Bibliography: Climate Change (page 444 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 Clyde W. Barrow, Eric Anderman, William J. Kettinger, Mark R. Schwehn, Roger J. Vaughan, Douglas Johnstone, James Downey, Steven Rabin, Carleen Matthews, and Louis Lauro.

Johnstone, Douglas (1993). College at Work: The New Imperative for American Higher Education, Educational Record. For economic reasons, the traditional model of higher education in the United States will have to yield to a more heterogeneous, fluid, and competency-based model. Higher education and industry must work together in a coordinated, comprehensive way to prepare students to be effective participants in the economy. Descriptors: Change Strategies, Continuing Education, Corporate Education, Economic Change

Schwehn, Mark R. (1993). Exiles from Eden. Religion and the Academic Vocation in America. This book argues that the modern university has forgotten its spiritual foundations and that it needs to reappropriate these foundations before it can creatively and responsibly reform itself. The book first offers a critical examination of the ethos of the modern academy, especially its understanding of knowledge, teaching, and learning, and then goes on to formulate a description of the "new cultural context" within which the world of higher learning is presently situated. Finally, a view of knowledge and inquiry that is linked essentially to character, friendship, and community is developed. Additionally, it is demonstrated that the practice of certain spiritual virtues is and always has been essential to the process of genuine learning–even within the secular academy. The book examines the relationship between religion and higher learning in a way that is at once historical and philosophical, critical and constructive. It calls for a reunion of the intellectual, the moral, and the spiritual virtues within the world of higher education in America. Contains an index. Descriptors: Academic Freedom, College Faculty, Faculty College Relationship, Higher Education

Greenfield, T. Barr (1973). Organizations as Social Inventions: Some Considerations for Those Who Would Design Schools To Serve Human Ends. Revised. In searching for a concept of organization which recognizes its base in human action rather than in objective structure, the author draws on a European tradition stemming from the works of Max Weber. This tradition, combined with examples of organizational life in schools, serves to identify implications for those who attempt to design better organizational forms. These implications suggest to the author that the problems with schools will not be solved by manipulating the external structures of organizations but rather, by dealing with the often conflicting views and values of those acting within these structures. The author suggests that the task of changing organizations depends on the varieties of reality that individuals see in existing organizations, and on the acceptance of new ideas concerning what is possible and desirable to do through social action. He suggests that, although little is known about either of these dependencies, the first should be understood before the second is directed.   [More]  Descriptors: Change Strategies, Educational Change, Group Dynamics, Humanization

Kettinger, William J.; Wertz, Richard D. (1993). The Financial Restructuring of Higher Education: Reengineering or Radical Reform?, Journal for Higher Education Management. Trends in higher education that are pushing it from a principally public enterprise to a largely private one are examined, including the shift away from public financial support and greater internal management problems. An increasing market orientation is predicted, bringing price and demand into equilibrium, fostering privatization, and infusing greater competition. Descriptors: Change Strategies, College Administration, Competition, Economic Change

Downey, James (1996). The University as Trinity: Balancing Corporation, Collegium, and Community, Innovative Higher Education. This article views Canadian university as it functions as corporation, collegium, and community and suggests that all three dimensions are currently being tested. It concludes that, in determining the university's role in the future, three ingredients are needed: responsiveness to economic and social stresses and challenges; a deeper sense of community; and a fresh infusion of idealism. Descriptors: Change Strategies, College Environment, College Role, Educational Change

2000 (2000). Emotion and Behavior in the Workplace. Symposium 20. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]. This document contains three papers from a symposium on emotion and behavior in the workplace that was conducted as part of a conference on human resource development (HRD). "Emotion Work, and Perceptions of Affective Culture in a Military Nonprofit Organization" (Jamie L. Callahan, David R. Schwandt) reports on a study of the emotion work conducted by men and women in a nonprofit organization which found that women were significantly more likely than men to say that the culture of the organization required members to be affectively neutral. "Mature Behavior in Organizations: Indications of Growth and Learning in the Workplace" (Dorothy Marcic, John Maslyn, Debbie L. Waddell) outlines a model of developmental growth of individuals in organizations that consists of four stages (egocentric, protective, compliant, and dynamism) and discusses the model's implications for creating a healthy organization that functions as a high-performing system. "Sensation-Seeking Behaviors: Predictors of Job Performance?" (Thomas G. Reio, Jr., Christopher R. Hardy) reports on a survey of 233 workers at 4 service industry companies in which path-analytic techniques demonstrated that sensation-seeking behaviors can negatively influence workplace learning, technical and interpersonal job performance, and job satisfaction. The papers contain reference sections.   [More]  Descriptors: Adjustment (to Environment), Adult Education, Adult Learning, Affective Behavior

Rabin, Steven (1995). Inside the Global Economy: Preview Guide to the Telecourse. This document contains samples only of just the print components of a telecourse that includes: 13 videotapes, 2 videodiscs, a recommended textbook, a case-study reader and review guide, a text study guide, a faculty manual with text bank; and a computer softrware tutorial. This telecourse examines international global economies by means of 13 one-hour television programs, supported by the printed documentary material and computerized tutorial for use by faculty as student viewers. The preview guide offers a synopsis of each program and a general description of the print and computerized components of each program. The series includes: (1) "Trade – An Introduction"; (2) "Protectionism"; (3) "Trade Policy"; (4) "Trade Liberalization and Regional Trade Blocs"; (5) "Labor and Capital Mobility"; (6) "Multinational Corporations"; (7) "Fixed Versus Floating Exchange Rates"; (8) "Managing Currencies and Policy Coordination"; (9) "Exchange Rates, Capital Flight, and Hyperinflation"; (10) "Developing Countries"; (11) "Economies in Transition"; (12) "The Environment"; and (13) "The Evolving World Economy." The television/video series contains interviews with a range of individuals in the private and public sector around the globe who offer unique insights from the viewpoints of both those who make economic policy and those affected by it. Descriptors: Economic Change, Economic Climate, Economic Development, Economic Factors

Jensen, Jane; Haleman, Diana; Goldstein, Beth; Anderman, Eric (2000). Reasonable Choices: Understanding Why Under-Educated Individuals Choose Not To Participate in Adult Education. Summary Report for the Department for Adult Education & Literacy. The reasons why undereducated individuals choose not to participate in adult education were examined in a comparative, qualitative case study that was conducted in eight nonmetropolitan sites (including the pilot site) in diverse economic regions across Kentucky. Data were collected from the following sources: in-depth interviews with 84 adults (10-15 at each site) who had not chosen to participate in adult education; 4 focus group interviews; and 5 informational interviews. Key findings included the following: (1) adult education programs compete directly with everyday priorities such as work, family, and community responsibilities; (2) the public perceives adult education as General Educational Development (GED) certificate preparation; (3) undereducated adults often do not perceive the GED as an appropriate goal; and (4) there is no single marketing campaign that will reach the diverse population of undereducated nonparticipants in adult education. It was concluded that, to be more effective, adult education providers must assume a client-centered philosophy of practice that respects prior experience, prioritizes relevant content, and emphasizes a problem-solving approach to learning. Eighteen implications for program providers, professional development consultants, and policymakers were identified, along with four areas for further study. (Appended are the following: study methodology; interview protocol; and quantitative results. The bibliography contains 44 references.)   [More]  Descriptors: Adult Education, Adult Learning, Adults, Age Differences

Morris, Earle E., Jr. (1994). The Four Rs of Higher Education: Restructure, Reinvent, Rightsize, Revenue, Business Officer. Changing times, public attitudes, and political strategies have shifted the approach to leadership in higher education from an academic to a business perspective. Colleges and universities are being asked to restructure, reinvent themselves, and rightsize, but none of these will work unless more attention is paid to the problem of revenue. Descriptors: Change Strategies, College Administration, Cost Effectiveness, Economic Change

Hirsh, Wendy; Jackson, Charles; Kidd, Jennifer M. (2001). Straight Talking: Effective Career Discussions at Work. NICEC Project Report. The key features of effective career discussions at work were explored in a large-scale investigation that included semi-structured interviews with employers from 5 organizations in England, 118 employees who had participated in discussions about their own careers, and 30 employees identified by their employers as excellent givers of career support. The following were among the key findings: (1) sources of career support include managers and informal mentoring relationships; (2) about half of positive discussions occur informally; (3) the most important requirements of givers of career support include an interest in the individual and a commitment to helping, honesty, impartiality, challenging the receiver and offering advice where appropriate, and using interpersonal skills to facilitate the discussion; (4) good career discussions lead to action and provide a motivational shot in the arm; (5) career support is more central to employees than organizations choose to recognize; (6) career support is mainly the job of the line, but this should be the line management as a community rather than just the direct boss; and (7) organizations must encourage individuals to have a range of informal, confidential discussions with people they trust and have opportunities to talk about their careers as a normal part of organizational life. (Contains 17 tables and 14 references.) Descriptors: Career Choice, Career Development, Career Guidance, Communication Skills

Barrow, Clyde W. (1996). The New Economy and Restructuring Higher Education, Thought & Action. This paper suggests that higher education's response to declining resources (budget cuts, program eliminations, retrenchment, reallocation, curriculum reform) may seem chaotic to faculty but are not confused, short-term measures that will disappear as the economy recovers. Union tactics or other responses that are merely reactive and depend on holding the line until things return to normal will be unsuccessful. Descriptors: Administrative Organization, Change Strategies, College Curriculum, Curriculum Development

Matthews, Carleen (1978). Innovative Projects: Making Them Standard Practice. Keys to Community Involvement Series: 7. This booklet describes some of the conflicts new programs are likely to face. It then presents techniques and processes that can help managers and staff resolve conflicts and build broad support for their project. As a special focus, the booklet describes five "principles of interdependence" that help the project managers and staff and their sponsor agencies mutually work toward project continuation. The five principles of interdependence are ownership, skill training, recognition of the uniqueness of each situation, representative participation, and neutrality. Descriptors: Change Strategies, Citizen Participation, Community Involvement, Conflict Resolution

Lauro, Louis (1975). Managing the Referral Process: Key to Effective School Psychology Practice. A theoretical and practical framework for initiating effective psychological services is presented. This is done through the consideration of the line of authority between administration and staff, a practical assessment of the pitfalls of letting others define the psychologist's role, and a detailed model for managing the referral process. The referral process is the means by which the school psychologist contacts and involves himself with the human organization we call a school, and involves school personnel in effective, problem-solving strategies.   [More]  Descriptors: Change Strategies, Communication Problems, Consultation Programs, Guidelines

Starratt, Robert J. (1995). Leaders with Vision: The Quest for School Renewal. This book was written for teachers and principals who wish to exercise leadership in the ongoing work of school renewal. The book presents a new theory of educational leadership, examines the essential elements of leadership, and provides an indepth look at what "vision" means for educational leaders. Chapter 1 describes the roles of the principal as an agent of multiple constituencies and as the agent of the local community. Chapters 2 through 6 offer a synthesis of the elements of educational leadership from a "new vision" and from a historical point of view. Chapters 7 through 9 explore some foundational meanings such as personal formation and moral leadership that underlie the vision of educating leaders for tomorrow's schools. The book discusses the factors that can impede a school's vision and offers suggestions for overcoming them. It also discusses student leadership possibilities within the school community; how schools are affected by the larger political, economic, social, and cultural forces in society; the challenges of educating for a mature citizenship; and how these challenges speak to the moral leadership of the principal. Four figures, three tables, and an index are included. (Contains 97 references.) Descriptors: Administrator Role, Educational Administration, Educational Change, Elementary Secondary Education

Vaughan, Roger J. (1977). The Urban Impacts of Federal Policies: Vol.2, Economic Development. This report examines the relationship between federal programs and policies and urban economic development. It provides both a conceptual analysis of the relationships and a review of the theoretical and empirical literature relevant to assessing policy effects. It is one of several in a broad study that examined federal actions in relation to aspects of the urban economic, residential, and fiscal environment. The purpose of this study is to determine capabilities for analyzing the effects of federal policies on urban areas. For analytic simplicity, the urban economy is conceived of as having three distinct but interacting sectors: the private business sector, the residential sector, and the urban public sector. This view permits consideration of the subset of federal policies that act directly on each sector, the subset of outcomes relevant to that sector, and the interactions among sectors. In this report those federal policies that directly influence economic development are discussed. Alternative definitions of "urban" are developed. Economic development variables that measure the influence of federal policies are defined. The network of relationships between policies and economic development are outlined, and federal policies are categorized according to how they influence economic development. It is indicated that summarizing the effects of the broad array of federal policies on urban economic development presented a number of difficulties. First, definitive evidence is hard to find. Second, studies have not assessed the relative importance of different federal programs. Finally, the process of economic growth and development is complex, and it is difficult to measure the relative contribution of factors that determine development. Emphasis was placed upon the shifts in economic development among three types of urban geographical units: urban areas in different regions, central cities and suburbs, and urban areas of different types. Descriptors: Economic Change, Economic Climate, Economic Development, Economic Factors

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