"Cross-Cultural Communication" is a collection of essays that examines how practitioners can improve the acceptance of their documentation when communicating to cultures other than their own. The essays begin by examining the cross-cultural issues relating to quality in documentation. From there, the essays look at examples of common documents, analysing them from several perspectives. Specifically, the author uses communication theories (such as Bernstein's Elaborated and Restricted Code theory and Marwell and Schmidt's Compliance-Gaining theory) to show how documents used by readers who are not native speakers of English can be written and organized to increase their effectiveness. The principal assumption about how practitioners create their documents is that, while large organizations can afford to write, translate, and then localize, small- to medium-size organizations produce many documents that are used directly by people in other cultures-often without translating and localizing. The advantage the writer gains from these essays is in understanding the strategies and knowing the kinds of strategies to apply in specific situations. In addition, the essays can serve as a valuable resource for students and teachers alike as they determine ways to understand how cross-cultural communication is different and why it makes a difference. Not only do students need to be aware of the various strategies they may apply when creating documents for cross-cultural settings, they also need to see how research can apply theories from different areas-in the case of these essays, communication and rhetorical theories. Another value of the essays is to show the students the role standards play in cross-cultural communication; standards are written by committees that follow style rules developed by the International Standardization Organization in Geneva. Thus, both students and practitioners can find valuable cross-cultural communication advice in these essays.

"Cross-Cultural Communication" is a collection of essays that examines how practitioners can improve the acceptance of their documentation when communicating to cultures other than their own. The essays begin by examining the cross-cultural issues relating to quality in documentation. From there, the essays look at examples of common documents, analysing them from several perspectives. Specifically, the author uses communication theories (such as Bernstein's Elaborated and Restricted Code theory and Marwell and Schmidt's Compliance-Gaining theory) to show how documents used by readers who are not native speakers of English can be written and organized to increase their effectiveness. The principal assumption about how practitioners create their documents is that, while large organizations can afford to write, translate, and then localize, small- to medium-size organizations produce many documents that are used directly by people in other cultures-often without translating and localizing. The advantage the writer gains from these essays is in understanding the strategies and knowing the kinds of strategies to apply in specific situations. In addition, the essays can serve as a valuable resource for students and teachers alike as they determine ways to understand how cross-cultural communication is different and why it makes a difference. Not only do students need to be aware of the various strategies they may apply when creating documents for cross-cultural settings, they also need to see how research can apply theories from different areas-in the case of these essays, communication and rhetorical theories. Another value of the essays is to show the students the role standards play in cross-cultural communication; standards are written by committees that follow style rules developed by the International Standardization Organization in Geneva. Thus, both students and practitioners can find valuable cross-cultural communication advice in these essays.

Today's young leaders grew up in the glow of television and computers; the leaders of their grandparents' generation in the shadow of the Depression and World War II. In a groundbreaking study of these two disparate groups - affectionately labeled "geeks" and "geezers" - legendary leadership expert Warren Bennis and leadership consultant Robert Thomas set out to find out how era and values shape those who lead. What they discovered was something far more profound: the powerful process through which leaders of any era emerge. "Geeks and Geezers" is a book that will forever change how we view not just leadership-but the very way we learn and ultimately live our lives. It presents for the first time a compelling new model that predicts who is likely to become - and remain - a leader, and why.At the heart of this model are what the authors call "crucibles" - utterly transforming periods of testing from which one can emerge either hopelessly broken, or powerfully emboldened to learn and to lead. Whether losing an election or burying a child, learning from a mentor or mastering a martial art, crucibles are turning points: defining events that force us to decide who we are and what we are capable of. Through the candid and often deeply moving crucibles of pioneering journalist Mike Wallace to new economy entrepreneur Michael Klein, from New York Stock Exchange trailblazer Muriel Siebert to environmental crusader Tara Church, "Geeks and Geezers" illustrates the stunning metamorphoses of true leaders. It also reveals the critical traits they share, including adaptability, vision, integrity, unquenchable optimism, and "neoteny" - a youthful curiosity and zest for knowledge.Highlighting the forces that enable any of us to learn and lead not for a time, but for a lifetime, this book is essential reading for geeks, geezers, and everyone in between. Warren Bennis is Professor and Founding Chairman of The Leadership Institute at the University of Southern California, and the author of over thirty visionary books on leadership. Robert J. Thomas is an Associate Partner and Senior Fellow with the Accenture Institute for Strategic Change and award-winning author of "What Machines Can't Do".

Using hand me down clubs, young Tommy Warren likes golf, but considers it just one of many competitors for his time. All that changes after a summer of caddying for a low-handicap amateur. Instead of payment, Tommy receives three gifts that turn out to be priceless introductions to the charms and settings of golf, near and far. Eventually, he crosses paths with a thirteen-year-old prodigy in Southern California. The effects of that early encounter with Tiger Woods reverberate down through the years and back to Warren's old home town.
The golf that Tom Warren has experienced provides a reference point for growing up in the fifties and sixties. It also offers insights into the game that apply to twenty-first century youth and their elders. Prize-winning author Clint McCown says this about "An Old Caddie": "Just as there's more to the game than merely hitting a little white ball around a pasture, there's more to this book than golf. We get a portrait of America itself ranging from the time when everybody liked Ike to the time when everybody likes Tiger. In telling his own tale, Warren manages as well to weave in a fine account of the cultural history that accompanies the game, touching upon sensitive issues of class and race, and reaffirming golf's more populist roots.