Bibliography: Globalization (page 192 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Washington Special Libraries Association, Alan Singer, Anne de Blignieres-Legeraud, Oscar Plaza, Tania di Giantomasso, Kathryn Church, Lillian Hoggard Williams, Jan Novak, Pol Debaty, and Chris Robinson.

Piron, Claude (2000). Linguistic Communication: A Comparative Field Study. Esperanto Document 46A. This paper explores the various options available for dealing with the demands and costs of communication in a world of many languages. Globalization has increased the demand for language services necessary to accomplish effective communication. It is argued that the day is not far off when the complications, costs, and inequalities of language use and ineffective language teaching will cross the threshold of what society can tolerate. The paper explores the best and most cost effective and efficient way, applying the lessons of operations research, to cope with this growing problem. The four options for dealing with this communications problem are laid out and discussed. They include the following: the UN system, using only a few languages; the multinational corporation option, using only one language; the European Union solution, using all languages; the interethnic language solution, using a language that has never been the language of any people, such as Swahili or Esperanto. These 4 systems are evaluated according to 12 criteria, such as duration of necessary language study; prior investment by governments; inequality and discrimination; language costs of meetings and document production; waiting time for document production, loss and distortion of information during translations, and others. It is concluded that Esperanto is by far the most efficient solution to this problem with a "total level of disadvantages" score of 5, while the multinational, European Union, and UN solutions have scores of 39, 65, and 76 respectively.   [More]  Descriptors: Artificial Languages, Charts, Esperanto, Global Approach

de Blignieres-Legeraud, Anne; Brugia, Mara; Debaty, Pol; Fonseca, Eduardo Augusto Peres (2000). Trends in the Development of Training and the Role of Innovation as a Transferable Practice. TTnet Dossier No.1. This document contains four papers examining trends in the development of training and the role of innovation as a transferable practice. "Review of the Issue" (Anne de Blignieres-Legeraud) examines the vocational training systems of Portugal and France to identify how changes in training systems have affected trainer profiles and how transfer of innovations can be organized to benefit the European Community. "Training of Trainers in a Changing Socioeconomic Context" (Eduardo Augusto Peres Fonesca) considers the impact of globalization on innovation and experiment in the training of trainers and training services' use of multimedia technology. "New Media and Changes in the Professional Role of the Trainer" (Pol Debaty) reports on a study that examined five hypotheses regarding the new roles of trainers faced with the advances in information technology that have affected the field of training during the past 10 years. "Criteria and Parameters for the Identification of Innovation in the Field of New Technologies Applied to Education and Learning" (Anne de Blignieres-Legeraud) discusses a study conducted to develop a working frame of analysis that can be applied to training projects that use new technologies and that appear to be "transferable innovations" at the European level. Two papers contain substantial bibliographies.   [More]  Descriptors: Adjustment (to Environment), Distance Education, Economic Change, Educational Change

Volk, Lucia (2000). Education between Globalisation and Local Culture: A World without Frontiers for Students without Traditions?. An anthropological examination of the impact of globalization on education in the Arab world reveals that education is standing on uneasy middle ground between the Westernization of educational structures and philosophies and the preservation of national and local customs and traditions. The transformation of education from a means to acquire a father's trade to a commodity in the global market system is most obvious among the upper socioeconomic classes. Because today's high-paying jobs require international travel and communications and awareness of technological advances and their application in the workplace, education is losing its role as a national integration machine and becoming a derivative of the global market, which may be characterized as follows: English-based, deterritorialized, and reliant on analytical skill and the problem-solving skills and dexterity needed to react to constant flux and change. Case scenarios of Beiruti teenagers studying at American schools in Lebanon illustrate that, although international schools and universities are increasingly exposing the Lebanese teenagers who attend them to Western culture, these schools cannot transcend their local and national environments, which formulate the "hidden curriculum" for student learning. The case scenarios also demonstrated that students appropriate foreign cultural forms in context-specific ways, which makes them creators of a new culture. (Contains 18 references.)   [More]  Descriptors: Adult Education, Adult Learning, Anthropology, Case Studies

Singer, Alan, Ed. (2002). 19th Century Canals and the Growth of New York and New Jersey, Social Science Docket. This publication opens with a statement by the 2001-2002 National Council for the Social Studies (NCSS) President Adrian Davis on the horrific events of September 11, 2001. Davis said that social studies educators need to reinforce the ideals of tolerance, equity, and social justice against a backlash of antidemocratic sentiments and hostile divisions. The article, "A Shared History, A Shared Tragedy," documents that New York and New Jersey have transcended political differences to cooperate in times of emergencies. Other articles in this issue include: "Are We Teaching 'Greek Myths' in the Global History Curriculum?" (A. Singer); "Teachers Respond to Teaching 'Greek Myths'"; "High-School-Level Activity: Editorial Board Meeting for a Textbook Publisher" (D. J. McNamara);"Demythologizing Subject Matter" (D. Cowell); "Review of the New York State Great Irish Famine Curriculum Guide" (K. Sheehan); "Teaching about the Great Irish Famine: A Response" (M. Murphy); "Teaching Writing with Documents" (J. Balantic; A. Libresco); "High School Classroom Activity: Teaching about the French Revolution–A Play" (M. Pezone); "Using Personal Family Documents in Document-Based Instruction" (E. Putnam); "Bridging Differences of Time, Place, and Culture" (J. Y. Singer); "Celebrating African American History: A Play" (C. Goodman); "Using Geography To Integrate Science and Social Studies" (H. Dircks); "A Science Teacher Looks at Social Studies: How Does Geography Shape History?" (S. M. Hines); "Eighth Grade Study-Travel Trip to Washington, DC" (R. Morris; J. McNeelly); "Web Site Directory on Economic Globalization" (K. W. Leman); "Tale of Two (New Jersey) Canals" (H. Green); "Middle-Level Activity: Towpath Canals of New Jersey" (L. Barth); "'Erie Canal: New York's Gift to the Nation': Review" (E. Samora), "Excerpts" (F. D. Larkin), and "Lesson Activities"; and "Genessee Valley Canal" (D. June).   [More]  Descriptors: Black History, Elementary Secondary Education, Foreign Countries, Geography

Williams, Lillian Hoggard (2000). Faculty and Multicultural Education: An Analysis of the Levels of Curricular Integration within a Community College System. The United States population is projected to increase from 249 million in 1990 to 355 million by 2040, with minorities constituting more than half of the total population and a disproportionately large segment of the workforce. With changing demographics and increasing economic globalization, educational institutions will be confronted with reforming their curricula to meet new societal needs by promoting knowledge and understanding of different cultures. This study's purpose was to determine the levels of multicultural education integrated into the general education courses that are requirements for completion of selected degree programs. Further, it was designed to identify the factors that influenced faculty members to include multicultural education into their courses. Levels of integration of multicultural education were determined from faculty interviews and supported by evidence presented in the syllabi, tests, and handouts. Analysis of the interviews provided the factors that motivate faculty members to infuse their classes with multicultural perspectives. It was concluded that the amount of multiculturalism included in the courses vary from none to considerable and is determined by the faculty member's commitment to achieving pluralism. Factors that motivate inclusion of multicultural perspectives are the disciplines, institutional atmosphere, and personal values of the faculty. (Contains 48 references.)   [More]  Descriptors: Community Colleges, Curriculum Development, Diversity (Institutional), Educational Planning

International Labour Office, Geneva (Switzerland). (2000). Training for Employment: Social Inclusion, Productivity, and Youth Employment. Human Resources Training and Development: Vocational Guidance and Vocational Training. Report V. International Labour Conference (88th Session, 2000). Fifth Item on the Agenda. This report examines the human resources development and training dimensions of the gradual, but inexorable, shift towards knowledge-, skill-, and service-based economies and societies, and the stupendous growth of the information and communications technology sectors. Its four chapters explore the following: (1) globalization, technological change, and new organizations, including the development of new skills and competencies; (2) training for improved competitiveness, employability, and shared prosperity; (3) youth employment and training; and (4) training policy and system change, including governance, dialogue, and new partnerships. The report offers the following four conclusions: (1) all countries will feel the impact of these changes; (2) older, more mature economies with skilled workers may resist change and suffer from a mismatch between skills and needs, and so need to stress education and training and make them more widely available in order to maintain employability and productivity over a lifetime; (3) in developing countries, more workers need to be educated so that they are not forced into unemployment, and young workers are most likely to benefit from training programs undertaken in a well-established institutional context; and (4) in all countries, major structural reforms are needed to adapt training continuously to the changing nature and dynamics of labor markets and to improve access to training for everybody throughout life. The report raises points for discussion of the role of human resources development in all types of economies.  Descriptors: Access to Education, Developed Nations, Developing Nations, Economic Development

Robinson, Chris (2000). New Directions in Australia's Skill Formation: Lifelong Learning Is the Key. The unparalleled changes in recent years mean that a continuing focus on the preparation of young people for entry to the work force as the keystone of post-compulsory education and training in Australia is no longer sufficient for two reasons. First, technological change and other changes stemming from globalization of economies are now having a profound impact on the nature of work, the way it is organized, and the skills it requires. Second, the work forces of most countries, including that of Australia, are aging. These developments have implications for changes in Australia's approach to skill formation. The historical focus on the young in post-compulsory education and training policy is inadequate. The more recent trends, both in Australia and overseas, that recognize that these policies now need also to embrace the concept of lifelong learning. Although about 77 percent of the "economically active" population aged 15-64 years undertake some kind of education or training, much of this education or training is unstructured, informal, spasmodic, and minor. Australia has a comparatively high level of investment in education and training, but it is not among the countries with the very highest levels of commitment. Future directions must focus on the development of new learning pathways and an increased national investment in skills and knowledge. (Contains 69 references.) Descriptors: Adult Education, Aging (Individuals), Developed Nations, Educational Development

Field, John, Ed. (2002). Promoting European Dimensions in Lifelong Learning. This collection of 19 essays shares the lessons of a wealth of experience and challenges professionals to open up adult learning to a variety of international perspectives. The first essay, "Building a European Dimension: A Realistic Response to Globalization?" (John Field), is an introduction to the essays. The six essays in Section I, Learning Lessons, are "Developing Proposals for European Funding" (Jane Field); "Coordinating European Lifelong Learning Projects: Reflections on Experience" (Pamela Clayton); "'The Beautiful Book': Guidelines for Producing Transnational Publications" (Jenny Headlam-Wells, Carol Blackman); "Networking and Intercultural Communication: Triumphs and Tribulations" (Lore Arthur); "European Partnerships: Exhilaration or Exasperation?" (Mike Osborne, Martin Cloonan, Iddo Oberski); and "Adult Education and Social Purpose: The Work of the International League for Social Commitment in Adult Education, 1984-94" (Vida Mohorcic Spolar, John Payne). Section II, Promoting Curriculum Change, consists of these three essays: "Beyond the Borders of Study Skills and Personal Development" (Kenneth Gibson); "Adult Learners' Environmental Training and Resources Project: A European Partnership" (Julie Shaw); and "Building a European Dimension in Trade Union Education" (Jeff Bridgford). Section III, Involving New Learners, has these four essays: "Disabled Students: Learning, Training, and Europe" (David French); "The PIMOS (Preventative Initiative to Maintain Occupational Skills): An Example of the Benefits from a Transnational Project" (Philip Taylor, Wigel Lloyd, Christine Tillsley, Shree Mandke); "Re-naissance–A Case Study of a United Kingdom Charity's Experience of a European Lifelong Learning Project" (John Rotherham, Paul Twynam); and "CICERO: A Journey into Europe" (Frances Homewood). The three essays in Section IV, Changing Policies and Institutions, are "Benefitting from European Activities in a College of Further Education" (Lisa Morris); "'Perhaps' Visions: Rethinking European Activities Within a University School of Continuing Education" (Keith Forrester); and "Reflecting on Policy" (Sue Waddington). Section V, Where to Find Out More, includes these two essays: "Promoting Lasting Change Through Evaluation" (Jane Field) and "European Resources on the Web: An Annotated List" (John Field). An index is provided.  Descriptors: Adult Education, Adult Learning, Continuing Education, Curriculum Development

Kerka, Sandra (2000). Future Work. Myths and Realities No. 11. In many of the stories foretelling the future of work, technology is assumed to be the irresistible driver of change. Both ends of the spectrum are foreseen: either technology will create new jobs and transform existing work to higher skill levels, or technology, especially information technology, will destroy jobs or degrade them into less skilled, more routine work. Digital technology changes the mix of jobs (eliminating and creating), alters skill demands (increasing and decreasing), and widens the polarization between low- and high-skill jobs. The effects vary by industry, sector, or occupation. Technological change and the globalization made possible largely by digital technology are the primary forces behind the restructuring and redistribution of work. Changes in production processes, organizational structures, and management practices lead to these two assertions: (1) the permanent, secure job is dead and everyone will be a free-agent, self-employed worker in the "e-lance" economy; and (2) this type of flexibility is a win-win situation. Work as now defined excludes human activity involving anything other than market values. Shifting the focus to the citizen, not the economic individual, has been advocated. (Contains 18 references.)   [More]  Descriptors: Adult Education, Appropriate Technology, Emerging Occupations, Employment

Novak, Jan (2000). Virtual Libraries: Service Realities. This paper discusses client service issues to be considered when transitioning to a virtual library situation. Themes related to the transitional nature of society in the knowledge era are presented, including: paradox and a contradictory nature; blurring of boundaries; networks, systems, and holistic thinking; process/not product, becoming/not being, experience/not thing; and change is costly. The following corporate trends in today's society are examined from a library point of view: broadening the range of products and services; creation of new value propositions; virtualization of organizations; ways in which companies are getting closer to their customers; addition of demergers to traditional mergers and acquisitions; formation of strategic alliances; growth of outsourcing; expanding globalization; rapid entry of newcomers into old markets; and customization. Other topics covered include investigating client behavior, client-centered design, client relationship management, and strategic planning for the virtual library. The paper concludes with 12 strategies for successful transition of libraries to electronic mode: educate, train, and promote staff, clients, and partners; review current distribution channels; understand what clients expect from the World Wide Web; re-evaluate the nature of libraries services; adopt client-centered service design; give new roles to staff; extend current business to the outside; develop a Web-centric marketing strategy; instill electronic management style; develop a good technical infrastructure; provide a secure, well-controlled system; and provide adequate resources.   [More]  Descriptors: Academic Libraries, Electronic Libraries, Higher Education, Information Technology

di Giantomasso, Tania (2000). E-Commerce and Education. Graduate Paper Series on Electronic Commerce. Broad assumptions about the impact of the Internet have created a "cult of hype" where the latest technological advancement is seen as the next best thing, and educators have been swept up in the promise of an educational utopia. The hype tells us that the world is joined by the infrastructure of this new technology and that globalization is now a reality. But the lack of an effective global telecommunications systems is creating a "digital divide," widening the economic gaps among nations. Areas that would benefit most from online education, such as remote areas in Australia and countries with limited economic resources for education, are the very areas that are hardest to reach with new technologies. This may create an even more elitist education system. Because businesses operate virtual classrooms to promote sales instead of learning, online education emphasizes the student as consumer. This approach is reflected in government policies, which have increasingly been influenced by economic rationalism. Online education is more than simply transferring learning methodologies from the classroom onto the Internet. It requires shifting from language-based learning to visual-based learning and understanding how education, technology, and culture impact each other. Little is known about the effectiveness of online education. An understanding of these changes will determine whether online education will become an effective and lasting educational medium or merely another educational gimmick that runs out of steam. (Contains 26 references.)   [More]  Descriptors: Cognitive Style, Distance Education, Educational Policy, Elementary Secondary Education

Plaza, Oscar (1998). Overseas Studies and Technology Education. This paper analyzes and evaluates the role of technology education in overseas studies programs. Despite the realities of today's economics, relatively few U.S. students have or take the opportunity to study and travel abroad. Although some college faculty are concerned that study abroad programs might lead to lowering the academic standards of a particular course offering, evidence suggests that the experience of being abroad can improve a person's learning process. Many prestigious higher education institutions have sizable percentages of students who participate in at least one work or study program abroad. New technologies are the fabric of globalization; consequently, technology education simply cannot afford to ignore the phenomenon of globalization. Because current technologies are increasingly becoming international technologies, technology literacy now requires an understanding of the whole international environment in which technologies evolve. The following factors must be considered when developing overseas study curricula: marketability; costs; and general and specific interests. The way in which traditional study abroad programs are generally structured virtually excludes technology education from their curricula. Technology education professionals must develop a set of technology topics that should be explicitly considered in study abroad curricula. The challenge is to structure an experience that is educationally sound while remaining within the parameters set by the reality of the typical technology education student.   [More]  Descriptors: Curriculum Development, Educational Benefits, Educational Needs, Educational Objectives

Kezar, Adrianna J. (2000). International Higher Education: ERIC Trends, 1999-2000. The literature about international issues in higher education has increased over the last decade. In recent years there has been a particular emphasis on cross-cultural comparisons of common concerns, as evidenced by the growing number of journals that focus on international education. The new knowledge-based economy has resulted in a move toward utilitarian views of higher education in which economic values are emphasized and fiscal resources are the true measure of value. This change in values requires balancing the focus of economic growth with the traditional functions of universities. Several other trends notable in the literature about international higher education are seen in the interest expressed in: (1) bureaucratization; (2) accountability; (3) quality; (4) access; (5) redefining higher education; (6) globalization; and (7) lifelong learning and continuing education. Higher education is a priority in every country. Accountability and quality movements have been going on for years in some countries, and these countries can offer assistance to others. Entrepreneurialism is a growing model, and the impact of the shift in this direction needs further exploration, especially since so many commentators advocate this model. (Contains 21 references.)   [More]  Descriptors: Colleges, Cross Cultural Studies, Foreign Countries, Higher Education

Special Libraries Association, Washington, DC. (2002). SLA 2002: Putting Knowledge to Work. Papers Presented at the Special Libraries Association Conference (Los Angeles, California, June 9-12, 2002). This document contains the following papers from the 2002 Special Libraries Association Conference: (1) "Competencies for the 21st Century Information Professional: Translating the SLA Competencies into Business Competencies" (Sue Henczel); (2) "Compromises along the Way: Balancing Speed to Market with Sustainability While Delivering Knowledge Management Services" (Martha K Heyman); (3) "E-Training: Meeting the Users on Their Terms" (Joan Daghita, Kathryn Dudley, Janet Heekin, Nancy Terry); (4) "Globalization in a Biopharmaceutical Company: Serono's E-Library Project" (Maria Concetta Audino, Maria Baez, Denise Carter, William MacDonald); (5) "In a Do-it-Yourself World, Who Needs Librarians?" (Scott J. Wilson); (6) "Keeping Knowledge Management Alive" (Beth C. Perell, William M.  Mercer); (7) "Putting Knowledge to Work Effectively: Assessing Information Needs through Focus Groups" (Valerie E. Perry); (8) "Raising the Bar or Training Library Technicians To Assume Reference Responsibilities" (Barbara Brandys, Joan Daghita, Susan Whitmore); (9) "Analysis and Visualization: Hit or Hype?" (Bill Bartelt); (10) "Characteristics of Information Agencies (Libraries) and Information Agents (Librarians) in Highly Productive Computer Software and Services Companies: The Key to Growth and Survival?" (Margaret Aby Carroll, Yvonne J. Chandler); (11) "Collaborative Marketing: Library and Vendor Partnerships" (Jacqueline H. Trolley, Ryan Sheppard); (12) "Developing E-Business Information Without a Business School" (Hema Ramachandran, Louisa Toot, Carolina Smith); (13) "Do Librarians Really Do That? Or Providing Custom, Fee-Based Services" (Susan Whitmore, Janet Heekin); (14) "Homing in on Our Customers: How the Praxair Information Resource Center Reevaluated and Implemented a New Marketing Strategy" (Crystal S. Megaridis); (15) "Leveraging Knowledge: Impact on Low Cost Planetary Mission Design" (Jennifer Momjian); (16) "Marketing Library and Information Services: Comparing Experiences at Large Institutions" (Robert Noel, Timothy Waugh); (17) "Meeting the Needs of Travel Clientele: Tried and True Strategies That Work" (Kathy Blessing, Cherine Whitney); (18) "The NASA Scientific and Technical Information (STI) Program's Implementation of Open Archives Initiative (OAI) for Data Interoperability and Data Exchange" (JoAnne Rocker, George J. Roncaglia, Lynn N.  Heimerl, Michael L. Nelson); and (19) "The (Triple) Bottom Line on Corporate Social Reports: CI on the Social Frontier" (Michael Stevenson).   [More]  Descriptors: Electronic Libraries, Job Skills, Librarians, Library Associations

Church, Kathryn; Fontan, Jean-Marc; Ng, Roxana; Shragge, Eric (2000). Social Learning among People Who Are Excluded from the Labor Market. Part One: Context and Case Studies. NALL Working Paper. This working paper lays groundwork for a Network for New Approaches to Lifelong Learning study on informal learning by people displaced from the labor market or chronically unemployed, in the context of community organizations. Section 1 examines the context and two particularly significant features–wider changes in the nature of work and related changes in the welfare state–that arise from structural changes caused by globalization of the economy. Section 2 describes three community organizations working with people excluded from the mainstream labor market that are attempting to create new forms and traditions of labor under considerable pressure to place people in the mainstream labor market. (The Homeworkers' Association is an example of how a labor union responded to work restructuring by departing from traditional tactics of collective bargaining and strike action in favor of creative alliances and innovative strategies for working with displaced workers. Chic Resto-Pop illustrates the complex interaction among business development, job training, political advocacy, and linkages to the wider culture of the community movement. A-Way Express Couriers demonstrates similar connections from within a framework of self help and with a goal of not integration but building an alternative labor market that redefines, accommodates, and organizes the capacities of a heavily stigmatized community.) Section 3 provides comments on directions the research is pursuing into informal learning. (Contains 52-item bibliography.)   [More]  Descriptors: Adult Education, Case Studies, Community Education, Community Organizations

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