Social Change And Freedom Of Expression - 1973 Words

It is clear that the 1920s were years of social change and freedom of expression, mainly for women who had for so long endured the oppressive social injustice of not legally being able to vote or even make their own legal or financial decisions in their marriages. However, while the causations for this may be numerous, and social change was already an imperative on the horizon for Britain and the rest of the world, the ways in which women actively volunteered to participate in helping out their country, despite the gruesome and often times extremely dangerous conditions of the Western front, was indicative of the powerful force of women’s desire in the early twentieth century to prove that they were equally as brave, competent, and independent as the male war heros of the past. World War I was a call to action that women couldn’t ignore: they stepped up to serve their country on the battlefield and at home, where there was need, in places (such as driving ambulances) th at proved that women were in every way equal to the abilities of men, and there would be nothing that could stand in their way to achieving equality in the upcoming decade. There may have been rumblings, from some places louder than others, of feminism and women’s suffrage in Victorian and Industrial England at the turn of the twentieth century, but they were for the most part muffled by the larger cultural landscape as a whole: a culture that was trying to hold onto the foundations of empire that wereShow MoreRelatedA Case study on the role of Internet Intermediates in Internet Freedom of Expression1195 Words   |  5 Pagesrefer to numbers of social platforms help in the information transmission process of Internet (OECD, 2011). It is indubitable that Internet intermediaries play an essential role in the free flow of information vie Internet, because those platforms enables users to access, share and create information which implicate the right of freedom of expression. Un der the economic motivations, policy principles for Internet intermediary platforms are not just take account of expression of freedom on the InternetRead More‘Freedom of Speech Means the Freedom to Offend.1372 Words   |  6 Pagessums up the very essence of free speech; it is, as Orwell believed, the mother of all civil rights. Without the unconditional freedom to offend it cannot exist. Ideas are, more often than not, dangerous things. There is little point in having freedom of speech if it only defends the most popular and innocuous of opinions. The freedom to offend can perpetrate racial, social or religious intolerance; however, conversely, it is also the only means available to fight against such bigotry. Free speechRead MoreThe Media As A Valuable Outlet For Free Expression1665 Words   |  7 PagesThe social media as a valuable outlet for free expression Introduction The communications and media landscape is experiencing a profound and fast transformation. There is a possibility of describing the evolution and development of new technologies as enterprising and open. The internet comprises of the considered technological developments, which is the latest outlet that a considerable number of people in the world can access and use to communicate (Maras 3). Just as other technologies before itRead MoreEssay Costs and benefits of free speech and press826 Words   |  4 PagesFreedom of speech and press, or freedom of expression, are fundamental rights. Without these freedoms a truly free society cannot exist. By definition, they allow the citizens to communicate their ideas both verbally and in print. 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The internet has created a platform where people can freely express their opinions on different issues within the societyRead MoreThe Field Of Sociology Is An Old But Ever Changing Systematic Study Of Human Behavior1579 Words   |  7 Pagessociology is an old but ever changing systematic study of human behaviour in a social context. Within the field of sociology, in order to create a contextual understanding of the influences that create society in which we live theories are employed to explain the forces that shape our social world. Such theories are essential in explaining emerging social phenomena such as pornification (Furze et al, 2015). Pornification of the social world has become a significant mass media issue of which continues toRead MoreDeath Of A Social Work1648 Words   |  7 PagesThe First Amendment guarantees freedoms concerning religion, expression, assembly and the right to petition. In the case of religion and expression, there is a case that highlights both. In 2001, Emily Brooker attended Missouri State University in pursuit of a Social Work degree. In the fall of 2005, Emily was a senior and was faced with making the pressing decision to complete an assignment or fight for her First Amendment rights. She ultimately chose to fight with the help of prominent attorneysRead MoreCensorship is a Personal Decision Essay1558 Words   |  7 PagesCalifornia (1971) It is probably no accident that freedom of speech is the first freedom mentioned in the First Amendment: Congress shall make no law...abridging the freedom of speech, or of the press, or of the people peaceably to assemble, and to petition the Government for a redress of grievances. The Constitutions framers believed that freedom of inquiry and liberty of expression were the hallmarks of a democratic society. Freedom of speech, of the press, of association, of assemblyRead MoreStudies in Contemporary Literature: Free Speech1622 Words   |  7 Pagesother controlling bodies (Wikipedia, 1). This can be done by governments and private organizations or by individuals who engage in self-censorship which is the act of censoring or classifying one’s own work like blog, books, films, or other means of expression, out of the fear of, or deference to, the sensibilities of others, without overt pressure from any specific party or institution of authority. Censorship occurs in a variety of different contexts including speech, books, music, films, and otherRead MoreThe Political Power Of Social Media1171 Words   |  5 Pagesadvancements and the prevalence of social media, communication has become faster and easier than before, allowing for greater involvement in activities globally. This has allowed for social media to become a method of political action because of its accessibility and spe ed. With the advancing processes of social media as a political force, there have been arguments on the effectiveness and different ways to take advantage of it. 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Workshop Critique Free Essays

Designing a more effective workshop is a daunting challenge to today’s fast moving world that exhibits dynamism in various aspects. As a result it poses a daunting challenge to the workshop organizers and planers especially when there are sensitive issues regarding to conflicts, interracial misunderstanding and poor communication among the participants. In this regard, designing and implementing workshop for the young persons who face challenging issues when they have been asked to work in a group such as Communication, language barriers, culture differences and conflicts, on which the participants wanted to improve on becomes a challenge. We will write a custom essay sample on Workshop Critique or any similar topic only for you Order Now As a consequence, design for such a workshop it is deemed necessary to critically balance the goals of the participants and the learning and facilitating resources against the philosophy and objectives of designers (Barbazette, 2001). This aspect of workshop planning and implementation is a key principle to a successful workshop implementation that guarantees positive outcomes of the workshop which some planners usually neglect. In circumstances that balancing principle is neglected the planers usually dominate their design with their views and views of the participants obtained from surveys such as TNA for this case. Although in most cases in the process of workshop designing both planners and participant’s philosophical ands theoretical goals may be coherent in the sense that both aims at improving their educational process, the reality of the school environment can cause inappropriate planning and miscommunication in regard to workshop design. However, planers creativity, innovativeness and awareness can help arrive at a tangible workshop that participants can implement the skills, attitudes, behaviors and knowledge to their daily practices in their respective schools and groups. Therefore in designing an effective workshop the key domains that were considered are logistics, recourses and content. Rationale for Workshop Design The rationale for workshop design was informed greatly by logistics involved, content and the learning and teaching resources. The design was highly influenced by the TNA conducted which revealed that the students or participants had difficulties working in groups in terms of communication, language, barriers, conflicts and cultural differences. In this regard, the workshop was stimulated in away that it became a leaner centered. The logistics involved in the workshop design to a greater extend contributed to the success of the workshop. By summing up the aim of the logistics involved in the workshop design, the workshop was supposed to impact day-to-day group work tasks of the participants (Barbazette, 2001). The focus of the workshop was centered on the understanding the principles and process of effective group formation and functioning with respect to diversity. In order to ensure that the workshop materials are applied by workshop participants to their normal schooling life, the workshop plan utilized the following strategies: first, Individualization technique that used appropriate teaching technological resources to present individualized learning materials to the participants like reference to special links on the internet because we recognize that every participant has quite a bit to learn. Second, Time was sufficiently allocated that facilitated absorption of principles and by most participants. Third, the school support â€Å"buy in† was also central to the plan as the school had to buy in the value of the workshop by permitting workshop to be conducted and students to participate. And the fourth aspect, was the selection of learning materials â€Å"Take to class materials† that are relevant to content and participants. However, despite the logistics involved in planning for the workshop effective learning during workshop proceeding is determined by quality and concern of faculty, peer group, and effective content and pedagogy. These factors are addressed by content, instructional approach and resources used in the following section. The content instructional approach was largely drawn from Kolb learning cycle (see figure 1) that utilized participant’s experiential knowledge as learning resource. Kolb learning cycle model (Kolb, 1984) emphasizes the use of learners experience to build new content. This approach is very important in learning and teaching undertakings especially to students in the sense that facilitator induces reflective aspect to learners in order for it to become a process and routine to develop learners. Kolb learning cycle comprise of four phases: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation, which must be adhered to in order to attain meaningful learning. By adhering to these four stages, the participants were able to reflect on their experience to formulate concepts which can be applied to their future situations relating to group work. The new participant’s behavior is tested out by exposing him or her to new situation or previous situations and comparing the effectiveness of learning outcome. For instance, in this case speed ball was reintroduced to participants after learning and revealed that group competency has been gained evident by reduction in task performance time for 17seconds to 1 second. Briefly the four phases of Kolb’s cycle are significant in enhancing learning and skills long term skills that the workshop participants can apply to real life situation. For instance, Concrete experience phase involves ‘doing’ aspect that drive for process and content of workshop through materials. The use of interactive games in workshop like speedball, this enhances experience on the past of participants. Reflective observation is the participant’s qualities and judgments of events and discussion of the learning process with peers (Cranton, 1995; Trotman, 2000; Gordon, 2002). As a result, participants were able to reflect on their training at the workshop and at the same time normal school learning situation this enable the students to have confidence with their colleagues and mitigate painful learning experiences. To enhance a meaningful reflection of the participants keep their journals or a log. Importantly, reflection aspect is vital mechanism to promote learning and professional development. Abstract conceptualization helps learners to plan better future activities added to their reflection of their personal experience by being informed by educated theories. In this context, Educational theories were major drawn from luck man’s model of learn development, forming, worming, storming and performing. While at the same time the Taylor’s set of 16 guiding principles of effective groups was utilized see [table 1] (Taylor, 1996). Through educational information added to the students own reflection, enables the participants to integrate theories and the analysis of the past actions to draw conclusion about their group work practices. Active experimentation is the final and actualization phase according to Kolb cycle of learning in the sense that it enables the work shop participants to use conclusion drawn about present actions from Abstract conceptualization phase as a basis to plan changes to their group work performance, the Active experimentation phase is vital because it generates concrete experience to the participants thereby forming knowledge base to inform, educate others and develop effective group interactive skills. Moreover, the attained concrete experience serve as a platform on which the participants of the work shop can review and reflect to form conclusion about the effectives of the outcomes. The content emphasis was drawn from Turkman’s Forming, Storming, Norming, Performing and ending model (see figure 1). These four distinct stages were emphasized on because the students complaint on their difficulties they do experience during working in groups greatly lie in the misunderstanding of the critical process of effective group formation and functioning. The content planned was aimed at covering and teaching the participants how to form, storm, norm, perform and adjourn the group once it is through with the task assigned. The group forming stage the emphasis was on the group leader role was stressed since there is little agreement from the team other than leader guidance and direction. Moreover, the many questions relating to objectives, purpose and individual concerns should be answered by the leader, while the members can engage in system testing to understand it better. Therefore, the forming phase entirely is dependant on the leader’s directives. The second phase of storming, the members may experience difficulties in decision making and struggle for positions. As a result, these struggles cause increase of purpose clarity but plenty of uncertainties may also persist. Therefore, the workshop participants were informed to be tolerant with different views of members disregarding their ethnic, gender or race, and try as much as possible to reach an agreeable compromise in line with their goals to avoid emotions distract their progress (Farbstein, 2003). The workshop participants were informed that if they successful undergo the first two phases, then the third stage of norming will come in automatically with ease in decision making and agreement amongst the members. Moreover, the group shall have strong unity, commitment and respect for the leader. Thereafter, the team moves to performance stage where the team shall be more strategically aware of why it is doing what it is doing due to shared vision without strict supervision or leader direction. As a result, the team shall have ambitions to over achieve their goals, easy conflict and disagreement solving and the group shall work with less instructions and directives, while the leader’s role shall only be streamlined to delegate and oversee the performance. Then lastly, the group can adjourn as the last stage when the task has been accomplished successfully. The participants were informed the joy and fulfillment of adjourning stage rests on group dissolution when everyone move to do other things or assignments feeling good about what’s been achieved. Therefore, group member ought to strive to have a happy ending by facilitating a successful group formation and functioning in their school learning activities. In addition to Turkman’s model of group formation and performing, Taylor’s 16 principles of effective group performance were included in the content since they guide and help group running normally. These included: Testing inferences and assumptions, Sharing all relevant information, Focusing on interests as opposed to positions, Agreeing on what important words mean, Being specific when referring to anything like using examples like Peterson and not you, Disagreeing openly with any member of the group, Make statements and then invite questions and comments and Explaining the reasons behind questions, actions and statements. Additionally, jointly designing ways to test disagreements and solutions, Discussing undiscussable issues, Keeping discussions focused, there should be no taking of cheap shots as they may distract the group, All members are expected to be participating in all phases of the group processes, Exchange relevant information with non-group members, Make decisions by consensus, Doing self-critiques. These principles are vital and useful to group as they offer guidelines to successful group functioning and performance. Workshop resources were carefully selected since the learning resources can be turned into a factor with a positive impact (Farbstein, 2003; Kieren, 2005; Smith, 1998). The challenge towards meeting sufficient workshop resources was funding or financial limitation to avail the necessary resources to the participants such as handouts on principles of effective group performance and the Turkman’s model of group forming, storming, norming and performing. Despite financial limitation, there was use of relevant text books, reference to important websites for information regarding effective group functioning and use of charts was widely used. In addition to that, the participants were requested to write a position paper in rejection or support of the pedagogical innovations used in the workshop. Workshop outcomes The workshop outcome from my observation, it was very good and the team was able to communicate with each other, they have followed exactly the Tuchman’s model of team development, forming, storming, and norming, performing, and then ending. Moreover, I observed that the conflict on the norming stage was not obvious because the number of the team members were few; therefore they were able to overcome their conflict so easily. Additionally, during the activity, I noticed that some students showed leadership skills and some were just followers and listeners. The major theory that can be used to explain this show of behavior is goal setting and reinforcement theories. This is in the sense that the participants were able to set their personal goals that motivated and spurred their behavior and need to achieve. While on the other hand, the facilitators were able to reinforce positively the participants especially by use of extrinsic motivators. As a result, the survey results obtained from students showed that they all liked a lot the workshop (Kirkpatrick, 1994). Recommendations for improvements The workshop was successful but needed more aspects and issues to be looked at or incorporated. For instance, during facilitation there is need to integrate workshop design with more academic theory and application in sense that they are interwoven to have it deliver skills and knowledge at its best. The making of this linkage can help to continue the momentum from the participants’ experience. However, there is need to revolve around more personal theory around participants responses to the experience and less of academic theories. Furthermore, there is need to allocate sufficient time to maximize the outcomes of the activity by considering its implications and impacts of day-to-day participants academic undertaking. And finally, learning and teaching resources ought to have more attention paid to and proper resources mobilization to even include handouts to help participants with application outside the workshop. Lastly, the TNA need to be clearer and all inclusive to include wide views of stakeholders. Conclusion In conclusion, the paper has looked at the workshop design and implementation with insight to its outcomes. The success of the workshop demonstrate the fact that technical competency at any organization is not enough, but rather the interpersonal skills that facilitates individuals development of effective work relationships. In order to attain that, there was collaborative approach to design and implement the workshop to meet the needs from various participants’ perspectives. As a result, the workshop was able to successfully transfer of learning to behavior because: first, participants improved their communication skills demonstrated by reduction in speedball exercise time from 17 seconds to 1 second. This also indicates that Participants had attained an increase in self-awareness in relation to body language, tone of voice and active listening. Moreover, the participants showed that they were less aggressive and more assertive in relation to their approach while interacting with their peers. Secondly, the participants gained insight into behavior of self and others. Therefore, the participant developed a sense to appreciate others’ cultural, racial and ethnic differences and was able to adapt necessary communication styles aimed at improving their interpersonal relations. How to cite Workshop Critique, Papers

Interest in Registered Nursing Program Essays - Health, Nursing

Interest in Registered Nursing Program My name is Adriana Centeno and I am applying to the Registered Nursing program in Career Care Institute in Antelope Valley. I currently work as a Certified Nursing Assistant at Henry Mayo Newhall Hospital in Santa Clarita Valley. I ha ve been working there in the Critical Care/DOU unit since 2013 . It is not my first job as a Certified Nursing Assistant , but this is where I have grown and learned tremendously in the medical fiel d working at Henry Mayo Newhall Hospital . I now have this drive to want to learn more and pursue my career in Registered Nursing, so I can do more and help patients with the knowledge I will get if I get accepted in a Nursing Program. I have floated to other units, including Telemetry, Behavioral health Unit, Women's unit, ICU, and Medical Surgery unit. I have hands on experience in all different departments. I am so intrigued for learning more and putting it to pr actice and make a difference in people's lives . I work with some amazing nurses and Clinical coordinators who are witnesses of my passion for helping other s and they can even write a recommendation letter because just like I am eager to be a Nurse, they too are thrilled to have me working aside with them as a Registered Nurse. I am not a teenager no more who does not know what they in life. I am a 25-year-old, independent, hard worker who works in the medical field and knows what she wants and will overcome any obstacle that gets in the way of her passion for Nursing. If you give me the opportunity to be in your program, I will show you how serious I am about Nursing.

present essays

Farming 19th century/present essays Agriculture has been the most important activity in America from the 1600s to the present but is rapidly declining in economic importance in the 21st century. The farm equipment has improved drastically, from hand labor to gas and diesel machinery (Fite 1). In the 1860s, farmers made up fifty-eight percent of the labor force (ARS). The agriculture business was the foundation of the west. The most common farm tools used in the 19th century were made from wood and metal strips. These tools were used by hand labor or pulled by a strong workhorse (Fite 1). Most of the farmers went to a near town and purchased a few slaves for a good price. Slaves were the main farm workers in the north until the end of the Civil War. They would do the farmers hard work for little, or no pay. Due to the end of slavery the blacks were able to become shareowners on several farms. They were granted their freedom, as well the right to own and harvest their own land (Duane 156). One hot invention in the 1800s was the harvesting machine and thresher. The harvesting machine was created by an American inventor searching for an easier way to cut down the grain stalks. This young inventors name was Cyrus McCormick, and this machine was built in 1824. The thresher was a machine, capable of separating the grain from the head. This was created by two brothers in 1836, but wasnt used much until the early 1900s. Later in the 20th century an inventor came up with the idea to combine the harvesting machine with the thresher. He called this invention the combine after his great thought. This combine was able to do both of the last two machines jobs, this helped shorten the harvesting time period and labor needed (Duane 156). A man named John Deere invented the first steel plow. He was a blacksmith in the state of Illinois. This was done in the 1830s. This was made because the earlier versions of ...

Native Speaker - Definition and Examples in English

Native Speaker s in English In language studies, native speaker  is a controversial term for a person who  speaks  and writes using his or her  native language  (or mother tongue). Put simply, the traditional view is that the language of a native speaker is determined by birthplace. Contrast with non-native speaker. Linguist Braj Kachru identifies native speakers of English as those who have grown up in the Inner Circle  of countries- Britain, America, Canada, Australia, and New Zealand. An extremely proficient speaker of a second language  is sometimes referred to as a near-native speaker. When a person acquires a second-language at a very young age, the distinction between native and non-native speaker becomes ambiguous. A child may be a native speaker of more than one language as long as the acquisition process starts early, says Alan Davies. After puberty (Felix, 1987), it becomes difficult- not impossible, but very difficult (Birdsong, 1992)- to become a native speaker. (The Handbook of Applied Linguistics, 2004). In recent years, the concept of the native speaker has come under criticism, especially in connection with the study of World English,  New Englishes, and English as a Lingua Franca:   While there may be linguistic differences between native and non-native speakers of English, the native speaker is really a political construct carrying a particular ideological baggage (Stephanie Hackert in World EnglishesProblems, Properties and Prospects, 2009). Examples and Observations The terms native speaker and non-native speaker suggest a clear-cut distinction that doesnt really exist. Instead it can be seen as a continuum, with someone who has complete control of the language in question at one end, to the beginner at the other, with an infinite range of proficiencies to be found in between.(Caroline Brandt, Success on Your Certificate Course in English Language Teaching. Sage, 2006) The Common-Sense View The concept of a native speaker seems clear enough, doesnt it? It is surely a common sense idea, referring to people who have a special control over a language, insider knowledge about their language. . . . But just how special is the native speaker? This common-sense view is important and has practical implications, . . . but the common-sense view alone is inadequate and needs the support and explanation given by a thorough theoretical discussion is lacking.(Alan Davies, The Native Speaker: Myth and Reality. Multilingual Matters, 2003) The Ideology of the Native Speaker Model [T]he notion of native speakersometimes referred to as the ideology of the native speaker model- in the field of second language education has been a powerful principle that influences almost every aspect of language teaching and learning . . .. The notion of native speaker takes for granted the homogeneity among, and superiority of the linguistic competence of native speakers and legitimizes the unequal power relations between native and non-native speakers. (Neriko Musha Doerr and Yuri Kumagai, Towards a Critical Orientation in Second Language Education.  The Native Speaker Concept. Walter de Gruyter, 2009) An Ideal Native Speaker I know several foreigners whose command of English I could not fault, but they themselves deny they are native speakers. When pressed on this point, they draw attention to such matters as . . . their lack of awareness of childhood associations, their limited passive knowledge of varieties, the fact that there are some topics which they are more comfortable discussing in their first language. I couldn’t make love in English, said one man to me. . . . In an ideal native speaker, there is a chronologically based awareness, a continuum from birth to death where there are no gaps. In an ideal non-native speaker, this continuum either does not start with birth, or if it does, the continuum has been significantly broken at some point. (I’m a case of the latter, in fact, having been brought up in a Welsh-English environment until nine, then moving to England, where I promptly forgot most of my Welsh, and would no longer now claim to be a native speaker, even though I have many childhood associations and instinctive forms.)(David Crystal, quoted by T. M. Paikeday in The Native Speaker Is Dead: An Informal Discussion of a Linguistic Myth. Paikeday, 1985)

Benefits and technical challenges for using self compacting concrete Essay

Benefits and technical challenges for using self compacting concrete - Essay Example By regulating the mix proportioning, the concrete is so formed such that it doesn’t require compaction. There is no particular code available for SCC so far even though it has started to catch wide application in modern days and again there is no definite mix proportioning procedure established (Zhu et al., 2001). In order to learn comprehensively about the feasibility of using the concepts of SCC with the available materials around, this research essay is basically grounded on the factual findings on the benefits and the critical challenges cropping up as a result of using the modern developed self-compacting concrete. According to Loughran (2007) the basis at which SCC is highly gaining recognition, wide acceptability and increased adoption in terms of usage in modern constructions are inevitable and are essential as further illustrated in this essay. On highlights, it is of note that when large quantity of substantial reinforcement is to be positioned on a reinforced concrete (RC) member, it is never easy to certify that the formwork gets wholly filled with concrete; that is, fully compacted without honeycombs or voids. Compaction by mechanical vibrators or by manual is very difficult in this situation. The method used of compaction, vibration, causes additional cost and delays in the projects. For underwater concreting it is always required that you use fresh concrete, which could be placed without the necessity of compaction; in such conditions vibration had been merely impossible. This challenge can now be resolved with self-compacting concrete (Persson, 2003: 374-379). The SCC flows easily a round the reinforcement and into every corner of the formwork. The SCC is very fluid and passes around obstructions to fill all the corners and nooks without the risk of either mortar or any other ingredients of concrete detaching out, and simultaneously ensuring that there are no

Cross Cultural Communication and Business Management Term Paper

Cross Cultural Communication and Business Management - Term Paper Example When manages successfully, it brings economic benefits. For organizations that send managers on foreign assignments. The cost can be high, as those managers need to adjust to their new environment. Cross-cultural effective communication is useful and worthy which can deal with conflicts that arise within multicultural. What would the ideal manager of international operations look like The ideal manager would have a "very good command of several languages and knowledge of and sympathy for several cultures" ( Hedlund 1986: 31 ). Some authors argue that these managers must become cosmopolitans, to grow beyond cultural limitations ( Harris and Moran 2000). To be "cosmopolitan", according to Webster's Third New International Dictionary, a manager must "be marked by interest in, familiarity with, or knowledge and appreciation of many parts of the world: not provincial, local, limited, or restricted by the attitudes, interests, or loyalties of a single region, section, or sphere of activity: worldwide rather than regional, parochial, or narrow." As if this were not asking enough of an international manager, Harris and Moran also distinguish between cosmopolitans and global managers. Global managers are cosmopolitans who have an additional facility for making appropriate business decisions anywhere that they operate. Given the near impossibility of either finding or developing such a manager, is it any wonder that we encounter firms of all types and classes making costly blunders in their foreign operations Business people today face an increasing range of culturally diverse situations. To ensure success in business, many organizations are using cross-cultural communication to improve their manager's cross-cultural effectiveness and enhance their communication skills. In a diverse workplace, there are many cultures collide. Many culture norms influence a manager's behavior and subsequent reactions (Gardenswartz L. and Rowe A., 2001).