Bibliography: Climate Change (page 459 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 Sarapage McCorkle, Ottawa (Ontario). Canadian Home Economics Association, Mary Suiter, William R. Sims, Julie Mitchell, Carmen Carter, Beth Randolph, Kristen L. Quinn, Nolan Stivers, and Curt Anderson.

Cheng, Yin Cheong (1997). A New Direction for Educational Reforms in the 21st Century: Hong Kong and International Contexts. Many educational reforms that have focused on fragmentary improvement and remedial treatment did not lead to long-term effectiveness. This paper examines a new direction for educational reforms in Hong Kong and other international contexts. The new direction should include the following 10 tendencies: (1) toward multiple school functions from simplistic purposes; (2) toward school autonomy and self-initiative through school-based management; (3) toward schools' healthy functioning through a knowledge-based profile; (4) toward schools' continuous learning and development through strategic management; (5) toward human initiative through multilevel self-management in school; (6) toward schools' multiple effectiveness through a dynamic process; (7) toward holistic education through layer management; (8) toward synergy and effectiveness through congruence in school; (9) toward total home-school collaboration and community support for resources, ideas, and legitimacy; and (10) toward school momentum through transformational leadership. Six tables and four figures are included. (Contains 61 references.)   [More]  Descriptors: Elementary Secondary Education, Foreign Countries, Holistic Approach, Institutional Autonomy

Canadian Home Economics Association, Ottawa (Ontario). (1989). We Are Tomorrow's Past. History of the Canadian Home Economics Association 1939-1989. This publication traces the history of the Canadian Home Economics Association (CHEA) during the 50 years 1939-1989. The following articles are included: "The Beginning: Our Founding Convention" (Elizabeth Feniak); "Leading the Way: The Presidents"; "The Symbols: Crest, Chain of Office, and Ring" (Fran Genereux); "Keeping Us Informed: The Newsletters" (Linda Hay, Donna Egglestone, Joan Bloxom, and Carol Blyth); "Reflecting Our Professionalism: The Journals" (Catherine Ellis, Mary McIntyre, Jane Carlyle, and Pat Inglis); "The Rules: Incorporation and Constitution" (Donna Horton); "CHEA Structure: The Quest for Effective National Representation" (Faye Forbes Anderson); "Where the Action Is: The Committees" (Diane Luke); "The Professional Practice Areas" (Lois Arnold, Barbara Weese, and Jean McHarg); "What Makes It Work: Membership" (Linda Homenick, Arlene Smith); "Our Headquarters: The National Office" (Ellen Boynton); "Shaping Public Policy: Fulfilling an Aim" (Kathy Deyell, Carol Whiteside); "The Honors: Awards and Scholarships" (Gertrude Gerlach); "Encouraging Research: The CHEA Foundation" (Mary Chenail); "Links in the Chain: Groups We Work With" (Marjorie Lawrence, Wanda Young, Shirley Rebus, and Barbara Hausegger); "Partnership in Action: The International Development Program" (Rosemary Zak); "Home Economics Associations at Work: The Affiliates" (Norma Bannerman); "Meeting and Sharing: The Conventions" (Susan Somerville); "Image or Identity: The Search Continues" (Ruth E. Berry); and "Looking Both Ways: A Perspective" (Betty Wolfe). Editors' comments and a profile of early contributing member Katherine Middleton are included in the publication. Descriptors: Adults, Extension Agents, Foreign Countries, History

Kezar, Adrianna (1996). Toward Pluralistic Leadership Cultures: Beyond Policy Making, Being Transformed by Stories. ASHE Annual Meeting Paper. The purpose of this paper is to explore avenues for achieving pluralistic leadership cultures and present three principles: (1) awareness of identity, positionality, and power conditions; (2) acknowledgment of multiple descriptions of campus leadership and personal philosophies of leadership; and (3) negotiation among multiple descriptions of campus leadership and personal philosophies of leadership. A review of the literature shows that previous monocultural and male-dominated definitions of leadership fail to allow full participation by members of all groups. Through multiple definitions of campus leadership, more organizational participants can become involved and this in part leads to better resolution of conflict. Further, pluralistic leadership should lead to more diverse groups of people being identified, hired, and advanced to leadership positions. Pluralistic leadership cultures will lead to the expansion of curriculum within leadership training to include a broader range of traits, behaviors, power/influence processes, and cognitive processes. Finally, being aware of the multiple ways that leadership is defined can facilitate sounder organizational communication as organizational participants realize the necessity of explaining their assumptions about leadership. Two case studies or in-depth narrative portraits are also presented. These cases are taken from a community college transitioning from a traditional hierarchical model to a servant leadership model. (Contains 96 references.)   [More]  Descriptors: Administrator Responsibility, Case Studies, Community Colleges, Cultural Pluralism

Business and Professional Women's Foundation, Washington, DC. (1992). Crime of Power, Not Passion: Sexual Harassment in the Workplace. This paper focuses on the problem of sexual harassment in the workplace. The legal definition of sexual harassment as drawn up by the Equal Employment Opportunity Commission is: "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature that are explicitly or implicitly a term or condition of an individuals employment or are the basis for employment decisions." The document traces the history of sexual harassment as an issue in the courts. In 1986 the Supreme Court found that sexual harassment creates a hostile work environment and so is a violation of Title VII of the Civil Rights Act. By 1991 the Court had established that the question of harassment must be viewed from the perspective of a reasonable "woman" rather than a reasonable "person", since men, who are rarely victims of sexual assault, may lack the ability to perceive the underlying threats that a woman may perceive. A "box" showing how women respond to harassment in which behaviors are listed under "internal" and "external" focus is included. A graph illustrates the steps involved in filing a discrimination charge with the Equal Employment Opportunity Commission (EEOC). The overwhelming majority of victims of sexual harassment are unwilling to file claims because they fear that this will simply lead to more trouble. Victims sometimes accept sexual harassment as part of the cost of doing business. Fear of not being believed, an unwillingness to open up one's personal life to public scrutiny, and possible harm to one's career all figure in the decision not to pursue action against a harasser. Ways in which women can eliminate sexual harassment are suggested; they include working for effective legal remedies, increasing communication in the workplace, and educating the employer about the real cost of sexual harassment in the work place. Descriptors: Employed Women, Labor Conditions, Law Related Education, Organizational Climate

Foster, Rosemary (1997). Leadership in a Selected Exemplary Secondary School Community. Public concern about the quality of leadership in society and the quality of education have fueled the demand for educational reform, particularly in secondary schools. This paper presents preliminary findings of doctoral research that investigated how leadership is experienced and understood by students, parents, teachers, and administrators in one secondary school community. The site was a small rural school that had been selected for study in the Canadian Education Association's exemplary schools program. Data were gathered through observation, interviews with 19 participants, and document analysis. The findings emphasize a conceptualization of the leadership phenomenon that transcends individuals, roles, and behaviors. Anyone in the educational community can engage in leadership actions. Leadership in the case study was presented as the enabling activities that occur within the context of trusting relationships between and among students and staff members who are focused on individual learning, achievement, and success. (Contains 34 references.)   [More]  Descriptors: Educational Change, Educational Environment, Educational Improvement, Effective Schools Research

Reilly, Peter; Tamkin, Penny (1996). Outsourcing: A Flexible Option for the Future? IES Report 320. The nature, extent, and likely future of outsourcing in the United Kingdom was examined through an extensive literature review and interviews with small numbers of local authorities, companies, and contractors. Despite the limited data available, it appeared that outsourcing is concentrated in ancillary activities and is relatively marginal, both as a proportion of the work force and in terms of its organizational impact. Among the reasons cited for outsourcing were the following: cost, improved service, desire to focus on core business and reduce exposure, and flexibility to meet fluctuating supply and demand. The problems encountered by organizations resorting to outsourcing have stemmed from choosing outsourcing for the wrong reasons and preparing for it poorly. The following were identified as alternatives to outsourcing: changing the organization's overall shape/size; introducing more flexible work arrangements; and altering the means of structuring service provision. Special attention was paid to the best ways of planning and managing outsourcing, use of outsourcing by local governments, and effects of outsourcing on employees. It was concluded that continued pressures to reduce costs and maximize productivity will likely mean the continuation of partial and selective outsourcing, with clients becoming more sophisticated and demanding in what they expect from contractors. (Contains 98 references.)   [More]  Descriptors: Economic Climate, Employee Attitudes, Employer Attitudes, Employer Employee Relationship

Carter, Carmen; Heiman, Jan; Mitchell, Julie; Morgan, Jack (1997). Pocketwise: Personal Finance Economics K-2. Teacher Resource Manual. EconomicsAmerica. This book is designed to help students in grades K-2 make better decisions as spenders, savers, borrowers, and managers of money. The learning experiences focus on personal finance and money management. The 14 lessons are divided into 4 units focusing on money, spending, saving, and borrowing and credit. Lesson titles include: (1) "A Very Good Day for Money"; (2) "What Is Money?"; (3) "Money Lets Me Choose"; (4) "Consumers Choose to Spend"; (5) "Spending Decisions Go On and On"; (6) "Opportunity Costs Are Everywhere"; (7) "Advertising Influences Spending Decisions"; (8) "Why We Save"; (9) "Budgeting Is a Way to Plan for Saving"; (10) "Saving Requires Waiting"; (11) "To Borrow or Not to Borrow–That Is the Choice"; (12) "To Lend or Not to Lend–That Is the Choice"; (13) "I Owe You"; and (14) "Demonstrating Money Management." Contains a 44-item glossary of economics terms Descriptors: Capitalism, Decision Making, Economic Change, Economic Climate

Jaeger, Richard M.; Camp, Joanna B. (1990). The Future of NCME–Views of the Membership. To determine members' satisfaction with the National Council on Measurement in Education (NCME), a survey of NCME members was developed and administered to obtain members' judgments about: (1) the purposes of the NCME as an organization; (2) NCME's major activities; (3) members' personal involvement in NCME activities; (4) the NCME Annual Meeting; (5) NCME's professional development activities; (6) NCME publications; (7) member interest in participating in the governing of the NCME; (8) the organizational structure, election procedures, and committee activities of the NCME; and (9) financial operations of the NCME. A mailed survey was sent during the fall and winter of 1989 to 484 randomly selected members, for a usable response rate of 71.5% (346 members). Members were generally satisfied with the organization's purposes and activities, but relatively few members were active participants in annual meetings. Members were satisfied with the quality of NCME publications, although other resources of the organization were not used as often. Members were somewhat pleased with organizational structure and practices and the existing budget allocations. Thirty-two graphs and two tables illustrate member response. Four appendices contain the questionnaire and follow-up material.   [More]  Descriptors: Administrative Organization, Administrator Attitudes, Educational Assessment, Measurement

Sahin, Ali E.; Simsek, Hasan (1996). A Qualitative Assessment of Organizational Learning Processes in Selected Turkish Public and Private High Schools. If they are to be effective, organizations must acquire and create new knowledge in order to achieve their goals. Service organizations, such as schools, must employ the concept of organizational learning. Organizational learning is an intentional process directed at improving organizational effectiveness. The process involves four constructs–knowledge acquisition, information distribution, information interpretation, and organizational memory. This paper presents findings of a paper that examined the ways in which three high schools–one foundation school (designed to educate youth in keeping with the concept of nationalism embodied in the ideas and innovations of Ataturk, the founder of the modern Turkish Republic), one private school, and one public school–in Ankara, Turkey, acquired, disseminated, interpreted, and preserved new knowledge. Data were derived from observation and interviews with 24 teachers and 6 administrators. Findings indicate that the foundation school outperformed the public school and the private school in terms of the four organizational-learning constructs. The foundation school gathered data through a wider variety of sources and distributed information through more intra- and extra-organizational activities than did the other two schools. Both the foundation school and the private school had more effective interpretation processes. None of the three schools had developed mechanisms for storing information for further use. The effectiveness of both the public and private schools was hindered by their centralized, bureaucratic organizational structures; the effectiveness of the private school was also hampered by the school's profit motive. One figure is included. (Contains 39 references.)   [More]  Descriptors: Foreign Countries, High Schools, Information Dissemination, Information Utilization

Haskell, Diana C.; Haskell, Douglas A. (1997). Smart Spending and Saving: Personal Finance Economics 3-5. Teacher Resource Manual. EconomicsAmerica. This book is designed to help students in grades 3-5 make better decisions as spenders, savers, borrowers, and managers of money. The learning experiences focus on personal finance and money management. The 10 lessons are divided into 4 units focusing on children making spending decisions, saving decisions, borrowing decisions, and money management decisions. Lesson titles include: (1) "Decisions! Decisions! Decisions!"; (2) "To Choose Is to Refuse"; (3) "Vinnie's Pizza Parlor"; (4) "Why Do I Want All This Stuff?"; (5) "The Grasshopper and the Ant"; (6) "Jeff's Big Decision"; (7) "Why? How? Where?"; (8) "Credit Is Based on Trust"; (9) "Buddy Can You Spare a Dime?"; and (10) "The Road to Satisfaction." Contains a 40-item glossary of economics terms. Descriptors: Capitalism, Decision Making, Economic Change, Economic Climate

Brunner, Ilse; And Others (1997). Accelerated Schools as Learning Organizations: Cases from the University of New Orleans Accelerated School Network. Organizations are the product of the ideas and interactions of those who work in them. The challenge for learning in organizations is to have a shared purpose and vision of the organization, to develop new ideas arising out of the vision and purpose, to test the ideas in the organizational reality, and to communicate that knowledge to other members. This paper describes how accelerated schools act as learning organizations and "master the cycle of thinking, doing, evaluating, and reflecting." It presents two case studies of accelerated schools in Louisiana, one elementary and one middle school. Accelerated schools are based on three principles–unity of purpose, empowerment coupled with responsibility, and building on strengths. Results of the case studies show that both school cadres used the learning-organizations disciplines in varying degrees. They utilized systems thinking, overcame outdated mental models, learned personal mastery, developed a shared vision, and participated in team learning.   [More]  Descriptors: Advisory Committees, Elementary Secondary Education, Higher Education, Institutional Mission

Forgue, Raymond E.; Randolph, Beth; Farley, Mary Ann (1996). Money in the Middle: Personal Finance Economics 6-8. Money in the Middle. Teacher Resource Manual. EconomicsAmerica. This book is designed to help students in grades 6-8 make better decisions as spenders, savers, borrowers, and managers of money. The learning experiences focus on personal finance and money management. The 10 lessons divided into 4 units include: (1) "Check It Out"; (2) "Party Planners"; (3) "What Would You Do?"; (4) "M&M Interesting"; (5) "The Great Millionaire Race"; (6) "Purchasing Power (Cash vs. Credit)"; (7) "Savers, Bankers, and Borrowers"; (8) "Who Gets the Money?"; (9) "What Works for Us!"; and (10) "At the Margin: Education Pays!" Descriptors: Capitalism, Decision Making, Economic Change, Economic Climate

Anderson, Curt; Dick, Robert; Prager, Jeffrey; Stivers, Nolan; Ware, Judith; Burke, Francis; Keay, Thomas; Rothweiler, Deborah; Tepe, Henry; Suiter, Mary, Ed.; McCorkle, Sarapage, Ed. (1997). Economies in Transition: Command to Market. Teacher Resource Manual. EconomicsAmerica. The materials in this publication were developed by nine high school teachers from St. Louis, Missouri, and a U.S. economic educator after they attended a program in Kharkiv, Ukraine, to learn about the difficulties of economic transition in that country. This book is designed to provide lessons about basic economic reform issues facing the countries in the former Soviet Union and eastern Europe. Each of the 10 lessons focuses on a specific aspect of economic reform and the challenges that have been encountered. The 10 lessons in this packet include: (1) "A Parking Lot Full of Incentives"; (2) "Who Decides?"; (3) "A Tale of Two Countries"; (4) "Klips and Kupons"; (5) "Economic Transition: The Role of the State"; (6) "All for One, One for All: – Well Maybe: Problems Within a Tightly Controlled Industrial Structure"; (7) "The Money Maze"; (8) "Public to Private"; (9) "Worker Woes: Labor Transition Challenges"; and (10) "Market or Command: Which Is Best for the Environment?"   [More]  Descriptors: Capitalism, Communism, Economic Change, Economic Climate

Becker, Franklin; Quinn, Kristen L.; Rappaport, Andrew J.; Sims, William R. (1993). New Working Practices: Benchmarking Flexible Scheduling, Staffing, and Work Location in an International Context. Workscape 21: The Ecology of New Ways of Working. This report identifies the range and extent of innovative workplace practices in place among 16 international organizations participating in the International Workplace Studies Program (IWSP). Information comes from interviews with organization representatives, written reports, summaries prepared by the organizations, and an extensive literature search. The report is organized by three primary sections: flexible work scheduling, flexible staffing, and flexible work locations. Each section defines the new working practice and describes a range of different alternatives available under it. Where available, demographics for the flexible work practices are provided for the United States, European Community countries, and Japan. They include incidence of the flexible practice among corporations and the work force, incidence according to business type, and incidence by job types. An example is provided of a sponsor initiative for each flexible practice that describes a program implemented at one or more IWSP sponsor organization(s). A sponsor comparison and cultural implications section is included for each flexible work practice. Finally, each section discusses the implications to facility/facility management to address issues that arise as a result of implementation of the flexible work practices. A conclusion is followed by appendixes, including IWSP sponsor descriptions, literature search methodology, flexible scheduling and staffing participation rates, directives, and regulations and a 66-item bibliography.   [More]  Descriptors: Benchmarking, Employment Practices, Facilities Management, Flexible Working Hours

Hamm, Russell E. (1989). The Effects of Organizational Decline and Faculty Unionism on Perceived Effectiveness in Two-Year Colleges. ASHE Annual Meeting Paper. A search into the relationship between organizational decline and effectiveness was designed to confirm that two-year colleges are experiencing conditions of decline as perceived by faculty holding positions with two-year colleges. Attempts were made to examine the effects of decline on perceived academic effectiveness and faculty morale. The issue of whether faculty union status is a factor in determining perceived effectiveness was studied. Data for the study were extracted from the 1984 Carnegie Foundation for the Advancement of Teaching national survey, in which faculty were asked to respond to various items regarding feelings about the institution within which they served. Study findings support the contention that the relationship between decline and effectiveness and morale is not consistent across types of colleges and universities. It is suggested that two-year colleges may be added to the list of affected schools. Significant effects were found to occur in both academic effectiveness and morale. Results suggest that college managers must recognize (1) that decline conditions do affect perceived academic effectiveness and faculty morale and (2) that unique strategies need to be employed to blunt the effects of decline conditions in many community colleges. More research needs to focus upon the two-year institutions as unique from their higher education partners. Contains 19 references. Descriptors: College Faculty, Community Colleges, Declining Enrollment, Educational Demand

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