Bibliography: Climate Change (page 471 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 John F. Sargent, Dorothy C. Holland, Esther S. Green-Merritt, Dennis McGrath, Martin B. Spear, Lorena M. O'Donnell, Sandra J. Willson, Marian B. Schoenheit, Margaret A. Eisenhart, and Angus Campbell.

Goldsmith, Sharon S. (1995). Beyond Restructuring: Building a University for the 21st Century. ASHE Annual Meeting Paper. This ethnographic study of the creation of a new public university, California State University, Monterey Bay (CSUMB), highlighted the struggle of the founders to build a collective identity based on a distinctive vision for the 21st century. The original plan envisioned a model pluralistic academic community with a culture of innovation that included a mission to serve historically under-educated and low income populations, a commitment to multi-lingual and multi-cultural values, instructional innovation, and collaborative administration. Using participant observation, formal and informal interviewing, and content analysis, the study began with systematic collection of documents related to the founding of CSUMB in March of 1993, attendance at meetings at the planning office in 1993 and 1994, and appointment of the researcher to a post at CSUMB as visiting scholar. The focus of data collection and analysis was on how people transformed values into organizational realities. Analysis of the process unfolding at CSUMB found that the process resembled a dramatic play: first a period devoted to setting the stage, next a prologue, then Act 1 as key players and the growing cast of characters share the excitement of coming together for opening in the fall of 1995, followed by Act 2 and a sense of fragmentation as traditional patterns confront the CSUMB vision of non-hierarchical organization. The process of culture formation at CSUMB appeared to be a dynamic and fluid struggle to identify, acknowledge, define, and solve problems. An appendix contains a copy of the CSUMB vision statement. (Contains 65 references.)   [More]  Descriptors: Adoption (Ideas), College Administration, Educational Change, Educational Innovation

Hoepli, Nancy L., Ed. (1990). Great Decisions 1990: Foreign Policy Issues Facing the Nation. The 1990 Great Decisions program, part of an annual series on foreign policy issues, is intended to create better better public understanding through information and analyses of important international issues. Current information is presented so that participants may be stimulated toward discussion, form opinions and contribute to the policy making process. The 1990 program explores eight issues of foreign policy and international relations. The following chapters are included: (1) "U.S.S.R. and Eastern Europe: End of an Era?"; (2) "The U.S., Europe and Japan: Global Economy in Transition?"; (3) "Nicaragua and El Salvador: War or Peace in Central America?"; (4) "Vietnam, Cambodia and the U.S.: Return Engagement?"; (5) "Third World Arms Bazaar: Disaster for Sale?"; (6) "United Nations: New Life for an Aging Institution?"; (7) "Palestinian Question: Is There a Solution?"; and (8) "Global Warming and the Environment: Forecast Disaster?" Each chapter concludes with discussion questions and an annotated list of suggested readings. A key to organizations, classified by topic, lists names, addresses, and telephone numbers of organizations that can provide additional information. The results of the opinion ballot from the 1989 issue are given. Two sets of opinion ballots for 1990 topics are included, along with a general index to Great Decisions topics from 1980 through 1989. Descriptors: Adult Programs, Asian History, Citizenship Education, Citizenship Responsibility

Meares, Carol Ann; Sargent, John F., Jr. (1999). The Digital Work Force: Building Infotech Skills at the Speed of Innovation. This report is the product of an effort by the Office of Technology Policy to assess current and future needs for information technology (IT) workers through a comprehensive information-gathering project that included the following three activities: (1) nationwide regional meetings that included discussions with industry executives, representatives from academia, business leaders, students, and workers; (2) examination of a wide range of data on the IT workforce; and (3) regular monitoring of literature on the subject. The following are among the topics discussed in Chapters 1-9: (1) the challenge of developing the IT workforce; (2) the vital role of IT in the U.S. economy; (3) the business environment and its impact on the IT labor market; (4) the demand for core IT workers; (5) the supply of core IT workers; (6) indications of a tighter labor market; (7) state and regional perspectives; (8) a report of the National Dialogue on the Information Technology Work Force; and (9) answers the IT workforce challenge. Chapters 1-9 contain 45 tables/figures. Chapter 10 consists of four appendixes on the following four topics: (1) employment sectors for core IT workers; (2) core IT workforce distribution by industry; (3) core IT workforce distribution by occupation; and (4) state employment projections in core IT occupations for 1996-2006.   [More]  Descriptors: Associate Degrees, Career Change, College Programs, Community Colleges

Williams, Geoffrey J.; Willson, Sandra J. (1997). What Are Universities For? St. Catharine's/Glaxo Wellcome Conference (Windsor, England, United Kingdom, November 1997). Conference Report No. 61. The report summarizes a conference on the state of British higher education which took place closely following publication of the Dearing Report (Summer 1997) on the role of colleges and universities in labor force and economic development. An introductory section gives an overview of enrollment trends, the funding system, public policy concerning the purposes of higher education, demands facing the universities, meeting industry needs, research in universities, and policy needs. The second section examines the role of scholarship in the universities, including the distinction between scholarship and research, and academic freedom and freedom of speech. The third section addresses the role of British higher education in the global education market, and section four its role as a national training agency. Research funding and policy are discussed in the fifth and sixth sections, and the universities' role in British competitiveness in the global commercial market in the seventh. The concluding section summarizes current challenges to the universities. A list of conference participants is included. Descriptors: Academic Freedom, Change Strategies, College Environment, College Role

Pines, Marion; And Others (1995). The Harassed Staffer's Reality Check. Proceedings of a Symposium (Washington, D.C., June 25-26, 1995). These proceedings contain papers from a symposium during which 33 practitioners from the fields of education and employment policy formation met to discuss the following topics: the political reality of a Republican majority in Congress and the trend toward increased reliance on block grants as a method of awarding federal funding; the economic realities of growing wage and income disparities; and program implementation under two major scenarios presented in the Gooding (House) and Kassebaum (Senate) bills regarding reforming the education, employment, and rehabilitation systems. The proceedings consist of the following: six papers; an edited summary of the panel and conference discussion in which seven state and local practitioners and seven Congressional respondents took part; and a list of symposium participants. The following papers are included: "Introduction" (Marion Pines); "Toward a Workforce Development Reality Check" (Garth Mangum, Stephen Mangum); "Block Grants–Key to the 'New(t) Federalism'" (Richard P. Nathan); "Guiding Principles for National Employment and Training Reform" (Andrew Sum, Paul Harrington); "Panel and Conference Discussion"; and "Conclusions" (Marion Pines).   [More]  Descriptors: Adult Education, Block Grants, Economic Climate, Educational Change

Campbell, Angus (1977). Measuring the Right Thing. Economic analysis of the quality of life in America must consider personal values and social indicators as well as economic indicators. Although the technical procedures and statistical techniques of economic research are constantly improving, the validity of the research is hampered by problems of definition and measurement. Definition and measurement efforts exclude subjective indicators from the concept of life quality in order to concentrate on objective indicators such as standard of living, educational attainment, and professional and technical employment. Most economic researchers maintain that subjective values are intangible and unmeasureable. While agreeing that the ordered scales commonly used to assess subjective values are less precise than most economic data, the paper argues that these subjective measurements must be included in any discussion of life quality because they are at least attempts to measure the right thing. Data which can contribute to measuring subjective indicators include number of tickets sold to an artistic performance (to indicate aesthetic pleasure); vacation days (to indicate leisure enjoyment); and crime rate (to indicate fear of crime among residents of a particular area). The conclusion is that subjective values must be included in any valid economic analysis of life quality because they are too significant to ignore. Descriptors: Attitudes, Decision Making, Definitions, Economic Climate

Hull, Glynda, Ed. (1997). Changing Work, Changing Workers. Critical Perspectives on Language, Literacy, and Skills. SUNY Series: Literacy, Culture, and Learning. These 14 papers look at U.S. factories and workplace education programs to see what is expected of workers. "Hearing Other Voices" (Glynda Hull), argues alternate viewpoints are essential to create frameworks for understanding literacy in relation to work. "Discourses of Workplace Education" (Katherine Schultz) analyzes the discourse of new workplace literacy programs. "Pedagogical Innovation in a Workplace Literacy Program" (Judy Kalman, Kay M. Losey) focuses on accompanying difficulties. "'It Changed Something Inside of Me'" (Debby D'Amico, Emily Schnee) looks at a literacy program whose students had successful program experiences but did not find employment. "'Friends in the Kitchen'" (Sheryl Greenwood Gowen, Carol Bartlett) reports how domestic violence complicates women's efforts to increase their literacy skills. "Dick and Jane at Work" (W. Norton Grubb) examines the intersection of three concerns: New Vocationalism, literacy and illiteracy, and innovation in teaching. "'It's Not Your Skills, It's the Test'" (Marisa Castellano) explores how test-taking literacy acts as a roadblock to women's attempts to work in the skilled trades. "Widening the Narrowed Paths of Applied Communication" (Mark Jury) suggests an alternate view of communication as engaged linguistic activity and negotiated understanding. "Complicating the Concept of Skill Requirements" (Charles Darrah) argues that the concept is far from a "natural" category for analyzing work. "If Job Training is the Answer, What is the Question?" (Juliet Merrifield) shows job training did not make a big difference in subsequent employment of displaced women workers. "High Performance Work Talk" (Oren Ziv) argues that restructured workplaces require finely-tuned oral language abilities. "Nurses' Work, Women's Work" (Jenny Cook-Gumperz, Karolyn Hanna) explores the impact of new technologies on hospital nursing practice. "Finding Yourself in the Text" (David Jolliffe) offers a framework for analyzing workers'"identity formation" in workplace documents. "Teamwork and Literacy" (Sylvia Hart-Landsberg, Stephen Reder) illustrates how literacy practices evolve in tandem with the social settings of which they are a part. A contributors' list and index are appended. Descriptors: Adult Basic Education, Adult Literacy, Adult Vocational Education, Dislocated Workers

McGrath, Dennis; Spear, Martin B. (1991). The Academic Crisis of the Community College. In an effort to understand and unify competing voices, which on one hand defend and seek to preserve the open-access college and on the other hand point to concomitant tensions, dilemmas, and uncertainties and call for reform, this book examines the achievements of community colleges, as well as the lingering problems that undercut those achievements. Following an introduction, Chapter 1, "The Problem of the Academic Culture," reviews a number of important writings on the history and development of community colleges, and traces the evolution of organizational culture. Chapter 2, "The Remedialization of the Community College," describes the gradual replacement of rigorous academic practices with remedial programs. Chapter 3, "Disorder in the Curriculum," examines traditional models of curricula and instruction and describes how they inhibit educational reform. Chapter 4, "The Lure of General Education," argues that the general educational model inherited from four-year institutions is not applicable to the two-year college student. Chapter 5, "The Confusion of Writing Agendas," describes oversights in the current push to improve humanities instruction, and examines the debate over what constitutes academic literacy. Chapter 6, "What's Wrong with Writing Across the Curriculum (WAC)?" argues that WAC programs contribute to the dissolution of disciplinary norms and weaken the distinctive approaches of disciplines in community colleges. Chapter 7, "The New Professoriate of Community Colleges," describes how a weak and disordered intellectual culture has emerged among faculty in two-year colleges. An afterword presents recommendations for rebuilding the faculty intellectual culture, confronting academic disarticulation, and reordering the curriculum. A 168-item bibliography is included. Descriptors: Academic Standards, Access to Education, College Faculty, College Role

Hansen, W. Lee; And Others (1977). Master Curriculum Guide in Economics for the Nation's Schools. Part I, A Framework for Teaching Economics: Basic Concepts. A concise framework of basic concepts and generalizations for teaching economics for K-12 students is presented. The guide summarizes the basic structure and substance of economics and lists and describes economic concepts. Standard guidelines are provided to help school systems integrate economics into their on-going courses of study. Designed to be used by those working with teachers on curriculum development in economic education, the guide can also be used by methods instructors. Six major areas are defined as essential to economic understanding. First, students need to develop an objective, rational approach and be able to organize their thinking as they address economic issues and questions. Second, students need to master basic economic concepts and understand economic institutions, measurement concepts, and concepts for evaluating economic action and policies. Third, students need a simple overview of the American economic system so as to provide a structure for examining specific issues. Fourth, students need to possess the knowledge and skills to recognize the various types of economic issues they are likely to encounter such as market and government action. Fifth, students need to apply their economic understanding to particular issues relevant to their own lives, such as the scarcity of oil or the rising coffee prices. Sixth, students need to form their own judgments on economic issues based on their analysis of the issues, tempered by their own values.   [More]  Descriptors: Citizenship Responsibility, Concept Formation, Concept Teaching, Consumer Economics

Brown, Lester R. (1978). The Twenty-Ninth Day: Accomodating Human Needs and Numbers to the Earth's Resources. The purpose of this book is to examine the interaction of the world's ecological, economic, and social systems. It is divided into 12 chapters, with the first chapter providing an introduction and overview. Chapter two assesses the dimensions of the ecological stresses being put on the environment, specifically, the world's oceans, forests, grasslands, and croplands. Chapter three points out some of the consequences of these stresses. The fourth chapter considers the trends and dangers of population growth and urges population stabilization. Chapter five discusses the energy situation and the transition from petroleum to nuclear, coal, solar, and other alternative energy sources. Chapter six examines the food economy and what has and can be done to ease world food shortages.  Chapter seven studies the economic stresses of inflation, unemployment, capital scarcity, labor production, and the slowing of economic growth around the world. The eigth and ninth chapters deal with the social and ecological significance of the distribution of wealth both among and within societies. Chapter ten discusses the accommodations to the earth's natural systems and resources that must take place. The last two chapters concentrate on how these accommodations will be accomplished, and who will be involved in the process.   [More]  Descriptors: Birth Rate, Climate, Climate Control, Conservation (Environment)

Holland, Dorothy C.; Eisenhart, Margaret A. (1990). Educated in Romance. Women, Achievement, and College Culture. This ethnographic study investigated why so few women become scientists or mathematicians. The study followed the lives of two groups of women, one black and one white, all with strong academic records, who were attending two southern U.S. universities, one predominantly black and the other predominantly white. The study was initiated in 1979 when the women were freshmen; with follow-up surveys in 1983 when they were due to graduate, and again 4 years later. A second survey of randomly selected women at each school indicated that the ethnographic findings could be generalized. The study describes the cultural systems and social practices of the peer culture, the kinds of gender inequality experienced, explores dissent and protest against male privilege, and compares experiences of the study group with those of students at other schools in the United States, Great Britain, and Australia. The study suggests that a major component of student culture is its organization around romance and attractiveness, with women constantly exposed to judgments of worth based on sexual attractiveness, and with much of their efforts addressed to improving that evaluation. It was also found that while race and class discrimination are experienced as group phenomena, gender discrimination is experienced as an individual phenomenon. (Contains 180 references.) Descriptors: Access to Education, Black Colleges, Black Students, Career Choice

O'Donnell, Lorena M.; Green-Merritt, Esther S. (1997). Empowering Minorities To Impact the Established Culture in Eurocentric Institutions of Higher Learning. This document reviews recent data from six predominantly white universities in the tristate area of Kentucky, Ohio, and Indiana, which suggests that recruitment and retention of minority students are difficult because (1) there were few minority role models in leadership positions; (2) there were an insufficient number and variety of ethnic studies programs; (3) relevant and appropriate library and media resources were not available; (4) there were few concerted efforts to empower minorities; (5) there was inadequate preparation of faculty, staff, and students to live in a multicultural society; and (6) there were few opportunities to experience the enrichment resulting from a culturally pluralistic community. To remedy these conditions, the document recommends various actions: universities collaborative on ethnic studies programs leading to a major or minor in teacher education programs; analyze library holdings and increase line item in budget for multicultural audiovisual materials; create web pages to attract potential minority employees for leadership positions; provide leadership development training for minorities; insure adequate minority representation on all governing entities; and subsidize and provide supervision of crosscultural experience in residence hall settings. (Contains 32 references.)   [More]  Descriptors: Audiovisual Aids, Black Literature, Blacks, Cultural Pluralism

Stevens, Paul (1990). Handling Office Politics. [Second Edition.]. This book is designed to help people develop an action plan to enhance their situation at work. Part 1 focuses on political behavior at work as a key to advancement. It discusses assessing career setbacks and recovery from them. Subsequent sections focus on the following areas of self-study that are necessary to enable the individual to manage office politics: (1) interpersonal relationships; (2) thinking politically; (3) the grapevine; (4) competition among work colleagues; (5) appropriate assertion; and (6) personality types. Two recurring situations and the wrong and right ways to handle the political aspects are described. Part 2 offers analyses of situations in which an individual participates regularly at work where political behavior is a natural part of the process: attending meetings, experiencing delegation, and going to social events involving work colleagues. Part 3 focuses on political skills development. Subject areas are conflict resolution, life stages recognition, identifying hindering people and gaining support. The book concludes with a list of tips and 13 references for further reading. Descriptors: Adult Education, Career Change, Career Development, Career Education

Sheive, Linda T., Ed.; Schoenheit, Marian B., Ed. (1987). Leadership: Examining the Elusive. 1987 Yearbook of the Association for Supervision and Curriculum Development. Symbolic leadership and culture are the guiding concepts of nine selections presented in this 1987 yearbook. In part 1, "Organizational Perspectives on the Work of Leaders," Terrence E. Deal predicts that future educational organizations will depend upon leaders who have shaped cultural patterns from traditions, current realities, and visions. Robert G. Owens characterizes the high school's own cultural influence in creating structure, cooperation, and control. A study by David C. Dwyer, Bruce G. Barnett, and Ginny V. Lee reveals that effective principals direct actions toward the organization's work structure. In part 2, "Personal Perspectives on the Work of Leaders," John Champlin speaks of changing the school's value structure. June E. Gabler reflects on discrimination against women administrators. In part 3, "Perspectives on the Development of Leaders," Pat Burke Guild emphasizes that vision and purpose constitute leadership's foremost aspect. Linda Tinelli Sheive and Marian Beauchamp Schoenheit apply a five-year study to construct a reference frame for effective leadership. Thomas F. Green stresses that leaders determine the norms and conscience of numerous memberships. The diverse aggregate of research, theory, and experience as an intricate whole is interpreted by Thomas J. Sergiovanni. References accompany each selection; appendices give information about authors and association members.   [More]  Descriptors: Administrator Role, Behavior Standards, Cultural Context, Cultural Influences

Prasch, John (1990). How To Organize for School-Based Management. Suggestions for the organization of school-based management (SBM) implementation are presented in this guidebook for administrators. Five chapters cover the following topics: pros and cons of SBM; barriers to implementation; board of education relations; leadership roles; implementation mechanisms, such as goal-setting, budgeting, and personnel allocation; curriculum development; and information sharing. A caution is that as SBM becomes more integrated, union power is diluted. Empowerment of individuals, as differentiated from union power, may later threaten union status quo. Figures illustrate the material, and lists of references and resources offer 38 citations.   [More]  Descriptors: Administrator Role, Board Administrator Relationship, Boards of Education, Budgeting

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