International Journal of Management, Economics and Social Sciences

151 – 156

Authors: Tryfon Korontzis

So many books have been written on corporations but no one seriously thought about the impact on the poor, that is why the seriousness of the issue kept on growing, but the most alarming situation is, business schools and the institutes instead of realizing this issue, they are portraying the corporations as the country saviour (Madeley, 1999). Capitalism bully ascertains finds the Organization for Economic Cooperation and Development (OECD), which primarily deals with the most robust economies in the world. Wilder and widens the inequality between rich and poor. According to OECD in the period 2007-2010, the gap between rich and poor widened longer than the 12 years that have been preceded (Fraczek, 2013). In 33 countries covered by OECD, 10 percent of the wealthiest residents acquire income 9.5 times more than the poorest in 2010, compared with 9 times in 2007. The biggest differences between wealthy and poor citizens appeared in U.S., Turkey, Mexico and Chile. Countries with the smaller comparative deviations are Iceland, Norway, Denmark and Slovenia. Of course, OECD analysts point out that after taxes and social transfers, levels of income inequality and relative poverty in OECD countries was only slightly higher in 2010 as compared to 2007 (OECD, 2011). Data set from 1965 to onward explains that the wealth gap is constantly getting wider and wider between the developed and poor nations (Parente and Prescott, 1993).

187 – 204

Authors: Fadi M. Alkhateeb; David A. Latif; Rachel Adkins

Schools and colleges of pharmacy in the United States have struggled over the past several decades with identifying a consistent title for the broad body of knowledge related to the social, economic, behavioral, and administrative aspects of pharmacy. This paper examines the educational background and professional experience of those teaching Economic, Social, Administrative Pharmacy (ESAP) content in the United States, to identify the type, frequency, and extent to which ESAP courses are taught in United State's schools and colleges of pharmacy curricula, and to investigate the perceived importance of ESAP content among ESAP faculty. The data was collected by using a 23-item questionnaire was sent via email to 225 ESAP pharmacy faculties in the United States. 96 were returned completed for a 48 percent response rate. Most respondents are not housed in a standalone ESAP department, but would like to be. Both the educational backgrounds of ESAP faculty and the content taught within the discipline vary greatly. This may be because the content within the ESAP discipline is extremely broad. In addition, the diversification in content may be a result of both the diversity of instructor's educational backgrounds and the lack of a generally approved definition for the ESAP field.