Monthly Archives: November 2016

Bibliography: Globalization (page 215 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Judy Harris, Roberta Ching, Edy Jacobson, Gail E. Fitzsimons, and Donna Brinton.

Fitzsimons, Gail E. (2002). What Counts As Mathematics?: Technologies of Power in Adult and Vocational Education. Mathematics Education Library. This book, aimed at mathematics and vocational educators and researchers, analyzes the historical, sociological, and practical elements of mathematics within vocational education against the emerging impact of technology. Focus is on the current situation of mathematics within Australian vocational and technical education and how that might be applied to similar institutions internationally. Chapters 1 and 2 present reviews of literature that focus on the institutions and images of mathematics and mathematics education. The relationship between technology and mathematics in the workplace is discussed. Chapter 3 provides theoretical perspectives on technologies of power and new forms of knowledge production. Concepts of symbolic control, pedagogy, and identity are emphasized.  After a brief introduction to the historical and contextual setting of Australian vocational and technical education, Chapters 4-6 considers technologies of power. Starting with the micro-level of teaching and learning, through the mid-level of curriculum and the conditions of teachers' work, the analysis ends on the macro-level of knowledge production and distribution, where the de-institutionalization of education is suggested as a serious challenge. Chapter 7 considers the construction of image in relation to technologies of management and to vocational mathematics as located within the public image of mathematics education. There are four figures, a glossary of acronyms, a 496-item bibliography; and name and subject indexes. Descriptors: Adult Education, Competency Based Education, Cultural Images, Developed Nations

Brinton, Donna, Ed.; Ching, Roberta, Ed. (2001). The CATESOL Journal, 2001, CATESOl Journal. This journal contains the following articles: "Teachers' Perceptions of the Supports and Resources Needed to Prepare English Language Learners for the Future" (Douglas Fisher); "Exploring the Learning Styles of Russian-Speaking Students of English as a Second Language" (Ann C. Wintergerst and Andrea DeCapua); "New Voices in the Classroom: Nonnative English-Speaking Professionals in the Field of Teaching English to Speakers of Other Languages" (Lia D. Kambi-Stein); "Confessions of a Nonnative English-Speaking Professional" (Jun Liu); "Teaching in Kindergarten Through Grade 12 Programs: Perceptions of Native and Nonnative English-Speaking Practitioners" (Lia D. Kambi-Stein, Annette Aagard, Angelica Ching, Myoung-Soon Ashley Paik, and Linda Sasser); "Nativism, the Native Speaker Construct, and Minority Immigrant Women Teachers of English as a Second Language" (Nuzhat Amin); "Autonomy and Collaboration in Teacher Education: Journal Sharing among Native and Nonnative English-Speaking Teachers" (Aya Matsuda and Paul Kei Matsuda); "Collaboration between Native and Nonnative English-Speaking Educators" (Luciana Carvalho de Oliveira and Sally Richardson); "Diary Studies: The Voices of Nonnative English Speakers in a Master of Arts Program in Teaching English to Speakers of Other Languages" (Elis Lee and Loren Lew); "Issues in Hiring Nonnative English-Speaking Professionals to Teach English as a Second Language" (Kathleen Flynn and Goedele Gulikers); "Using Fairy Tales to Develop Reading and Writing Skills" (Maria Palmira Massi and Adriana Marcela Bevenuto); "Six Pronunciation Priorities for the Beginning Student" (Judy Gilbert); and "Self-Monitoring, Self-Help, and the Route to Intelligible Speech" (Sue Miller). Seven book reviews are also included. (Papers contain references.)   [More]  Descriptors: Bilingual Students, Cognitive Style, Elementary Secondary Education, English (Second Language)

Harris, Judy; Jacobson, Edy (1999). Fixitup Faucet Company's Overseas Move. 12th Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. This lesson asks 12th grade students to imagine that they are special assistants to the Undersecretary of Commerce for a foreign country who must answer a letter from a U.S. company planning to move its manufacturing operations overseas. The lesson also asks them to design a business brochure that will convince the company to come to their country. How the task will be accomplished is detailed in the lesson in a three step procedure that provides information to help the students write the letter and fashion the brochure. The teacher notes section describes the grade level and unit, California state social studies content standards, historical and social science analysis skills, lesson purpose, length of lesson, special materials needed, special instructions, and evaluation methods. Contains a list of 24 online and library resources.   [More]  Descriptors: Academic Standards, Economics Education, Financial Support, Free Enterprise System

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Bibliography: Globalization (page 214 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Aime Heene, David Crystal, Elizabeth Bullen, Donna Nielson, Emery J. Hyslop-Margison, Jozef M. Ritzen, Yousif AL-Bastaki, Mireia Montane, Stephen P. Heyneman, and Karola Hahn.

2003 (2003). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Mass Communication and Society Division. The Mass Communication and Society Division of the proceedings contains the following 12 papers: "Free Congress Research and Education Foundation: An Extremist Organization in Think Tank Clothing?" (Sharron M. Hope); "Presence in Informative Virtual Environments: The Effects of Self-Efficacy, Spatial Ability and Mood" (Lynette Lim, Linda A. Jackson, Frank Biocca, Gretchen Barbatsis, Keith Bradburn, Ming Tang, Alexander Von Eye, Yong Zhao, and Hiram Fitzgerald); "Cognitive Mapping: Another Window Into the Ethical Reasoning of Journalists" (Sandra L. Borden); "Sources of Influence on People's Perceptions of the Quality of Life Available in Their Communities and Elsewhere" (Leo W. Jeffres, Kimberly A. Neuendorf, Cheryl Campanella Bracken, and David Atkin); "September 11 and the Newslore of Vengeance and Victimization" (Russell Frank); "Agenda Setting and International News: Media Influence on Public Perceptions of Foreign Nations" (Wayne Wanta, Guy Golan, and Cheolhan Lee); "Public Perceptions of the Phrase 'God Bless America'" (John V. Bodle and Larry L. Burriss); "Quantifying Globality in Hollywood Film" (Jonathan Obar); "Mapping Deviance: The Role of News Content in Communicating Legitimacy" (Tim P. Vos); "Modeling Internet Current Affairs News Usage from Perceived Credibility of Internet News, Internet Dependency Relations, and Social Locus" (Jin Yang); "Exploring the Effects of Web Advertising on Readers' Perceptions of On-line News" (Hyeseung Yang and Mary Beth Oliver); and "Patriarchy v. Functional Truth: Assessing the Feminist Critique of Intimate Violence Reporting" (John McManus and Lori Dorfman).   [More]  Descriptors: Advertising, Agenda Setting, Cognitive Mapping, Credibility

Elsner, Paul A. (2003). The China Connection, Community College Journal. Describes the cooperative economic development program developed between the Maricopa Community Colleges, Arizona, and Chengdu, China. The colleges are assisting Chinese policy leaders in restructuring needed training for newer, modern, and usually western economic approaches, aided by U.S. community college training program models. Reports on conference plans.   [More]  Descriptors: Community Colleges, Cooperative Learning, Economic Development, Global Approach

Ritzen, Jozef M. (2003). Education Cooperation for Tangible Results, Peabody Journal of Education. Describes how development cooperation can help achieve developmental education goals, noting the impact of education on cultural, social, and material prosperity in later life, and discussing how quality education is the gateway to participation in society and better wages. The article examines challenges to quality education in developing nations, policy environment, principles for effective development cooperation, and how the international community can help (e.g., comparative performance and worldwide experience). Descriptors: Cooperative Planning, Developing Nations, Educational Cooperation, Educational Development

Kiely, Richard; Nielson, Donna (2003). International Service Learning: The Importance of Partnerships, Community College Journal. Argues that combining service learning with study abroad is a powerful pedagogical innovation for increasing adult students' intercultural competence, language skills, and experiential understanding of complex global problems related to their academic program of study. Discusses development and maintenance of such educational partnerships at Tompkins-Cortland Community College, New York.   [More]  Descriptors: Adult Education, Community Colleges, Educational Innovation, Global Approach

Crystal, David (2003). English as a Global Language. Second Edition. This book presents an account of the rise of English as a global language and explores the history, current status, and future potential of English as the international language of communication. Five chapters focus on the following: (1) "Why a Global Language?" (e.g., what a global language is, what makes a language global, and why a global language is needed); (2) "Why English? The Historical Account" (origins, America, Canada, the Caribbean, Australia, New Zealand, South Africa, South Asia, former colonial Africa, Southeast Asia, the South Pacific, and a world view); (3) "Why English? The Cultural Foundation" (e.g., political developments and access to knowledge); (4) "Why English? The Cultural Legacy (e.g., international relations, the media, international travel and safety, education, and communications); and (5) "The Future of Global English" (e.g., the rejection of English, contrasting attitudes, new Englishes, the future of English as a world language, and an English family of languages). (Contains approximately 200 references.) Descriptors: Business English, Communications, Elementary Secondary Education, Global Approach

Hyslop-Margison, Emery J. (2002). Liberalizing Career Education: An Aristotelian Approach, Alberta Journal of Educational Research. Instrumental aims in vocational education pose a genuine threat to democratic citizenship by undermining student critique of prevailing social circumstances. By employing a broadened Aristotelian framework, career education can combine work-related subject matter with critical learning objectives, but that would require significant reform in content, objectives, and presentation. (Contains 33 references.) Descriptors: Critical Pedagogy, Democratic Values, Education Work Relationship, Educational Objectives

Van Laere, Kristien; Heene, Aime (2003). Social Networks as a Source of Competitive Advantage for the Firm, Journal of Workplace Learning. Proposes a conceptual framework for managing relationships of small and medium-sized enterprises, based on the necessity of cooperation for survival. Describes characteristics of embedded relationship in stakeholder interactions, including trust, durability, information transfer, and collaboration. (Contains 72 references.) Descriptors: Business Administration, Cooperation, Globalization, Interprofessional Relationship

Kenway, Jane; Bullen, Elizabeth (2003). Self-Representations of International Women Postgraduate Students in the Global University "Contact Zone.", Gender and Education. Explores the role of race and gender in shaping female postgraduate students' experiences of intercultural study, highlighting social and cultural aspects of their sojourn. Data from two small pilot projects that investigated the experiences of international female postgraduate students in Australian and Canadian universities indicate that international students' perceptions and experiences of the global university contact zone are as heterogeneous as the cohort of students being interviewed. (Contains references.) Descriptors: Ethnic Stereotypes, Foreign Countries, Gender Issues, Globalization

Montane, Mireia (2002). Guest Editorial: Education and Culture in Teacher Training Education in Europe: A Dialogue among European Educators To Share Knowledge, European Journal of Teacher Education. Introduces a theme issues on education and culture in European teacher training that focuses on such issues as: whether teachers and students participating in the Action 3 for Teacher Education on the Socrates/Comenius program, promoted by the European Commission, have been introduced into the network of relations that comprise the ecosystem of European learning and whether the projects substantially modify the beliefs of teachers and students. Descriptors: Elementary Secondary Education, Foreign Countries, Globalization, Higher Education

Forde, Margaret L. (2003). America's Global Prosperity: Planting the Seeds, Community College Journal. Argues that the future of America's global prosperity is linked to the commitment of higher education to prepare students comprehensively to live and work in a multicultural world community. Suggests that student portfolios are incomplete without an international and intercultural learning toolkit, including language training and a focus on geography, customs, and culture.   [More]  Descriptors: Community Colleges, Cooperative Learning, Economic Impact, Global Approach

Heyneman, Stephen P. (2001). General Introduction: Global Issues in Education, Peabody Journal of Education. Introduces a collection of articles that illustrate lessons learned from global issues in education and focus on four categories: finance and administration, the role of policy and research, human capital and social cohesion (outcomes of schooling), and multilateral development banks and religious organizations. Descriptors: Economic Development, Educational Finance, Educational Policy, Educational Research

AL-Bastaki, Yousif; Al-Ajeeli, Abid (2005). A Framework for a WAP-Based Course Registration System, Computers and Education. This paper describes a WAP-based course registration system designed and implemented to facilitating the process of students' registration at Bahrain University. The framework will support many opportunities for applying WAP based technology to many services such as wireless commerce, cashless payment… and location-based services. The paper outlines the main concepts of the analysis and design methodology of our proposed system. It shows also how the request will be issued, received, processed, formulated, and how the reply is sent back to the student for display.   [More]  Descriptors: Foreign Countries, School Registration, College Students, Universities

Hobrough, John (2003). Responding to the Global Economy. Student Skills Development across an Expanding Europe, Industry & Higher Education. Comparison of small and medium-sized enterprises' skill requirements in the European Union and Eastern/Central Europe shows considerable similarities and identifies skill needs universities need to address. New courses and modules are being developed by the University of Surrey in conjunction with Eastern/Central European partners. (Contains 14 references.) Descriptors: Curriculum Development, Economic Development, Foreign Countries, Globalization

Hahn, Karola (2003). The Changing Zeitgeist of German Higher Education and the Role of GATS, Higher Education in Europe. Discusses the contradictory nature of two aspects of German higher education and research policy in relation to internationalization: the more traditional Europeanization policy, and a parallel policy in response to globalism that is stimulating a highly competition-oriented role for German higher education and research along the lines of the GATS paradigm and calls for world-scale competition rather than cooperation, implying a renationalization of higher education and research. Descriptors: Competition, Educational Change, Educational Policy, Foreign Countries

Marshall, Katherine (2001). Development and Religion: A Different Lens on Development Debates, Peabody Journal of Education. Describes the World Faiths Development Dialogue, which aims to engage a wide-ranging international and national dialogue among faith and development institutions, with the central focus being efforts to combat world poverty. The article highlights two recent events that sought to confront the worlds of development and religion and explores how these two worlds might intersect in the global effort to combat misery and want. Descriptors: Church Role, Economic Development, Elementary Secondary Education, Foreign Countries

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Bibliography: Globalization (page 213 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Allan Luke, James Hermes, Tessie Sue Martin, Sandra McDonald, Stephen P. Heyneman, Leslie Flinn, Gary McCulloch, Fumi Kitagawa, Kenneth Lindblom, and David Crook.

Hermes, James (2003). What Is SEVIS?, Community College Journal. Describes the Student and Visitor Exchange Information System (SEVIS). SEVIS legislation requires institutions to report electronically foreign students' identities and addresses, as well as visa and other information. Reports on updates to the legislation that are being enacted as a result of the September 11, 2001 terrorist attacks. Includes government web site address for more information.   [More]  Descriptors: Community Colleges, Foreign Students, Global Approach, Globalization

Zarkesh, Maryam (2004). The Outlook of Workforce Development in Community Colleges. UCLA Community College Bibliography, Community College Journal of Research and Practice. The 2004 State of the Union address included an announcement that $250 million was being allocated to community colleges for workforce development programs. This indication of support was good news in light of the recent trends for level funding or cutting back on educational programs, and demonstrates the perceived benefits of workforce development programs on a local and national level. Workforce development can be valuable in helping community collegesmeet the needs of a competitive global economy and advancing a state's economic growth by providing services to businesses and organizations. The documents described in this annotated bibliography these benefits and also raise some concerns about how to balance the competing missions of job training and transfer preparation.   [More]  Descriptors: Globalization, Job Training, Economic Progress, Community Colleges

McDonald, Sandra (2003). Emerging Leaders: AED's Open World Program, Community College Journal. Describes the Open World Program, funded and administered by the Library of Congress, with support from private organizations such as the Academy for Educational Development (AED). Open World Program allows community colleges to participate by hosting delegations from other countries. Some themes include: environment, women as leaders, economic development, and education reform.   [More]  Descriptors: Community Colleges, Global Approach, Globalization, International Education

Sumner, Jennifer (2003). Environmental Adult Education and Community Sustainability, New Directions for Adult and Continuing Education. Proposes a framework for community sustainability that involves promotion of life-affirming interconnectedness, environmental learning that helps build the civic commons, and critical reflection and dialogue. (Contains 20 references.) Descriptors: Adult Education, Community Relations, Environmental Education, Globalization

Kitagawa, Fumi (2003). New Mechanisms of Incentives and Accountability for Higher Education Institutions: Linking the Regional, National and Global Dimensions, Higher Education Management and Policy. Examines the new mechanisms of accountability and incentives for higher education institutions (HEIs) that are emerging at regional level in relation to the development of knowledge-based economies and new structures of governance. Analyzes new higher education policies of a particular region in the United Kingdom and the influence of multiple levels of public policy instruments in the United Kingdom and the European community. Descriptors: Foreign Countries, Globalization, Governance, Higher Education

Heyneman, Stephen P. (2003). Education, Social Cohesion, and the Future Role of International Organizations, Peabody Journal of Education. Summarizes social cohesion issues within education, concerns over how education performs this function, and implications for international organizations. The paper reviews the purposes of public education, discusses some modern challenges to these traditional functions and why it may be important for international organizations to assume a new educational role, concluding that the world will require more educational intervention in the future than it did in the past. Descriptors: Elementary Secondary Education, Globalization, International Organizations, Public Education

Crook, David; McCulloch, Gary (2002). Introduction: Comparative Approaches to the History of Education, History of Education. Discusses three key benefits of using a comparative approach to the history of education: (1) establish detailed insight into comparisons and contrasts; (2) enhance understanding of influences and interaction; and (3) generate or inform overarching theory and general patterns. Descriptors: Comparative Education, Educational History, Educational Research, Globalization

Martin, Tessie Sue; Flinn, Leslie (2003). The Global Workforce: Opportunities and the Value Chain, Community College Journal. Discusses the issues surrounding the value changes that impact opportunities for workforce development. Emerging technologies have changed the way labor is deployed. Offers exercises aimed at helping community colleges to understand the strengths and weaknesses of the industries they serve. Contains three figures and five references.   [More]  Descriptors: Community Colleges, Economic Impact, Global Approach, Globalization

Ruiz, Art (2003). Global Diversity and Leadership, Community College Journal. Argues that global diversity has become a business imperative in today's business climate. Global diversity is of core importance even for companies that are considered domestic. Suggests community colleges need help in understanding their customer base and their shifting values in order to meet their needs and win customer loyalty.   [More]  Descriptors: Business, Community Colleges, Economic Impact, Global Approach

Ahola, Sakari; Mesikammen, Jani (2003). Finnish Higher Education Policy and the Ongoing Bologna Process, Higher Education in Europe. Describes the Bologna Process (a European-wide project to create a European Higher Education Area and harmonize degree structures), examining how educational policy has reached a stage for considering a European Higher Education Area that examines concepts of harmonization and the Bologna Process. Discusses future scenarios, highlighting why Finland has been so eager to embark on reforms and what Finnish higher education policy aims to achieve through the Bologna Process. Descriptors: Educational Cooperation, Educational Policy, Foreign Countries, Globalization

Luke, Allan (2003). Literacy Education for a New Ethics of Global Community, Language Arts. Argues that educators' work involves helping kids decide which texts are worth reading and writing, how, where, and to what ends and purposes. Notes that this is an ethical and social responsibility. Suggests that students need a literacy education that provides critical engagements with globalized flows of information, image, text, and discourse. Descriptors: Elementary Secondary Education, Ethics, Globalization, Literacy Education

Banks, James A. (2003). Teaching Literacy for Social Justice and Global Citizenship, Language Arts. Notes the author's concern about a conception of literacy that defines it only as basic skills. Argues that basic skills are necessary but not sufficient in this diverse and troubled world. Suggests that a literacy education that focuses on social justice can make a major contribution to preparing students to be thoughtful and active citizens of their nation and the world. Descriptors: Elementary Secondary Education, Globalization, Literacy, Multicultural Literature

Woodhouse, David (2004). The Quality of Quality Assurance Agencies, Quality in Higher Education. This paper traces some aspects of the growth over the last 20 years in the number of quality assurance agencies in higher education, that is, organisations with some responsibility for the quality of teaching, research and other activities in higher education institutions. Initially, staff of these agencies were largely amateurs in the field, and little theory or experience existed for the agencies to draw on. In 1991, agencies world-wide associated together in an International Network for mutual advice and support. Since then, the practice of quality assurance has developed the characteristics of a profession, and agencies have turned their attention to the quality of their own operations. The International Network of agencies has addressed the question 'what makes a good quality assurance agency?' This action is timely, because the increase in globalisation has increased the need for agencies to interact across national boundaries, and to do this effectively they must have confidence in each others' judgements.   [More]  Descriptors: Higher Education, Quality Control, Agency Role, Public Agencies

Lindblom, Kenneth (2003). Literature and Public Discourse in Times of Global Unrest, English Journal. Notes English teachers already do communal, even global, work whether or not they are conscious of doing so. Examines both positive and negative consequences of that work and suggests ways of understanding it most effectively. Presents ideas on the theme of this issue, "Talking Literature." Shares a brief essay by Wail S. Hassan in which he argues for increased attention to Arab American and Muslim literature. Descriptors: Cultural Awareness, English Instruction, Globalization, Politics

Allsup, Randall Everett (2004). Imagining Possibilities in a Global World: Music, Learning and Rapid Change, Music Education Research. This essay examines the shift toward a globally interdependent world, starting with the ontological premise that thinking, identity and action are subsumed by culture. The author explores the view that globalism, with its break from modernist constraints, may enable liberation. The post-Soviet borderless economy implies a shift of rule and a new sovereignty. The current US educational system does not reflect the rapid pace of global change. The author discusses the role of music educators as artists facilitating cultural and social transitions in the post-September 11, 2001, climate.   [More]  Descriptors: Music, Music Teachers, Music Education, Educational Change

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Bibliography: Globalization (page 212 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Mohamed Hrimech, Eun Ah Lee, Association for Education in Journalism and Mass Communication, Peter L. McLaren, Kyung Hee Kim, Stanley T. Mpofu, Edmonton. Alberta Univ, Michael Collins, Hae-Ae Seo, and Peter Mayo.

Danis, Claudia, Ed.; Hrimech, Mohamed, Ed. (1995). Adult Education: The Past, the Present, and the Future. Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education (14th, Montreal, Quebec, Canada, June 1-3, 1995) = L'Education des Adultes: Un Passe, Un Present, un Avenir. Les Actes du Congress Annuel, l'Association Canadienne pour l'Etude de l'Education des Adultes (14e, Montreal, Quebec, Canada, 1-3 Juin, 1995). The following papers (with nine in French) are included: "Refocusing the Multicultural Discourse in Adult Education" (Acton); "University Extension and the Service University" (Archer); "Linking Cases to Course Content" (Block); "The Effects of Education on Food Security among Low Income Urban Adults" (Blunt); "Adult Education Research Trends in Canadian Universities" (Bouchard); "Born of Different Visions" (Briton, Spencer); "Virginia Griffin's Path and Contribution toward the Holistic Orientation" (Campbell); "Learning a Living" (Church, Creal); "Art and Storytelling" (Crawford); "Economic Globalization" (Cruikshank); "Constructing a Need" (Davidson); "The Marginalization of Adult Education" (Deshpande); "Surfacing Tensions in Graduate Adult Education" (Dewar); "New Directions for Adult Education Programs in Community Colleges" (Feng, Hian); "Domination and Resistance in Workers' Political Learning" (Foley); "The Life History Method" (Gerding); "Looking Back, Looking Forward" (Grace); "New Realities" (Hian, Feng); "The Past, Present and Future of Adult Education in the Kitikmeot Region, Northwest Territories" (Isnor, McLean); "The Future Manager as Leader and Coach" (Leclair); "Recruitment, Retention, and Support Protocols for Women's Literacy Programs" (MacKenzie); "Antonio Gramsci and Adult Education" (Mayo); "Educative Consequences of a Paradigm Shift" (Morin); "Continuing Educators as Learners" (Percival); "'Training for What?' An Educational Response to the Adult Unemployed in a Post-Industrial Society" (Pittas); "Restorying Living" (Randall); "Adult Education and Deinstitutionalization of Psychiatric Patients" (Roy); "Peripheral Visions" (Sanderson); "In the Beginning" (Selman); "Analysis of a Relapse Prevention Programme Designed to Help Penitentiary Inmates" (Shewman); "Codes of Ethics in Adult Education" (Sork); "What Makes a Successful Workplace Education Program?" (Taylor); "Meaningful Learning in Organizations" (Walker); "'Fraught with Wonderful Possibilities'" (Welton); "Distance Education Techniques in Community Development" (Baggaley, Coldevin, Gruber); "Why Do Community Workers Do What They Do?" (Cawley, Guerard, Campo); "Adult Education in an Emerging Postmodern Condition" (Deneff, Schmitt-Boshnick, Scott); "Languages of Inclusion & Creativity" (Hall et al.); and "CASAE [Canadian Association for the Study of Adult Education] Peace Portfolio" (Rosenberg et al.).   [More]  Descriptors: Adult Basic Education, Adult Education, Art Education, Biographies

Gettas, Gregory J. (1990). The Globalization of "Sesame Street": A Producer's Perspective, Educational Technology, Research and Development. Describes the use of the Children's Television Workshop (CTW) research and development model in adapting the "Sesame Street" educational television series for use in foreign countries. Licensing standards and policies are explained, several case studies of foreign adaptations are included, and differences in curriculum goals are discussed. (nine references) Descriptors: Case Studies, Childrens Television, Curriculum Development, Educational Principles

Gettas, Gregory J. (1992). The Globalization of "Sesame Street": A Producer's Perspective, Educational Media International. Describes the spread of "Sesame Street" to other countries and includes several case studies of foreign adaptations. Use of the production process model developed by the Children's Television Workshop is discussed; licensing policies are explained; international coproduction projects are described; and differing curriculum goals are examined. (nine references) Descriptors: Case Studies, Childrens Television, Cooperation, Cooperative Programs

Mpofu, Stanley T. (1996). The Women's Movement, Adult Education and Globalization: Women's Agencies in Zimbabwe, Convergence. Notes that in Zimbabwe, women's agencies pursue practical, strategic, and interagency gender interests consistent with adult education practice. However, they also manifest the globalizing tendencies of pluralism, cultural homogenization, and the coalescence of transnational and domestic processes and structures. Descriptors: Adult Education, Feminism, Foreign Countries, Womens Education

Alberta Univ., Edmonton. (1997). Educating in Global Times: Race, Class, Gender (and Other Processes of Normalization). Graduate Student Research Conference Proceedings (Edmonton, Alberta, Canada, March 14-15, 1997.). The 33 papers presented at this conference are, as follows: "Child Participation in an Everyday Adult Practice" (Andrew Brent Andressen); "Education for Sustainable Development in Southern Philippines" (Caridad Bernardino); "Distance Education and Instructional Technologies: Cultural Transmission or Cultural Erosion" (Judith Blanchette); "Domestic Slavery into the Twenty First Century: Filipino Domestic Workers in Canada" (Susan Brigham); "Teachings from the Oral Tradition and the Digital Pedagogy of Bricolage: 'Off the Page, on the Page, and into the Screen'" (Duane Burton); "Unmasking the Obscured Familiar" (Donna M. Chovanec); "Cultural Change: Courtship Crisis" (Jendju Collins); "Supermodels in the Rainforest (A Teacher out of His Tree)" (Jean-Claude Couture); "Collective Kitchens: Making Poverty, Gender, Participation and Cooperation Unproblematic" (Nora Fernandez); "Identities In/Formation: Surfacing the Subjugated Knowledges of Queer Youth" (Gloria E. A. Filax); "A Sense of Place: Legitimizing Social Categories through Environmental Discourse" (Lorelei Hanson); "The Post Secondary Institution of the Future: A Virtual Reality" (Judy Harrower); "Personal Construct Psychology and Teacher Education: From Pedagogy Past to Teacher Beliefs in Practice" (Tim Hopper); "Valiant Girls: The Reconstruction of Femininity" (Barbara Heather); "School Education in the Former Soviet Union" (Victoria Hritonenko); "The Use of Erik Erikson's Life Stages Theory in Deaf Education" (Pat Hughes; Michael Rodda); "Race and Education: Waking Up to the Smell of the Coffee" (Jenny Kelly); "Internal Supply Policy" (Sheri Long); "Woman as Genre" (Rebecca Luce-Kapler); "Fostering a Global Conscience through Student Social Justice Activism" (Darren Lund); "Workplace Ergonomics – Importance of Education and Training" (Rammohan V. Maikala); "Can 'Gender' Survive in the Age of Queers?: De-Normalizing the 'Normal,' De-Polarizing Gender'" (Sheryl McInnes); "Situating East Asians in Canadian Race Discourse" (Hijin Park); "Local Control of Education in a Global Environment" (Larry Phillips); "The Dutch Experience with 'Charter Schools'" (Annette Richardson); "The Concept of Gradualness for a Sustainable Education" (Ahmad Sabetghadam); "'Are These the Muslined Pink Young Things to Whom We Vowed and Swore?': Addressing the Gendered Reader in the English Classroom" (Betty-Anne Schlender); "Political Science as Normalising Discourse" (Malinda S. Smith); "Teacher Education: Promoting Professional Identity" (Earl B. Stephanson); "Globalization: Friend or Foe?" (John Valentine); "Endangered Indigenous Languages" (Lynne Wiltse); "Communicative Language Teaching in China: An Analysis from a Cultural Perspective" (Ping Yang); and "Economic, Cultural, Political Significance of Market Women in Nigeria" (Adenike Yesufu).   [More]  Descriptors: Cultural Context, Developing Nations, Educational Policy, Educational Practices

Collins, Michael, Ed. (1995). The Canmore Proceedings. International Conference on Educating the Adult Educator: Role of the University (Canmore, Alberta, Canada, May 14-17, 1995). The following are among the papers included in these proceedings: "Challenging the Exclusionary Effects of the Inclusive Mask of Adult Education" (Rockhill); "Organic Intellectuals of the State and Political Struggle in the University" (Cunningham); "Adult Education's Prospects in a Post-University World" (Smith); "Universities and the Community" (Thomas); "University on the Line" (Rooney); "The Disintegration of Andragogy, the Emergence of the Social Learning Paradigm" (Welton); "The Competence of Worker Bees" (Janice Malcolm); "Historical Perspectives on Workers and Workplace Learning" (Schied); "Investigation by Eventalisation" (Davidson); "Prostitutes as Adult Educators" (Hanson); "Epistemology and the Politics of Self-Education" (Baer-Doyle); "Postmodernity and the Educating of Educators" (Edwards, Usher); "Ways of Talking about Knowledge in NIU (Northern Illinois University) ACE (Adult and Continuing Education) Doctoral Dissertations Epistemology and the Future of Adult Education" (Woll); "The 'Why' Factors in the Training of Adult Educators" (Benn, Fieldhouse); "Analysis, Imagination and Commitment in the Education of Adult Educator" (Williamson); "Formal Courses of Professional Education for Australian Adult Educators" (Morris, Gonczi, Tennent); "Adult Education in Anti-Nuclear Advocacy" (Regnier, Penna); "Educating the Adult Educator in an Information Society" (Jarvis); "Economic Globalization" (Cruikshank); "Globalising University Adult Education?" (Holford); "Innovation in the University Context for Educating Adult Educators" (Henschke); "Research into Adult Self-Directed Learning in Britain and Its Implications for Educating the Adult Educator" (Percy); "Using Quality Circles in University Education for Adult Educators" (Willis); "Training Professionals to Moonlight as Educators of Adults" (Lawrence); "Humour in Adult Education" (Cathro); "Getting Off the Perch–Strengthening Ties between Adult Education and K-12 Education Faculty" (Day); "Adult Learning Models in Post Secondary Settings" (Ambury); "A Quality-Learning Organization as a Model for Vocational Learning Centers in Finland" (Sarala, Sarala); "Applications and Implications of 'Learning to Learn'" (Rose); "Good Question! Collaborative Learning and the Intentional Stance" (Peters); "Corner Men Out of the Ring–Will Adult Education Survive the Punches of Pedagogical Education?" (Tuomisto); "Social Purpose, Cultural Identity, or Competence?" (Cooke); "Critical Analysis of the History of the Social Construction of Gender from a 'Feminist' Prospective" (Bornheutter); and "Organic Intellectuals" (Holtslander).   [More]  Descriptors: Adult Education, Adult Educators, Adult Learning, Advocacy

Seo, Hae-Ae; Lee, Eun Ah; Kim, Kyung Hee (2005). Korean Science Teachers' Understanding of Creativity in Gifted Education, Journal of Secondary Gifted Education. With the passing of Korea's Gifted Education Act, creativity has come to the forefront in considering the future of Korea's economic prosperity in the global economy (Korean Educational Development Institute, 2003). The purpose of this study was to examine the understanding of creativity among Korean science teachers of gifted students. Sixty teachers participated in this study with an open-ended questionnaire about their understanding of creativity. The data were analyzed based on Urban's (1995) three components of creativity. The findings indicated that these science teachers had a thorough understanding of the cognitive component and a strong association of creativity with intellectual ability, but overidentified with the cognitive component, showing less awareness of the personal and environmental components of creativity. To shift their understanding to a more balanced view, personality and environmental components, as well as attributes in other component areas, should be emphasized.   [More]   [More]  Descriptors: Globalization, Educational Development, Science Teachers, Creativity

Kumar, Prem (2004). Lifelong Learning in Singapore: Where Are We Now?, International Journal of Lifelong Education. The term lifelong learning has been used in different contexts and in policy application for a wide variety of purposes and initiatives. Singapore's approach to lifelong learning is pragmatic and rational. It is one of the economic drivers used by policy makers to enhance Singapore's competitiveness and is viewed as an antidote against unemployment. With the emergence of a more integrated and interdependent global economy, the premium placed on ideas and continuous learning becomes critical to an individual, organization and the country. This paper offers a snapshot of some of the current responses to the challenges and the perceived issues from the perspective of the government, organizations and individuals. The discussion would also cover a number of policy implications that may overlap and interconnect in practice.   [More]  Descriptors: Globalization, Foreign Countries, Lifelong Learning, Unemployment

Mayo, Peter (1996). Transformative Adult Education in an Age of Globalization: A Gramscian-Freirean Synthesis and Beyond, Alberta Journal of Educational Research. Explores elements for a theoretical framework for radical adult education, based primarily on ideas of Gramsci and Freire. Discusses commitment of adult educators to social transformation, consciousness raising related to power relations and global capitalism, emancipatory adult education as part of social movements, role of the adult educator, inclusive cultural studies, and awareness of history. Contains 61 references. Descriptors: Adult Education, Adult Education, Consciousness Raising, Consciousness Raising

Association for Education in Journalism and Mass Communication. (1998). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (81st, Baltimore, Maryland, August 5-8, 1998). International–Part I. The International–Part I section of the Proceedings contains the following 20 papers: "Hollywood Attracts South Korean Capital" (Doobo Shim); "Worldview Differences of Natural Resources between Spain and Costa Rica: A Content Analysis of On-Line Newspapers" (Lorena Corbin); "Can the Leopard Change Its Spots: Parliamentarians' Attitudes about Press Freedom in Zambia" (Greg Pitts); "The Structure of International News Flow in Cyberspace: A Network Analysis of News Articles in 'Clarinet'" (Naewon Kang and Junho Choi); "Defining the Press Arbitration System: Its Impact on Press Freedom during the Sociopolitical Transition in South Korea" (Jae-Jin Lee); "Popular Literature and Gender Identities: An Analysis of Young Indian Women's Anxieties about Reading Western Romances" (Radhika E.  Parameswaran); "Considering Alternative Models of Influence: Conceptualizing the Impact of Foreign TV in Malaysia" (Michael G. Elasmar and Kathleen Sim); "Fighting for New Export Markets: U.S. Agricultural Press Coverage of the Philippines Theater of the Spanish-American War (1898-1902)" (Dane Claussen); "Television News in a Transitional Media System: The Case of Taiwan" (Yu-li Chang and Daniel Riffe); "Korean Students' Use of Television: An Expectancy-Value Approach" (No-Kon Heo and Russell B. Williams); "South Asian Student Attitudes toward and Beliefs about Advertising: Measuring across Cultures" (Jyotika Ramaprasad and Michael L. Thurwanger); "The Role of Culture in International Advertising" (Niaz Ahmed); "Reporting under Civilian and Military Rulers in Africa: Journalists' Perceptions of Press Freedom and Media Exposure in Cameroon and Nigeria" (Festus Eribo and Enoh Tanjong); "Saudi Arabia's International Media Strategy: Influence through Multinational Ownership" (Douglas A. Boyd); "Factors Influencing Repatriation Intention, an Aspect of the Brain Drain Phenomenon" (Kingsley O. Harbor); "American Imperialist Zeal in the Periphery: The Rural Press Covers the Spanish-American War and the Annexation of the Philippines" (Dane Claussen and Richard Shafer); "A Content Analysis of 'The Jerusalem Post'–Bias in Syria-Related and Har Homa Articles" (Hala Habal); "Sources in 'New York Times" Coverage of China before and after June 4th, 1989: A Content Analysis Focusing on Influence of Crisis Situation on Sourcing Patterns of US Media in World News Coverage" (Guoli Li); "Finnish Women and Political Knowledge: What Do They Know and How Do They Learn It?" (Helena K. Sarkio); and "Beyond Asian Values in Journalism: Towards Cultural Politics in the Asian Media Globalization" (Min Soo Kim).   [More]  Descriptors: Advertising, Asian Studies, Brain Drain, Civil Liberties

Fischman, Gustavo E. (2001). Teachers, Globalization, and Hope: Beyond the Narrative of Redemption. Essay Review of "Teachers and the State: Towards a Directed Profession," by Mike Bottery and Nigel Wright; "The Life and Work of Teachers: International Perspectives in Changing Times," edited by Christopher Day, Alicia Fernandez, Trond E. Hauge, and Jorunnn Moller; and "Teachers' Work in a Globalizing Economy," by John Smyth, Alastair Dow, Robert Hattam, Alan Reid, and Geoffrey Shacklock, Comparative Education Review. Reviews three books that argue that the teaching profession is being deprofessionalized by the demands and policies of "neoliberal globalizers." Discusses the nature of hope in these global times and its role in developing alternative proposals to the current process of intensification of teachers' work. Descriptors: Book Reviews, Educational Change, Professional Autonomy, Teacher Attitudes

McLaren, Peter L. (1995). Education and Globalization: An Environmental Perspective. An Interview with Edgar Gonzalez-Gaudiano, International Journal of Educational Reform. Gonzalez-Gaudiano abandoned a professorship at the National Autonomous University of Mexico to tackle environmental education and indigenous education. In this interview, he explains the politics of overpopulation; the unsustainable nature of capitalism; and the interrelationships between environmental justice and human security and among poverty, wealth, and environmental degradation. Critical education is essential. Descriptors: College Faculty, Elementary Secondary Education, Environmental Education, Foreign Countries

Morton, Chris; Mojkowski, Charles (1991). The Place of Global Reality in Interdisciplinary Settings: Using Modern Technology to Link Classrooms for Globalization. The Global Education Model (GEM) Project, an undertaking of the Putnam-Northern Westchester Board of Cooperative Educational Services, is part of a larger effort to link students throughout the United States with their counterparts in other countries. GEM's educational technology is augmented by implementing, testing and analyzing nationally recognized programs to investigate the educational application of international telecommunications in classrooms, its effect on instruction, and the strategies required for successful, expanded school-based use. The model is based on the assumption that a global approach to education, with attention paid to cultural differences and an emphasis on interdisciplinary studies, will better prepare children to live, learn, and work as twenty-first century citizens. Formative evaluation of the GEM Project reinforces the importance of structured planning, educational applications, and coordination. The National Geographic Society's KidsNet and the University of Maryland's ICONS constitute the formal part of the GEM research process; informal programs have also been developed in the New York/Moscow Schools' Telecommunications Project using experience gained from the formal programs. Developing a telecommunications support system for a global education program requires attention to a comprehensive global education curriculum, powerful communications processes, and appropriate technology connections; staff development is a key ingredient of all three components. Global education provides a motivating experience for students and teachers to connect with the larger world of learning and work that is outside the school, and often outside their own community and country. (7 references)   [More]  Descriptors: Computer Networks, Cultural Differences, Curriculum Enrichment, Educational Environment

Bor, W. van den; And Others (1995). Rethinking Higher Agricultural Education in a Time of Globalization and Rural Restructuring, European Journal of Agricultural Education and Extension. Global restructuring trends in geopolitical, economic, cultural, social, environmental, and communications domains necessitate reordered priorities for higher agricultural education. Changes are needed in terms of target audience, content, institutional management, professionalization, and strategic planning. Descriptors: Agricultural Education, Economic Change, Educational Change, Higher Education

Taylor, Maurice, Ed. (1998). Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education/L'Association Canadienne pour L'Etude de L'Education des Adultes (17th, Ontario, Canada, May 29-31, 1998). These proceedings on the theme, Adult Education Research: Shaping the Future, contain 52 papers. The papers are: "Virtual Adult Education" (W. Archer and D. Conrad); "Reversal Theory Approach to Adult Learning and Education" (M. Atleo); "Objectiver L'Action" (A. Balleux et al.); "Cultural Constructions of Literacy" (A. Blunt); "Prior Learning Assessment and Recognition" (D. Briton et al.); "Distance Education and Learner Autonomy" (P. Bouchard and L. Kalman); "Toward a Redefinition of Formal and Informal Learning" (G. Burns); "Feminist Commitments in Adult Education" (S. Butterwick et al.); "Innovative Research Practices for Adult Education" (N. Campbell et al.); "Facilitating Reflection and Action through Research" (A. Chan); "Including the Body in Learning Processes" (L.  Crawford); "A Double-Edged Sword" (U. Critoph and D. Martin); "Learning Strategies of Early British Columbia Divers" (B. Cuthill); "Adult Education and a Community-Based Nutrition Project" (N. Drost); "Role of Action Research in the Creation of New Knowledge" (R. Dyson et al.); "Koranic Learning and Local Development in West Africa" (P. Easton and M. Peach); "Learning from Changes in Leadership" (L. English); "Constructed Identities in Participatory Research Discourse" (W. Fischer); "Fixing the World?" (T. Fenwick); "Learning through Discourse" (P. Gamlin and S. Cook); "Pedagogical Strategies To Encourage Student Interaction in the Open Learning Classroom" (R. Gouthro); "Doing History Not Doing History" (P. Grace); "Home Thoughts on Globalization" (E. Harris); "Learning, Working, and Caregiving" (C. Hinds and A. Home); "S-Curve Relevance to Collective Learning for Knowing Using TRACE Participatory Action Research" (S. Hobbs and G. Grant); "Shifting the Ground of the Familiar" (C. Jongeward); "Blood, Sweat, and Tears" (H. Kanuka and D. Conrad); "Constructing the Role of the Adult Educator in Higher Education" (C. Kreber); "Teaching Leadership" (O. Kritskaya); "Skill and Knowledge Acquisition in the Informal Seector of the West African Economy" (G. Liebert and P. Easton); "New Approaches to Lifelong Learning" (D.W. Livingstone et al.); "Evaluation of a Human History/Environmental Exhibit Using a Video Tracking Technique" (L. Logan); "Re-Visioning Peace Research" (G. Macdonald and A. Adelson); "Adult Learning on the Internet" (W. McQueen and B. Fallis); "Adult Education and Educational Reform in Latvia" (S. Miezitis and O. Zids); "Education for Planetary Consciousness" (E. O'Sullivan); "Technology-Based Distance Delivery" (S. Owen); "Back to the Roots; Back to the Future" (A. Pattapinyoboon); "Inclusivity and Exclusivity in Adult Education" (M. Petlock); "Informal Learning Processes in a Worker Cooperative" (J. Quarter and H. Midha); "Challenging Our Traditional Research Positionality" (A. Quigley and T. Sork); "Educational Gerontology" (D. Radcliffe); "Role and Influence of Culture and Context in the Development of International Communities of Practice Among Organization Development Practitioners" (I. Richter and M. Laiken); "Elements de la Formation a la Pratique Reflexive de Cadres Soignants" (H. Sami); "Hidden Dimensions of Working-Class Learning" (P. Sawchuk et al.); "'This Would Scare the Hell out of Me If I Were an HR Manager'" (P. Sawchuk); "Distinguishing the Moral from the Expedient" (T. Sork); "Union Movies" (J. Taylor); "Rethinking Power in Participatory Research" (J. Taylor); "Explanatory Power of an Early Framework of Good Practice Principles in Workplace Education" (Taylor); "Ye Are Not Men! Ye Are Gods" (A. Thomas); and "Struggle for Selves" (L. West). Individual papers contain references.)   [More]  Descriptors: Action Research, Adult Education, Adult Educators, Adult Learning

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Bibliography: Globalization (page 211 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Wayne Lamble, Allan C. Lauzon, Michael P. Hamnett, Hermann Meyn, Association for Education in Journalism and Mass Communication, Phyllis Cunningham, Michael Peter Smith, Craig B. Howley, Nan E. Johnson, and Richard W. Brislin.

Committee for Economic Development (1998). America's Basic Research: Prosperity Through Discovery. A Policy Statement by the Research and Policy Committee of the Committee for Economic Development. This policy statement looks at America's basic research enterprise and lays out the processes and systematic reforms needed to meet emerging risks to the outcomes from investments in basic research. The Committee for Economic Development (CED) undertook this project in the belief that significant progress with many of society's problems and new discoveries will primarily depend upon fundamental scientific insights derived from basic research. Fourteen recommendations include: (1) Policymakers in Congress and the Administration should set broad national priorities for basic research that reflect the needs of society at large; (2) Federal support for basic research should continue to be diverse in its sources and objectives; (3) Within broad priorities established by policymakers, the primary mechanisms for allocating federal basic research funds in all agencies and to all institutions should be based on scientific merit determined through peer review; (4) Basic research should be a high priority in the federal budget in the decades to come; (5) Leadership and productivity of the nation's research universities should continue to guide other institutions receiving federal support; (6) Mechanisms should be devised to allow researchers to compete for longer-term funding, and administrative burdens from granting agencies should be reduced; (7) Development of simplified system for determining indirect costs; (8) Clear definition of the missions of the Department of Energy's national laboratories and realignment of missions and functions; (9) Government should not be in the business of directly funding the development and commercialization of technologies; (10) The federal government should continue to play a major role in funding large-scale infrastructure projects that are used extensively by many; (11) Raising of academic achievement in math and science in grades K-12 through adoption of nationals, policies to increase teacher knowledge and skills, and upgrades in classroom curricula, facilities, and teaching materials; (12) Higher prioritization of graduate training and increased federal funding of scholarships and training grants; (13) Industry-university relations and university patenting and licensing should be directed towards maximizing benefits for society at large; and (14) Expansion of U.S. efforts to benefit from international collaboration and the globalization of basic research. Two appendixes are included: (1) Overview of Resources for Basic Research; and (2) University Patenting Guidelines.   [More]  Descriptors: Economic Development, Economic Progress, Technology Transfer, Research

Cunningham, Phyllis, Ed.; And Others (1996). Constitutive Interplay midst Discourse of East and West: Modernity & Postmodernity Renderings in Adult & Continuing Education. Proceedings of the International Adult & Continuing Education Conference (Seoul, Korea, May 27-28, 1996). This document contains 17 papers, organized in three sections, presented at a conference on Eastern and Western adult and continuing education. The following papers are included in Section I, "Ideas and Tasks of Adult Education: Views of East and West": "Imagineries of 'East and West': Slippery Curricular Signifiers in Education" (Ted T. Aoki); "'Learning Perspective' in the Asian Viewpoint" (Kim Shinil); and "Learning to Learn: Western Perspectives" (Gene Roth). The second section, "Constructing Ideas and Tasks of Adult Education: Modernity and Postmodernity Perspectives," contains the following five papers: "Traditional Modernity, Postmodernity, and Communicative Modernity: Related Issues in Constructing Roles and Learning Tasks of Adult Education" (Ramon Flecha);"Conceptualizing Our Work as Adult Educators in a Socially Responsible Way" (Phyllis Cunningham); "Modernity and Postmodernity Related Issues in Developing Ideas and Tasks of Adult Education in Korean Context" (Kyung Hi Kim); "The Post-Modern Condition: Reformulating Adult Education Pedagogy" (Mark Tennant); and "West in East and Vice Versa, or Globalization in Adult Education" (Ki Su Kim). The final section, "Adult Education Programs and Practice: The Case Studies Approach," includes these nine papers: "Center of Research for Education of Adults (CREA): Some Crucial Issues" (Ramon Flecha); "Ideological Space Makers: The Needs in Graduate Programs in Adult Education" (Phyllis Cunningham); "Senior Citizen Education in Korea: Current Status and Demands" (Ki-hyung Hong); "An Afrocentric Feminist Perspective on the Role of Adult Education for Diverse Communities" (Vanessa Sheared); "Adult Retraining in Canada: Some Issues" (Ki Su Kim); "Adult Education for a Multiethnic Community: Japan's Challenge" (Koichi Sasagawa); "Consideration of Selected Influences on Work Place Learning" (Gary Confessore et al.); "A Proposed Historiography of Adult Education" (Glenn Smith); and "Postmodernity and Continuing Education: Becoming Critical Learners" (Barry Down). Contains 19 references.   [More]  Descriptors: Adult Education, Case Studies, Continuing Education, Educational Environment

Smith, Michael Peter, Ed.; Feagin, Joe R., Ed. (1995). The Bubbling Cauldron. Race, Ethnicity, and the Urban Crisis. The essays in this collection provide a background for discussions about multiculturalism, cultural politics, and urban crises by illustrating the ways in which race is still a central source of meaning, identity, and power and why it is intensifying as a category, rather than diminishing. Selections include: (1) "Putting 'Race' in Its Place" (Michael Peter Smith and Joe R. Feagin); (2) "Dictatorship, Democracy, and Difference: The Historical Construction of Racial Identity" (Howard Winant); (3) "Who Are the 'Good Guys'? The Social Construction of the Vietnamese 'Other'" (Michael Peter Smith and Bernadette Tarallo); (4) "The Rising Significance of Status in U.S. Race Relations" (Martin Sanchez Jankowski); (5) "African American Entrepreneurship and Racial Discrimination: A Southern Metropolitan Case" (Michael Hodge and Joe R. Feagin); (6) "Black Ghettoization and Social Mobility" (Norman Fainstein); (7) "Historical Footprints: The Legacy of the School Desegregation Pioneers" (Leslie Baham Inniss); (8) "Retreat from Equal Opportunity? The Case of Affirmative Action" (Cedric Herring and Sharon M. Collins); (9) "Demobilization in the New Black Political Regime: Ideological Capitulation and Radical Failure in the Postsegregation Era" (Adolph Reed Jr.); (10) "The Real 'New World Order': The Globalization of Racial and Ethnic Relations in the Late Twentieth Century" (Nestor P. Rodriguez); (11) "The Effects of Transnational Culture, Economy, and Migration on Mixed Identity in Oaxacalifornia" (Michael Kearney); (12) "Models of Immigrant Integration in France and the United States: Signs of Convergence?" (Sophie Body-Gendrot); (13) "When the Melting Pot Boils Over: The Irish, Jews, Blacks, and Koreans of New York" (Roger Waldinger); (14) "Beyond 'Politics by Other Means'? Empowerment Strategies for Los Angeles' Asian Pacific Community" (Harold Brackman and Steven P. Erie); (15) "Political Capital and the Social Reproduction of Inequality in a Mexican Origin Community in Arizona" (Edward Murguia); and (16) "The Continuing Legacy of Discrimination in Southern Communities" (James W. Button). Descriptors: Asian Americans, Blacks, Democracy, Disadvantaged Youth

Association for Education in Journalism and Mass Communication. (1996). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (79th, Anaheim, CA, August 10-13, 1996). International Communications Division. The international communications section of the Proceedings contains the following 14 papers: "Spinning Stories: Latin America and the World Wide Web" (Eliza Tanner); "Private-Enterprise Broadcasting and Accelerating Dependency: Case Studies from Nigeria and Uganda" (Folu Folarin Ogundimu); "The Transitional Media System of Post-Communist Bulgaria" (Ekaterina Ognianova); "Comparing Canadian and U.S. Press Coverage of the Gulf Crisis: The Effects of Ideology in an International Context" (James E. Mollenkopf and Nancy Brendlinger); "Privatization in Indian Telecommunications: A Pragmatic Solution to Socialist Inertia" (Divya C. McMillin); "'Caribscope'–A Forum for Development News?" (Lisa A. McClean); "Ideology and Market: The Political Economy of Russian Media Industry" (Soobum Lee); "The Construction of Cuba in 'The New York Times' and 'The Washington Post'" (William M. Kunz and Alan G. Stavitsky); "Globalization of Mass Communications in the West and East Asia: Towards a New East Asian Model of Mass Communications" (Min Soo Kim); "Agenda Setting in Japan: A Framework for Studying the Media and Politics" (Beverly Horvit); "Japanese and American Coverage of the 50th Anniversary of World War II: Different Stories for Different Audiences" (Koji Fuse and James E. Mueller); "David and Godzilla: Anti-Semitism and 'Seppuku' in Japanese Publishing" (Tom Brislin); "Burma or Myanmar? Determinants of Country-Name Usage by International Newspapers and News Agencies" (Carolyn J. Davis); and "The Impact of Cultural and Market Distance on International Advertising: A Content Analysis of Ad Appeals in Ads from US, Japan and Korea" (Yoo-Kyung Kim and Hao-chieh Chang). Individual papers contain references.   [More]  Descriptors: Advertising, Agenda Setting, Anti Semitism, Case Studies

Brislin, Richard W., Ed.; Hamnett, Michael P., Ed. (1977). Topics in Culture Learning, Volume 5. The first section of this volume includes articles on cross-cultural teaching: "Mau Piailug's Navigation of Hokule'a from Hawaii to Tahiti," by David Lewis; "The New World Order and the Globalization of Social Science: Some Implications for Teaching Cross-Culturally," by Amarjit Singh; "Ponape: Cross-Cultural Contact, Formal Schooling, and Foreign Dominance in Micronesia," by Nat Coletta; "Effects of Motivational and Employment Programs on Scholastic Behavior among Students from Economically Disadvantaged Groups," by Carl LaPointe; "In a Jerusalem Ulpan," by Cynthia Pincus; "Sociolinguistic Competence and Second Language Learning," by Janet Holmes and Dorothy Brown; "Popular Culture in Cross-Cultural Perspective," by Margaret King; "Teaching the Teachers of Hawaiian Children: Training and Consultation Strategies," by Junko Tanaka-Matsumi and Roland G. Tharp; and "Culture and the Role of Client Expectancy in Psychotherapy," by Howard Higginbotham. The second section focuses on investigative strategies in cross-cultural empirical research: "Some Epistemological and Methodological Issues in the Design of Cross-Cultural Research," by B. James Starr and Suzanne Wilson; "Interdisciplinary Collaboration in Cross-Cultural Research," Social Science Research," by Norman Dinges; "Organizing for Cross-Cultural Research," by Eleanor Elequin; "Limitations of Anthropological Field Work," by Anne-Katrin Eckermann; and "Cross-Cultural Comparisons of Anxiety: Methdological Problems," by Sagar Sharma. Descriptors: Anthropology, Anxiety, Cross Cultural Studies, Cross Cultural Training

Garcia, Eugene E. (1996). Children of La Frontera. Foreword. The linguistic and cultural diversity of America's school population has increased dramatically during the past decade, and is expected to increase even more in the future. But, for many children of immigrant and minority families, U.S. education is not a successful experience. One fourth of African Americans, one third of Hispanics, one half of Native Americans, and two thirds of immigrant students drop out of school, compared to one tenth of non-Hispanic White students. Confronted with this dismal reality, educators, parents, and policy makers urge change. Changes might be needed but will be meaningless unless we begin to think differently about these students–to view them in new ways that may contradict conventional notions and to recognize their needs. This is particularly the case for educators and communities along "la frontera," an extensive geographic region along the Mexican-U.S. border that is a significant social and economic zone distinct from either nation. It would be helpful for educators to realize that: (1) low, not high, levels of immigration are unusual for the United States, and today's kindergartners will experience increasing diversity over their lifetimes; (2) "la frontera" has always been multicultural and multilingual; (3) changing labor markets and the globalization of the economy indicate that past ways of preparing students for employment may not work now; (4) defining students of "la frontera" as limited-English-speaking masks their diversity of language, culture, and educational experience; (5) assimilation doesn't equal success along "la frontera"; and (6) these children will change American society.   [More]  Descriptors: Acculturation, Education Work Relationship, Elementary Secondary Education, Immigrants

Johnson, Nan E., Ed.; Wang, Ching-li, Ed. (1997). Changing Rural Social Systems: Adaptation and Survival. This book includes studies of globalization-related social changes in rural areas of the United States and other countries and implications of these studies for sociological theory. Although no chapter focuses exclusively on education, education-related themes include rural school dropouts and intergenerational poverty, the migration of rural youth to urban areas in search of employment and opportunity, relating rural poverty to human capital (educational attainment) versus structural factors, rural occupational change and its effects on rural families, the effects of rural population growth on school systems, migration patterns of school-leavers in Ireland, and community identity as a factor in rural development. Chapters are: (1) "Introduction" (Nan E. Johnson); (2) "The Poor in Nonmetropolitan America" (William P. O'Hare); (3) "Mechanization in the Western Upper Peninsula Pulp-Logging Industry" (Jon H. Rieger); (4) "Development, Women's Work, and Economic Inequality in Rural Taiwan" (Rita S. Gallin); (5) "Inequality and the Emergence of Nonfarm Employment in Rwanda" (Daniel C. Clay, Theobald Kampayana, Jean Kayitsinga); (6) "Social and Economic Transformation in a Greek Farming Village" (George A. Daoutopoulos); (7) "Recent Population Change in Michigan's Metropolitan and Nonmetropolitan Areas" (Ching-li Wang); (8) "The Transmission of Information Regarding Population Change in a Rural County" (Richard W. Rathge); (9) "Fatal Farm Accidents in Michigan: Implications for Research and Policy" (Nan E. Johnson); (10) "Irish Rural-Urban Migration: Post-1960 Changes" (Damian F. Hannan); (11) "Changing Rural Communities: Reconstructing the Local Economy of a Nonmetropolitan Community" (Marilyn W. Aronoff); (12) "Social Change and Dress among the Kalabari of Nigeria" (Joanne Bubolz Eicher); and (13) "The Call of the Sugar Cane: Agricultural Change, Cooperative-Capitalism, and Migrants in Northwestern Uruguay" (Gaston J. Labadie). Contains references in each chapter. Descriptors: Elementary Secondary Education, Employment Patterns, Farmers, Foreign Countries

Friedel, J. N., Ed. (1992). An Environmental Scan Update, 1992-93. 2020: Perfect Vision for the Next Century, An Environmental Scan Update. A key component to Eastern Iowa Community College District's (EICCD) strategic planning process, called "2020 Vision: A Perfect Vision for the Future," was the publication of the report "An Environmental Scan" in 1989, which summarized major trends occurring in the external environment which may impact the community college, the industries and communities it serves, and social, economic, and political structures and processes. It summarized these trends, events, and issues in five broad categories: (1) the changing population and demographics; (2) the changing workforce; (3) political, societal, and ecological changes; (4) changing technologies and the information explosion; and (5) the world economy. In September 1991, the EICCD began publishing updates to the Scan, each addressing a specific theme and summarizing events, trends, and projections affecting the district. The 2 volumes presented here contain a combined total of 19 updates. The following topics are addressed in volume 1: (1) Acquired Immune Deficiency Syndrome (AIDS)–global spread and implications for health care; (2) health care–the crisis in rural medical care, alternative care, and national trends; (3) health services–growth areas and employment prospects; (4) jobs–business trends, fast growing jobs, economic trends, educational requirements; (5) the American political scene–implications for community colleges; (6) new information and technology–information technology and technology transfer; (7) computer technology; (8) employment prospects for computer technology personnel; (9) the Iowa economy–largest employers in the state, wages, Iowa's goods- and service-producing industries; and (10) health occupations–EICCD's service area, and national health occupations. Topics covered in volume 2 concern: (1) the most important issues facing the EICCD–political changes, educational challenges, job skills of the future, globalization, work force and demographic changes, health and health care, societal issues, volunteerism; (2) kindergarten through 12th grade education–high school graduation rates, illiteracy, drugs and violence, funding; (3) the global population–family planning, population growth and the environment, primary health care needs, gap between rich and poor, refugees; (4) the national population–1990 census data, immigration and state population projections; (5) the Midwest and Iowa populations; (6) the population and demographics of EICCD's service area; (7) Iowa's economic and employment future; (8) the United States economy–job markets, defense industry, environmental protection; and (9) the restructuring of the American workforce–temporary workers, joblessness, stress, and standards of living. In both volumes, references are listed with each update.   [More]  Descriptors: Acquired Immune Deficiency Syndrome, Allied Health Occupations Education, College Planning, Community Colleges

Meyn, Hermann (1991). Update on Germany: Now Eastern Germany Gets a Free Press. Special Report SO 8, 1991. Since the former East German Communist State–the German Democratic Republic (GDR)–was incorporated into the Federal Republic of Germany, the federal constitution has been valid throughout the whole of Germany, guaranteeing press freedom and ending press censorship in eastern Germany. In October 1989, the GDR had 39 daily newspapers (many published by the Socialist Unity Party of Germany (SED), 31 weekly papers and illustrated magazines, over 500 technical and specialized periodicals, and over 600 church papers and factory newspapers. A system of guidance and control by the SED rendered direct censorship unnecessary since, as a matter of course, the press published only what was acceptable to the SED. The period between October 1989 and October 1990 is seen in retrospect to have been a time of great experimentation and freedom for the press. Less than 2 years after the democratic transformation of the GDR, the structural shape of the West German press has become entrenched in most parts of the five new federal states: there are only a few supra-regional newspapers; the regional press has established a strong position; there is virtually no party press; and the press has become "concentrated" as mergers between publishing chains continue and as competition forces some newspapers and periodicals out of business. The large West German publishing concerns are likely to gain the edge on the market in eastern Germany. At the same time, foreign multi-media concerns have gained a foothold in the new federal states. This increasing globalization of the mass media (especially regarding former communist states) is of concern and interest to media students. (One table of data is included.) Descriptors: Censorship, Economic Change, Foreign Countries, Freedom of Speech

Vinding, Diana, Ed. (1998). Indigenous Women: The Right to a Voice. IWGIA Document No. 88. This document contains 29 articles on the problems of indigenous women in a rapidly changing world, their unequal access to knowledge and resources, and their efforts to take an active role in solving those problems. The articles are arranged into nine chapters: Keeping Traditions Alive; Changing Gender Roles; The Struggle for Self-Determination and Human Rights; The Challenge of Modern Changes; Confronting the "New World Order"; Getting Organised and Participating; Networking and Building Solidarity; Epilogue; and The 1995 Beijing Declaration of Indigenous Women. Individual articles are: "The Arhuacan Woman: Our Life Is Our Art" (Leonor Zalabata); "Maori Women and Natural Resource Management: Towards a Sustainable Future" (Elizabeth McKinley); "Healthy Communities, Healthy Women: Society and Gender in the Andes" (Wara Alderete); "Changes in Women's Status in Micronesia: An Anthropological Approach" (Beatriz Moral); "Finding the Balance: Between Ethnicity and Gender among Inuit in Artic Canada" (Helle Hogh); "The Chamoru and Guam" (Ulla Hasager); "Inside Out" (C. T. Perez); "Thieves" (Anne Perez Hattori); "The Batwa Women of Rwanda: Confronting Discrimination" (Claudine Mukamakombe, Clotilde Musabeyezu, Pulcherie Umubyeyi, Elyvanie Kamondo); "Pakeha Land Legislation in Aotearoa: The Continuous Resistance by Maori Women" (Moana Sinclair); "Women Ask for Peace and Justice on Bougainville" (Daphne Zale); "Naga Women: A Struggle for Human Rights" (Shimreichon Luithui); "Hill Tribe Women of Thailand: Where To Turn Now?" (Anchalee Phonklieng); "Indigenous Women in Indonesia: A Portrait" (Arimbi H.P.); "Indigenous Ukpiovwin Women of Delta State, Nigeria: The Challenge of Development" (Mabel I. E. Tobrise); "Wines and Spirits: The Issue of Alcoholism and the Cordillera Women" (Bernice A. See); "Wildlife Tourism and Its Impact on Indigenous Maasai Women in East Africa" (Naomi Kipuri); "The 'New World Order' and Indigenous Women: The Case of the Okanagan People, Canada" (Jeanette Armstrong); "Globalization and Its Impacts on Indigenous Women: The Philippine Case" (Victoria Tauli-Corpuz); "Tuareg Women Refugees: How We Created Tin Hinane" (Saoudata Aboubacrine); "Guarani Women Fight for Democracy" (Cecilia Bulens); "Weaving and Goat-Breeding Help Izozog Women To Organise" (Annie Oehlerich); "Women Should Not Always Stay at Home: Interview with Two Amerindian Women from French Guyana" (Henriette Rasmussen); "Tribal Women in Uttar Pradesh: Challenging the Panchayat System" (Diana Vinding); "Greenland's Women Want To Take the Lead" (Henriette Rasmussen); "Women Solidarity across Borders: Interview with Two Sami Women" (Claus Oreskov); "For the Right to a Voice and To Be Free: Building Our Own Identity" (Nellys Palomo); "Pacific Women: Experiences with International Networking" (Lynette Cruz, Ulla Hasager); and "Women, Gender Studies and the International Indigenous Movement" (Inger Sjorslev). Contains references, maps, and photographs. Descriptors: Activism, American Indians, Canada Natives, Civil Liberties

Gross, Anna-Alice Dazzi, Ed.; Mondada, Lorenza, Ed. (1999). Les langues minoritaires en contexte; Minderheitensprachen im Kontext (Minority Languages in Context), Bulletin suisse de linguistique applique. Articles in Italian, English, French, and German address issues in minority languages and minority language groups. They include: "The Role of Italian in Some Changes in Walser Morphosyntax" (article in Italian); "Compensatory Linguistic Strategies in the Gradual Death Process of a Minority Language: Evidence from Some Dying Dialects of Basque"; "Cornish Lexicography in the Twentieth Century: Standardisation and Divergence"; "The Standardisation of Papiamentu: New Trends, Problems and Perspectives"; "Standardisation of Transnational Minority Languages in Asia: Lisu and Lahu"; "Grisons Romansch: Planning for Standardisation" (article in French); "Language Planning Project-SPELL" (article in German); "Language Standardization Seen from Minority and Majority Perspectives: Japanese Examples" (article in German); "The Occitan Language in the Aran Valley"; "Multilingual Communication from the Perspective of an Uncommon Language: Sorbian in Everyday Life in Lausitz" (article in German); "Literary Reactions to the Pressure of Purist Norms" (article in German); "'Linguistic Minority,' A Basic Conception of Swiss Language Politics" (article in German); "Where Does the Notion of Minority Language Begin and End? From Dialect Families to 'Neo-languages'" (article in French); "Language Awareness Activities and Introduction to Languages at School: How to Take Minority Languages into Account" (article in French); "Bilingualism or Bilingual Support? Ethnic Minority Bilingual Children in English Primary Schools"; "On the Efficiency of Immersion Classes in the Federal Romansch Schools in Switzerland: An Empirical Study" (article in German); "A Step Toward Questioning the Linguistic Statute of Our Community" (article in French); "Reactions to the Implementation of Projects with Bilingual Classes Beginning at Kindergarten and Elementary School Levels" (article in German); "Metalinguistic Reflection in a Minority Language: The Case of Creole for Reunion Island Children in France" (article in French); "The Speech Therapy Session as a Meeting Place for Majority and Minority Languages" (article in French); "Minority Languages: A View from Research on 'Language Crossing'"; "What Room for Freedom in the Linguistic Choices of the Portuguese Minority in Andorra?" (article in French); "Language Adoption: The Influence of Minority Languages on the Majority, or: Which Competencies in the Minority Languages Do Majority Speakers Have?" (article in German); "Taking the Floor: The Globalization and the Transformation of Identity-Related Discourse in a Linguistic Minority" (article in French); "Management of the Asymmetries and Effects of Minorisation in Multilingual Scientific Discussions" (article in French); "The Future of English in Switzerland: A Majority/Minority Problem?"; and "Europanto: About a So-Called European Pidgin" (article in French).   [More]  Descriptors: Basque, Cultural Context, Elementary Secondary Education, English

Kemmerer, Frances N., Ed.; Windham, Douglas M., Ed. (1997). Incentives Analysis and Individual Decision Making in the Planning of Education. This UNESCO-sponsored report explores the value of applying incentive-based management concepts to educational planning. There is a continuing need for macro-educational planning if overall system coordination, coherence, efficiency, and equity are to be ensured. Chapter 1, "Incentive Concepts and Macro-Educational Planning," reviews key concepts and literature from the field. Chapter 2, "The New Educational Environment: Planning and Participation," describes recent changes in education, including globalization, financial constraints, and increasing demands. Chapter 3, "Behavioral Incentives in Educational Management," reviews the empirical record of incentives. Chapter 4, "State/Local Partnerships in Financing Basic and Secondary Education," describes the appropriate roles of state and local factors in financing through grant-in-aid schemes. Chapter 5, "Incentives for Public Higher Education," introduces a theoretical framework and reviews the experiences of recent programs. Chapter 6, "Developing a Participatory Framework for Local Teacher Incentives," describes the school-based provision of incentives for performance. Chapter 7, "Incentives for Student Learning Achievement," describes the macro-educational basis for the use of incentives to enhance learning. Chapter 8, "Incentives in Special Education," considers incentives systems in special education and offers policy recommendations. Chapter 9, "Creating an Environment for Informed Individual Choice: The Role of the Central Authorities," explains the informational and policy role of the state in incentive-based planning. Chapter 10, "Linking Information to Incentives," reviews the linkages between information and incentives in relation to the roles played by central and individual decision makers. Chapter 11, "Applying Incentive Concepts in Educational Planning," summarizes key conclusions of the report, regarding the new educational environment, the use of different types of incentives at different educational levels, and their potential to provide a more efficient and equitable decision-making structure. Descriptors: Academic Achievement, Educational Development, Educational Planning, Educational Policy

Thompson, Gordon; Lamble, Wayne; Lauzon, Allan C. (2000). Reconceptualizing University Extension and Public Service. [and] University Extension and Public Service in the Age of Economic Globalization: A Response to Thompson and Lamble, Canadian Journal of University Continuing Education. Thompson and Lamble describe the evolution, role, and characteristics of university extension, identifying uncertainty and confusion about the field. They compare community and instructional orientations and synthesize concepts of extension and public service. Lauzon's response suggests the need to account for the changing context of university extension. Descriptors: College Role, Extension Education, Higher Education, Outreach Programs

Howley, Craig B. (1997). Studying the Rural in Education: Nation-Building, "Globalization," and School Improvement, Education Policy Analysis Archives. Nation-building, partly through systems of schooling, has done more to debase than improve rural circumstances. Rural education needs a logic of improvement that differs from that applied so far. Some sources are suggested that might help in the development of real rural educational improvement. Descriptors: Developing Nations, Disadvantaged Youth, Educational Change, Educational Improvement

Deupree, John, Ed.; Lenn, Marjorie Peace, Ed. (1997). Ambassadors of U.S. Higher Education: Quality Credit-Bearing Programs Abroad. This collection of essays presents a set of standards to be considered for use in the delivery of U.S. credit-abroad programs and is designed to serve as a primer for institutions considering the development of such standards. The essays include: (1) "Introduction: A Growing Trend in Educational Delivery" (John Deupree), which discusses the growth of foreign programs offered by American-based colleges and universities; (2) "Higher Education and the Global Market: The Quality Imperative" (Marjorie Peace Lenn), which examines the global context of such programs and the development of quality standards; (3) "Institutional Accreditation and the International Offering of Credit-Bearing Courses and Degree Programs" (Steven D. Crow), which reviews the role of accrediting agencies in monitoring foreign campuses and programs of American institutions; (4) "International Considerations in Program Accreditation" (John Maudlin-Jeronimo), which examines international accreditation initiatives; (5) "Case Study: Maintaining and Controlling Academic Standards at U.S. Branch Campuses in Japan" (Jared H. Dorn), which focuses on Southern Illinois University at Carbondale's campus in Niigata, Japan; (6) "Case Study: A Twinning Program in Malaysia: Lessons from the Field" (Charles Reafsnyder), which reports on the experiences of Indiana University in Malaysia; (7) "The Value of Standards Within the Home Institutional Setting" (John H. Yopp and Rhonda Vinson), which focuses on Southern Illinois University at Carbondale's international programs; (8) "A Voluntary Presentation of Standards for U.S. Institutions Offering Credit-Bearing Programs Abroad"; and (9) "Postlude: University Education Enters a Fourth Dimension" (Philip J. Palin), which examines the globalization of higher education. Two appendixes provide lists of symposium participants and reference sources for international educational program standards. Descriptors: Academic Standards, Accreditation (Institutions), Case Studies, Colleges

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Bibliography: Globalization (page 210 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Adult Education and Development, James H. Huber, Fernando Leon-Garcia, Marjorie Peace Lenn, Vibert Cambridge, Pinayur Rajagopal, Frank Coffield, Howard Buchbinder, Hans de Wit, and Luis Ratinoff.

Buchbinder, Howard; Rajagopal, Pinayur (1996). Canadian Universities: The Impact of Free Trade and Globalization, Higher Education. A trend toward global free trade, as represented by the North American Free Trade Agreement (NAFTA), has changed the basic assumptions behind Canadian university autonomy and governance. Since higher education is part of social programs and social programs are not exempt from NAFTA provisions, higher education must adjust to serving not only Canadian society but also extranational constituencies. Descriptors: Economic Factors, Economic Impact, Educational Economics, Educational Policy

Johnson, Roberta (1997). Foreign Language Departments as Leaders in Globalization of the Campus, ADFL Bulletin. Rather than try and shield themselves from organizational change, language departments should turn current administrative attempts to streamline the campus to their advantage, particularly in the trend toward internationalization of the curriculum. Areas for expansion include languages across the curriculum, area studies, study abroad, comparative literature, international studies, and development of language courses for graduate and professional programs. Descriptors: Area Studies, College Second Language Programs, Curriculum Development, Departments

de Wit, Hans (1995). Education and Globalization in Europe: Current Trends and Future Developments, Frontiers: The Interdisciplinary Journal of Study Abroad. Provides an overview of, and suggests the reasons behind, the developments in internationalization of higher education in Europe. The ERASMUS program is examined closely through a discussion of its impact on inter-European exchange. Presents a future trend toward a more coherent plan for European international education.   [More]  Descriptors: Comparative Analysis, Cooperation, Educational Trends, Foreign Countries

Adult Education and Development (1997). Adult Learning: A Key for the 21st Century. CONFINTEA V Background Papers (Hamburg, Germany, July 14-18, 1997). The following papers are included: "Foreword" (Jakob Horn, Paul Belanger); "Internationalization and Globalization" (Ove Korsgaard); "Adult Learning and the Challenges of the 21st Century" (Marc-Laurent Hazoume); "Diversity in Adult Education: Some Key Concepts in Minority and Indigenous Issues" (Linda King de Jardon); "The Culture of Peace: The UNESCO (United Nations Educational, Scientific, and Cultural Organization) Perspective" (David Adams); "Literacy on the Eve of CONFINTEA: Observations, Questions and Action Plans" (Jean-Paul Hautecoeur); "Learning Gender Justice: The Challenge for Adult Education in the 21st Century" (Carolyn Medel-Anonuevo); "Adult Education and the Changing World of Work. Focal Points of Change" (R. Barry Hobart); "Environmental NGOs (Nongovernmental Organizations) and Adult Education as 21st Century Partners in Civil Society–from the Local to the Global Level" (Rene Karottki); "The Environment: A Unifying Theme for Adult Education" (Walter Leal Filho); "From Words to Action: Environmental Adult Education" (Darlene E. Clover); "Environmental Adult Education: A Factor in Sustainable Development on the Eve of the 3rd Millennium" (Adoum N'Gaba-Waye); "Health Education and Health Promotion" (Health Education and Health Promotion Unit, Division of Health Promotion, Education and Communication, World Health Organization); "Population Education for Adults" (O.J. Sikes); "Adult Learning, Media, Culture and New Information and Communication Technologies" (Chris Cavanagh); "Adult Education and Aging. Trends and Critical Issues" (Paul Belanger, Rosa M. Falgas); "Moving across Borders, Cultures and Mindsets: Prospects for Migrant and Refugee Education in the 21st Century" (Carolyn Medel-Anonuevo); "Education in Prisons: Key Words for Freedom" (Marc De Maeyer); "Economics of Adult Education and Training" (Albert C. Tuijnman); "Economics of Non-Formal Education" (Manzoor Ahmed); "Enhancing International Cooperation and Solidarity" (Paul Fordham). Also included is "Adult Learning: Empowerment for Local and Global Change in the Twenty-First Century: A Discussion Guide." Descriptors: Access to Education, Adult Education, Adult Learning, Adult Literacy

Huber, James H., Ed.; And Others (1994). The Five E's: Ethnicity, Education, Economy, Equity, and Environment. Proceedings [of the] Annual Conference of the Global Awareness Society International (Chicago, Illinois, June 1994). The 23 conference papers in this proceedings include: (1) "Global Awareness Society International: Retrospectives and Prospectives" (Chang Shub Roh); (2) "Technology Transfer in Developing Countries: The Case of Turkey (1989-1994)" (Huseyin Ates; Asim Sen); (3) "Indigenous People, Environmental Protection and Globalization" (Edward D. Barker); (4) "Children['s] Literature: A Tool to Implement Multicultural Education" (Wei Wei Cai); (5) "Technology Transfer in Human Services: The Case of Basic Ecclesial Communities" (John G. Cosgrove); (6) "Adaptation of Traditional HR Rocesses for Total Quality Environments" (Robert D. Costigan); (7) "Some Language Concepts We Could (Should) Do Without" (Maverick M. Harris); (8) "Global Competition & TQM" (Selim S. Ilter); (9) "The Thorny Road of Confucian Religion Mission to the West" (Thomas Hosuck Kang); (10) "Developing Strategies for Accelerated Economic Growth and Global Awareness for Caribbean Countries" (Stanley J. Lawson; Jay Nathan); (11) "The Reinvention of U.S. Public Personnel Administration: International Implications and Impacts" (William M. Leavitt); (12) "Functions of Forms of Address in Intercultural Communication" (Anna Lubecka); (13) "Administrative Governmental Reform: An International Comparative Analysis" (Berhanu Mengistu; Keith R. Reynolds); (14) "Peacespeak: A Framework for Using Language for Peace" (Sylvia S. Mulling); (15) "Is National Health Insurance Needed" (Robert Obutelewicz); (16) "Students' Stereotypes of Non-Western Cultures and the Effects on Global Awareness" (Egerton Osunde; Neil Brown); (17)"Total Quality Management Training Implementation: A Cross-Cultural Perspective" (Wolfgang Pindur; Sandra E. Rogers; Sherry M. Burlingame); (18) "The Dynamic Impact of Union Density on Labor Productivity Across Economics" (Rod D. Raehsler); (19) "Macro Factors for Determining Total Quality" (Asim Sen); (20) "Perspectives in Global Education" (Madhav P. Sharma; Stephen A. Pavlak); (21) "Welfare Reform and America's Children" (Dale L. Sultzbaugh); and (22) "Accessible Mental Health Services for Pre-School Families in Rural America" (Judith A. M. Sultzbaugh. Some papers contain references.   [More]  Descriptors: Children, Culture, Economics, Environment

Ratinoff, Luis (1995). Global Insecurity and Education: The Culture of Globalization, Prospects. Articulates a broad synthesis of the issues and movements redefining global security. Recognizes the move away from a conception of security based on national borders and military preparedness to an emerging reality that necessitates social and economic interdependence. Discusses how education can facilitate this progress. Descriptors: Cultural Awareness, Developing Nations, Economic Impact, Futures (of Society)

Lenn, Marjorie Peace (1996). The Globalization of Accreditation: Trade Agreements and Higher Education, College Board Review. Higher education institutions around the world, in search of new areas for growth and additional resources, are seeking multiple accreditation, across national boundaries. The fastest movement will be in professional education. The prospect of regional and global accreditation, motivated by trade agreements, is emerging as North American accrediting agencies work together to internationalize. Descriptors: Accreditation (Institutions), Accrediting Agencies, Agency Cooperation, Higher Education

Smith-Mello, Michal (1996). Reclaiming Community, Reckoning with Change: Rural Development in the Global Context. This report discusses trends affecting the future of rural development in Kentucky and describes strategies for leveraging more positive outcomes for rural communities. In addition to the enduring legacies of rural poverty, inadequate infrastructure, low educational attainment, and joblessness, contemporary rural Kentucky is also characterized by demographic flux, economic realignment, and persistent disparities that complicate and frustrate the pursuit of prosperity. Coal and farming industries, once the mainstays of Kentucky's rural economy, are being replaced by low-skill, low-wage manufacturing and service jobs. These industries are ill-prepared for competing in a global economy and for providing training for the high skills demanded by globalization, technological advancement, and organizational change. The impact of a global economy, as well as the rising expectation that government must do more with less, has led to the increasing importance of civic engagement and the ability of local communities to build from within. Community capacity-building initiatives include promoting a long-term perspective on development; initiating regional and multicommunity approaches; cultivating a broad base of community leadership through formal project-specific training and process training aimed at sustaining engagement and participation; and developing a database indicative of community strengths, weaknesses, and relative position in the larger economic context. Recommendations include reinforcing the themes of thinking and planning for engagement with the world, focusing resources and efforts at the community level, and developing high-performance government that implements new approaches to formulating and implementing policy. A case study of rural development success in Tupelo, Mississippi, is included, as well as 86 resources and a rural development questionnaire.   [More]  Descriptors: Change Strategies, Citizen Participation, Community Development, Community Leaders

Montgomery, John D., Ed. (1997). Values in Education: Social Capital Formation in Asia and the Pacific. Social capital creates or reinforces the mutual trust that binds people together. Some of the traditional human values in Asia and the cultural changes Asians face in order to survive in an era of globalization are presented in this collection of essays. The chapters emphasize the strong influence of values on education, the role of education in building social capital, and the necessity of expanding social capital in order to enhance human potential. In chapter 1 ("Defining Values"), John M. Heffron reviews the historical antecedents of some current philosophical interpretations of values relating to education and development. In chapter 2 ("Are Asian Values Different?"), John D. Montgomery looks at whether these values differ as regards fundamental issues. In chapter 3 ("Diffusion of Values and the Pacific Rim"), Nathan Glazer presents comparative cultural and historical evidence identifying core values in the Pacific Rim. In chapter 4 ("Continuity and Change in Popular Values on the Pacific Rim"), Alex Inkeles offers empirical measures of values arising in the context of social changes that attend modernization. In chapter 5 ("Education as Communication"), Ruth Hayhoe documents some of the processes by which formal and nonformal education actually communicate values. In chapter 6 ("Measuring Impact of Social Value and Change"), Wing-On Lee addresses the difficult problem of identifying and measuring the impact of changing values on individuals and society. In chapter 7 ("Promoting Human Rights in East Asian Value: Basic Education's Role"), William L.  Cummings shows how values have infused the Japanese educational system, and in chapter 8 ("Engineering Values: Education Policies and Values Transmission"), Kai-ming Cheng examines the extent to which values can be engineered. Descriptors: Cultural Influences, Curriculum, Educational Philosophy, Educational Principles

Singhal, Arvind; Brown, William J. (1995). Entertainment-Education: Where Has It Been? Where Is It Going? Draft. A study examined the promises and limitations of the entertainment-education strategy used in development communication and charted some future directions for this approach. The approach began in the 1970s with the recognition that mass media has its limitations in fostering national development; a more participatory development theory emerged stressing the importance of community involvement, interactive two-way communication, and small media. However, lately, with the globalization of media, the rise in entertainment programming, and questions about media's ubiquitous influence, entertainment-education represents the one specific trend for development that shows promise. The strategy includes an educational, instructional-development message, transmitted by an entertaining communication channel, to foster pro-social change. A Peruvian "telenovela" ("Simplemente Maria") serves as a case study of how the process works, and how it differs from "boredom-education" programming. New directions for entertainment-education could include: (1) moving from a production-centered approach to an audience-centered approach in program design; (2) incorporating more cultural, humanistic traditions in both design and research of programs and more rigor in evaluating the educational effects of programs; (3) drawing more on area studies such as attitude change and persuasion, social marketing, and cognitive information processing in implementing programs; (4) moving from a primary focus on family planning and public health issues to creating programs to address other development needs; and (5) considering the likelihood that the strategy will spill over into classroom instruction and distance learning. (Contains one figure and 50 references.)   [More]  Descriptors: Audience Awareness, Community Education, Developing Nations, Development Communication

Coffield, Frank, Ed. (1996). A National Strategy for Lifelong Learning. The first paper of this set of 12 conference papers, "Nine Learning Fallacies and Their Replacement by a National Strategy for Lifelong Learning," by Frank Coffield, synthesizes the opinions of other participants, and goes beyond them to set forth an outline of a strategy for lifelong learning in the United Kingdom. Following this introductory discussion, the following papers are included: (1) "Lifelong Learning and Learning Organizations: Twin Pillars of the Learning Society" (Lynne Chisholm); (2) "Lifelong Learning for All: International Experience and Comparisons" (Thomas Healy); (3) "The Policy of UK Government on Lifelong Learning" (Nick Stuart); (4) "A Tale of Three Little Pigs: Building the Learning Society with Straw" (Frank Coffield); (5) "The European Union and the Learning Society: Contested Sovereignty in an Age of Globalization" (John Field); (6) "Relations between Human and Social Capital" (Tom Schuller); (7) "Adult Participation in Learning: Can We Change the Pattern?" (Veronica McGivney); (8) "Employee Development Schemes: Panacea or Passing Fancy?" (Malcolm Maguire); (9) "Adult Guidance and the Learning Society: The Marketization of Guidance Services in the UK, France, and Germany" (Teresa Rees, Will Bartlett, and A. G. Watts); (10) "Employability versus Employment: The Individual and Organizational Challenge" (Brian Cooper); and (11) "Japan as a Learning Society: An Overall View by a European Sociologist" (Paolo Trivellato). Attachments provide notes on contributors and a list of conference participants. Each paper contains references.  (Contains three tables and seven figures.)   [More]  Descriptors: Adult Education, Continuing Education, Educational Policy, Foreign Countries

Barrett, Joan B.; And Others (1990). Lessons for Managers: England's Human Resource Dilemmas. Training and Development Research Center Project Number Forty. The countries of the European Community represent a commitment to European economic and political unity as part of a trend toward the globalization of the world's economic life. Economic, social, and political challenges are bound up in economic competitiveness. Countries are examining human resource issues in order to compete for the world market. As skilled and knowledgeable labor are scarce, continuing investment in training and development play a role in business success across the continent and in the global market. Work force demographics in the United Kingdom are an important issue. Although the United Kingdom produces many Ph.D.s., the middle and lower levels of education are not well represented. Sixty percent of students leave school at age 16, when school attendance is no longer compulsory. Some United Kingdom manufacturing is based on a low skill level because the average skill level of workers is low. The aging work force is a major trend; people are living longer, and fewer are being born. It appears that women and minorities make up the new work force. However, discriminating attitudinal barriers exist. The more organizations attract, retain, and develop skilled employees, the more their employees can do to further the production of goods and services that will be in demand in the global economy. There are four "lessons" for managers in the study of European Community: (1) human resource development is not a perquisite; (2) the changing work force is real; (3) quality is the key to competitiveness; and (4) stick to the basics of human resource management. Descriptors: Developed Nations, Economic Development, Employed Women, Employment Patterns

Ponton, Beatriz Calvo; Ganster, Paul; Leon-Garcia, Fernando; Marmolejo, Francisco (1997). A Region in Transition: The U.S.-Mexico Borderlands and the Role of Higher Education. The Border Pact Report. Understanding the Differences Series. Working Paper No. 6. Draft. This document is intended to foster cross-border collaboration in higher education and includes three papers examining issues and concerns characteristic of the border states of the United States and Mexico. It also reports findings of a survey of institutional leaders at 38 postsecondary institutions in the U.S.-Mexico border states. The first paper, "The U.S.-Mexican Border Region" (Paul Ganster) examines the function of borders and border regions, defines the U.S.-Mexican border region, and discusses characteristics of the border region's political and legal systems, economic asymmetries, demographic features, culture, and higher education structure. The second paper, "The Border: An Approach Through History and Culture" (Beatriz Calvo Ponton) discusses the historical context of regional processes, everyday life and social relationships, the border area, the economic impact of globalization, migratory processes and the creation of new ways of life, and the appearance of new social forces. The third paper, "Higher Education in the U.S.-Mexico Borderlands: A Profile" (Francisco Marmolejo, Fernando Leon-Garcia) addresses the demographics of the U.S.-Mexican border, including such issues as education as a collective or individual asset, and centralism vs. federalism in government. Also considered are academic programs, institutional characteristics, funding, and government structure, institutional leadership, and administration. The final paper, "The Border Pact Survey" (Fernando Leo Garcia, Francisco Marmolejo) notes responses that address the concept of border, issues typical of border institutions, economic development, and differences in issues between institutions in the two countries. Some papers contain references. The Border Pact Memorandum of Understanding is appended. Descriptors: Comparative Education, Cooperative Programs, Cultural Influences, Educational Trends

Cambridge, Vibert; And Others (1995). Entertainment-Education and the Ethics of Social Intervention. More specifically than the general concept of "development," the use of entertainment media as a tool for social intervention implies the purposive utilization of the mass media to engineer specific changes in knowledge, attitudes, or practice. Thus, this type of use of the entertainment media is inseparable from the notion of "what ought to be done" to attain a certain goal. Calls for the development of ethical codes for the electronic media have become more strident given the increased role entertainment television has been playing in the diffusion of information and knowledge. Ethical concerns are equally justifiable when the globalization of prosocial television practices is considered. Pro-social television is an important genre in education-entertainment practices–it merges positive attributes of entertainment with the systematics of education. It is possible to create a more textured ethical framework–one that recognizes the "deontological" (process) and "teleological" (consequence) issues associated with conceptualization, production, distribution, and consequences of entertainment-education materials developed to promote and support change. H. Nariman provides diverse guidelines which raise deontological and teleological issues. Also, borrowing from the more developed field of ethics as it applies to the press is possible. Many of the ethical principles that influence the practice of contemporary journalism are derived from ideas developed during the Age of Enlightenment, a fertile period in the evolution of human thought. Ethics and prosocial television in general continues to be a relatively neglected field of inquiry. (Contains 16 references.)   [More]  Descriptors: Community Education, Developing Nations, Development Communication, Ethics

Association of Research Libraries, Washington, DC. (1993). Gateway to the Pacific Rim: Information Resources for the 21st Century. Association of Research Libraries, Minutes of the Meeting (122nd, Honolulu, Hawaii, May 1993). High economic growth and growing movements toward democratic political systems are reshaping the Pacific countries, and these movements will have profound implications for libraries. The program of the meeting of the Association of Research Libraries was devoted to the cultures, societies, and libraries of the Pacific Rim. Program Session I, "Understanding the Pacific Rim: Context and Perspective," includes the following: "Introduction" (Susan Nutter); "Welcoming Remarks" (Kenneth P. Mortimer); "Opening Remarks" (John Haak); "The Evolution of Asia and Its Research Implications" (Michel Oksenberg); "Asia in the Media" (John McChesney). Program Session II, "The Challenges of Pacific Rim Research," includes: "Opening Remarks" (Sul H. Lee); "The Challenges of the Globalization of Knowledge in the Next Century" (Mark Juergensmeyer); "Scientific and Technical Information from Japan: The Needs of Americans" (James Bartholomew). Program Session III, "Responses to Pacific Rim Information Needs," includes: "Introduction" (Paul Mosher); "Northwest Consortium for Southeast Asian Studies" (Judith Henchy); "Accessing International Information" (Barbara Peterson); "Meeting the Information Needs of the Business and Professional Community" (John Haak); and "Current Developments in Electronic Networking" (Natsuko Furuya). A business meeting followed, with further panel discussions on "Academic and Research Libraries in Australia, Japan, and Korea"; "Diversifying the University in a Diverse Culture"; and "Tapping Asia's Economic Prosperity: Pacific Rim Fund Raising Sources." Five appendixes provide information about the Association and its finances and membership.   [More]  Descriptors: Academic Libraries, Access to Information, Computer Networks, Cultural Awareness

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Bibliography: Globalization (page 209 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Association for Education in Journalism and Mass Communication, Marc Lindenberg, Pan Suk Kim, Peter Schirmer, Susan Holcombe, Ottawa (Ontario). Canadian Heritage, Raymond Offenheiser, Queenstown Aspen Inst, William J. Banach, and Stephan J. Goetz.

Canadian Heritage, Ottawa (Ontario). (1997). The Canadian Experience in the Teaching of Official Languages. Proceedings of the Symposium on the Canadian Experience in the Teaching of Official Languages (Ottawa, Ontario, Canada, May 22-23, 1996). Symposium panel presentations on teaching official languages (French and English) in Canada include: "Social Stakes of English and French Teaching in Canada Over the Last 25 Years" (Roger Collet, Jan Finlay, Alan Lombard, Paul Ruest); "Evolution of the School-Community-Family Linkages" (Fernand Langlais, Roger Arsenault, Richard Gauthier, France Levasseur-Ouimet, Tom Matthews); "Major Tendencies in Teaching English and French as Second Languages" (Sharon Lapkin, Pierre Calve, Alister Cumming, Roy Lister, John Trim); "Challenges of English and French Teaching in a Minority Situation" (Angeline Martel, Benoit Cabazon, Raymond Daigle, Elaine Freeland, Rejean Lachappelle, Brian Harrison); "Teacher Training on the Eve of the 21st Century" (Rodrigue Landry, Therese Laferriere, Andre Obadia, Stan Shapson, Claudette Tardif, Palmer Acheson); "Special Presentation on the Occasion of the 25th Anniversary of Official Languages in Education" (Stacy Churchill); and "Impacts of Globalization and Technology of Language Learning" (Patsy M. Lightbown, Jim Clark, Jacques Lyrette, Pierre Pelletier, Claude Truchot). A synthesis of the symposium (Jean-Bernard Lafontaine) is also included.   [More]  Descriptors: Educational Technology, Educational Trends, English, English (Second Language)

Association for Education in Journalism and Mass Communication. (2000). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (83rd, Phoenix, Arizona, August 9-12, 2000). International Communication Division. The International Communication Division section of the proceedings contains the following 21 papers: "The European Press and the Euro: Media Agenda-Setting in a Cross-National Environment" (Olaf Werder); "Factors Affecting the Internet Adoption by Thai Journalists: A Diffusion of Innovation Study" (Anucha Thirakanont and Thomas Johnson); "Linkages of International and Local News" (Gene Burd); "The Absence of Fairness in Two Philippine Newspapers" (Geri M. Alumit); "From Globalization to Localization: World's Leading Television News Broadcasters in Asia" (Yu-li Chang); "News Media Representation of the Yanomami Indians as a Reflection of the Ideal Audience" (Tania H. Cantrell); "Locating Asian Values in Asian Journalism: A Content Analysis of Web Newspapers" (Brian L. Massey and Arthur Chang); "Communicative Distance and Media Stereotyping in an International Context" (Deepak Prem Subramony); "The Relevance of Mass Communication Research in a Global Era: Localization Strategies of International Companies Entering India" (Geetika Pathania Jain); "Economic News: What's the Deal? Dutch Audience's Use and Interpretation of Economic Television and Print News" (Florann Arts); "Prospects and Limitations of World System Theory for Media Analysis: The Case of Middle East and North Africa" (Shelton A. Gunaratne); "The Image of Muslims as Terrorists in Major U.S. Newspapers" (Natalya Chernyshova); "Media Literacy and India's Ramayan in Nepal: Are TV Aesthetics Universal or Culture-Bound?" (Elizabeth Burch); "Between the Government and the Press: The Role of Western Correspondents and Government Public Relations in Reporting on the Middle East" (Mohammed el-Nawawy and James D. Kelly); "A Talking Nation, Not a Talking Individual: A New Order in Tanzania?" (Jyotika Ramaprasad); "McQuail's Media Performance Analysis and Post-Communist Broadcast Media: A Case Study of Broadcasting in Estonia" (Max V. Grubb); "Sovereignty, Alliance and Press-Government Relationship: A Comparative Analysis of Japanese and U.S. Coverage of Okinawa" (Mariko Oshiro and Tsan-Kuo Chang); "Government, Press and Advertising Revenue: Impact of the 27 October, 1987 Suspension of 'The Star's' License to Publish on 'The Star' and the Competing 'New Straits Times'" (Tee-Tuan Foo); "The Post-Cold War Bulgarian Media: Free and Independent at Last?" (Robyn S. Goodman); "Korean Environmental Journalists: How They Perceived A New Journalistic Role" (Jaeyung Park and Robert A. Logan); and "Manufacturing Consent of 'Crisis': A Content Analysis of the 'New York Times' Reporting on the Issue of North Korean Nuclear Weapon" (Oh-Hyeon Lee).   [More]  Descriptors: Agenda Setting, Case Studies, Content Analysis, Foreign Countries

Kim, Pan Suk (1999). Globalization of Human Resource Management: A Cross-Cultural Perspective for the Public Sector, Public Personnel Management. Presents a framework for a global perspective in the education of human-resource-management professionals that includes negotiation skills, cross-cultural training based on social-learningl theory, and a mix of instrumental and experiential learning. Descriptors: Cross Cultural Training, Global Approach, Human Resources, Intercultural Communication

Westbrook, Kathleen C. (1994). State-of-the-State 1994. Illinois: The Song without an End. This paper describes the state of public education in Illinois in 1994. Over the last 3 years, the state has tried to improve its educational system, but continues to fall short of its goal. Attempts to produce economic efficiencies come at the expense of educational programs in rural communities while decentralization efforts in Chicago try to implement what the rural schools have always had–parents, teachers, and communities working together. State incentives send mixed messages: consolidate and decentralize. State fiscal incentives are built in piecemeal fashion and the new accountability standards constitute rhetoric without a funding formula behind it. Political realities continue to encumber movement toward a fairer system within the state and agreement on how to fund the 1995 budget. Administrators continue to seek additional revenues or cut costs without understanding how curricular expenditures relate to overall fiscal health or efficiency. The current growth-spend-improvement curve is antiquated, and a new representation of educational realities must be developed if Illinois is to increase its literacy and graduation rates. This era of globalization, technology, and multicultural boundedness has created permanent changes in schooling, which require a new vision of collaboration. It is concluded that until the process of education becomes a focus, its inputs or outputs will not change.   [More]  Descriptors: Accountability, Budgeting, Educational Equity (Finance), Educational Finance

Aspen Inst., Queenstown, MD. (1991). Universal Telephone Service: Ready for the 21st Century? 1991 Annual Review of the Institute for Information Studies. The common theme linking the contributions to this volume concerns the future of universal telecommunications service. The goal of having a universal telecommunications service has historically been to keep charges low enough that all but the poorest Americans could afford to make and receive telephone calls, even if they lived in remote and expensive areas. For decades this goal was neither complicated nor controversial; this is now changing rapidly and profoundly. The essays in this volume explore and illuminate the implications. Following the "Foreword" (Gerry Butters) and "Introduction" (Robert M. Entman), the following papers are included: "Private Networks and Public Objectives" (Eli M. Noam); "What About Privacy in Universal Telephone Service?" (Daniel Brenner);"Technologies of Universal Service" (Susan G. Hadden); "Universal Service and NREN" (Barbara O' Connor); "Toward a Universal Definition of Universal Service" (Herbert S. Dordick); and "The Globalization of Universal Telecommunications Services" (Joseph N. Pelton).   [More]  Descriptors: Access to Information, Equipment Standards, Federal Legislation, Futures (of Society)

Hsia, H. J. (1988). Peering into the Future of Advertising. All areas in mass communications (i.e., newspapers, magazines, television, radio, films, photos, and books) will be transformed because of the increasing sophistication of computer users, the decreasing costs for interactive computer systems, and the global adoption of integrated services digital networks (ISDN). ISDN refer to the digitization of data, voice, image, and eventually movies stored in mainframe or microcomputer and transmitted or retrieved through a fiber optic network interconnected with anything and everything electronic. Because ISDN coupled with computers will not only change established media, but create new media, how advertising will change must be systematically studied in terms of: (1) the impact of the inevitable emergence of the new media and new professions; (2) advertising databases and their effects on the advertising and marketing practices; (3) the marriage between news and advertising and the probable wedding between broadcast and print media; and (4) the ramifications of electronic news publishing, advertising database systems, and the eventual globalization of communications. The new-tech environment is bringing about a future in advertising that will create a new media, new advertising, and new professionals. Descriptors: Advertising, Communication (Thought Transfer), Databases, Electronic Publishing

1996 (1996). Action Learning. These four papers were presented at a symposium on action learning moderated by Lex Dilworth at the 1996 conference of the Academy of Human Resource Development. "Developing an Infrastructure for Individual and Organizational Change: Transfer of Learning from an Action Reflection Learning (ARL) Program" (ARL Inquiry) reports findings from a study of a management development intervention called Action Reflection Learning (ARL). "Using Organizational Learning in an Action Research Intervention to Maintain Critical Technical Knowledge and Skills" (Deborah Duarte, David Schwandt) describes an organizational diagnosis and action research intervention that was guided by a model of organizational learning to identify and disseminate skills of National Aeronautics and Space Administration engineers. In the third paper, "Organizational Learning as Culture Construction" (ARL Inquiry), a theoretical model derived from field study data of an intervention performed with a multinational corporation attempting to develop globalization is described. "A Study of the Role of Learning Advisors in Action Learning" (Judy O'Neil) reports on the first phase of research in which some of the external and internal influences on a learning advisor are examined. Papers contain references.   [More]  Descriptors: Active Learning, Adult Education, Employer Employee Relationship, Employment Practices

McIntyre, Chuck (1997). Trends Important to Community Colleges. To help develop a long range plan for the California Community Colleges (CCC), a "futures research" project was undertaken to gather information on internal and external college trends and subject that data to various analytical and consensus-building techniques. In the project, a literature review was conducted, external forecasts for the colleges were analyzed, and internal forecasts were prepared and revised. This information was then presented to the CCC Chancellor and important trends were identified and prioritized. Following full Task Force and Consultation Council meetings, emphasizing consensus for all points of substance, the New Basic Agenda was developed, summarizing policy directions and setting an agenda for future policy development. Trends identified in the project as most important to the colleges included the following: (1) changes in demography, including increases in the number of 18-24 year olds and the diversity of students; (2) technological advances related to interactive communications and computer use; (3) longer and shallower economic cycles, increased outsourcing, and globalization; (4) social changes, including the advent of a multicultural society and increased living alone; and (5) changes in public policy, including decreasing federal control and continued inadequate funding. The project also identified pedagogical and policy trends that will affect planning, including the shift from teaching- to learning-centered institutions and increasing collaboration, as opposed to competition. Descriptors: Community Colleges, Educational Change, Educational Trends, Environmental Scanning

Australian National Training Authority, Brisbane. (1998). Eyes Wide Open–Vocational Education & Training in the Information Age. A Supporting Paper to Australia's National Strategy for Vocational Education and Training, 1998-2003. This paper has been written as a supporting paper to "A Bridge to the Future: Australia's National Strategy for Vocational Education and Training 1998-2003" (ED 420 764). Technology has an impact on industry in terms of the work done, how it is done, and how individuals live and do business. Globalization means that business–and the business of education–is conducted on a world stage. Workers must be skilled in technology to get jobs and do them effectively and competitively. Reforms in the Australian vocational education and training (VET) system provide components for providers to respond effectively to demand for customized products. Training Packages and the Australian Recognition Framework provide the elements for training programs that can be tailored to meet clients' needs. "Buyers" can be sure that training programs and products developed by registered training organizations from Training Packages are consistent, of high quality, and customizable to meet specific needs. Under the National Training Framework, "purchasers" of VET products can expect the same quality approach, industry-set competency standards, links to qualifications, and rigorous assessment. The practical impact on individuals is better access to information, access to more modern equipment and technologies, and more providers to choose from. The government's Networking the Nation initiative provides funding for rural and remote communities to identify communication needs and development and implement projects that meet them. Government leadership is needed in the critical areas of infrastructure, standards and product development, professional development, and change management. (Contains 22 endnotes)   [More]  Descriptors: Adult Education, Educational Change, Educational Finance, Educational Technology

Offenheiser, Raymond; Holcombe, Susan; Hopkins, Nancy (1999). Grappling with Globalization, Partnership, and Learning: A Look inside Oxfam America, Nonprofit and Voluntary Sector Quarterly. Oxfam America is an international development and relief organization that is grappling with building a learning organization, creating constructive labor-management relations, and trying to position itself as one of the most effective, forward-looking nongovernmental organizations of the next century. Descriptors: Adults, Foreign Countries, Fund Raising, Global Approach

Banach, William J.; Lorenzo, Albert L. (1993). Toward a New Model for Thinking and Planning: The Emerging Context for Life in America. Intended for use by individuals or groups in initiating strategic thinking and planning, this document provides national data on 21 dimensions of the environmental scanning process grouped into nine categories and presents a model of strategic planning. Following a brief introduction describing the importance of environmental factors in planning, data from the 1990 Census are described for the following areas: (1) demographics, including the aging of society, increasing racial diversity, and the shifting of the U.S. population center towards the southwest; (2) economics, highlighting the transition from industry to other sectors, disparity between workplace needs and worker qualifications, and polarization of wealth; (3) the political climate; (4) social values and lifestyles, reviewing trends related to at-risk youth, changing families and households, individual insulation from society, and increasing customer demands in an expanded marketplace; (5) the technology/information explosion; (6) the privatization of education; (7) paradoxical public responses to social problems; (8) changes in organizations such as the movement from homogeneity and mass production, increasing female influence, and greater awareness of our limits; and (9) increasing globalization. Finally, a model for strategic guidance is described, discussing predictable shifts in organizational context in the next few years (e.g., increasing dominance of external factors and an emphasis on quality), advocating a shift from product to process orientation, and presenting eight enhancements to traditional environmental scanning (e.g., developing an understanding of organizational relationship to the larger society and monitoring employee attitudes and public opinion).   [More]  Descriptors: Census Figures, Demography, Environmental Scanning, Futures (of Society)

Schirmer, Peter; Goetz, Stephan J. (1996). Occupational Trends: Education, Technology, Trade, and Corporate Restructuring. New corporate practices and strategies, technological advances and rising job skill requirements are making postsecondary training a virtual necessity for a high-paying job. This is driving a wedge between the earnings of education "haves" and "have nots." Corporate restructuring is eliminating hundreds of thousands of jobs, many of which belong to professionals and managers, but at the same time it is creating many different kinds of jobs. Kentucky may have a more serious problem with worker layoffs than other states because a larger share of its workforce is employed in occupations that are not growing quickly and because these workers do not have as much success finding new employment after a layoff. New employment might be found in technical jobs, particularly in health care, which will be among the fastest growing occupations in the coming years. Rural areas in Kentucky are already seeing rapid growth in these occupations. Four positive qualities of the digital age–decentralization, globalization, harmonization, and empowerment–have the potential to bring untapped opportunities to rural areas, such as Kentucky, because they enable professionals to live in rural areas and do their work at home. To ensure that Kentucky will thrive in the new economy, it is essential that workers and businesses have modern hardware and software which allow them to work and learn and conduct business over the Internet. College and other postsecondary education is also essential. (Contains 4 tables, 3 figures, and 48 footnotes.)   [More]  Descriptors: Adult Education, Career Change, Corporations, Dislocated Workers

Lindenberg, Marc (1999). Declining State Capacity, Voluntarism, and the Globalization of the Not-for-Profit Sector, Nonprofit and Voluntary Sector Quarterly. Explores the rapid growth and internationalization of nongovernmental organizations (NGOs) and discusses the forms the process is taking, and what future structures may emerge. Analyzes issues that arise as NGOs globalize and makes recommendations for policymakers. Descriptors: Global Approach, International Organizations, Nongovernmental Organizations, Nonprofit Organizations

Davis, Niki (1999). The Globalization of Education through Teacher Education with New Technologies: A View Informed by Research, Educational Technology Review. Suggests three main reasons for incorporating a global dimension in teacher education. Provides and incorporates principles to inform the development of Information and Communication Technologies (ICT) in curriculum design, and illustrates ways in which teacher educators can proceed. Includes a creative project to facilitate preparing teachers' use of research into ICT in education. Descriptors: Curriculum Development, Educational Practices, Educational Principles, Educational Research

Arizona State Univ., Tempe. Coll. of Business. (1993). Strategic Plan for the College of Business, Arizona State University. A strategic plan was developed for the Arizona State University (ASU) College of Business. Development of the strategic plan involved creation of ASU Business Partners, a group of over 40 representatives from the business community working closely with 47 faculty members and students to create a model "business school of the future" and to assess the impact of the changing business environment on professional education and research programs. The strategic plan was based on a vision of the University presented by the ASU President, a vision of the College of Business presented by its Dean, a mission statement developed by the Steering Committee of ASU Business Partners, and five Task Force reports. The College's mission statement outlines its commitment to: continuous improvements in quality, development of students' ability to manage a diverse workforce, information technology, an academic curriculum that combines rigorous theoretical knowledge with development of practical skills, globalization, excellence in teaching, meaningful research, and the community. Objectives and key strategic tactics for achievement of those objectives are outlined in the areas of faculty, students, undergraduate programs, Master of Business Administration program, research, doctoral program, economic development, and organizational development.   [More]  Descriptors: Business Administration Education, Educational Objectives, Educational Planning, Educational Strategies

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Bibliography: Globalization (page 208 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Deirdre Hunt, Bertram C. Bruce, Paul L. Gardner, Inc. Research for Better Schools, Muscatine Stanley Foundation, Bellville (South Africa). Centre for Adult and Continuing Education. University of the Western Cape, Kermit L. Hall, Leslie Salmon-Cox, Phoenix. Arizona State Dept. of Education, and Tim Hatcher.

Brown, Richard K., Ed. (1997). The Changing Shape of Work. This book contains nine papers that were presented to the Sociology and Social Policy section of the British Association for the Advancement of Science. The first paper, "Introduction: Work and Employment in the 1990s" (Richard Brown), puts work and employment in a historical context and examines how globalization of the economy has changed the context for work and employment in Great Britain. The remaining papers, which focus on particular aspects of the organization and distribution of work and their implications for other areas of social life, are as follows: "The Changing Practices of Work" (Huw Beynon); "What Is Work For? The Right To Work and the Right To Be Idle" (Sheila Allen); "Flexibility and Security: Contradictions in the Contemporary Labour Market" (Richard Brown);"Gender and Changes in Employment: Feminization and Its Effects" (Harriet Bradley); "Informal Working, Survival Strategies and the Idea of an 'Underclass'" (Robert MacDonald); "Economic Change and Domestic Life" (Lydia Morris); "The Culture of Ownership and the Ownership of Culture" (Ian Roberts); and "'Empowerment' or 'Degradation'? Total Quality Management and the Service Sector" (Stephen Taylor). (Contains 337 references. Subject and author indexes are included.) Descriptors: Cultural Differences, Economic Change, Employed Women, Employer Employee Relationship

Arizona State Dept. of Education, Phoenix. (1990). TIEDS (Technology Integrated Educational Delivery System). A K-12 Master Plan for the Infusion of Technology into Arizona Schools in the Teaching/Learning Environment. This report presents the plan for the Technology Integrated Educational Delivery System (TIEDS), which was developed for the Arizona State Department of Education in response to the "State Board Policy on the Development of a Plan for Technology" and the "GAITS Report," to establish the conceptual framework for educational change and technological advancement in Arizona's elementary and secondary schools. It is noted that the state TIEDS program is designed to accomplish a systematic change in cognitive and social environments resulting in the promotion of meaningful learning; restructuring of administrative and organizational offices; curricular reform; and an increase in quality, equity, accountability, and efficiency for all of Arizona's students. Divided into four sections, the plan discusses: (1) a rationale for TIEDS, including changing demographics, globalization, and costs; (2) issues and concerns, i.e., quality, equity, accountability, and productivity; (3) the ability of technology to meet educational needs; and (4) TIEDS educational environments, the use of work stations, and telecommunications networks. Copies of the Arizona State Board Policy, the GAITS ("Grow with Arizona Integrated Technology Systems") Report, and the goal and six objectives of TIEDS are appended. Also included are a glossary and listing of members of the TIEDS Work Group. (38 references)   [More]  Descriptors: Curriculum Development, Delivery Systems, Educational Change, Educational Environment

Stanley Foundation, Muscatine, IA. (1997). Educating for the Global Community: A Framework for Community Colleges. Report of a Conference Sponsored by the American Council on International Intercultural Education and the Stanley Foundation (Warrenton, VA, November 15-17, 1996). Summarizing results from a 3-day conference on community colleges and globally competent learners, this report presents participants' conclusions regarding the colleges' role in producing globally competent learners. Following introductory sections, a definition is provided of globally competent learners, suggesting that they are empowered by the experience, are committed to lifelong learning, are aware of diversity, recognize global interdependence, are capable of working in diverse teams, and accept responsibility for world citizenship. Requirements for establishing effective global education efforts at colleges are then reviewed, including obtaining commitment from top administrators, implementing global education as an integral component of the mission, conducting a needs assessment for local businesses, allocating resources, and providing support and student services. The current status of global education in community colleges is then reviewed, examining partnerships, faculty development, curriculum enhancement, and diversity, and forces hindering attempts to globalize are reviewed related to attitudes, practices, priorities, and marketing. Strategies are then provided for countering these obstacles and for beginning or expanding globalization efforts. Finally, suggestions for advancing global education beyond the campus are addressed. A list of participants is included. Appendixes provide welcoming remarks by Richard H. Stanley; "Connectedness, Community, and Stardust," the opening address by Margaret B. Lee; and a list of global competencies.    [More]  Descriptors: Change Strategies, College Role, Community Colleges, Conference Proceedings

Gardner, Paul L. (1996). Technology Education In Australia: National Policy and State Implementation. This paper reviews a decade of development of technology education at the secondary school level in Australia. It traces the influences, both national and international, which have pressed the nation's education systems to introduce technology studies into the school curriculum. The increasing globalization, the movement of capital and labor, the increasing use of English as an international language of commerce and tourism, and rapid electronic communications are some of the cultural influences that have affected curriculum developments. The societal context is examined, in which various sources of influence-from the political, industrial, and education sectors-have together resulted in technology studies becoming a major growth area in the senior years of Australian secondary education. Models of the technology curriculum which have influenced local curriculum design are described and characteristics which distinguish the new curricula from previous, traditional forms of technical education are identified. Recent attempts by federal government agencies to introduce a national curriculum in technology and seven other key learning areas are outlined. The paper ends by identifying some of the practical problems that have emerged as educational systems attempt to implement technology studies. Contains 46 references.   [More]  Descriptors: Foreign Countries, National Curriculum, Science and Society, Secondary Education

Hall, Kermit L. (1993). The Power of Comparison in Teaching about Constitutionalism, Law, and Democracy. Promoting change in civic education means rethinking what are the important aspects to teach about the Constitution, law, and democracy to equip students to be effective and affective citizens. The scope of instruction needs to broaden to include specific comparisons between the U.S. federal system of law and constitutionalism with counterparts in other nations. The comparative approach offers three functions: (1) creates an awareness of alternatives; (2) allows students to test the relative impact of various social, economic, demographic, political, or intellectual factors on the form of different nation's civic cultures; and (3) permits students to identify common patterns of action and behavior. A discussion of various constitutions and laws provides examples to learn about the advantages and limitations of the U.S. Constitution, law, and policy. The examples show the unique aspects of the U.S. Constitution and law, gives meaning to concepts of globalization, internationalization, and multiculturalism, and provides opportunities to appreciate others. Two proposals promote a modest and a radical view on instruction: (1) the modest proposal combines the multicultural emphasis to a broadened vision of cross-cultural and international studies of law and law-related subjects; and (2) the radical proposal adopts a strongly thematic and value-based approach that would look less at understanding the system and more on appreciating the values embodied in that system.   [More]  Descriptors: Citizenship, Citizenship Education, Civics, Comparative Analysis

Hiranpruk, Chaiskran (1993). Cultural Implications of Human Resource Development. A discussion of the cultural effects of economic and, by extension, human resource development in Southeast Asia looks at short- and long-term implications. It is suggested that in the short term, increased competition will affect distribution of wealth, which can promote materialism and corruption. The introduction of labor-saving technology may bring labor unrest and activism. Reliance on increased productivity to maintain competition will have a differential effect on workers, based on cultural attitudes toward change and deferral of rewards. In the longer term, increased productivity, competition, and wider distribution of wealth is likely to produce better responsiveness to local consumer demands. Larger multinational companies will respond with a more multicultural style of management, borrowing techniques and structures from varied sources. Headquarters in home countries and controlled decentralization abroad is foreseen. Globalization will be reflected in the kind and variety of products made. Competition will promote uncertainty within companies, requiring new attitudes toward management. It is also predicted that English will emerge as the primary medium of communication. A better-educated workforce will be required, implying high cost for countries in which human resource development has been neglected. Both government and industry must address the challenges brought by these trends. Contains four references.   [More]  Descriptors: Competition, Cultural Context, Developing Nations, Economic Development

Hunt, Deirdre; And Others (1994). Training in the Food and Beverages Sector in Ireland. Report for the FORCE Programme. First Edition. The food and beverage industry is of overwhelming strategic importance to the Irish economy. It is also one of the fastest changing sectors. Recent trends in this largely indigenous industry in recent years include the following: globalization, large and accelerating capital outlay, company consolidation, added value product, enhanced quality demand, rapid and continuous technological change, and increased overseas operations. As the industry changes, so does the skill profile of its work force. Human resource development (HRD) specialists in the food and beverage industry face a number of challenges: a continuous training requirement, higher entry-level knowledge base, customized approach to meet company needs, certification of in-house training, production of transferable skills, and public and private sector partnership role. Five case studies suggest that, in terms of their HRD policies and practices, Irish companies emerge as world-class players. The companies studied are energetic, creative, and determined in their approach to developing their personnel for present and future requirements. The following themes can be extracted from the case studies: enhanced emphasis on social communication skills for all levels, development of in-house consultative systems, training that is increasingly technologically driven, and need for locally delivered but nationally recognized training. Training needs to be globalized. (The research methodology is appended.)   [More]  Descriptors: Agricultural Education, Bakery Industry, Case Studies, Continuing Education

Hoeplin-Phalon, Nancy, Ed. (1997). Great Decisions. 1997 Edition. This annual briefing book focuses on eight topics related to U.S. foreign policy. The essays provide an overview of the geographic area or subject of concern. The volume's introduction features a discussion of how U.S. foreign policy is made. The eight essays include: (1) "Today's Media: What Voice in Foreign Policy" (Raymond Carroll); (2) "Northeast Asia: Strategic Crossroads" (James Shinn); (3) "Russia and the U.S.: Growing Cooperation?" (Ted Hopf); (4) "Terrorism and Crime: A More Dangerous World" (David C. Morrison); (5) "European Integration: What Future for Europe and the U.S.?" (Andrew Moravcsik); (6) "Environmental Threats to Stability: The Role of Population Growth" (Gail Robinson; William Sweet); (7) "Middle East: Peace and the Changing Order" (F. Gregory Gause III); and (8) "Globalization: Workplace Winners and Losers" (Bruce Stokes). Each essay is accompanied by discussion questions, suggested readings, resource organizations, and an opinion ballot that can be returned to the Foreign Policy Association for tabulation. Descriptors: Developed Nations, Developing Nations, Diplomatic History, Foreign Countries

University of the Western Cape, Bellville (South Africa). Centre for Adult and Continuing Education. (1996). Adult Learning: "The Key to the 21st Century." Annual Report 1996. During 1996, the Center for Adult and Continuing Education (CACE) at the University of the Western Cape, South Africa, was in a process of rapid transition. Staff participated in a retreat during which a vision of CACE's work was rebuilt. CACE staff were closely involved with the Western and Northern Cape Provinces Departments of Education in the development of their adult basic education and training plans for professional development. A significant development was the launch of the distance Advanced Diploma for Educators of Adults in the Northern Cape. The Certificate Program, a 2-year part-time distance education course for adult educators, was delivered for the ninth year. Three of six modules of the certificate were completed. The Continuing Education Program conducted successful activities in these areas: provision of nonformal education workshops; CACE publications; consultations; conferences and seminars; networking adult educators and trainers; the CACE Resource Centre for provision of educational support and resources; and development of a proposal to develop a Program of Lifelong Learning. CACE continued three international exchange programs with the Fircroft-CACE Academic Links Program; Center for Adult Educators; and Steelworkers Humanity Fund. Research projects undertaken were Social Uses of Literacy Project, Adult Education and Training in the Context of Globalization, and staff research for higher degrees. (Appendixes include lists of conferences and workshops attended and papers, articles, books, and presentations.)   [More]  Descriptors: Adult Education, Adult Educators, Adult Learning, Distance Education

Hatcher, Tim (1995). Worker Participation Programs in U.S. Industry: A Unionist's Perspective. New managerial techniques such as total quality management and similar worker participation programs are an important albeit controversial component of the recent changes in the workplace brought about by increasing globalization of the economy. In addition, organized labor is faced with a changing and increasingly diverse population of new workers who are generally less willing to accept unionization, more accepting of collectivism, and more accustomed to working for lower wages. Unions have traditionally resisted attempts to introduce employee involvement programs with few or no reasonable countermeasures, and management has traditionally failed to rationalize the need for employee involvement programs with organized labor or to provide ample opportunities for negotiation subsequent to implementing employee participation programs. Consequently, the success of employee participation programs has been mixed. Management has generally been unwilling to give up control, and unions have been unwilling to experiment with innovative work methods. Corporate stakeholders, management, and union leaders must all realize that their historic roles of conflict have crippled their ability to succeed and that trust and honesty on the part of management and unions alike is critical to the country's economic future. (Contains 29 references.)   [More]  Descriptors: Employer Employee Relationship, Labor Relations, Management Teams, Organizational Development

Louisiana State Univ., Baton Rouge. School of Vocational Education. (1995). Globalizing the College of Agriculture Curricula Workshop Series. Proceedings of Six Workshops (Baton Rouge, Louisiana, September 16, 1993-August 26, 1994). These proceedings report on a project designed to help faculty and administrators in the Louisiana State University (LSU) College of Agriculture to internationalize the undergraduate curriculum of the college in order to foster students' awareness of the global agriculture environment. Through a series of six workshops, the undergraduate teaching faculty in the college were provided with the background information and guidance necessary to add this international dimension to their courses. Each workshop consisted of two major components: the background/information component, which focused on global markets and why they demand the attention of all agricultural disciplines; and the methods component, which focused on assisting teaching faculty in reviewing and reformulating course outlines and materials. After the workshops were completed, the project model of implementation was made available to deans of colleges of agriculture at all 1862 and 1890 land grant institutions. The 10-page project report is followed by summaries of the six workshops in chapter II. The summaries are as follows: one conducted for the entire college faculty; one designed for college department heads/directors of schools and for the project's planning and organization committee; and four targeted for faculty in four selected sets of curricula offered by the college. Chapter III lists highlights of LSU's model for internationalization and recommendations for future globalization efforts. Appendixes include the survey and evaluation instruments and a 48-item annotated bibliography.    [More]  Descriptors: Agricultural Education, Colleges, Course Descriptions, Faculty Development

Holzner, Burkart; Salmon-Cox, Leslie (1984). Knowledge Systems and the Role of Knowledge Synthesis in Linkages for Knowledge Use. The relationship between the social structure of knowledge systems and knowledge syntheses is explored in order to define the social and cultural requirements for effective linkage. Following an introduction (section 1), analysis is divided into 5 additional sections. Section 2 discusses tools for conceptualizing knowledge systems, including social knowledge systems in simple and complex societies, major functions performed by knowledge-related activities (knowledge production, organization and structuring of knowledge, distribution of knowledge, and storage of knowledge), and the social construction of reality. Section 3 considers linkages between national knowledge systems through international channels. The quantitative increases in students from less developed nations, increasing numbers of scientific and professional organizations, and the growth of international development assistance have all aided the globalization of interaction and transfer of knowledge. Section 4 outlines four types of linkages: those between research and use within an institutional domain, those from research to use across institutions, those between a central use-oriented region and a peripheral research-oriented region, and those between central research-oriented regions and peripheral use-oriented regions. The diversity of linkage challenges and the roles of different kinds of knowledge syntheses are examined. Sections 5 and 6 assert that certain types of linkages–linkages that cross institutional domains–call predominantly for certain types of knowledge syntheses.    [More]  Descriptors: Developed Nations, Developing Nations, Educational Research, Information Dissemination

Lusane, Clarence (1997). Race in the Global Era. African Americans at the Millennium. Race is only one of the prisms through which to examine the political and social life of Americans, but it is one in which there has been insufficient determination of contemporary dynamics. For this discussion, the most important issue is the debate within the black community regarding the nature and causes of the crisis facing African Americans and the pathways toward solutions. The essays in this book explore manifestations of contemporary racial politics and the ways in which race crisscrosses and unites the span of society. The following essays are included: (1) "Globalization's Impact on Race Relations"; (2) "If I Were a Rich Man: Race, Gender, and Poverty" (welfare reform); (3) "California Scheming" (affirmative action, race, and politics in California); (4) "To Be or Not To Be? Race, Class, and Ebonics"; (5) "O. J. and the Symbolic Use of Racial Exceptions"; (6) "Thug Life: The Rap on Capitalism" (black cultural exchange); (7) "Globalizing the Black Image"; (8) "How Cracked Is the CIA-Contra Drug Connection?"; (9) "The Souls of White Folk" (whiteness and the ideology of color blindness); (10) "Old Stories from the New South" ; (11) "Of Louis Farrakhan and Others"; and (12) "Beyond Patriarchy and Conservative Nationalism" (the Million Man March). (Contains 82 references.) Descriptors: Affirmative Action, Blacks, Conservatism, Elementary Secondary Education

Research for Better Schools, Inc., Philadelphia, PA. (1979). Proceedings of Citizen Education Conference (Newark, Delaware, January 11, 1979). The conference provided a forum where educators, education officers from the state of Delaware, citizen education groups, representatives of public service organizations, and members of the citizen education component of Research for Better Schools (RBS) could exchange ideas related to the conference theme, "Developing Competent Citizens in a Global Society." The conference was organized around four questions: 1) What values should shape our conceptions of responsible citizenship? 2) How can citizen education foster greater participation by citizens? 3) What strategies are most useful in encouraging civic participation? and 4) How do we educate citizens to live and participate in a global setting? Topics discussed in the five major speeches and small discussion groups included the relationship of citizenship education to traditional civics courses, current trends in citizenship education, school/community cooperation, strengths and weaknesses of citizenship education programs, citizenship competencies, and the growing globalizations for emphasizing a global dimension to citizenship education included relating local community events to the global scene, emphasizing similarities in human experiences, and encouraging teachers to increase their commitment to global education.   [More]  Descriptors: Adult Education, Citizen Participation, Citizenship, Citizenship Responsibility

Bruce, Bertram C. (1995). Twenty-First Century Literacy. Technical Report No. 624. Important and dramatic changes are occurring in five broad areas of literacy: the movement toward universal literacy; the changing demands for literacy in the workplace; the creation of a global society; how languages are evolving; and the way literacy practices are becoming immersed in new technologies. Future literacy needs will demand a continual rethinking of the purposes of schooling in relation to society, and in particular, an ongoing critical analysis of the way in which access to societal resources change in response to changing conceptions of literacy. The traditional separations among disciplines of study and types of work are in question, implying the need for more integrated conceptions of literacy and literacy development. The globalization of trade, work, language, history, and politics is reconstituting and expanding conceptions of literacy. Literacy is changing along with changes in languages, especially English. Literacy is inextricable from conceptions of and uses of information and communication technologies, including both new technologies like the Internet and older ones like the book. Whether changes in literacy will lead to greater access to information and tools, to more liberatory education, to multicultural understanding, to improved social relations, or to a more democratic society remains to be seen. (Contains 52 references, 5 notes, and a table listing 14 Internet resources.)   [More]  Descriptors: English, Futures (of Society), Internet, Literacy

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Bibliography: Globalization (page 207 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Graham Clayton, Inc. Council on Library Resources, Tami Lohman, Katharine H. Hanson, Nancy J. Piet-Pelon, Richard Bates, Rainer C. Rossing, C. K. Basu, Rose Mary Wentling, and Darrell L. Parks.

Council on Library Resources, Inc., Washington, DC. (1993). Council on Library Resources, Inc. Thirty-Seventh Annual Report/1993. The Council on Library Resources was created to address the problems of libraries and is now committed to the most significant library problem of all, ensuring that library resources are embraced as part of the solution for people who seek to solve their own problems and those of their communities and institutions. In this annual report, the Council assesses the environment in which it and the libraries it serves must operate as characterized by: (1) a switch to a service-based society, (2) an increased emphasis on accountability, (3) the changing demographic makeup of the United States, (4) increasing globalization of institutions, and (5) a troubled economy in the United States and worldwide. The annual report describes both completed and initiated programs in the Council's program areas (human resources, economics, infrastructure, access/processing) as it gives a picture of current activities. A special insert, "Shaping a Foundation for the Future," by Robert Gurwitt, examines these unsettling times for libraries. The organization's financial report includes breakdowns for various projects.   [More]  Descriptors: Accountability, Annual Reports, Demography, Economic Factors

Bates, Richard (1995). A Socially Critical Perspective on Educational Leadership. This paper takes the point of view that the mechanisms of demolition are those of economic rationalism: globalization, marketization, deregulation, competition, and privatization. The growing concern of government with economies, markets, and money carries over to education and other institutions. Currently in Australia, devolution is interpreted in terms of a centralized authority that determines the allocation of resources and policy formation; accountability or how to meet prescribed outcomes is the responsibility of local bodies. Devolution has placed education at the service of industrial production and markets, and facilitated the movement to transformative leadership (in which leaders are required to reshape corporate culture and carry workers along with the vision). The logic of the market corrodes traditional educational commitments, which are based on important cultural and social understandings, as well as the production of skills and useful knowledge. Economic rationalism increases competition among schools, undermines social solidarity among educators, increases collegial surveillance, intensifies teachers' work, raises the pressure for accountability, and makes principals act as managers of resources. It is important to abandon the sterile texts of scientific management, recognize the ideological and value-laden nature of leadership, and reconstitute an administration that is both democratic and truly educational. (Contains 40 references.)   [More]  Descriptors: Decentralization, Economic Development, Economic Impact, Educational Administration

Rossing, Rainer C. (1997). Parameters for an Effective Entrepreneurial, Regional, Hotel/Restaurant Management Training Program in Manitoba, Canada. Owners or managers of 34 small and medium-sized hotels and restaurants in the Assiniboine Community College area were interviewed to acquire information for an entrepreneurial, regional hotel and restaurant (H/R) management training program in Manitoba. A literature review revealed the following: employability, vocational technical, and business knowledge and career skills were required for a successful H/R manager; suitability and prerequisite work experience were areas of concern; a generalist versus sector specialist was preferred; a regional and national emphasis, globalization, language, and gender issues were important; and there were strong arguments in favor of linkages with local or regional industry and the concept of mentorship. The following employability skills were important in decreasing order: personal behavioral, teamwork, and academic. In decreasing order, important vocational technical skills were as follows: cooking, dining room service, front office, housekeeping, bartending, and computer skills. These H/R and business career competencies were important in decreasing order: FoodSafe program, train the trainer, food and beverage control, marketing and sales, accounting, and management. The following recommendations were made: prior work experience in the H/R industry before admittance into a management training program; a national program focus; and a program that equipped students with multiple skills. (Appendixes contain 124 references, interview instrument, and skill profiles.)   [More]  Descriptors: Business Administration Education, Community Colleges, Cooks, Dining Facilities

Basu, C. K. (1997). Challenges of Current Social, Economical and Technological Developments and Need for Reforms/Renovations in Training of Teachers in Technical-Vocational Education. A Discussion Paper. Recent social/economic changes and technological developments are demanding reforms/renovations in the training of technical-vocational teachers in Asia-Pacific countries. Among the changes that have necessitated reform of training for technical-vocational teachers in the Asia-Pacific region are the following: population growth and rapid urbanization; poverty and lack of income-generating skills; increasing demand for secondary, technical, and female education; technological change and labor market shift; changing patterns of international trade and liberalization and globalization of the work force; pollution and environmental degradation; and new technologies of training for technical-vocational education and training (TVET). In many Asia-Pacific countries, these changes have necessitated increases in the quantity and quality of TVET teachers and development of a multidimensional approach to training TVET teachers that includes the following: preservice and continuing teacher education through formal and open learning systems; a broader-based, more flexible teacher training curriculum to replace skill-specific training programs; integration of training and education in cooperation with industries/private sectors; lifelong learning; knowledge of using new training technologies; development of multilingual and communication skills; and increased emphasis on teamwork. National, regional, and international agencies must work in partnership to strengthen/upgrade the quality and relevance of TVET teachers in Asia-Pacific countries. (Contains 13 references.)   [More]  Descriptors: Distance Education, Educational Change, Educational Cooperation, Educational Technology

1997 (1997). Global HRD. This document contains four papers from a symposium on global human resource development (HRD). "Globalization of Human Resource Management (HRM) in Government: A Cross-Cultural Perspective" (Pan Suk Kim) relates HRM to national cultures and addresses its specific functional aspects with a unique dimension in a global organization. "An Interpretive Study of the Perspectives of United States Repatriates on Repatriation and the Role of Their Employers" (Jean Rowe McFarland) reveals that repatriates feel misunderstood, unappreciated, and undervalued and organizations lose a high percentage of them due to their failure to help their international employees repatriate and be prepared for their repatriation. "Managerial Learning in the Transition to a Free Market Economy in Romanian Private Companies" (Maria Cseh) reports results of a pilot study that examined critical learning experiences of senior managers that enable them to lead successfully in the transition to a free market economy to determine what triggered their learning, what learning strategies they used, and how they make meaning of their learning experiences. "The Status of Human Resource Development in French Companies" (Berenice Hillion, Gary N. McLean) analyzes factors that affect the design and development of future trends in organization development, career development, and training and development in France and describes trends and specifics of HRD activities in French firms. Descriptors: Adult Education, Business, Career Development, Employer Employee Relationship

Hanson, Katharine H., Ed.; Meyerson, Joel W., Ed. (1995). International Challenges to American Colleges and Universities: Looking Ahead. American Council on Education Series on Higher Education. This book contains 10 papers on critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for foreign students in the United States and for American students abroad. An overview by Richard D. Lyman introduces the following papers: (1) "Foreign Student Flows and the Internationalization of Higher Education" (Richard D. Lambert); (2) "Trends in Higher Education and Its Finance in Western Europe" (Gareth Williams) (3) "Globalization of Knowledge" (Steven Muller); (4) "Technological Change and the University: Impacts and Opportunities from Global Change" (Lewis Branscomb); (5) "Technology and the Role of the Universities in a Global Information Economy" (Gerhard Friedrich); (6) "Planning for Internationalization: Experience at the University of Pennsylvania" (Michael Aiken); (7) "'Internationalizing' the Liberal Arts College" (Stephen R. Lewis, Jr.); (8) "Responding to International Challenges at MIT" (Charles Vest); (9) "Next Steps to Meeting the Challenge" (Colin Campbell); and (10) "International Opportunities and Challenges for American Higher Education in Africa, Asia, and Latin America" (Fred M. Hayward). Includes an index. Most papers contain references. Descriptors: Colleges, Educational Finance, Educational Trends, Enrollment Trends

Clayton, Graham (1996). Developing International Competitiveness on a Broad Front: Country Needs and a College Response. This two-part report explains the economic importance of international trade to the Canadian economy and reviews responses taken by Ontario's Confederation College to the threats and opportunities posed by economic globalization. The first part traces Canada's economic evolution over the past 50 years; summarizes post-World War II global economic growth; discusses the challenges and opportunities presented by Canada's role in the new global economy; explains Canada's need to focus on trade; and identifies how community colleges can assist at the local, regional, and national level to respond to the global economic challenge. The second part of the report presents information on Confederation College (northwestern Ontario) and its service area and explains how the college globalized its curriculum in response to economic changes, such as a 1990 recession, and growing government support for export. This section also details the following elements of the college's response to the new global economy: (1) the creation of awareness and understanding of export-import, international issues, and global economic developments; (2) the development of related education and training programs; (3) the establishment of a library of resources; (4) the development of international linkages; (5) international projects; (6) international business development; and (7) support of international initiatives of other economic stakeholders, such as local mayors or national business associations. Finally, a summary of benefits from the college's international activities is provided.   [More]  Descriptors: Business Education, College Role, Community Colleges, Economic Development

United Nations Educational, Scientific, and Cultural Organization, Berlin (Germany). International Project on Technical and Vocational Education (UNEVOC). (1997). International Project on Technical and Vocational Education (UNEVOC). International Advisory Committee, Fourth Session (Paris, France, March 10-12, 1997). Final Report. The fourth session of the UNEVOC International Advisory Committee was opened by Colin N. Power, whose welcoming address emphasized the importance of technical and vocational education (TVE) for socioeconomic development of UNESCO's member states. He pointed out that this sector of education is facing serious challenges posed by the recent trends in globalization of economy and education and the application of new technologies. The Advisory Committee recommended continuation of the UNEVOC project; a broader approach to educating the new generations for the challenges of the world of work and productivity in the 21st century; and a view of TVE as an integral part of a comprehensive concept of lifelong learning. It confirmed the relevance of the present program areas and types of activities carried out in Phase 1 and recommended their continuation. Program areas were: (1) international exchange of ideas, experience, and studies on policy issues; (2) strengthening of national research and development capabilities; and (3) facilitating access to databases and documentation and strengthening of the UNEVOC Network. Recommendations were made to the Director-General for project continuation and improvement. (The nine-page report has the following appendixes: participant list; UNEVOC summary of achievements 1992-96; UNEVOC progress report 1996-97; and evaluation report.)   [More]  Descriptors: Adult Education, Developing Nations, Economic Development, Foreign Countries

Piet-Pelon, Nancy J.; Hornby, Barbara (1992). Women's Guide to Overseas Living. Second Edition. This book examines issues critical to women and their families who go abroad to live. In advising how to cope effectively with the problems that arise, the book illuminates the advantages of living overseas and offers practical suggestions and guidelines that help women take advantage of the opportunity to share in another culture. Divided into 13 chapters, the book includes chapters on reentry to one's home culture and on such special concerns as discrimination, being from a relatively unknown country, being a foreign born spouse, and expecting more similarities than differences in the host culture. The document also contains updated information on problems arising from marital estrangement and divorce, on terrorism, and on women who work. Because of the changing role of women in the globalization process, what women need to know to manage effectively as expatriates has changed. This book tries to speak to the needs of all types of women who are going overseas. Because it is essential for women moving overseas to be prepared, this book provides guidelines looking at what the woman needs to do to prepare herself; helping her to analyze her motives; acquainting her with culture shock and the adjustment process; discussing the special problems of women in the home and in the workplace; and offering practical suggestions on handling her children, organizing her household, staying healthy, and managing stress. A section on women living and working in Europe is provided. Contains 37 references. Descriptors: Blacks, Child Rearing, Children, Cross Cultural Training

Bates, Richard (1997). Teaching Old Dogs New Tricks: On the Continuing Education of Teachers. The emergence of globalization and its impact on knowledge, communications, economies, social structures, and institutions such as education is rapidly changing the context, content, and methods of teachers' work. Consequently, the continuing professional development of teachers, especially in Australia with its aging teacher force, is essential. Though preservice education is the focus of much effort regarding changing teacher professional behavior, its impact may be limited because new recruits constitute a very small percentage of the profession. To encourage professional development, the Australian government launched a program in 1993 to construct a national framework for providing professional development. The program offered a general component administered by the states and a strategic initiatives element to be allocated in accordance with Commonwealth Government priorities. A 1995 review of the program suggested it was fairly successful. One of the most successful components of the program, Innovative Links between Universities and Schools for Teacher Professional Development, linked schools and universities in a roundtable to develop collaborative teacher projects. Various related projects produced innovative ways of linking schools and communities productively. Australia is developing a support structure for professional development that balances the priorities of the government, schools, and universities. (Contains 14 references).   [More]  Descriptors: College School Cooperation, Continuing Education, Educational Innovation, Educational Policy

Mayo, Marjorie (1997). Imagining Tomorrow. Adult Education for Transformation. This book examines the impact of globalization, economic restructuring, and the enhanced role of community and voluntary organizations in the provision of education in Great Britain and elsewhere. The following topics are discussed in the book's eight chapters: the implications of the market-led approach to adult education as a means of economic and social development and alternative perspectives based on the thinking of Gramsci, Freire, and Gelpi; past thinking about adult education for transformation in Great Britain, Scandinavia, Canada, and the United States and its relevance to contemporary debates on the topic; the experience of adult education for transformation in developing and developed nations; economic and employment issues and their implications for community and workplace education; community adult education and its relationship to changing and intensifying social needs; political aspects of strategies for transformation (analyzing political power and building alliances for transformation); strategies for combating discrimination and oppression in adult and community education; and cultures of resistance, countercultures, and counterhegemony. Case studies from Tanzania, Cuba, India, and Nicaragua and industrialized areas are used to illustrate the implications of adult learning for sustainable development for social justice, as defined by local communities themselves. Each chapter contains references. Descriptors: Adult Basic Education, Adult Education, Adult Learning, Case Studies

Wentling, Rose Mary; Palma-Rivas, Nilda (1997). Current Status of Diversity Initiatives in Selected Multinational Corporations. Diversity in the Workforce Series Report #3. The current status of diversity initiatives in eight U.S.-based multinational corporations was examined through a process involving semistructured interviews of diversity managers and analysis of their annual reports for fiscal 1996 and related documents. The 8 corporations were randomly selected from the 30 multinational corporations in Illinois. The corporations defined diversity sufficiently broadly that it could include everyone in the organization. Seven factors influenced diversity in these corporations: demographic changes; diverse marketplace; need to improve productivity and remain competitive; globalization; top management's focus on diversity as a business strategy; legal concerns; and diverse work teams. In the corporations studied, 116 domestic diversity initiatives in the following areas were identified: leadership and management, training and education, community relations, communication, performance and accountability, work-life balance, and career development. Although education and training were determined to be the most effective diversity initiatives, companies were placing greatest efforts in leadership and management (which ranked second in effectiveness). The corporations studied were also implementing a variety of diversity initiatives at the international level. (Contains 81 references. Appended are a list of the types of related documents collected and the annual report and related document analysis forms.)   [More]  Descriptors: Change Strategies, Corporate Education, Corporations, Cultural Differences

Parks, Darrell L. (1996). Technical Education & Training in the 21st Century. ITE Paper No. 1. Tumultuous changes in the world's economic and social orders and technological advances are transforming the world from an industrial society to a knowledge society. The globalization of markets and rise of high-performance companies are altering the workplace dramatically and changing the roles and responsibilities of vocational-technical institutions and educators as they prepare the work force of the 21st century. Historically, emphasis has been directed toward identifying very small units of work (duties/tasks) and then equipping workers with the essential hand skills to perform those duties/tasks repetitively. In the future, however, work will be organized into larger units of production, and workers will be expected to assume greater decision-making responsibilities in planning and performing the work to be done. Skills standards will become increasingly important as a tool for improving work force education. Ohio's vocational education community illustrates the increased emphasis on standards, quality, and lifelong learning necessary to prepare and sustain the work force of the 21st century. Among the essential characteristics of 21st century vocational-technical education and training are the following: career clusters accommodating a wider range of occupations; clearly articulated performance standards that are set by business, industry, and organized labor; varied, embedded, and authentic assessment strategies; problem-centered curriculum; and a worksite learning component. (Contains 11 references.)   [More]  Descriptors: Academic Standards, Change Strategies, Education Work Relationship, Educational Change

Flora, Cornelia Butler (1997). Innovations in Community Development, Rural Development News. Decentralization and budget reduction in the public sector, and globalization and downsizing in the private sector have placed more responsibility on localities to address challenges to the health of their economies, ecosystems, and people. Community development theory and practice are also changing, evidenced by changes in vocabulary. Community development, with its connotations of outside experts focusing on economic development, is giving way to community building, which focuses on continual improvement and grassroots efforts. Needs assessment, which focuses on what is wrong with a community, is being replaced by asset mapping, which identifies opportunities by focusing on a community's assets. Approaches that consider community residents as clients needing outside institutional help are shifting to considering them as citizens who form partnerships based on what they have to offer. Leadership building has changed from plucking individuals from their community for special attention to building the capacity of the community as a whole to identify and work toward its collective vision. Strategic visioning, which emphasizes continual examination and adaptation of ways to achieve a community vision, leads to a higher level of community success than the static model of strategic planning. Communities are moving away from development strategies based on getting outside resources to interdependent strategies based on working with a variety of entities to reach mutual goals. Industrial recruitment strategies are giving way to self-development strategies based on business retention and expansion. Feedback mechanisms are changing from outside evaluation to internal monitoring. (Contains 10 online resources and 9 references.)   [More]  Descriptors: Citizen Participation, Community Action, Community Cooperation, Community Development

Lohman, Tami (1992). High Performance Work Organization: Improving Oregon's Competitiveness in the Global Economy. Because of increasing competition resulting from globalization of the economy, Oregonians have, in the past 8 years, experienced declines in income and standard of living despite the creation of 300,000 new jobs in the state. Many experts have stated that work organization and management style are the key to gaining the competitive edge in an increasingly global economy. High performance work organizations are firms that give top priority to product quality and customer service and that achieve high levels of productivity, efficiency, and innovation by giving frontline workers better skills, broader responsibility, and more authority. Oregon has good reason to encourage its firms to consider the high performance model. Included among the actions that Oregon might consider to promote the high performance model are the following: informing business, industry, and educators about the model and its potential for improving productivity and competitiveness; establishing a training fund to be managed by business and labor; providing technical assistance to firms; establishing continuous improvement users' groups; teaching high performance in schools from middle school onward; making the Oregon Quality Award available to all firms; and adopting International Standards Organization certification as a new Oregon benchmark for key industry development. (Contains 34 references.)   [More]  Descriptors: Adult Education, Business, Economic Development, Educational Needs

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Bibliography: Globalization (page 206 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include P. Sue Sadowske, C. A. Bowers, Betty Poindexter, Philippe Cochinaux, Philippe de Woot, Herb Korra, Copenhagen (Denmark). Ministry of Education, G. R. Teasdale, Nelson T. Ikegulu, and Susan L. Robertson.

Robertson, Susan L. (1995). "Fast" Capitalism and "Fast" Schools: New Realities and New Truths. This paper locates the phenomenon of self-managing schools within the framework of "fast capitalism" and identifies themes of organization central to fast capitalism, which are argued to also underpin the self-managing schools. "Fast capitalism" refers to the rapidly intensified integration of regionalized productive activities into the global circuit of capital, and the further penetration of consumerism. The paper argues that the self-managing school can be understood as an institutional expression of the postmodern/post-Fordist social relations, which have been shaped by an intensification of globalization. These tendencies have been crucial in shaping the transformation of the national state and educational provision, including the underlying grammar of self-managing schools.  The penetration of the commodity form into the heart of the schooling enterprise shows how successful the productive units at the local level–under the guise of self-managing schools–have been in carrying the new social relations of "fast capitalism." These developments are seen to arise as a result of economic, political, and social struggles. The study of self-managing schools can focus attention on the shifting configurations of power, knowledge, time, and space (Aronowitz and Giroux 1991) that provide the basis for oppositional action. (Contains 38 references.)   [More]  Descriptors: Capitalism, Consumer Economics, Economic Development, Economic Impact

Poindexter, Betty; Korra, Herb (1991). Practicing Democracy through Equity Education: Social Studies Curriculum Grades K-12, 1991-1997. This social studies curriculum guide for grades K-12 contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General exit outcomes; (7) Social studies skills; (8) Seven essential learnings; (9) Strategies for classroom use; and (10) Course of study–skills chart–time frame. Most of the guide is devoted to the last two sections. Strategies for classroom use are outlined and discussed under the following categories: multicultural/multiethnic, religion, active civic responsibility, economics, globalization, critical thinking, and assessment. The last section of the guide features materials describing the content of the K-12 social studies curriculum in depth. Skills charts feature the subject area, the name of the textbook used, the unit or topic, the skills used, support materials used, and the approximate amount of class time. A course of study time frame is included that describes, in sequence for each social studies course, the major topics covered, the course objectives, and learner outcome statements.   [More]  Descriptors: Citizenship Education, Curriculum Guides, Democratic Values, Educational Objectives

Sadowske, P. Sue, Ed.; Adrian, Judith G., Ed. (1990). Perspectives on the '90s. Outlook Report. This report on forces influencing the future is designed to define the challenges that lie ahead and to help individuals develop plans to meet these challenges. It is based on the work of a team of "environmental scanners" who reviewed media, books, and academic research and discussed current issues with a variety of people to explore forces at work in the changing society. The report is organized around 10 fundamental drivers of change, the powerful influences and events producing change in society and the trends related to these forces. The 10 "change drivers," each of which is discussed in its own section of the report, are as follows: the maturing of the population; the information explosion; problems of environmental health and stewardship; problems related to social issues, life-styles, and values; economic restructuring; mosaic society; changing families; health and wellness issues; tensions between individual and social roles; and globalization. The report concludes with a statement affirming the Wisconsin's Cooperative Extension commitment to helping Wisconsin's citizens anticipate change, prepare for change, and influence the course of change in the 1990s and beyond. Twenty-eight references are listed.   [More]  Descriptors: Adult Education, Appropriate Technology, Decision Making, Economic Change

Ohio State Univ., Columbus. College of Administrative Science. (1984). Global Productivity: Roles for Executives and Educators. The Annual W. Arthur Cullman Symposium Proceedings (2nd, Columbus, Ohio, April 27, 1984). Three keynote addresses from the W. Arthur Cullman Symposium are presented in this booklet. The first address, "Global Productivity: New and Renewed Perspectives," was delivered by John G. Keane, Director of the United States Bureau of Census. In his address, Dr. Keane proposed five guideline perspectives: recognizing emerging global unification forces, enhancing globalization perspectives, extending the productivity-planning time horizon, adopting zero-based thinking, and realizing government's role. He also stressed that the opportunity for global productivity continues to improve as its need escalates. In the second address, Hans B. Thorelli, E.W. Kelley Professor of Business Administration at Indiana University, explored "Productivity, Multinationality, and the Business-University Network." Dr. Thorelli said that a new focus is needed on the holistic and qualitative aspects of productivity, whether in business or in academia. Productivity also calls for multinationality and a revamping of the school-business relationship to encompass global concerns. Finally, Billy C. Christensen, Vice President and General Manager of IBM World Trade Corporation, spoke on "Global Productivity: Society's Goal, Business' Imperative." In his address, Mr. Christensen noted the need to think about the U.S. economy as part of the world economy rather than a self-contained unit and the need for increased productivity to compete in that world economy. (A list of panelists is included in the proceedings.)   [More]  Descriptors: Business, Business Responsibility, Cooperative Planning, Economic Development

Renner, Christopher E. (1997). Women are "Busy, Tall, and Beautiful": Looking at Sexism in EFL Materials. Examination of textbooks for teaching English as a foreign language (EFL) reveals a hidden agenda in many: globalization of a Western-styled consumer culture. Despite attempts to make textbooks more culturally inclusive, they still reflect ethnocentrism and conformity. Both sexism and heterocentrism are overt. Concurrently, among native English speakers, postmodern, feminist, and multiculturalist theories are joining to revise how we view and speak about the world: for example, generic masculine pronouns (he, his) are now commonly viewed as masculine, not neutral. It is important to eliminate sexism in the language class. A classroom experiment illustrates how gender differences affect the learning process. Students were divided into small single-gender groups to summarize an article they had read. The female groups quickly organized themselves for discussion and stayed on task, while most male groups functioned only minimally on task. Research also shows other gender differences in classroom interaction. To change sexist patterns of classroom interaction, language teachers can: ask more open-ended questions to females; allow more time for response; use exercises that develop active listening skills, productive/non-confrontational communication skills, and facilitative questioning; and promote student awareness of sexism in textbooks. Eighteen classroom activities are appended. Contains 20 references.   [More]  Descriptors: Class Activities, Cultural Education, English (Second Language), Foreign Countries

Fenwick, Tara J. (1996). Limits of the Learning Organization: A Critical Look. The development of the "learning organization" may be traced to three converging trends: the tradition of organizational development; economic shifts to globalization, deregulation, and information-based industry; and total quality management. Learning organizations are generally characterized as follows: organizations that create continuous learning opportunities, promote inquiry and dialogue, encourage collaboration and team learning, establish systems to capture and share learning, empower people toward collective vision, and connect with the organizational environment. Empirical research documenting the implementation of learning organization concepts in Canada remains sparse. Despite the rhetoric regarding the potential benefits of learning organizations, several problems and paradoxes of learning organizations have been identified: the potential collision of continuous learning through exploratory experimentation and innovation with organizational norms of productivity, accountability, and results-based measurement. The following are among the actions that adult educators might take to become part of the learning organization vision: ask critical questions about the basic assumptions of the learning organization concept; teach learning theory to business and other sectors; help clarify the links between organizational and individual learning; produce/analyze empirical documentation of learning organizations; and rethink the adult educator's ethical role in workplace learning. (Contains 56 references.)   [More]  Descriptors: Adult Education, Adult Educators, Education Work Relationship, Educational Practices

McIntyre, Chuck (1997). Trends Important to the California Community Colleges. A Technical Paper for the 2005 Task Force of the Chancellor's Consultation Council. Demographic, economic, and social trends were examined in order to assist the 2005 Task Force of the Chancellor's Consultation Council develop strategies to address expected changes California will undergo between 1997 and 2005. Arranged by five categories, the trends most important to community colleges appeared to be: (1) demographic: emerging 'baby-boomer echo' of 18-24 year olds, increasing cultural and learning diversity of students, and the elderly education market; (2) technological: advances in new interactive communications and fused systems, increasing use of computers and the need for higher skills in most jobs, and increasing "virtuality"; (3) economic: trends, longer and shallower cycles, increased outsourcing, career changes, and globalization; (4) societal: the advent of a multicultural, mosaic society, increased cocooning and living alone and the changing structure of the family; and (5) public policy: decreasing federal/increasing state control, continued inadequate funding, and an emerging gap between existing practices and new paradigms of college organization and delivery. Highlighting these trends are the increase in student diversity that colleges face, the increasingly pervasive influence of technology, continued expansion in the perceived mission of the colleges, and the substantial differences between the current practice and that advocated by planners. Contains 63 references.   [More]  Descriptors: College Role, Community Colleges, Economic Change, Educational Change

Fosler, R. Scott (1988). The Future Economic Role of Counties. Employment and Training Issues. The economic role of counties is changing profoundly because of a revolutionary restructuring of the world economy and related changes in federalism. Three major forces are restructuring the economy: overcapacity in traditional industries, the emergence of new technologies that are creating new service and knowledge-based industries and transforming old industries, and globalization in production and technology. These forces are transforming the economic role of federal, state, and local governments in the following ways: (1) the United States' economic dominance in the world has lessened; (2) the federal government's traditional macroeconomic tools of fiscal and monetary policy are not as effective in guiding national economic performance in an interdependent world economy; (3) the ability of the federal government to shape the country's economic future is constrained by huge budget and trade deficits; and (4) states and localities will have greater responsibility and greater opportunity to shape their own economies in a competitive world. As geographical building blocks of the new political economy, counties should build the foundations for economic vitality in the new economy; strengthen the process of economic development; develop the regional economy; advocate sound economic policy at the state and federal levels; strengthen management to become proactive in managing events; and confront the key political choices that will affect the country's economic future.   [More]  Descriptors: Adults, County Programs, Economic Change, Economic Development

Cochinaux, Philippe; de Woot, Philippe (1995). Moving towards a Learning Society. A CRE-ERT Forum Report on European Education. Society is undergoing profound transformations: movement toward a knowledge society, globalization, new patterns of work, unemployment and social exclusion, aging of the population, immigration, transformation of the family, a multimedia revolution, and consumerism. These changes are necessitating better, more balanced education and lifelong learning. More open educational systems and better partnerships between key actors are needed. The quality of European education is being challenged. Although education as such cannot solve all the problems resulting from the many social and economic changes now occurring, it is a necessary condition to adapting society to those changes. The transformation of European education systems will not take place without a shared vision acknowledging human development as the primary purpose of education. Europeans must learn democratic values and realize that they are citizens of Europe and a global planet. Education must be made an open, interconnected chain of learning opportunities available to people from cradle to grave. Europe must make education a political priority. The following strategies for strengthening the educational chain must be adopted: invigorating preschool; upgrading basic school education; modernizing vocational education; opening up tertiary education; and launching a European strategy for adult education. (175 footnotes)   [More]  Descriptors: Adult Education, Change Strategies, Citizenship Education, Cooperative Planning

Ministry of Education, Copenhagen (Denmark). (1997). Adult Learning in Denmark. Each year, almost one-third of adults in Denmark participates in some kind of adult education activity. Danish cultural and educational tradition is based on Folkeoplysning, a process in which personal learning in all areas of life is transformed into both life competence and usable occupational abilities. Increasingly, developments in Denmark's adult education system are being influenced by internationalization and globalization. The Danish adult education and continuing training system is undergoing a process of radical reform designed to meet the education and training needs of individuals with low levels of educational attainment and workers needing to update existing qualifications or acquire new ones. The Danish system consists of a nonqualifying/nonformal component (delivered through university extramural departments, residential and nonresidential folk high schools, production schools, and special education and literacy courses for adults) and a qualifying education component (consisting of a general adult education system, courses for adult immigrants, labor market training, adult vocational education and training, and open education modules). Denmark has several support schemes for individuals participating in education: the Danish State Education Grant and Loan Scheme; leave benefits; education and training allowances for unemployed individuals and for participation in labor market training courses; unemployment benefits; and social cash benefits. Contains a 14-item list for further reading.   [More]  Descriptors: Adult Education, Adult Learning, Adult Students, Change Strategies

Ikegulu, Nelson T. (1997). Effectiveness of Mediated Instructional Strategies and Learning Styles in Multiculturally Linguistic Environments: Implications for Developmental Educators. This paper discusses the effectiveness of mediated instructional strategies in culturally and linguistically diverse learning environments, focusing on the use of computer-mediated instruction and its relationship to various learning styles. It examines learning style dimensions and reviews related literature on the relationship between computer-mediated instruction and cognitive style dimensions and academic outcomes for students. The paper discusses presentation strategy and academic achievement, presentation strategy and time on task, cognitive style and time on task, cognitive style and academic achievement, teaching in a linguistically diverse culture, instructional strategies and learning styles, learning styles and culture, ethnolinguistic instruction and learning, multicultural education, globalization of institutional curricula, and multicultural teaching strategies and learning styles. It concludes that culturally relevant curricula and instructional techniques should relate experientially and personally to the cognitive, academic, social, and linguistic abilities of students, and that learning traits and window presentation strategies should be considered in text reading, computer-mediated instructional development, instruction, and software design. (Contains 44 references.)   [More]  Descriptors: Cognitive Style, Computer Assisted Instruction, Cultural Relevance, Curriculum Design

Teasdale, G. R. (1997). Globalisation, Localisation: Impacts and Implications for Teacher Education in the Asia-Pacific Region. As economic globalization brings with it a broader cultural hegemony, a movement has developed in the Asia-Pacific region to reaffirm the significance of local cultures, focusing on local or indigenous knowledge and its place in the modern school and higher education. Some teacher educators are exploring ways of blending local processes of knowledge analysis into their research, others are incorporating local processes of knowledge transmission and acquisition into their teaching and are encouraging their graduates to do likewise in the school classroom. At Flinders University of South Australia, a network of indigenous and nonindigenous scholars has been researching and documenting this movement. This paper reviews their studies at Australian higher education institutions and postsecondary vocational programs that serve indigenous populations, among Australian secondary students of ethnic Vietnamese background, in a large urban New Zealand school with Maori students, in South Pacific island schools and colleges, in Papua New Guinea teacher education programs and literacy campaigns, in secondary schools of indigenous Indonesian communities, and in Thai universities. Overall, the studies show that local systems of knowledge analysis and transmission share many common features, including emphasis on unity of knowledge, spiritual aspects, individual autonomy and learner control, and experiential basis. There is also strong evidence that local and global knowledge can be syncretized to create new ways of thinking and learning. Contains 41 references.    [More]  Descriptors: Cultural Exchange, Culturally Relevant Education, Educational Research, Foreign Countries

Hamilton, John (1996). Economic Yearbook from Georgia Trend Magazine, 1996. Based on information from "Georgia Trend" magazine examining economic conditions across Georgia, Gainesville College (GC) is expected to experience an expanding base of students over the next 5 years. With respect to Hall County and the nine contiguous counties that make up GC's service area, data indicate a population growth in the region, growth in employment, increases in total buying power and per capita personal income, potential industrial and residential development, a diversified economy, and the possible need to establish a university system within the largest county of Gwinnett. With respect to employment trends, the globalization of markets will favor jobs linked to transportation; wholesale and retail trade; hotels and lodging places; and financial, legal and business services. Low-skilled positions and white collar middle management, however, will suffer reductions. Increased reliance on digital information, automation, and mechanization will create jobs for educated workers, help flatten the corporate structure, and also eliminate many repetitive unskilled jobs. In addition, occupations geared towards customizing markets for consumers who demand more choice, convenience, and low prices can be expected to flourish. Finally, the fastest growing job markets will be the professional specialty occupations, such as teaching, computer-related fields, and health care providers, growing at a rate of 2.4% annually. Data tables are included.   [More]  Descriptors: Community Colleges, Economic Climate, Economic Development, Economic Opportunities

Bowers, C. A. (1997). The Culture of Denial. Why the Environmental Movement Needs a Strategy for Reforming Universities and Public Schools. SUNY Series in Environmental Public Policy. This book posits that public schools and universities currently reinforce a culture of denial regarding global environmental trends, and that education, from the primary grades to universities, must be totally revamped to support new, ecologically sustainable paths for society. In Chapter 1, it is argued that few public school teachers and university professors recognize how modern values and behavioral patterns are connected to the ecological crisis. Chapter 2 describes the culture of denial in universities, and suggests how science, globalization, anthropocentrism in the humanities and social sciences, and professional schools of business and education all contribute to a culture of modernity that is having a "devastating impact on the life-sustaining characteristics of ecosystems." Chapter 3 proposes a rethinking of the ideological foundations of current educational institutions toward an ecologically centered ideology. Chapter 4 examines how intelligence, creativity, moral education, and direct experience-based learning can be changed in ways that will enable educators to recognize the curricular implications of a bioconservative culture. Chapters 5 and 6 suggest how environmentalists can translate their concerns about the unsustainability of modern culture into educational strategies for effecting a basic shift in the conceptual and moral foundations of formal education. (Contains 106 references.) Descriptors: Ecology, Educational Change, Educational Strategies, Elementary Secondary Education

Doyle, Raymond H. (1990). Cross Cultural Competence in International Business Environments: Implications for Foreign Languages. Cross-cultural competence is a recent movement with important implications for foreign language teaching, schools of business and economics, and firms engaged in either international or national commerce. Until now, it has not been adequately addressed. Higher education must investigate strategies for more effective integration of culture into the language and communicative components of the curriculum for international business and economics. In addition, students should be made aware of the growing phenomenon of globalization and world interdependence and the need for cross-cultural competence for improved international relations. The ethnocentrism predominant in American culture must be addressed as an obstacle to cross-cultural competence. Materials and curricula that challenge cultural assumptions can be presented in separate courses or integrated into subject-area courses in marketing, management, or labor relations. Closer cooperation between foreign language departments and schools of business and economics must receive high priority. In fact, the whole educational system must be restructured to react more quickly and appropriately to the constantly changing competitive world environment. Cross-cultural competence has both pragmatic and humanistic consequences for individual and world cultures. Descriptors: Business Administration Education, Cross Cultural Training, Cultural Awareness, Economics Education

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