Bibliography: Climate Change (page 430 of 472)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Water Protectors . Info website.  Some of the authors featured on this page include Ekkehard Ernst, Anthony J. Dosen, Graham Maxwell, Peter Noonan, Simon Marginson, Rebecca Oyomopito, Ian Hardy, Susan J. Hall, Miriam Diez, and David Carey.

Hall, Susan J. (2003). Resources and Resourcefulness, Quest. In this paper, the author talks about resources and resourcefulness and focuses on the theme that resources include all means of support. Human resources, particularly creativity, intellect, and diligence, are among the most valuable. In times such as these, academic departments and programs in kinesiology, physical education, exercise science, recreation, dance, and all of the related combinations of these fields may be particularly vulnerable when administrators make decisions to cut programs based on ignorance and prejudice, rather than quality of the programs, accomplishments of the affiliated faculties, and the number and quality of the students being served. In times such as these, the author believes it is especially important to remember that not all resources are of the financial type. She cites some examples of great leaders who, at critical points in history, have inspired people and entire nations to succeed in times of great crisis with reminders about the resourcefulness of the human spirit.   [More]  Descriptors: Physical Education, Educational Change, Human Resources, Creativity

Carey, David; Ernst, Ekkehard; Oyomopito, Rebecca; Theisens, Jelte (2006). Strengthening Innovation in the Netherlands: Making Better Use of Knowledge Creation in Innovation Activities. OECD Economics Department Working Papers, No. 479, OECD Publishing (NJ1). Strengthening the innovation system in the Netherlands is a priority for raising productivity growth, which has been relatively weak in recent years. Knowledge creation in the Netherlands is strong — scientific publications per capita are the sixth highest in the OECD — but innovation activity is only around the average for OECD countries according to the EIS Summary Innovation Index. The main weaknesses are in business R&D intensity, the share of the population with tertiary education, and in commercially applying new knowledge. This paper discusses reforms being implemented to overcome these weaknesses and suggests directions for building on such reforms. Co-operation between public research organisations and innovating firms is being strengthened, support for innovation is being rationalised and measures are being taken to increase both the current and prospective supply of scientists and engineers with a view to making the Netherlands a more attractive location for R&D investments. To increase the tertiary attainment rate, the authorities are considering introducing shorter tertiary courses and are experimenting with greater competition among tertiary education suppliers for public funds. To strengthen performance in commercial application of new knowledge, barriers to entrepreneurship are being reduced but more should be done to strengthen incentives for entrepreneurship. This Working Paper relates to the 2005 OECD Economic Survey of the Netherlands (   [More]  Descriptors: Productivity, Postsecondary Education, Research and Development, Factor Analysis

Stelmach, Bonnie L. (2004). Unlocking the Schoolhouse Doors: Institutional Constraints on Parent and Community Involvement in a School Improvement Initiative, Canadian Journal of Educational Administration and Policy. School improvement literature emphasizes collaboration of teachers, parents, and community members. Schools are challenged to create mutually beneficial partnerships that result in improved student performance. One source of challenge is schools' organizational structures and processes do not contribute to full and meaningful involvement of non-professionals. Using the lens of institutional theory, this paper reports a study that examined the organizational resistance to including parents and others in one rural Alberta school district. The district implemented Joyce Epstein's school-home-community partnership model in its Alberta Initiative for School Improvement (AISI) project. The study used the District AISI Coordinator's field notes, as well as interviews with three parents who directly participated in AISI.   [More]  Descriptors: Community Involvement, Educational Change, Foreign Countries, Educational Improvement

Maxwell, Graham; Noonan, Peter; Bahr, Mark; Hardy, Ian (2004). Managing Better: Measuring Institutional Health and Effectiveness in Vocational Education and Training, National Centre for Vocational Education Research (NCVER). Vocational education and training (VET) policy is increasingly focused on the importance of quality in each VET institution's capacity to deliver effective programs. This report addresses institutional-level monitoring and evaluation of performance and provides a comprehensive model which institutes can use for this purpose. The model draws on background theory and practice and identifies a range of relevant indices across three dimensions: inputs, processes, and outputs/outcomes. The results are an important first step to an improved and empirically based understanding of the factors that contribute to successful outcomes from VET providers.   [More]  Descriptors: Vocational Education, Adult Vocational Education, Institutional Evaluation, Self Evaluation (Groups)

Russell, William Benedict, III, Ed. (2013). The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 28 & March 1, 2013). Volume 2013, Issue 1, International Society for the Social Studies. The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2013 proceedings: (1) Teaching About Asia in a Social Science Education Program (Cyndi Mottola Poole and Joshua L. Kenna); (2) Teaching Students about Contemporary Germany (Janie Hubbard and Karen Larsen Maloley); (3) Evaluating Pedagogical Techniques in Education Courses: Does Assignment Resubmission for Higher Grades Increase Student Achievement? (Joseph Asklar and Russell Owens); (4) Incorporating Global Citizenship into Social Studies Classroom (Anatoli Rapoport); (5) Internal Culture: The Heart of Global Education (Cyndi Mottola Poole); (6) The Treatment of Monotheistic Religions in World History Textbooks (Jason Allen); (7) College Readiness: Preparing Rural Youth for the Future (Jason Hedrick, Mark Light, and Jeff Dick); (8) The University Core Curriculum Program: Factors of Success and Opportunities for Potential Improvement (Mohamed Elgeddawy); (9) Communication processes of Online Education: The Need for a Sociological Reflection (Beatriz Fainholc); (10) Cinema and History of Brazil: A Debate in the Classroom (Paulo Roberto de Azevedo Maia); (11) Practitioner Inquiry in the K-12 Social Studies Classroom (Heather Leaman); (12) Role-Playing Parent-Teacher Conferences Defending a Social Justice Curriculum (Christopher Andrew Brkich and April Cribbs Newkirk); (13) "Steve Obamney": Political Scumbaggery, the Internet, and the Collective Memetic American Consciousness (Christopher Andrew Brkich and Tim Barko); (14) Democratic Twittering: Using Social Media in the Social Studies (Daniel G. Krutka); (15) An Electorate Equality: Are we Seeing a New Age or Era in American History? (Sean M. Lennon); (16) Instances of Reification in Contemporary Society: Work, Consumption, Cyberculture, and Body (Julio Cesar Lemes de Castro); (17) The Ent's Will Rise Again: The Representation of Nature in the Film "The Lord of the Rings: The Fellowship of the Ring" (Iclal Alev Degim); (18) "We need to conserve the beautiful places of the world, and protect them from being destroyed:" Using Papers about Place in an Environmental History Class (Russell Olwell); (19) Lesson Study in Elementary Social Studies Methods (Lara Willox); (20) Visualization of Teacher's Thinking Process While Observing Students: An Educational Neuroscientific Approach (Naoko Okamoto and Yasufumi Kuroda); (21) Perceptions of Teacher Candidates on Quality Standards of Education Faculty (Aysun Dogutas); (22) Laptops and iPads and Smartphones, Oh My! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (23) Academic Transition from High School to College (Barbara Houser and Cheryl Avila); (24) QR Codes: Let's Get Them in (and out of) Your Classroom! (Brian D. Furgione, Jason Dumont, Alexandra Razgha, and Joe Sanchez); (25) Creating a New Space: Partners in Global Education (Denise Dallmer); (26) Letting Go of the Textbook: Applying Multimodal Intertextuality in the Secondary Social Studies Classroom (Terrell Brown); (27) Preservice Elementary Teachers' Economic Literacy: Are They Ready to Teach Economics Concepts? (Kenneth V. Anthony, Nicole Miller, and Becky Smith); (28) The Effect of Family Disintegration on Children and Its Negative Impact on Society (Nourah Mohammad Altwaijri); (29) Historical Examination of the Segregated School Experience (Anthony Pellegrino, Linda Mann, and William B. Russell, III); (30) The Effects of Transnational Prejudice on Incorporation and Identity Formation of Oaxacans in the U.S. (Monica Valencia); (31) Neo-Liberalism and the Deconstruction of the Humanistic Pedagogic Tradition (Chris Sparks); (32) The Great Depression as a Generational Lens on Contemporary Social Studies Reform Movements (Doug Feldmann); (33) Digital Collaboration to Promote Learning in the Social Studies Classroom (Raymond W. Francis and Mary Jo Davis); (34) Disrupting Patriarchy: Challenging Gender Violence In Post-Apartheid South Africa and Post-Conflict Northern Ireland (Erin Tunney); (35) The Relationship between Teachers' Conceptions of Democracy and The Practice of Teaching Social Studies: A Collective Case Study of Three Beginning Teachers (Andrew L. Hostetler); (36) Facilitating the Reduction of Recidivism: A Political Philosophical Approach to Community Justice (Philip Waggoner); (37) Teaching Social Studies Through Photography: World Travels of a Pre-Service Teacher (Rebecca Stump); (38) Young Children's Descriptions about the History of Their Given Names (Lois M. Christensen, Szymanski Sunal, Melissa G. Whetstone, Amanda Daniel Pendergrass, and Ebtesam Q. Rababah); (39) Apoyo: How Does This Culturally Learned Practice from México Characterize Hispanic Households in America? (Gilbert Duenas); and (40) Implications of Common Core State Standards on Social Studies Education (Joshua L. Kenna). (Individual papers contain references.) [For the 2012 proceedings, see ED531864.]   [More]  Descriptors: Social Studies, Preservice Teacher Education, Teaching Methods, Education Courses

Ramesh, Anuradha; Hazucha, Joy F.; Bank, Jurgen (2008). Using Personality Data to Make Decisions about Global Managers, International Journal of Testing. A major challenge that decisions makers face in multi-national organizations is how to compare managers from different parts of the globe. This challenge is both psychometric and practical. We draw on the cross-cultural psychology literature to propose a three-step framework to compare personality data from different countries. The first step focuses on the psychometric aspects that are relevant to global personality tests. The second step examines the relationship of the personality scale with an external variable. In this study, we identify scales that differentiate between managers and non-managers in each country. The third step compares three methods of creating norms–global norms, country-cluster norms, and local-country norms–to identify the most meaningful approach to comparing individuals globally. We apply this framework to Global Personality Inventory (GPI) data obtained from professionals and managers in 12 diverse countries. Based on the results, we recommend local-country norm(s) rather than global or country-cluster norms, when comparing individuals from different countries on the GPI. Finally, we provide examples of decisions that organizations can make about managers based on this approach.   [More]  Descriptors: Personality, Norms, Psychometrics, International Organizations

McDevitt, Patrick J.; Dosen, Anthony J.; Ryan, Frances (2006). Process of Compassion: Pastoral Care during School Closings, Catholic Education: A Journal of Inquiry and Practice. Catholic education in the United States continues to face mounting economic challenges. Dioceses are being challenged with the painful reality of closing Catholic schools that have long served communities. These school closings leave behind wounded and disillusioned professionals. The Process of Compassion Workshop was developed to provide personal and professional help for healing so that teachers could move forward in their careers. This article provides a theoretical framework with action research to care for the dedicated people school closings leave behind.   [More]  Descriptors: Catholic Schools, Private Education, Catholics, Economic Climate

Jones, Terry (2005). The Continuing Campus Divide, Thought & Action. A dean resigns and a search committee for his replacement is selected and begins its job. This simple act occurs regularly on campuses throughout the nation. Periodically, though, things happen that disturb the business-as-usual cycle of such searches and provide a glimpse into problems that fester below the surface. In this article, Terry Jones describes a dean search at the California State University Hayward (now California State University East Bay) and how a seemingly innocuous suggestion results in considerable faculty turmoil. Jones' intent is to provide a picture of racial dynamics that operate to maintain white privilege in the California state university system and on campuses throughout the nation. He asserts that until the nation can come to grips with the issues raised here, it will be unable to achieve the cultural, racial, and intellectual variety higher education needs in an increasingly diverse America.   [More]  Descriptors: Search Committees (Personnel), Deans, Administrative Change, Racial Bias

Marginson, Simon; van der Wende, Marijk (2007). Globalisation and Higher Education. OECD Education Working Papers, No. 8, OECD Publishing (NJ1). Economic and cultural globalisation has ushered in a new era in higher education. Higher education was always more internationally open than most sectors because of its immersion in knowledge, which never showed much respect for juridical boundaries. In global knowledge economies, higher education institutions are more important than ever as mediums for a wide range of cross-border relationships and continuous global flows of people, information, knowledge, technologies, products and financial capital. Even as they share in the reinvention of the world around them, higher education institutions, and the policies that produce and support them, are also being reinvented. For the first time in history every research university is part of a single world-wide network and the world leaders in the field have an unprecedented global visibility and power. Research is more internationalised than before and the mobility of doctoral students and faculty has increased. The specifically global element in academic labour markets has gained weight, especially since the advent of global university rankings. This working paper explores the issues for national policy and for individual institutions. Part I provides an overview of globalisation and higher education and the global responses of national systems and individual institutions of higher education. Part II is focused on certain areas of policy with a strong multilateral dimension: Europeanisation, institutional rankings and typologies and cross-border mobility.   [More]  Descriptors: Higher Education, Research Universities, Foreign Countries, Global Approach

Lessard, Robert; Gignac, L. Dennis (2002). Carbon Rising: Measuring CO2 Fluxes from the Soil, Green Teacher. Describes an activity designed for secondary school students that explains the global carbon cycle and the production of CO2 through soil respiration. Descriptors: Climate Change, Environmental Education, Global Warming, Laboratory Experiments

Suppanz, Hannes (2006). Adapting the Icelandic Education System to a Changing Environment. OECD Economics Department Working Papers No. 516, OECD Publishing (NJ1). This paper reviews Iceland's performance in skills accumulation against the backdrop of a rapidly changing economic environment and discusses directions for further improvements. Since the late 1990s, the government has considerably raised expenditure on education, which is now among the highest in the OECD relative to GDP. Nonetheless, Iceland continues to have one of the largest shares of those in the working age population who have not attained upper secondary or higher qualifications, and educational achievements of 15-year olds are not outstanding relative to the country's advanced state of economic development. This is all the more unsatisfactory because spending per student in the compulsory education sector exceeds the OECD mean considerably, even after controlling for differences in per capita GDP. Measures to improve outcomes include curriculum adjustments and an enhancement of teaching evaluation and quality. While ensuring that students acquire a satisfactory basic set of competencies, there is room for reducing the average duration of primary and secondary education, which is quite long by international comparison. In contrast to upper secondary attainment, that for the tertiary sector is above the OECD average, and higher education has to cope with an enormous rise in participation. With a view to maintaining quality in the face of these developments, the government has introduced legislation that is welcome. However, it does not address the issue of tuition fees, which are authorised in the private but not in the public sector. (A bibliography is included. Contains 6 figures, 1 box, and 9 tables.) [This paper is based largely on material from the OECD Economic Survey of Iceland published in August 2006 under the authority of the Economic and Development Review Committee (EDRC).]   [More]  Descriptors: Economic Development, Higher Education, Compulsory Education, Foreign Countries

Brown, Bettina Lankard (2003). The "New Economy": Real or High-Tech Bubble? Myths and Realities. The "New Economy" implies a society in which information/communication technology is changing the nature of the workplace and contributing to more efficient and productive practices geared toward improving the quality of products and services. Recent events such as the collapse of dot.coms and corporate scandals have led some to doubt that the promises were based on anything substantial. Do productivity gains support the promises of the New Economy? Although there are signs of economic recovery, many remain jobless, and some believe that the recent surge in consumer spending is temporary and is not accompanied by steady improvement in the labor market. Are companies positioning themselves for an economic rebound? There is evidence that some companies are changing production practices and work organization, which some believe are signs of the New Economy. Does the New Economy demand a top-notch work force? Efficient and effective use of information technology and the capacity for lifelong learning are characteristics of the kinds of workers many employers now require. Are new technologies creating the most jobs? Some contend that the New Economy is not about job creation, but about the use of enhanced technology to perform work. Finally, the New Economy is characterized by the decentralization of economic power and opportunities. Portfolio careers and career resilience may be hallmarks of the New Economy's work force. (Contains 14 references.)   [More]  Descriptors: Business Cycles, Career Development, Decentralization, Economic Change

Fukasaku, K.; Kawai, M.; Plummer, M. G.; Trzeciak-Duval, A. (2005). Policy Coherence towards East Asia: Development Challenges for OECD Countries. OECD Development Centre Policy Brief No. 26, OECD Publishing (NJ1). Coherence issues drawn from specific country and regional cases can provide the most concrete information on the development implications of OECD-country policies. A first regional case study focused on East Asia, with financial support from the Policy Research Institute of the Japanese Ministry of Finance. The links between the region's developing and transition economies and major OECD countries are strong, not only through the international exchange of goods and services but also through international flows of capital, technology and labour. The East Asian region is, therefore, of particular interest from the standpoint of the development impact of OECD-country policies. A central question involves how different policy vectors transmitted by OECD countries, notably in trade, investment and aid, may or may not have contributed to the region's progress. The intensity of such policy impacts has also depended critically on the capacity of East Asian economies to respond through their own public policies. This Brief sketches out the main story lines of what has happened to East Asia over the past decades, particularly since the mid-1980s, through the lens of OECD countries' "policy coherence for development". It also discusses key policy agendas for the region, draws lessons for other developing regions and identifies major challenges ahead for policy coherence in OECD countries. (A bibliography is included. Contains 19 notes, 2 figures, 1 box and 2 tables.) [Financial support provided by the Government of Japan.]   [More]  Descriptors: Foreign Countries, Position Papers, Asian Studies, Policy Analysis

Diez, Miriam; Soler, Ceferi; Sureda, Maria; Visauta, Bienvenido (2005). Exploring the "Learning Organization Model" in Multinational Companies: Preliminary Results According to the Perception of Spanish Managers, Journal of European Industrial Training. Purpose: The principal aim of this research has been to discover what perception Spanish managers have of the organizational contexts in which they work and, in particular, in what way they consider that these conform with the characteristics of a continuously learning organization. Design/methodology/approach: Data were collected in accordance with the questionnaire of Pedler. The questionnaire was completed anonymously. Findings: Organizational environments in what used to be state monopolies do not yet conform with the conditions that define a continuously learning organization. The greatest number of individual differences with respect to the perception of whether the organization is a learning organization are concentrated in individual variables such as age and professional level. Research limitations/implications: The main intention has been to learn more about a specific real situation, in order to gain the capacity to understand what is occurring. It has been considered that in the future this line of research could be continued by repeating the analysis in organizational contexts that are different from the one analyzed here. Practical implications: Although the organizational environment does not have the characteristics of a "continuously learning organization", the managers consider that they wish to end their working life in it. Originality/value: In the future, it will be possible to evaluate the impact that certain strategic plans may have on workers and vice versa, since issues related to human factors may have an influence on the strategic actions of companies.   [More]  Descriptors: Strategic Planning, Questionnaires, Organizational Development, Corporations

Clarke, Alan (2001). Learning Organisations: What They Are and How To Become One. This document explains what learning organizations are and how organizations can become learning organizations. Section 1 explains why the survival and prosperity of organizations operating in today's business conditions hinges on their becoming learning organizations. Section 2 characterizes learning organizations as follows: (1) teamwork and learning are emphasized; (2) a culture of cross-organizational working is fostered; (3) a system of shared beliefs, goals and objectives is created; (4) individuals, teams, and the organization learn from experience; (5) individual, team, and organizational learning are valued; (6) development of new ideas, methods, and processes is encouraged; (7) risk taking is encouraged; (8) responsibility and authority are delegated; and (9) everyone is encouraged and expected to perform to their maximum ability. The benefits of becoming a learning organization are outlined in Section 3. Sections 4-10 each focus on a key characteristic of learning organizations. Sections 2-10 each contain an exercise and a discussion of points that the exercise was expected to demonstrate. The following items are appended: (1) 15 practical suggestions for developing a learning organization; (2) addresses of 6 useful contacts; (3) an overview of asynchronous and synchronous information and communication technologies; and (4) reviews of 30 books on learning organizations. Descriptors: Annotated Bibliographies, Change Strategies, Definitions, Economic Climate

Share on FacebookShare on Google+Email this to someoneTweet about this on TwitterPin on Pinterest

Leave a Reply

Your email address will not be published. Required fields are marked *