For all people, bullying always sparks unpleasant memories, especially at the workplace when employees may be regularly bullied "verbally/ non-verbally" regardless of their age and position. Such a phenomenon consequently affects the employee mood and creates counter organizational citizenship behaviors. This research aims at shedding light on the mediating role of employees' moods between bullying at work and organizational citizenship behavior in Egyptian hotels. A questionnaire was directed to a random sample of 383 workers in front of-house employees in five-star hotels in SharmElshiekh. The obtained data was analyzed statistically by smart PLS version 3. The research revealed a mediating role of employees' moods between bullying at work and organizational citizenship behavior in Egyptian hotels. The research recommends that hotels should accurately monitor the workplace bullying phenomenon among employees to avoid its exacerbating effects.

Providing the hospitality and tourism higher education in the past four decades witnessed fast growth. Provision of this education highly recommended to be integrated as possible with real practice of the hospitality industry. Active Learning is observed as an educational atmosphere where students become dynamically engaged compared with passively absorbing while taught by teachers. Practical skills development has been recognized as a clear focus to F&B teaching and constitutes hospitality essentiality to graduates. The aim of this research is to assess the applicability of Active Learning strategies in hospitality education practical F&B courses. The research methodology adopted a mix of quantitative and qualitative approaches and used a questionnaire that was distributed to a sample of hospitality higher education students in Egyptian. Findings of this study revealed that vast majority of the sample students are Male, and they have confirmed some benefits of Active Learning strategies while studying the F&B practical courses such as developing critical-thinking, problem-solving, teamwork, knifeskills, learn exciting, and increased their desire to work at F&B careers after graduation. Findings revealed also some obstacles face Active Learning implementation such as lack of time, lack of materials, over exhausted, passive background, religious issues of students, and difference between practical training atmosphere and real hotel operations. It is recommended that hospitality higher education institutions need to increase financial provisions for the practical courses requirements such as utensils, equipments, machines, materials. It is also recommended to revise the time dedicated to practical training to be suitable for applying Active Learning Strategies.

Hospitality industry is facing a big challenge regarding fulfillment of guests' needs and exceed their expectations, Hospitality higher education mainly take the responsibility for providing the industry with graduates whom have been well prepared through the modern education and learning strategies to fulfill the industry requirements. The aim of this research is to measure the impact of using Active Learning strategies in developing the practical food and beverage skills of hospitality higher education students. The research adopted a quantitative approach and used a notice skill card technique to collect pretest-posttest data on the experimental students' sample before and after applying the Active Learning strategies. Study sample represented at all the 92 students of the second year of hospitality department at the faculty of tourism and hotels Suez Canal University and the High Institute for Tourism and Hotels-EGOTH, Ismailia, the academic year 2017/2018. The findings of this study revealed that Active Learning strategies once applied at the learning process of F&B practical courses for the hospitality higher education students it has positively affected at increasing the F&B practical skills according to posttest mean compared to pretest mean of students' scores collected by the notice skill card and analyzed by using paired sample T-Test technique. It is revealed also that the effect size of using these Active Learning strategies was Large according to Eta-squared value (η 2) . It is recommended that hospitality higher education institutions need to adopt more implementation of Active Learning strategies and techniques within the practical F&B courses. Literature ReviewMwasalwiba (2010) argued by Tasnim (2012) and Ahmad et al., (2018) reported that most authors' divides teaching methods into two main groups; Traditional methods, and Innovative methods. First group is traditional methods it includes normal lectures, business plan, seminars, reading, project works. It is also known as -passive methods‖ also known as TCL,

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