Bibliography: Globalization (page 200 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Richard D. Brecht, Carolyn Medel-Anonuevo, Scientific United Nations Educational, Naz Rassool, Sarah M. Nielsen, Atlanta Cable News Network, Annette Bernhardt, Michael Scott Doyle, Michael J. Marquardt, and Murfreesboro. Middle Tennessee State Univ.

McLaren, Peter; Farahmandpur, Ramin (2001). Teaching Against Globalization and the New Imperialism: Toward a Revolutionary Pedagogy, Journal of Teacher Education. Discusses teacher education reform from the context of critical pedagogy and global capitalism, maintaining that it remains largely in the thrall of postmodern theory and politics and presents fundamental perspectives for creating a revolutionary pedagogy designed to encourage the development of critical consciousness among students and teachers in the interests of building working-class solidarity and opposition to global capitalism. Descriptors: Capitalism, Elementary Secondary Education, Higher Education, Preservice Teacher Education

Brecht, Richard D.; Rivers, William P. (1999). Language Policy in the U.S.: Questions Addressing a Sea Change in Language in the U.S, NFLC Policy Issues. Language is important in the public life of the United States because of four factors: globalization; the global diffusion of democracy and self-determination; the wave of immigration to the United States from all corners of the world; and the unique role America plays as the sole military and economic superpower. These conditions make it necessary for the United States to maintain a constant capacity in a broad range of languages, as there is no way to know exactly when world events will generate a sudden demand for particular languages. This U.S. role means that more than 65 federal agencies and departments need foreign language speakers to fulfill their mandates; 40,000 American troops will remain stationed in more than 110 nations; and successful exporters need foreign language expertise in order to understand and penetrate foreign markets, an increasingly important segment of the U.S. economy. It is, therefore, important to consider these facts and to ask the right questions about U.S. foreign language requirements, such as the demands, needs, skills, costs, benefits, options, and implications.   [More]  Descriptors: Employment Qualifications, Federal Government, Graduation Requirements, International Trade

Bernhardt, Annette (1999). The Future of Low-Wage Service Jobs and the Workers That Hold Them. IEE Brief No. 25. The business press abounds with examples of innovative companies that have created high-quality jobs; however, low-wage, deskilled jobs filled by contingent workers are equally prevalent. More than one in six U.S. workers currently hold retail jobs. The effect of globalization of trade on the retail industry is unclear. The most significant development to date is that the retail market has, according to many analysts, become highly congested and overbuilt. The leading retail strategy is the Wal-Mart model, which includes a "low-road" human resource approach. Sales jobs are dead-end jobs, starting pay is at or near minimum wage, raises are given yearly but not guaranteed, and the low pay is exacerbated by short and uncertain work schedules and the lack of opportunity to work sufficient hours each week to produce a livable paycheck. Upward mobility in the retail sector is limited. Most retail firms choose to import educated workers rather than train incumbent workers. The problem of mobility is not limited to the retail sector. Although skilled workers in professional occupations may be able to create new career paths that preserve their opportunities, opportunities for upward mobility do not look promising for the more numerous occupations further down the ladder. (Contains 12 references.)   [More]  Descriptors: Adult Education, Career Development, Career Education, Career Ladders

Timpe, Eugene (1989). Which Languages Are Going To Be of Most Importance for Business by the Year 2000. Objective and subjective analysis of trade trends, political and economic developments, and the anticipated effects of world-wide energy policies suggest that certain languages will become central to future international trade. Three language categories emerge, in descending order of importance. The first includes languages of the Orient: Japan, China, and very possibly Korea. The second group, French and German, are ranked high because of the opening of the European Community in 1992. The third group, which includes Spanish, Russian, Portuguese, and Italian, is less certain and will depend on the realization of the existing potential for trade. Despite these selections, it is also suggested that foreign markets are so large that proficiency in almost any language will be helpful for entry into international trade. The globalization that is already occurring in the economy assures that there is a need for individuals with knowledge of less commonly taught languages. Descriptors: Business Administration Education, Business Communication, Educational Needs, Futures (of Society)

Medel-Anonuevo, Carolyn, Ed. (2002). Integrating Lifelong Learning Perspectives. This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part 3, Promoting Democratization, contains these papers: "Learning in a Global Society" (Alexander); "Citizenship and Democracy in Socrates' and Grundtvig's Europe" (Ronai); "Education for Non-Discrimination" (Millan); "Lifelong Learning and Work in Developing Countries" (Pieck); "Globalization, Lifelong Learning, and Response of the Universities" (Peng); and "Combining the World of Work with the World of Education" (Romijn). The papers in Part 5, Making Lifelong Learning Work for Women, are "Gender Equality in Basic Education" (Messina); "Women as Lifelong Learners" (Benaicha); and "Lifelong Learning for Elimination of Violence Against Women" (Kuninobu). The papers in Part 6, Learning Across Generations, are "Achieving Youth Empowerment Through Peer Education" (Wissa); and "Role of Intergenerational Programs in Promoting Lifelong Learning for All Ages" (Ohsako). The papers in Part 7, Learning Across Cultures, are "Cultural Contexts of Learning: East Meets West" (Yang); "Building Community Through Study Circles" (Oliver); "Culturally-Based Adult Education" (Smith); and "Perspective of Lifelong Learning in South Asia" (Bordia). In Part 8, Laying Foundations and Sustaining Achievements Through Literacy and Nonformal Education, are "Literacy Linked Women Development Programs" (Usha); "Lifelong Learning Policy and Practices in the Laos People's Democratic Republic" (Mithong Souvanvixay); "Distance Learning and Adult Education" (Wilson, White); "Role of Partnerships in the Promotion of Lifelong Learning" (Lin); and "Toward the Eradication of Illiteracy Among Youth and Adults in China" (Guodong). Part 9, Creating Environments Conducive to Lifelong Learning, has these papers: "Learning Cities/Region in the Framework of Lifelong Learning" (Doukas); "Adult Education and Lifelong Learning in Sweden" (Salin); "Promoting Lifelong Learning in Beijing for a Learning Society" (Shuping); and "Reorienting Teachers as Lifelong Learners" (Tiedao).   [More]  Descriptors: Access to Education, Adult Education, Adult Literacy, Citizenship

Doyle, Michael Scott (1992). Business and Spanish in the New American Educational Epistemology: Context, Development, Forecast. The decade of the 1980s saw a shift in paradigm in American trade and commerce, the serious beginning of a movement away from anachronistic and unwise ethnocentrism and nationalism and toward a more practical globalization of American business consciousness. The notion of business conducted in English and according to American norms began to yield to internationalization. Higher education responded by creating interdisciplinary programs combining study of business with study of languages and cultures of potential business partners and co-workers. Within the new educational epistemology created by this movement, Spanish is a particularly important element, as a major world language, the dominant language of the hemisphere of the Americas, and an emerging major language in the United States. Business Spanish will and must play an increasingly important role in preparing graduates for the national, hemispheric, and global challenges and opportunities ahead.   [More]  Descriptors: Business Administration Education, Business Communication, College Second Language Programs, Cross Cultural Studies

American Library Association, Chicago, IL. Office for Accreditation. (1992). Standards for Accreditation of Master's Programs in Library & Information Studies. These standards for the accreditation of graduate programs of library and information studies leading to a master's degree are a result of review and revision of the "Standards for Accreditation 1972." Six areas are addressed: (1) Mission, Goals and Objectives; (2) Curriculum; (3) Faculty; (4) Students; (5) Administration and Financial Support; and (6) Physical Resources and Facilities. An afterword presents an abridged version of the commentary used during the revision process in order to enhance understanding of the scope and focus of the standards and to define key terms and phrases. The following are listed as important issues at the time of the revision (1989-1992): action orientation; definition of the field; discrimination; distance education; diversity; excellence; future focus; globalization; innovation; interaction with other fields of study and other campus units; management; multiple degree programs; ongoing evaluation processes; philosophy, principles, and ethics; research; specialization; technology; and users.   [More]  Descriptors: Accreditation (Institutions), Higher Education, Information Science Education, Institutional Evaluation

Cable News Network, Atlanta, GA. (1999). CNN Newsroom Classroom Guides. July 1999. These guides, designed to accompany the daily Cable News Network (CNN) Newsroom broadcasts for July 1-30, 1999, provide program rundowns, suggestions for class activities and discussion, links to relevant World Wide Web sites, and a list of related new terms. Top stories include: Kosovo after the strikes, and saving the Everglades (July 1-2); stalled peace for Northern Ireland, moving Germany's capital back to Berlin, Eileen Collins–first female space shuttle commander, and hate crimes and the role of the Internet in promoting messages of hate groups (July 6-9); U.S. Women's team captures soccer's World Cup, globalization and gaps between "haves" and "have-nots," uprising in Iran, peace for the Middle East, and 30th anniversary of Apollo 11 mission to the moon (July 12-16); John F. Kennedy Jr. plane wreckage and public interest throughout his life, reaction to the deaths of John F. Kennedy Jr. and his wife, burial arrangements for JFK Jr., investigation into the wreckage of JFK Jr.'s plane, and burial by the Kennedy and Bessette families (July 19-23); death of King Hassan II of Morocco, Venezuela election, impact of the heat wave and drought, global warming, and the Blakan Summit (July 26-30). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. (1999). Raising Gender Issues in Formal and Non-Formal Settings. Promoting the Empowerment of Women. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet reviews the current situation of women's education in different formal and nonformal educational settings, in different regions and contexts. Section 1 looks at the continuing gender gap in educational participation. It discusses the following reasons for the imbalance in South Asia: (1) little attention is paid to implementing reforms; and (2) tensions between the allocation of a special status to gender issues and the integration of these issues into adult education. The following reasons are cited for Africa: (1) literacy programs are not linked to women's and girls' multiple roles outside the educational field; (2) insufficient attention is given to social and cultural barriers; (3) poor curricula; (4) inadequate textbooks; (5) ill-trained teachers; and (6) badly managed programs. Section 2 stresses the need for strong advocacy for the girls' and women's education movement. Section 3 focuses on adult education in nonformal settings and uses the Women's Institute in Chile as an example of an organization in which adult learning deals with women's issues in an interdependent and interdisciplinary way. Section 4 emphasizes that adult education should recognize the experiences of women at the local level, taking into account the forces of globalization that are creating more competitive relations among people, groups, nations, and regions. Section 5 discusses the importance of subjectivity in adult learning.   [More]  Descriptors: Access to Education, Adult Basic Education, Adult Literacy, Advocacy

Nielsen, Sarah M., Ed.; Rocco, Tonette S., Ed. (2002). COERC 2002: Appreciating Scholarship. Proceedings of the Annual College of Education Research Conference (1st, Miami, Florida, April 27, 2002). This conference was designed to offer a view to novice scholars of what scholarship is and provide insights on how to share knowledge with others. The keynote speech by Lisa Delpit, "The Role of Scholarship," is not included in this volume. Other conference papers, presented in alphabetical order by first author, include: (1) "Social Studies in Other Nations: A Focus on Nigerian Social Studies/Global Education" (Sadiq A. Abdullahi); (2) "Towards a Pedagogy of Inferential Statistics in Graduate Education Programs: Insights from Cognitive and Educational Research" (Cengiz Alacaci); (3) "University Policies That Increase and/or Decrease Access for African-American Women Seeking Advanced Degrees" (Vannetta Bailey-Iddrisu); (4) "The Complacent Acceptance of Diversity: Human Resource Development in a Culturally Diverse Environment" (Judith D. Bernier); (5) "The Butter Ws Better: A Preliminary Study of Nostalgia and Cuban American Identity" (Linda Bliss); (6) "An Investigation of Narration Rates for the Reading While Listening Strategy" (Chan-Ho Chae and Lisbeth Dixon-Krauss); (7) "The Effect of Incorporating Math Skills into Physical Education Classes on Math Achievement of Second Grade Elementary Students" (Charmaine DeFrancesco and Betty Casas); (8) "The Effect of Sportspersonship Instruction on the Behaviors of Second Grade Physical Education Students" (Charmaine DeFrancesco and Christian Gonzales); (9) "Globalization and the Marginalization of Educational Purpose: Preparation of Workers and Citizens for the 21st Century and the Vision of Sustainable Futures" (R.V.  Farrell and Clifton Hamilton); (10) "Students of Haitian Descent in American Schools: Challenges and Issues" (Audrey M. Gelin); (11) "Evaluating the Effectiveness of a Public School Prekindergarten Program for Children with Disabilities" (Josee Gregoire and Luretha F. Lucky); (12) "The Mismatch of the Language of Textbooks and Language of ESL Students in Content Classrooms" (Claudia G. Grigorescu and Eric Dwyer); (13) "Students' Perceptions and Opinions of Unscientific Bias in Evolutionary Curriculum" (Rick Lapworth); (14) "Minority Workforce Issues in Athletic Training" (Daniel Nevarez, Dan K. Hibbler, and Michelle A. Cleary); (15) "Joining the Conversation: Graduate Students' Perceptions of Writing for Publication" (Sarah Nielsen and Tonette Rocco); (16) "Changing the Interface of Family and Consumer Sciences at Florida International University" (Sandra Poirier, Melissa Madia, Annette Marie Hernandez, and Emilmarie Faria); (17) "Women in Athletic Training: Striving for Equity" (Patricia Streit Perez, Michelle A. Cleary, and Dan K. Hibbler); (18) "The Effects of a Family-Based Educational Intervention on the Prevention of Lead Poisoning in Children" (Loraine Wasserman); (19) "Reorganizing the Value of Teaching Proverbs: Multicultural Origins of Oral and Written Literacy" (Susan Marino Yellin); (20) "Multicultural Literacy in Education: Meeting the Objectives of the Florida Sunshine State Standards" (Susan Marino Yellin and Doreen Perez); and (21) "African-American Experiences in the Workplace: Miseducation Goes a Long Way" (Natacha Zuniga). Each paper contains references.   [More]  Descriptors: Academic Achievement, Access to Education, College Athletics, Educational Research

Marquardt, Michael J.; Kearsley, Greg (1999). Technology-Based Learning. Maximizing Human Performance and Corporate Success. This book explores the interplay and impact of technology on how people work and learn, manage themselves in the workplace, and manage knowledge in their lives. It aims to show how technology can help people and organizations achieve the level of competence necessary to survive and succeed in the global marketplace of the next century. Part I describes the rapid changes in technology and the emerging impact of that technology on the world of work, on the workplace, on the organization (especially in building a learning organization), and on the worker. Part II begins with an overview of electronic and computer-based technologies that increase the speed of learning, allow training to be conducted anywhere and any time, and change the role of trainers and managers. This part then describes six key learning technologies: electronic publishing; television and video; teleconferencing by audio, video, computer, or desktop; interactive multimedia; simulation and virtual reality; and authoring tools. Part III explores how technology is being used to manage knowledge and provide just-in-time information and skills to the worker through electronic performance support systems and networks such as the Internet, intranets, and the World Wide Web. The final section of the book includes principles and practices necessary to use technology in the global workplace, including a consideration of the impact of culture and globalization. Three appendixes contain a glossary, a list of Internet sites for technology and learning in the workplace, and a list of associations and centers for technology and learning. Descriptors: Adult Education, Audiovisual Instruction, Closed Circuit Television, Computer Networks

Rassool, Naz (1999). Literacy for Sustainable Development in the Age of Information. Language and Education Library 14. This book examines literacy for sustainable development in the age of information. It begins by discussing the relationship between literacy and hegemony, social policy, national language policy, colonial relations, and postcolonial realities. Also discussed in the introduction are views and definitions of literacy and considerations in mapping a typology of literacy. Part 1 explores the theoretical frameworks of literacy and the disparate ways literacy has featured in academic discourse. Part 2, which focuses on older literacy discourses and practices within the framework of the nation-state, contains chapters devoted to the following issues: (1) literacy as a social practice in terms of its relationship with institutions, political systems, structures, and processes within the nation-state; (2) historical links between literacy and social development; and (3) lessons from the mass literacy campaigns that featured in the drive for modernization in the 1970s. Part 3, which considers the impact of globalization on literacy concepts and definitions, addresses the following topics: (1) technological and cultural transformations; (2) changing definitions of "text" within the information society; (3) conceptualizing literacy, knowledge, and power in the information society; and (4) moving toward "communicative competence" for democratic participation in the information society. (Ten tables/figures are included. The bibliography lists 317 references.) Descriptors: Adjustment (to Environment), Adult Basic Education, Adult Literacy, Citizenship Education

Estudios sobre Educacion (2002). Estudios sobre Educacion, 2002 (Studies on Education, 2002). This journal, which provides abstracts of its articles mostly in Spanish and a few in English, contains studies (estudios) and notes (notas) about educational issues, as well as relevant book reviews (recensiones). Studies in this issue (No. 3, 2002) are: "Unprotected Time of Early Adolescence and Intergenerational Relations: A New Educational Issue" [written in English] (Pierpaolo Donati), which discusses social problems connected to the time in which young people (10-15 years) are unprotected by the socializing agencies in everyday life; "Cultura y Contracultura Educativas" [Educational Culture and Counterculture] (Tomas Melendo), which focuses on the impact of culture and counterculture on the day-to-day tasks of the education enterprise; "Conciliacion entre Fe y Cultura en la Escuela" [Conciliation between Faith and Culture in School] (Irene Maria Briones Martinez), which addresses the conflict that arose in one Italian public school when one group of persons invoked the principle of freedom of conscience to justify their refusal to participate in religious services held in school; "Una Sociedad Anestesiada: La Educacion como Alternativa para Salir de la Anestesia" [An Anesthetized Society: Education as an Alternative to Get Out of Anesthesia] (Alfredo Rodriguez Sedano; Juan Carlos Aguilera), which proposes a concept of domain that offers great advantages in facing the challenges that come with globalization; "Anai, una Forma de Publicacion en la Web" [A Better Way for Web Development] (Jesus Redrado; Luis Echarri; Concepcion Naval), which presents the strategy adopted by the University of Navarra for the creation of its Web content, the objective of which is to promote a decentralized system of Web content development; and "Some Contributions of Philosophy to Education" [written in English] (Israel Scheffler), which considers some general questions pertaining to philosophical activity in and of itself. Notes in this issue are: "Repensar la Ensenanza Universitaria desde las Tecnologias de la Informacion y la Comunicacion: Algunas Experiencias de Universidades de los Estados Unidos" [Rethinking University Teaching since Information and Communication Technologies: Some Experiences of American Universities], which describes some experiences in universities in the United States with information and communication technologies; "La Relacion Familia-Escuela" [Family-School Relationship] (Francisco Altarejos), which presents a model of home-school collaboration; "Centro Educativo y Formacion para el Voluntariado: Coordinacion Posible." [Education Center and Formation for Volunteerism: Possible Coordination] (Arantzazu Martinez-Odria), which discusses volunteerism as a new phenomenon in civil society, and the implementation of service learning education; and "Posibilidades Didacticas de las Tecnologias de la Informacion y la Comunicacion (TIC) en la Docencia Presencial" [Didactic Possibilities of Information/Communication Technologies in the Current Faculty] (Charo Reparaz; Luis Echarri; Concepcion Naval).   [More]  Descriptors: Citizenship, Continuing Education, Cultural Context, Early Adolescents

Middle Tennessee State Univ., Murfreesboro. (1999). Proceedings of the Mid-South Instructional Technology Conference (Murfreesboro, Tennessee, March 28-30, 1999). This proceedings contains papers that address the following topics related to educational technology: (1) alternative course delivery, including planning and implementing a World Wide Web-based education program, describing an interstate collaborative approach to Web-based instruction, moving Web-based courses to the next level, and putting real lectures on the Web; (2) beyond knowledge acquisition, including hypermediated learning environments and multimedia instructional program for youths with chronic illness; (3) pedagogy and technology integration, including electronic conferencing, JavaScript interactivity for the class Web page, and using a word processor to put math symbols on the home page; (4) best practices, including assessing the impact of technology on teaching and learning, classroom assessment techniques designed for technology, copyright in the academic environment, effective use of audio in multimedia presentations, a satellite outreach program for rural K-12 schools, Web site enhancement of traditional pedagogy, and online student performance in subsequent campus-based courses; (5) faculty development and facilities design, including establishing a faculty development center, faculty collaboration on multidisciplinary Web-based education, a survey of instructors of Web courses, and the course development process; and (6) looking ahead, including technology for preservice teachers and implications of the globalization of higher education. A summary of a workshop on getting started with multimedia is also included.   [More]  Descriptors: Computer Uses in Education, Delivery Systems, Distance Education, Educational Practices

Almeida d'Eca, Teresa (1999). New Information and Communication Technologies in Portuguese Schools: Paving the Way for the Next Millennium. This paper describes three government-funded technology programs in Portugal and the changes they brought about in Portuguese schools: (1) Project MINERVA (Computing Means in Education: Rationalization, Valorization, Actualization), launched in 1985 and ended in 1994, was an innovative program to introduce new technologies in schools; (2) Program Internet in School, launched in the 1997-98 academic year, aims to connect all private and state schools to the Internet; and (3) Program Nonio-21st Century, created in 1996, has the priority of developing modern, updated schools that strive for precision, quality, and autonomy. In concluding remarks, the paper notes that the Portuguese government, through the Secretary of Science and Technology, announced the intention of distributing one million free e-mail addresses and of increasing one thousand-fold the production of Portuguese sites on the Internet with the contribution of different partnerships. Also discussed are the Internet as a vehicle for the transmission of American culture and the positive and negative effects of globalization.   [More]  Descriptors: Computer Mediated Communication, Computer Uses in Education, Cultural Influences, Educational Change

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