,000 medals.Therefore, in the event that it acknowledges the exceptional one-time request of 2,500 decorations, it can sell just 6,500 awards rather than the 7,500 decorations that it as of now offers to existing clients. That is, by tolerating the exceptional request, Award Plus must do without deals of 1,000 decorations to its normal clients. On the other hand, Award Plus can dismiss the unique request and keep on offering 7,500 decorations to its normal clients. Grant Plus' working pay from offering 6,500 decorations to standard clients and 2,500 awards under one-time unique request follow: Revenues (6,500 ? $1

Error Analysis Lab

Mistake Analysis Lab By: Lab Team 5 Introduction and Background: during the time spent finding out about the significance of estimation and information handling, lab groups were offered prompts to configuration tests just as address the exactness, precision, and blunder examination inside the test. Lab groups teamed up their information to discover likenesses and contrasts inside their estimations. Through this procedure, understudies took in the significance of the measure of vulnerability just as the various kinds of test blunders that may have caused an edge of distinction inside the lab groups results.Measurement and information handling is a subject examined in IB Chemistry SL; it is significant inside mainstream researchers as it talks about the dependability of the information introduced. Vulnerability is utilized to decide a scope of an incentive in an estimation or instrument. Vulnerability of a simple instrument is give or take half of the littlest division present; while v ulnerability of a computerized scale is give or take the littlest division present. To distinguish the measure of vulnerability, critical figures (the digits in estimation up to and including the primary unsure digit) are used.Certain rules are utilized to find the quantity of noteworthy figures in a worth: * 1-9 are constantly huge * included zeroes (1009= 4 huge figures) * driving zeroes never tally (0. 023= 2 critical figures) * trailing zeroes after the decimal tally (1. 9850= 5 critical figures) Experimental blunders are the distinction between recorded worth and for the most part acknowledged or writing esteem. There are two kinds of test blunders: irregular and precise mistakes. Irregular blunders are brought about by the coherence of an estimating instrument, the impacts of changes in the environmental factors, lacking information, and eyewitness misinterpretation.Systematic mistakes are blunders that can not be diminished by rehashing tests or cautious trial structure. Thes e mistakes are brought about by poor test configuration just as ill-advised estimation procedures. Exactness is the contrast between the test esteem and the acknowledged worth. The more prominent the precision, the littler the orderly blunder. Accuracy is the reproducibility of the exploratory worth. The more noteworthy exactness, the less the irregular vulnerabilities. Reason: Design research facilities dependent on thoughts of exactness, accuracy and mistake examination through making a methodology and tending to the prompts.Materials: * 13. 5 cm x 10 cm sheet of aluminum foil * Ruler * Balance * Laptop * Micrometer * Silver Cube of Unknown Solid * H2O (by means of sink) * Timer * Thermometer (in degrees Celsius) * 500 pieces of paper * Caliper * 100 mL graduated chamber * 10 mL graduated chamber * 25 mL flagon Procedures and Methodologies: Station One (discover volume, mass, and thickness of an obscure 3D square): 1 Find the stature of the silver block of obscure strong utilizing the micrometer. 2 Find the length of the silver 3D square of obscure strong utilizing the micrometer. 3 Find the width of the silver block of obscure strong utilizing the micrometer. Locate the mass of the silver shape of obscure strong utilizing the parity. 5 Using the deliberate length, width and tallness of the 3D square of obscure strong, ascertain the volume of the shape. 6 Divide the mass of the 3D shape by the volume to discover the thickness of the 3D square. 7 Using the PC, distinguish the kind of metal dependent on the thickness. Station Two (figure out how to gauge 10. 5mL of water): 1 Using the 10 mL graduated chamber, measure out 10 mL of water. 2 Pour the deliberate water into the 100 mL graduated chamber. 3 Using the 10 mL graduated chamber, measure 0. 5 mL of water. Empty the deliberate water into the 100 mL graduated chamber, consolidating with the recently estimated 10 mL of water. Station Three (measure the thickness of single piece of paper and volume of 500 she ets): 1 Measure the tallness of the heap of paper with the ruler in millimeters (mm). 2 Measure the length of the pile of paper with the ruler in mm. 3 Measure the width of the pile of paper with the ruler in mm. 4 Calculate the volume of the heap of paper utilizing the ruler’s measurements in millimeters. 5 Calculate the thickness of one piece of paper dependent on the ruler’s measurements. Gap the stature by number of pieces of paper [500 sheets]). 6 Repeat stages 1-5, rather utilizing the caliper for estimations, yet at the same time estimating in millimeters. Station Four (ascertain the volume of metal chamber): 1 Using the caliper, measure the tallness of the chamber in millimeters. 2 Using the caliper, measure the breadth of the cylinder’s hover in millimeters. 3 Using the volume of a chamber equation (pi x span squared x tallness), compute the volume of the chamber. Station Five (Calculate the thickness of aluminum foil): 1 Using a PC, decide the acknowle dged thickness for aluminum. Utilizing the electronic parity, measure the mass of the sheet of aluminum foil. 3 Divide the mass by the acknowledged thickness to decide the volume. 4 Using the ruler, measure the measurements (length x width) of the sheet of aluminum. 5 Divide the volume by the elements of the aluminum to decide the thickness. Station Six (Measure the temperature of the sink water for 120 seconds): 1 Turn high temp water handle on. 2 Hold thermometer under running water. 3 Record temperature at 60 seconds. 4 Record temperature at 90 seconds. 5 Record temperature at 120 seconds. 6 Remove thermometer from water.Station Seven (Determine the periphery, thickness, and character of wire): 1 Using the micrometer, discover the breadth of the of the wire 2 Multiply the distance across by pi (3. 14) to discover the perimeter of the wire 3 Using the ruler, discover the length of the wire 4 Using the equalization, locate the mass of the wire 5 Multiply the periphery and the talln ess of the wire to decide the volume 6 Divide mass by volume, to decide the thickness of the wire. 7 Using the PC, recognize the kind of metal dependent on the thickness Data Collection: Station One-The outcomes from estimating the volume, mass, and thickness of an obscure 3D shape .Using the thickness, the lab groups had the option to distinguish the obscure solid shape. Group| Data| 1| volume=530 +-. 15mm3, mass= 7. 1+-. 05g, density=0. 12+-. 011gmm-3, lead| 2| volume=653+-. 01mm3, mass=7. 1+-. 1g, density=0. 01gmm-3, lead| 3| volume=580+-100mm3, mass 7. 14+-0. 001g, density= 0. 012gmm-3, lead| 4| volume=748+-0. 005mm3, mass= 7. 13g, density=0. 0009gmm-3, lead| 5| volume=727+-1mm3, mass=7. 14+-. 01g, density= . 01gmm-3, lead| 6| volume=621+-0. 05mm3, mass= 7. 15+-0. 01g, density=0. 0115gmm-3, lead| Station Two-Using the distinctive graduated chambers, lab groups apportioned 10. 5 mL of water. Group| Data| 1| 10. +-. 5mL| 2| 10. 5+-. 1mL| 3| 10. 5+-. 05mL| 4| 10. 5+-. 5mL| 5| 10. 5 +-. 5mL| 6| 10. 5+-. 5mL| Station Three-Provided with a ruler and micrometer, groups found the thickness of a solitary piece of paper and the volume of 500 pieces of paper. Group| Data| 1| thickness=0. 01cm, volume=2950cm3| 2| thickness=0. 01cm, volume=6. 0cm3| 3| thickness=0. 01cm, volume=3100cm3| 4| thickness=0. 0096cm, volume= 2900cm3| 5| thickness= 0. 01cm, volume= 3100cm3| 6| thickness= 0. 0098cm, volume=2950cm3| Station Four-Given a metal caliper, understudies were solicited to discover the volume from a chamber. Group| Data| 1| volume= 39+-2cm3| 2| volume= 38. +-2cm3| 3| volume= 63+-4. 9cm3| 4| volume=39+-2 cm3| 5| volume=41+-1cm3| 6| volume= 38. 8+-. 1cm3| Station Five-Students determined the thickness of a bit of aluminum foil utilizing a parity and ruler. Group| Data| 1| 0. 0018+-0. 0002cm| 2| 0. 01646+-0. 0002cm| 3| 0. 0017+-0. 00002cm| 4| 0. 0022+-0. 00005cm| 5| 0. 00175+-0. 00005cm| 6| 0. 0018cm| Station Six-Lab groups estimated the temperature of sink water more than 1 20 seconds. Group| Data| 1| Start= 23+-. 5C, 60=22+-. 5C, 90=22+-. 5C, 120=22. 5C| 2| Start=21. 0+-. 5C, 60=21. 2+-. 5C, 90=21. 5+-. 5C, 120=21. 7+-. 5C| 3| 60=21+-. 5C, 90=22+-. 5C, 120=23+-. 5C| 4| 23+-. 5C| | 60=29C+-. 5, 90=29+-. 5C, 120=29+-. 5C| 6| Start= 21. 5C, 60= 22C, 90= 22. 25C, 120= 22. 5C| Station Seven-Using a micrometer, parity, and ruler, bunches were approached to figure the circuit, thickness and find the personality of a wire. Group| Data| 1| circumference=6. 3+-+. 5mm, identity= copper, density= 0. 0033gmm-3| 2| circumference= 1. 19pi mm, identity= copper, density= 0. 011gmm 3| circumference= 3. 14mm, identity= copper, density= 0. 13gmm-3| 4| circumference= 3. 93mm| 5| circumference= 3. 14 mm, identity= copper, density= 0. 13gmm-3| 6| circumference= 1. 23pi mm, identity= copper, density= 0. 307gcm-3|Error Analysis: Station 1 (discover volume, mass, and thickness of an obscure shape) In this specific station, there are no distinguished exceptions. While the mass and thickness were fairly close in esteem, there was no short proximity in the estimation of the volume of the obscure block. This can be found in the diagrams beneath. Some arbitrary blunders that may have caused this absence of exactness in finding the volume of the obscure block are misreadings of the instruments, changes in nature of the trial, the quantity of noteworthy figures utilized, and the experimenter approximating a perusing. Station 2 (figure out how to gauge 10. 5mL of water)In this station, there were two recognizes exceptions. This included Group 2 and Group 3. They were distinguished as exceptions in light of the measure of vulnerability. This two gatherings had a fairly modest quantity of vulnerability not at all like the other four gatherings with indistinguishable measures of vulnerability. This can be found in the chart underneath. The mistake that would have caused the measure of vulnerability is orderly since water will have sticks to the sides of the graduat ed chamber as it was purging. Another explanation it was a precise mistake was the way that an excessive amount of water could have been added to the graduated chamber as it was filled.Station 3 There is just a single huge exception inside this station. In estimating the volume, Group 2 estimated the volume to be 6. 0 cm3 while every single other gathering said the volume was around 3000cm3. This is such

A Study of Capote and His Swans

A Study of Capote and His Swans I read In Cold Blood for the first time earlier this year and even then, it was under duress because it was a requirement for university. It’s not that I didn’t want to in fact, the book had sat on my bookshelf for some years, just because it wasn’t a priority. Reader, let me tell you, I regret my delay. In Cold Blood is seminal, and obviously many before me have said so. It led me down the whirlpool of reading about Capote, fascinated by his own obsession with Perry Smith and the small town of Holcomb, Kansas. With In Cold Blood, Capote set out to redefine writing. He sought to complete a nonfiction novel and wished to see awards lining his surrounds. The awards didn’t come, but in the long term Capote’s book is renowned as an American classic. In the background, Capote struggled with the executions of the murderers Perry and Smith, and found himself unable to complete another novel. Try as he might to finish Answered Prayers, Capote never managed it before his death, once commenting of it that “either I’m going to kill it or it’s going to kill me.” The manuscript he worked on so persistently for many long years focused on the sordid tales of social classes, with characters that strikingly resembled the people Capote had known and socialised with over many years. Off the back of my newfound fascination with Capote, I read Swan Song, Kelleigh Greenberg-Jephcott’s first novel, which fictionalises the lives and tales Capote sought to use for his novel. Greenberg-Jephcott also provides background about Capote’s personal life, his childhood and his conflicting relationships with his family and friends. She paints a picture of a man who erred and failed to see it coming, and of women who turned their backs on him once he took advantage of them. The book is loaded with the egotistical, surface level lives of the elite and therefore is gossipy in tone but that aids the reader to understand the world these people lived in, and the defining moments of their lives. Capote was known for schmoozing with the top brass of his day Babe Paley, Jackie Kennedy and her sister Lee, and Gloria Guinness and Marella Agnelli among them. Greenberg-Jephcott’s book seeks to tell the tales of these women as their confidante spears them in public, releasing sections of Answered Prayers to magazines, shocked when they sever ties with him and he experiences social suicide. Though Capote remains an American icon, committed to film and reproduced times over, the stories of the women he took advantage of are less well known in the 21st century, their starlight lost to the passing of time in a way the creator of the Black and White Ball could never be. The stories in Answered Prayers (and indeed more widely in that era) are almost entirely stories of white people. Capote wrote while civil rights were pushing to an ebb in the United States but his social circle, politically inclined as it was, remained the white upper crust. The women whose confidences he carefully cultivated were all of the same stock but many of them told their own stories in book form in the years after Capote attempted it, and digging more deeply into their writing gives a reality to their voices Capote took away. Though we as readers cannot improve the history of publishing and authorship, we can platform voices that have been lost or forgotten, and we can persistently push for more diversity in our current reading, leaving behind an era of bookshelf exclusivity. Of Truman’s so-called ‘swans’, not all wrote about their experiences but some did. Among them was Slim Keith, who banished Capote from her life and never spoke to him again after his betrayal of her confidences. Slim: Memories of a Rich and Imperfect Life was published in the early 1990s and depicts her rise from nothing to the elite. Keith was undeniably interesting and undeniably imperfect her name dropping and sense of ego pervade the pages of her book and I got the sense that she was never truly happy but reading her own words instead of Capote’s was worthwhile. I also note that finding some of these older books is tricky theyre not too widely available and neither have they been updated. Though C.Z. Guest never wrote about her social life as part of the jet set, she did write First Garden, a book about her adoration of plants and gardening. Capote wrote the introduction to the book, which is full of charm and beautiful illustrations, but doesn’t shine much light on Guest herself. The same can be said of Lee, a somewhat guarded photographic autobiography by Lee Radziwill, loaded with images of her family and friends, notes scattered throughout to help the coffee table book lover into the annals of the Kennedys and Bouviers. Radziwill also wrote Happy Times, which I haven’t managed to get my hands on yet. A friend has told me that it seems Radziwill was determined to leave behind bad memories in favour of recalling the beautiful moments she lived through whether that’s an accurate assessment or not might be for another Rioter to say. Last we come to Marella Agnelli, an Italian-born noblewoman who passed away earlier in 2019 in Turin. Agnelli was renowned for her elegance and opulence, and was known to Capote as The Last Swan, the youngest of the coterie of women he socialised with. In her book The Last Swan, Agnelli wrote that she tried to discourage Capote from his work on Answered Prayers, explaining that she had confided in him often but noting that he waited ‘like a falcon’. Her book is part autobiography, part photo essay, resplendent with images of her fashion, interior and stylistic life. Of course, if you want to read Capote’s spin on these women’s lives, you can pick up a copy of Truman’s Answered Prayers, which was published after his death in the late 1980s. I haven’t read it yet; the voices of the Swans are the only ones I want to know, for now.

Relationship Between Unemployment And Inflation - 2301 Words

The relationship between unemployment and inflation has been the subject of heated debate, stimulate academic divide between macroeconomics because the relationship is difficult to explain. Rational expectations have been proposed by the new classical school of thought, there is not even a short-term trade-off between inflation and unemployment expected. Only a compromise when inflation is unanticipated. We think there is a compromise between the two, even in the short term, regardless of the fact that inflation is expected or not, and take the new Keynesian position on the issue. The relationship between unemployment and inflation is usually modeled within Philips Curve. Philips implied its empirical evidence that there was a stable relationship between inflation and unemployment proposed decision was a combination of the two menu choices, where they could choose any point along the curve between Philips points A and B where A is low inflation but high unemployment and B had low unemployment rates but high inflation. Many economists remain skeptical about the PC since, in classical microeconomic analysis, employment (and unemployment) levels depends on the real wage, not nominal wages as implied by the original PC .dropoff window This led Friedman to come with expectations increased PC. By integrating a theory of the formation of expectations in the behavior of workers model, the model allowed workers to take into account expected inflation. The model assumes the use ofShow MoreRelatedThe Relationship Between Inflation And Unemployment1662 Words   |  7 PagesThe relationship between inflation and unemployment is a topic, which has been debated by economists for decades. It is this debate that has made the opinions about it evolve. In this essay, the controversial topic will be discussed by viewing different economists’ opinions on that according to time sequencing. Inflation is an increase in price levels within an economy. Basically it means that you will have to pay more for the same goods. Unemployment is even more straightforward. It means thatRead MoreRelationship Between Unemployment And Inflation1947 Words   |  8 PagesThe main aim of this chapter is to examine the relationship between two economic fundamentals inflation and unemployment using ordinary least square technique. The model regress the inflation rate against unemployment rate, and money supply over the period 1991-2014. Model specification Model specification The study will use the time series data. This study investigates the relationship between unemployment and inflation in Namibia depending on the formulation provided by Blanchard (2005). TheRead MoreRelationship Between Unemployment And Inflation3391 Words   |  14 Pages[TYPE THE COMPANY NAME] Economics Assignment [Type the document subtitle] 1/18/2015 â€Æ' Table of Contents: Table of Contents: 2 Section 1: Relationship between Unemployment and Inflation 3 Unemployment: 3 Inflation: 3 Phillips curve: 4 SRPC- Short Run Phillips curve: 4 Real Life example of Unemployment in Australia 5 Section 2: Simple model of AD and AS 6 Aggregate demand and Aggregate supply: 6 What is AD or aggregate demand? 6 Consumption Expenditure: 6 Investment Demand: 7 Government Expenditure:Read MoreThe Relationship Between Inflation And Unemployment On Growth1553 Words   |  7 Pages The relationship between inflation and unemployment on growth remains a controversial one in both theory and empirical findings. Originating from the Latin American context in the 1950s, the issue has generated an enduring debate between structuralists and monetarists. The structuralists believe that inflation is essential for economic growth, whereas the monetarists see inflation as detrimental to economic progress. There are two aspects to this debate: (a) The nature of the relationship if oneRead MoreRelationship between Inflation Rate and Unemployment in Malaysia1110 Words   |  4 Pageschapters, the study was discussed about the relationship between two economic variables which comprise of inflation rate and unemployment rate in Malaysia. Conclusion and discussion on the study, policy implication, limitation of the study and suggestion for future will be discussed in this chapter generally. 5.1 Conclusion This chapter is the conclusion and recommendation about the whole research regarding relationship between inflation and unemployment rate. It also concludes the whole result ofRead MoreThe Relationship between Unemployment and Inflation: Implications for Theory and Policy1279 Words   |  5 PagesThe (Possible) Relationship Between Unemployment and Inflation: Implications for Theory and Policy Introduction As with any scientific or empirical body of knowledge, the theories and facts of economics are undergoing constant testing and reevaluation, at times including major shifts in theory that reject old models and develop new understandings of economic interactions. It is arguably the case that in economics and the other human sciences such as sociology and political science that suchRead MorePhillips Curve : A Relationship Between The Inflation Rate And The Unemployment Rate Essay3200 Words   |  13 Pageshistory and overview The Phillips curve represents a relationship between the inflation rate and the unemployment rate. The Phillips curve is named after its first exponent A.H.W. Phillips who was a classical economist who first came up with this relationship. He posited that the lower the employment rate firms are forced to source for funds so as to increase wages and be able to attract labour. This in turns leads to a rise in money wage inflation. The first challenge to this theory was by MiltonRead MoreThe Existence Of Trade Off Relationship Between Inflation Rate And Unemployment1839 Words   |  8 Pagesinvestigate the existence of trade-off relationship between inflation rate and unemployment rate in Namibian economy between 1991 and 2014 the perspective of Phillips curve by using the Ordinal Least Square (OLS) method. The results of Augmented Dickey-Fuller test shows that all variables are stationary at level and the integration test shows that they integrated at level I(0). The analysis result shows the negative relationship between inflation rate and unemployment rate in short-run as it was expectedRead MorePhillips Curve Methodology Is Used On An Information Set Of 35 Years Essay1623 Words   |  7 Pageshelps in analyzing the relationship in the middle of inflation and unemployment. There is a non-relative negative relationship in the middle of inflation and unemployment (if unemployment is decreased than there is a rising value level in the economy). There is a long-run and easygoing relationship in the middle of inflation and unemployment over the above-mentioned period in Pakistan. There is a momentary relationship (stuns) in the short-run, while there is a lasting relationship (stuns) over the longRead MorePhillips Curve Essay1198 Words   |  5 PagesEconomics: The Phillips curve shows the relationship between unemployment and inflation in an economy. Unemployment involves people who are registered as able, available and willing to work at the going wage rate but who cannot find work despite actively searching for work. Unemployment can be counted by using the claimant count which includes all those who are unemployed and actually claiming benefit in the form of Jobseekers Allowance. Inflation is a sustained increase in general price level

The Adaptation Of The Epic Of Beowulf - 1657 Words

The epic poem Beowulf is one of the oldest surviving literary pieces and therefore one of the most important works of Old English literature. John Gardner, in the form of the novel Grendel, created an adaptation based on one of the most well known epic poems. The adaptation is a successful one due to the fact that Gardner maintains the pivotal events from the plot that are present in the original Beowulf. The adaptation reincarnates the original through its use of the same characters present in both works. Grendel remains the antagonist in both of the literary works, as he wreaks havoc on Hrothgar’s mead-hall. The literary works end the same way, with Grendel dying and Beowulf remaining the epic hero for humanity. The differences in the†¦show more content†¦Grendel is a monster killing the Danes in both the original and adaptation, but readers of Grendel see he is also a miserable creature through his narration. The character of Beowulf remains the same, as the qualit ies that make Beowulf a great leader are still clearly defined in the adaptation. Grendel is able to recognize Beowulf’s strength and leadership attributes. In Beowulf the Geat’s leader is â€Å"a thane†¦with the strength of thirty/in the grip of each hand† (Heaney 380-381). Beowulf proves his strength and leadership qualities in both of the works as he prepares to defeat Grendel. The fight scene between Beowulf and Grendel remains true in the two pieces of literature; Beowulf fakes sleep and engages the monster in hand-to-hand combat. Beowulf is able to tear Grendel’s arm off from the shoulder, ultimately killing him. Before battle the thane proclaims, â€Å"I hereby renounce/sword and the shelter of the broad shield,/the heavy war-board: hand-to-hand/is how it will be, a life and death/fight with the fiend† (Heaney 436-440). Beowulf’s incredible strength is what separates him from the other humans; it plays a large role in the making of the epic poem. Therefore the adaptation maintains Beowulf’s strength, remaining faithful to an important component of the original work. Aside from characters, another major component of an adaptation is the plot and whether it remains true the original work. The plot of Grendel derives from the original work,Show MoreRelatedSimilarities Of The Story In Beowulf922 Words   |  4 PagesBeowulf was originally an epic poem written by an unknown author that set the tone for future epic literature and created the ideal hero for pieces later to come. But despite its significance, Beowulf has been adapted throughout time and the character and poems image has been changed constantly. One of the best examples showing change to the story is the movie depiction of Beowulf. While there are some similarities that connect the book and story together there are overall more differences that separateRead MoreA Realistic Twist on an Ancient Myth Essay1155 Words   |  5 PagesA thousand years ago peasants and kings alike were drawn to the epic and often-heroic tales told by bards. Much like the modern audiences of movies today, these often-fantasized tales captivated their listeners and gave a microscopic glimpse into the culture of the medieval period. Today, there is no doubt that 21st century America is a vast and very divergent world than that of the writers of early British literature. However, nearly a thousand years after the original stories were written, AmericanRead MoreComparing Beowulf And Grendel And Beowulf1702 Words   |  7 Pagestranslated, Beowulf has represented one of the finest examples of heroic poetry. As a tale reflecting the noble deeds of a hero, it uniquely expresses the cultural values of the Anglo-Saxons from whom it originated since heroes often do reflect the best of what their culture deems worthwhile. However, modern adaptations of this work express a different set of cultural values; values unique to modern society. When comparing the translated poem, Beowulf, to the 2005 motion picture, Beowulf and GrendelRead MoreAmbiguity In Beewulf : A Comparison Of Beowulf1024 Words à ‚  |  5 Pages2007 film adaption of Anglo-Saxon text Beowulf naturally takes its liberties to make changes to the plot, but unlike most other Hollywood adaptations, this one brought more depth and plot to the otherwise simple epic. As a consequence, the underlying theme of the film shifts from the blind glory seeking of the text, towards a theme of lust for wealth and power. The events that showcase this contrast are heavily rooted within the three iconic fights of the epic. One trait of the original text showcasedRead MoreBeowulf - Profile of an Epic Hero Essay617 Words   |  3 PagesEpic Beowulf A hero, in the traditional sense of the word, is generally a protagonist in a story whose overwhelming power is the only which can defeat the evil of the day. In a classic example of this comes Beowulf, a novel adaptation of the epic Anglo-Saxon poem by Robert Nye. The main character and namesake of the story is Beowulf, an adventurous young hero. When he hears the tales of the monster Grendel that terrorizes the Danish kingdom, he immediately has the urge to lend his assistanceRead MoreThe Epic Of Beowulf By William Shakespeare1549 Words   |  7 PagesBeowulf is one of the earliest and most famous works of English literature, and is still widely read today. However, over a thousand years has passed since it was written down in England, and even longer since it was originally spread by word of mouth in the old norse lands, and our values and concepts of the world are radically different than the people of Beowulf’s age. Although the epic Beowulf shows their concept of simpl istic duality, in which there is only black and white, good and evil, theRead MoreThe Epic Of Beowulf By William Shakespeare1549 Words   |  7 PagesBeowulf is one of the earliest and most famous works of English literature, and is still widely read today. However, over a thousand years has passed since it was written down in England, and even longer since it was originally spread by word of mouth in the old Norse lands, and our values and concepts of the world are radically different than the people of Beowulf’s age. Although the epic Beowulf shows their concept of simplistic duality, in which there is only black and white, good and evil, theRead MoreWhy Forrest Gump Is Very Much An Epic1584 Words   |  7 Pages An Epic is defined as a long poem, typically derivative of ancient traditionally orally related tales that narrated the feats and adventures of heroic or often legendary figures, or the gallant history of a nation. I believe Forrest Gump is very much an epic. Whe n a story transcends multiple lifetimes and incorporates many events across generational lines, it may be then considered epic. Forrest Gump, a tale about a man of slight mind but significant heart who originates from deficiency to becomeRead MoreMonsters in Literature Essay925 Words   |  4 PagesMonsters run free in epic poems of centuries far past; horrific, villainous creatures of fantasy who illustrate all that is bad in the world and stand for the tribulations the epic hero much overcome. The Anglo-Saxon epic Beowulf is no different. Some are born of, and in turn give birth to legends, such as the fire-breathing dragon, while others are tied to the bible. In studies, Beowulfs monsters are explained and will continue to be analyzed as symbolic of countless different ideas. In relationRead MoreCultural Progression through Beowulf Essay examples569 Words   |  3 PagesBeowulf is an Old English poem. It was written sometime between 700 and 1,000 A.D. Over the years it has been edited and rewritten countless times. Some of the more recent versions do their best to stay as close to the original story as possible while others make rather large changes to make it more engaging for today’s audiences Seamus Heaney translated a version of Beowulf in 2001. He tried hard to translate the story in a way that best represents the original. Heaney’s version is bilingual with

The Death of Ivan Ilyich Free Essays

The Death of Ivan Ilyich, by Tolstoy, is the story of a man who is faced with suffering and death in which no one seems to believe him. He’s a common man with common dreams. He’s not extraordinary in any way. We will write a custom essay sample on The Death of Ivan Ilyich or any similar topic only for you Order Now Ivan Ilyich is a good literary protagonist. His character goes though ups and downs, is well rounded and relatable. Ivan married Praskovya Fedorovna. Ivan doesn’t appear to be in love with her. She is attractive, has money, a good social standing and he really has no objection to her, â€Å"†¦the marriage gave him personal satisfaction, and at the same time it was considered the right thing by the most highly placed of his associates† (Lawall). This is a relatable piece of life. This may have held more truth back in this era, but it’s not that far off today either. Many people marry for reasons other than love. Ivan had a good job and was very happy with it despite being passed over for a promotion at one time. He was said to be a gentleman and was admired by his peers. When things were good, they were good. And when they weren’t, well, they just weren’t. â€Å"His wife, without any reason – de gaiete de coeur as Ivan Ilych expressed it to himself – began to disturb the pleasure and propriety of their life. She began to be jealous without any cause, expected him to devote his whole attention to her, found fault with everything, and made coarse and ill-mannered scenes† (Lawall). The ups and downs of his life are what make him a good literary protagonist. Perhaps this scene is one that men can be empathetic towards more than women. Having a well-rounded character makes for a good literary protagonist. When the reader sees Ivan struggling with his own mortality this completes a circle of emotion for the character. The reader has watched Ivan through good times and bad and has been able to relate on different levels. â€Å"In the depth of his heart he knew he was dying, but not only was he not accustomed to the thought, he simply did not and could not grasp it† (Lawall). Being able to grasp the finality of death especially your own, is something that people have thought about and struggled with throughout their lives. It reminds people they are real and not indestructible. A good literary protagonist is one that is relatable and well-rounded and people need to be able to see this character through their ups and downs and still come out with them as being on top in the end. The Death of Ivan Ilyich, by Tolstoy, is the story of a man who had a good life, a decent wife and in the end he suffered and died. As the eader goes through the story of Ivan they are taken into his entire life. He is someone the reader can empathize with which allows connections between the character and reader. Everyone thinks about their mortality at one time or another, but to think about what other’s think of your own mentality is something entirely different. â€Å"Besides considerations as to the possible transfers and promotions likely to result from Ivan Ilychâ₠¬â„¢s death, the mere fact of the death of a near acquaintance aroused, as usual, in all who heard of it the complacent feeling that, ‘it is he who is dead and not I’† (Lawall). How to cite The Death of Ivan Ilyich, Papers

The Prince Niccolo Machiavelli

During the Renaissance, the political situation of Italy consisted of instability, invasion, fear, intrigues, and violence. Several powerful families established their territories and ruled authoritatively. The Prince provided a practical direction to Lorenzo Di Medici to operate in this unstable political environment. According to Machiavelli, the republic was the best form of government as opposed to an authority of the prince.Advertising We will write a custom essay sample on The Prince Niccolo Machiavelli specifically for you for only $16.05 $11/page Learn More Therefore, Machiavelli proposed some advice for a new prince, who wanted to govern a state to prosperity. These pieces of advice would ensure that the prince remained great and powerful. Machiavelli’s work provided practical solutions to Lorenzo in a turbulent political environment. Unfortunately, Lorenzo did not concur with Machiavelli’s suggestions. Machiavelli looks at how an authoritarian ruler can achieve a great success if he changes his authoritarian style. The Prince offers advice on how Lorenzo can expand the empire, keep people from all territories loyal to him, and conquer new territories. According to Machiavelli, Lorenzo could not afford to repeat past mistakes that divided Italy, and he had to learn to use both good and bad styles when running the kingdom. Machiavelli offers two ideal views on principality: these are how to win and hold power. He notes, â€Å"Either through fortune or through strength†, (Machiavelli 6) are the main ways by which rulers can achieve principalities. This implies that people can only achieve power by overthrowing others or inheriting it from the family. From the Renaissance perspective, Machiavelli showed that moral or ethical issues were not important in a quest for power. When a ruler overthrows another one, wars happen and people die. Thus, Machiavelli showed that killings were appropriate means of gaini ng power. Once a ruler has conquered a territory, he must â€Å"ensure that the previous ruler has no heirs† (Machiavelli 9). In addition, a new ruler must not change existing laws or introduce new taxes. Machiavelli argues that the new ruler should maintain the previous lifestyle people had so that many people can like him. This was the only way for the new ruler to establish hereditary domains. Subjects have the duty to remain loyal to their rulers so that leaders can maintain power. The purposes of maintaining loyal subjects are to help the ruler keep power and join militia and fight for the ruler. However, this raises the issue of how Machiavelli viewed ‘subjects’. According to Machiavelli, rulers only needed subjects to maintain their power and protect their kingdoms. Machiavelli did not foresee moral and ethical issues that his work would raise. However, these issues have been the epitome of The Prince. The work provided practical advice in a politically vo latile society. However, both ruthless rulers and business individuals have used Machiavelli’s concepts (Machiavellian) to justify their actions, which view winning as the ultimate goal.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Machiavelli offered his advice on qualities the prince needed in order to run a new kingdom. He wrote: â€Å"Since a ruler, then, needs to know how to make use of beastly qualities, he should take as his models among the animals both the fox and the lion, for the lion does not know how to avoid traps, and the fox is easily overpowered by the wolves. So you must be a fox when it comes to suspecting a trap, and a lion when it comes to making the wolves turn tail† (Machiavelli 54). This indicates that a ruler should be cunning than his subjects or those who may wish to overthrow him. As a result, the subject shall protect their strong ruler, fear him for his strength, and avoid any attempts to kill him. This leads us to the argument of whether it ‘is it better for a Prince to be loved or feared?’ According to Machiavelli, a Prince should be both (Machiavelli 51). However, the challenge is to maintain both love and fear simultaneously. Machiavelli argues for both fear and love because a Prince needs obedience and loyalty from his people and people must fear the Prince because he has the responsibility to control and run the kingdom. Machiavelli notes: â€Å"I conclude, then, that, as far as being loved and feared is concerned, since men decide for themselves whom they love, and rulers decide whom they fear, a wise ruler should rely on the emotion he can control, not on the one he cannot. But he must take care to avoid being hated, as I have said† (Machiavelli 53). Machiavelli supports the use of military to gain power and protect the kingdom. However, he does not support oppression. His views emanate from the notion t hat a good military power leads to a good rule of law. He supports this idea by stating, â€Å"The presence of a sound military force indicates the presence of sound laws† (Machiavelli 65). Machiavelli is right to advise the Prince that the subjects’ loyalty is a good defense than a structure a fortress. Machiavelli notes that leaders should have positive public opinions, have support of subjects, and achieve their objectives. The ultimate objective is to unite different states.Advertising We will write a custom essay sample on The Prince Niccolo Machiavelli specifically for you for only $16.05 $11/page Learn More Machiavelli does not encourage leaders to be cruel for personal gains. Instead, he wants leaders to use their power and influence to protect their kingdoms and subjects. Thus, most people have misunderstood Machiavelli’s concept of â€Å"The end justifies the means. This is because Machiavelli believed that rulers could use brutality to capture, but will eventually lose their glory. Therefore, he believes that the Prince can only achieve loyalty, obedience, and trust if he does not cruelties on his subjects. However, the concept was justifiable if there were clear objectives to achieve for the benefit of the state. Machiavelli viewed humans as objects of gaining power and using it to maintain power. In addition, human subjects provided numbers for authorities, which were suitable for achieving power and money by using force for the interest of the state. Machiavelli considered human subjects as â€Å"fickle and ungrateful† (Machiavelli 52). The Prince showed that Machiavelli’s main concern was how to run a kingdom rather than moral and ethical issues, which came with such responsibilities. Thus, Lorenzo had not moral or ethical obligation to be correct. However, Machiavelli reflects the raw life of the Renaissance in which States benefited from atrocities. Machiavelli remains a contro versial figure. He knew that some of his views were not right. For instance, he viewed subjects as objects of acquiring and keeping power, considered people as ungrateful, and raised issues of fear or love among others. From Machiavelli’s point of view, the ruler could apply these techniques during his time of need in order to defend his throne. The true purpose of Machiavelli remains defined as succinct ideals for running a prosperous kingdom in a volatile political situation. Therefore, Machiavelli did not advocate for brutality. It is advisable for a ruler to have advisers in order to manage a kingdom effectively. According to Machiavelli, a good leader had to possess proper skills in order to select good advisers. The works of such competent advisers are to provide competent responses and honest advice to specific issues.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, such advisers have to put the state first before their self-interests (Machiavelli 22). In return, the prince must reward and honor such characters because of their unshakable services. On the other hand, bad leaders were likely to surround themselves with incompetent people, who only revealed their weaknesses. Private morality and ethics have other factors too, such as personal character, state duties, and divine approvals. However, it is only reactions from humans, which count in real-life situations. This explains why Machiavelli insists that a leader needs to achieve the best reputation among his subjects, and do whatever is appropriate and wrong for the prosperity of the state in a given circumstance. Therefore, rulers must be cunning, generous and must inculcate a reputation of honesty (Machiavelli 18). According to Machiavelli, rulers can disregard moral obligations in affairs of kingdoms. Thus, the only relevant issue is the important outcome for the kingdom. It is suitable for rulers to engage in deceit, murder, and other immoral acts for the benefit of their states. These ideologies of Machiavelli gave rise to the concept of Machiavellian, which implies being â€Å"crude, cunning, and deceitful. This is exactly how Machiavelli thought the new prince should act† (Machiavelli 63). This is why Machiavelli notes that, in the absence of a court of law, one should only rely on the result in order to make a judgment. However, Machiavelli had a strong belief in the need to have a strong ruler so that kingdoms could maintain their power for benefits of subjects rather than for individual interests. Works Cited Machiavelli, Niccolo. The Prince. Shelbyville, KY: Wasteland Classics, 2011. Print. This essay on The Prince Niccolo Machiavelli was written and submitted by user Audrianna Nash 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. You can donate your paper here.

Michelangelos Life essays

Michelangelo's Life essays If one were to be asked if Michelangelos life affected his work, I would have to say yes and that would be saying it in the least. All of Michelangelos work was based on his life from childhood up to six days before his death. Michelangelo Buonarroti was born on March 6, 1475 in the village of Caprese, Italy, where his father was serving as a magistrate of the Florentine Republic. Michelangelo briefly attended grammar school managed by Francesco da Urbino but he spent most of his time drawing or sketching. It was something he couldnt live without, but brought him frequent scolding and even beatings by his father who considered drawing and fine arts to be a waste of time that brought no money or honor to his family. Little did his father know that in time Michelangelo would become one of the most important artists of the Italian Renaissance. At thirteen Michelangelo was apprenticed to Dominico Ghirlanaio, the leading fresco (wall) painter in Florence. Michelangelo remained only one year: it was Ghirlandaio himself who sent him to the Medici Gardens Art School that Lorenzo the magnificent had founded in Florence for young artists and sculptures. During this first year at the Medici Gardens, the young Buonarroti developed his innate quality by studying the ancient masterpieces, sketching, drawing and fashioning clay models after the works of Donatello and Masaccio. It is believed that during this period he carved two bas-reliefs: one depicting the Battle of Centaurs a subject taken from Greek mythology in the style of the Old Masters the second one Madonna on the Stairs is a flattened relief derived from Donatello. The Madonna of the steps is one of his earliest sculptures in which he tackles a subject to which he would return several times: the Virgin Mary and the Christ Child, with the mother already touched by a foreboding that her son is destined ...

Emile Durkheim and His Impact on Sociology

Emile Durkheim and His Impact on Sociology Émile Durkheim, one of the founding thinkers of sociology, was born in France on April 15, 1858. The year 2017 marks the 159th anniversary of his birth. To honor the birth and life of this important sociologist, well take a look at why he remains so important to sociologists today. What Makes Society Work? Durkheims body of work as a researcher and theorist focused on how it is that a society can form and function, which is another way of saying, how it can maintain order and stability (See his books titled The Division of Labor in Society  and The Elementary Forms of Religious Life). For this reason, he is considered the creator of the functionalist perspective within sociology. Durkheim was most interested in the glue that holds society together, which means he focused on the shared experiences, perspectives, values, beliefs, and behaviors that allow people to feel that they are a part of a group  and that working together to maintain the group is in their common interest. In essence, Durkheims work was all about culture, and as such, it remains deeply relevant and important to how sociologists study culture today. We draw on his contributions to help make sense of what holds us together, and also, and quite importantly, to help us understand the things that divide us, and how we deal (or dont deal) with those divisions. On Solidarity and the Collective Conscience Durkheim referred to how we bind together around a shared culture as solidarity. Through his research, he found that this was achieved through a combination of rules, norms, and roles; the existence of a collective conscience, which refers to how we think in common given our shared culture; and through the collective engagement in rituals that remind us of the values we share in common, of our group affiliation, and our shared interests. So, how is this theory of solidarity, crafted in the late 19th century, relevant today? One subfield in which it remains salient is the Sociology of Consumption. In studying why, for example, people often make purchases and use credit in ways that conflict with their own economic interests, many sociologists draw on Durkheims concepts to point out the important role that​  consumerist rituals play in our lives and relationships, like giving gifts for Christmas and Valentines Day, or waiting in line to be among the first owners of a new product. Other sociologists rely on Durkheims formulation of the collective conscious to study how certain beliefs and behaviors persist over time, and how they connect to things like politics and public policy. The collective conscious- a cultural phenomenon premised on shared values and beliefs- helps explain why many politicians are elected based on the values they claim to espouse, rather than on the basis of their actual track record as legislators. The Dangers of Anomie Today, Durkheims work is also useful to sociologists who rely on his concept of anomie to study the way violence often crops up- whether to the self or others- in the midst of societal change. This concept refers to how societal change, or the perception of it, can cause one to feel disconnected from society given changes in norms, values, and expectations, and how this can cause both psychic and material chaos. In a related vein, Durkheims legacy also helps explain  why disrupting everyday norms and routines with protest is an important way of raising awareness of issues  and of building movements around them. There are more ways that Durkheims body of work remains important, relevant, and useful to sociologists today. You can learn more about that by studying him, and by asking sociologists how they rely on his contributions.

Corporate Branding and Public Relations Term Paper

Corporate Branding and Public Relations - Term Paper Example Corporate branding is characterized by a deliberate thrust on the part of the management of corporations to present to its public its most important and distinguishing attributes and to differentiate it among other corporations (Balmer, 2001 qt. In Kirby, 2003). It is a precursor to a more comprehensive corporate identity, which communicates these attributes beyond the mere public and also to the companies' stakeholders. The internal relations of the corporation bears heavily on the unity and consistency of the messages and images presented to the public, and this also has to bear on the way public relations is accomplished. The intention of those who manage corporate identities is to develop them along through strong internal relations that embody the unified intentions, meanings, and vocations of the entire corporation, and to present them in that form to the public and to its stakeholders. This approach to its formation includes the following areas of marketing defined by Balmer (2001). These are its identity, its personality, its service, and its image or reputation. The company's identity is said to embody all these, and public relations is seen as a vehicle that presents the whole to the public as its identity. Furthermore, there are several dimensions to the identity of a corporation: the actual, communicated, conceived, ideal and desired identities. The important players in establishing corporate identities have been identified as the management and the stakeholder groups, and the identity becomes the point of contact between these two players (Kirby, 2003, p. 11). The corporation's identity influences the direction of the public relations campaign. The strategy of the organization is often developed in order to garner the trust of the public. This strategy is a part of the organization's image, and once it is developed, the public relations campaign exploits as much of its attributes as possible in order to promote a particular aspect of the corporation's identity.     

Hand hygiene Essay Example | Topics and Well Written Essays - 1750 words

Hand hygiene - Essay Example With this being a retrospective project, no questionnaires will be involved (no human involvement) but only collection/evaluation of pre and post data from the infection/risk and quality department within the sampled acute care center. Any or all actions that are meant to clean hands by any person may describe what hand hygiene refers to. It involves such practices as washing hands using water as well as soap or even the application of non-water antimicrobial rub on hands as are all meant to reduce if not eliminate all microorganisms on the hands (Corrigan, 2013; Medvick, 2008). ‘Hospital acquired infection’ (HAI) refers to the infection that a patient may be diagnosed with after admission of any form of medical attendance within the medical facilities and as such it implies that the infection was not present as the patient came into the facility for the health service(s) (Weinstock, 2007). It must therefore be acquired through health care delivery and hands hygiene has been pointed out as the greatest contributor to such outcomes (Cantrell, 2013). Health care facilities and providers have therefore a mandatory responsibility of ensuring that hand hygiene is promoted in order to curb the losses in lif e and costs associated with the resultant infections from poor hand hygiene within these medical facilities. This paper therefore focuses on the effects of poor hand hygiene by healthcare providers on HAI with special attention on compliance by health care providers and main factors that could explain the poor hygiene within health facilities amidst the extensive and serious campaigns on hand hygiene within these facilities (Cantrell, 2014). Although this topic has been addressed intensively over years, little studies have been directed towards implications of compliance of health care providers on observing hands hygiene. Many factors

Internationalisation of Public Relations Education

Internationalisation of Public Relations Education Introduction The main theme of the dissertation is internationalisation of public relations education. It is quite a broad topic and can be reviewed and discussed from different points of view. In this regard the selected literature first examines international public relations concepts and secondly an impact it has on public relations education. Therefore, literature review has been divided into the following major themes: International public relations (IPR) and International public relations education (IPRE). The chapter will begin by presenting the main debates about international public relations and its concepts alongside with a brief overview of factors influencing it. It will be followed by a section presenting state of research on IPR. The discussion will then move to section two international public relations education, exploring the requisites and challenges for internationalisation. Finally the chapter will summarise the key themes and points identified. The major part of the literature review focuses on contemporary research, defined as 1989-2009. International PR A growing number of publications document the development and challenges of the public relations in every major continent and region of the world (Nally, 1991, Moss et al., 1997, Moss et al., 2003, Sriramesh and Vercic, 2003b, Van Ruler and Vercic, 2004, Freitag and Stokes, 2009). This research refers term global PR to globalisation of the profession, which is being practises and recognised in more countries throughout the globe, while International PR refers to the planning and implementation of programmes and campaigns carried out abroad or for international audience. Hence international PR education refers to the process of adopting professional training to International PR concepts and demand. Public relations is still relatively new concern for management, even though its modern origins can be traced to the end of the last century (White, 1991). According to (Cutlip, 1994), a key researcher in the history of public relations in the U.S., the first international public relations agency The Hamilton Wright Organization was founded in 1908. International communities of professionals and scholars are increasingly interested in transferring knowledge, experiences, and best practices from national to transnational scenarios. This advancement is generated by the increasing role of public relations which is driven largely by the influence of new information technologies and globalisation (Flodin, 2003). Drawing upon this, DiStaso et al. (2009) discussed the effects of globalisation, that began with the Maastricht Treaty and NAFTAA in 1992, the WTO in 1994 and claiming it had great impact on the public relations industry. According to Szondis (2009, p.115) International public relations is the planned communication activity of a (multinational) organisation, a supra- or international institution or government through interactions in the target country which facilitates the organisation (or government) to achieve its policy or business objectives without harming the interests of the publics. There have been papers which presented international PR to be simply about how to overcome barriers that are created by other cultures, including language, laws or cultural issues, which are often indentified as problems (Wilcox et al., 2001), rather than opportunities or the manifestation of diversity. The most frequently referenced paper which stands against IPR has been Angell (1990) asserted that the variance between local countries was so great as to preclude any possibility of globalisation. A much different study, also highly referenced, has been provided by Pavlik (1987), who as early as the 1980s considered IPR one of the most rapidly growing areas of the profession, and one of the least understood. The problem with defining difference between domestically and internationally done public relations is that there is not enough research or critical assessment. While basic principles do not change, the way they are carried out from culture to culture and country to country, and the attitudes and values embedded within those different cultures or countries, are different (Wakefield, 2007b). A similar study was conducted by Botan (1992, p. 157), who argued that international public relations is always intercultural. The existing public relations body of knowledge, and public relations curricula around the world, have a U.S. bias (Sriramesh, 2002). U.S. paradigm, however, strikes with the idea of that European or non-U.S. perceptions of public relations become more of value in the twenty first century. A US professor and professional Robert Wakefield (2007b), who have been practicing and researching in the area of IPR for almost two decades, believes that principles and practices of PR in Europe, emphasising social role of public relations, are more promising for effective PR in the multinational than the American-based PR-as-marketing-tool approach. He, alongside the majority of new PR schools, supports paradigms of PR incoming out of places other than the U.S. Therefore, need and call for the elsewhere theories and concepts was also a factor for a research in international/global PR. Ovaitt (1988, p.5) made an interesting suggestion saying that it was not a popular idea with marketing and advertising experts when they started thinking about internationalisation decades ago and it was not popular with public relations practitioners back to late 1980s. The idea is that what these professionals do for a living might be done on a global basis global in the sense of achieving some significant level of standardisation, not only of what is offered to customers, but also how it is presented and promoted. Public relations as a profession is not necessarily understood and practised in the same manner all around the world. This is not news per se, as several scholars (Sharpe, 1992, Vercic et al., 1996, Taylor, 2000, Rhee, 2002, Valentini, 2007) for many years have underlined that public relations requires a global understanding of cultural differences. Different studies (Kent and Taylor, 1999, Lee, 2005) show that public relations practitioners are increasingly required to be able to communicate with different international publics, no matter the size of the organisation they are working for, or whether it is private or public, including non-profit organisations. After the International Association of Business Communicators (IABC) Excellence Study yielded a review of normative principles (Grunig, 1992), Vercic et al. (1996) explained the importance of identifying five contextual variables that influence the practice of the normative principles. Vercic, Grunig, and Grunig (Vercic et al., 1996) proposed a global theory of public relations that was elaborated by Sriramesh and Vercic (2003a, 2003b, 2009) in their Global Public Relations Handbook and by Sriramesh (2009) in a special issue of PRism. Their global public relations theory attempted to answer the question of whether public relations theory and practice should be unique to each country or culture or whether it should be practiced in the same way everywhere. Authors answered this question by theorising that global public relations should fall in the middle between standardisation and individualisation (Grunig, 2009). The theoretical framework of Sriramesh and Vercic (2003) has been used to assess the status of public relations in countries around the world. Contextualised studies are the core component of the global public relations concept. As Vercic (2009) reported, international PR practices should represent the best practices anywhere because of their necessary complexities and reach. Global theory is not a positive theory, which describes a type of public relations that currently is practiced everywhere in the world. Research, such as that reported in Sriramesh and Vercic (2003, 2009), does show that there are many idiosyncrasies in public relations practice around the world that reflect cultural differences. It also shows that the one worldwide universal in public relations practice is what is J. Grunig have called the press agentry/publicity model (Grunig et al., 1995)-the least effective of the models. Rather, their global theory is a normative theory that argues that public relations will be most effective throughout most parts of the world (Grunig, 2009, p.2). Emphasising cross-cultural effects on reputation in multinational organizations Wakefield (2007b, 2008) argues that there still is an important distinction between global and domestic public relations practices, and that understanding those differences will contribute to better global practice. More specifically, recent research has also called into questions of need to understand how culture affects public relations. There are numbers of key researches (Grunig et al., 1995) who have written papers specifically on the subject. A similar study was conducted by Neff (1991), who has indicated that economic development is leading public relations firms down a path requiring knowledge of culture and language in addition to public relations. Perhaps one of the most influential recent publications on multiculturalism in public relations education was produced by Sriramesh (Sriramesh, 2002, Sriramesh, 2003). He has also reported that public relations education has not kept pace with the rapi d globalisation that has occurred since 1992 (Sriramesh, 2002). Sriramesh (2009) called for a need for a more thoughtful representation of many of the generic principles of public relations practice to suit the local environment, so that the body of knowledge is more holistic and relevant to global demands. However, there still is a room for an assumption that not all the practitioners require international training and international perspective. RESEARCH / CRITICS: Since the advent of the Internet, it is even more tempting to view PR practice as the same anywhere, and therefore it decreases attempts to produce research or principles that need to view à ¢Ã¢â€š ¬Ã…“cross-border PR as different (Wakefield, 2007a). Despite the numerous calls for research, reviewed works and studies on global (national) public relations released in the 2000s (see table 1) (Portugal, United States see table) have recorded that this area of research is underrepresented. Despite global trends underlining increased internationalisation, these results can be interpreted to indicate that Researchers have not paid enough attention to the international perspective. An important indicator is the place international public relations occupy in the list of priority research topics. One recent example is a Study of the Priorities for Public Relations Research conducted by Deputy Dean of Media School of Bournemouth University (UK) Tom Watson (Watson, 2008, Watson, 2007)  [1 ]  .He sent 26 public relations topics to a Delphi study panel and the Top Ten PR research topics were identified, however, international perspective was excluded from the list. A US professor and professional Robert Wakefield responded critically to Watsons Delphi study: First, I was surprised in finding that the topic fell all the way out of the top ten. After all, arent PR issues and challenges, along with its overall scope of practice, becoming more international with each passing year?(2007a, p. 6) Nonetheless he added: à ¢Ã¢â€š ¬Ã…“There really are no more studies being done on international public relations now than have been done over the course of the last three decades. Those that are being published are increasingly making such statements as à ¢Ã¢â€š ¬Ã…“there is no such thing as local PR anymore, or à ¢Ã¢â€š ¬Ã…“today, everything is global. Well, if this represents what academics and practitioners are thinking, then it would stand to reason that no real different research needs to be done-that ANY PR principles, even if they are all traditionally domestic in nature, would suffice for research or practice anywhere in the world (2007a, p.7). The seminal critique in this area is also by Sriramesh (2009, p.6), who argues: à ¢Ã¢â€š ¬Ã…“When scholars think of, and discuss, public relations, the global perspective is often overlooked. Srirameshs (2009) critique of Mackey (Mackey, 2003), who claimed to introduce the various contemporary theories of public relations in the inaugural issue of Prism is also indicative: à ¢Ã¢â€š ¬Ã…“The author attempted to review à ¢Ã¢â€š ¬Ã…“the changing vistas in public relations theory, there was not a single mention of any advances in global public relations theorising in that piece even though by 2003/that time there were several advances worth reporting'(2009, p.8). Another example is Distasso (2009). Authors surveyed 312 public relations executives and educators to examine how well practitioners and instructors perceive public relations students to be prepared for the practice, the content and value of public relations curricula and, the future of public relations education in the United States. Even though scholar mentioned globalisation as a factor increasingly influencing public relations practice he had not included it in the questionnaires or research questions. Somewhat it contrast are papers from the annual International Public Relations Research Symposium Bledcom, which reflect the diverse and up-to-date research traditions amongst scholars working in the field of public relations both within the USA and Europe (Moss et al., 1997, Newman and Vercic, 2002, Moss et al., 2003, Sriramesh and Vercic, 2003a, Sriramesh, 2004, Van Ruler and Vercic, 2004, Van Ruler et al., 2008, Sriramesh and Vercic, 2009). These are scholars, who systematically examines the priorities for PR research and determine international agenda These differences in research agenda are reflected/explained, to some degree, in the/by Scholars like Sriramesh, Vercic, Wakefield and others highlighted the important point that an issue of international public relations is not reflected enough in the research questions. International public relations education (IPRE) As a corollary to the process of globalisation has been the recognition of the need to make public relations education more internationally focused and future public relations professionals more internationally and interculturally competent (Lane DiStephano, 1992) / Huthcings et al., 2002 There have been numbers of calls for new public relations curricula aimed at educating staffs that can understand and meet increasing international social, economic and political complexities and challenges. (Pratt and Ogbondah, 1994, p. 13). The International Association of Universities (1998) supported the need for business schools to be more international in their strategy, claiming higher education must integrate an intercultural dimension into its teaching and research, if it is to fulfil its role and maintain excellence. (Hutchings et al., 2002, p. 58). Another rationale for an international public relations course is the accelerating pace of societal and technological change today. These cha nges call for adaptations in academic curricula and professional development programs. There were written dozen papers on justification of international public relations education based on research in the different areas. Some went radical claiming that à ¢Ã¢â€š ¬Ã…“any curriculum that excludes international public relations courses is ineffective in addressing student and practitioner needs, particularly in the next century (21 century).(Pratt and Ogbondah, 1994) p.9 Factors what influence the development of IPRE are mostly the same, however they have different interpretations. The need for international courses in public relations is demonstrated further by the growing global recognition of public relations degree programs and education, a phenomenon that Cantor (1984) predicted more than twenty years ago. And indeed, previous investigation has established that the call for internationalisation of public relations education has been there for a long time and comes from both industry and academia sectors (Neff, 1991, Cottone et al., 1985). However, disagreements between practitioners and educators on a blueprint for international public relations education have also been documented (Pratt and Ogbondah, 1994). A decade old survey of U.S. public relations educators and practitioners that explored the state of curricula and content in public relations education found that both practitioners and educators perceive need to incorporate courses and cont ent that will prepare future practitioners for the global landscape (Neff et al., 1999). A Public relations is a multidisciplinary area of study and practice that must change as rapidly as the context and society in which it exists (Baskin, 1989, p. 35). As public relations continues to be a globalised profession, curriculum should be updated to reflect the practice. Ten years later similar study has recorded, that having a global perspective and experience with a variety of cultures are necessary but lacking skills for advanced level practitioners (DiStaso et al., 2009, p.269). An important consideration in providing students with some skills in achieving cross-cultural understanding is the recognition that, as future business professionals and leaders, they will live in a society increasingly characterised by international labour mobility and multiculturalism. The international manager or employee will be an individual who will spend their working lives in several distinct job areas working for several organisations as well as making several sojourns to various international postings. This means that the new style employee will need to be cosmopolitan, multilingual, multifaceted and what Schneider Barsoux (1997, p. 157) refer to as a capacity to operate à ¢Ã¢â€š ¬Ã…“across national borders somewhat like James Bond. Public relations education at all levels and in both communication and MBA programmes should educate students to practise public relations globally (Grunig and Grunig, 2002). However, not only do students need to be trained and prepared for this mobility, but even those who do not move to another nation face the recognition that the domestic work environment also requires some responsiveness to differing cultures (Hutchings et al., 2002, p. 69). Sriramesh (2009, p.6) makes a reasonable argument that even textbooks in the US and the UK should contain more global cases and interpretations so as to give their own students a more international and holistic education, thus broadening their horizons. It is indicated that authors of universitys level public relations textbooks have not yet realised the growing importance of international public relations and thus deal marginally with it. The International Public Relations Association (IPRA) has drawn on its international membership to research and recommend standards for public relations education and has established the results of its work in two Gold papers in 1982 and 1990 (IPRA (1982) Gold paper No. 4, A Model for Public Relations Education for Professional Practice, and (1990) Gold Paper No.7, Public Relations Education Recommendations and Standards). (White, 1991) p.184-185 Not much has changed since that time. WAYS: Number of general papers were designed in response to the need for public relations education to produce well-trained, culturally sensitive practitioners (Miller, 1992, Ekachai and Komolsevin, 1998, Burbules and Torres, 2000, Bardhan, 2003, Dickerson, 2005, Tuleja, 2008). With the increasing importance of international communication, some educators had considered creating a course dedicated to international public relations (Pratt and Ogbondah, 1994, Taylor, 2001). In a special edition of Public Relations Review on developing teaching related materials, Taylor (2001) offered guidance to public relations educators on how to develop an international public relations curriculum because: à ¢Ã¢â€š ¬Ã…“New communication technologies and global communication processes create more frequent international communication (Taylor, 2001, p.2). Nevertheless, some of the Taylors conclusions sounded far too decisive: The most comprehensive way to internationalize the public relations curriculum is to offer a course dedicated to international public relations (p. 74). Creedon and Al-Khaja (2005) analysed how adding cultural competency to the list of skills and competencies required in educational programs presents an opportunity to educate a generation that will accept difference and value a global culture separate from national identity. Then again the study was rather limited the authors conducted a survey of accredited programs to determine whether or not a history course was required of their majors. Another empirical-based study argued that just talking about the importance if IPR in the classroom is not sufficient, students have to be able to live international public relations in order to understand its relevance (Bardhan, 1999, p. 19). An important portion of literature on international public relations education suggests the necessity for students to learn about other countries through immersion. According to Porth (Porth, 1997, Tuleja, 2008) the international study tour course may be a legitimate answer to critics of education who urge business schools to à ¢Ã¢â€š ¬Ã…“go global and to create stronger ties with the international business and academic communities. More specifically, recent research has also called into question the assumption of studying internationally. For instance, Hutchings et al. (2002, p. 58)suggests that the challenge for the education is how to devise a short-term study program that is effective in exposing international concepts to the student. Yet, foreign travel alone is not the panacea for internationalising PR education because it is difficult to manage even if having resources. Hutchings study is focused on going abroad, even so it may make some contribution to understanding of glo bal consciousness characterised as moving towards a recognition and appreciation of increasingly global diversity and interdependence. Arguments about which is the best approach to international public relations education, courses and its numbers, or changing the context with its live experience and observations, largely missed the important point that methods have to be fit for their purposes. For some purposes, this is the best, and in other cases the choice will be this and that. Furthermore, although those approaches rest on very different use of resources and possibilities, they can be complementary in the hands of future research and need to be incompatible. Many studies would benefit from mindfully using each approach for different purposes at different stages of the internationalisation. Fuller discussions of this are to be found in some public relations papers, including (Neff, 1991, Dibrova and Kabanova, 2004, Peterson and Mak, 2006, Chung, 2007/8, Dolby and Rahman, 2008). CHALLENGES/BARRIERS: Authors such as Kalupa and Carroll Bateman (1980) have suggested that public relations educators have failed maintain the currency of the teaching in relation to the practice. On the other hand, Holbrook (1985, 1995) has been one of the most prominent critics of the idea of selecting research topics based on what is of interest to practitioners. He has argued that such an orientation tarnishes the purity of the academic endeavour. Amongst other challenges Bardhan (1999) recorded that educators feel unprepared at present to handle the task effectively and lack of interest among students. Falb (1991, 1992) has claimed that because of putting public relations curriculums in either Mass Communications or Journalism public relations has been inhibited in its growth in academic and professional areas. Similar study was conducted by (Pincus et al., 1994), who argued that communication topics do not rate high in MBA programs: à ¢Ã¢â€š ¬Ã…“If public relations faculty do not champion the recognition of public relations topics in MBA programs, the profession will never realize entry to the highest levels of corporate decision making (1994: p.55) . Making an analogy, this statement might be extended by claiming that If public relations faculty do not champion the recognition of international public relations concepts in Postgraduate programs, the profession will lack behind present state of research and practice. This statement finds a reflection in recent research as well. Papers like Sriramesh (2002) claim that it is time for educators to integrate experiences from other continents into the PR body of knowledge, thereby building PR curricula that contribute to training truly multicultural PR professionals. CONCLUSION: Sriramesh and Vercic (2003) underlined the compelling need for a text describing and explaining public relations practices and body of knowledge in different parts of the world. Their call for research has been taken up and largely because it proposed a framework, which made it easier to facilitate global research. Thereby, by critically examining the framework scholars in different countries enrich international public relations body of knowledge and provides prove or counter-arguments to the Global theory. Nonetheless, it might be argued that among those five factors, which have been put forward by Sriramesh and Vercic (2003), one is missing professional PR training. In this regard it can be concluded the following. Firstly, such indicator as level of professional training can be considered as a sixth factor influencing practicing public relations in country. Secondly, on the basis of a global concept can be developed a similar concept and subsequently applied to the study of inte rnational public relations education. Thirdly, basing on data provided from the five factors, it allowed to determine the degree of standardization vs. localization of IPR programs and courses and to identify barriers and obstacles. Achieving internationalisation of public relations education is concluded to be important for three reasons. First, because many graduating students will be finding employment internationally and benefit from having been educated to be effective in differing cultural settings. Second, because rapid changes in national immigration policies have meant that many more nations are considerably more multicultural than they have been in the past and citizens need to be more conscious of diversity in their national and organisational surroundings. Third, because the pace of changes in the international political economy necessitates that people must be responsive to international economic and business forces. Thus, students who receive an internationally focused public relations education should be more culturally and socially aware and prepared to cope with the demands of rapid international economic, political and social change (Hutchings et al., 2002). Professional education and training are one of the major issues in every country in which public relations is practised. Even the US, where there are hundreds of public relations education are frequently expressed, and senior practitioners rise questions about the value of existing public relations education programmes (White, 1991, p. 184). Sommerness and Beaman (1994) found only few offerings of university courses emphasising international public relations across the United States at that time. However, most recent study has shown that some authors (Hatzitos and Lariscy, 2008) report an increased interest in scholarly research in international public relations and an effort to internationalise the public relations curricula at many U.S. universities. Despite the fact that significant gaps were found between desired outcomes and those actually found in the opinions of both practitioner and educators, certain surveys (Neff et al., 1999) have revealed strong agreement between educator s and practitioners regarding the training, experience and expertise outcomes needed for career development in public relations. Thus, while the goals of public relations education to certain extent seem clear, the means of achieving those goals, including curriculum, pedagogy, and assessment, may not be as clear. However, studies such as examining perception, asking whether or not IPR should be emphasised doesnt really contribute anymore as the concept have solidly grounded. There have been dozen papers reporting that call for a development. What more valuable for this particular research is the fact that international public relations education requires to be integrated into global PR perspective. International experiences, approaches and cases must be studied and shared between international academic societies. The literature review recorded a substantial gap in international public relations education research elsewhere than U.S. Therefore there is a need in further researching and describing development in IPRE globally. This particular study will explore perceptions and state of IPR education in two countries the United Kingdom and Russia. Internationalisation of Public Relations Education Internationalisation of Public Relations Education Introduction The main theme of the dissertation is internationalisation of public relations education. It is quite a broad topic and can be reviewed and discussed from different points of view. In this regard the selected literature first examines international public relations concepts and secondly an impact it has on public relations education. Therefore, literature review has been divided into the following major themes: International public relations (IPR) and International public relations education (IPRE). The chapter will begin by presenting the main debates about international public relations and its concepts alongside with a brief overview of factors influencing it. It will be followed by a section presenting state of research on IPR. The discussion will then move to section two international public relations education, exploring the requisites and challenges for internationalisation. Finally the chapter will summarise the key themes and points identified. The major part of the literature review focuses on contemporary research, defined as 1989-2009. International PR A growing number of publications document the development and challenges of the public relations in every major continent and region of the world (Nally, 1991, Moss et al., 1997, Moss et al., 2003, Sriramesh and Vercic, 2003b, Van Ruler and Vercic, 2004, Freitag and Stokes, 2009). This research refers term global PR to globalisation of the profession, which is being practises and recognised in more countries throughout the globe, while International PR refers to the planning and implementation of programmes and campaigns carried out abroad or for international audience. Hence international PR education refers to the process of adopting professional training to International PR concepts and demand. Public relations is still relatively new concern for management, even though its modern origins can be traced to the end of the last century (White, 1991). According to (Cutlip, 1994), a key researcher in the history of public relations in the U.S., the first international public relations agency The Hamilton Wright Organization was founded in 1908. International communities of professionals and scholars are increasingly interested in transferring knowledge, experiences, and best practices from national to transnational scenarios. This advancement is generated by the increasing role of public relations which is driven largely by the influence of new information technologies and globalisation (Flodin, 2003). Drawing upon this, DiStaso et al. (2009) discussed the effects of globalisation, that began with the Maastricht Treaty and NAFTAA in 1992, the WTO in 1994 and claiming it had great impact on the public relations industry. According to Szondis (2009, p.115) International public relations is the planned communication activity of a (multinational) organisation, a supra- or international institution or government through interactions in the target country which facilitates the organisation (or government) to achieve its policy or business objectives without harming the interests of the publics. There have been papers which presented international PR to be simply about how to overcome barriers that are created by other cultures, including language, laws or cultural issues, which are often indentified as problems (Wilcox et al., 2001), rather than opportunities or the manifestation of diversity. The most frequently referenced paper which stands against IPR has been Angell (1990) asserted that the variance between local countries was so great as to preclude any possibility of globalisation. A much different study, also highly referenced, has been provided by Pavlik (1987), who as early as the 1980s considered IPR one of the most rapidly growing areas of the profession, and one of the least understood. The problem with defining difference between domestically and internationally done public relations is that there is not enough research or critical assessment. While basic principles do not change, the way they are carried out from culture to culture and country to country, and the attitudes and values embedded within those different cultures or countries, are different (Wakefield, 2007b). A similar study was conducted by Botan (1992, p. 157), who argued that international public relations is always intercultural. The existing public relations body of knowledge, and public relations curricula around the world, have a U.S. bias (Sriramesh, 2002). U.S. paradigm, however, strikes with the idea of that European or non-U.S. perceptions of public relations become more of value in the twenty first century. A US professor and professional Robert Wakefield (2007b), who have been practicing and researching in the area of IPR for almost two decades, believes that principles and practices of PR in Europe, emphasising social role of public relations, are more promising for effective PR in the multinational than the American-based PR-as-marketing-tool approach. He, alongside the majority of new PR schools, supports paradigms of PR incoming out of places other than the U.S. Therefore, need and call for the elsewhere theories and concepts was also a factor for a research in international/global PR. Ovaitt (1988, p.5) made an interesting suggestion saying that it was not a popular idea with marketing and advertising experts when they started thinking about internationalisation decades ago and it was not popular with public relations practitioners back to late 1980s. The idea is that what these professionals do for a living might be done on a global basis global in the sense of achieving some significant level of standardisation, not only of what is offered to customers, but also how it is presented and promoted. Public relations as a profession is not necessarily understood and practised in the same manner all around the world. This is not news per se, as several scholars (Sharpe, 1992, Vercic et al., 1996, Taylor, 2000, Rhee, 2002, Valentini, 2007) for many years have underlined that public relations requires a global understanding of cultural differences. Different studies (Kent and Taylor, 1999, Lee, 2005) show that public relations practitioners are increasingly required to be able to communicate with different international publics, no matter the size of the organisation they are working for, or whether it is private or public, including non-profit organisations. After the International Association of Business Communicators (IABC) Excellence Study yielded a review of normative principles (Grunig, 1992), Vercic et al. (1996) explained the importance of identifying five contextual variables that influence the practice of the normative principles. Vercic, Grunig, and Grunig (Vercic et al., 1996) proposed a global theory of public relations that was elaborated by Sriramesh and Vercic (2003a, 2003b, 2009) in their Global Public Relations Handbook and by Sriramesh (2009) in a special issue of PRism. Their global public relations theory attempted to answer the question of whether public relations theory and practice should be unique to each country or culture or whether it should be practiced in the same way everywhere. Authors answered this question by theorising that global public relations should fall in the middle between standardisation and individualisation (Grunig, 2009). The theoretical framework of Sriramesh and Vercic (2003) has been used to assess the status of public relations in countries around the world. Contextualised studies are the core component of the global public relations concept. As Vercic (2009) reported, international PR practices should represent the best practices anywhere because of their necessary complexities and reach. Global theory is not a positive theory, which describes a type of public relations that currently is practiced everywhere in the world. Research, such as that reported in Sriramesh and Vercic (2003, 2009), does show that there are many idiosyncrasies in public relations practice around the world that reflect cultural differences. It also shows that the one worldwide universal in public relations practice is what is J. Grunig have called the press agentry/publicity model (Grunig et al., 1995)-the least effective of the models. Rather, their global theory is a normative theory that argues that public relations will be most effective throughout most parts of the world (Grunig, 2009, p.2). Emphasising cross-cultural effects on reputation in multinational organizations Wakefield (2007b, 2008) argues that there still is an important distinction between global and domestic public relations practices, and that understanding those differences will contribute to better global practice. More specifically, recent research has also called into questions of need to understand how culture affects public relations. There are numbers of key researches (Grunig et al., 1995) who have written papers specifically on the subject. A similar study was conducted by Neff (1991), who has indicated that economic development is leading public relations firms down a path requiring knowledge of culture and language in addition to public relations. Perhaps one of the most influential recent publications on multiculturalism in public relations education was produced by Sriramesh (Sriramesh, 2002, Sriramesh, 2003). He has also reported that public relations education has not kept pace with the rapi d globalisation that has occurred since 1992 (Sriramesh, 2002). Sriramesh (2009) called for a need for a more thoughtful representation of many of the generic principles of public relations practice to suit the local environment, so that the body of knowledge is more holistic and relevant to global demands. However, there still is a room for an assumption that not all the practitioners require international training and international perspective. RESEARCH / CRITICS: Since the advent of the Internet, it is even more tempting to view PR practice as the same anywhere, and therefore it decreases attempts to produce research or principles that need to view à ¢Ã¢â€š ¬Ã…“cross-border PR as different (Wakefield, 2007a). Despite the numerous calls for research, reviewed works and studies on global (national) public relations released in the 2000s (see table 1) (Portugal, United States see table) have recorded that this area of research is underrepresented. Despite global trends underlining increased internationalisation, these results can be interpreted to indicate that Researchers have not paid enough attention to the international perspective. An important indicator is the place international public relations occupy in the list of priority research topics. One recent example is a Study of the Priorities for Public Relations Research conducted by Deputy Dean of Media School of Bournemouth University (UK) Tom Watson (Watson, 2008, Watson, 2007)  [1 ]  .He sent 26 public relations topics to a Delphi study panel and the Top Ten PR research topics were identified, however, international perspective was excluded from the list. A US professor and professional Robert Wakefield responded critically to Watsons Delphi study: First, I was surprised in finding that the topic fell all the way out of the top ten. After all, arent PR issues and challenges, along with its overall scope of practice, becoming more international with each passing year?(2007a, p. 6) Nonetheless he added: à ¢Ã¢â€š ¬Ã…“There really are no more studies being done on international public relations now than have been done over the course of the last three decades. Those that are being published are increasingly making such statements as à ¢Ã¢â€š ¬Ã…“there is no such thing as local PR anymore, or à ¢Ã¢â€š ¬Ã…“today, everything is global. Well, if this represents what academics and practitioners are thinking, then it would stand to reason that no real different research needs to be done-that ANY PR principles, even if they are all traditionally domestic in nature, would suffice for research or practice anywhere in the world (2007a, p.7). The seminal critique in this area is also by Sriramesh (2009, p.6), who argues: à ¢Ã¢â€š ¬Ã…“When scholars think of, and discuss, public relations, the global perspective is often overlooked. Srirameshs (2009) critique of Mackey (Mackey, 2003), who claimed to introduce the various contemporary theories of public relations in the inaugural issue of Prism is also indicative: à ¢Ã¢â€š ¬Ã…“The author attempted to review à ¢Ã¢â€š ¬Ã…“the changing vistas in public relations theory, there was not a single mention of any advances in global public relations theorising in that piece even though by 2003/that time there were several advances worth reporting'(2009, p.8). Another example is Distasso (2009). Authors surveyed 312 public relations executives and educators to examine how well practitioners and instructors perceive public relations students to be prepared for the practice, the content and value of public relations curricula and, the future of public relations education in the United States. Even though scholar mentioned globalisation as a factor increasingly influencing public relations practice he had not included it in the questionnaires or research questions. Somewhat it contrast are papers from the annual International Public Relations Research Symposium Bledcom, which reflect the diverse and up-to-date research traditions amongst scholars working in the field of public relations both within the USA and Europe (Moss et al., 1997, Newman and Vercic, 2002, Moss et al., 2003, Sriramesh and Vercic, 2003a, Sriramesh, 2004, Van Ruler and Vercic, 2004, Van Ruler et al., 2008, Sriramesh and Vercic, 2009). These are scholars, who systematically examines the priorities for PR research and determine international agenda These differences in research agenda are reflected/explained, to some degree, in the/by Scholars like Sriramesh, Vercic, Wakefield and others highlighted the important point that an issue of international public relations is not reflected enough in the research questions. International public relations education (IPRE) As a corollary to the process of globalisation has been the recognition of the need to make public relations education more internationally focused and future public relations professionals more internationally and interculturally competent (Lane DiStephano, 1992) / Huthcings et al., 2002 There have been numbers of calls for new public relations curricula aimed at educating staffs that can understand and meet increasing international social, economic and political complexities and challenges. (Pratt and Ogbondah, 1994, p. 13). The International Association of Universities (1998) supported the need for business schools to be more international in their strategy, claiming higher education must integrate an intercultural dimension into its teaching and research, if it is to fulfil its role and maintain excellence. (Hutchings et al., 2002, p. 58). Another rationale for an international public relations course is the accelerating pace of societal and technological change today. These cha nges call for adaptations in academic curricula and professional development programs. There were written dozen papers on justification of international public relations education based on research in the different areas. Some went radical claiming that à ¢Ã¢â€š ¬Ã…“any curriculum that excludes international public relations courses is ineffective in addressing student and practitioner needs, particularly in the next century (21 century).(Pratt and Ogbondah, 1994) p.9 Factors what influence the development of IPRE are mostly the same, however they have different interpretations. The need for international courses in public relations is demonstrated further by the growing global recognition of public relations degree programs and education, a phenomenon that Cantor (1984) predicted more than twenty years ago. And indeed, previous investigation has established that the call for internationalisation of public relations education has been there for a long time and comes from both industry and academia sectors (Neff, 1991, Cottone et al., 1985). However, disagreements between practitioners and educators on a blueprint for international public relations education have also been documented (Pratt and Ogbondah, 1994). A decade old survey of U.S. public relations educators and practitioners that explored the state of curricula and content in public relations education found that both practitioners and educators perceive need to incorporate courses and cont ent that will prepare future practitioners for the global landscape (Neff et al., 1999). A Public relations is a multidisciplinary area of study and practice that must change as rapidly as the context and society in which it exists (Baskin, 1989, p. 35). As public relations continues to be a globalised profession, curriculum should be updated to reflect the practice. Ten years later similar study has recorded, that having a global perspective and experience with a variety of cultures are necessary but lacking skills for advanced level practitioners (DiStaso et al., 2009, p.269). An important consideration in providing students with some skills in achieving cross-cultural understanding is the recognition that, as future business professionals and leaders, they will live in a society increasingly characterised by international labour mobility and multiculturalism. The international manager or employee will be an individual who will spend their working lives in several distinct job areas working for several organisations as well as making several sojourns to various international postings. This means that the new style employee will need to be cosmopolitan, multilingual, multifaceted and what Schneider Barsoux (1997, p. 157) refer to as a capacity to operate à ¢Ã¢â€š ¬Ã…“across national borders somewhat like James Bond. Public relations education at all levels and in both communication and MBA programmes should educate students to practise public relations globally (Grunig and Grunig, 2002). However, not only do students need to be trained and prepared for this mobility, but even those who do not move to another nation face the recognition that the domestic work environment also requires some responsiveness to differing cultures (Hutchings et al., 2002, p. 69). Sriramesh (2009, p.6) makes a reasonable argument that even textbooks in the US and the UK should contain more global cases and interpretations so as to give their own students a more international and holistic education, thus broadening their horizons. It is indicated that authors of universitys level public relations textbooks have not yet realised the growing importance of international public relations and thus deal marginally with it. The International Public Relations Association (IPRA) has drawn on its international membership to research and recommend standards for public relations education and has established the results of its work in two Gold papers in 1982 and 1990 (IPRA (1982) Gold paper No. 4, A Model for Public Relations Education for Professional Practice, and (1990) Gold Paper No.7, Public Relations Education Recommendations and Standards). (White, 1991) p.184-185 Not much has changed since that time. WAYS: Number of general papers were designed in response to the need for public relations education to produce well-trained, culturally sensitive practitioners (Miller, 1992, Ekachai and Komolsevin, 1998, Burbules and Torres, 2000, Bardhan, 2003, Dickerson, 2005, Tuleja, 2008). With the increasing importance of international communication, some educators had considered creating a course dedicated to international public relations (Pratt and Ogbondah, 1994, Taylor, 2001). In a special edition of Public Relations Review on developing teaching related materials, Taylor (2001) offered guidance to public relations educators on how to develop an international public relations curriculum because: à ¢Ã¢â€š ¬Ã…“New communication technologies and global communication processes create more frequent international communication (Taylor, 2001, p.2). Nevertheless, some of the Taylors conclusions sounded far too decisive: The most comprehensive way to internationalize the public relations curriculum is to offer a course dedicated to international public relations (p. 74). Creedon and Al-Khaja (2005) analysed how adding cultural competency to the list of skills and competencies required in educational programs presents an opportunity to educate a generation that will accept difference and value a global culture separate from national identity. Then again the study was rather limited the authors conducted a survey of accredited programs to determine whether or not a history course was required of their majors. Another empirical-based study argued that just talking about the importance if IPR in the classroom is not sufficient, students have to be able to live international public relations in order to understand its relevance (Bardhan, 1999, p. 19). An important portion of literature on international public relations education suggests the necessity for students to learn about other countries through immersion. According to Porth (Porth, 1997, Tuleja, 2008) the international study tour course may be a legitimate answer to critics of education who urge business schools to à ¢Ã¢â€š ¬Ã…“go global and to create stronger ties with the international business and academic communities. More specifically, recent research has also called into question the assumption of studying internationally. For instance, Hutchings et al. (2002, p. 58)suggests that the challenge for the education is how to devise a short-term study program that is effective in exposing international concepts to the student. Yet, foreign travel alone is not the panacea for internationalising PR education because it is difficult to manage even if having resources. Hutchings study is focused on going abroad, even so it may make some contribution to understanding of glo bal consciousness characterised as moving towards a recognition and appreciation of increasingly global diversity and interdependence. Arguments about which is the best approach to international public relations education, courses and its numbers, or changing the context with its live experience and observations, largely missed the important point that methods have to be fit for their purposes. For some purposes, this is the best, and in other cases the choice will be this and that. Furthermore, although those approaches rest on very different use of resources and possibilities, they can be complementary in the hands of future research and need to be incompatible. Many studies would benefit from mindfully using each approach for different purposes at different stages of the internationalisation. Fuller discussions of this are to be found in some public relations papers, including (Neff, 1991, Dibrova and Kabanova, 2004, Peterson and Mak, 2006, Chung, 2007/8, Dolby and Rahman, 2008). CHALLENGES/BARRIERS: Authors such as Kalupa and Carroll Bateman (1980) have suggested that public relations educators have failed maintain the currency of the teaching in relation to the practice. On the other hand, Holbrook (1985, 1995) has been one of the most prominent critics of the idea of selecting research topics based on what is of interest to practitioners. He has argued that such an orientation tarnishes the purity of the academic endeavour. Amongst other challenges Bardhan (1999) recorded that educators feel unprepared at present to handle the task effectively and lack of interest among students. Falb (1991, 1992) has claimed that because of putting public relations curriculums in either Mass Communications or Journalism public relations has been inhibited in its growth in academic and professional areas. Similar study was conducted by (Pincus et al., 1994), who argued that communication topics do not rate high in MBA programs: à ¢Ã¢â€š ¬Ã…“If public relations faculty do not champion the recognition of public relations topics in MBA programs, the profession will never realize entry to the highest levels of corporate decision making (1994: p.55) . Making an analogy, this statement might be extended by claiming that If public relations faculty do not champion the recognition of international public relations concepts in Postgraduate programs, the profession will lack behind present state of research and practice. This statement finds a reflection in recent research as well. Papers like Sriramesh (2002) claim that it is time for educators to integrate experiences from other continents into the PR body of knowledge, thereby building PR curricula that contribute to training truly multicultural PR professionals. CONCLUSION: Sriramesh and Vercic (2003) underlined the compelling need for a text describing and explaining public relations practices and body of knowledge in different parts of the world. Their call for research has been taken up and largely because it proposed a framework, which made it easier to facilitate global research. Thereby, by critically examining the framework scholars in different countries enrich international public relations body of knowledge and provides prove or counter-arguments to the Global theory. Nonetheless, it might be argued that among those five factors, which have been put forward by Sriramesh and Vercic (2003), one is missing professional PR training. In this regard it can be concluded the following. Firstly, such indicator as level of professional training can be considered as a sixth factor influencing practicing public relations in country. Secondly, on the basis of a global concept can be developed a similar concept and subsequently applied to the study of inte rnational public relations education. Thirdly, basing on data provided from the five factors, it allowed to determine the degree of standardization vs. localization of IPR programs and courses and to identify barriers and obstacles. Achieving internationalisation of public relations education is concluded to be important for three reasons. First, because many graduating students will be finding employment internationally and benefit from having been educated to be effective in differing cultural settings. Second, because rapid changes in national immigration policies have meant that many more nations are considerably more multicultural than they have been in the past and citizens need to be more conscious of diversity in their national and organisational surroundings. Third, because the pace of changes in the international political economy necessitates that people must be responsive to international economic and business forces. Thus, students who receive an internationally focused public relations education should be more culturally and socially aware and prepared to cope with the demands of rapid international economic, political and social change (Hutchings et al., 2002). Professional education and training are one of the major issues in every country in which public relations is practised. Even the US, where there are hundreds of public relations education are frequently expressed, and senior practitioners rise questions about the value of existing public relations education programmes (White, 1991, p. 184). Sommerness and Beaman (1994) found only few offerings of university courses emphasising international public relations across the United States at that time. However, most recent study has shown that some authors (Hatzitos and Lariscy, 2008) report an increased interest in scholarly research in international public relations and an effort to internationalise the public relations curricula at many U.S. universities. Despite the fact that significant gaps were found between desired outcomes and those actually found in the opinions of both practitioner and educators, certain surveys (Neff et al., 1999) have revealed strong agreement between educator s and practitioners regarding the training, experience and expertise outcomes needed for career development in public relations. Thus, while the goals of public relations education to certain extent seem clear, the means of achieving those goals, including curriculum, pedagogy, and assessment, may not be as clear. However, studies such as examining perception, asking whether or not IPR should be emphasised doesnt really contribute anymore as the concept have solidly grounded. There have been dozen papers reporting that call for a development. What more valuable for this particular research is the fact that international public relations education requires to be integrated into global PR perspective. International experiences, approaches and cases must be studied and shared between international academic societies. The literature review recorded a substantial gap in international public relations education research elsewhere than U.S. Therefore there is a need in further researching and describing development in IPRE globally. This particular study will explore perceptions and state of IPR education in two countries the United Kingdom and Russia.