Here's a quote from a recent article which points to the less frivolous side of Twitter:
Today was an important day. Today the internet lived up to all its promise. It began with an injunction on the Guardian by Carter Ruck, a law firm specialising in the media, which is very rarely referred to by its real name by those in the industry. The firm banned the paper from reporting on a parliamentary question from Paul Farrelly to justice secretary Jack Straw, published in today's House of Commons order paper. It's a measure of how acutely unfair, authoritarian and in league with the powerful Britain's libel laws are that a firm would even consider it possible to pursue this course of action. But yes, they asked for the public to be barred from learning about a question from an elected MP to a representative of the government, because it concerned their rich clients.
The question concerned issues with which I am particularly interested, but let's leave that aside for a moment. If it had stuck, a terrible precedent would have been set whereby the powerful gained a pivotal new power over the people of Great Britain: the power to turn their elected parliament into a shadowy body, as impermeable and hostile to them as the lobbies of corporate buildings.
Twitter went bonkers. Wonderfully so. So wonderfully, in fact, that a human rights lawyer was barely able to conceal his glee when I called him this afternoon. The #trafigura and #carterruck tags shot straight to the top of Twitter's trends, exposing Carter Ruck's clients to precisely the publicity they had hoped to avoid. By early afternoon, the injunction was lifted.
The article can be read in full here: Victory for free speech and the web
Interestingly, the article this comes from does not shy away from mentioning some of the less positive aspects of the Internet, but the incident described does, I think, illustrate the democratising power of tools such as Twitter and shows that it's not all the narcissistic, self-agggrandising "I'm having coffee and biscuits now" kind of froth that can also be found in social media.
Sunday, October 18, 2009
Tuesday, August 18, 2009
Teaching: Culture & perceptions
I recently had the pleasure of attending a course on teaching culture designed and moderated by Barry Tomalin for International House London. This Business Cultural Trainer's Certificate course provided an excellent theoretical grounding, but what I found particularly impressive was the manner in which the theory was always translated into practical ideas for training managers with a view to providing them with the kind of working models and practical take-aways that business people find so appealing and helpful.
To give you some insight into what Barry terms the "narrative" of the course and to illustrate the collaborative nature of many of the activities and discussions, here below, Barry introduces the course in his own words and provides a brief commentary on two short video clips filmed on the last day:
Hi Everyone,
The Business Cultural Trainer's Certificate course teaches trainers how to research, design, market and deliver a cross-cultural training course for business. As part of the delivery, we demonstrate and discuss a number of training activities. Here are extracts from two discussions about synergies and differences and about culture and perception. In the first activity, we invite participants to identify three synergies and three differences between their country and the country they have chosen to discuss. In this extract Claire, Annette and Fei are discussing China.
As you can see the discussion opens people's minds to the idea that differences aren't always differences and synergies aren't always synergies!
As we see from this extract, cultural awareness is about changing the way you think about people as a result of understanding more about them. It's about changing cultural perception.
Thanks for watching. If you'd like to find out more, please visit the Business Cultural Trainer's Certificate page on the International House London website.
Barry
As well as training teachers to provide effective cultural training, Barry has himself helped many organisations around the world resolve their cross-cultural problems and is also co-author of the excellent World's Business Cultures: And How to Unlock Them, which I can thoroughly recommend to anyone looking to teaching cross-cultural communication, or planning to incorporate elements of cultural training into their language classes.
Resources
And lastly, here are some resources that Barry suggests for cultural research and training:
Theory
If you have any questions or comments please feel free to add them here and either Barry or I will be happy to respond.
To give you some insight into what Barry terms the "narrative" of the course and to illustrate the collaborative nature of many of the activities and discussions, here below, Barry introduces the course in his own words and provides a brief commentary on two short video clips filmed on the last day:
Hi Everyone,
The Business Cultural Trainer's Certificate course teaches trainers how to research, design, market and deliver a cross-cultural training course for business. As part of the delivery, we demonstrate and discuss a number of training activities. Here are extracts from two discussions about synergies and differences and about culture and perception. In the first activity, we invite participants to identify three synergies and three differences between their country and the country they have chosen to discuss. In this extract Claire, Annette and Fei are discussing China.
As we see from this extract, cultural awareness is about changing the way you think about people as a result of understanding more about them. It's about changing cultural perception.
Barry
As well as training teachers to provide effective cultural training, Barry has himself helped many organisations around the world resolve their cross-cultural problems and is also co-author of the excellent World's Business Cultures: And How to Unlock Them, which I can thoroughly recommend to anyone looking to teaching cross-cultural communication, or planning to incorporate elements of cultural training into their language classes.
Resources
And lastly, here are some resources that Barry suggests for cultural research and training:
Theory
- Bennett M and J, 1998 Basic Concepts of Intercultural Communication, London, NB Books
- Gesteland R, 1999 Cross-Cultural Business Behaviour, Copenhagen, Copenhagen Business SchoolPress
- Guirdham M, 2005 Communicating across Cultures at Work, London, Palgrave Macmillan
- Hall E T 1990 The Silent Language, New York, Anchor Books
- Hofstede G, 1994 Cultures and Organisations, London, Harper Collins
- Trompenaars F and Hampden-Turner C, 2003 Riding the Waves of Culture, London, NB Books
- Gesteland R, 1999 Cross-Cultural Business Behaviour, Copenhagen, Copenhagen Business School Press
- Lewis R D, 2006 When Cultures Collide, London, NB Books
- Mole J, 2003, Mind your Manners, London NB Books
- Morrison T et al, 2007 Kiss Bow or Shake Hands, New York, Abrams Media
- Tomalin B and Nicks M, 2007 World's Business Cultures: And How to Unlock Them, London, Thorogood Publishing
- Kramsch C, 1998 Language and Culture, Oxford, OUP
- Stempleski S and Tomalin B, 2001 Film, Oxford, OUP
- Tomalin B and Stempleski S, 1995 Cultural Awareness, Oxford, OUP
If you have any questions or comments please feel free to add them here and either Barry or I will be happy to respond.
Monday, August 17, 2009
Interests: My favourite iPhone apps
I recently bought an iPhone 3GS and have started exploring the options available in the iTunes App Store for adding new functions to the device. To date my favourites have been:
1. Note taking: Evernote
Allows you to take notes in the form of text, photos, voice recordings using your iPhone and then sends them to your online account where they can be synchronised with and made available on other devices such as your laptop. Or, if you create a note in your online account or on your desktop, it will automatically be available on your iPhone. This Lifehack article suggests ways this app can be of help to you: 7 ways to use Evernote.
Cost: Free
User-friendliness: Very
2. M-learning: Touchcards
So far I haven't managed to track down any m-learning apps that could be used convincingly for language learning/teaching, except that is for Touchcards which allows the user to import flash card decks from sites such as Quizlet, Studystack or Google Docs. So, for example, you can create sets of vocabulary cards in Quizlet, such as this one on meetings vocabulary, and then provide your learners with a URLs to download them to their portable devices so they can practise on the go as well as online on the Quizlet site. Students can of course also be encouraged to produce their own flash card decks.
Cost: Free
User-friendliness: Very
Sample source URL to import to your iPhone: http://quizlet.com/export/981340/
3. Communication: Skype
Providing you've got access to a wi-fi connection you can cut down on your telephone bills by Skyping friends and colleagues using your iPhone. There's no conference call function (at least I can't find it!) and no video chat of course, but for one-to-one communication it seems to work just fine and you're contacts are automatically synched with those on your desktop.
Cost: Free
User-friendliness: Very
4. Micro-blogging: Tweetdeck
Perhaps because it's he Twitter browser I use on my laptop of the 3 iPhone Tweet apps I've looked at (Tweetie and Twitterfon being the other two) Tweetdeck is definitely the one I prefer and offers all the functions I need.
Cost: Free
User-friendliness: Very
5. Playing: Shredder
Much is made these days of doing exercises to keep your mind flexible and alert. For me playing chess (very badly) provides the mental gymnastics that experts say we need and the daily humiliation of being beaten by a device I can carry in my pocket does wonders for any tendencies towards arrogance I may have. Shredder is chess program that has many great features, such as making (all too) occasional errors to simulate human fallibility and increasing its playing strength in line with your development as a player.
Cost: $9.99 (I know, I know, but it is good!)
User-friendliness: Very (but doesn't let you win easily!)
6. Time wasting: Bloom
There are quite a few apps designed to eat into your time, but my current favourite is Bloom, which was co-designed by Brian Eno as "part instrument, part composition and part artwork" it allows you to interact with the programmed music machine to create compositions and visualisations. This YouTube shows you how it works: Bloom. It's very soothing and not a little addictive!
Cost: $3.99
User-friendliness: Very (but doesn't let you win easily!)
All the apps can be downloaded from iTunes on your computer or directly to your iPhone by clicking on the App Store button.
If you're a fellow iPhone user, what are your current favourite apps?
Interests: Blogging: How not to tag posts
As I'm currently moderating the online Cert ICT course for The Consultants-e, I'm even more on the look out than usual for good ICT-in-the classroom resources that I can pass on to the course participants. These days Twitter, which, with teachers and ICT enthusiasts from around the world sharing ideas and and links, provides a constant stream of ELT related articles, blogs, website suggestions, and Web 2.0 tools that occasionally throws up gems that will be of lasting value. It's in this way that I was reminded of Russell Stannard's award-winning site and its series of Teacher Training Videos.
Prompted by one of Russell's excellent tutorials, How to use Blogger (Google's free blogging tool), I decided to see what would happen when I added the "Label" gadget to this blog (in Blogger tags are known as "Labels"). This gadget shows the tags that have been added to the posts and indicates how many times each of these has been used. Clearly, the idea behind the Label list is to make the blog more user-friendly by providing the visitor with a quick overview of subject areas that the blogger has written about and how frequently these topics have been touched on in the blog as a whole. By clicking on any of the tags listed (see below right) the visitor can then review the posts in the blog relating to that area of interest.
My blogging, it has to be said, breaks many of the cardinal rules of good blogging practice. For one thing, I blog all too infrequently, and for another this blog has no real focus. Unlike many of the excellent teaching, ICT or other single issue blogs that can be relied upon to provide food for thought on a particular area - be it ELT, ICT in the classroom, young learners, or whatever - the only defining principle behind the posts here is that they reflect what has caught my interest in my work and private life. I see this blog as an online scrap book, which I enjoy adding to from time to time and which has no particular mission - social, pedagogic or otherwise. I do, however, refer clients or potential employers to the blog as a way of providing a little more insight into who they are dealing with, so in this sense it does have the function of a kind of online business card.
The haphazard, somewhat unfocussed and certainly unsystematic approach to my blogging was amply reflected in the enormous list of tags that was generated when I added the Label gadget to the sidebar here on the right. You may think it is unwieldy and eclectic now, but you should have seen it when it first appeared! But, rather than change my blogging style - sorry I like its haphazardness - I decided to overhaul the tagging instead and at least rationalize that so that the Label list would provide the occasional visitors the blog receives with a quick way of identifying further reading possibilities in the blog should they find something of interest.
Not having had a particularly well defined notion of why I was tagging posts, I had from the outset added as many tags to each post as I could in an effort to be as comprehensive as possible. This of course soon resulted in an accumulation of a great many disparate tags. I spent quite a lot of time yesterday pruning these tags down to the essentials, (in Blogger managing tags can be done with relative ease in the "Edit posts" page, accessed from the "Dashboard", by using the "Label Actions" menu.) and the result is what you see now. I'm not entirely sure if reducing the volume of tags has any bearing on traffic to the blog (does anyone know?), but it certainly does makes sense if you want to provide your visitors with the kind of easy access tagroll that Blogger's Label gadget generates.
Clearly, bloggers with a clearer focus than mine will necessarily use fewer tags than I have here. However, as a consequence of this experience, my advice would be to certainly tag posts if the blogging service provides this feature, but to put some thought into what tags and how many tags you use!
Your comments or advice concerning tagging in blogs would of course be very welcome.
PS As we're on the topic of tags, for those interested in Business English resources, below on the right, you'll find the tagroll for the Cert IBET Diigo Group with over 500 tagged resources.
Prompted by one of Russell's excellent tutorials, How to use Blogger (Google's free blogging tool), I decided to see what would happen when I added the "Label" gadget to this blog (in Blogger tags are known as "Labels"). This gadget shows the tags that have been added to the posts and indicates how many times each of these has been used. Clearly, the idea behind the Label list is to make the blog more user-friendly by providing the visitor with a quick overview of subject areas that the blogger has written about and how frequently these topics have been touched on in the blog as a whole. By clicking on any of the tags listed (see below right) the visitor can then review the posts in the blog relating to that area of interest.
My blogging, it has to be said, breaks many of the cardinal rules of good blogging practice. For one thing, I blog all too infrequently, and for another this blog has no real focus. Unlike many of the excellent teaching, ICT or other single issue blogs that can be relied upon to provide food for thought on a particular area - be it ELT, ICT in the classroom, young learners, or whatever - the only defining principle behind the posts here is that they reflect what has caught my interest in my work and private life. I see this blog as an online scrap book, which I enjoy adding to from time to time and which has no particular mission - social, pedagogic or otherwise. I do, however, refer clients or potential employers to the blog as a way of providing a little more insight into who they are dealing with, so in this sense it does have the function of a kind of online business card.
The haphazard, somewhat unfocussed and certainly unsystematic approach to my blogging was amply reflected in the enormous list of tags that was generated when I added the Label gadget to the sidebar here on the right. You may think it is unwieldy and eclectic now, but you should have seen it when it first appeared! But, rather than change my blogging style - sorry I like its haphazardness - I decided to overhaul the tagging instead and at least rationalize that so that the Label list would provide the occasional visitors the blog receives with a quick way of identifying further reading possibilities in the blog should they find something of interest.
Not having had a particularly well defined notion of why I was tagging posts, I had from the outset added as many tags to each post as I could in an effort to be as comprehensive as possible. This of course soon resulted in an accumulation of a great many disparate tags. I spent quite a lot of time yesterday pruning these tags down to the essentials, (in Blogger managing tags can be done with relative ease in the "Edit posts" page, accessed from the "Dashboard", by using the "Label Actions" menu.) and the result is what you see now. I'm not entirely sure if reducing the volume of tags has any bearing on traffic to the blog (does anyone know?), but it certainly does makes sense if you want to provide your visitors with the kind of easy access tagroll that Blogger's Label gadget generates.
Clearly, bloggers with a clearer focus than mine will necessarily use fewer tags than I have here. However, as a consequence of this experience, my advice would be to certainly tag posts if the blogging service provides this feature, but to put some thought into what tags and how many tags you use!
Your comments or advice concerning tagging in blogs would of course be very welcome.
PS As we're on the topic of tags, for those interested in Business English resources, below on the right, you'll find the tagroll for the Cert IBET Diigo Group with over 500 tagged resources.
Saturday, August 15, 2009
People: Hector aka "Little Fella"
I recently met up with an old friend and together with a his son Hector spent a summery afternoon walking along the South Bank, taking a short boat trip down the Thames to Tower Bridge and then playing with the water jets in the pedestrian area outside City Hall:
The South Bank has definitely become one of my favourite areas of London and as the slides show they've created a great space around the City Hall complex - and Hector seems to agree!
The South Bank has definitely become one of my favourite areas of London and as the slides show they've created a great space around the City Hall complex - and Hector seems to agree!
Monday, August 10, 2009
Teaching: Legal English
I recently attended a World of Work Forum organised by the Cambridge ESOL examinations board, in which a number of business English professionals were invited to discuss their views on the future of technology in workplace English teaching, learning and assessment. We spent a lively and productive weekend discussing where we thought technology was going in language teaching and examinations.
For me, one of the big pluses of the event was meeting up with business professionals who have contributed to the development of business English teaching in very significant ways and who in many cases had a very different take on the role that technology should play in our work. For example, my own interest has primarily been in how technology has given teachers access to an ever expanding range of materials, and in how Web 2.0 technologies are allowing teachers with relatively limited technical know-how (like myself) to provide online learning environments - large (Moodle) and small (edmodo) - as a means of extending the learning process beyond the classroom and thereby giving learners greater opportunities to produce English in meaningful, engaging and motivating ways, always providing, of course, that this is appropriate to the learners' needs and circumstances. However, another perspective, which I found equally valid, is to look at how technology can be used to help us define what we actually teach. This was a point that was raised in particular by course book author and trainer Evan Frendo, who's main interest lay more in how the power of computers to process data could be used to collate and analyze language use in real business situations so that we can have a clearer understanding of what exactly we should be teaching our business English learners. These and other ideas that came up will be presented by Cambridge ESOL at the BESIG conference in Poznan later this year, and an open discussion with the panel members is also planned, so more about this then.
With so many experienced teachers, trainers and authors present, the event also provided an ideal opportunity to add to the series of interviews I have been recording for the online Cert IBET I've been moderating for The Consultants-e. One of the non technical trends that was mentioned on more than one occasion over the weekend was the move away from longer general business English courses towards "micro courses" and English for Special Purposes (ESP). Legal English lecturer and author Matt Firth, kindly agreed to share his thoughts on teaching ESP in this short interview:
Following on from the advice Matt gives on teaching legal English, here's some more information for those who are thinking of moving into this area of ESP teaching
Legal English Exam
An examination for learners, in this case lawyers working in international matters, that trainers moving into this area need to be familiar with is the International Legal English Certificate (ILEC) offered by Cambridge ESOL in collaboration with Translegal
Legal English Course Books
You might consider further training and gaining qualifications in this area, in which case the following may be of interest:
Matt Firth, for example, is the course director of the Introduction to Teaching English for Legal Purposes course offered by the Pyramid Group in Germany. Another train-the-trainer possibility is the Teacher Education & Development Course run by the University of Edinburgh.
Online Resources
For me, one of the big pluses of the event was meeting up with business professionals who have contributed to the development of business English teaching in very significant ways and who in many cases had a very different take on the role that technology should play in our work. For example, my own interest has primarily been in how technology has given teachers access to an ever expanding range of materials, and in how Web 2.0 technologies are allowing teachers with relatively limited technical know-how (like myself) to provide online learning environments - large (Moodle) and small (edmodo) - as a means of extending the learning process beyond the classroom and thereby giving learners greater opportunities to produce English in meaningful, engaging and motivating ways, always providing, of course, that this is appropriate to the learners' needs and circumstances. However, another perspective, which I found equally valid, is to look at how technology can be used to help us define what we actually teach. This was a point that was raised in particular by course book author and trainer Evan Frendo, who's main interest lay more in how the power of computers to process data could be used to collate and analyze language use in real business situations so that we can have a clearer understanding of what exactly we should be teaching our business English learners. These and other ideas that came up will be presented by Cambridge ESOL at the BESIG conference in Poznan later this year, and an open discussion with the panel members is also planned, so more about this then.
With so many experienced teachers, trainers and authors present, the event also provided an ideal opportunity to add to the series of interviews I have been recording for the online Cert IBET I've been moderating for The Consultants-e. One of the non technical trends that was mentioned on more than one occasion over the weekend was the move away from longer general business English courses towards "micro courses" and English for Special Purposes (ESP). Legal English lecturer and author Matt Firth, kindly agreed to share his thoughts on teaching ESP in this short interview:
Following on from the advice Matt gives on teaching legal English, here's some more information for those who are thinking of moving into this area of ESP teaching
Legal English Exam
An examination for learners, in this case lawyers working in international matters, that trainers moving into this area need to be familiar with is the International Legal English Certificate (ILEC) offered by Cambridge ESOL in collaboration with Translegal
Legal English Course Books
- Introduction to International Legal English - for law students or newly-qualified lawyers and brings learners up to the point where they are ready to start work on preparing for the ILEC
- International Legal English - covers general legal English topic and language (at B2+ level) plus ILEC exam preparation.
- Legal Matters - Course book for German speaking learners
- Professional English in Use Law
- English for Contract & Company Law - designed for use with law students
- American Legal English - provides an introduction to basic legal concepts in the U.S. legal system as well as helping to build communicative skills
- Market Leader: Business Law - Reading and vocabulary activities
You might consider further training and gaining qualifications in this area, in which case the following may be of interest:
Matt Firth, for example, is the course director of the Introduction to Teaching English for Legal Purposes course offered by the Pyramid Group in Germany. Another train-the-trainer possibility is the Teacher Education & Development Course run by the University of Edinburgh.
Online Resources
- LETS - provides help with legal matters with summaries of areas of the law which appear in the ILEC examination and offers additional classroom materials to supplement the International Legal English course book
- Mini Law Lectures - series of short videos from McGill University
- International Legal English Vocabulary Trainer - series of online vocabulary activities offered by CUP as a supplement to their International Legal English course book
- Online Legal English Research - series of activities designed to help learners develop research skills to solve the kind of linguistic problems they will encounter in their work
- International Legal English - list of downloads from pdf geni.com with lots of ILEC related materials as well as other resources for teaching legal English
- OneStopEnglish: ESP Bank Legal English - for access to most of the teaching resources on this Macmillan Publishers website you will need to subscribe to the "Staff room"
- Common Law and Civil Law
- What is a barrister?
- Contract Law Questions
- Types of business - simple explanation of the different type of business organisation, e.g. sole trader, partnership, etc.
- Setting up a limited company - easy to follow explanation of setting up a limited company in the UK
- The proceedings of the Old Bailey - contains 197,745 criminal trials held at London's central criminal court!
- Glossary of legal terms (US)
- Legal terms (UK)
Wednesday, August 05, 2009
Places: Veere & Middleburg
We made a spot decision over the weekend to get away for a day or two and hit on the Dutch coast as our destination. So, heading more or less due west in just over three hours we found ourselves in Veere booking into what appeared to be the only hotel:
It was already early evening by this time - the trip was a spontaneous decision remember - after exploring the small town with its incongruously large cathedral (or is it a large church?) the lion's share of evening was spent enjoying a truly delicious (but quite expensive) meal with lobster and other treats!
The next day, after a sea-air induced great night's sleep, we went on a boat trip on the Veerse Meere - a huge lake created back in the '60s by building a dam connecting the island (see map) to the mainland. Here's a very rough 'n' ready video that gives some idea of the views (and the wonderful sky that cleared from dark grey and rainy to brilliant blue almost the moment we set off):
Once back in Veere, we took a walk round the main square, which by then had filled with tourists, and then set off to Middelburg some 7 km inland, where we spent the afternoon sightseeing and enjoying the beautiful 17th and 18th century architecture much of it mercifully left untouched by the bombing raids of the Second World War. There was a cultural event going on and we were lucky enough to be able to visit some of the houses. So, here's a quick slideshow of some snaps we took beginning in Veere and finishing up in Middleburg.
If you're wondering about the music - well that's just one of the tracks we played over and over again on our drive there and back!
So, if you live anywhere nearby, or you're planning to explore the Netherlands this Zeeland area is definitely worth considering for it's beautiful land/seascapes and cultural heritage
It was already early evening by this time - the trip was a spontaneous decision remember - after exploring the small town with its incongruously large cathedral (or is it a large church?) the lion's share of evening was spent enjoying a truly delicious (but quite expensive) meal with lobster and other treats!
The next day, after a sea-air induced great night's sleep, we went on a boat trip on the Veerse Meere - a huge lake created back in the '60s by building a dam connecting the island (see map) to the mainland. Here's a very rough 'n' ready video that gives some idea of the views (and the wonderful sky that cleared from dark grey and rainy to brilliant blue almost the moment we set off):
Once back in Veere, we took a walk round the main square, which by then had filled with tourists, and then set off to Middelburg some 7 km inland, where we spent the afternoon sightseeing and enjoying the beautiful 17th and 18th century architecture much of it mercifully left untouched by the bombing raids of the Second World War. There was a cultural event going on and we were lucky enough to be able to visit some of the houses. So, here's a quick slideshow of some snaps we took beginning in Veere and finishing up in Middleburg.
If you're wondering about the music - well that's just one of the tracks we played over and over again on our drive there and back!
So, if you live anywhere nearby, or you're planning to explore the Netherlands this Zeeland area is definitely worth considering for it's beautiful land/seascapes and cultural heritage
Monday, June 15, 2009
Teaching: How to Teach Culture
In this online presentation Barry Tomalin (see the Globalisation, Communication & the Workplace post below for more details) outlines a methodology for teaching culture, and before drawing some interesting conclusions concerning the role of the language teacher in providing cultural training, provides some extremely helpful examples of lesson plans for developing cultural awareness in the language teaching classroom:
A version of this presentation was first given at the IATEFL conference in Exeter and Barry has updated some of the information and added one or two new insights to his commentary. The new link mentioned at the end of the talk is to the Diverse Europe at Work (DEW) website where you can follow the progress of this EU funded project.
Finally, here is the direct link to the Business Cultural Trainer's Certificate (BCTC) three-day course that Barry mentions.
If you have any comments or questions feel free to add them here or contact Barry directly using the contact details provided in the talk.
A version of this presentation was first given at the IATEFL conference in Exeter and Barry has updated some of the information and added one or two new insights to his commentary. The new link mentioned at the end of the talk is to the Diverse Europe at Work (DEW) website where you can follow the progress of this EU funded project.
Finally, here is the direct link to the Business Cultural Trainer's Certificate (BCTC) three-day course that Barry mentions.
If you have any comments or questions feel free to add them here or contact Barry directly using the contact details provided in the talk.
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