Blue Print for Personal and Professional Growth free essay sample

This course has provided me with a multitude of tools, and it has definitely taught me to put careful thought into every situation as it pertains to change; whether it relates to work, school, or things that are going on in my personal life. These tools are both important and necessary in order to become an effective manager in the future. This course has taught me a lot in terms of initiating and managing change, and Kotter’s eight-stage process is a very useful approach when it comes to making changes within an organization. This course has helped me strengthen my skills in overcoming barriers that tend to get and make it difficult to keep up with the change process. For me, the most interesting part of the course was learning about how today’s organizations are constantly evolving to accommodate change and learning about the tools that are required in order to work through those barriers that are known to effect efficient and positive change within organizations. We will write a custom essay sample on Blue Print for Personal and Professional Growth or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page To become an effective change advocate, it will be important for me to understand that although the change process can become somewhat difficult, it is possible when the necessary steps are applied to the change process. In addition to believing that change is possible, it is also important to carefully plan for change to assure that the process has been carefully thought out before attempting to apply changes within an organization. Being creative and motivated will also help me to become an effective change advocate as being creative will allow me to step outside of my comfort zone and think outside of the box while being motivated will help build momentum among myself and my employees as well as trust. Being creative will also give me the courage to take risks. Finally, to become an effective change advocate, it will be important for me to be flexible when it comes to change so that I will be able to adjust to any unforeseen circumstances that may arise. Leadership for Change: Enduring Skills for Change Masters Upon reviewing Kanter’s Article, â€Å"Leadership for Change: Enduring Skills for Change Master’s†, I found that of the seven skills described by Kanter, one area of weakness is skill #1: Sensing Needs and Opportunities: Tuning in to the Environment. As the author states, â€Å"Innovation begins with someone being aware enough to sense a new need† (Kanter, 2003). Being a person who has always struggled with adapting to new things, I would definitely benefit from strengthening this skill so that I am equipped with the necessary tools that will allow me to sense when there is a need for change as well as being able to identify the gaps between what is and what could be. Another weak area for me is skill #4: Enlisting Backers and Supporters: Getting Buy-Ins, Building Coalitions†. Strengthening this skill will allow me to bring on board the right people who are needed to help successfully implement the change as having too many people involved with the process could cause a delay in the implementation of the change, or could result in failure. This will require me to communicate my vision in order to find out who is receptive of the change and who is resistant as well ask finding out exactly who I will need to help with the change process. In order to further strengthen my management skills, I will continue with my program at Walden University until I have earned a Master’s degree in the field of management. This program will prepare me to successfully manage my employees and projects as well as how to face some of the critical challenges that exist in today’s society. I will also refer to the tools that have been provided to me in this course as I am sure they will serve as a guide in my quest to enter into the management arena as well as my personal life when change becomes necessary. When it comes to change, it is important to be able to determine both the reason for the change and why it is necessary. I will use the skills that I’ve gained in this course by applying them to changes that take place in my personal life and in my professional life, when applicable. When I am involved in the change process, I will make sure to follow Kotter’s eight-stage process to ensure that the change is implemented successfully and will little or no interferences.

Juxtaposing in the play Unity essays

Juxtaposing in the play Unity essays The world was devastated by four years of war in the fall of 1918. Suddenly, a puzzling and fatal plague added to the devastation. The Spanish flu struck people of all ages, and hastily proceeded toward death for its victims. The plague managed to bring home some of the horrors of the war with the soldiers. In fact, more people were killed by the Spanish flu than had died in battle. In the play Unity, Kevin Kerr takes the paranoia of the war and the fatal illness and juxtaposes it with his raw, slapstick comedy. Over the years it seems very little has actually been written about the wide-reaching misfortune of both the war and the Spanish flu epidemic. Kevin Kerrs Unity is therefore very important. It helps to recapture an elapsed period of Canadian history. Juxtaposition is a very important element in the play Unity by Kevin Kerr. Throughout the play, seemingly dissimilar qualities are placed together. Although very different, the qualities work together to add an aspect of veracity to the play. In many peoples experience, there is never really happiness without some aspect of misfortune. And wherever sorrow is present, a time of rejoicing is not far behind. Kerr takes this aspect of reality and uses it to his advantage to keep the essence of Unity very genuine and real. He also incorporates the strong basis of family into his writing. The juxtaposition of comedy and tragedy is also evident in this portrayal. Lastly, the unity of the small town is very important in the delivery of the piece. The plays very title, coupled with the fact that it is also the towns name, suggests that accord would play a large role in the progression of the play. Firstly, the juxtaposition adds an aspect of reality to the play. As early as the prologue the reader is introduced to this fact. Mary, Sissy, and Beatrice were talking about boys and getting married and the soldiers returning home, but abrup...

How to maintain effective accountability in project management Essay

How to maintain effective accountability in project management - Essay Example Hence, since most projects are implemented by teams whose heart is performance delivery, project managers need to be accountable to their teams and other project shareholders by ensuring they are empowered and dynamic. Accountability is undoubtedly one of the most important factors involved in the critical path of ensuring project managers account for the efforts of his or her team. The need for accountability in project management is to make sure that all finances and project resources are well utilized throughout a project life cycle (Barron & Barron, 2011). Hence, the ability of project managers to easily avail project data to the clients is important for ensuring good client relationships are maintained as well as establishing trust in the used methodologies. Therefore, accountability is very important to the involved teams because it ensures accountability is kept amongst project team members, a situation which prevents resentment in the project as well as helping to maintain mo rale (Gunlach, 2009). However, in order to make sure that accountability is maintained in project management there are issues which must be focused on throughout the project period. Firstly, one of such things involves maintaining effective communication within the project team and other stakeholders such as the sponsors or clients (Barron & Barron, 2011). Thus, since project management is usually a team effort, emphasis should always be placed on collaboration and communication in order to make sure everyone involved in the project can appropriately account for the allocated resources such as funds, labour, time, and so on. The significance of communication on maintaining effective accountability in management of projects is because it allows fast and easy process of making enquiries where some issues are not well understood. In addition, it also facilitates easy way of responding to concerns raised by colleagues in the project team as well as sponsors of the project or clients. Th erefore, in order to ensure accountability throughout the life cycle of a project, effective communication should be emphasized on because it is the only most important tool for the manager of the project and his or her team members (Gunlach, 2009). This is due to the fact that apart from helping in addressing concerns by team members and clients it also facilitates an easy way of addressing other obstacles to the project such as overlapping responsibilities, changes in project scope, complex integration as well as decentralization of the decision-making processes all of which pose potential conflicts in the project (Ten Step, n.d.). Secondly, maintaining effective accountability in management of any project requires establishment of the necessary project controls whereby planning plays the most significant role (Barron & Barron, 2011). This is mainly because it has been ascertained through experience, that planning for a project long before it commences lays the groundwork for acco untability from the project managers and project team as well as ensuring successful completion of the project. Thus, maintaining effective accountability in management of any project and its successful implementation and performance are highly depended on appropriate planning (Gunlach, 2009). In addition, execution of a project is

The Day that My Father Left Home Essay Example | Topics and Well Written Essays - 1500 words

The Day that My Father Left Home - Essay Example I remember one particular evening when my father came back from a trip. He was very late and my mother was not happy because she had been waiting so long, and the food had been ready for several hours. Soon after he arrived, I went to bed and I could hear my parents arguing in the kitchen below. My father was shouting and my mother was crying. Suddenly I heard a door slamming and I looked out of my bedroom window. He was marching down the street in the rain, carrying his bag and looking very angry. I went to speak to my mother but she sent me to bed. Later that night I could hear her crying and this made me very worried indeed. I could not sleep because I thought that this time my father really had left home for good. I thought he would never come back. I was only twelve years old and I imagined that I would have I would have to look after my mother now, because my father was no longer at home. This was a big responsibility and it was terrifying to think that everything I had known would now change. I thought I was too young for such a big responsibility. My mother worked for my father, and so if they got divorced, she would have no money and no job. Our house, and our plans for my studies at school and then later at college, would all be destroyed. That night I tried to sleep but it was not easy. I had a dream that some big, black birds had come to take away my clothes, and that I had to walk in the street in my underwear. This was a very upsetting dream and I wondered what it meant. The next morning I spoke to my mother about my worries and my troublesome dream. She told me that I should not worry because my father would come back in a few days. She looked so sad, and I wondered if she was just saying that to comfort me and make me get ready for school. I went to school as normal and for three days there was no sign of life from my dad. Eventually, on the fourth day after school I came home and saw his shoes at the door of the house. My joy was very great, and I hugged my father and told him that I had thought he was never going to come back. He just laughed and said that I would understand about such things when I was older. This experience made me think that whatever happens in my life, I will not leave someone in an angry m ood. I think it is better to settle any different opinions with kindness, and to protect children from the fear and pain that I felt on that night. The time when dad didn’t return. Lipogram version. Our house in China was rather small and I recalled how much at home I was in its small rooms. The place had clothing samples and pieces of material scattered around. Mum and Dad were in the clothing trade. Dad had to locate new products to sell, and Mother helped him with the accounts. I missed him when he was gone, and I was glad to see him when he came home. I recall one particular night when Dad came home late. He was so tired and Mother was not happy since she had waited so long, and the dinner was warm for ages. Soon after he arrived, I went upstairs and I could hear Mum and Dad arguing in the rooms below. Dad was shouting and Mum was weeping . All at once I heard a door slamming and I saw Dad out of the window. He was marching down the street in the rain, holding his suitcas e and looking quite mad. I went to Mother and then she sent me upstairs. Later that night I could hear her weeping and this made me most worried indeed. I could not sleep that night. I thought that this time Dad had deserted us. I thought he would not come back again. I was only 12 and I imagined that I would support Mother now, since Dad was no longer at home. This

Listed companies are under increasing pressure from the media and Essay

Listed companies are under increasing pressure from the media and politicians to behave ethically. In recent months, c - Essay Example 7 Conclusion 10 References 11 Introduction In the modern day perspective, a director’s role is considered to be quite significant when concentrating upon the success factors or driving forces which can derive sustainable growth for a company. In the recent past, many occurrences have revealed the lack of ethical concerns, and the discrepancies persisting in the directors’ performances of listed companies owing to which the companies have been witnessing increasing pressure from the community including the media and even the politicians with relation to their ethical commitment and ‘green’ initiatives. It is in this context that Section 172 of the Companies Act 2006 tends to play a major role in directing the roles and the responsibilities of the directors to preserve the success and the interests of the corporate being treated as two separate entities. However, in light of the prevailing occurrences of unethical conducts by directors as against the interest s of the company, it can be argued that certain amendments are required in the provisions mentioned under Section 172 of the Companies Act 2006. This paper aims at arguing on the basis of this particular aspect with reference to few case laws. Ethical responsibilities of A Director Under Section 172 Of The Companies Act 2006 The Companies Act 2006 is one of the major legislations, which governs the companies’ activities within the business periphery of the UK. It is one of the longest legislations, which has been passed in the UK with a large number of sections by its name. The main aim of the law is to modernise along with simplify the prevailing Companies Act in the UK. Moreover, it has been observed that this law is also meant to codify the duties of the directors in the companies. Furthermore, this Act would also grant much improved rights to shareholders of companies and it would also be effective in limiting the managerial burdens carried by the companies operating in t he UK1. One of the crucial impacts of the Companies Act 2006 is on the managers of the UK companies. The duties of the directors of the companies are codified with the emergence of this Act. It has been observed from the Section 172 of the Companies Act that the directors of the companies need to appreciate their duties towards organisations. The directors should work for the best interest of the companies. The directors should have to perform keeping in mind the ethical considerations. In this regard, the director should not accept any kind of benefits from any of the third parties. It would be unethical to the company if they perform activities in that manner. It has been evidently mentioned in the Companies Act that the directors would not be allowed to take any type of benefits from any of the third parties as it may harm organisations. Moreover, it has been viewed from Section 172 of the Act that the directors of organisations must act in a way that would said to be done in a g ood faith and to support the success relating to the company by considering the success of the interests of the members associated with it [Aberdeen Railway Co v Blaikie Brothers]2. Additionally, it is the duty of the directors of organisations to think about the long-term consequences of his/her decisions which are also ethically important. Furthermore, it has also been assumed from Section 172 of the Act that the directors would also have to keep in mind the welfare or interests of the employees of organisations and do

Effects of Culture in Teaching and Learning

Effects of Culture in Teaching and Learning Teaching English in Saudi Arabia – The Cultural Context Introduction In this essay, I aim to examine the cultural context predominant in the Kingdom of Saudi Arabia (KSA) in so far as it might affect effective teaching and learning styles and strategies in the EFL classroom. My interest in this topic is grounded in the reality of the post-9/11 world where the Western world has been pitted against the Arabic world as if there is a great social, cultural and religious divide that might never be bridged – or so the message in the media goes. This poses a great challenge and temptation for EFL teachers working in or curious about the region. The KSA makes for a particularly interesting study into how the local cultural and religious context might impact on successful English teaching and learning, because of the Kingdoms â€Å"politically sensitive geography† (Marcinkiewicz, 1995). The holy cities of Mekkah and Madinah are situated right within its borders and the KSA has thus â€Å"undertaken a protectoral role in religion.† It follows then that the Islamic religion is not only the most pervasive aspect of local culture, impacting directly on teaching method and content, it is also a significant motivating force for KSA learners who are â€Å"intensely religious, Islam having a strong influence on their minds and hearts.† (Al Haq and Smadi, 1996). It can thus be expected then that the religious dynamics in the KSA will â€Å"cause friction in the classroom† (Traynham, 2006). With Islam being the â€Å"strongest denominator† of students in the KSA (Kniffka, 1996), cultural awareness must inform any teaching methodology in order to achieve successful outcomes. Outline of essay I will introduce the cultural context underpinning effective language teaching and learning and give a brief background of the history of English instruction in the KSA as a way of introducing the larger historical and cultural context in which English-language instruction occurs. I will next consider some of the specific sociocultural and sociolinguistic issues that impact on the learning styles and strategies preferred by students and teachers in the KSA. Referring to the relevant literature, I will suggest connections between the local cultural context and the effectiveness of learning and teaching methods and strategies employed. Finally, I will conclude that while the local culture affects both students and teachers – and teachers must respond to this at the practical and theoretical levels – teachers must, at the same time, avoid overgeneralizing about cultural and religious factors and understand that each and every classroom exhibits a unique dynamic between a g iven set of individual students and their teacher and that, in fact, in many cases a universal education culture exists in all EFL classrooms regardless of social and cultural geography and context. The cultural context underpinning effective language teaching and learning In the past decade the concepts of context and culture have become increasingly more important in the literature on language teaching (Byram and Grundy, 2003). This is due to the increased acknowledgement of the significance of socio-political factors in teaching and learning and of the perception of learners as social beings who respond to learning a new language with â€Å"feelings and identities† (p. 1). In language teaching, cultural context is â€Å"usually defined as a/the culture associated with a language being learnt† (p. 1). As far as the English language is concerned, English has been taught in the KSA ever since the Kingdom was established, in 1932 (Al-Seghayer, 2005). The explosion of economic activity within the oil industry resulted in rapid development of English language programs in the 1970s, so that Saudis could successfully communicate in English with imported manpower and outside interests. Today, English is used as the major medium of instruction in universities where science, medicine, engineering and technology subjects are taught. English instruction begins in elementary school and is centralized and controlled by the Ministry of Education. Despite the ever-increasing importance of English in Saudi Arabia â€Å"as an essential vehicle for personal and national growth,† (Al-Seghayer, 2005, pp129), the system still fails to produce a satisfactory level of English language proficiency in Saudi learners. This seems to be an incongruous result, considering that the socio-cultural motivations for learning English are quite significant. Al Haq and Smadi (1996) find that a good knowledge of English rewards with social prestige and is considered to be a kind of duty to help Saudi Arabia advance economically, culturally and religiously at both the Islamic and international levels. With English being the lingua franca, in so far as technology and the sciences are concerned, Saudi citizens see English as a vital tool in advancing in this modern world. But this might be part of the problem. The English language – as the bearer of the goods of technology and science – necessarily comes with Western culture. Languages are expressions of national, historical and cultural identities. Languages are also â€Å"ideological because they are associated with aspirations of unity, loyalty and patriotism,† and â€Å"social because they are perceived as symbols of status, power, group identity, and belonging,† (Wesche, 2004, p. 279). As such, there is a fear in the KSA that the â€Å"use of English entails Westernization, detachment to the country, and a source of corruption to [] religious commitment.† (Al Haq and Samdi, 1996, p. 308). The sociolinguistic features of the English language – the grammar, phonetics and vocabulary – necessarily impact socio-affectively on the society of EFL learners (Khuwaileh, 2000, p. 287) wherever they might be situated in the world. In the case of Saudi Arabia, English language instruction often relies on Western cultural content that conflicts with Islamic culture and ideals. For example, Traynham (2006) explains how many EFL textbooks contain vocabulary – dating, alcohol, music, dance – that is offensive to Saudi students and to the Islamic faith. Khuwaileh (2000) also found similar sociolinguistic obstacles and cultural barriers when learners in an English for Science and Technology class refused to write on topics that included â€Å"taboo vocabulary† such as, AIDS, sexual diseases and contraception (p. 286), because for one student, at least, â€Å"religion,† â€Å"honor† and â€Å"politeness† were more important than gaining the certificate in English. Khuwaileh concluded that, unless modified, â€Å"course material rich in taboo content can significantly hinder the learning process.† (p. 287) Moreover, in a study of EFL textbooks – largely those written by non-Saudis and non-Muslims – used to teach freshman English in Saudi Arabia, Alhaidari (2003) found that they contained images and vocabulary â€Å"that clashed directly with Islamic and Saudi cultures.† These issues might seem easily solved, if common sense prevails even before theoretical and pragmatic considerations are examined. Offensive material should be avoided by designing unique material adapted to the socio-cultural reality of the student group. Even so, the pervasive presence of the textbook as the â€Å"dominant tool in teaching† holds a â€Å"powerful influence† over both cognitive and affective factors in individual students (Alhaidari, 2003, p. 3). Cultural revulsion towards a given text might impact on a students attitude to authority (in this case, the English language and English teacher) and on a students attitude to how important a text might be. A negative response, which is likely to be expected, will surely result in â€Å"learning difficulties, probably lost teaching objectives and, consequently, useless curricula.† (Khuwaileh, 2000, p. 287). Cultural issues in Saudi Arabia affecting effective language learning strategies For all of these reasons, awareness of cultural issues is not only beneficial, but a necessity, and Kniffka (1992) stresses that EFL instructors need to increase their level of expertise in cultural awareness and teaching language within a cultural context. Cultural awareness begins with the understanding that culture is a concept that concerns the role of the individual in the â€Å"unending kaleidoscope of life situations of every kind and the rules or models for attitudes and conduct in them† Oxford (1996, p ix). Context includes the beliefs, perceptions and assumptions that directly influence two things: language learning styles (the general approaches that guide learning) and language learning strategies (the specific steps or techniques used by learners). Of the six types of learning strategies – cognitive, metacognitive, memory, compensatory, affective and social – outlined by Oxford (2003, pp. 12-15), studies (introduced below) find that Arabic students tend to use cognitive and metacognitive strategies with greater frequency, and socio-affective strategies with lesser frequency, though students also exhibit an optimistic flexibility toward using a wide range of learning strategies. Abu-Ghararah (1996) found that â€Å"a wide variety of learning strategies were used† even while the majority of the EFL students surveyed in three public schools in Madinah â€Å"tended to use more cognitive strategies [more] than socio-affective strategies [] in acquiring English as a foreign language† (p. 6). Abdan and Almuarik (1992) also found that students exhibited a preference for multiple learning styles. In fact, gender and subject major, in their study, made no difference at all to their preferences. Riazi and Rahimi (2005) similarly found that while their Iranian student subjects used metacognitive strategies â€Å"at a high frequency,† overall they were â€Å" medium strategy users.† This can be extended to Saudi Arabia, because both Arab countries have a â€Å"similar history, culture and language† (p. 282). These studies show that students regularly â€Å"combine all the learning orientations.† Riazi and Rahimi (2005, p. 110) suggest that this openness and flexibility results from a â€Å"specific philosophy of life† where â€Å"a human being can only be perfect, when he studies all of the sciences and arts.† Reasons pointing to more frequent use of cognitive and metacognitive strategies might be that these strategies offer students direct ways to control learning and are strategies that can be employed in private study, rather than in group situations, which seem to be less preferred. Another factor suggested was that these students might not have much exposure to English in social situations so as to â€Å"pick up† the target language â€Å"unconsciously.† Reasons pointing to the minimal use of other strategies might be, apart from cultural background, â€Å"improper teaching,† and again lack of exposure to English in a native environment with native speakers. For Riazi and Rahimi, at least, it is up to the English instructors to introduce other strategies by discussing them with their students and providing appropriate opportunities to develop and use those â€Å"neglected strategies† (p. 123). To this end, Zaid (1996) evaluated the methodological preferences of teachers in an English department at a major KSA university and found that the overall preference was for a communicative style of teaching. This is interesting when considered against the findings of Riazi and Rahimi (2005, p. 103) where social learning strategies were the least frequently used strategies of EFL students. In fact, Khuwaileh (2005, p. 282) also concluded that social strategies, such as group work and openly expressing opinions in the classroom are â€Å"culturally bound practices which seem to hinder English language learning.† Zaid (1996) warns against teachers developing â€Å"personalized theories† of teaching when it might result in a â₠¬Å"methodological gap† between what they are doing in the classroom and what program administrators – working within the socio-cultural framework of the KSA – expect. Personalized teaching might also result in a preferential gap between how the teacher prefers to teach and how the students prefer to learn. Good practice then is clearly a collaboration between program administration, teacher preference, and the expectations of students as a group and as individuals. â€Å"Individual† is stressed here because, as Oxford (2003, p. 16) emphasizes, a teacher needs â€Å"adequate knowledge about their individual students style preferences† in order to provide the most effective classroom instruction. The literature examined in this essay, while clearly suggesting learning trends and preferences based on cultural background, also suggest an openness and flexibility in the learning strategy preferences of Saudi, and other Arab, students. In fact, the impact of culture is often found to be influenced by other factors, such as individual personality traits (Oxford, 2003), gender, as well as motivation (Kaylani, 1996, p75). Individual learners who are more motivated – regardless of cultural background – will use a wider range of learning strategies thus ensuring greate r success in their learning (Oxford, 1996a, p118). This may further imply that students may successfully adjust preference and expectation if a teacher introduces new activities â€Å"on trial† (Tomlinson, 2005), in the first instance, and only incorporate lesser used strategies should students find them useful and enjoyable. In fact, Tomlinson (2005) suggests that while learners may well have expectations based on cultural norms and experiences, the level of innovation introduced by any given individual teacher into the EFL classroom may have the effect of creating a new and unique to the classroom â€Å"temporary culture.† Tomlinson finds that even in significantly different cultural contexts, â€Å"educational cultures seem to be remarkably similar† (p. 139), what he refers to as a â€Å"universal† education culture. He calls it a Tomlinson seeks to stress the â€Å"teachers attitude† in response to the perceived cultural context in which they work and warns against the â€Å"dangers of cultural overgeneralization.† He concludes that teachers should remember that in a classroom teachers teach to a â€Å"class of diverging individuals rather than to a convergent group of cultural stereotypes.† Conclusion In conclusion then, the sociocultural and religious context in the KSA clearly influences teaching and learning. Teachers should not only be aware of the cultural context in which they teach and but this context should directly inform their choices of method and materials. However, teachers should avoid, on the one hand, making methodological choices based on overgeneralizations and preconceived ideas about how cultural issues influence their students, and on the other hand, should also avoid personalizing their methodology to suit their preferences and ideology. Methods and strategies employed in EFL instruction should always be negotiated anew between the teacher and the group of individual students. And all of this, of course, within the general framework of the sociocultural and religious dynamic prevalent in the KSA. References Abdan, A.A., and Almuarik, S.A., 1992. The Learning Style Preference of Saudi EFL University Students. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 4, No. 1, Abstract from King Saud University Journal Digital Library, Available from: http://digital.library.ksu.edu.sa/paper2214.html. [Accessed 15 November 2008]. Abu-Ghararah, A.H., 1996. The Learning Strategy Uses of EFL Students. [online] In Educational Journal, Faculty of Education, Kuwait University. Vol. 10, No, 38, pp. 15-32, Available from: http://abughararah.com/App_content/File/Researches/07.pdf  [Accessed 16 November 2008]. Alhaidari, A.O., 2003. The Compatibility of Freshman EFL Textbooks Used by Saudi Universities with Islamic Culture. [online] In Journal of King Saud University. Educational Sciences Islamic Studies. Vol. 15, No 2, pp1-41, Available from: http://wwww.ksu.edu.sa/printpress/researches/V28M206R2970.pdf, King Saud University Journal Digital Library.  [Accessed 17 November 2008]. Al Haq, F.A., and Smadi, O., 1996. Spread of English and Westernization in Saudi Arabia. In World Englishes, Vol. 15, No. 3, pp 307-317. Al-Seghayer, K., 2005. Teaching English in the Kingdom of Saudi Arabia: Slowly but Steadily Changing. In G Braine, ed. Teaching English to the World: History, Curriculum, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, p 125-191. Byram, M., and Grundy, P., eds., 2003. Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters. Kaylani, C., 1996. The Influence of Gender and Motivation on EFL Learning Strategy Use in Jordan, p 75-88. In Oxford, R.L., ed., 1996. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. : University of Hawaii Press. Khuwaileh, A.A., 2000. Cultural Barriers of Language Teaching: A Case Study of  Classroom Cultural Obstacles. In Computer Assisted Language Learning, Vol. 13, No. 3, pp. 281–290. Kniffka, H., 1992. Cultural Identity, Life Cycles and Intercultural Communication: Teaching  German to Adults in Saudi Arabia. In Language Teaching Journal, Vol. 2, pp. 75–80. Marcinkiewicz, H.R., 1995. Educational Technology Transcends the Saudi Desert and Cultural Mores. [online] In TechTrends, Vol. 40, No. 2. Preview available from http://www.springerlink.com/content/m415w713355677h4/fulltext.pdf?page=1, Springer Boston  [Accessed: 16 November 2008]. Oxford, R.L., 2003. Language Learning Styles and Strategies: An Overview. In Learning Styles Strategies: Oxford, GALA. Oxford, R.L., 1990. Language learning strategies: What every teacher should know. New York: Newbury House. Oxford, R.L., 1996. Language Learning Motivation. Manoa: University of Hawaii Press. Oxford, R.L., ed., 1996a. Language and Learning Strategies Around the World: Cross-Cultural Perspectives. Manoa: University of Hawaii Press. Riazi, A., and Rahimi, M., 2005. Iranian EFL Learners’ Pattern of Language Learning Strategy Use. In The Journal of Asia TEFL, Vol. 2, No. 1, pp. 103-129. Tomlinson, B., 2005. English as a Foreign Language: Matching Procedures to the Context of Learning. In Hinkel, E., ed., Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum Associates, p. 137-154. Traynham, M.S., 2006. Challenges for EFL Students and Teachers in Saudi Arabia [online] TESOL Courses.  Available from: http://www.tesolonline.com/articles/complete_articles.php?index=177category=59  [Accessed: 15 November 2008]. Wesche, M., 2004. Teaching Languages and Cultures in a Post-9/11 World. [online] In The Modern Language Journal, Vol. 88, No. 2, pp. 278-285.  Available from: http://www.jstor.org/stable/3588759, Blackwell Publishing.  [Accessed: 16 November 2008]. Zaid, M., 1996. Ascertaining the Pedagogical Preferences of EFL Teaches in Saudi Arabia. In Journal of King Saud University. Educational Sciences Islamic Studies. [online] Vol. 8, No. 2. pp. 1-20. 20. Available from http://digital.library.ksu.edu.sa/V8M317R2260.pdf Abstract from King Saud University Journal Digital Library.  [Accessed 15 November 2008]. 9/ 9

Workplace Violence Essay -- Workplace Health and Safety

Workplace Violence Workplace violence has existed throughout history. However, historical documentation of workplace violence is vague and sometimes non-existent. Documented workplace violence is believed to have existed during the Roman Empire, the Renaissance Era, and it continues today. It seems unfortunate, but as long as a â€Å"society† exists, workplace violence will more than likely exist. Therefore, employers must understand: the history of workplace violence, the effects it has on the organization, the reasons why it occurs, the warning signs, and ways to prevent it from occurring. Most importantly, it is the responsibility of the Manager, to not only understand workplace violence, but to ensure that all employees understand the seriousness of workplace violence and to make sure that they have a safe working environment. According to the National Institute for Occupational Safety and Health (NIOSH), workplace violence is any physical assault, threatening behavior or verbal abuse occurring in the work setting. It includes, but is not limited to beatings, stabbing, suicides, shootings, rapes, near suicides, psychological traumas such as threats, obscene phone calls, an intimidating presence, and harassment of any nature such as being followed, sworn at or shouted at. Before 1980, the American job-site was relatively safe and there were not many people concerned with violence in the workplace. Unfortunately, this has changed. Workplace violence has become a serious issue, especially since many people spend most of their time at work. Today, television and radio bombard the public with graphic depictions of violent workplace scenes. Violence occurs everywhere and it has even trickled ... ...s.† http://www.all-biz.com/articles/violence.htm U.S. Office of Personnel Management Author: Mary P. Tyler., A Manager’s Guide: Traumatic Incidents at the Workplace., 1993. Workplace Violence Department of Labor, Occupational Health and Safety Administration, Resources on the web. Information on Workplace Violence, guidelines and training materials are available. http://www.osha-slc.gov/SLTC/workplaceviolence Workplace Violence- a Bibliography Books dealing with workplace violence, prevention, protection, management, containment, liability, etc., are listed here with hyperlinks to Amazon.Com where they can be reviewed and ordered online. http://www.growing.com/accolade/viol/w_place.htm In addition, portions of a group project, in which I participated in, was used as a reference for completing this report.