How Non-Native Business Writing Courses Help Global Employees Succeed

How Non-Native Business Writing Courses Help Global Employees Succeed Many companies have invested in a global workforce, drawing new strength and innovation from diverse international employees. However, for those who do not speak English as a first language, it can be difficult to meet the strict writing requirements of the modern English workplace. Non-native business writing courses tailored specifically for global professionals can help companies get the polished writing they need and help employees gain the confidence and skills to meet their individual business goals. Non-Native Writers are a Growing Part of Today's Workforce The Bureau of Labor Statisticsnotes that in 2012 foreign-born workers made up over 16% of the US workforce with that number steadily increasing since 1996. The largest non-native group was Hispanic men, making up close to 48% of foreign-born workers. While the weekly earnings of non-native employees were statistically less than their native-born counterparts, the survey also showed that educational attainment directly increased earning power.A recent study by Wharton management professor Laura Huang found "a widespread bias in the business community against non-native English speakers: Entrepreneurs with non-native accents, she notes, are significantly less likely to receive new-venture funding, and job candidates with non-native accents are also less likely to be recommended for management positions. Foreign-born workers need to invest in strong communication skills in both speaking and writing to overcome these prejudices in the modern workplace. What Problems do Non-Native Writers Face? While native writers develop an ear for their own language, for non-native writers it can be difficult to adapt to the unique structures and complexities of formal English. The most common struggle is in understanding the subtleties of English grammar. Many native speakers instinctively understand grammatical rules but are unable to communicate the reasons behind them to employees. Practice and study using real business documents as examples are necessarily to learn both basic and complex grammatical structures. One-on-one instruction can be especially helpful in identifying individual weaknesses. Other cultures often have different standards and techniques for handling logic and evidence in business writing, so explaining and understanding the expected standards of American business writing is essential. Do I Really Need to Improve My Writing to Succeed? For many, the talents of an employee are a stronger selling point than their writing skills. On the surface, who cares if an engineer can write a cohesive memo as long as they can design a functional product? However, businesses have quickly realized that communication skills, in any field, are essential to the success of both the employee and the company. Companies both in the US and around the world are increasingly conducting business in English. As theHarvard Business Review reported, the use of English can be a controversial decision, noting that employees "may feel at a disadvantage if their English isn’t as good as others’, team dynamics and performance can suffer, and national pride can get in the way. But to survive and thrive in a global economy, companies must overcome language barriers- and English will almost always be the common ground, at least for now." However through directed education and practice, all employees can learn to utilize English as another skill to add their already diverse talents to help themselves and their company succeed. How Can Personal Instruction Provide Targeted Improvement? Treating all non-native writers the same is neither helpful nor productive. Different cultures and languages face varied and unique challenges and a one-size-fits-all education can leave costly gaps in knowledge. Learning in the workplace can be a high-stakes endeavor with mistakes in a memo or proposal causing headaches for both employee and employer (and in the worst case scenario can lead to legal or financial problems for the company). Non-native writers can feel extreme pressure to perform when only writing for the business environment. Writing for an instructor, however, provides safety and supportthat focuses on improvement rather than simply results. Instructors can provide a detailed plan to follow in a structured writing course and can improve writing with targeted feedback tailored to the writer's specific needs. Please contact us for help finding a generalbusiness writing courseor non-native business writing course for yourself or your non-native employees. We're here to help.

Classic Chemical Volcano - Ammonium Dichromate

Classic Chemical Volcano - Ammonium Dichromate Vesuvius Fire Introduction The eruption of an ammonium dichromate [(NH4)2Cr2O7] volcano is a classic chemistry demonstration. The ammonium dichromate glows and emits sparks as it decomposes and produces copious amounts of green chromium (III) oxide ash. This demonstration is simple to prepare and perform. The decomposition of ammonium dichromate commences at 180Â °C, becoming self-sustaining at ~225Â °C. The oxidant (Cr6) and the reductant (N3-) are present in the same molecule. (NH4)2Cr2O7 → Cr2O3 4 H2O N2 The procedure works well in both a lighted or darkened room. Materials ~20 grams of ammonium dichromatesand tray or ceramic tile, for use in ventilation hood OR5-liter round bottom flask and porcelain filtering funnelgas burner (e.g., Bunsen) ORbutane lighter or match, for use with flammable liquid (e.g., ethanol, acetone) Procedure If you are using a hood: Make a pile (volcanic cone) or ammonium dichromate on a tile or tray of sand.Use a gas burner to heat the tip of the pile until the reaction begins or dampen the tip of the cone with a flammable liquid and light it with a lighter or match. If you are not using a ventilation hood: Pour the ammonium dichromate into a large flask.Cap the flask with a filtration funnel, which will prevent the majority of the chromium (III) oxide from escaping.Apply heat to the bottom of the flask until the reaction begins. Notes Chromium III and chromium VI, as well at its compounds, including ammonium dichromate, are known carcinogens. Chromium will irritate the mucous membranes. Therefore, take care to perform this demonstration in a well-ventilated area (preferably a ventilation hood) and avoid skin contact or inhalation of the materials. Wear gloves and safety goggles when handling ammonium dichromate. References B.Z. Shakhashiri, Chemical Demonstrations: A Handbook for Teachers of Chemistry, Vol. 1, University of Wisconsin Press, 1986, pp. 81-82. mistry.about.com/library/weekly/mpreviss.htmMore Chemistry Articles

Meeting Organisational Development Needs Essay Example | Topics and Well Written Essays - 1500 words

Meeting Organisational Development Needs - Essay Example Furthermore, T&D when imparted consistently provides many other advantages to the organisation such as boosting the morale of employees, increase their level of productivity, guarantee satisfaction of work, maintaining quality and consistency in work along with reduced expenses (Olaniyan & Ojo, 2008). The report will give a brief overview on the requirements in designing an effective Learning and Development (L&D) as a part of the T&D program of the organisation and will try to devise a few methods to conduct L&D in organisation in a successful manner. In order to promote quality L&D within organisational framework, organizations employ a range of techniques for identification of the L&D needs of its middle level managers. The tools provides sufficient information on how organisations can find out the L&D needs of employees and consequently, provide successful L&D, as per their identified and specific needs. The needs identified by organizations among its middle level managers indicated their search for recognition and need for becoming a future potential manager. Hence, to carve out their future leadership potential, organizations tend to employ such tools that can assist middle level managers to meet their required objectives. Although there are many tools that can be used to assess the L&D needs, still organizations that want to focus upon HR development needs can consider not adopting certain methods. These can be use of ‘Consensus techniques’ and ‘Learner centred analysis’, which are less challenging methods to develop the L&D needs. These techniques can be prohibited by organizations as they focus more upon the analysis of their self-learning requirements and synthesize information with the assistance of experts. Organizations can further deduct these techniques One of the tools organizations can use to

Comparison or contrast of East-West philsophical thought Essay

Comparison or contrast of East-West philsophical thought - Essay Example The wider areas surrounding India, China, Japan, Southeast Asia and the Arabic countries are taken as representing Eastern thought. Western thought is taken as mainly stemming from Europe, and North America, with some concession for Christianity, as it originated in the Middle East, rather than in Europe or North America. Additionally, while Christianity is considered the major Western religion, some consideration is also given to Greek and Roman philosophical thought, modern scientific though and rationalism. In terms of the philosophical thought considered in this essay as eastern, Buddhism, Confucianism, Hinduism, forms of Yoga, and Islam were considered. For many years, within the fields of academia and scholarship, Syed Farid Atlas (2002) argues that Eurocentrism â€Å"†¦values, attitudes, ideas and ideological orientations that are informed by European uniqueness and superiority.† (as cited in Yoshitaka, 2010) dominated much discourse. This has perhaps been to the detriment of philosophical thought as a whole. There are certainly positive aspects to the philosophical thinking of the east and the west with value. Neither should be dominant. In the west, it is accepted and encouraged that the individual will succeed on his/her own. Personal achievement is valued, and to achieve the individual should be independent of others, even independent of the environment. In contrast, eastern societies are structured around the collective. The family and the community or society are considered important, sometimes more so than the individual. The interdependence of people, and their environment, and even the universe at large is always acknowledged and accepted. This means that philosophical thinking, presented in explanation of human existence and purpose, differs widely in the east and west. While in the east, Truth is accepted as universal, independent of the individual, it is a proven, scientifically tested

Time, Talent and Tangible Resources :: essays research papers

Time, Talent and Tangible Resources It is difficult to believe that it is already time to write my fourth and final column as president of NCSEA for the Child Support Quarterly. Although this is my last major writing assignment, many opportunities to be of service to the child support community remain available between now and August 2, 2000, and I assure you that I will avail myself of as many of them as are humanly possible. I decided to close out my series of these columns by sharing with the broader NCSEA family my personal view of what our beloved child support program should look like in the future. I have long held that the child support program needs to look much more like the backroom of MasterCard, Visa or American Express rather than a cash assistance program. There is little question that the child support program was the cash assistance program designed to provide comprehensive reinforcements to families in need. Child support, as well as the other programs in our income assistance system, has a unique contribution to make to family well-being. The question is: how can child support best make that contribution. Whatever else may be added to or subtracted from it, I believe, child support’s core functions will always include establishing paternities, locating noncustodial parents obligated to pay child support, establishing support orders, enforcing those orders, collecting and distributing child support payments. I would suggest the customer service centers for this country’s credit card industry hold some valuable and transferable approaches that can be used to improve not only the delivery of child support services, but also the public perception of the child support community. Just think about it. When you call your credit card company about a recent purchase or their failure to properly credit a recent payment, you don’t even know, let alone have a long-standing relationship with, the customer service representative. They do not have to â€Å"case manage† you in order to provide you with value added service. You simply make the call, state your problem and get the information you need. The customer service representative has the appropriate charge investigated (with the understanding that the charge will be removed from your account in the interim), sends you a letter verifying the nature of this interaction and you move on a happy camper - at least for the moment. That is the level of service that the American public has come to expect in their daily business transactions, and that is the level service that the public anticipates from the child support program.

Anne Hutchinson: A Pioneer Of Feminism And Religious Freedom Essay

I walked into the schoolroom, and I could see my children sitting in rows based on their grade. I had been asked by the teacher, Miss Ashbury, to come and talk about the remarkable journey that led me to the Narragansett, an Indian territory in the liberating colony of Rhode Island. I sat down in the creaky wooden rocking chair and began my tale: â€Å"Hello, children! I will be telling you the story of how I ended up in Rhode Island, where we all live. It all began a long time ago, when I first arrived here in America. â€Å"In a mere blink after I first set foot upon this mysterious, new land called America, two years flew by. The fall of 1636 was fast approaching. Leaves turned bright hues of yellows and orange, though mostly brown, and there was a subtle bite that crisply lingered about the air at daybreak. It was only five o’clock when I slipped out of the house, as silent as the night that had come and gone. This was my thinking time. Usually, I walked around the estat e, which lay just outside of Boston, and that day was no different. I most likely started my walk by reminiscing of my hometown in Mother England. Alford in Lincolnshire, England had been wonderfully picturesque and quaint. On July 20, 1591, I was baptized as Anne Marbury by my loving parents, Francis Marbury, a reverend, and Bridget Dryden, my wonderful mother. We moved around a lot, mostly because Father was banned from preaching at several churches due to his radical philosophies. In fact, he had been imprisoned and put under house arrest more than once (Reuben 2). I supposed the reflection of my childhood was brought about by the evening before. There had been the birth of the Atkins’ twin boys, Hugh and Silas, as well as the Doran’s, who had their firstborn, Humility (Barnett 1). Being one of the most trusted midwives in the area, of course I was there to help them (Reuben 2). Goody Atkins, after the successful delivery of two rosy cheeked boys, queried about when the next conventicle would be. I told her that they were held every Wednesday at two o’clock at my place. I told her that nearly fifty people, though mostly women, came regularly to discuss their beliefs about the great Puritan faith. What had begun as an intimate gathering had blossomed into a town-wide affair. She told me eagerly that once she was back on her feet, she would definitely join. I met her enthusiasm with even greater zeal on my part, recounting the numerous advancing theological thinkers that came. At this time, there were even a couple public religious leaders that had begun to join, like John Cotton, my idol and inspiration. An avid supporter of intellect, Sir Henry Vane, the governor of the Massachusetts Bay Colony, appeared at a few recent meetings too. I found this was a terrific way to pass time in a culture where virtually every other activity was banned or considered sinful (2). The women who came to these meetings found them as an effective outlet to express their views on serious topics without being mocked, ignored, or worse, punished. In this society, a womanâ €™s voice was vanquished by the overpowering male population that governed the colony. â€Å"I had been out walking for an hour or so, and it was now six o’clock. The sun’s rays just brimmed over the horizon. Hurriedly, I went into the kitchen where William, to whom I owe the lovely surname Hutchinson, was. Bread, milk, and porridge were on the table, prepared for another glorious day (Olver 3). Filing down the stairs, all fifteen of my pious and healthy children greeted us each with a somnolent, â€Å"Good morning, Mother. Good morning, Father.† They shuffled around the table, said a prayer of thanks, and began to eat. Since it was a Saturday, we cleaned the home, dusted, polished, washed the laundry, and did other chores. It was to be spotless for the Lord’s Day. When everyone finished, it was supper time. Another meal and prayer of gratitude was enjoyed. After, we turned in early, ready for church the next day. â€Å"Ever since I could walk, I had been going to church. My father being a pastor, no matter how outrageous, I was brought to almost all his discourses. As an adult, I found the most amazing mentors. Clergymen John Cotton and John Wheelwright had both preached near Alford, Lincolnshire. Once, when we were still in England, I made the thirty mile trip to attend one of Reverend Cotton’s famed sermons. It was instant admiration of the utmost level. John Wheelwright had been introduced to me when I married William, since William’s sister Mary was married to Wheelwright. They influenced my beliefs and theories of religious and as chance would have it, wound up in the Boston area. My family attended the Boston Church, which had the largest congregation around (Lewis 2). Dressed in our Sunday best, we piled into the horse drawn wagon and headed to church for a blissful day of worship. Life could not be any better. â€Å"My days as a simple midwife and mother continued for a year, give or take. By then, a singularly particular thing had changed in regards to the meetings I held. Over a hundred people, men and women alike, now attended. They became biweekly. During these gatherings, I voiced my interpretations of Reverend Cotton’s and other ministers’ sermons. I elucidated that God did not have to speak to us through religious figures, such as priests; man could have his own personal relationship with Him. Moreover, I believed in salvation by grace, in that one could not prepare to be saved by performing virtuous deeds, which I knew upset many a congregation member. People disagreed with my sights, but, after all, this was the New World, a land of religious freedom, where people could believe what they wanted to and not be prosecuted for it, unlike in England. Oh, the irony of it all. Instead, I found the oppression of the Puritan faith, dare I say, even greater than that of the Anglican Church. Here, in Massachusetts, the Bible is law. No more, no less. But I disagreed, and this was accepted without much grace in the community (2). â€Å"John Winthrop, a politician who strongly opposed, nay, hated my opinions, ran against dear Governor Vane. After losing to Winthrop, the beloved Governor Vane returned to England in August. My brother-in-law John Wheelwright had been promoted to the head of the Boston Church some time before. Not long after Winthrop’s succession, Wheelwright was banned from the colony for alleged sedition. Then, the final leaf in the book of misfortune was turned. It was the fall of 1637, a scant year after I had thought of my life as the epitome of the New World success story. Reverend John Cotton, a man whom I respected and followed, turned against me. He joined forces with the powerful Governor John Winthrop. Together, they brought me before the colony’s General Court on the charges of sacrilegious views and sedition, not unlike my brother-in-law (2). I knew had no chance. My sex would be of no help either. Still, I had to try. â€Å"The trial was nothing more than a sham. The judges were the prosecutors and they were all Winthrop’s supporters. My followers had barred from activities that held any leverage in the community because of their theological dissent. The outcome was inevitable, so I publicly repented my sins in court, claimed to wholly espouse the orthodox Puritan ways, and prayed to God. Miraculously, I was permitted to stay, while under the custody of the sheriff Joseph Weld. During this time, I was brought to Reverend Cotton, where he and others attempted to further the orthodox ways into my morals. Not long after the trial ended, I could no longer accept the ludicrous ideals of the rigid Puritan culture and confessed to my true controversial views. On accounts of deceit under oath, I was tried again. Known as perjury, it is, put plainly, illegal. Immediately excommunicated by the Boston Church, I packed up my belongings, family, and moved to Rhode Island, dubbed â€Å"The Sewer.† I purchased land from the Narragansett Indians and have been living comfortably and at liberty ever since (2). â€Å"Today, I simply hope for a brighter future for your generation and those afterwards. Perhaps there will be justice and liberation for them, and I would certainly like to think that I, Anne Marbury Hutchinson, was proscribed from the Massachusetts Bay Colony, a place I cherished, for the benefit of the future of mankind. Thank you.† Works Cited Barnett, Jill. â€Å"Colonial Names: Great Names from American History.† Nameberry.com. N.p., 20 Jan. 2010. Web. 20 Oct. 2012. . Lewis, Jone Johnson. â€Å"Anne Hutchinson.† About.com Women’s History. N.p., n.d. Web. 20 Oct. 2012. . Olver, Lynne. â€Å"The Food Timeline: Colonial America.† The Food Timeline: Colonial America. Food Timeline, 21 Oct. 2012. Web. 20 Oct. 2012. . Plant, David. â€Å"Sir Henry Vane (the Younger) 1613-62.† Sir Henry Vane, the Younger, 1613-62. British Civil Wars and Commonwealth Website, n.d. Web. 20 Oct. 2012. . Reuben, Paul P. â€Å"PAL: Anne Hutchinson (1591-1643).† PAL: Anne Hutchinson (1591-1643). N.p., n.d. Web. 24 Oct. 2012. .

All No Boy By John Okada - 1246 Words

What does it mean to be American? Do you have to be born in the country or just hold loyalty in your heart to the â€Å"land of the free and the home of the brave†? In John Okada’s novel No-No Boy, these questions are repeatedly asked, exposing the varying patriotism among the different ages of Japanese-Americans. The main character, Ichiro Yamada, struggles with trying to recover his lost American identity while also defying his parents’ differing ideals. Throughout the book, he resents his parents for convincing him to put Japan over his own homeland, by his refusal to be drafted into the Army. â€Å"†¦when the war came and they told me to fight for America, I was not strong enough to fight you and I was not strong enough to fight the bitterness†¦show more content†¦Their selfish purpose for moving to America was to seek riches that they could bring back to Japan. Once thy realized that the â€Å"American Dream† was merely an illusion, the y still refused to appreciate the resources and opportunities that America was realistically able to offer. Ichiro describes his contempt concerning the older generation’s trepidation to accept American culture and lifestyle. â€Å"They continued to maintain their dreams by refusing to learn how to speak or write the language of America and by living only among their own kind and by zealously avoiding long term commitments such as the purchase of a house† (25-26). Not only do Ichiro’ parents personally reject the American life, but they also attempt to isolate their children from that life as well. Ichiro’s mother would not allow radio, a record player, or any other item representing American culture, in her house. â€Å"All she wanted from America for her sons was an education, learning and knowledge which would make them better men in Japan. To believe that she expected that such a thing was possible for her sons without their acquiring other American tastes and habits and feelings was hardly possible and, yet, that is how it was† (205). The parents and their generation believed that the younger generation had to choose between being Japanese or being American and not both. Ichiro’s mother’s approval of him stems from whether or not she considers him to be her version of