Dissertation On International Public Relations Education - Free Essay Example

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 à ¢Ã¢â€š ¬Ã‹Å"The Hamilton Wright Organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢ 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 Szondià ¢Ã¢â€š ¬Ã¢â€ž ¢s (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 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 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 increa singly 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)à ¢Ã¢â€š ¬Ã¢â‚¬ 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 worl d (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 à ¢Ã¢â€š ¬Ã‹Å"generic principlesà ¢Ã¢â€š ¬Ã¢â€ž ¢ of public relations practice to suit the à ¢Ã¢â€š ¬Ã‹Å"local environmentà ¢Ã¢â€š ¬Ã¢â€ž ¢, 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 PRà ¢Ã¢â€š ¬? as differentà ¢Ã¢â€š ¬? (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 à ¢Ã¢â€š ¬Ã‹Å"Study of the Priorities for Public Relations Researchà ¢Ã¢â€š ¬Ã¢â€ž ¢ conducted by Deputy Dean of Media School of Bournemouth Univ ersity (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 Watsonà ¢Ã¢â€š ¬Ã¢â€ž ¢s Delphi study: First, I was surprised in finding that the topic fell all the way out of the top ten. After all, arenà ¢Ã¢â€š ¬Ã¢â€ž ¢t 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,à ¢Ã¢â€š ¬? or à ¢Ã¢â€š ¬Ã…“today, everything is global.à ¢Ã¢â€š ¬? Well, if this represents what academics and practitioners are thinking, then it would stand to reason that no real different research needs to be doneà ¢Ã¢â€š ¬Ã¢â‚¬ that ANY PR principles, even if they are all traditionally domestic in nature, would suffice for research or practice anywhere in the worldà ¢Ã¢â€š ¬? (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 overlookedà ¢Ã¢â€š ¬?. Srirameshà ¢Ã¢â€š ¬Ã¢â€ž ¢s (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 theoryà ¢Ã¢â€š ¬?, 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 reportingà ¢Ã¢â€š ¬?(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 centuryà ¢Ã¢â€š ¬? (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 Bondà ¢Ã¢â€š ¬?. 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 p repared 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 à ¢Ã¢â€š ¬Ã‹Å"globalà ¢Ã¢â€š ¬Ã¢â€ž ¢ 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 universityà ¢Ã¢â€š ¬Ã¢â€ž ¢s 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 à ¢Ã¢â€š ¬Ã‹Å"Gold papersà ¢Ã¢â€š ¬Ã¢â€ž ¢ 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 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 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 communicationà ¢Ã¢â€š ¬? (Taylor, 2001, p.2). Nevertheless, some of the Taylorà ¢Ã¢â€š ¬Ã¢â€ž ¢s conclusions sounded far too decisive: à ¢Ã¢â€š ¬Ã‹Å"The most comprehensive way to intern ationalize the public relations curriculum is to offer a course dedicated to international public relationsà ¢Ã¢â€š ¬Ã¢â€ž ¢ (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 globalà ¢Ã¢â€š ¬? 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. Hutchingsà ¢Ã¢â€š ¬Ã¢â€ž ¢ study is focused on going abroad, even so it may make some contri bution to understanding of global 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 makingà ¢Ã¢â€š ¬? (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 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 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 international 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 à ¢Ã¢â€š ¬Ã¢â‚¬Å" doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t 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 à ¢Ã¢â€š ¬Ã¢â‚¬Å" the United Kingdom and Russia.

Compare and Contrast Essay the Tell Tale Heart and the...

In both the â€Å"The Tell Tale Heart†, and†The Black Cat†, the stories end with a death of a person. Some events in the murder are similar and different. In this paragraph, I will talk about the story, â€Å"The Tell Tale Heart†. In the beginning of the story, the narrator wants to kill an old man, who lives with him, because of his vulture eye. He decides that he will watch the old man at night and shine a light on his vulture eye. If he sees the eye he will kill the old man. In the first seven days, he does not see the vulture eye. But on the 8th night he makes a slight noise and wakes the old man up. After a little while he charges into the room, which then the old man screams, and the narrator kills the old man by†¦show more content†¦When he, his wife and a servant escaped from the house, all of his worldly possessions burned in front of his very own eyes. The following day, he visited the ruins and saw that one wall did not cave in. On the wa ll, he saw a great imprint of a gigantic cat with a rope around its neck. This brought the narrator to believe that during the fire, someone threw the cat inside one of the houses windows when the house was on fire. Since the cellar was made of concrete, it was not destroyed and they decided to live there. After some time, they find another cat with a splotch of white on his chest. They decide to adopt him and bring him home. This cat followed the narrator everywhere and everywhere. This eventually angered the narrator again. When he was in the cellar with his wife the cat made him trip and he was about to kill the cat with a fatal blow with an axe, until his wife stepped in the middle and the axe slammed into her skull, oozing of blood and killing her instantly. He decides to put her body in one of the walls of the cellar, like the monks of the middle ages did. For the next three days he does not see the cat. So he ends up thinking that he is finally a free man. 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Community Service in Secondary Schools - 1070 Words

Findings from the Inquiry Process In completing each method of the inquiry process, new perspectives were brought forth and valuable information was gathered. The three methods included the media report, the literature review, and the interview assignment. In all approaches, new voices emerged to discuss the topic of community service in secondary schools to a specific audience. By completing the media report, I gained insight on what many people are exposed to when they want to read about community service in secondary schools. In my report, I focused on two newspaper articles that gave a general overview of high school students who serve and evaluated the overall tone portrayed by the media. Upon searching for media sources, I limited myself to only using the perspective of newspapers. While I did find some television news reports, I decided not to use them because they seemed to be narrow and did not provide enough information. The literature review provided a more scholarly approach to my research topic. All of the information used to complete this review came from thorough research of existing studies on community service in schools. By completing this process, I used coding to analyze ten articles and group ideas into thoughtful sections of the report. This process took the most amount of time, but provided me with expert information about my topic. The interview report allowed for the opportunity to talk with people who are closely related to my topic. ForShow MoreRelatedCommunity Counseling Resources Essay727 Words   |  3 Pagesï » ¿ Application: Community Counseling Resources Marriage, Couple and Family Therapy  (CPSY - 6356 - 1) In this paper will analyze primary, secondary, and tertiary couple and family interventions provided by community resources. 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Essay on Exploring Body Image Issues via the Barbie Doll

Picture yourself as the ‘perfect’ woman. Embodying every woman’s dream. You are undeniably gorgeous, weighing in at 100 pounds, standing 6 feet tall and holding nearly 150 careers (barbiemedia.com). Yes, this is the beloved, ever so ‘inspirational’ childhood toy, the perfectly perfect Barbie Doll. Barbie is America’s most beloved toy, considering young girls between the ages of three and eleven own at least 10 Barbie’s throughout their childhood (‘Life in Plastic’). As creator of the Barbie Doll once said, â€Å"My whole philosophy of Barbie was that through the doll, the little girl could be anything she wanted to be. Barbie always represented that a woman has choices,† (Handler). However, Barbie has proved to serve the opposite effect and†¦show more content†¦Unfortunately, it also is highly unattainable and instills unrealistic goals in girls’ minds. According to the National Association of Anorexia Nervosa and Associated Disorders, there are up to 24 million people suffering from eating disorders and 86% of those are under the age of 20 (anad.org). That being said, negative adverse effects are often the results of our world placing the upmost importance on body image. At Radboud University, Doeschka Anschutz and Rutger Engels conducted an experiment designed to test the effects of playing with thin dolls on body image and food intake in 6-10 year old girls. After splitting the girls into three different groups where they either played with a thin doll, an average sized doll or a slightly oversized doll, as seen in figure one, the results yielded that indeed there were significant differences between the girls’ body image and food intake which was completely dependent on which doll they played with (Anschutz, Engels 625). For example, a girl that played with the thinnest doll, the Barbie Doll, consumed the least amount of food following playtime when girls that played w ith either the average sized doll or even slightly larger doll consumed significantly more food. This experiment explicitly highlights the unknown dangers associated with playing with Barbie Dolls at a young age. Immediately the doll caused young girls to see themselves as ‘too big’ orShow MoreRelatedStrategic Marketing Management337596 Words   |  1351 Pagesthe publisher Permissions may be sought directly from Elsevier’s Science Technology Rights Department in Oxford, UK: phone: ( 44) 1865 843830, fax: ( 44) 1865 853333, e-mail: permissions@elsevier.co.uk. You may also complete your request on-line via the Elsevier homepage (www.elsevier.com), by selecting ‘Customer Support’ and then ‘Obtaining Permissions’ British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress CataloguingRead MoreProject Mgmt296381 Words   |  1186 PagesCross Reference of Projec t Management Body of Knowledge (PMBOK) Concepts to Text Topics Chapter 1 Modern Project Management Chapter 8 Scheduling resources and cost 1.2 Project defined 1.3 Project management defined 1.4 Projects and programs (.2) 2.1 The project life cycle (.2.3) App. G.1 The project manager App. G.7 Political and social environments F.1 Integration of project management processes [3.1] 6.5.2 Setting a schedule baseline [8.1.4] 6.5.3.1 Setting a resource schedule 6.5.2.4 Resource

PHI 445 Personal Organizational Ethics Essay - 4557 Words

CLICK TO DOWNLOAD PHI 445 Personal Organizational Ethics Week 1 Discussions and Journal 1. Psychological Egoism After reviewing Chapter 1 in your textbook and watching â€Å"Virtue Ethics,† find a contemporary article showing how the theory of psychological egoism in a corporation resulted in an ethical dilemma. Is there a way that the decision-making process within a large corporation can overcome this fact of human selfishness? What would be a solution in this scenario? How does the theory of psychological egoism fit within your personal body of ethics and values? How does the theory of psychological egoism fit within the ethical structure of the company†¦show more content†¦Explain how people running businesses would construct their companies if they utilized these ethical theories. For example, you might personally think that people should act to increase the overall happiness for the greatest number of people (utilitarianism). You would explain utilitarianism and then explain how a company based in utilitarian ethics would function. In other words: What products would they make? How would they treat their employees? How would they treat their customers? How would they manufacture their products? How would they utilize their resources and profits were they to become successful? Reflection Prompt #2 Analyze three of the punishments that corporations undergo when they have acted unethically (i.e., name them, define them, explain what they are). In addition, explain three threats to running an ethical corporation. Finally, from your own perspective, explain whether or not a corporation should have to function by the same codes of morality that individual people in society have to abide by or if they should be allowed to get away with certain actions that people in society cannot get away with. Week 2 Discussions and Journal 1. 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The World Made Straight Free Essays

A Summary: In 1970s Western North Carolina, a young man stumbles across a grove of marijuana, sees an opportunity to make some easy money, and steps into the jaws of a bear trap. He is discovered by the ruthless farmer who set the trap to protect his plants, and begins his struggle with the evils of his community’s present as well as those of its history. Before long, he has moved out of his parents’ home to live with a onetime schoolteacher who now lives in a trailer outside town, deals a few drugs, and studies journals from the Civil War. We will write a custom essay sample on The World Made Straight or any similar topic only for you Order Now Their fates become entwined as the community’s terrible past and corrupt present lead to a violent reckoning with the marijuana farmer and with a Civil War massacre that continues to divide an Appalachian community. Major themes: Knowledge vs. Ignorance – self knowledge is the most important part of the protagonist, Travis. Here Travis is trying to portray a tough guy, ignorant attitude when really he is a scrawny boy. Travis gains knowledge from the books he finds in Leonard’s trailer. He gains knowledge by Leonard teaching him in the trailer. Knowledge never leaves you. Travis’ goal as the protagonist in this book is to better himself and start a change in his life. Why would he want to better himself? Travis is trying to find out who he is. He starts off as a want to be tough guy who hangs with the rebels. That’s the way of life in the North Carolina Mountains no one really gives school a chance in the fact that most of the students end up as farmers. Travis’ ignorance for school and life in the beginning is very high. Knowledge consumes us in the fact we are always looking for new information and trying to obtain that all knowing self. Travis finds his way not the usual way of going through grade school but successfully gaining a GED. This sets him at an accomplishment something also his father never did. Travis sees himself heading down a road of hardships, Success, and failure. But Travis will learn from the mistakes and gain knowledge of the subject and move on to better himself for the future and what ever it may hold. Characters: Travis Shelton, 17 years old, high school dropout discouraged from bettering himself by his tobacco farmer father. Leonard Shuler, a former schoolteacher, now small-time drug dealer, whose career was ended by a student. Carlton Toomey, a ruthless and wily farmer and drug dealer. Dena, once a pretty young woman, who has become a heavy drug user. How to cite The World Made Straight, Papers

Morton vs Bradford Essay Example For Students

Morton vs Bradford Essay Comparison Morton versus the Puritan view William Bradford was the leader of one of the earliest colonial settlements in the United States, of which Thomas Morton was a settler. Bradford documented his exploits in â€Å"Of Plymouth Plantation† to gain support from his home country and fellow colonists. Bradford’s work, however, differs from Morton’s â€Å"New English Canaan† which also describes the events which took place in the colonies and his views of the Cavaliers, the Indians, and the Pilgrims. Bradford applies his rhetoric to amplify God to respectfully reduce his poor mistreated people while Morton uses his to satirize those same people and to show off the superiority of his own learning. The contrast between Bradford and Morton can be not only to found the relation of the two authors and the nature of their rhetoric, but elevate essential moral questions about the whole colonial endeavor, particularly with respect to the Indians. Thomas Morton was born around 1576 in Devon; England. We will write a custom essay on Morton vs Bradford specifically for you for only $16.38 $13.9/page Order now He was a lawyer, writer and social reformer, popular for founding the colony of Merrymount and his work studying Native American culture. Morton wrote New English Canaan, which was his only work that got published. New English Canaan is separated in three books. The first was about the Indians of New England, and reports and speculates on their languages, beliefs etc. The second book explains the natural resources of New England. And, the third was about the lives of the Puritans and their problems with the residents of Ma-re-Mount. Morton was not a religious man. Also, Morton was viewed with hostility by the pilgrims of nearby Plymouth and other settlements, who considered their reveling and association with the local Indians to be immoral. He sold liquors and firearms to the natives to injure the trade of Plymouth and to endanger the safety of the colonists. The Puritans viewed the Indians as savages. That was why he was arrested and sent to England. The Puritans said Morton worst sin was to have fun with the native women and encourage the men to do the same. Morton renamed the colony from Mt Wollaston to â€Å"Merrymount† or Ma-re Mount. Morton’s readers recognized him as a Cavalier, which refers to English people who supported the authority of the king and the Church of England. However, it opposed the political and religious changes supported by the Puritans. Morton has been ignored by critics since his New English Canaan was published. Some have proposed that suppression of his work and plans has been a straight result of his conflict with the Puritan philosophy that became the dominant tradition of thought in American history and literature. Morton demonstrates how the Indians hold on to a natural religion maintained by the virtues of hospitality to strangers and respect for authority. The Indians rather have fun. And, Morton share with them the traditional celebration of â€Å"Saints days†, that is how Morton put up the infamous maypole. Morton was very liberal, he wrote in â€Å"The Song† â€Å"Make greene garlons, bring bottles out And fill sweet Nectar freely about. Uncover thy head and feare no harme, For hers good liquor to keepe it warme†. (p. 327) Also, he declares that the Puritans express disapproval of natural pleasure. Bradford wrote â€Å"Of Plymouth Plantation†, in which he criticizes Morton ways. William Bradford was born on March, 19 1590 in Austerfield, Yorkshire. He was the leader of the Separatist settlers of the Plymouth Colony in Massachusetts. The Puritans established the Plymouth Colony in 1620 in Massachusetts. The colony was who the Puritans were, or what they believed. Bradford was affected from the Puritans beliefs. William Bradford revealed the Puritans philosophy in â€Å"Of Plymouth Plantation†. William Bradford exposed how Puritans could overcome problems in many quotes in â€Å"of Plymouth Plantation†. .ubfc070d99c816966f6d2d3ff27d16de4 , .ubfc070d99c816966f6d2d3ff27d16de4 .postImageUrl , .ubfc070d99c816966f6d2d3ff27d16de4 .centered-text-area { min-height: 80px; position: relative; } .ubfc070d99c816966f6d2d3ff27d16de4 , .ubfc070d99c816966f6d2d3ff27d16de4:hover , .ubfc070d99c816966f6d2d3ff27d16de4:visited , .ubfc070d99c816966f6d2d3ff27d16de4:active { border:0!important; } .ubfc070d99c816966f6d2d3ff27d16de4 .clearfix:after { content: ""; display: table; clear: both; } .ubfc070d99c816966f6d2d3ff27d16de4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubfc070d99c816966f6d2d3ff27d16de4:active , .ubfc070d99c816966f6d2d3ff27d16de4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubfc070d99c816966f6d2d3ff27d16de4 .centered-text-area { width: 100%; position: relative ; } .ubfc070d99c816966f6d2d3ff27d16de4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubfc070d99c816966f6d2d3ff27d16de4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubfc070d99c816966f6d2d3ff27d16de4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubfc070d99c816966f6d2d3ff27d16de4:hover .ctaButton { background-color: #34495E!important; } .ubfc070d99c816966f6d2d3ff27d16de4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubfc070d99c816966f6d2d3ff27d16de4 .ubfc070d99c816966f6d2d3ff27d16de4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubfc070d99c816966f6d2d3ff27d16de4:after { content: ""; display: block; clear: both; } READ: Child Abuse And Lolita The Movie EssayFor instance, he wrote â€Å" Being thus arrived in good harbor, and brought safe to land, they fell upon their knees and blessed the God of Heaven who brought them over the vast and furious ocean, and belivered them from all the perils and miseries thereof, again to set their feet on the firm and stable earth, their proper element†(p. 352). Bradford explained why people came to the New World in Chapter XXIII from his book, â€Å"And other still, as they conceived themselves straitened or to want accommodation, broke away under one pretence or other, thinking their own conceived necessity and the example of others a warrant suf ficient for them. And this I fear will be the ruin of New England, at least of the churches of God there, and will provoke the Lord’s displeasure against them. The Puritans were very religious. Everything that happened was because of God for them. Bradford wrote in Chapter XXIX â€Å"Great and Fearful Earthquake†. In this chapter he talked about how the earthquake was a sign from God to leave where they used to stay. Bradford has some prejudice toward Morton because he was taking some of the Puritans away and, because of the relationship Morton had with the Indians. Bradford Called Morton â€Å"the Lord of Misrule†, and mentioned that Morton retained a â€Å"School of Atheism†. In Chapter XIX â€Å"Thomas Morton of Merrymount† of â€Å"Of Plymouth Plantation†, Bradford showed how his Puritan beliefs influence his understanding of events. His hate for Morton was in the whole chapter. In conclusion, Bradford and Morton had two different styles. Morton’s view was more liberal, tolerant, while Bradford was more religious. However, both authors had attracted the reader’s attention and their views of the Puritans and the Indians.