Signs of Teacher Bullying

The majority of teachers genuinely care about their students. Although they may have the occasional bad day, they are kind, fair, and supportive. However, almost everyone who has been a student in a public or private school classroom has experienced mean teachers. In some cases, the alleged mean behavior is merely a personality conflict between the teacher and student. In other cases, a teacher’s irritability may result from burnout, personal or work-related stress, or a mismatch between his teaching and the students learning style. However, there are cases where the mean behavior crosses the line, and the teacher becomes the classroom bully. What Is Teacher Bullying? In an anonymous survey whose results were published in 2006, psychologist Stuart Twemlow noted that 45% of the teachers surveyed admitted to having bullied a student. The survey defined teacher bullying as: â€Å"...a teacher who uses his/her power to punish, manipulate or disparage a student beyond what would be a reasonable disciplinary procedure.† Teachers may bully students for several reasons. One is a lack of training in proper discipline techniques. Failure to arm teachers with an arsenal of appropriate, effective disciplinary strategies may result in feelings of frustration and helplessness. These feelings can cause teachers to resort to intimidation tactics. Teachers who feel bullied in the classroom by students may be more likely to bully in retaliation. Finally, teachers who experienced childhood bullying may turn to those tactics in the classroom. Parents or school administrators usually address physical altercations between students and teachers. However, behaviors such as verbal, mental, or psychological abuse may be less likely to be reported by the victim or fellow students and teachers. Conduct that may cross the line and be considered bullying include: Belittling or intimidating a studentSingling out one student for punishment or ridiculeHumiliating or shaming students in front of classmatesYelling at a student or group of studentsUsing racial or religious slurs or other forms of belittling a student based on gender, race, religion, or sexual orientationSarcastic comments or jokes about a studentPublic criticism of a childs workConsistently assigning poor grades to one student on objective assignments or projects If your child complains about any of these behaviors, look for other signs of teacher bullying. Signs to Watch For Many children won’t report abuse to parents or other teachers due to embarrassment, fear of retaliation, or concern that no one will believe them. Minority or special needs children may be more likely to fall victim to teacher bullying. Surprisingly, high-performing students may be at increased risk of harassment by insecure teachers who feel intimidated. Because children may not report teacher bullying, it’s important to pay attention to clues that it may be happening. Look for these signs that your childs teacher is a bully: Unexplainable ailments. One telling clue is a child who used to enjoy school suddenly making excuses to stay home. He may complain of stomach aches, headaches, or other vague ailments to avoid going to school. Complaints about the teacher. Some children may complain about a teacher being mean. Often, this complaint is nothing more than a personality conflict or a teacher who is more strict or demanding than your child would like. However, ask questions and look for subtle clues that may indicate a more severe situation. Ask your child to explain how the teacher is mean or give specific examples. Inquire if other kids feel the same. Pay particular attention if the complaints about the teacher being mean include him or her yelling at, humiliating, or belittling  your child (or others). Changes in your child’s behavior. Look for changes in behavior. Victims of teacher bullying may have angry outbursts at home or temper tantrums before or after school. They may appear withdrawn, moody, or clingy. Negativity toward self or schoolwork. Pay attention to self-deprecating comments or  excessively critical  statements about the quality of their schoolwork. If your child is usually a good student and suddenly starts complaining that he can’t do the work or his best efforts aren’t good enough, this could be a tell-tale sign of classroom bullying. Take note if your child’s grades start dropping. What to Do If You Suspect a Teacher Is Bullying Your Child Parents may be somewhat reluctant to report bullying behaviors. They often fear making the situation worse for their child. However, if a teacher is bullying your child, it is vital that you take action. Support your child. First, talk to and support your child, but do so calmly. Angry, threatening, explosive behavior may frighten your child even though you’re not mad at her.  Let her know that you believe her.  Normalize the situation and assure your child that  you will take action to stop the bullying behavior.  Ã‚   Document all incidents. Keep detailed written records of all bullying incidents. List the time and date of the incident. Describe exactly what happened or what was said and who was involved. List the names of any other teachers, students, or parents who witnessed the encounter. Understand what legally constitutes bullying in your state. Check bullying laws by state  so that you understand what actions are considered bullying. Investigate how the school is expected to address such conflicts.  Many states bullying laws are focused on students bullying other students, rather than teachers bullying students, but the information you uncover may be useful in your situation. Meet with the teacher. Depending on the severity of the bullying, schedule a meeting with your child’s  teacher. Speak to him or her  calmly and respectfully. Give her the opportunity to explain  her perspective. There may be  reasons that she appears to be singling out your student and coming across as mean or angry. Perhaps there are  behavioral issues or personality conflicts that you, your child, and his teacher can discuss and resolve.   Ask around. Ask other parents if their children have similar complaints about the teacher. Ask other teachers if they know of any problems with your child and his teacher or have concerns about the teachers behavior in general. Follow the  chain of command. If you are still concerned about the actions of your child’s teacher after speaking with her  and other parents and teachers, follow the chain of command until the situation is addressed and satisfactorily resolved. First, talk to the principal. If the issue remains unresolved, contact the school superintendent or the school board. Consider your options. Sometimes, the best action is to request a transfer for your child to a different classroom. In extreme cases, if the school administration is not adequately addressing bullying situation, you may want to consider  transferring your child to a different public school, moving to private school, homeschooling  (even if homeschooling isn’t a long-term solution), or online schooling.

Strategic Alternatives of Nike - 1116 Words

Strategic Alternatives Available to the Organization First, we want Nike to play a role in effecting positive, systemic change in working conditions within our industries. If our efforts lead to a workplace oasis -- one solitary and shining example in a desert of poor conditions -- then we’ve not succeeded. Even if that single shining example were to exist (and we’re not claiming it does), we’ve learned that positive changes won’t last unless the landscape changes. Our challenge is to work with the industry and our contract manufacturers to collectively address these systemic non-compliance issues that our data so highlight. This is one of the key reasons we made the decision to disclose our supply base; we believe this could encourage†¦show more content†¦Which Alternative to choose? How to implement the alternative? How to control the alternative? Nike is establishing a norm of reporting transparency and the check and balance system with outside sources reviewing their progress. Transparency is an essential element of our corporate responsibility commitment. Nongovernmental organizations (NGOs), trade unions, students and academicians, shareholders and others have taught us a great deal about how best to live up to our company values; we want to continue learning from them. By providing a clear explanation of how our business and industry work our challenges and opportunities as we understand them, our corporate responsibility goals and the progress we are making toward them, we can put these stakeholders in a position to offer relevant and thoughtful feedback. We see value in different methods of reporting and communicating, and we rely on a number of different mechanisms, disclosures, self-assessments, activities and examples, and legal challenges to reporting. Future prospects for the organization Investment Fourth-quarter gross margins slid to 43.8 percent compared with 45.2 percent last year, and selling and administrative expenses edged up to 30.8 percent of revenue from 30.6 percent last year. Mark Parker, Nike president and CEO, said, We deepened our brand leadership in core categories such as basketballShow MoreRelatedNike Case Analysis717 Words   |  3 PagesNike’s Global Women’s Fitness Business: Driving Strategic Integration | [Your Name] | Introduction and Background In 2006, the American footwear, apparel and equipment manufacturing giant announced a major corporate reorganization that would switch the company’s attention from a product orientation to a category-driven approach. 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Research Prince Charles Free Essays

Prince Charles Research Essay Frank Jimenez English IV Ms. Amy Morales November 6, 2004 Throughout the years there have been many great kings and queens of Great Britain. None should ever be overlooked, but one that stands out is Prince Charles Phillip Arthur George. We will write a custom essay sample on Research Prince Charles or any similar topic only for you Order Now Still currently the Prince of Great Britain; he’s been an amazing leader. The highlights of his life include his marriage to the late Princess Diana, his early life with the military, and of course his present life now. The Prince’s marriage to Diana wasn’t one of the best kept secrets in the world. Everyone in the world had their eyes glued on their TV for the extraordinarily special occasion (Barry, 1983). Charles and Diana had known each other since they were young, and were later introduced in the late 1970’s (Charles, 2011). One thing that people don’t really know about the two was that they were thirteen years apart in age. The two got engaged in February 1981, and the ceremony was on July 29, 1981. It was televised all over the world for millions to see this spectacular occasion (Charles, 2011). Their fairytale marriage together seemed almost perfect, but suddenly tragedy struck. They had felt strained over their years together with royal responsibilities, pressure from the media, and even some infidelities. Prince Charles had been accused of re-igniting an old flame with his ex-lover Camilla Park Bowles. Charles had admitted to the accusations and he officially separated with Diana in 1992, and divorced her in 1996 (Barry, 1983). Misfortune struck the Prince again when Princess Diana died in a car crash several years later in Paris (Charles, 2011). Prince Charles set aside both of their differences and traveled with Diana’s sisters to France to accompany her body back to England. Charles took the role of his grieving sons; Prince William and Prince Henry. He took this time of mourning seriously and asked the media to leave his children alone and let them live as normal a life as possible. After years of quietly keeping their relationship a secret, Charles married Camilla Parker Bowles on April 9, 2005 (Charles, 2011). She became the Duchess of Cornwall. In addition to his rollercoaster of a love life, his early life was a bit different than most considering he was in line to take the throne. He was born on November 14, 1948, in London, England (House, 2009). His parents Queen Elizabeth II and Prince Phillip made him ascend the royal hierarchy at a very early age. It wasn’t much of a surprise to the country. His mother became queen when he was only three after the death of his grandfather, King George VI (Charles, 2011). Since he was the oldest child, Charles became the heir apparent to the British throne and received the title Duke of Cornwall. The Queen and the Duke of Edinburgh decided that the Prince should go to school rather than have a tutor at the Palace (Martin, 1985). They did this in part by because they wanted him to have as normal a life as possible and they wanted him to be able to have a lot of interaction with other people. In 1956 he attended the Hill House School in West London before heading off to boarding school at the Cheam School the following year. One interesting fact about Prince Charles was that he was actually made Prince of Wales at the age of only nine (Charles, 2011). Charles also attended Gordonstoun in Scotland, and studied in Australia too during his time there. The Prince also went to Cambridge University in 1967 to study archaeology and anthropology (House, 2009). He attended the Trinity College part, a subdivision of Cambridge University. In addition to his studies, he was active in campus life. He involved himself in several activities, such as playing on the polo team. After receiving his degree in 1970, Charles began a military career. He spent six months of training The Royal Air Force (Barry, 1983). Prince Charles joined the Royal Navy in 1971. He did several things while in the Navy. He served as a helicopter pilot and even commanded a ship before leaving the military in 1976. That same year, Charles established The Prince’s Trust, a charitable organization dedicated to helping improve the lives of Britain’s disadvantaged youth (House, 2009). The Prince had a very diverse education along with a variety of activities. It shaped him to become a great leader. Furthermore, Prince Charles has left a great number of legacies. Prince Charles has become the longest-serving heir apparent in British history. The previous record, of 59 years, two months and 13 days, was set by his great-great-grandfather, King Edward VII. Over the years The Prince of Wales has founded a number of initiatives in order to try and help communities locally and globally. The Prince has long been sensitive to the plight of sheep farmers in this country and abroad and through two particular initiatives, the Campaign for Wool and The Mutton Renaissance, has sought to improve the prices of two of their main products. Both the Campaign for Wool and the Mutton Renaissance initiatives aimed to make popular again these two products:Â   wool as a natural fire-retardant and sustainable fabric; and mutton as a tasty alternative to lamb, in order to help sheep farmers gain a better profit and thus protect their way of life (House, 2009). The Prince’s Rainforests Project was set up in October 2007 by The Prince of Wales to find practical solutions to slow tropical deforestation and combat climate change. START is an initiative inspired by The Prince of Wales, which aims to provide people with simpler steps towards sustainable living (House, 2009). In 2010, The Prince conducted a tour to a number of projects across the country, where he saw first-hand a number of inspiring ways that people are making a start. The Prince visited projects in Glasgow, Edinburgh, Bristol, Carmarthen, Manchester, Todmorden, Newcastle, Nottingham, Birmingham and culminating in London with A Garden Party to make a difference in the grounds of Clarence House, Lancaster House and Marlborough House (Martin, 1985). The Prince of Wales has homes in England, Scotland and Wales. Clarence House is the official London residence of The Prince of Wales, The Duchess of Cornwall and Prince Harry. The private pursuits and interests of The Prince of Wales are as varied as the concerns – like the welfare of young people and the disadvantaged, the quality of our built environment and sustainability – to which he devotes his public life. The Prince is a keen watercolorist and paints whenever his schedule allows. Lithographs of his paintings are sold and all proceeds go to The Prince of Wales’s Charitable Foundation. His Royal Highness enjoys gardening, especially in his organic garden at Highgrove (Martin, 1985). A keen advocate of traditional rural skills, The Prince enjoys hedge laying and has hosted the National Hedgelaying Championships at Home Farm. He has also laid many of the hedges on Home Farm himself. In pursuing some of his interests, The Prince is able to give support to organizations in the worlds of art, music and theatre – as he oes in many other fields – through becoming Patron or President (House, 2009). In total, The Prince of Wales is Patron or President of around 400 organizations. For example, His Royal Highness is Patron or President of the English Chamber Orchestra and Music Society, the Llangollen International Musical Eisteddfod, The Welsh National Opera, Live Music Now! , The Royal Shakespeare Company and The Royal Ballet, to name but a few. The Prince and The Duchess regularly attend theatre and opera performances and symphony concerts, sometimes as part of a fundraising event and sometimes in a private capacity (Barry, 1983). Over the years His Royal Highness has taken part in many different sports including racing, scuba diving and sailing. Up until November 2005 The Prince raised money for charity by playing polo. He decided to retire from the game after playing it for over 40 years. In conclusion, there is much to be said about the great Prince Charles. The almost perfect marriage to the late Princess Diana, his early life with the military, and his present life now can all be great examples of the way one person can have an impact on the world. Next time you’re making decisions, think of how Prince Charles would’ve handled it; with grace and dominance. Once you take a step back and look at all of the great Princes and Princesses of Great Britain; Prince Charles will always be on the top of the list as one of the most impacting human beings of his generation. How to cite Research Prince Charles, Essays

Osmotic Team Communication in a Project Environment

Question: Draft a Research Problem Statement on Osmotic Team Communication in a project environment. The draft Problem Statement should be supported by research literature and should have the characteristics identified for a research problem as: Implies the possibility of empirical investigation Identifies a need for the research Provides focus Provides a concise overview of the research. Answer: Introduction Osmotic Team Communication has been an integral part of project management. There was a time when organizations has limited reach and they used to operate only in domestic market. That was the time when project management was easy. With time, organizations have expanded and today project teams are spread across multiple geographies. Today, the organizations like Google, Coca-Cola etc. have their presence in almost every part of the world (Sedivy, 2011). The management of these organizations have realized that communication is the key to success. The projects of multinational companies would spread across multiple regions and countries. There would also be virtual teams as part of these projects. It is important that all the team members and project manager should be able to communicate freely with each other. At the same time, it is also important that the time should not be wasted while communicating with other team members. In order to optimize the team, organizations and project managers have transformed the project delivery. Today, agile mode of delivery is a preferred mode of delivery. The focus of organizations is to develop effective and efficient communication channel within the system. Project managers have realize that Osmotic communication is a way to increase efficiency within the system. Osmotic communication focuses on rich and rapid feedback (Hillegersberg, 2012). The time is not wasted in Osmotic communication as it focuses on real time information sharing. In this era of globalization and high competition, more and more organizations have shifted to Osmotic communication and agile communication channel and delivery to manage huge and complex projects. Statement of the Problem Project managers have agreed that a lot of time is wasted in communicating the goals and objectives of projects. In fact, it has been observed that some of the projects would fail because the team or group lacked a single and shared communication platform. Most of the time of project managers is wasted to understand the expectations of all the internal stakeholders. The projects could be successful and delivered on time only when there is no gap between stakeholders expectations and management perception of stakeholders expectations. In turn, this gap could only be bridged when there exists a flexible and efficient communication system at place where the time of individuals should not waste (Fung, 2014). Project managers and organizations have realized that it is very difficult to create an agile platform for effective communication among all the stakeholders and team members. This difficulty has often resulted in loss of productivity for different employees and workers. This loss of productivity eventually result in project delay or budget and financial problems. The quality of deliverables is also suffered. Purpose of the Study The purpose of this mixed method of study is to determine the importance of Osmotic Team Communication in a project environment and to determine the ways to establish a platform of Osmotic Team Communication. This study would use both quantitative and qualitative methods. The primary research would be done only in United States of America and IT (Information Technology) industry; small IT service firms would be surveyed. Internet survey (over e-mail) would be used to collect data and information from respondents. A sample size of 200 people, both male and female would be used to collect to data. The initial Research Questions The research would be focused around Osmotic team communication in project environment. The objective of this research would be to help project managers to improve communication in project environment and work place. Q1: What are the benefits of Osmotic Team Communication in a project environment? Q2: How can project managers create an efficient project environment where time is not wasted in communication? Q3: How can project managers ensure an active knowledge sharing among all the employees and stakeholders? Hypotheses H10. Osmotic Team Communication help project managers to improve productivity of employees and efficiency of project. H1a. Osmotic Team Communication is not related with project operations. Definition of Key Terms Osmotic Communication. Indirect information transfer through overhearing conversations or simply noticing things happening around (Hovav, 2013). Employee Productivity. The number of units worked per day or per hour (Engelen, 2012). Project Efficiency. The time take to complete the project (Chen, 2011). Brief Review of the Literature Osmotic team communication and its benefits Meyer (2014) highlighted that when people are working close together, both physically and temporally, there exists an opportunity for what Cockburn calls osmotic communication: indirect information transfer through overhearing conversations or simply noticing things happening around. Osmotic communication can often be beneficial. Authors argued that one of the most important benefits of Osmotic communication is efficiency. It is mostly and informal channel of communication, therefore employees (people) would often find it interesting to participate in osmotic communication. Communication and knowledge sharing Mikulenas Kapocius (2011) argued that dialogue involves various members coming together as a group, each sharing their experiences, ideas and suggestions, learning from each other in order to resolve a problem or come up with a new idea. By having dialogue, the barriers slowly break down as people truly begin to understand and learn about the other culture sitting across from them. Communication and organization learning Paul, K., (2014) argued, Adapting comes easily when flexibility is part of the planning for the crisis. Therefore, it is important that the implementation of sustainability management is strategically principled and tactically flexible to capitalize on the competitive advantage derived from continuous readiness. Today, every organizationsvalue learning more than others, even those in the dynamic environment. Learning happens to be a continuous process, which inputs the individual or corporate body in a situation that uplifts their progress in any environment. However, any MNC that want to survive the competitive environment would not slack in learnability, which improves their efficiency and maintains their competitiveness. As such Drejer , A. (2000) stated that when organizations learn, individuals become agents who in some way influence the way others in the organization think, act and learn. This opens up for the power interpretation of organizational life and or learning. It can be said that learning of organization is directly linked to communication in the organization. Organizational learning, communication and knowledge sharing Korkmaz Miller (2011) argued that it is common knowledge that organizations spend millions on learning and development per annum. Yet, many managers do not measure the value and affect that learning and development has within their organization. Sustainable learning is integral to organizational survival. A competitive advantage is not only defined by new products; the role of strategy is to identify the talent that needs to be developed to ensure the organization can achieve and sustain a competitive advantage to retain a prominent position in the marketplace (Green, 2014).Strategic learning will assist the organization to have a knowledgeable and skilled workforce to maintain this competitive advantage and develop its talent. Bynum (2012) mentioned that organizations and other business environments especially as within medical and technological scenarios must continue to motivate and enhance all employees concerned in continuing to develop within their area as such it is seen as a must. Such must include the highly ever-changing technological updates, the new studies, and globalized market all to try to anticipate demands and obtain that competitive advantage. Research Method Typically, any research work would include primary research or secondary research or both. This research work would use a mix method of research. A mix method of research is one that uses both primary research methods and secondary research methods. The primary method of research would mainly use quantitative research methods. To complete the primary research, a sample size of 200 would be constructed. This would include people from different states of USA. A random sample method would be used to decide the respondents. While picking the sample, only IT organizations would be considered as population. Once the population is defined, a random sample of 200 employees and project managers would be picked. An online survey would be developed to collect data and information from this sample size. The sample would consists of both male and female with at least 30% (60 respondents) being female population. In addition, at least 70% (140 respondents) would be working in IT industry. The quantitative research methods would also include focus group interview and group discussion. A focus group of 10 people would be developed to collect data and information about osmotic communication, benefits of osmotic communication and challenges to os motic communication. These 10 people would be project managers in different companies. There would be around 10 to 15 questions in online survey and most of these questions would be closed in nature. The questions in focus group interview and group discussion would be open in nature. The secondary research methods would be mainly qualitative in nature. The secondary research would include data collection and analysis through secondary sources such as Internet and websites. A lot of research is already being done and the objective of secondary research would be to collect data and information from existing research work. It is important to mention that not all the studies on the Internet can be trusted. Therefore, only peer reviewed journal would be referred. It can be said that secondary research would be less time consuming than primary research and secondary research would include less data as compared to primary research. Operational Definition of Variables Employee Productivity. Units worked per day It would be measured on an Interval scale form 1to 100, 1 would mean least productive and 100 would mean high productivity. The high value would means that employees are productive. Project efficiency. Time taken for project to complete It would be measured on an Interval scale form 1to 10, 1 would mean least efficient and 100 would mean high efficient. The high value would means that project is efficient. Communication at workplace. It would define that how well can employees and stakeholders interact with each other It would be measured through a nominal scale. There would be four dichotomousset, no communication channel among all the stakeholders; only formal communication among all the stakeholders; informal but limited communication among stakeholders; highly informal, casual and productive communication among internal stakeholders. Measurement The primary research would be done with an online survey. The survey websites like surveymokey.com or any other website would be used to collect survey. The online survey would be mailed to sample. The data would be collected and organized in excel sheets. The basic tools like Microsoft Excel would be used to organize the data and filter the data. The tools like SPSS would be used to analyze the data and make useful conclusion from the data. SPSS would be used only to analyze quantitative data. The qualitative data and information would be stored in Microsoft word document. Reports would be made and these reports would be analyze the make useful conclusion. Summary The research work is to study the importance and benefits of Osmotic team communication in project environment. This research work is focused only for organizations operating in Information Technology industry in USA. The research would use both primary and secondary research methods to complete the research. A sample size of 200 people (employees and project manager) is considered to conduct the primary research. The secondary research would be done over Internet and websites. It is expected that research work would prove that Osmotic communication is beneficial for employees and projects as it helps people to participate in informal discussions and share ideas within the group and team. References Amrit, C., van Hillegersberg, J., Kumar, K. (2012). Identifying coordination problems in software development: finding mismatches between software and project team structures. arXiv preprint arXiv:1201.4142. Anthony, E. L., Green, S. G., McComb, S. A. (2014). Crossing functions above the cross-functional project team: The value of lateral coordination among functional department heads. Journal of Engineering and Technology Management, 31, 141-158. Brettel, M., Mauer, R., Engelen, A., Kpper, D. (2012). Corporate effectuation: Entrepreneurial action and its impact on RD project performance.Journal of Business Venturing, 27(2), 167-184. Drejer , A. (2000) Organizational learning and competence development volume 7 issue 4 Learning Organisation. Accessed 01/06/2015https://www.emeraldinsight.com.ezproxy.liv.ac.uk/doi/full/10.1108/09696470010342306 Daim, T. U., Ha, A., Reutiman, S., Hughes, B., Pathak, U., Bynum, W., Bhatla, A. (2012). Exploring the communication breakdown in global virtual teams. International Journal of Project Management, 30(2), 199-212. Fung, H. P. (2014). Relationships Between Leadership Roles and Project Team Effectiveness as Perceived by Project Managers in Malaysia. Journal of Empirical Studies, 1(1), 1-22. Han, J., Hovav, A. (2013). To bridge or to bond? Diverse social connections in an IS project team. International Journal of Project Management, 31(3), 378-390. Hubalovsky, S., Sedivy, J. (2011, August). Education of students project team cooperation using virtual communication supported by LMS system. InInteractive Collaborative Learning (ICL), 2011 14th International Conference on(pp. 456-459). IEEE. Liu, J. Y. C., Chen, H. G., Chen, C. C., Sheu, T. S. (2011). Relationships among interpersonal conflict, requirements uncertainty, and software project performance. International Journal of Project Management, 29(5), 547-556. Meyer, B. (2014, January). Agile methods. In Agile! (pp. 133-143). Springer International Publishing. Mikulenas, G., Kapocius, K. (2011). An Approach for Prioritizing Agile Practices for Adaptation. In Information Systems Development (pp. 485-498). Springer New York. Nofera, W., Korkmaz, S., Miller, V., Toole, T. M. (2011, August). Innovative features of integrated project delivery shaping project team communication. InThe 2011 Engineering Project Organizations Conference. Paul, K., (2014) Chapter 18 Adapting Organizations to Effective Sustainability Management Page 125-132 Accessed 01/06/2015https://www.sciencedirect.com.ezproxy.liv.ac.uk/science/article/pii/B9780124172210000186