Bibliography: Climate Change (page 433 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 Amy Hewitt, Bernice Melville, Lynda Anderson, Fons van Wieringen, Kent V. Rondeau, David Stein, Grant Schellenberg, Merrilee Harrigan, Terry H. Wagar, and Kaye Schofield.

Hewitt, Amy; Larson, Sherri; Sauer, John; O'Nell, Susan (2001). Removing the Revolving Door: Strategies To Address Recruitment and Retention Challenges. Facilitator Guide [and] Learner Guide. This curriculum was developed to train the frontline supervisors (FLS) in human service agencies to become active in their organizations and at their individual sites in the recruitment, retention, and training of direct support professionals. It is based on research-based competencies for frontline supervisors that were developed following a comprehensive job analysis regarding the role of frontline supervisors. The four modules in the curriculum address: (1) how organizational practices and FLS roles influence recruitment, retention, and training; (2) FLS roles in recruitment and retention; (3) FLS roles in orientation, training, and mentoring; and (4) recognition and motivation of employees and selecting and implementing intervention strategies. The training curriculum consists of both a facilitator guide and a learner guide. The facilitator guide is designed for trainers and facilitators who have a good understanding of the issues. Step-by-step instructions are provided in the guide for each activity. The learner guide is a workbook to be used during the training and as a reference guide. It includes instructions to complete various exercises, a space for taking notes on the mini-lectures presented during the training, and worksheets. Appendices include course handouts. (Contains 28 references.)   [More]  Descriptors: Adults, Children, Community Programs, Curriculum

Koehoorn, Mieke; Lowe, Graham S.; Rondeau, Kent V.; Schellenberg, Grant; Wagar, Terry H. (2002). Creating High-Quality Health Care Workplaces. A Background Paper for Canadian Policy Research Networks' National Roundtable (Ottawa, Ontario, Canada, October 29, 2001). CPRN Work Network Discussion Paper. Insights from a variety of research streams were synthesized to identify the key ingredients of a high-quality work environment in Canada's health care sector and ways of achieving high-quality workplaces in the sector. The following sets of interacting factors were considered: (1) the work environment and the human resource practices that shape it; (2) job design and organizational structure, including technology; (3) employment relationships; and (4) industrial relations. The study documented the links between work environments, employment and industrial relations, and "healthy" outcomes for workers and organizations and drew on a broad base of evidence to formulate a model of a high-quality work environment. The evidence established that Canada's health care organizations can and must achieve a virtuous circle connecting work environments, individual quality of work life, and organizational performance. The following were among the 11 recommendations emerging from the study: (1) policymakers should provide a stable policy and funding environment in which to make workplace improvements; (2) although different health care unions and professional associations have unique needs, their leaders must develop a common, long-term workplace improvement agenda; and (3) managers should promote workplace cultures that value employees as assets and work to rebuild commitment and trust between employee and employer. (Contains 93 references.)   [More]  Descriptors: Change Strategies, Cooperative Planning, Educational Research, Employer Employee Relationship

Sears, Bill (1999). Weather Anomalies. 9th Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. This curriculum unit requires students to use science, geography, and language arts skills in studying the weather. Students are asked to report on weather anomalies and are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's guide describes the unit's purpose, correlation to historical and social sciences skills, and how to conduct the lessons, including management and assessment tips.   [More]  Descriptors: Climate Change, Cooperative Learning, Geography, High Schools

Ismail, Amid I. (1999). Dental Education at the Crossroads: The Crisis Within, Journal of Dental Education. The evolution of dental education will not occur until dental schools develop new, creative organizational systems that promote team learning, dialogs, and active faculty leadership, and can document the relevance of institutional mission to taxpayers. Schools that become centers for challenge and discovery will reap the rewards in the current highly competitive environment. Descriptors: Administrative Organization, Allied Health Occupations Education, Change Strategies, Competition

Stein, David; Rocco, Tonette S. (2001). The Older Worker. Myths and Realities. Although workplaces are searching for ways to increase productivity, older workers asking for increased career development opportunities are neglected by most workplaces. Age alone may not be a defining characteristic of an older worker. Perhaps becoming an older worker is more situational than chronological. Retirement for future older workers is becoming an outdated notion. It may become a self-imposed status determined by the worker rather than an institutional norm. Rather than declining in productivity, older workers are becoming viewed as an asset that should not be neglected by organizations or by society. The trend is toward providing increasing career development opportunities for older workers. The continued skill development of older workers can provide workplaces with a pool of experienced, motivated, and engaged employees in an era in which older adults will comprise a greater proportion of the population. Helping older adults to consider second or even third careers, adjust to new technologies, and modify workplace ecology can become the new realities of the workplace. (Contains 39 references.)   [More]  Descriptors: Adult Education, Age Differences, Age Discrimination, Aging (Individuals)

van Wieringen, Fons; Sellin, Burkart; Schmidt, Ghislaine (2003). Future Education: Learning the Future. Scenarios and Strategies in Europe. CEDEFOP Reference Series. Five research institutes covering five European Union (EU) member states and five Central and Eastern European countries participated in a scenario project designed to improve understanding of vocational education and training (VET) systems in their economic-technological, employment-labor, and training-knowledge environments. The participating research institutes used a six-step iterative procedure to construct scenarios for VET in their respective countries. The scenarios were written using 17 descriptors in 9 categories covering the following contexts/dimensions of VET: (1) economic (restructuring, growth, competition, privatization); (2) social-labor (flexibility/mobility, work/training patterns, inequalities, organization of labor); and (3) training dimension (general skills, in-company training, willingness to invest, lifelong learning). To enhance the scenarios' compatibility, the countries were asked to quantify the descriptors using a 5-point scale. The project generated 27 scenarios that were clustered into 4 groups. Specific country policy strategies were also developed and clustered. The following strategies were deemed particularly relevant to the EU: transparency; flexible providers; modern worker; more training within firms; financially responsible individual; protection; forecasting; and monitoring. (The following items are appended: overviews of "national" scenarios and strategies; descriptions of the scenario/strategy methods; overarching scenarios on VET systems' convergence or divergence in Europe; and lists of 9 country reports and 38 references.)   [More]  Descriptors: Adjustment (to Environment), Comparative Education, Cooperative Planning, Delivery Systems

Wonacott, Michael E. (2000). The Learning Organization: Theory and Practice. Myths and Realities No. 12. The learning organization (LO) can be described as an organizational culture in which individual development is a priority, outmoded and erroneous ways of thinking are actively identified and corrected, and all members clearly understand and support the purpose and vision of the organization. The LO has proved difficult to define. These five different types of definitions have been found: philosophical, mechanistic, educational, adaptive, and organic. At the conceptual level there is disagreement about the premises on which the LO is based. At the most fundamental level are two very different conceptions of organizational learning–learning in organizations and learning by organizations. Another reservation about the concept of the LO concerns whether it can be measured. A common misconception in implementation is that the LO is an attainable finished product, an idea doomed to failure because the LO is a developing ability to conduct a continual process–learning–over the long term. The shadow side to the LO is its use as a way to get more out of the work force or downsize. Other concerns in implementation are the conflict between learning and earning; who is learning; how to provide a menu of learning approaches; how to allow for mistakes; and the possibility that the conclusion of the learning is that the organization should be dismantled. (22 references)   [More]  Descriptors: Adult Education, Adult Learning, Educational Environment, Industrial Psychology

Schofield, Kaye; Melville, Bernice; Bennet, Deb; Walsh, Anne (2001). Professional Practices Online: Renovating Past Practices or Building New Ones?. The extent of vocational education and training (VET) teachers' knowledge about and experiences of online learning and teaching was examined in a collaborative research project undertaken with leading practitioners of VET online in technical and further education (TAFE) in South Australia in 2000. Eighteen VET practitioners considered at the leading edge of online education in TAFE in South Australia volunteered for the project. Data were gathered through a survey, structured interviews, online research events, and two face-to-face workshops. The study focused on the following aspects of professional online practice: (1) producing new knowledge about online teaching and learning; (2) new professional roles and practices arising from the use of online methodologies; (3) new forms of workplace learning for VET practitioners working online; and (4) new organizational contexts for online practice. The study established that those who are considered leading-edge online practitioners are exploring and experimenting rather than systematically constructing their experiences and knowledge. It was concluded that the use of online technologies to facilitate vocational learning is not simply a matter of updating or refreshing traditional professional practice but instead represents and requires a break with the past and the construction of a new and more complex practice.   [More]  Descriptors: Adjustment (to Environment), Change Agents, Change Strategies, Education Work Relationship

Allen, Charlotte (1998). As Bad As It Gets, Lingua Franca: the review of academic life. Many academic departments are damaged by deep resentments and intractable debates. Those that can't survive undergo administrative intervention. The experiences of three such departments are examined: anthropology at Columbia University (New York); literature at the University of California, Santa Cruz; and philosophy at Yale University (Connecticut). Some underlying problems are not resolved. Descriptors: Anthropology, Case Studies, Change Strategies, College Administration

Harrison, Roger (1970). Choosing the Depth of Organizational Intervention, J Appl Behav Sci. A case is presented for a radical shift of consultant orientation in the direction of accepting a client's felt needs and presented problems as being real and of working on them at a level where the client can serve as a competent and willing collaborator. Descriptors: Behavior Change, Change Agents, Consultants, Individual Characteristics

1999 (1999). Space Science in Action: Earth's Atmosphere [Videotape]. In this videotape recording, students learn about the layers of the atmosphere and why each is important to the survival of life on the planet. Students discover why the atmosphere is responsible for weather and see how special aircraft actually fly into hurricanes. Students build their own working barometer in a hands-on activity. Contents include a teacher's guide designed to help science teachers in grades 5-8 by providing a brief synopsis of the program, pre-viewing and follow-up questions, activities, vocabulary, and additional resources. Descriptors: Climate Change, Conservation Education, Earth Science, Elementary Secondary Education

Vickerman, Kathrine D. (2001). The Last Five Years of the Millennium. This document presents the history of the last five years (1996-2000) of the Mountain Plains Adult Education Association (MPAEA) through summaries and photos of the yearly conferences held between 1996 and 2000. The MPAEA, which includes adult education leaders from the states of Arizona, Colorado, Idaho, Nevada, New Mexico, Utah, and Wyoming, strives to ensure that every adult is prepared for a lifetime of learning and to foster cooperation among the persons and organizations practicing or researching adult education throughout the region. Appendixes to the document include the MPAEA constitution; and lists of winners of MPAEA Award of Merit, President's Award, Award of Commendation, Lay Leader Awards, Outstanding Educator Awards, Outstanding Adult Learner Awards, Scholarships for Innovation, and Memorial Scholarship for Graduate Studies; lists of past presidents; and emeritus members.   [More]  Descriptors: Adult Basic Education, Adult Education, Awards, Educational History

Siegel, Irwin H. (2001). From Symbols, Stories and Social Artifacts to Social Architecture and Agency: The Discourse of Learning and the Decline of "Organizational Culture" in the "New Work Order.". The concept of organizational culture has been central to the development of concepts, such as the learning organization and organizational learning, which are important within the field of adult education. However, the functionalist models of organizational culture, which have often relied on ethnographic and/or anecdotal studies of organizations in an attempt to discern the "culture" of an organization, do not appropriately account for individual learning and agency. Functionalist models result in descriptions of the "universal" culture of organizations and prescriptive lists of findings that link cultures to productivity and profitability. They de-emphasize individual learning and agency and often result in culture being used as a tool by managers for normative control.  According to a critical model of organizational culture, though, an organization will maximize productivity and profitability when workers learn their cultures through informal and incidental learning that counter the norming attributes found within the institutional components of social architecture. An alternate model of "social architecture," functioning within the "new work order," reduces dependence on the discourse of social anthropology and provides recognition of individual agency and critical reflection to combat normative control while not divorcing the individual from his or her social and cultural context. (Contains 16 references.)   [More]  Descriptors: Administrative Organization, Adult Education, Behavior Standards, Context Effect

Sedlezky, Lori; Anderson, Lynda; Hewitt, Amy; O'Nell, Susan; Sauer, John; Larson, Sherri; Sjoberg, Talley (2001). The Power of Diversity: Supporting the Immigrant Workforce. Facilitator Guide [and] Learner Guide. This curriculum was designed to teach frontline supervisors of community-based services and programs that provide supports to persons with developmental disabilities. The curriculum is based on a set of identified competencies for frontline supervisors and the findings of a series of focus groups that were conducted by the Institute on Community Integration with direct support professionals, frontline supervisors and administrators from agencies in Minnesota. Issues, challenges, and benefits of new immigrants entering the direct support workforce were identified during the focus groups, and the materials presented in this curriculum are designed to address these challenges. Specific modules address: (1) understanding diversity; (2) building a cohesive team by supporting immigrant workers; (3) orienting and training the immigrant worker; and (4) recruiting, hiring, and organizational practices that support immigrant workers. The training curriculum consists of both a facilitator guide and a learner guide. The facilitator guide is designed to be used by trainers and facilitators who have a good understanding of the issues. Step-by-step instructions are provided in the guide for each activity. The learner guide is to be used as a workbook during the training and as a reference guide. (Contains resources and references.)   [More]  Descriptors: Adults, Children, Community Programs, Curriculum

Harrigan, Merrilee (1999). Plugging into Energy Savings, American School Board Journal. The nonprofit Alliance to Save Energy has been helping schools reduce energy consumption through a combination of retrofits, classroom instruction, and behavior. Lists eight small steps to big energy savings, among them: involve the whole school, stop leaks, turn off computers, and recycle. Descriptors: Behavior Change, Climate Control, Cost Effectiveness, Elementary Secondary Education

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 *