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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