Bitsat Syllabus

This test is designed to assess the test takers’ general proficiency in the use of  English language  as a means of self-expression in real life situations and specifically to test the test takers’ knowledge of basic grammar, their vocabulary, their ability to read fast and comprehend, and also their ability to apply the elements of effective writing. 1. Grammar 1. Agreement, Time and Tense, Parallel construction, Relative pronouns 2. Determiners, Prepositions, Modals, Adjectives . Voice, Transformation 4. Question tags, Phrasal verbs 2. Vocabulary 1. Synonyms, Antonyms, Odd Word, One Word, Jumbled letters, Homophones, Spelling 2. Contextual meaning. 3. Analogy 3. Reading Comprehension 1. Content/ideas 2. Vocabulary 3. Referents 4. Idioms/Phrases 5. Reconstruction (rewording) 4. Composition 1. Rearrangement 2. Paragraph Unity 3. Linkers/Connectives Logical Reasoning The test is given to the  candidates  to judge their power of reasoning spread in verbal and nonv erbal areas.The  candidates  should be able to think logically so that they perceive the data accurately, understand the relationships correctly, figure out the missing numbers or words, and to apply rules to new and different contexts. These indicators are measured through performance on such tasks as detecting missing links, following directions, classifying words, establishing sequences, and completing analogies. Verbal Reasoning 1. Analogy Analogy means correspondence. In the questions based on analogy, a particular relationship is given and another similar relationship has to be identified from the alternatives provided. . Classification Classification means to assort the items of a given group on  the basis  of certain common quality they possess and then spot the odd option out. 3. Series Completion Here series of numbers or letters are given and one is asked to either complete the series or find out the wrong part in the series. 4. Logical Deduction – Reading Passage Here a brief passage is given and based on the passage the candidate is required to identify the correct or incorrect logical conclusions. 5. Chart LogicHere a chart or a table is given that is partially filled in and asks to complete it in accordance with the information given either in the chart / table or in the question. 6. Nonverbal Reasoning a. Pattern Perception Here a certain pattern is given and generally a quarter is left blank. The candidate is required to identify the correct quarter from the given four alternatives. b. Figure Formation and Analysis The candidate is required to analyze and form a figure from various given parts. c. Paper CuttingIt involves the analysis of a pattern that is formed when a folded piece of paper is cut into a definite design. d. Figure Matrix In this more than one set of figures is given in the form of a matrix, all of them following the same rule. The candidate is required to follow the rule and identify the missing figure. e. Rule Detection Here a particular rule is given and it is required to select from the given sets of figures, a set of figures, which obeys the rule and forms the correct series. BITSAT 2010 Chemistry Syllabus 1. States of Matter 1.Measurement: Physical quantities and SI units,  Dimensional analysis, Precision,  Significant figures. 2. Chemical  reactions: Laws of  chemical  combination, Dalton's atomic theory; Mole concept; Atomic,molecular  and molar masses; Percentage composition ;amp;  molecular  formula; Balanced  chemicalequations ;amp; stoichiometry 3. Gaseous state: Kinetic theory – Maxwell distribution of velocities, Average, root mean square and most probable velocities and relation to  temperature, Diffusion; Deviation from ideal behaviour – Critical  temperature, Liquefaction of gases, van der Waals equation. . Liquid state:  Vapour pressure, surface tension, viscosity. 5. Solid state: Classification; Space lattices ;amp; crystal systems; U nit cell – Cubic ;amp; hexagonal systems; Close packing; Crystal structures: Simple AB and AB2 type ionic crystals, covalent crystals – diamond ;amp; graphite, metals. Imperfections- Point defects, non-stoichiometric crystals; Electrical, magnetic and dielectric  properties; Amorphous solids – qualitative description. 2. Atomic Structure 1. Introduction: Subatomic particles; Rutherford's picture of atom; Hydrogen atom spectrum and Bohr model. 2.Quantum mechanics: Wave-particle duality – de Broglie relation, Uncertainty principle; Hydrogen atom: Quantum numbers and wavefunctions, atomic orbitals and their shapes (s, p, and d), Spin quantum number. 3. Many electron atoms: Pauli exclusion principle; Aufbau principle and the electronic configuration of atoms, Hund's rule. 4. Periodicity: Periodic law and the modern periodic table; Types of elements: s, p, d, and f blocks; Periodic trends: ionization energy, atomic and ionic radii, electron affinity, and val ency. 5. Nucleus: Natural and artificial radioactivity; Nuclear  reactions, Artificial transmutation ofelements. . Chemical  Bonding ;amp;  Molecular  Structure1. Ionic Bond: Lattice Energy and Born-Haber cycle 2. Molecular  Structure: Lewis picture ;amp; resonance structures, VSEPR model ;amp;  molecular  shapes 3. Covalent Bond: Valence Bond Theory- Orbital overlap, Directionality of bonds ;amp; hybridistaion (s ;amp; p orbitals only), Resonance;  Molecular  orbital theory- Methodology, Orbital energy level diagram, Bond order, Magnetic  properties  for homonuclear diatomic species. 4. Metallic Bond: Qualitative description. 5. Intermolecular Forces: Polarity; Dipole moments; Hydrogen Bond. 4.Thermodynamics 1. Basic Concepts: Systems and surroundings; State functions; Intensive ;amp; Extensive  Properties; Zeroth Law and  Temperature 2. First Law of Thermodynamics: Work, internal energy, heat, enthalpy, heat capacities; Enthalpies of formation, phase tran sformation, ionization, electron gain; Thermochemistry; Hess's Law. 3. Second and Third Laws: Spontaneous and reversible processes; entropy; Gibbs free energy related to spontaneity and non-mechanical work; Standard free energies of formation, free energy change and  chemical  equilibrium; Third Law and Absolute Entropies. . Physical and  Chemical  Equilibria 1. Concentration Units: Mole Fraction, Molarity, and Molality 2. Solutions: Solubility of solids and gases in liquids,  Vapour Pressure, Raoult's law, Relative lowering of  vapour pressure, depression in freezing point; elevation in boiling point; osmotic pressure, determination of  molecular  mass. 3. Physical Equilibrium: Equilibria involving physical changes (solid-liquid, liquid-gas, solid-gas), Adsorption, Physical and  Chemical  adsorption, Langmuir Isotherm. 4.Chemical  Equilibria: Equilibrium constants (KP, KC), Le-Chatelier's principle. 5. Ionic Equilibria: Strong and Weak electrolytes, Acids and Bases (Arrhenius, Lewis, Lowry and Bronsted) and their dissociation; Ionization of Water; pH; Buffer solutions; Acid-base titrations; Hydrolysis; Solubility Product of Sparingly Soluble Salts; Common Ion Effect. 6. Factors Affecting Equilibria: Concentration,  Temperature, Pressure, Catalysts, Significance of DG and DG0 in  Chemical  Equilibria. 6. Electrochemistry 1.Redox  Reactions: Oxidation-reduction  reactions  (electron transfer concept); Oxidation number; Balancing of redox  reactions; Electrochemical cells and cell  reactions; Electrode potentials; EMF of Galvanic cells; Nernst equation; Gibbs energy change and cell potential; Concentration cells; Secondary cells; Fuel cells; Corrosion and its prevention. 2. Electrolytic Conduction: Electrolytic Conductance; Specific, equivalent and molar conductivities; Kolhrausch's Law and its application, Faraday's laws of electrolysis; Electrode potential and electrolysis, Commercial production of the chemicals, NaOH, Na, Al, C12, & F2 7.Chemical  Kinetics 1. Aspects of Kinetics: Rate and Rate expression of a reaction; Rate constant; Order of reaction; Integrated rate expressions for zero and first order  reactions; Half-life; Determination of rate constant and order of reaction 2. Factor Affecting the Rate of the  Reactions:  Temperature  dependence of rate constant; Activation energy; Catalysis, Surface catalysis, enzymes, zeolites; Factors affecting rate of collisions between molecules; Effect of light. 3. Mechanism of Reaction: Elementary  reactions; Complex  reactions;  Reactions  involving two/three steps only; Photochemical  reactions; Concept of fast  reactions. . Radioactive isotopes: Half-life period; Radiochemical dating. 8. Hydrogen and s-block elements 1. Hydrogen: Element: unique position in periodic table, occurrence, isotopes; Dihydrogen: preparation,  properties,  reactions, and uses;  Molecular, saline, interstitial hydrides; Water:Properties; Struct ure and aggregation of water molecules;  Hard and soft water; Heavy water; Hydrogen peroxide. 2. s-block elements: Abundance and occurrence; Anomalous  properties  of the first elements in each group; diagonal relationships. 3.Alkali metals: Lithium, sodium and potassium: occurrence, extraction, reactivity, and electrode potentials;  Reactions  with oxygen, hydrogen, halogens and liquid ammonia; Basic nature of oxides and hydroxides; Halides;  Properties  and uses of compounds such as NaCl, Na2CO3, NaHCO3, NaOH, KCl, and KOH. 4. Alkaline earth metals: Magnesium and calcium: Occurrence, extraction, reactivity and electrode potentials;  Reactions  with non-metals; Solubility and thermal stability of oxo salts;  Properties  and uses of important compounds such as CaO, Ca(OH)2, plaster of Paris, MgSO4, MgCl2, CaCO3, and CaSO4; Lime and limestone, cement. . p- d- and f-block elements 1. General: Abundance, distribution, physical and  chemical  properties, isolat ion and uses of elements; Trends in  chemical  reactivity of elements of a group; Extraction and refining of metals. 2. Group 13 elements: Boron;  Properties  and uses of borax,  boric acid, boron hydrides & halides. Reaction of aluminum with acids and alkalis; 3. Group 14 elements: Carbon: Uses, Allotropes (graphite, diamond, fullerenes), oxides, halides and sulphides, carbides; Silicon: Silica, silicates, silicones; Tin and lead: Extraction, halides and oxides. . Group 15 elements: Dinitrogen; Reactivity and uses of nitrogen and its compounds; Industrial and biological nitrogen fixation; Ammonia: Haber's process,  properties  and  reactions; Oxides of nitrogen and their structures; Ostwald's process of nitric acid production; Fertilizers – NPK type; Production of phosphorus; Allotropes of phosphorus; Preparation, structure and  properties  of hydrides, oxides, oxoacids and halides of phosphorus. 5.Group 16 elements: Isolation and  chemical  react ivity of dioxygen; Acidic, basic and amphoteric oxides; Preparation, structure and  properties  of ozone; Allotropes of sulphur; Production of sulphur and sulphuric acid; Structure and  properties  of oxides, oxoacids, hydrides and halides of sulphur. 6. Group 17 and group 18 elements: Structure and  properties  of hydrides, oxides, oxoacids of chlorine; Inter halogen compounds; Bleaching Powder; Preparation, structure and  reactions  of xenon fluorides, oxides, and oxoacids. 7. -block elements: General trends in the chemistry of first row transition elements; Metallic character; Oxidation state; Ionic radii; Catalytic properties; Magnetic properties; Interstitial compounds; Occurrence and extraction of iron, copper, silver, zinc, and mercury; Alloy formation; Steel and some important alloys; preparation and properties of CuSO4, K2Cr2O7, KMnO4, Mercury halides; Silver nitrate and silver halides; Photography. 8. f-block elements: Lanthanides and actinides; Oxidation s tates and chemical reactivity of lanthanide compounds; Lanthanide contraction; Comparison of actinides and lanthanides. . Coordination Compounds: Coordination number; Ligands; Werner's coordination theory; IUPAC nomenclature; Application and importance of coordination compounds (in qualitative analysis, extraction of metals and biological systems e. g. chlorophyll, vitamin B12, and hemoglobin); Bonding: Valence-bond approach, Crystal field theory (qualitative); Stability constants; Shapes, color and magnetic properties; Isomerism including stereoisomerisms; Organometallic compounds. 10. Principles of Organic Chemistry and Hydrocarbons 1.Classification: Based on functional groups, trivial and IUPAC nomenclature. 2. Electronic displacement in a covalent bond: Inductive, resonance effects, and hyperconjugation; free radicals; carbocations, carbanion, nucleophile and electrophile; types of reactions. 3. Alkanes and cycloalkanes: Structural isomerism and general properties. 4. Alkenes an d alkynes: General methods of preparation and reactions, physical properties, electrophilic and free radical additions, acidic character of alkynes and (1,2 and 1,4) addition to dienes. 5.Aromatic hydrocarbons: Sources; Properties; Isomerism; Resonance delocalization; polynuclear hydrocarbons; mechanism of electrophilic substitution reaction, directive influence and effect of substituents on reactivity. 6. Haloalkanes and haloarenes: Physical properties, chemical reactions. 7. Petroleum: Composition and refining, uses of petrochemicals. 11. Stereochemistry 1. Introduction: Chiral molecules; Optical activity; Polarimetry; R,S and D,L configurations; Fischer projections; Enantiomerism; Racemates; Diastereomerism and meso structures. . Conformations: Ethane, propane, n-butane and cyclohexane conformations; Newman and sawhorse projections. 3. Geometrical isomerism in alkenes 12. Organic Compounds with Functional Groups Containing Oxygen and Nitrogen 1. General: Electronic structure, imp ortant methods of preparation, important reactions and physical properties of alcohols, phenols, ethers, aldehydes, ketones, carboxylic acids, nitro compounds, amines, diazonium salts, cyanides and isocyanides. 2.Specific: Effect of substituents on alpha-carbon on acid strength, comparative reactivity of acid derivatives, basic character of amines and their separation, importance of diazonium salts in synthetic organic chemistry 13. Biological, Industrial and Environmental chemistry 1. The Cell: Concept of cell and energy cycle. 2. Carbohydrates: Classification; Monosaccharides; Structures of pentoses and hexoses; Anomeric carbon; Mutarotation; Simple chemical reactions of glucose, Disaccharides: reducing and non-reducing sugars – sucrose, maltose and lactose; Polysaccharides: elementary idea of structures of starch and cellulose. . Proteins: Amino acids; Peptide bond; Polypeptides; Primary structure of proteins; Simple idea of secondary , tertiary and quarternary structures of proteins; Denaturation of proteins and enzymes. 4. Nucleic Acids: Types of nucleic acids; Primary building blocks of nucleic acids (chemical composition of DNA ;amp; RNA); Primary structure of DNA and its double helix; Replication; Transcription and protein synthesis; Genetic code. 5. Lipids, Hormones, Vitamins: Classification, structure, functions in biosystems. 6.Polymers: Classification of polymers; General methods of polymerization; Molecular mass of polymers; Biopolymers and biodegradable polymers; Free radical, cationic and anionic addition polymerizations; Copolymerization: Natural rubber; Vulcanization of rubber; Synthetic rubbers. Condensation polymers. 7. Pollution: Environmental pollutants; soil, water and air pollution; Chemical reactions in atmosphere; Smog; Major atmospheric pollutants; Acid rain; Ozone and its reactions; Depletion of ozone layer and its effects; Industrial air pollution; Green house effect and global warming; Green Chemistry. . Chemicals in medicin e, health-care and food: Analgesics, Tranquilizers, antiseptics, disinfectants, anti-microbials, anti-fertility drugs, antihistamines, antibiotics, antacids; Cosmetics: Creams, perfumes, talcum powder, deodorants; Preservatives, artificial sweetening agents, antioxidants, and edible colours. 9. Other Industrial Chemicals: Dyes: Classification with examples – Indigo, methyl orange, aniline yellow, alizarin, malachite green; Advanced materials: Carbon fibers, ceramics, micro alloys; Detergents; Insect repellents, pheromones, sex attractants; Rocket Propellants. 4. Theoretical Principles of Experimental Chemistry 1. Volumetric Analysis: Principles; Standard solutions of sodium carbonate and oxalic acid; Acid-base titrations; Redox reactions involving KI, H2SO4, Na2SO3, Na2S2O3and H2S; Potassium permanganate in acidic, basic and neutral media; Titrations of oxalic acid, ferrous ammonium sulphate with KMnO4, K2 Cr2O7/Na2S2O3, Cu(II)/Na2S2O3 2. Qualitative analysis of Inorganic Sal ts: Principles in the determination of the cations Pb2+, Cu2+, As3+, Mn2+, Zn2+, Co2+, Ca2+, Sr2+, Ba2+, Mg2+, NH4+, Fe3+, Ni2+ and the anions CO32-, S2-,SO42-, SO32-, NO2-, NO3-, Cl-, Br-, I-, PO43-, CH3COO-, C2O42-. 3. Physical Chemistry Experiments: crystallization of alum, copper sulphate, ferrous sulphate, double salt of alum and ferrous sulphate, potassium ferric sulphate; Temperature vs. solubility; pH measurements; Lyophilic and lyophobic sols; Dialysis; Role of emulsifying agents in emulsification. Equilibrium studies involving (i) ferric and thiocyanate ions (ii) [Co(H2O)6]2+ and chloride ions; Enthalpy determination for (i) strong acid vs. trong base neutralization reaction (ii) hydrogen bonding interaction between acetone and chloroform; Rates of the reaction between (i) sodium thiosulphate and hydrochloric acid, (ii) potassium iodate and sodium sulphite (iii) iodide vs. hydrogen peroxide, concentration and temperature effects in these reactions; 4. Purification Methods: Filtration, crystallization, sublimation, distillation, differential extraction, and chromatography. Principles of melting point and boiling point determination; principles of paper chromatographic separation – Rf values. 5.Qualitative Analysis of Organic Compounds: Detection of nitrogen, sulphur, phosphorous and halogens; Detection of carbohydrates, fats and proteins in foodstuff; Detection of alcoholic, phenolic, aldehydic, ketonic, carboxylic, amino groups and unsaturation. 6. Quantitative Analysis of Organic Compounds: Basic principles for the quantitative estimation of carbon, hydrogen, nitrogen, halogen, sulphur and phosphorous; Molecular mass determination by silver salt and chloroplatinate salt methods; Elementary idea of mass spectrometer for accurate molecular mass determination; Calculations of empirical and molecular formulae. . Principles of Organic Chemistry Experiments: Preparation of iodoform, acetanilide, p-nitro acetanilide, di-benzyl acetone, aniline yello w, beta-naphthol; Preparation of acetylene and study of its acidic character. BITSAT 2010 Physics Syllabus 1. Units ;amp; Measurement 1. Units (Different systems of units, SI units, fundamental and derived units) 2. Dimensional Analysis 3. Precision and significant figures 4. Fundamental measurements in Physics (Vernier calipers, screw gauge, Physical balance etc) 2. Kinematics 1. Properties of vectors 2. Position, velocity and acceleration vectors . Motion with constant acceleration 4. Projectile motion 5. Uniform circular motion 6. Relative motion 3. Newton's Laws of Motion 1. Newton's laws (free body diagram, resolution of forces) 2. Motion on an inclined plane 3. Motion of blocks with pulley systems 4. Circular motion – centripetal force 5. Inertial and non-inertial frames 4. Impulse and Momentum 1. Definition of impulse and momentum 2. Conservation of momentum 3. Collisions 4. Momentum of a system of particles 5. Center of mass 5. Work and Energy 1. Work done by a force 2. Kinetic energy and work-energy theorem 3.Power 4. Conservative forces and potential energy 5. Conservation of mechanical energy 6. Rotational Motion 1. Description of rotation (angular displacement, angular velocity and angular acceleration) 2. Rotational motion with constant angular acceleration 3. Moment of inertia, Parallel and perpendicular axes theorems, rotational kinetic energy6. 4 Torque and angular momentum 4. Conservation of angular momentum 5. Rolling motion 7. Gravitation 1. Newton's law of gravitation 2. Gravitational potential energy, Escape velocity 3. Motion of planets – Kepler's laws, satellite motion . Mechanics of Solids and Fluids 1. Elasticity 2. Pressure, density and Archimedes' principle 3. Viscosity and Surface Tension 4. Bernoulli's theorem 9. Oscillations 1. Kinematics of simple harmonic motion 2. Spring mass system, simple and compound pendulum 3. Forced ;amp; damped oscillations, resonance 10. Waves 1. Progressive sinusoidal waves 2. Standing wa ves in strings and pipes 3. Superposition of waves beats 11. Heat and Thermodynamics 1. Kinetic theory of gases 2. Thermal equilibrium and temperature 3. Specific heat 4. Work, heat and first law of thermodynamics 5. nd law of thermodynamics, Carnot engine – Efficiency and Coefficient of performance 12. Electrostatics 1. Coulomb's law 2. Electric field (discrete and continuous charge distributions) 3. Electrostatic potential and Electrostatic potential energy 4. Gauss' law and its applications 5. Electric dipole 6. Capacitance and dielectrics (parallel plate capacitor, capacitors in series and parallel) 13. Current Electricity 1. Ohm's law, Joule heating 2. D. C circuits – Resistors and cells in series and parallel, Kirchoff's laws, potentiometer and Wheatstone bridge, 3.Electrical Resistance (Resistivity, origin and temperature dependence of resistivity). 14. Magnetic Effect of Current 1. Biot-Savart's law and its applications 2. Ampere's law and its applications 3. L orentz force, force on current carrying conductors in a magnetic field 4. Magnetic moment of a current loop, torque on a current loop, Galvanometer and its conversion to voltmeter and ammeter 15. Electromagnetic Induction 1. Faraday's law, Lenz's law, eddy currents 2. Self and mutual inductance 3. Transformers  and generators 4. Alternating current (peak and rms value) . AC circuits, LCR circuits 16. Optics 1. Laws of reflection and refraction 2. Lenses and mirrors 3. Optical  instruments  Ã¢â‚¬â€œ telescope and  microscope 4. Interference – Huygen's principle, Young's double slit experiment 5. Interference in thin films 6. Diffraction due to a single slit 7. Electromagnetic waves and their characteristics (only qualitative ideas), Electromagnetic spectrum 8. Polarization – states of polarization, Malus' law, Brewster's law 17. Modern Physics 1. Dual nature of light and matter – Photoelectric effect. De Broglie wavelength 2.Atomic models – Rutherf ord's experiment, Bohr's atomic model 3. Hydrogen atom spectrum 4. Radioactivity 5. Nuclear reactions: Fission and fusion, binding energy BITSAT 2010 Mathematics Syllabus 1. Algebra 1. Complex numbers, addition,  multiplication, conjugation, polar representation,  properties  of modulus and principal argument, triangle inequality, roots of complex numbers,  geometric  interpretations. 2. Theory of  Quadratic equations,  quadratic equations  in real and complex number system and their solutions, relation between roots and coefficients, nature of roots, equations reducible toquadratic equations. . Logarithms and their  properties. 4. Arithmetic,  geometric  and harmonic progressions, arithmetic,  geometric  and harmonic means, arithmetico-geometric  series, sums of finite arithmetic and  geometric  progressions, infinitegeometric  series, sums of squares and cubes of the first n natural numbers. 5. Exponential series. 6. Permutations and combinations, Permutations as an arrangement and combination as selection, simple applications. 7. Binomial theorem for a positive integral index,  properties  of binomial coefficients. 8.Matrices and determinants of order two or three,  properties  and evaluation of determinants, addition and  multiplication  of matrices, adjoint and inverse of matrices, Solutions of simultaneous linear equations in two or three variables. 9. Sets, Relations and Functions, algebra of sets applications, equivalence relations, mappings, one-one, into and onto mappings, composition of mappings. 10. Mathematical Induction 11. Linear Inequalities, solution of linear inequalities in one and two variables. 2. Trigonometry 1. Trigonometric ratios, functions and identities. . Solution of trigonometric equations. 3. Properties  of triangles and solutions of triangles 4. Inverse trigonometric functions 5. Heights and distances 3. Two-dimensional Coordinate Geometry 1. Cartesian coordinates, distance between two points, section formulae, shift of origin. 2. Straight lines and pair of straight lines: Equation of straight lines in various forms, angle between two lines, distance of a point from a line, lines through the point of intersection of two given lines, equation of the bisector of the angle between two lines, concurrent lines. .Circles and family of circles : Equation of circle in various form, equation of tangent, normal ;amp; chords, parametric equations of a circle , intersection of a circle with a straight line or a circle, equation of circle through point of intersection of two circles, conditions for two intersecting circles to be orthogonal. 4. Conic sections: parabola, ellipse and hyperbola their eccentricity, directrices ;amp; foci, parametric forms, equations of tangent ;amp; normal, conditions for y=mx+c to be a tangent and point of tangency. . Three dimensional Coordinate Geometry 1. Direction cosines and direction ratios, equation of a straight line in space and skew lines. 2. Angle between two lines whose direction ratios are given 3. Equation of a plane, distance of a point from a plane, condition for coplanarity of three lines. 5. Differential calculus 1. Domain and range of a real valued function, Limits and Continuity of the sum, difference, product and quotient of two functions, Differentiability. 2.Derivative of different types of functions (polynomial, rational, trigonometric, inverse trigonometric, exponential, logarithmic, implicit functions), derivative of the sum, difference, product and quotient of two functions, chain rule. 3. Geometric  interpretation of derivative, Tangents and Normals. 4. Increasing and decreasing functions, Maxima and minima of a function. 5. Rolle's Theorem, Mean Value Theorem and Intermediate Value Theorem. 6. Integral calculus 1. Integration as the inverse process of differentiation, indefinite integrals of standard functions. . Methods of integration: Integration by substitution, Integration by parts, int egration by partial fractions, and integration by trigonometric identities. 3. Definite integrals and their  properties, Fundamental Theorem of Integral Calculus and its applications. 4. Application of definite integrals to the determination of areas of regions bounded by simple curves. 7. Ordinary Differential Equations 1. Variables separable method. 2. Solution of homogeneous differential equations. 3. Linear first order differential equations 8.Probability 1. Addition and  multiplication  rules of probability. 2. Conditional probability 3. Independent events 4. Discrete random variables and distributions 9. Vectors 1. Addition of vectors, scalar  multiplication. 2. Dot and cross products of two vectors. 3. Scalar triple products and their geometrical interpretations. 10. Statistics 1. Measures of dispersion 2. Measures of skewness and Central Tendency 11. Linear Programming 1. Formulation of linear Programming 2. Solution of  linear Programming, using graphical method.

Bridgeton Industries Essay

1. Describe the competitive environment for Bridgeton as well as the cost accounting system currently in use. When foreign competition and scarce, expensive gasoline began to play an important role in the market, Bridgeton began to lose domestic market share. The ACF Bridgeton plant faced new challenges in their production that led them to serious cutbacks like the closing of the ACF plant for manufacture of fuel-efficient diesel engines. By 1987, they classified their products in terms of â€Å"world class† competitive position and potential. With four criteria (quality, customer service, technical capability and competitive cost position) they classified their products in Class I (remain), II (observe) and III (outsource). The classification allowed Bridgeton to take decisions on how to better manage their products performance compared to their competitors. The cost accounting system was product costing, a mixed between job costing and process costing. 2. Explain why manifolds moved from Class II to Class III after oil pans and muffler-exhaust systems had been outsourced from the AC F. Despite improvements in the production process manifolds were downgraded from Class II to III. The results were not sufficient, even though they increased the uptime from an average of 30% to 65% they were behind their Japanese competitors that reached a â€Å"world class† goal of 80% uptime. In addition, as seen in Exhibit 2, the direct material costs for manifolds (based on stainless steel) is extremely high as a percentage of sales (around 40%) compared to the other products manufactured at ACF and at a better Class level. However, there was a doubt on this move due to the possibility of new market requirements for lighter weight (more efficient manifolds). This represented a good opportunity for ACF because as they manufactured manifolds with stainless steel, demand could increase and therefore selling price too.

Charter and private schools Essay Example | Topics and Well Written Essays - 500 words

Charter and private schools - Essay Example On the other hand private schools are schools that do not lie under the jurisdiction of the local as well as the state government and are basically run on the funding based on the fees collected from the students (Haertal 1987). The charter and private schools have different methods of running their administration and have comparable differences in their working and student selection. Charter schools are basically schools that are run from the public funds and they may be started by parents or other groups in community. They have their own teaching standards and they are not liable to strict regulations of the state that imply for other public schools. These implications include the production of specific results during a particular time period. But another important feature of these schools is that if they fail to provide for certain set standards by the state, they may be closed. Charter schools are free and do not charge fees from the students. This has called for their importance amongst the poor groups and communities who would otherwise not be able to send their children to schools. Also the charter schools may be started in old buildings and they do not follow the structural norms of public schools. It is believed that the basic goal of these schools is to provide for education of those people who may otherwise not be able to attend public schools.

PUBLIC ADMIN police foundations Essay Example | Topics and Well Written Essays - 2500 words

PUBLIC ADMIN police foundations - Essay Example The very fact that Canada is one of the most competitive societies compared to that of the dominating countries, along time the US has proved its ability to spread its dominion in almost any form of government. No matter how hard Canada shall deny the fact that they will outlive the power of America, they will not be able to do so, without learning the American verity. Further, the US is globally recognized to be the biggest fish in the ocean of commerce that those who intend to fish for a greater catch will need to go along with the flow of the ocean. Hence, it is evident that Canada is thriving hard to sustain its social ego to combat in the realm of trade and commerce against America. Statistical repots have shown that there exist an immense issue with regard to the status of the US-Europe, being the next big star in the limelight-and that Canada is looking for means to beat the mark which has long boggled their economical egos. However, Canadians become unaware that the more they try to fit in the world of lights and glory, they are already becoming Americans in that certain field. The maple is blooming with fine fruits but its roots are being blown by the hurricanes of Americanization-little do we know, the trunk could no longer hold its origin and the bigger tree will overrate Canada's empire. Which level of law enforcement is most effective Unexpected circumstances come in the most unanticipated manner in any form of state. Due to the immense rise of globalization, competition and the never-ending debate on worldwide dominion, terrorism has prudently become the top rated problems in any country. However, in the age of the 21st Century, several critics and environmentalists struck the humankind with the shocking discovery on the condition of the earth's ozone layer. Global warming, the most controversial environmental dilemma has now been marked as a truth in the society's lists of dreadfulchaos. With this, the Canadians-like all the other members of the United Nations are building a campaign in saving the environment for the sake of the future's generation. As a matter of fact, the pressure has been given to every resident in the country wherein the levelof enforcing the laws, which adheres to the campaign, has brought several individuals to a sudden dismay. Not only that, long term plans for development in infrastructures and other sort of governmental plans also shifted in an enormous diversion of financial allocations. It may then be argued that the enforcement on environmental awareness has moved even the large companies in the area of jurisdiction and the famous political icons (Parson). In a logical point of the argument, it shows that the law has been treated in flying colors-a very rare scenario in the context of liberalism. Moreover, the fact that the policies in environmental control have already started a milestone with explicit results in success, collaboration is considerably at its peak. Health along with resources is undeniably the most well

Stress Management Assignment Example | Topics and Well Written Essays - 500 words - 2

Stress Management - Assignment Example The responses to the stressor depict the developmental stages of these family members (Gradus et al., 2014). In perspective, the son is in early childhood development stage while the husband is in the old age stage. On the other hand, the daughter is middle-aged and the patient is in the adulthood stage of development. The RN determines whether the defense mechanism is harmful or helpful through the analyzing the symptoms of the client. For instance, in the denial stage, the client might start to act negatively like withdrawal from the public. Nursing diagnosis The mother is facing a risk for the post-trauma syndrome and it is emanating from the loss of her felinity coupled with social discrimination. The symptoms are grieving over her femininity loss. The husband is having a difficult time to cope with the family stress (Gradus et al., 2014). The ineffective coping comes from the family image due to the loss of femininity of the wife and symptoms are engaging in religious activities to cover up the family’s image. Further, the daughter is suffering from the readiness to enhance the family coping strategies. The situation comes up from the mother’s state and she wants to help her cope with the mastectomy stress. The case has characteristics of overindulging in her mother’s activities as a mechanism to help her cope. Moreover, the son has ineffective denial whereby he fails to agree to the mother’s situation and gets characterized by total refusal to concede to his mother’s situation.

Nursing Essay on Gerontology Example | Topics and Well Written Essays - 750 words

Nursing on Gerontology - Essay Example Thus, the three main nursing diagnoses of the patient are 1) ineffective airway clearance related to pneumonia and chronic obstructive pulmonary disease (COPD), 2) impaired gas exchange related to acute and chronic lung disease, and 3) displaying symptoms of depression due to respiratory illness. It is highly possible that her respiratory condition is caused by her history of smoking. Cigarette contains noxious chemicals that irritate the respiratory lining. These protective mechanisms include the increased production of mucus layers the epithelium to prevent the chemicals from reaching the cells, causing further damage. In addition, the respiratory cells to divide in a faster rate to try to compensate for the chemical-induced tissue injury. As a result, the normally one-cell thick respiratory epithelium that is able to facilitate gas exchange between the atmosphere and blood is now converted to a thick epithelium with multiple cell layers, which decreases the amount of air passing t hrough. This clinically presents as ineffective airway clearance, causing impaired gas exchange, thus explaining the shortness of breath experienced by the patient, and the need for supplement oxygen to meet the demands of the body (Reilly, Silverman & Shapiro, 2012, pp. 2153-2154). Addressing the first two nursing diagnoses should be prioritized because these two are the ones causing the depression. In fact, it is estimated that almost one-third of individuals suffering from a chronic medical condition present with signs of depression. When a person acquires a chronic illness, he or she must adjust both to the disease and to its treatment. Consequently, the health condition can affect a person’s independence, quality of life and perception. These changes cause significant stress that can push a person to abnormal levels of sadness, causing depression. Although a lesser priority, this nursing diagnosis should also be addressed since the loss of interest, sleep disturbance and repeated thoughts of death or suicide can adversely affect management of the concomitant respiratory disease (Cleveland Clinic, 2009). III. Open-Mindedness Again, the patient has depression resulting from the inconvenience brought by ineffective airway clearance and impaired gas exchange due to chronic airway obstruction, not elsewhere classified. Based on this statement, the measurable outcome should include 1) increased forced expiratory volume in a second (FEV1) to demonstrate improvement in airway clearance 2) increased oxygen saturation of hemoglobin to objectively measure improvement in gas exchange, and 3) better functional status (SF-36 Health Survey) score compared to before treatment. IV. Inquisitiveness Nurses have a vital role in the achievement of these outcomes. To improve FEV1 and oxygen saturation, nurses should first be familiar with the management plan of the patient. A) They ensure that the patient’s medications, bronchodilators for airway obstruction and supplemental oxygen to improve gas exchange, are being taken as per the doctors’ orders, so that homecare can become an option (Hernandez et al., 2008). B) Any questions about these medications, both by the patient and her family, should be addressed to promote compliance and adherence. By doing so, this can involve the family into the patient management (Jonsdottir, 2008). C) Also, the patient should be guided during the measurement of FEV1 using spirometer and oxygen satura

Macro Economics Essay Example | Topics and Well Written Essays - 750 words

Macro Economics - Essay Example INFORMATION PRESENTED IN THE ARTICLE: The article summarizes current situation of the economy of United States and comment on the different policies and initiatives taken by the government. Writer, with the help of this article, wants to explain the changing attitude of the consumers in the market of United States. The ongoing decreases in the income level have resulted in generation of feelings against the government of United States. There has been around 9.8 percent decline in the national income, for the period starting from recession till June 2011, which is highest in previous some decades (Pear). Although there have been slight improvement in the unemployment rate, the overall wage rate has been stagnant or decreasing. Different factors have been identified for this by the writer like increasing number of people looking for jobs, people are ready to work at low wages, and the wage rate per hour is not able to cover the increase in the overall cost because of inflation (Pear). Along with this the writer has presented the ideas of different economists and analysts, who are of the view that recession has not yet ended for the economy of United States of America. People are facing serious issues because of the lack of jobs and reduced wage rates. As a result the overall spending has also decreased. EVALULATION AND EXPLANATION OF THE ARTICLE: In the article, Pear has provided different statistics in order to prove the decline in the overall household income and take home wages. Article presents different reasons behind the decline of this wage rates and national income. One main reason is the growing unemployment rate, there are increasing number of people who are looking for jobs out there. Owing to the increase in the unemployment rate, people working in different organizations cannot demand for salary increase. Unemployed people are ready to work at low wage rates, which further put downward pressure on the average wage rates in United States. This change can be explained with the help of the concept of supply and demand in the labor market. It has been known through the concept of the Marginal Productivity, that there is an inverse relationship between the wage rate and the demand of the labor. On the other hand the supply of the labor is directly related with the wage rate. If the supply of the labor is more than the demand of the labor, a situation which results in unemployment, the overall wage rates in the economy decrease considerably (Mankiw, 376-388). The decreased wage rate and increasing unemployment level has direct impact on the consumption and spending of the consumers which in turn influence the total GDP and output of any economy. The total output or GDP consists of different components namely: private consumption, government spending, investments, and net exports i.e. exports minus the imports (Leamer, 44-45). GDP = C + I + X – M Private consumption is related to the level of earnings of the people. The disposa l income is the income earned by people after paying the taxes (Arnold, 209). The consumption is equal to disposal income plus savings. C = Yd + S Consumption function describes the direct relationship between private consumption and disposal income. Slope of the consumption function is known as the marginal propensity to consume, which explains the change in consumption because of the change in disposal income (Wessels, 139-141). C = a + bYd Where: a =

Discussion unit 2 Assignment Example | Topics and Well Written Essays - 250 words

Discussion unit 2 - Assignment Example Therefore, giving them a new pair of shoes will be like a miracle to them. When a person receives a present that he was not expecting, it is magical and unique. In the case of children walking bare footed in Africa, they are facilitated by the company and made to experience the beauty of putting on shoes when they know they cannot even afford the shoes. Such approaches show the power of miracle or fate as explained in the society. The support of the underprivileged in the society is vital because it makes the world a better place for everyone. The support of such programs as one for one shoe program of the company should be the ultimate goal for the members of the society. In addition, several privileges are not enjoyed by the less fortunate in the society. In fact, the main goal of the society is to offer support for the less fortunate. There are several people who will assist me in the writing process, and the most integral person is my close friend. He has been of immense help when handling the issues of writing. In addition, I intend to address look at Richard Branson of Virgin Atlantic as an inspirational

Badiou's Versus Levina's Works Essay Example | Topics and Well Written Essays - 1000 words

Badiou's Versus Levina's Works - Essay Example There are some of the differences and similarities between Badiou’s and Levina’s thinking. Badiou holds the view that philosophy is based on four fundamental conditions that include: art, science, politics and love. Each of these four conditions is fully independent from the other as ‘truth procedures’. Badiou insists that philosophy has to avoid a situation where it will be in a position to give its whole intellectual endeavors to any of the truth procedures a situation referred to as suturing. If by any chance this is allowed to occur (which was the mainly the case during the 19th and the 20th centuries), the outcome that results from it is what he referred to as a ‘philosophical disaster’. Hence according to Badiou’s thinking, philosophy is a way of thinking concerning the compossibility of the said truth procedures through investigating the relations between the unique truth procedures. For instance, the relation between art and love in the case of a novel or it may be done through the more conventionally philosophical role, whereby the categories are addressed such as truth or subject (Barker 64). According to Badiou, the four truth procedures are genuinely addressed by philosophy as opposed to suturing desertion of philosophy. Theoretical term is a distinct character that is associated with philosophy i.e. aesthetics as opposed to art, metapolitics as opposed to politics and ontology as opposed to science. Truth in the case of Badiou is considered as a philosophical category. In philosophy, several conditions are ‘truth procedures’ that is to say that the resultant product of their pursuance is truth and it is only philosophy that can refer to these several truth procedures as so. For instance, the lover does not regard her feelings as a question of truth but she only sees it as a question of love. It is only a philosopher who sees the love of a true lover as a revelation of truth. Badiou’ s concept of truth is a very meticulous one and is heavily against the direction of much of the modern European thought. At once, he accepts the conventional contemporary notion that truths are said to be indisputably invariant that is, they are always everywhere, eternal and do not change. Throughout his work, Badiou’s notion of truth has uncoupled self evidence and the idea of invariance which does not simply denote self evidence besides uncoupling the notion of relativity from the notion of constructedness i.e. constructedness does not result to relativism (Levina and Bradley 67). Levina’s work is centered primarily on the ethics of the other. According to him, the other is unknown and consequently cannot be objectified into the self as in the case of traditional metaphysics. He prefers to see philosophy as the â€Å"wisdom of love† rather than the love of wisdom. Levina derives the basis of his philosophy in ethics from the understanding of the interaction w ith each other. According to him, this encounter is a privileged phenomenon whereby the proximity of the other person is felt intensely. The revelation of the other person is not to negate in a phenomenal of calmness. Also the face’s revelation entails a demand which is before the expression or knowledge of one’

Seeking creative talents for visual design Essay

Seeking creative talents for visual design - Essay Example Aside from genuine enthusiasm to decorate one’s home, I also love to travel and to immerse myself in varied forms and styles of art in diverse genres. Upon remuneration, I am realized the determination to pursue a career in fashion, interior design and visual communication which brought me to the Fashion Institute of Design and Merchandising (FIDM). A quick glimpse of what FIDM offers immediately enticed my appeal. I chose FIDM for various reasons such as the commitment for the development of creative, innovative and leadership skills in the fields of Fashion, Visual Arts, Interior Design, and Entertainment. The varied options and alternatives of creative majors to choose from give me ample leeway to determine the career paths and the degree programs to pursue. Further, the expanse of industry contacts that FIDM is affiliated with would assist in defining employment opportunities that would help in the achievement of personal and professional goals. Actually, I plan to major i n visual communications due to the diversity in career paths and more varied opportunities open for graduates. As indicated, there are eight possible career options from majoring in visual communications, to wit: fashion public relations specialist, fashion stylist, promotions and events coordinator, retail visual and merchandise coordinator, set decorator, store visual manager, visual design director and visual stylist. I envision continuing to path that I have already. Further, the expanse of industry contacts that FIDM.

Acre Wood Retirement Community Case Study Essay Example for Free

Acre Wood Retirement Community Case Study Essay The pool design was not in tune with the original design, so what was promised was not delivered. Funds allotted were not fully used. Sarah’s complaint in the newspaper would create another legal issue and would invite public outcry against the organization. Ethical issues: The director was not concerned about the welfare of public even though the organization’s mission was to improve the quality of life of its residents both physically and emotionally. Lack of commitment to visit the pool and refusing to look into Sarah’s complaints were other ethical issues. A2.   The behaviour of director only promoted greed (underutilization of money), irresponsibility (refusing to visit the pool and not listening to the complaints), unethical practices (not concerned about public safety; totally against the organization’s vision) and partiality (promoting Gene who wasn’t complaining) A3.   A role model is some one who inspires, motivates and ultimately brings out the best in the follower by making him realize his own potential. Ethics are one of the key determinants of a role model. An ethical role model is one who puts his organization’s goal ahead of his personal goals, who does not promote malpractices, who is always ready to look in to matters which interest public health and welfare and one who is always ready to listen to his employees suggestion. The director had all the qualities missing which surely don’t make him an ethical role model.

Program Notes About Musical Composers Music Essay

Program Notes About Musical Composers Music Essay Sweelinck was the last and most important composer of the musical era of the Netherlanders and one of the most famous organists and teachers of his time. None of his vocal works were set in his native language -they were mostly in French- and none of his sacred songs were written for public worship services but rather for private gatherings. Chantez à   Dieu is a setting of Psalm 96 as presented in the French Metric Psalter of Clà ©ment Marot and Thà ©odore de Bà ¨ze, later to be known as the Genevan Psalter. In this Psalter the Psalms are versified and assigned to a melody built from the church modes; Psalm 96 being assigned to a melody built in the Dorian mode. Sweelinck sets his polyphonic version in the style of the cantus firmus psalm, where the quoted melody is dispersed among different voices and interrupted by interludes that reference the original melody in rhythmic and melodic derivations. Chantez à   Dieu was published in Sweelincks Livre quatriesme et conclusionnal d es pseaumes de David in 1621, concluding thus his setting of all the Psalms shortly before his death. Sweelincks polyphonic setting of the complete Psalter is considered a monument of Netherlandish music and unequalled in the sacred polyphony of its time. Palestrina stands in music history as one of the towering composers of the 16th century and a very prolific composer of church music. The mastery and balance of his polyphonic style helped reconcile the functional and aesthetic aims of Catholic church music of the post-Tridentine era (after the Council of Trent), earning him the mythical status of savior of church music. Sicut Cervus is found in Palestrinas second book of motets for four voices, Moctetorum liber secundus (1584). Both the first and second books of motets for four voices depict the equilibrium in composition that has been seen as the hallmark of Palestrinas polyphony: successive melodic segments carefully crafted to create a well-balanced melodic motion, even in inner voices, and a control of dissonance that creates a texture of great purity and consistency of sonority. Sicut Cervus is a good example of such polyphony. Palestrina crafts the motet in a way in which the imitative lines are almost identical to each other and with melodic entrances on either the first or fifth scale degrees creating a very balanced and open sonority. Word painting is achieved with melismatic runs on the word aquarum implying the movement of the water, syncopated movement and entrances at the fourth and sixth scale degrees at desiderat implying the dramatic desire, and syncopated melismas in the first and fifth scale degrees to emphasize the word God at Deus. The Silver Swan (1612) Orlando Gibbons (1583-1625) Gibbons was one of the leading English composers of the early 17th century and a noted keyboard virtuoso. His reputation as a composer rests largely on his sacred works, which circulated widely and are still a part of the English sacred music repertory. The Silver Swan and almost all of his secular output are contained in his First Set of Madrigals and Motets (1612), work that demonstrates Gibbons affinity to the earlier tradition of the partsong and consort song. In The Silver Swan, Gibbons presents the ancient legend of the swan, who lives in silence all its life but breaks into beautiful singing moments before its death. Word painting is achieved by the use of polyphony, adding imitative lines to the initial homophonic structure and multiplying the recurrences of the lines as death approaches. The imitative lines disappear at the cadence of Leaning her breast against the reedy shore where a raised fourth and a lowered seventh create a poignant harmony resembling the death of the s wan and leave a mostly homophonic structure with one distinctive line, reminiscent of the swan, fading into the final cadence. Il bianco e dolce cigno (1593) Jacques Arcadelt (1507-1568) The eroticism of the poem becomes evident as the lyricist contrasts his own death to that of the mythical swan: while the swan literally dies, the poet suffers a figuratively kind of death, one that fills him with desire and would very willingly endure thousandfold a day! The piece is mostly homophonic and thus lends itself for text painting in various ways. A lowered seventh adds poignancy to the crying at ed io piangendo, a sudden short polyphonic section with a momentary resolution to the deceptive paints the blissfulness at io moro beato and, after another homophonic session, a sudden outburst of close imitative polyphony that actively layers melodies on top of each other creates the anxious excitement and intimacy of the daily thousand deaths. Il bianco e dolce cigno was published in Arcadelts Il primo libro di madrigali (1539). Though he excelled in other genres and also published four more collections of madrigals, Il primo libro di madrigali became his most well known work an d was very widely disseminated. Paintings of the time depict musicians playing Arcadelts compositions, portraying thus the acquired fame of the composer. Cantique de Jean Racine (1865) Gabriel Faurà © (1845-1924) Faurà ©s Cantique is a paraphrase of the Tuesday matins hymn Consors paternis luminis, traditionally ascribed to St. Ambrose, written by the 17th century poet and dramatist Jean Racine. Published in Nicolas Letorneuxs Brà ©viaire Romain en latin et franà §ais (1688), the poem was soon condemned as heretic and banned from liturgical practice due to its Jancenistic tendencies (differing theological movement). The ban was subsequently removed but the poem was never included in the Roman Breviary. Faurà © set the poem to music in 1865 and it earned him the first prize in composition during his last year as student at the École Niedermeyer. Though a very young work, Faures Cantique de Jean Racine does reflect the style tendencies that the composer would later adopt, paying very special attention to harmony and sonority for expressive purposes. From the initial key of Db major Faure travels to the mediant tonality of f minor when depicting the supplication of the penitent, highligh ting the phrase divine saviour in its momentary parallel major tonality of Ab, returning immediately to f minor to finish the anguished petition. Back in the original key Faurà © places the request of Gods grace in the tonality of Ab, now serving as dominant, and moves to the parallel minor key of b-flat minor when depicting hell and a languishing soul. At the end of the work Faurà © returns to the original Db that modulates to its dominant Ab when referencing God, achieving thus the following harmonic associations throughout the work: Db for the supplicant people, f and b-flat minor for anguish and hell, and the dominant Ab as divine references. O sacrum convivium (1937) Olivier Messiaen Messiaens compositional style reflects the modernism of his time and its quest to depart from traditional Western harmony: looking back into the Greek modes, devising his own modes of limited transposition, and eventually incorporating his ornithology research into his works using his transcriptions of bird songs into his own compositions. Attributed to St. Thomas Aquinas, the Latin text of O sacrum convivium was included in the ancient liturgy of the Liber Usualis as a Second Vespers antiphon for the Feast of Corpus Christi depicting the wonder of the sacrament of the Eucharist (Holy Communion). According to the doctrine of transubstantiation, the given wine and bread are transformed into the literal blood and body of Christ. In his setting of O sacrum convivium, Messiaen constructs the haunting, mysterious atmosphere of this transubstantiation devising a very open organum-like harmonization for the lower three voices in the key of F# and traveling very chromatically through the ton alities of the dominant, the supertonic, the sub-dominant and the tonic, creating thus an eerie, solemn effect for the peculiar event. Messiaen adds poignancy and mystery by creating a melody reminiscent of early chant and borrowed from from foreign keys, primarily the parallel minor, and placing it in the top voice; juxtaposing it thus against the organum-like structure and clashing against its harmonies. Spaseniye sodelal (1912) Pavel Chesnokov (1877-1944) Composed in 1912, Chesnokovs Spaseniye is one of the last sacred works of the composer. After the Russian Revolution of 1917 Chesnokov was forced to turn to the composition of secular music: under the new Communist rule artists were prohibited to produce any kind of sacred art. In 1933 the Cathedral of Christ the Saviour in Moscow, whose last choirmaster had been Chesnokov, was demolished to construct a government building for the Soviet regime; after this action Chesnokov stopped composing music altogether. Spaseniye is a setting of Psalm 74:12 based on a Kievan chant and composed as a Friday communion hymn of the Russian Orthodox Church liturgy. Chesnokovs setting of the Kievan chant is harmonized in the tonalities of D major and the parallel key of b minor. The openness of the harmonic structure derives from the heavy usage of fifths and octaves, spanning a range from the low B in the bass line to the high A in the soprano line, constructed in a very homophonic texture that highli ghts the melodic content and the harmonic effect of the open chords. O schà ¶ne Nacht (1877) Johannes Brahms (1833-1897) One of the most prominent composers of the Romantic era, Johannes Brahms excelled in several of the traditional genres. In addition to his great contributions in the instrumental forms, Brahms also produced a rich repertory of choral music and is best known in this genre for his Ein deutsches Requiem and his motets. O schà ¶ne Nacht (1877) is found in a compilation of quartets for singers and piano, Brahmss Vier Quartette fà ¼r vier Singstimmen und Klavier, Opus 62 (1884). In O schà ¶ne Nacht, the poet Georg Friederich Daumer draws upon elements from nature to depict a lovely night, full of the urgency of young romance, and perfectly suited for a passionate fulfillment. Brahms music reflects this atmosphere creating a syncopated rhythm that arpeggiates harmonies in the offbeats, creating thus the effect of urgency and anxiety, ironically contrasting the serene description of the lovely night. Brahms affinity for word painting is reflected in his masterful musical depiction of the eroticism of the text. When the nightingale is referenced the rhythmic speed increases and the melody takes more excited jumps resembling the mighty singing of the bird, the excitement finds rhythmic and harmonic release at the end of the phrase through sextuplet driven harmonies. The very next reference is that of the youth drawing close to his beloved, Brahms sets the imagery by having the male voices sing their line and adding the female voices imitatively, layering the female sound on top of the male and thus creating a twirling effect for the two sounds that is released at the word gently, word that is emphatically repeated in duple meter pulses and is harmonically fulfilled at the final exclamation of the lovely night. The final lovely night is now fulfilled as the offbeat pulse has been decreased by sustaining the same notes, as opposed to the former arpeggiated form, and as a melodic accompaniment in the bass line soothes and alleviates this final release into calmness.

Pre Listening Stage English Listening Teaching

Pre Listening Stage English Listening Teaching Language can be recognized as a media of communication, rather than the simple complex of sound, vocabulary and grammar. English language teaching (ELT), therefore, has long been conducted through reading, listening as receptive skills and speaking, writing as productive skills in communication. Among all the factors, listening is an essential section of language competence and it indicates the comprehending of spoken language. During the process, listening input is usually accompanied with other sounds and sometimes with visual input (Lynch Mendelsohn, 2002). In making sense of the listening contents, the context of the communication happens in and listeners relevant prior knowledge is vital (ibid). However, as many linguists reviewed, listening has long been neglected until the early 1970s (Morley, 2001; Brown, 1987; Rivers, 1966). It is only since then that listening attracts more interests from linguists and researchers. Therefore, as it is far less studied than other fundamental skills, listening needs more research and is worth to be emphasized in ELT. II. An Overview of a Listening Lesson In the contemporary English language teaching and research, listening is becoming more and more important. Some researchers advocate and encourage teachers to apply listening strategies in classroom teaching and guide students to listen (Mendelsohn, 1994; Field, 1998). Listening approaches are also suggested and experienced. Harmer (1987) reviewed some basic principles of receptive skills and stated that, learners read and listen to language with purpose, desire and expectations. He further pointed out that, a lead-in stage can create expectations and arouse the students motivation in the following listening contents. Field (1998) proposed a diagnostic approach which involves pre-listening, listening and post-listening in a listening class. He asserts that the approach can check and adjust students listening skills through short micro-listening exercises. According to the introduction given by Hedge (2000), the process of listening class can be divided into three stages, pre-listenin g stage, while-listening stage and post-listening stage. 1. Pre-listening Stage It is commonly recognized that pre-listening is a preparation of the listening class. In this stage, teachers tend to arouse learners expectation and interest of the language text they are going to listen. They can also motivate learners by providing background knowledge of the text; organizing learners to discuss a picture or a related topic which involves in the text; asking some related questions to the text, and etc. In general, pre-listening plays a role of warming-up and the main aim of this stage is to make learners focus their attention on the following while-listening stage and decrease the difficulties of the text. It is more important in its relating to and being of help to many other aspects which will be represented later. 2. While-listening Stage While-listening is the main procedure of listening information input. In this stage, learners are given some audio materials for listening. Learners may be requested to deal with some questions with the listening materials, such as Yes/No questions, Cloze, True/False questions and etc. Usually learners need to answer the questions simultaneously or take note of some main points of the listening materials. Teachers, as a guide during this process take control of the speed of the materials, start or pause of the machine and raise some questions for discussions or give necessary explanations to help the learner comprehend the materials. Depending on the learners language level and the difficulty level of the materials, teachers can decide the times of presenting the listening materials. The purpose of while-listening is to provide the learners with audio material input with exercises and therefore promote the learners listening competence. 3. Post-listening Stage Post-listening is also an important stage as it reviews and checks the listening efficiency and result. During this stage, teachers are not only supposed to check the answers, they also need to lead the learners to consolidate the comprehension of the listening input. They can organize further discussions on the listening text, explain some new terms and phrases, summing up appeared language rules and designing some related exercise for the learners to strengthen their impression about the knowledge. In addition, giving a dictation on a summary of the text may check all the different language points and learners mastery of knowledge. Via the first two stages, learners have received many comprehensible input, thus, the purpose of post-listening is to transfer these input into intake. In another word, the stage of post-listening can be considered as a transformation of language knowledge to language competence in listening teaching section. III. The Essentiality of Pre-listening in a Listening Class Pre-listening, as the first stage of listening teaching, is long argued by linguists and teachers on its contexts and role in the listening teaching. For example, some researchers (Buck, 1991; Cohen, 1984) suggested arrange a question preview in pre-listening stage with the reason that it may guide the students attention in the right direction. On the contrary, others (Ur, 1984; Weir, 1993) argued that the question preview process may distract the learners from attending to the actual input. Hence, it is worthwhile to clarify the status of pre-listening in classroom teaching of listening. Before analyzing the role of pre-listening in the process of a listening class, it is useful to overview the difficulties in listening teaching initially so that the role of pre-listening stage can be further discussed. 1. The Difficulties in Teaching Listening Comparing to other language competence, such as reading and writing, listening has some specific features which could bring learners pressure and difficulty in dealing with it. They are concluded as follows (Lynch Mendelsohn, 2002; Thomson, 2005): High frequency in communication. Based on the investigation of Rivers and Temperley (1978), listening takes approximately 45% of the place in communication of an individuals daily life. Passivity. Apparently, listening is considered as a totally passive action in communication, though it is further regarded as an active process rather than its original passive role (Lynch Mendelsohn, 2002). Speediness and repeatlessness. Differ from reading, listening normally needs to process the information instantly and usually just once. It is not as flexible as in reading that readers can refer to the contents as many times as they like. Other widely-concerned aspects of natural characteristics. In the process of listening, many other aspects of language of knowledge are needed such as phonetic, vocabulary, grammar. Due to above features of listening, teaching listening was involved in an amount of difficulties. According to the introduction of Cherry (1957), in second and foreign language listening, most of the difficulties are caused by uncertainty which could present in the area of speech sounds and patterns, language and syntax, recognition of content and other influence of environment. The difficulties could show different representations in classroom teaching of listening: Learners could be anxious about a long text for the reason of lacking time to process information. Unfamiliar context and background could scare the learners and make them lose interests and patience. Learners may be influenced by new vocabularies, phonetic phenomenon, grammar structure and these affections could decrease their comprehension about the text. By giving a long audio material, learners could have difficulties to concentrate on the important information. There are also some other elements in the process of listening which could confuse the learners such as different accent, background noise and assimilation, etc. 2. The Functions of Pre-listening in a Listening Class As discussed above, pre-listening can be recognized as a stage of preparation and warming up of the whole process of listening. As some researchers (Rees,2002; Peachey,2002)review, there are a few of aims and types of pre-listening tasks that enable the learners deal with the following listening text smoothly and strategically, such as to generate interest, build up confidence and facilitate comprehension. Following is the detailed discussions on the functions of pre-listening. (1) Motivating learners People believe Interest is the best teacher. To arouse students interests is one of the most important conditions for a teaching process. Only when the students are interested in the contents of teaching can the efficiency of teaching and learning be guaranteed. Therefore, the first role of pre-listening is motivating learners. Underwood (1989) summarizes a variety of ways of pre-listening work can be carried out during the classroom teaching. Some of them are suitable in motivating students: The teacher gives background information. Organizing the students to have a discussion about the topic or situation in the upcoming text. Showing a picture which is related to the content of the text. To make the listening task interesting, the teacher also can tell the beginning part of the text and provide with some questions as a guideline for the students to guess the end or take some keywords for brainstorming. (2) Activating current world knowledge and acquiring new knowledge The main purpose of listening is to teach the knowledge of language and help the learners to be competent in listening. Design some activities that can activate learners world knowledge will facilitate them behave better in the listening. Moreover, pre-listening can also play a role to input some new language knowledge. Therefore, it is necessary and meaningful to introduce or review the language knowledge in pre-listening session. There could be a number of ways to make this part meaningful, depends on the content of the text, the teacher can: List the new vocabularies and make sure the students know the meaning and the pronunciation of each one. Introduce some phonetics knowledge which could impact on comprehension, such as jointed sounds, lost sounds and etc. Review the complex grammar rules and introduce new sentence patterns if any. Introduce some language discourse knowledge briefly. (3) Setting context and predicting content Rees (2002) emphasized the importance of setting context for listeners in pre-listening session because even in exams learners have the chance to know a general idea of the listening materials. It will greatly help them to predict what they are going to learn. It will help learners to form expectancy of what they will listen and this is an important listening strategy for their future study. Listening is a difficult and complex section in language learning. Especially in foreign language teaching which has no language environment for practising, listening competence seems even harder to be developed. Thus, before presenting a long and horrible text, acquiring some listening techniques (for instance, concentrating on the stressed words, predicting the information, etc.) could be helpful for the students to deal with the task. (4) Checking the listening task To check with the learners if they have full understanding of the task is important in pre-listening. In this procedure, the teacher is recommended to set some tasks according to the content of the text for the students. They can also directly make sure with them in case misunderstanding happens and it may demotivate them. In the specific classroom activity, the task could be one or two simple questions which relate to the final or important point of the text. For example, if the main content of the text is concerned about competing for a job, the task could be Who got the job in the end, if it is about a process of making a manufactory, the task could be designed as How many procedures are needed to make xxx. IV. The Appropriate Length of Pre-listening By analyzing the role and functions of pre-listening, the essentiality of pre-listening stage is undoubted and it seems that it is worthwhile to spend much time and energy on this stage. However, the main process of listening class must be a fluent work. It does not make sense to spend too much time on pre-listening. The fundamental aim of pre-listening is to prepare learners behave better in while-listening. Actually, the length of pre-listening is not fixed in every listening class. As Rees (ibid) argues, pre-listening should take a fair proportion of a lesson but it usually depends on the teachers aim and the learners language level to decide how long it should take. Also, based on the different backgrounds of the texts (length, difficulty, genre, etc.) and the level of the learners (beginning, intermediate, advanced, etc.), the type and length of pre-listening can be various. For example, if the content of the text is easy to understand, teachers do not need to spend too much time on basic language knowledge teaching any more; if the students are advanced learners, it is unnecessary to spend much time on pre-listening part for the reason that they have already have enough language basis and may be confident in what they are going to listen. On the contrary, if the learners are at beginning level, the pre-listening part is supposed to be longer. In addition, a very short listening task can be prepared by simply presenting several sentences to clarify the situation of the listening or the necessary information in which the length of pre-listening can be very short. Therefore, pre-listening is rather flexible and the length can be based on the specific aim and situation. Via analyzing the role of pre-listening in a listening lesson and its relationship with the other two stages, it shows that well-arranged pre-listening activities are essential for listening comprehension. V. Conclusion Listening is an essential competence in language teaching and learning. On account of the features of listening teaching and the role of pre-listening stage, it is vital to design and arrange appropriate pre-listening activities in a listening lesson. A well-planned pre-listening activity could prepare the students to deal with the listening text smoothly. It is also helpful to build up students confidence and motivate them to listen. During the pre-listening process, teachers can take the opportunity to introduce world knowledge and related language knowledge related to the text. Moreover, it devotes to fulfill the whole process of a listening lesson in making the work more effective and efficient. However, even though pre-listening plays a significant role in the whole listening process, it does not mean that it needs to occupy too much time in the classroom teaching. The length of pre-listening part could be flexible in different circumstance. Based on the analysis of the features and aim of listening teaching and the role of pre-listening, while-listening and post-listening stage in a listening lesson respectively, a successful listening class is recommended to include following elements: The audio materials are appropriate for the learners in length, speed and difficulty. The students are well motivated before listening to the text. The aim and forms of the listening task is clarified to students. The length of each stage are well arranged and closely connected with each other. The old saying goes, Well begun is half done. As the warming-up of formal listening process, pre-listening should be well-organized and emphasized to play its role of stimulating students motivation and expectations for the text. Hence, more investigation should be focused on designing optimizing pre-listening activities in order to facilitate the listening teaching in ELT.

Structure analysis of Idlenot Dairy :: essays research papers

Structure Analysis of Idlenot Dairy I. Introduction Idlenot Dairy was located in Springfield VT. The company that had been in business for about 5 years. The Dairy received unprocessed milk from the local farmers and produced a variety of products. These included different types of milk, yogurt and cream. The plant also bottled an assortment of juices and water. II. Departmentalization The Functional Structure would best describe the form of Departmentalization used by Idlenot. Various departments employed people with particular training. The IT trained personnel worked in the Data Processing Department. People with Financial backgrounds were located in the Accounting Department. The exception to this was in the Shipping and Warehouse operations. The employees that were responsible for moving stock from one location to another did not require specialized training. III. Methods of Coordination A. Wharehouse Managers at the Dairy used different methods of coordination for specific activities. The Warehouse Manager used coordination through standardization. Procedures that were used for the stocking of items in the coolers became routine. The Team Leader would assign Stock Men to a machine. The machines produced and packaged the products and sent them down the track in milk crates stacked six high. An employee would pull them from the track and place them in the appropriate cooler. He continued this as long as the machine he monitored produced a product. To perform the same steps day after day did not require a significant amount of thought. B. Shipping The Shipping Manager’s activities required a different approach. He used coordination through formal hierarchy. The Shipping Manager assigned the Team Leader tasks that required more supervision and resources. He gave an order to the Team Leader who divided it among his Pullers. The Pullers would enter the tunnel, assemble the order from the various coolers and send it down the track to the awaiting loaders. The Loaders would remove their assigned color-coded stacks and put them in the appropriate trucks for delivery. This process did not require special training but it did require more direction from the Supervisors than the warehouse functions. IV. Elements of the Organization Idlenot Dairy was a small organization. Its span of control was limited. In the shipping and warehousing divisions the managers and team leaders had no more than six employees under their supervision at any one time. The other departments had slightly higher ratios. Most of the supervisors directed the employees, they did not oversee them. The decision-making at Idlenot rested with the President, Vice President and Department Managers.

Graduation Speech: Standing at the Edge of a New Frontier

As we gather here today, in the seeming twilight of our too-short times together, we embrace the moment, then set sail upon our separate journeys that will take us to fabulous places presently unknown. Securely anchored in the memory of our past experiences together, we depart cautiously, anxiously from the calm harbor of our present, and set sail with uncertainty toward the distant horizon of our futures. Where this journey will take us, and whether our paths will ever cross again, no one can know for certain. We have been through a great many things together — experiences which have shaped our character and colored our lives. As we gaze back upon our prior travels, upon oceans of the â€Å"known,† we are tempted to conclude that we have reached our final destination, and that our purpose is fulfilled. Yet in our quest to find and touch the future, our search for knowledge is only getting started. In the words of Sir Winston Churchill, â€Å"This is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning...† As we carry forward — through the ...

Streetcar :: essays research papers

The play centers around Blanche DuBois, who has been fired from her teaching job, and arrives unannounced at the small two-room apartment of her pregnant sister, Stella Kowalski. Stella, who lives with Stanley, her rough and domineering husband in a poor section of the French Quarter in New Orleans, welcomes her older sister. Although Blanche portrays the part of an aristocratic young woman, in actuality she is nothing more than an aging Southern belle who has come to tell her sister that she has lost everything, including their childhood home, Belle Reve. Stanley’s suspicious nature causes him to assume that Blanche is keeping money from Stella and immediately puts him at odds with her. Stanley’s nature is violent and Blanche sees him as "common" in every way, so advises her sister to strike out against him. Stanley overhears this and cannot forgive Blanche, realizing her as a threat to his marriage. The two argue about everything, causing Stella to choose be tween them. The main problem comes when Stanley unearths Blanche’s sordid past. Mitch, Stanley’s gentle friend, has gradually been seeing Blanche from the time of her arrival. As a last resort to save herself from Stanley and poverty, Blanche expresses her hopes to marry him. Blanche’s past however, is tainted due to her promiscuity and her affection for young boys. She blames this on her ex-husband, whom she found lying with another man and soon afterward killed himself. On her birthday, Stanley informs Mitch of her many affairs, causing the deterioration of their relationship and killing Blanche’s hopes for the future. This causes a scene between Stanley and Stella, and as a result, she goes into early labor. The final conflict comes when Stanley and Blanche are alone in the apartment waiting for Stella to come home from the hospital. Stanley decides to take advantage of the situation and when he expresses his intentions, Blanche tries in vain to defend herself. The scene ends with her brutal rape by Stanley.

Meaning of life †Human Essay

I believe the meaning of life is to give life a meaning. Throughout my entire life, I have wondered what the purpose is. Why am I and every other human being even on this planet in the first place? That brings me to my next question. Is there a God? If there is, why did he put us here? Any Christian asked will say our sole purpose is to serve God. First of all, what does that even mean? And second, I must ask why? Why would a supernatural being place us strategically on this planet strictly to serve him? That sounds pretty selfish to me. There has to be something more. Something concrete. Something greater. How could there not be? All my life I have worked hard to succeed. I have challenged myself and fought to do better than my best. Why? I asked myself. Why stress so much when I’m only going to die in the end? Pessimistic, I know. Finally, I thought, maybe the meaning of life doesn’t have to be so complex. Maybe the meaning of life is whatever we want it to be. Maybe the meaning of life is to give life a meaning. I do what I do because I want to do it. It’s that simple. I do it because it means something to me. Everyone adds their own meaning to life. The meaning of life is never universal. The meaning of life is never complex. The meaning of life is actually quite simple to think about. Many people help the needy. Others play sports. Both activities add meaning to those lives involved. Purposes change, but the overall meaning of life will always stay the same. The meaning of life is simply to give life a meaning. This I believe.

Intro to Public Relations Notes

The Challenge of Public RelationsPR is multifaceted ?A public relations professional must have skills in ?Written and interpersonal communication ?Research ?Negotiation ?Creativity ?Logistics ?Facilitation ?Problem solving Global ScopeThe public relations industry is growing in many nations ?Almost $8 billion spent each year in the US ?Expected growth of 23% in Asian revenue in the next five years ?Annual spending of $2. 2 billion in China A Variety of DefinitionsA number of definitions have been formulated over the years Cutlip, Center, and Broom, Effective Public Relations ?Public relations is the management function that identifies, establishes and maintains mutually beneficial relationships between an organization and the various publics on whom its success or failure depends. ?Glen Cameron, University of Missouri ?Public relations is the â€Å"strategic management of competition and conflict for the benefit of one's own organization-and when possible-also for the mutual benefit of the organization and its various stakeholders or publics. † ?Public Relations Society of America (2012) Public relations is a strategic communication process that builds mutually beneficial relationships between organizations and their publics ?Kevin Trowbridge (2012) ?Public relations is the communication management function through which organizations build and maintain mutually beneficial relationships with the public on whom the organization's success or failure depends.Public Relations – Key Terms†¢Communication†¢Management†¢Build and Maintain†¢Mutually Beneficial†¢Relationships†¢Organization†¢Publics RPIE†¢Research†¢Planning†¢Implementation†¢EvaluationDifferences between Journalism and PR Journalists|PR Professionals| Use only two components (writing and media relations)|†¢ Use many components| †¢ Are objective observers|†¢ Are advocates| †¢ Focus on a mass audience|†¢ Focus on def ined publics| †¢ Use only one channel|†¢ Use a variety of channelsDifferences between Advertising and PR Advertising|Public Relations| †¢ Works through mass media|†¢ Relies on a variety of communication tools| †¢ Addresses external audiences|†¢ Targets specialized audiences| †¢ Is a communications function|†¢ Is broader in scope| †¢ Is a communication tool in PR|†¢ Fills a support role| †¢ Sells goods and services|†¢ Creates a favorable environment for an organization's survival|How PR Supports Marketing†¢Eight ways public relations supports marketing ?Develops new prospects ?Provides third party endorsements ?Generates sales leads ?Paves the way for sales calls ?Stretches dollars ?Provides inexpensive literature ?Establishes credibility ?Helps sell minor products Differences between Marketing and PR Marketing|Public Relations|†¢ Is concerned with customers and selling products or services|†¢ Is concerned wit h building relationships and generating goodwill|†¢ Deals with target market, consumers, and customers|†¢ Deals with publics, audiences, and stakeholders|Toward an Integrated Perspective: Strategic Communication†¢Concept of integration: ?To use a variety of strategies and tactics to convey a consistent message in a variety of forms†¢Global/Multicultural†¢Research based†¢Relationship focused†¢internet/new media oriented†¢Toolbox-driven tacticsA Changing Focus in Public Relations†¢The evolution of the role of PR beyond publicity and media relations†¢Growth for PR professionals in health care, consumer goods, financial services, and technology†¢Crisis management in the larger context of strategic management of conflict Personal Qualifications and Attitudes Six Essential Abilities ?Writing skills ?Research ability ?Planning expertise ?Problem-solving ability ?Business/economics competence ?Expertise in social media 5 Emerging Trends in PR†¢Storytelling (and â€Å"story selling†)†¢Quantification†¢Visual Communications†¢Proactive and Predictive Monitoring†¢Adaptation 10 sills PR Pros will need in 2020†¢Advertising Copywriting†¢Video Editing/Production†¢Mobile†¢Social Content Creation/Curation†¢Analytics†¢Search Engine Optimization†¢Speed to Information†¢Programming Skills†¢Managing Virtual Teams†¢Blogger OutreachWhat Employers Want: 10 Qualities Good writing†¢IntelligenceCultural literacy†¢The ability to recognize a good story when you see one†¢Media savvy†¢Contacts†¢Good business sense†¢Broad communications experience†¢Specialized experience†¢Fresh perspective Organizational Roles†¢Communication technician roles ?Taking photographs ?Writing brochures ?Preparing news releases ?Organizing events†¢Communication manager roles ?Making communication policy decisions ?Overseeing multiple communication strategies ?Supervising employees responsible for tactics The Value of Internships†¢Win-win situation for both the student and the organization Many major PR firms have formal internship programs ?Edelman Worldwide (Edel-U) ?Weber Shandwick (Weber University) ?Hill and knowlton ?Ketchum Salaries in Public Relations†¢The national median salary for experienced professionals ?Approximately $85,000 for practitioners with 7 to 10 years of experience ?Over $150,000 for practitioners with more than 20 years of experience†¢In general, women working in the PR field earn less than men ?Factors that could lead to gender discrepancies ?The number of years in the field ?Technician duties versus managerial responsibilities ?The nature of the industry The size of the organization ?Women's attempts to balance work and familyThe Value of Public Relations†¢A service to society†¢Informative†¢Relevant†¢Earned influence through managing competition and co nflictA Brief History of Public Relations†¢In the beginning†¦ ?Moses and Aaron ?800 years later – Aristotle (â€Å"Father of Rhetoric†) ?300 years later – Jesus Christ ?†No one in history, before or since, could match his skill as a storyteller, a critical skill for public relations practitioners. † ?Then – the Apostle Paul†¢Ancient beginnings ?The Rosetta Stone ?Julius Caesar ?The Church Public relations in colonial America ?Promoting settlement ?Struggle for independence ?Boston Tea Party, Thomas Paine, Federalist Papers†¢The age of the press agent ?The age of hype ?Davy Crockett, Buffalo Bill, Annie Oakley ?Press agent tactics ?The master of pseudoevent: P. T. Barnum ?Tom Thumb, Jenny Lind†¢Public relations grows as America grows ?Settling the American West ?Railroad promotion techniques†¢The rise of politics and activism ?Political beginnings ?Amos Kendall ?Activists ?Abolitionists ?Prohibitionists ?Women's ri ghts advocates ?Environmentalists†¢Modern public relations comes of age ?Henry Ford Positioning and accessibility ?Ivy Lee ?First public relations counselor ?Rockefeller ?Colorado Fuel and Iron Company labor strike ?George Creel ?WWI ?Edward Bernays ?Father of modern PR†¢Public relations expands in postwar America ?Rapid growth in all areas of public relations along with the development of mass media ?able to capture and seize information and give it to the media/people†¢Evolving practice and philosophy ?1800s to 1920s from press agentry to public information to scientific persuasion ?centered around the wars: How effective is propaganda? How do we pursued people that what we're doing is good? 1950s and '60s – Relationship building ?Necessitated by activism ?What was happening was about people, giving people equality, seeing people as unique and equal beings ?1970s and '80s – Managerial approach ?Investor relations and MBO (Management by Objective) ?MBO = Managerial approach PR adapted to ?1990s and '00s – Relationship management ?relationship building as well as relationship maintaining Four Models of Public Relations†¢Gruing and Hunt: ?Press agentry/publicity ?age of hype associated with P. T. Barnum ?Public information ?Ivy Lee, Edward Bernays comes in at the end of public information ?Two-way asymmetric listen to the people and tailor around their wants and needs ?Two-way symmetric ?the â€Å"ideal† mode of practice ?goal is to identify policies and actions that are mutually beneficial to both parties ?collaborative ?openness for the organization to change itself based on the consumerTrends in Today's Practice of Public Relations†¢Feminization of the field ?70% of PR practitioners are women ?Women earn less money than men ?Recent research ?PR was one of the first fields that allowed women to display their abilities†¢The importance of diversity ?Minorities constitute 36% of US citizens ?Hispanics are the fastest growing group Minority practitioners lag behind population trends ?Professional groups seek to encourage minority practitioners ?†Who do people trust? They trust people most like themselves. † ?Religious, gender, race, etc.†¢Other major trends in public relations ?Transparency ?Didn't become a trend until two-way asymmetric/symmetric ?An ever-broadening social medial toolbox ?Increased emphasis on evaluation ?Showing ROI (return on investment); showing that what we do has results ?Managing the 24/7 news cycle ?New directions in mass media ?Outsourcing to public relations firms ?The importance of lifelong learning looking for opportunities to develop yourself professionally; learning doesn't stop when school does A Growing Professional Practice†¢The Public Relations Society of America ?The largest national public relations organization in the world ?The Public Relations Student Society of America (PRSSA)†¢The International Association Business Communications ?The second-largest organization of communication and public relations professionals†¢The International Public Relations Association ?A London-based global organization Professionalism, Licensing, and Accreditation†¢Professionalism ?Professional practitioners should have: A sense of independence ?A sense of responsibility to society and public interests ?Concern for the competence and honor of the profession ?A higher loyalty to the profession than to an employer ?Careerist versus professional values ?Technician mentality†¢Licensing ?Advocates ?Defines PR, unifies curricula, unifies standards, protects clients, protects practitioners, raises practitioners' credibility ?Opponents ?Violates 1st amendment, malpractice laws exist, states license but PR works nationally/internationally, ensures only minimum competence/ethics, increased credibility not ensured, expensive Accreditation ?†Certification† by professional organizations ?PRSA and IABC o ffer accreditation Public Relations Departments†¢Importance of PR in today's organizations ?PR pros seen as strategic communication managers ?PR offers 184% ROI ?CEOs want communication that is strategic, research-based, and two-way†¢Organizational factors determined the role of public relations ?Large vs. small firms ?Management perceptions ?C-suite attitudes/reporting issues ?Capabilities of the public relations executive†¢How public relations departments are organized ?Leader titles ?Reporting hierarchy Size of departments†¢Common divisions found in large corporations ?Media relations, investor relations, consumer affairs, government relations, community relations, marketing communications, and employee communications Line and Staff Functions†¢Line manager ?Delegates, sets goals, hires, influences others' work†¢Staff function ?Little direct authority ?Indirectly influence others' work through suggestions, recommendations, advice ?PR is a staff functi on†¢Access to management ?PR influence is linked to access to top management ?Recommendations to management help in formulating policyLevels of Influence†¢Advisory: Management has no obligation to request or act on recommendations ?Purely advisory practitioners are often ineffective †¢Compulsory-advisory: Management is required to listen to public relations' perspective before acting †¢Concurring authority: PR and others must agree on an action Sources of Friction †¢Legal ?Differences on public statements †¢Human Resources ?Differences regarding employee communications †¢Advertising ?Competing for resources ?Philosophical differences †¢Marketing ?Focuses on one public: current or prospective customers The Trend toward Outsourcing Almost 90% of Fortune 500 companies use outside PR counsel in varying degrees ?The need for additional â€Å"arms and legs† ?To obtain a unique perspective and market insight Global Reach †¢Firms and their offices or affiliates are situated in most of the world's major cities and capitals †¢Substantial revenues from international operations Public Relations Firms †¢Firms have regional, national, and global reach †¢PR Firms can complement in-house expertise ?PR Firms offer diverse services †¢Rapid growth of PR firms †¢Emphasis on the counseling aspect †¢The rise of communication conglomerates Many firms are owned by communication conglomerates and thereby can offer integrated services (i. e. , PR and advertising expertise) through affiliates ?The reason for acquisition of PR firms ?Natural evolutionary step of integration ?Economic interest †¢Structure of a counseling firm ?Depends on size of firm ?Small firm may only have owner and one or two associates ?Large firms have an extended hierarchy Pros and Cons of Using a Public Relations Firm Advantages |Disadvantages| †¢ Objectivity| †¢ Part-time commitment| †¢ Skills and expertise| †¢ Need for long briefing| †¢ Extensive resources| †¢ Internal resentment| Offices throughout the country| †¢ Need for direction| †¢ Problem-solving skills| †¢ Need for information and confidence| †¢ Credibility| †¢ High costs| Fees and Charges †¢Basic hourly fee, plus out-of-pocket expenses ?Most widely used among large firms †¢Retainer fee †¢Fixed project fee †¢Pay for placement ?Seldom used Class Notes 1/28/2013 ?Ivy Lee and Edward Bernays are essential to Public Relations ?Bernays = father of modern public relations ?Public Relations Anagrams ?Crap Built On Lies ?Spout Brilliance ?Social Blueprint understand the bigger picture, map out a strategy, give instructions to people involved ?shift came with industrialization ?Ivy Lee – first pr counselor; first to say it's not just publicity ?declaration of principles (pg 49 in book) ?Advancing the concept that business and industry†¦ ?Dealing with top executives and carrying out†¦ ?Maintaining open communication with the news media ?Emphasizing the necessity of humanizing business†¦ Class Notes 2/4/2013†¢ Four essential steps of Public Relations†¢ Research situation – organization – publics†¢ What is Research? –What do you think of when you think of research?†¢ Science†¢ Studies†¢ Statistics†¢ So much!†¢ Searchable BackgroundChapter 5-6 Overview ?The four essential steps of effective public relations ?Research: The first step ?Research methods ?Planning: The second step Research: The first step ?Situation ?Organization ?Publics ?What is research? ?A form of listening ?Asking questions and looking for answers ?Essential to any public relations activity or campaign Questions to ask before research design ?What's the problem (or opportunity? ) ?organization ?situation ?publics ?Kind of information needed? ?How will results be used? ?Public (or publics)? ?Who should do it? ?How will data be analyzed/reported/applied? ?Timetable? ?Budget? Using Research ? Ways to research ?Achieve credibility with management ?Executives want facts, not guesses and hunches. ?Define/segment publics ?Gathering detailed information about demographics, lifestyles, characteristics, and consumption patterns helps to ensure that messages reach the proper audiences ?Formulate strategy Test messages ?Research can determine which message is most salient to a target audience ?Prevent crises ?An estimated 90% of organizational crises are caused by internal operational problems rather than by unexpected natural disasters or external issues ?Professionals can prevent a conflict or crisis through environmental scanning and other research tactics ?Monitor competition ? Organizations keep track of what the competition is doing ?Research on the competition can be done with surveys, content analysis of the competition's media coverage, and reviews of industry reports in trade journals Generate publicity ?Polls and surveys can generate publicity for an organization ?Measure Success ?The bottom line of any public relations program is whether the time and money spend accomplished the state objective Research Methods ?Types of Research ?Informal research ?Unplanned/spontaneous, Uncontrolled, Unsystematic ?Formal Research ?Planned, controlled, systematic ?Secondary research ?existing information ?Primary research ?New/original information ?Methodological Approaches ?Historical/Critical ?Rhetorical/textual/content analysis ? Qualitative Exploratory, rich data, often not generalizable ?Focus groups, in-depth interviews, observations ?Quantitative ?Descriptive/explanatory, often generalizable ?Mail surveys, telephone polls Qualitative vs. Quantitative Qualitative Research|Quantitative Research| â€Å"Soft† data|†Hard† data| Usually uses open-ended questions, unstructured|Usually uses closed-ended questions, requires forced choices, highly structured| Exploratory in nature; probing, â€Å"fishing expedition† type of research|Descriptive or explanatory type of research| Usually valid, but not reliable|Usually valid and reliable| Rarely projectable to larger audiences|Usually projectable to larger audiences| Typically uses nonrandom samples|Typically uses random samples| Examples: Focus groups; one-on-one, in-depth interviews; observation; participation; role-playing studies; convenience polling|Examples: Telephone polls; mail surveys, mail-intercept studies; face-to-face interviews; shared cost, or omnibus, studies; panel studies| Research Techniques ?Organizational materials ?read every piece of information on an organization's website ?Library and online databases Journal of Public Relations Research ?Internet ? Any number of corporations, nonprofit organizations, trade groups, special-interest groups, foundations, universities, think tanks, and government agencies post reams of data in the Internet. ?Content analysis ?The systematic and objective counting or categorizing of content ?In public relations, content often is selected from media coverage of a topic or organization ?Interviews ?Personnel faced with solving a particular problem often â€Å"interview† other public relations professionals for ideas and suggestions ?Focus groups This technique is widely used in advertising, marketing, and public relations to help identify the attitudes and motivations of important publics ?Copy testing ?A draft of a material/message tested on a group of people before it is sent out to the public; can happen within a focus group ? Scientific sampling methods Random Sampling ?Probability Sampling ?Everyone in the target audience has an equal chance of being selected ?Nonprobability sample is not random ?Most precise random sample is selected from list naming everyone in the target audience Sample Size Usually a sample of 250 to 500 people will provide data with a 5 to 6 percent margin of error ?A sample of 100 people will provide about a 10 percent margin ?responses could go 10% either way Reaching Respondents ? Mail questionnaires ?Telephone surveys ?Personal interviews ?Piggyback surveys ?Web and e-mail surveys Research: Let's Practice ?What's the problem (or opportunity)? ?Kind of information needed? ?How will results be used? ?Public (or publics)? ?Who should do it? ?How will data be analyzed/reported/applied? ?Timetable? ?Budget? *Articulate the benefit, value, or need for public relations – possible quiz/test question Planning: The Second Step ?Planning must be strategic and systematic ?Planning involves the coordination of multiple methodsElements of a Public Relations Plan1. Situation Analysis ?Public relations professionals cannot set valid objectives without a clear understanding of the situation that led to the conclusion that there was a need for a public relations program 2. Goals 3. Key Publics (or Target Audiences) ?Public relations programs should be directed toward specific and defined audiences or publics 4. Objectives ?Once the situation or problem is understood, the next step is to establish objectives for the program. 5. Strategies ?A strategy statement describes how, in concept, a campaign will achieve objectives; it provides guidelines and themes for the overall program 6. Tactics ?Tactics describe, in sequence, the specific activities that put strategies into operation and achieve the stated objectives 7. Materials 8. Activities Calendar/Timeline/Responsibilities (WBS) ?The three aspects of timing in a program plan are deciding when a campaign should be conducted, determining the proper sequence of activities, and compiling a list of steps that must be completed to produce a finished product 9. Evaluation/Measurement The evaluation element of a plan relates directly back to the state objectives of the program. objectives must be measurable in some ways to show clients and employers that the program accomplished its purpose 10. Budget ? Both clients and employers inevitably ask, â€Å"How much will this program cost? † Holy GOST of Public Relations Planning ?Goals – Where you want to go ?Objectives – How you know when you get there ?Desired Result: Awareness, Acceptance or Action ?Key Public ?Measure/Level of Accomplishment ?Timeframe/Deadline ?Strategies – How are you going to get there ?Tactics – What you'll need to get there The GOST must be aligned! Planning: Let's Practice ?Goals ?Objectives ?Strategies ?Creative ?e. g. , themes, messages Implementation: The Third Step ?Implementation ?May be called â€Å"communication† ?Or may be referred to as â€Å"execution† ?Is the process and the means by which objectives are achieved (i. e. , strategy is implemented) ?Tactics are developed to implement the plan ?Logistics are managed Public relations is the communication management function through which organizations build and maintain mutually beneficial rel ationships with the publics on whom the organization's success or failure depends. Communication: the systemic process of creating meaning Goals of Strategic Communication ?Awareness ?Message exposure ?Public relations personnel provide materials to the mass media and disseminate other messages through controlled media such as a newsletters and brochures ?Accurate dissemination ?The basic information, often filtered by media gatekeepers, remains intact as it is transmitted through various media ?Acceptance ?Attitude change ?the audience not only believes the message but also makes a verbal or mental commitment to change behavior as a result of the message ? Action ?Behavior change Members of the audience actually change their current behavior or purchase the product and use it Making Sure the Audience Receives the Message ?Schramm's model ?Source > Encoder > Signal < Decoder < Destination ?Expanded reflects two-way communication ?Grunig's model of symmetrical communication ?Understanding is the principle objective of public relations rather than persuasion Making Sure the Audience Pays Attention to the Message ?Theoretical perspectives ?Lasswell's definition of communication ?†Who says what, ?in which channel, ?to whom, ?with what effect? † ? Media uses and gratification ?Passive audiences Active audiences Making Sure the Audience Understands the Message ?Importance of language ?Understand cultural differences ?Check writing for simplicity and clarity ?Readability formulas: Flesch, Cloze ?Use symbols, acronyms, easy-to-remember slogans ?Avoid jargon, cliche, hype, euphemisms, discriminatory language Making the Message Credible ?Source credibility ?The problem of source credibility is the main reason that organizations, whenever possible, use respected outside experts or celebrities as representatives to convey their messages ? Context of the message ?Action (performance) speaks louder than a stack of news releases Involvement ?Involvement is interest in or concern about an issue or a product Making the Message Memorable ?Repetition ?Necessary because all members of a target audience don't see or hear the message at the same time ?Reminds the audience, so there is less chance of failure to remember the message ?Remember the message ?Can lead to Improved Learning and increase the chance of penetrating audience indifference or resistance ?Offsets the noise surrounding the message ?Contributes to credibility ? Delivering information in a variety of ways via multiple communication channels Communication Channels ?Face to Face Mediated ?Owned Media ?Paid Media ?Earned Media ?Shared Media Making Sure the Audience Acts on the Message ?Everett Rogers' Diffusion of Innovations ?A process by which any innovation is diffused through certain channels and then adopted over time among members of a social system Innovation: Anything New (e. g. , Idea, Method, Product, Service, etc. ) ?Relative Advantage ?The degree to which an innovation is perceived as better than the idea it replaces ?Compatibility ?The degree to which an innovation is perceived as being consistent with the existing values, experiences, and needs of potential adopters Complexity ?Degree to which an innovation is perceived as being easy to adopt ?Trialability ? The degree to which an innovation may be experienced on a limited basis ?Observability ?The degree to which the results of an innovation are visible to others Stages of the Adoption Process ?Awareness ?A person becomes aware of an idea or a new product, often by means of an advertisement or a news story ?Interest ?The individual seeks more information about the idea or the product, perhaps by ordering a brochure, picking up a pamphlet, or reading an in-depth article in a newspaper or magazine ?Evaluation The potential consumer evaluates the idea or the product on the basis of how it meets specific needs and wants. Feedback from friends and family is part of this process ?Trial ?The person tries the product or the idea on an experimental basis, by using a sample, witnessing a demonstration, or making qualifying statements such as â€Å"I read†¦Ã¢â‚¬  ?Adoption ?The individual begins to use the product on a regular basis or integrates the idea into his or her belief system. â₠¬Å"I read†¦Ã¢â‚¬  becomes â€Å"I think†¦Ã¢â‚¬  Evaluation: The Fourth Step ?Evaluation is the measurement of results against agreed-upon objectives established during planning Evaluation improves the public relations process Three Kinds of Evaluation ?Ongoing ?Summative ?Formative (Research? ) Basic Evaluation Questions ?Adequately planned? ?Message(s) understood? ?How could strategy have been more effective? ?Audiences reached? ?Objectives achieved? ?What was unforeseen? ?Budget met? ?Future improvements? Objectives: Prerequisites for Measurement ?Develop a clearly established set of measurable objectives ?Outcome ?Awareness ?Acceptance ?Action ?Output Measurement and Evaluation Status ?3 Levels of Measurement ?Basic ?Measuring ?Targeted Audiences Impressions ? Media Placements ?Intermediate ?Retention ?Comprehension ?Awareness ?Reception ?Advanced ?Behavior Change ?Attitude Change ?Opinion Change Measurement of Message Exposure ?Compile clippings/mentions ?Most widely used metric ?Media Impressions ?Placement x circulation/viewership/listenership ?Internet hits ?Advertising equivalency ?Space/time x advertising rate ?Systematic tracking ?Analyze volume and content of media placements ?Information requests ?Cost per person ?Audience attendance Measurement of Audience Awareness, Attitudes, and Action ?Audience awareness ?survey day-after recall ?Audience attitude ?related to awareness ?baseline/benchmark studies ?Audience action ?the ultimate objective of any public relations effort ?measure desired behaviors Chapter 7 – Public Opinion and Persuasion Overview ?What is public opinion? ?Opinion leaders as catalysts ?The role of mass media ?The role of conflict ?Persuasion in public opinion ?Factors in persuasive communication ?The limits of persuasion What is public opinion? ?Three aspects about public opinion formation ?Society is passive Psychologists have found that the public by and large tends to be passive ?Society is segmented ?One issue may engage the attention of a part of the population with a particular vested interest, whereas another issue arouses the interest of another segment ?Society is divided ? People have some opinions that may conflict or compete with others' opinions about the same issue. People also sometimes hold contradictory opinions or attitudes ?Public Opinion is powerful ?Activate public through public opinion ?Identify key publics through analysis of public opinion What do you think? What is the role of opinion leaders in the formation of public opinion? Opinion Leaders as Catalysts ?Opinion leaders can be formal or informal ?Interested in a particular issue ?Knowledgeable on a given topic ?They help frame and define issues that often have their roots in individuals' self-interests ?It is through the influence of opinion leaders that public opinion often crystallizes into a measurable entity ?The flow of opinion ? Multiple-Step Flow ?Opinion makers derive large amounts of information from the mass media and other sources and share that information with people The attentive public is interested in the issue but rely on opinion leaders to synthesize and interpret information ?The inattentive public are unaware of or uninterested in the issue and remain outside the opinion-formation process ?N-Step Theory ?N-step theory states that individuals are seldom influenced by only one opinion leader but actually interact with different leaders ?Diffusion Theory ?Individuals adopt new ideas or products in five stages: awareness, interest, trial, evaluation, and adoption. Individuals are influenced by media in the first two steps and by friends and family members in the third and fourth steps. Each individual is a decision maker who adopts a new idea or product when they reach the final step The Role of Mass Media ?Agenda setting ?media tell the public what to think about, albeit not necessarily what to think ?Framing ?media and PR both have role in how issues are â€Å"framed,† which parts are emphasized The role of Conflict ?Conflict inherent in news frames ?Use of media for strategic agenda-building Persuasion in Public Opinion ?Persuasion is used to†¦ ?change or neutralize hostile opinions ?crystalize latent opinions and positive attitudes ?maintain favorable opinions Persuasion and Negotiation Persuasion is comparable to negotiation ?Public relations can be used as a tool leading to the alternative dispute resolution (ADR) process Factors in Persuasive Communication ?Audience Analysis ? Knowledge of audience characteristics such as beliefs, attitudes, values, concerns, and lifestyles is an essential part of persuasion. It helps communicators tailor messages that are salient, answer a perceived need, and provide a logical course of action. ?Appeals to Self-Interest ?People become involved in issues or pay attention to messages that appeal to their psychological, economic, or situational needs. Audience Participation ?Attitude or beliefs are changed or enhanced by audience involvement and participation. ?Suggestions for Action ?A key principle of persuasion is that people endorse ideas and take actions only if they are accompanied by a proposed action from the sponsor. ?Source Credibility ? A message is more believable to an intended audience if the source has credibility with that audience. ?Clarity of Message ?Many messages fail because the audience finds them unnecessarily complex in content or language ?Content and Structure of Messages ?Channels Different media with different features can be used for diverse public relations purposes. ?Timing and Contexts ?A message tends to be more persuasive if environmental factors support the message or if the message is received within the context of other messages and situations with which the individual is familiar ?Reinforcement ?People tend to ignore or react negatively to messages that conflict with their value or belief systems Appeals to Self-interest ?Appeal to psychological, economic, or situational needs ?Maslow's hierarchy of needs Audience Participation ?Workers involving in the problem solving Distribution of samples ?The act of participation encouraged by activist groups Suggestions for Action ? Recommendations for action must be clear to follow Source Credibility ?Expertise ?Sincerity ?Charisma Clarity of Message ?Public relations practitioners should ask two questions ?Will the audience understand the message? ?What do I want the audience to do with the message? Content and structure of messages ?Drama and stories ?Surveys and polls ?Statistics ?Examples ?Endorsements ?Causes and rationales ?Emotional appeals Channels ?Different media can be used for diverse public relations purposes television ?newspaper ?radio ?social networking sites ?face-to-face communication Timing and Context ?Timing and context should be considered for achieving publicity in the mass media as well as for being persuasive Reinforcement ?A public relations campaign should be in sync with an audience's core value or belief system Limits of persuasion ?Lack of message penetration ?Competing or conflict messages ?Self-selection ?Self perception Chapter 8: Managing competition and conflict Overview ?A new way of thinking: conflict and competition ?the role of public relations in managing conflict it depends: factors that affect conflict management ?the conflict management life cycle ?managing the life cycle of a conflict A New Way of Thinking: Conflict and Competition ?Public relations can be defined as the strategic management of competition and conflict ?Competition ?Conflict Role of public relations in managing conflict ?Strategic conflict management ?Conflict is inherent in public relations process ?PR professionals must develop communication strategies to manage the conflict What do you think? ?What are some real world examples of conflict management? Is conflict always bad for organizations? Why or why not? It Depends: Factors that Affect Conflict Management ?Stance-drive approach in managing conflict and competition ?External and internal variables > stance > strategy The Threat Appraisal Model ?PR professionals monitor for threats, assess those threats, arrive at a desirable stance for the organization, and then begin communications efforts from that stance ?situational demands ?resources Contingency theory ?Contingency factors ?a matrix of factors drive the stance ?The contingency continuum ?The stance is dynamic; it changes as events unfold The Conflict Management Life Cycle Proactive – to prevent a conflict from arising ?environmental scanning ?issues tracking ?issues management ?crisis planning ? Strategic – emerging conflict is identified as needing action ?risk communication ?conflict positioning ?crisis management ?Reactive – must react when conflict reaches a critical level of impact ?crisis communication ?litigation pr ?conflict resolutions ?Recovery – strategies employed aftermath to bolster or repair reputation ?reputation management ?image restoration Managing the Life Cycle of a Conflict ?Four systematic processes ?Issues management A proactive approach to ?predict problems ?anticipate threats ?minimize surprises ?resolve issues ?prevent crises ?Strategic positioning and risk communication ? Strategic positioning ?communication efforts to position the organization favorably regarding competition and conflict ?Risk communication ?an attempt to communicate risks to the public that impact health, safety, and the envorinment ?Crisis management ?Smoldering crises ?a study but the institute for crisis management found that 86% of business crises were â€Å"smoldering crises. † ?How various organizations respond to crises Coombs' crisis communication strategies ?attack the accuser ?denial ?excuse ?justification ?ingratiation ?corrective action ?full apology ?Reputation management ?The three foundations of reputation ?economic performance ?social responsiveness ?the ability to deliver valuable outcomes to stakeholders ?Image restoration ?denial ?evade responsibility ?reduce offensiveness ?corrective action ?apology Deja Vu – All over again ?Conflict management is like deja vu all over again by starting once again with tasks such as environmental scanning and issues tracking Chapter 9: Ethics and the Law Overview ?What is ethics? ?Professional guidelines ?Dealing with the news media ?Public relations and the law ?Employee communications ?Copyright law ?Fair use versus infringement ?Trademark law ?Regulations by government agencies ?Liability for sponsored events ?Working with lawyers What is Ethics? ?Value system by which a person determines what is right or wrong What Do You Think? ?How can a public relations practitioner play the role of an â€Å"ethical advocate? † The Ethical Advocate ?The ethical advocate is operating within an assigned role ?Ethical decisions are made based on the public interest ?the interests of employer/client ?professional organization code of ethics ?personal values Professional Guidelines ?PRSA Code of Ethics ?Values ?Advocacy ?Serving the public interest by acting as responsible advocates for clients or employers ?Honesty ? Adhering to the highest standards of accuracy and truth in advancing the interest of clients and employers ?Expertise ?Advancing the profession through continued professional development, research, and education ?Independence ?Providing objective counsel and being accountable for individual actions ?Loyality Being faithful to clients and employers, but also honoring an obligation to serve the public interest ?Fairness ?Respecting all opinions and supporting the right of free expression ?Provisions ?Free flow of information ?Competition ?Disclosure of information ?Safeguarding confidence ?Conflicts of interest ?Enhancing the profession Codes of Conduct ?The role of professional organizations ?public relations society of america (PRSA) and international association of business communicators (IABC) ?to set the standards and ethical behavior of the public relations profession Ethics in Individual Practice Ethics in public relations begins with the individual, and is directly related to h is or her own value system as well as to the good of society Dealing With the News Media ?Trust ?Gift giving undermines the relationship between public relations professionals and the media ? Transparency Public Relations and the Law ?Defamation ?libel (printed), slander (oral) ?making a false statement about a person or organization that creates public hatred, contempt or ridicule, or inflicts injury on reputation ?Avoiding libel suites ?four requirements for filing a libel suit ?false statement ?identified or identifiable actual injury ?negligence Employee Communications ?Product publicity and advertising ?written permission required ?Employee free speech ?freedom of expression ?employees are limited in expressing opinions within the corporate environment ?privacy vs monitoring ?FOIA and government officials ?whistle-blowing Copyright Law ?Copyright is the protection of creative work from unauthorized use ?registration is not a condition of copyright protection, but it is a prerequisite to an infringement action against unauthorized use by others ? What organizational materials should be copyrighted? How can you use the copyrighted materials of others? Fair Use Versus Infringement ?Fair use allows partial use of copyrighted material with attribution ?Permission is required if used in advertisements or promotional items ?New copyright issues on the internet have been raised ?Rule of thumb: ?get permission ?give credit The Rights of Photographers and Artists ?Freelance and commercial photographers retain ownership of their work ?The rights of freelance writers ?unless a company has a specific contract with a freelance writer to produce work that will be exclusively owned by that company, the freelancer owns his or her work Trademark Law ?Trademarks are registered words, names, symbols, or devices used to identify a product ?The protection of trademarks ?always capitalized never used as nouns (Kleenex tissues, Xerox copies) ?Trademark infringement ?the downside for a corporation who trademark becomes too commonly used Misappropriation of Personality ?A form of trademark infringement ?Unauthorized use of well-known entertainers, professional athletes, and other public figures in an organization's publicity and advertising materials Regulations by Government Agencies ?The Federal Trade Commission (FTC) ?The Securities and Exchange Commission (SEC) ?Other regulatory agencies ?The Food and Drug Administration (FDA) ?The Bureau of Alcohol, Tobacco, and Firearms ?The Federal Communications Commission Liability for Sponsored Events ?Plant tours and open houses ?Considerations ?logistics ?work disruptions ?safety ?staffing Working with Lawyers ?A cooperative relationship must exist between public relations personnel and legal counsel