How the Octopus Close Season Affected Women’s Life in Rodrigues Essay

Rodrigues is a 108 square kilometre, volcanic originated island, located in the Indian Ocean at around 600 kilometres at the east of the mainland Mauritius. It is surrounded by coral reef forming a lagoon with a rich biodiversity, which as twice the size of the land It was formerly known as the tenth district of Mauritius, up to the 10th of December 2002, where it attained the status of autonomy, governed by the Rodrigues Regional Assembly. The economy is mainly based on traditional fishing, low-scale farming, handicraft and an emerging tourism sector. One of the most common means of traditional fishing, is the famous octopus catch, which is mainly done by the Rodriguan women, known here as the â€Å"piqueuse d’ourite†. This is done at low tide where the fisherman equipped with iron rods, pace up and down the coral barrier, in search of a hole where nests the mollusc. The new government elected in February this year, expressed the wish to consolidate sustainable developments and protect local resources, for food security and protection of the environment. In this connection a regulation was adopted by the Rodrigues Regional Assembly in July 2012 for the closure of octopus catch season as from August 2012 to October 2012. This program is a joint collaboration financed by Smartfish and the Rodrigues Regional assembly. Smartfish is a regional programme financed by the European Union and is implemented by the Indian Ocean Commission in collaboration with the Common Market for Eastern and southern Africa (COMESA) , the east African community (EAC) and the Intergovernmental Authority on Development ( IGAB). The Octopus fishers were called for a half day work in the interest of the environment against remuneration in order for them to cope with the loss of earnings. The fisherwoman at the beginning of the project found a lot of difficulties to adapt with it. They used to sell their octopus on days where they go fishing and hence handling money in small quantities, spread over several days. In the program they were paid after a week of work. They found much trouble to wait for the pay and had to adapt themselves to a new form of budgeting and a new form of saving in order to meet expenses for the coming days before next payment. For example Mrs Cupidon of Baladirou, a professional fisherwoman, who use to earn around Rs 300 each time she goes fishing, uses go to the nearby shop everyday where she buys food for the day and keeps around Rs 25 rupees to pay the electricity bill at the end of the month. Now being paid after a week forced her to seek for credit and pay after one week, it has been hard for her to persuade the shop owner to grant her such service. Locating an octopus in the sea is reserved to expert eyes and intuition. Since young age many â€Å" piqueuse d’ourite† have been initiated to the skill of locating the octopus’s next, to tackle it in order to force it out of its hiding place and to kill it in such a way as to avoid being hurt by the mollusc. When, they are called to exert a new profession such as to build stone retaining walls, many of them were in trouble and could not adapt themselves. Moreover it was the first time in their lives where they were placed below the supervision of a superior, where they had to be punctual and abide to the principles expected from a public worker. Many supervisors also xpressed the obstacles they had to overcome to make them respected and to impose laid principles. At a time during the programme cycle, there was a delay for payment, which had consequent and dramatic impulses on the lives of these fisherwomen. Being not used to keep savings, many of them found themselves without food. Formerly a part of their catch was kept for own consumption, but with this program they consumed only food bought from the shop. There were also absentees at school due to the fact that many women were penny less and could not provide for basic daily needs of their children. In this project, the one who benefitted the most were the fisherwoman themselves who after the opening of the season found their catch being multiplied, where the volume and size of octopus was highly satisfactory, to the point that actually they are keen for the government to repeat the project this year. The venture of this government to implement this program is to be greatly saluted as it goes in the direction of sustainable development. However some measures have to be tuned and re-adapted to suit the peculiarity of the way of living of the fisherwomen and decisions should be taken with their full collaboration.

Why Understanding Learning Style Is Useful Education Essay

Harmonizing to Honey ( 2006 ) define larning manner is a method through which pupils use to get the hang his or her learning manner, by believing and to work outing jobs. It is besides called ‘orientations or ‘approaches ‘ to larning. Honey ( 2006 ) identified four distinguishable larning manners such as are Activist, Theorist, Pragmatist and Reflector. Persons use these four acquisition attacks to larn. Learning is really indispensable for life ; it is the key and it reinforces everything. Learning is formal every bit good as informal and a procedure every bit good as an result. It is witting and unconscious. We learn because we want to larn. Reece and Walker ( 2002 ) stated that â€Å" as a pupil, you should hold the competency and the cognition to use all your accomplishment in pattern and be able to analyze and measure the service user nursing attention comprehensively. For scholars to derive understanding and cognition they need to listen and understand what was taught. In add-on a construct of larning manner is used to depict people ‘s differences by which they learn. Each person have method to absorb and treat experiences every bit good as information. Learning manners has become of import for persons, pedagogues, parents companies and to understand the good acquisition environment allows persons differences. For illustration, research workers have suggested that one ‘s larning environment affects the pupils ‘ public presentation with respects to the consistence with their acquisition penchants. Learning manner is a method through which pupils use to get the hang his or her learning manner, by believing and to work outing jobs. It is besides called ‘orientations or ‘approaches ‘ to larning. Kolb ( 1984 ) and Bastable ( 2003 ) , both agreed in their statement that larning manners should non be perceived as fixed personality traits but as adaptative. Students have their peculiar manner of acquisition and will larn best when there is a assortment of larning chances which will enable them to larn in their ain manner. Hence, the pupil will be observed for any alterations to find if any acquisition has taken topographic point utilizing brooding, observation, concrete experience, active experimentation and abstract conceptualization. They can get down at any phase and are uninterrupted ( McgiII & A ; Beaty, 1995 ) . Harmonizing to Honey and Mumford ( 1998 ) , learner ‘s manner of larning will act upon instructor ‘s instruction method. However, as a pupil nurse cognizing my acquisition manners will enable me to derive assurance as an grownup scholar. Understanding my learning manner will assist me to cognize how to travel about my acquisition methods. Knowing my acquisition manner has besides helped me to be in the right environment which is suited for my acquisition. Students have their curious ways of acquisition manners and will larn best when there is a assortment of larning chances which will enable them to larn in their ain manner. Hence, the pupil will be observed for any alterations to find if any acquisition has taken topographic point utilizing brooding, observation, concrete experience, active experimentation and abstract conceptualization. Moreso, it is utile for me to understand my acquisition manner because this will assist me to cognize how to make my class surveies and every bit good as being able to understand how to utilize my larning manner to measure the patient ‘s demands and support. It is utile for pupil nurse because it helps them pass on with their patient in the best manner the patient can understand every bit good as utilizing it to reply, get cognition and accomplishments on how to make my surveies. On the manus, my learning manner was confirmed following the completion of an audit questionnaire Honey ( 2006 ) . My learning manner is a reflector. Reflector are cautious people and thoughtful people who into consideration all possible angles, deduction before taking any action I.e. They explore many different positions. They are people who like to detect people and listen to what they have to state before they come to decision. I learn by detecting. I ever listen to people when they are talking to cognize what they are stating before coming to a decision. An illustration is when we have group activities in our talks or seminars, I normally listen to the thoughts of others first before I come up to thoughts of my ain. In my old topographic point of pattern were I did my arrangement, I observed nurses when they are making some undertaking like the readying for giving terminal injection. Before they begin the disposal, the two nurses foremost of all did some observations by look into ing the expiring day of the month, name of the client, day of the month of birth, the path, clip, and they besides checked the medical specialty cabinet temperature and it was recorded in the book where they do enter it. The prepared the injection, ready to be given. And both of them signed the book. The nurse put on baseball mitts this to avoid cross taint. Then after the injection was given, the acerate leaf was disposed in the crisp box. However, my weaker manner is activist, militant are people who engages themselves in batch of activities. They try to experiment. They ne'er think about effects before the act. As this is my weaker manner of acquisition, I will be affecting myself in a batch of activity because pattern makes perfect. I will besides seek to do instant determinations, inquire to be given group activities in category and be unfastened to new experiences. Furthermore, I will develop my weaker manner of acquisition by pull offing my clip efficaciously. I would seek to cut down the times I invest in thought and reflecting utilizing it more to seek out practical things such as inquiring that I give patients the endovenous out in pattern as opposed to watching and reflecting on the effects that could go on if I was given to make it. This manner I would be able to larn with people of different acquisition manners and be a batch more flexible both in pattern and in schoolroom activities. Like what I mentioned above, pattern makes perfect, hence I need to larn how be much more confident on prosecuting myself in activities that are more hands-on. Militant, are persons who involves themselves in a batch of activities. They are unfastened to seek out new experiences. They think of the effects of their action after they have already carried out the action in tonss of activities. They are unfastened to seek out new experiences the think of the effects after they have already carried out the action. They like to be the Centre of the activity. Harmonizing to Kolb ( 1984 ) , scholars learn better when the topic affair is presented in a manner consistent with their preferable acquisition manner. Theorist, are logical people, they think through everything before the act. They are more like perfectionist who analyse and synthesise. They are more on the nonsubjective side than on the subjective side. They reject anything non-logical and they maximise certainty. Pragmatists are people who open to seeking out thoughts and experimenting. They are down to earth people who act fast and confidently on any thought they come across. They are job convergent thinkers that make practical determinations. They take every job as a challenge. Reflectors are cautious people and thoughtful people who take into consideration all possible angles, deductions before taking any action. For illustration: they explore many different positions. They are people who like to detect people and listen to what they have to state before they come to a decisio n. Kolb ‘s acquisition distinguishes four acquisition manners which are perceivers, minds, deciders and actors. Each of these has strength and failing. It is of import that pupils become more cognizant of their learning strengths and work on their failing. Perceivers are people who beliefs in existent event of life they like listening to other peoples experiences and travel back to believe about it. They are speculative scholars desiring to cognize how to use it in their acquisition. The methodological analysis used in collating the grounds for set uping my acquisition through the questionnaire we completed is called qualitative method. However, the literature reappraisal provided me a secondary method in collating farther grounds of what is already known in the field. In decision, I have learned a batch from larning manners and every bit good as deriving cognition and accomplishments. I recognised the different types of acquisition manners and cognizing my ain method of larning. In the hereafter being able to understand my single acquisition manner will let me to be able to reassign the cognition acquired in a schoolroom scene to pattern. This will profit my experience as a pupil nurse.

Personal Values and Ethics Essay

Those people and things I value most is God, my recovery, self, respect, family, education, career, freedom, friends, community, and finance. For me, these people and things are desirable and important. However, there are times when those things and people cause dilemma in my life, and when I neglect to attend to them, especially when it is those values concerning family, friends, and community, I develop this personal conflict. One thing I have learned to value most is my personal relationship with my Higher Power whom I chose to call â€Å"God. While in active addiction I did all types of horrible things that I should have lost my life for. However, God kept me safe and healthy throughout my entire time in active addiction. For instance, there were times when I would be coming down off a multi-month drug binge and was hungry, but I was too week from the large amounts of drug intake to go find food. My Higher power always came through for me and provided me with the much needed nourishment for my body. Once my mind started to clear, I was could see how my Higher Power had been keeping and carrying me and learned to appreciate and value Him a great deal. Because of my past active addiction, other than drugs I have not always known what I valued. In fact, there was a time when I did not value myself, anything, or anyone. Since being in recovery I have learned to value me, other people, and things. I think that what shaped my values most is my being forced to honestly work a 12-step, self-help program and actively participate in the recovery fellowship of Narcotics Anonymous (N. A. ). In the rooms of N. A I was able to find me and my truths, and this provided me this strong desire to seek personal change and find a new productive way of living life. Acquiring this strong desire for lifestyle changes and seeking it in this fellowship, I was forced to involve myself with people who are free of drugs, living a N. A. Program way of life, and had significant clean time. It was these individuals who molded, helped, and shaped me to develop a sense of self. These new people in my life loved me until I learned to love myself, and this provided the opportunity for me to learn to value me and those people and things in my life at the time. As I continue to fight for my recovery, and as time go by, I noticed that over the years those people and things I value most changes on some level, and honestly working a program has provided me a much better quality of life. For this I have developed this great value for the program of Narcotics Anonymous and its members. Early in my recovery I lived with and in a lot of guilt. At that time, the only thing I had learned to somewhat value was I, and I had done and caused so much damage in my life. This led to my having to deal with a lot dilemma’s that lead to a lot of convictions, and as a result of these convictions, I began to value myself more. Because of this I was later able to appreciate me and not do anything else that could bring potential danger in my personal life and would make me feel worse than I was feeling. Since being in recovery with significant clean time, the level of how much I value people and things has changed. I think that by my incorporating the principles of the 12-steps in my personal life effects my approach and outlook to life. In honestly working these steps I am forced to look at both me and how I am interacting with society. As a result I find that I appreciate people and things more and have come to value them more. I value my family a great deal, especially my immediate family, e. g. , my mom, sister, brother, stepfather, guide mother, and guide sisters. They are always there for me no matter what or how bad I or it had gotten. I did not call often for help, but when I did my family was there to love and support me in any way they could. Today, they are right here on the side lines cheering me on, and they show their appreciation for my new way of life through each of their actions. As a result I have built some wonderful relationships with my family and, I have learned to value and appreciate those relationships a great deal. While facing one of my many horrible consequences I made the best decision, I could have ever made. This was the decision to go back to school to earn my GED. Because of my consistent good accomplishments in school it provided me this great since of appreciation for school and at some point I began to value education a great deal. Today I still value education and although I am facing many dilemmas in my life that, causing conflict with this value, I still push myself to accomplish my education goal. I think that going to prison is something that helped me establish a great value for my freedom. It was not a good feeling being locked up in a small cage like some animal. Neither did it feel good to have others tell me when to sleep, eat, bath, etc. While in prison I was forced to be alone with me and learn how to be in a relationship with me. As a result my sense of self multiplied, and it was the first time that I felt this sense of personal value. Although I had lost the ability to do so I have always valued work and establishing a career. This is one value that was instilled in me from my mother. I watch her work day in and day out to provide for and take care of us. Due to my being raised in a neighborhood where many of the children’s parents did not work I took great pride in and valued the fact that my mom had a job. Not just a job but a job that allowed here to give me and my sister most of the things we wanted. Watching my mom work instilled in me a desire to work as well. Once I started to work, how I valued working changed because I was now getting a check. Making money from work provided me this very strong value and desire for both work and money, and it also confirmed for me that working a job was the only way I could make money, thus being able to take care of me and make it in this world independently. Here recently I have come to value friends and community. I guess that this is due to my having established some healthy relationships that I appreciate and desire versus the those that I was accustomed to in my past and resented. Today, I am well liked and respected by personal friends and people in my community, and this provides me a sense of belonging and being apart. An ethical dilemma I had little difficult with was one that happened when I was working as a case manager at this Social Service Agency. There was a female client who came into the office seeking rental assistance services. During the assessments it was learned that she had participated in another rental assistance program through another agency six months prior. Due to the agency being in relationship with this agency, through Memorandum of Understanding, our office was able to call their office and provide and get information about this young lady participation in their program. After contacting the partnering agency it was learned that the client had participated in another rental assistance program four months prior to receiving services there. As a result it was believed that the client was abusing the rental assistance programs and funds in the area and was denied services. This did not cause much conflict with my personal values because this client was abusing the system. I know of many people who could really use, need, and deserve the assistance and here this lady is abusing it. I wanted to be angry with her and sabotage her file so she could not ever receive any kind of services from the agency again, but I knew this would be unethical practice and I did not do it. I felt that this client deserved to be denied for assistance; however, many of the staff including myself argued that contacting these external agencies about the case, and providing information about the client was in violation of the client’s confidentiality rights. I think that this lady and others like her needed to be stopped, and the rental assistance program funds needs to be protected from abusers like this client. I think that I would have a lot of ethical dilemmas if I worked with the Department of Corrections (DOC) population, especially if I am employed in their health care/treatment system. I tend to believe that many of the individuals in this population do not want treatment and would refuse it if they could. DOC forces many individuals in their population to participate in treatments that he or she do not really understand and really have no interest in understanding. In fact, it is almost unheard of for inmates within the Department of Corrections to receive an informed consent prior to receiving various treatments or services. In most cases the health care department calls the inmate over and tells him or her what is going to be done and walks away without any further information until it is time to provide the treatment or service. This causes a dilemma for me because I believe that everybody, including prison inmates, should be entitled to the same privileges and freedoms when receiving treatment in prison. He or she should be provided an informed consent and allowed the opportunity to volunteer for services or treatment. There are some things that I desire and feel are important to me, e. g. , God, my recovery, self, respect, family, education, career, etc. Due to convictions that result from the desires to and importance of these people and things, I must sometimes deal with personal conflicts. Over the years, I have learned to value my relationship with God. God is at the top of my value list because he has done so much in keeping me. Today, I value myself a great deal. When I do not attend to my personal needs I feel this great sense of conviction and I think this result from my involvement with the Narcotics Anonymous program. I value the N. A. program because it and its members has provided me a new way of life at a greater quality.

CYBER ATTACK Essay Example | Topics and Well Written Essays - 250 words

CYBER ATTACK - Essay Example The opponents may utilize it to attack and disrupt communication and the information flow (Schiller 6). The major types of cyber attacks include DDoS (Distributed Denial of Service) and using computers hijacked and infected with viruses to target websites (Apps). However, according to Apps, a new type of cyber attack which involves overwhelming data centres and crashing websites has evolved. The attackers are majorly nation states, criminal gangs, and diehard activists seeking a chance to hit their enemies. Apps further reiterates that the goals of the attackers include political activism, providing data theft distraction, extortion and some attackers just want to showcase their hacking skills. Prevention of cyber attacks requires the vulnerable parties to understand the critical assets that need protection and enhance the available security solutions for better detection of possible attacks and real-time response (Shackelford 267). Cyberspace vulnerabilities raise tremendously important legal questions. In defining the legal issue, it is vital to know what constitutes an adversarial attack in cyberspace. While there is no clear statement in international law that outlines legally acceptable or unacceptable cyber defensive actions, there are legal principles that establish the rights to counter a cyber attack as a valid legal response to acts of aggression (Carr

US and the first World War Essay Example | Topics and Well Written Essays - 1250 words

US and the first World War - Essay Example The reason why America had to employ isolationism policy during the world related to the fact that majority of the America population are immigrants with some originating from the battling Austria-Hungary and Germany. This escalated the impossibility of America intervening for favor of its historic friend Britain because many people claimed that they had certain connection with the three anti-British countries. Besides the outcry by sections of the America as having particular links with Germany and Austria-Hungary, America also objected to take the neutral position to encourage its commercial deals with all the European countries. This was irrespective of whether the trading partner was pro or anti Britain. In 1898, America and Spain got into fierce war a move that seen to be the quest by America to expand its territories. Prior to the outbreak of the war between America and Spain, there were widespread of cries and revolt by Cuban people who wanted to secure their independence from Spain. As demonstrated by Morreta and Kearney, the Spanish government oppressed the Cuban civilians and news spread across America to trigger public anger (145). The government of US through the approval of President William McKinley made peaceful calls on Spanish government to withdraw from Cuba. ... cted by Americans was due to the past painful experiences of the Civil Wars, that just preceded the Great War and that saw massive exhaustion of the war equipments and a reduced military force. However, Spanish government refused the calls and in fact moved on to sink American battleship. This triggered tension in America, and the government deployed soldiers and war equipments to attack Spanish government through both the Pacific and Caribbean Oceans. According to Morreta and Kearney, the first field of war for the American-Spanish battle was in Philippines (146). After four months of serious battle, America forces appeared to overwhelm the Spanish forces thus paving the way for the surrender. Surrendering by the Spanish forces led to the brokering of peace deal that led to the Treaty of Paris signed in 1899. It is in this war that America appeared as the world’s superpower. The silence and isolationism policy adopted by government of US came to end during the World War I. Th is happened even when America objected to maintain neutrality despites the aggression of German on Britain and France. The World War I was going to result from various factors like militarism where countries like Germany, Britain, France and Russia wanted to dominate each other on the basis of strong military bases. Escalation of the war was due the existence of many alliances formed mainly to help individual parties to strengthen their defense. For instance, Russia had established alliance with Serbia, Russia with France, Japan with Britain, France with Britain and Belgium, and Germany with Austria-Hungary (Morreta and Kearney 148). When the war began, members of a particular alliance or connected with particular common country would merge to fight the common enemy. Another cause of the WWI was

Are males and females motivated differenlty in PE Essay

Are males and females motivated differenlty in PE - Essay Example The participants were asked to answer a questionnaire to establish the gender differences in the motivation of students to participate in sports. The author, Nathalie Koivula, used a seven-point scale very similar to the one used by this author in the questionnaire created for this study. The author also discussed relevant research and studies previously conducted by other researchers. Koivuli (1999) concluded hr findings after explaining the results by stating that: The findings of the present study suggest that gender and gender-based processing correlate with the reasons given for participation in sports, some of which have been demonstrated in the present study, as well as earlier ones, to correlate with both frequency and the amount of time spent participating. It is therefore of interest to include these variables when generating and elaborating theoretical models to explain sport behavior. This article is useful to this study in that gender differences with regards to motivation is discussed in detail. This author was able to glean important points that was explained in the discussion section of this dissertation. It is important to note that although Koivuli had different results than this author, a point of comparison was made and an improvement in the motivation for participating in PE classes was seen as a result. Student Motivation in Physical Education: Breaking Down Barriers; Student Motivation in Physical Education Typically Declines after the Early Years. Why? and What Can Be Done about It? By Claire M. Mowling et al. This article discusses student motivation with regards to participation in Physical Education classes. The author delves into intrinsic and extrinsic motivation and how they present a problem with regards to students not being encouraged that much to participate actively in PE classes. The author then proceed to outline methods on how to bring down the barriers and improvements that can be made in order to address the issue

Discuss using an extended example how annual report and accounts can Essay

Discuss using an extended example how annual report and accounts can be used to analyse and - Essay Example Other than the three key statements the annual reports include- Analysis and discussion by the company management; report relating to internal control and report stating the fairness and transparency of the financial statements. Under the management discussion and analysis section there is an explanation with regard to any significant changes in the current year’s performance over the previous years (Warren, et al., 2008, p.785). In the financial statements published by Sony Corporation for the financial year ending 2010 the Sales and operating revenue of the company for the last three financial years has been shown in a comparative way. The operating income of the company for the last three years has also been compared in the form of a bar chart. This shows how this income had dipped in 2009 but recovered, albeit marginally, in the 2010 fiscal. The marginal rise in the revenue is a positive sign for the investors as it signifies that the company has managed to overcome the losses of the previous years. Various other charts relating to Free Cash flow, Capital expenditure and R&D investment have also been shown by the company. These give an idea about the investment practices of the company. Financial ratios can be computed using the financial data of the company relating to net income, sales, financial expenses, debt, equity, assets etc. Using these one can get an idea about the liquidity strength, profitability, debt position, earnings capacity of the company. This is considered to be the most effective tool in assessing the financial soundness of the company (Gibson, 2008, p.452). For the financial year 2010 Sony has prepared a Consolidated Statement of Income where it has depicted the financial data for three years- 2010, 2009 and 2008. Using the sales and net income for this three year period one can prepare the net profit margin

International Business Operation Assignment Example | Topics and Well Written Essays - 2000 words

International Business Operation - Assignment Example The company has to consider factors ranging from assignee traits, role and preparations before sending out expatriates. Some of these are as discussed below; York (2010) acknowledges that extroverts are people who easily build relationships and socialize with new staff and stakeholders quickly. Cultural Sensitivity; similarly, the company should shortlist only those managers who portray ethnic diversity. According to Treven, (2003) individuals who have had firsthand experience with ethnic diversity usually adapt faster in international cultures unlike those unfamiliar with the same. The company is thus required to consider candidates with ethnically diverse origins. Such individuals may be those whose parents are immigrants. Adventurous; Adventurous individuals are the best candidates for expatriate assignments (Li 2016). This means that they should have a positive record of adventurous behavior upon their sleeves. Thomas, Peterson & Thomas (2014) further concur that individuals with profound interest in experiencing and socializing with new people tend to adapt easily in offshore environments than forlorn characters. For example, managers who have regularly travelled overseas should be given first priority. They must have also participated in activities involving sporting groups, community development and volunteer work.

Consider the state of the American Public School System. Put forward Essay

Consider the state of the American Public School System. Put forward an argument on the topic.Can you suggest a solution - Essay Example However, the decentralization makes it difficult to deal issues pertaining to school reforms (William J. Reese, 2). The current public educational system is piled up with issues not just pertaining to classrooms or corridors but resulting in the failure of American public education system. This failure cannot be made accountable to the performance of the students but the entire system that is responsible for the declining performance. (John Hood, Volume: 43). Many factors were being considered to hinder the public education like money or funds, poverty, class size, teachers, salaries of teachers, student’s performance and teachers unions etc. (Jay P. Greene, James Q Wilson, 3) increasing the rate of drop outs and unqualified students for future. Even today certain percent of unskilled and drop out students exists which increases the relocation of more qualified professionals from outside the country. Considering the growing competition parents coming from a middle or higher cl ass prefer to educate their children in private funding institutions that provide high standards of education while vast numbers of lower class children attend public schools. Funds: People assume that lack of funds has resulted in failure of public educational system which is a myth. ... unds while improved nutritional programs like arrangements of breakfast or lunch increased the expenditure to an extent, added to these issues the â€Å"no child left behind† policy is yet to be met (Amy Richards, 24th October 2011). Teachers and Unions: Teachers have their unions to support and protect them no matter how incompetent they are while their â€Å"tenure† guarantees the job safety until retirement without considering their performance. They are given salaries with no rewards of excellence and are not penalized for their poor performance due to which every teacher performs the same (B. Awesome, 30th May 2011). Training needs to be provided to those under performing teachers to improve their ability to teach. Teachers who lack to improve their performance levels even after rigorous training should be removed while qualified and hardworking teachers can bring reform in the public education system to certain extent should be provided with a performance based wa ges and incentives. Society Influences: Many students who tend to drop out of high schools are not skilled enough to work in a technologically advanced workplace. Those who have dropped out of high school earn less salary than students who graduated from high school. Dropped out students usually live in poverty and depend upon welfare (Jay P. Greene, James Q Wilson, 95). Societal influences like poverty and bad parenting also results in poor performance. Successful public schools are in the area where the rich and wealthy reside, while worst or unsuccessful public schools belong to the areas where poor families live (Valerie Strauss, Washington Post). Children dealing with poverty can afford to attend these unsuccessful schools where they are not provided with proper resources. Class Size: Some believe

Sensationalism Essay Example | Topics and Well Written Essays - 2000 words

Sensationalism - Essay Example Sensationalism in its practice is not a new concept as such. The practice has been around going back to early humans. The act of storytelling and narrations were often related and focused on sex and conflict. According to Gaudreault et al. (2012) sensationalism per se is not a new phenomenon but has been there for long only that the term is new. Denotation and connotation are terms that are used to convey and also differentiate between two separate kinds of meanings of a particular word. In media reporting, denotation is regarded as first level of analysis; this is primarily what the target audience can visually view on the page. Often, it refers to literal meaning, and avoids any elements of metaphor. Denotations are occasionally coupled with connotation, which forms part of the second level of analysis. Connotation is symbolic nature of a word, things or attributes that are triggered by a word, ideas and notions suggested or even associated a particular word. Connotations are associated with emotions and feelings. According to Durham & Kellner (2005), connotations vary depending on the context and the individual understanding of the word. A single word can bring different emotions, ideas and feelings to different people depending on their personal experiences. Sensationalism in itself is largely controlled by denotations and connotations but often in the wrong way. The application of connotations particularly is largely depended on the context and the target audience. If one decides to intentionally ignore this consideration, then they are likely to send out the wrong information. While sensationalism is not completely a negative tool to be used in the media and journalism, it matters when it is applied in crucial situations. In an online article on The New York Post by Fears (2014) the writer gives a headline concerning construction of a "mosque† at the centre of the ground zero. In real sense,

Role of Unions Research Paper Example | Topics and Well Written Essays - 250 words

Role of Unions - Research Paper Example ition, the unions’ role in shielding workers from increased inflation, growing unemployment and in influencing government policies in issues as health and other social factors is necessary (Serrano, 2011). Every organization has a HRM department that is mandated with the duty of hiring and looking at the welfare of the policies. In executing this role, the department influences the relationship between the employees and the organization. The department therefore has a role of achieving a cordial relationship between the organization and the employees by designing fair compensation, ensuring better working conditions, having better bargain, adhering to the labor laws and involving the employees’ emissaries in the formulation and implementation of organizations polices (Serrano, 2011). Through these, the employees’ relationship will be enhanced and their loyalty to the origination will be improved. Besides, the government also plays a significant role in ensuring workers plight are upheld. The government has a role of setting fair wage rates by altering minimum wage and in promulgating laws that protect the rights of the workers. The role will include that of penalizing organizations that breach the set regulations (Serrano, 2011). Simultaneously, the government should take interventionary measures between organizations and their workers in resolving labor disputes. In conclusion, the HRM department, government and the workers representatives must all play their roles in ensuring smooth relationship in the work force. Failure by any party to perform their tasks may result into labor disputes that will impair the functioning of the general

Arc of Justice Essay Example for Free

Arc of Justice Essay Arc of Justice by Kevin Boyle does a lot more than tell an account of an incident in 1920s Detroit, it goes deeper into the problems of people within the city as well as the city itself. The story focuses on Ossian Sweet, a man from a small town called Bartow, Florida whose parents sent him up north so he could have a chance to make something of himself, which he did. This, however, did not change the fact that he was a black man living in early 20th century America, and moved into the city of Detroit which was known to be the most segregated city in the United States (p. 44) Boyle digs into the personal life of Sweet, as well as the lives of people around him- black and white- to give the reader a clear, realistic aspect of how life was like in 1920s Detroit. The beginning of the novel depicts Sweet’s transformation from a country boy in Florida to an up-and-coming successful doctor in the busy city of Detroit. At the mere age of thirteen, Ossian was sent from the small farm his parents Henry and Dora had to the college in Ohio by the name of Wilberforce. There Ossian began his learning on a campus that was now where near as greatly funded as the white colleges like Harvard. From there he moved on to Howard University, where Ossian got an eye opener about himself as well as the problems with race. When he began his teaching in Harvard in the late 1910s, the race riots were a constant threat, and by living in Washington DC, Ossian got to see a lot of it.

Social Policy Essay: What is Social Policy?

Social Policy Essay: What is Social Policy? What is social policy? Social Policy Social Policy refers to the development of welfare, social administration and policies of the government used for social protection. Social policy is related to the governmental approach of development of social services towards formation of a welfare state (Alcock, 2003). British welfare state is associated with poor laws established to cater to the needs of the poor. Social policy is not just a mere academic subject but relates to social and economic conditions of a country, how to promote these conditions for the development of a welfare state. Social policy, administration and social work are all aimed at the administration of welfare and the main areas of concern include tackling of social problems, administration of health, education and employment services, community care, crime and disability. Social policy is also related to issues of race, poverty, gender and the relevant collective responsibility of society and community (Coffey, 2004). Social policy is heavily dependent o n related disciplines of social work, psychology, law, economics, sociology, politics, economics, philosophy and public health. According to Burch et al (1991), Policies are courses of action, whether intended or unintended, that are deliberately adopted or can be shown to follow regular patterns over time., and Social policies have to do with human beings living together as a group in a situation requiring that they have dealings with each other. (1991, p.2) Burch et al further claim that Social Policy is associated with de jure, de facto and default claims, which means that Social policy is rooted in legal framework and tends to follow a particular form of practice. Yet, social policies are also subject to failures and an absence of implementation. Explaining Social Policy Emphasizing on the need for proper implementation of policies, Krysik et al (1998) suggest that social policy is about decision making and choosing among many alternative courses of action. Giving a complete administrative and procedural description to social policy, they claim that implementation strategies towards particular goals should deal with: issues of financing and reimbursement, e.g., sources of revenue and formulas for sharing costs; whether to use market mechanisms or public provision, or some combination of both; appropriateness of administrative mechanisms for a particular policy; and level(s) of government involvement and appropriateness of roles. (Krysik et al 1998, p.3) Krysik et al bring out an important aspect of social policy suggesting that social policy and the concept of individual well being is mainly a consequent process of the Social Security Act 1935 that identified the following needs: economic security; employment (the Federal Employment Act of 1946 expressed the goal of full employment for everyone able to work); housing [the Housing Act of 1949 (P.L. 81-171) stated that all Americans have the right to decent housing, in decent surroundings of their choosing]; health (the Comprehensive Health Planning Act of 1967 stated that Americans have the right to the highest quality of health care services available); education for handicapped children (P.L. 94-142 of 1975 insured the provision of a free, appropriate public education for all). (Krysik et al, 1998, p.5) Social policy addresses two main aspects of welfare and administration. Welfare economics is understood in terms of utility or peoples well being and refers to the range of services that can protect people against sicknesses, old age and the associated term welfare state, is used synonymously with social protection referred to within the European union. Welfare is thus a broad term and a description of welfare state would aim to achieve not just a realization of peoples needs but a general physical and psychological well-being as well. Social policy towards a welfare state approach is guided by several humanitarian, democratic, religious and practical concerns. Humanitarian concerns are related to eradication of poverty and practical necessities deal with economic and social provisions and benefits (Hill, 2000). Religious aspects emphasize on the charitable duties towards the community at large and democratic concerns highlight social protection as a fundamental democratic right of every individual. In this sense social policy has political and sociological aspects concerned not just with well being but tends to highlight proper living as a fundamental right of an individual. Principles and values applied to social policy can refer to needs, interests or wants of people with conditions such as poverty being identified as projecting lack of well-being. Social well being is generally considered in the interests of families, communities and individuals as people depend on social interaction, education and cooperative work to achieve social targets and rely on social interdependence for personal well-being. Social policy and administration is closely associated with individual perception of society, social values and social interaction as a means to fulfill specific social responsibility aimed at common good. When considering the ideal conditions of a welfare state or the factors of a lack of well being, several aspects on poverty, necessity, unemployment, old age, mental illness, disability and social exclusion are brought into focus. These refer to problems or obstacles in attaining the condition of welfare or a state of well being for all. Poverty can mean a deprivation of basic needs such as food, clothing and shelter, education but along with economic deprivation can also mean social exclusion, poor material conditions of living and is defined by normative or felt needs. However, poverty has its own stigma and can carry implications of inequality as poor people are the ones considered socially inadequate, who adapt themselves to a culture of poverty and poor due to the inequalities in social structure. Unemployment and social exclusion are other negative factors that tend to retard social policy towards welfare aims. Unemployment can be due to inadequacy in appropriate skills, or due to physical limitations such as old age and disability. Illness and old age are associated as health of old people are below average and most elderly individuals also suffer from some disability. All this is added to problems of isolation and mental dissatisfaction or some sort of psychological crisis in old age. According to the World Health Organization disability is however either an impairment as in problems in bodily structure or functions, a disability or inability to perform certain activities or a handicap which relate to problems with social participation (WHO, 2005). Disability of any form of permanent illness can have social, physical or psychological implications and forms a significant aspect of welfare considerations. Although social policy is focused on the more politically active and conscious younger generation and tends to attend to social needs of employment and rights and justice issues that concern young people. Social policy is thus an all-inclusive diverse di scipline with varied academic and socio-political aspects with active concerns on public health and welfare. Daly (2003) emphasizes on the importance of governance as a frame of analysis in social policy and investigates the usage and utility of governance as a discipline to study aspects of social policy. Using governance and political decisions as tools for development of social policy in the UK, Daly considers the public sphere, policy implementation, societal incorporation and policy making through governance examining the various strengths and weaknesses of governance including it focus on power and different levels of action and analysis. Daly approaches an important question as to whether a strong focus on state and governance leads to residualization of social policy and society. Taylor (1998) takes on a different approach and emphasizes the importance of social identity in social policy research. Taylors attempt was to go beyond for or against postmodernism arguments and argues that identity and difference from a social perspective and an analysis of social relations should also be considered alongside structural inequalities within the theoretical considerations of social policy. Taylor suggests that there are problems in the understanding of the concept of social policy which according to him is clearly misunderstood and delineates the necessity of a provisional theory that can distinguish between ontological and categorical identity in social policy. This he suggests would help to improve an understanding of the role of soils policy in the process of social identity formation. Franklin (2003) analyses the concept of social capital as an important instrument to political change. Franklin writes that the idea o social capital reconfigures the dynamics between social justice and economic efficiency and makes social relationships a key factor in explaining levels of inequality, economic prosperity and political participation (Franklin 2003, p.349). The concept of social capital as the focus of social policy shifts the focus of responsibility from government to individual, from economy to society informing policies that highlight social behavior reducing costs to government providing in turn economic solutions to social problems. The human as agency has also been taken up in social policy research extensively and Deacon and Mann (1999) focus on individual behavior in sociology and social policy research. The focus of the article is on the individual and the increasing moral and ethical dilemmas faced by an individual in a contemporary society, an aspect that has broad implications of social policy that is concerned with a general well being of every individual and a sense of well being is an important part of moral and ethical values. The authors suggest that moralists such as Field and Mead share the need for restructuring welfare to encourage responsible moral behavior. However sociologists Beck and Bauman believe that such a forced method might prove not only futile but even dangerous. Individualistic approaches and theories face considerable resistance from quarters that fear any support for atavistic individualism. However, the authors realize the need for a revival of theories based on the individual hu man agency that can create opportunities within social science and make it more sensitive to the activities of poor people and to the necessities and differences of a contemporary diverse British society. Conclusion: In this essay we analyzed the definitions of social policy and highlighted the all-encompassing nature of social policy and practice and how this is related to the concept of British welfare state. In this context we also analyzed the concept of welfare as government action to promote well-being considering the necessities of unemployed young people as also disabled or ill elderly persons. The needs of the poor and socially excluded are also considered in drawing up polices based on national health system and social security concerns. In our analysis of recent research papers, we discussed individual behavior, social identity, moral and ethical responsibility, and political issues in governance as important aspects of social policy research. Bibliography PC Alcock. 2003. The Subject of Social Policy (In The Students Companion to Social Policy, second edition, PC Alcock, A Erskine, M May (Joint Editors), Oxford, Blackwell, ISBN: 1405102918). Publication: 14532. Pete Alcock   Social Policy in Britain: Themes and Issues. Macmillan Press. 2003 Hobart A. Burch, Donna G. Michaels; The Whys of Social Policy: Perspective on Policy Preferences Praeger Publishers, 1991 Coffey, Amanda,  1967- Reconceptualizing social policy :  sociological perspectives on contemporary social policy /  Amanda Coffey. Maidenhead :  Open University Press,  2004. MARY DALY Governance and Social Policy Journal of Social Policy, Volume 32, Issue 01. January 2003. pp113-128 ALAN DEACON, KIRK MANN Agency, Modernity and Social Policy Journal of Social Policy, Volume 28, Issue 03. June 1999. pp413-435 Strengthening social policy :  lessons on forging government-civil society policy partnerships /  editors Laura Edgar, Jennifer Chandler. Ottawa, Ont. :  Institute on Governance,  c2004. Hankivsky, Olena A. R.  (Olena Areta Renata) Social policy and the ethic of care /  Olena Hankivsky. Vancouver, B.C. :  UBC Press,  c2004. Jane Franklin Social Capital: Policy and Politics Social Policy and Society, Volume 2, Issue 04. October 2003. pp349-352 PAUL HOGGETT Agency, Rationality and Social Policy Journal of Social Policy, Volume 30, Issue 01. January 2001. pp37-56 Heck, Ronald H. Studying educational and social policy :  theoretical concepts and research methods /  Ronald H. Heck. Mahwah, N.J. ; London :  Lawrence Erlbaum Associates,  2004. Howard Glennerster   British Social Policy since 1945. Second Edition. Blackwell. 2000 Michael Hill   Understanding Social Policy. Sixth Edition. Blackwell. 2000. Lowe, Rodney. The welfare state in Britain since 1945 /  Rodney Lowe. 3rd ed. Basingstoke, Hampshire :  Palgrave Macmillan,  2005. Nicholas Timmins   The Five Giants: A Biography of the Welfare State. HarperCollins. 2001. Thomas and Dorothy Wilson   The State and Social Welfare the objectives of policy. Longman. 1991. Michael Hill Glen Bramley   Analysing Social Policy. Basil Blackwell.   1986. Eric Midwinter   The Butskellite consensus (c.1951-1973/9) (Chapter 7) in The Development of Social Welfare in Britain. Open University Press. 1994. DAVID TAYLOR Social Identity and Social Policy: Engagements with Postmodern Theory Journal of Social Policy, Volume 27, Issue 03. July 1998. pp329-350 Social Policy and Social Work: Critical Essays on the Welfare State Judy Krysik, Robert M. Moroney; Aldine De Gruyter, 1998 WHO www.who.int/en/

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.