bullying and labelling as communication tools of control and domination abstractGood communication skills are vital for success in life. In any conversation, involved parties may feel their personality is vulnerable and under attack. Likewise, we may quite often initiate a discussion with others about anything and unexpectedly find ourselves under attack by someone. The main reason is that someone began to feel insecure. Any time we feel insecure in a discussion we use one of the following strategies: fighting through bullying, labelling, name-calling, cynicism, antagonism; or dodging via the use of silence, avoiding others, or hiding our feelings. Consequently, effective communication retreats and the dialogue moves away from the subject matter towards protecting the self by resorting to defensive communication. Interacting defensively might look like we are still conversing over the subject matter; however, in reality, we are fighting about each other's worries; yet we conceivably do not even comprehend ourselves or others in the process. In addition, we may not grasp what one says that triggered the other person's vulnerability. This article looks at the extent to which Middle Eastern people use labelling and bullying as communication tools of control and domination along with the effects of using these tools on themselves, their parents and the wider societies. An exploratory survey was conducted to collect data. Key findings reveal that males and females using labelling and bullying derive satisfaction of that use. About 21.4 per cent of males and 11.1 per cent of females revealed that they were never taught or trained on ethical behaviours or about avoiding labelling and bullying others in their lives 118 at home and/or in school. Moreover, the study shows that a great majority of bullied and labelled subjects reported to have refrained from informing their school administrators, teachers and parents that they were bullied and labelled by other classmates or peers. Due to the significance of these results, this study recommends that parents and educators should take urgent measures in order to prevent the negative effects of these communication tools on vulnerable individuals in society.
A new trend in educational organizations has been to use distance learning and Internet-based programs, such as WebCT, ICT, Blackboard, and I-Learn, for delivering courses, training sessions, and the like. Prior to the availability of these resources on the Web, instructors in many school systems around the world conveyed asynchronous lessons or training sessions using telephone lines, cable TV, videotapes, or printed materials to distance learning students who used to gather in one place at specific periods of time. More than a decade ago, many institutions have been enthused to provide Internet-based courses and compete to attract students incapable of attending conventional programs or meeting in one place for a variety of causes. Traditional and non-traditional students have been enrolling in such e-learning programs due to personal reasons such as working, convenience, and improving their education and professional skills which can result in promotion or enhancing their career (Burgess, 2003;Hazari, 1998). The purpose of this paper is to examine students' perceptions of e-learning and social or organizational readiness to accept virtual degrees, taking students at the American University of Sharjah (AUS) in the United Arab Emirates (UAE) as an example. The students have had experiences from several years of e-learning on campus. Students (N = 300) filled in a specific survey, which included three different components (demographic information, computer/Internet experience along with its advantages and disadvantages in a Middle Eastern (ME) context, and attitudes towards or perceptions of online education). The answers are analyzed using percentages concerning students' perceptions in relation to their gender, age, previous knowledge of computers and what they offer, attitudes towards new information technology (NIT) uses, and willingness of ME organizations to hire new graduates with online degrees. The main conclusion from the study was that NIT is very useful and helpful in getting good education. Hence, students' attitudes are mostly positive towards e-learning on campus as long as it is in combination with traditional education. However, their attitudes are mostly negative towards earning virtual degrees, due to cultural norms and corporate apathetical behavior or readiness towards hiring graduates with such degrees. General TermsHuman Factors. Verification.
Lack of effective leadership leads to a world filled with "haves" and "have nots". We always feel some uneasiness when interacting with someone whose background differs from our own. The fact is that the injustice of prejudicial acts toward those different from ourselves hurts everyone. Leaders cannot afford to be complacent. Until we get out of our comfortable "shells" and explore the diversity in our surroundings, little will change in the world and social injustice will live and flourish in the workplace. We must drive out fear. The more we can dialogue with diverse groups the better off we will be. It is fear that keeps us apart. Rather than live "in fear" of someone different from us or a group from another culture, seek to learn though communication about the person or group.
Many universities throughout the world explore the possibilities of on-line delivery of educational programs. These developments have a great potential on the transition from the traditional hto-face education process to the distance education programs which become one of the rapidly growing complltillgapproack.In this paper, we developed a distance educational system namely, WebCAT, that provides many capabilities and tools for both student and instructor. It allows the insbucto r to build a 111 online course including material sylIabus, schedule, dances, links, exams, automatic grading and ways to follow up the performance of students throughout a d charts. Finally a comparsion with existing broadly accepted systems, such as WebCT, shows that our system is comparable with it.
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