Understanding Global Change: Frameworks and Models for Teaching Systems Thinking

Science.gov (United States)

Bean, J. R.; Mitchell, K.; Zoehfeld, K.; Oshry, A.; Menicucci, A. J.; White, L. D.; Marshall, C. R.

2017-12-01

The scientific and education communities must impart to teachers, students, and the public an understanding of how the various factors that drive climate and global change operate, and why the rates and magnitudes of these changes related to human perturbation of Earth system processes today are cause for deep concern. Even though effective educational modules explaining components of the Earth and climate system exist, interdisciplinary learning tools are necessary to conceptually link the causes and consequences of global changes. To address this issue, the Understanding Global Change Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley developed an interdisciplinary framework that organizes global change topics into three categories: (1) causes of climate change, both human and non-human (e.g., burning of fossil fuels, deforestation, Earth's tilt and orbit), (2) Earth system processes that shape the way the Earth works (e.g., Earth's energy budget, water cycle), and (3) the measurable changes in the Earth system (e.g., temperature, precipitation, ocean acidification). To facilitate student learning about the Earth as a dynamic, interacting system, a website will provide visualizations of Earth system models and written descriptions of how each framework topic is conceptually linked to other components of the framework. These visualizations and textual summarizations of relationships and feedbacks in the Earth system are a unique and crucial contribution to science communication and education, informed by a team of interdisciplinary scientists and educators. The system models are also mechanisms by which scientists can communicate how their own work informs our understanding of the Earth system. Educators can provide context and relevancy for authentic datasets and concurrently can assess student understanding of the interconnectedness of global change phenomena. The UGC resources will be available through a web-based platform and

Global Governance, Educational Change

Science.gov (United States)

Mundy, Karen

2007-01-01

In the last half decade, a rising literature has focused on the idea that processes of economic, political and social globalization require analysis in terms of governance at the global level. It is argued in this article that emerging forms of global governance have produced significant challenges to conventional conceptions of international…

An Analysis of Globalization and Higher Education in Malaysia

Science.gov (United States)

Arokiasamy, Anantha Raj A.

2011-01-01

This study aims to examine the impact of globalization on private higher education in Malaysia. The impact of globalization and the development of knowledge-based economy have caused much dramatic change to the character and functions of higher education in Malaysia. The major trend is the reforming and restructuring of private higher education in…

The Worldviews Network: Transformative Global Change Education in Immersive Environments

Science.gov (United States)

Hamilton, H.; Yu, K. C.; Gardiner, N.; McConville, D.; Connolly, R.; "Irving, Lindsay", L. S.

2011-12-01

own research to develop a library of immersive visualization stories and templates that explore ecological relationships across time at cosmic, global, and bioregional scales, with learning goals aligned to climate and earth science literacy principles. These experiential narratives are used to increase participants' awareness of global change issues as well as to engage them in dialogues and design processes focused on steps they can take within their own communities to systemically address these interconnected challenges. More than 600 digital planetariums in the U.S. collectively represent a pioneering opportunity for distributing Earth systems messages over large geographic areas. By placing the viewer-and Earth itself-within the context of the rest of the universe, digital planetariums can uniquely provide essential transcalar perspectives on the complex interdependencies of Earth's interacting physical and biological systems. The Worldviews Network is creating innovative, data-driven approaches for engaging the American public in dialogues about human-induced global changes.

A Global Education Challenge: Harnessing Corporate Philanthropy to Educate the World's Poor. Center for Universal Education Working Paper 4

Science.gov (United States)

van Fleet, Justin W.

2011-01-01

Major actors in the global education community are emerging with new education strategies, including the World Bank, U.S. Agency for International Development and U.K. Department for International Development. These strategies attempt to identify game-changing policies to make strides in global education in anticipation of the Millennium…

Globalization and Education

Directory of Open Access Journals (Sweden)

Huma Imran Khan

2014-06-01

Full Text Available The concept of globalization has been introduced due to technical advancements that has made the world a global village. The world as is now has never been before; it is now a world where multicultural societies have developed, trade and transactions are made between countries, technology reaches every part of the world, and internet has connected every possible idea, opinion, person, and commodity with the rest of the world. In this world of globalization, education has taken a central role, as without education globalization cannot be germinated. Education is a national issue and as such, each country has its own educational policies that are emblems of that country's cultural values, belief system and historical realities. Nevertheless, the globalized world demands for multiculturalism, and commonalities amongst communities to be promoted so as to bring the world closer to accepting cultural diversities and celebrating commonalities. For these aims, educational institutions become institutions for promoting globalization by introducing various cultural and traditional beliefs to the new generation. Recently, globalization has become a popular subject of debate in national and international circiles. Globalization links individuals and institutions across the world through economic forces, digital technologies, and communication. It is moreover subjected to higher living standards, international affiliations, and multiple types of freedom. However, a major part of the world consists of under developed countries where technological advancements, communication, trade and commerce along with other economic activities are not enough to support them to be a part of the global society.

Teacher Education in Post-Apartheid South Africa: Navigating a Way through Competing State and Global Imperatives for Change

Science.gov (United States)

Schafer, Marc; Wilmot, Di

2012-01-01

This article focuses on teacher education in post-apartheid South Africa. It argues that the restructuring and reorganization of teacher education is at the nexus of the axes of tension created by national and global imperatives for change. Along with the dismantling of apartheid and the transition to a free and democratic state in 1994 came the…

Globalization and Its Influence on Comparative Education Methodology

Science.gov (United States)

Chigisheva, Oksana

2015-01-01

The article is devoted to the research of the methodological changes that occur in the field of comparative education as a result of globalization. A deep analysis of the globalization phenomenon is undertaken with a special focus on the differentiation of globalization, internationalisation, regionalisation and integration. UNESCO's role in the…

Global Collaborative STEM Education

Science.gov (United States)

Meabh Kelly, Susan; Smith, Walter

2016-04-01

Global Collaborative STEM Education, as the name suggests, simultaneously supports two sets of knowledge and skills. The first set is STEM -- science, technology, engineering and math. The other set of content knowledge and skills is that of global collaboration. Successful global partnerships require awareness of one's own culture, the biases embedded within that culture, as well as developing awareness of the collaborators' culture. Workforce skills fostered include open-mindedness, perseverance when faced with obstacles, and resourceful use of technological "bridges" to facilitate and sustain communication. In respect for the 2016 GIFT Workshop focus, Global Collaborative STEM Education projects dedicated to astronomy research will be presented. The projects represent different benchmarks within the Global Collaborative STEM Education continuum, culminating in an astronomy research experience that fully reflects how the global STEM workforce collaborates. To facilitate wider engagement in Global Collaborative STEM Education, project summaries, classroom resources and contact information for established international collaborative astronomy research projects will be disseminated.

Global Climate Change and Ocean Education

Science.gov (United States)

Spitzer, W.; Anderson, J.

2011-12-01

The New England Aquarium, collaborating with other aquariums across the country, is leading a national effort to enable aquariums and related informal science education institutions to effectively communicate the impacts of climate change and ocean acidification on marine animals, habitats and ecosystems. Our goal is to build on visitors' emotional connection with ocean animals, connect to their deeply held values, help them understand causes and effects of climate change and motivate them to embrace effective solutions. Our objectives are to: (1) Build a national coalition of aquariums and related informal education institutions collaborating on climate change education; (2) Develop an interpretive framework for climate change and the ocean that is scientifically sound, research-based, field tested and evaluated; and (3) Build capacity of aquariums to interpret climate change via training for interpreters, interactive exhibits and activities and communities of practice for ongoing support. Centers of informal learning have the potential to bring important environmental issues to the public by presenting the facts, explaining the science, connecting with existing values and interests, and motivating concern and action. Centers that work with live animals (including aquariums, zoos, nature centers, national parks, national marine sanctuaries, etc.) are unique in that they attract large numbers of people of all ages (over 140 million in the US), have strong connections to the natural, and engage many visitors who may not come with a primary interest in science. Recent research indicates that that the public expects and trusts aquariums, zoos, and museums to communicate solutions to environmental and ocean issues, and to advance ocean conservation, and that climate change is the environmental issue of most concern to the public; Ironically, however, most people do not associate climate change with ocean health, or understand the critical role that the ocean plays in

Interface between Global Education and Multicultural Education.

Science.gov (United States)

Randall, Ruth E.; And Others

Today global education and multicultural education are vital as all countries in the world face complex issues in economic, political, and social interdependence. This paper examines the interface between global education and multicultural education as a potential answer of how to prepare students for effective participation in a culturally…

NASA Partnership with JSU and MSU to Promote Remote Sensing Applications and Global Climate Change Education: 2013 Summer Course/Workshop

Science.gov (United States)

Reddy, S. R.

2014-12-01

NASA Innovations in Climate Education (NICE) is a competitive project to promote climate and Earth system science literacy and seeks to increase the access of underrepresented minority groups to science careers and educational opportunities. A three year funding was received from NASA to partnership with JSU and MSU under cooperative agreement "Strengthening Global Climate Change education through Remote Sensing Application in Coastal Environment using NASA Satellite Data and Models". The goal is to increase the number of undergraduate students at Jackson State University, a Historically Black University, who are prepared to pursue higher academic degrees and careers in the fields relevant to earth system science global climate change, marine and environmental sciences. A two week summer course/workshop was held during May 20-31, 2013 at JSU, focusing on historical and technical concepts of remote sensing technology and applications to climate and global climate change. Nine students from meteorology, biology, industrial technology and computer science/engineering of JSU participated in the course/workshop. The lecture topics include: introduction to remote sensing and GIS, introduction to atmospheric science and climate, introduction to NASA innovations in climate education, introduction to remote sensing technology for bio-geosphere, introduction to earth system science, principles of paleoclimatology and global change, daily weather briefing, satellite image interpretation and so on. In addition to lectures, lab sessions were held for hand-on experiences for remote sensing applications to atmosphere, biosphere, earth system science and climate change using ERDAS/ENVI GIS software and satellite tools. Field trip to Barnett reservoir and National weather Service (NWS) was part of the workshop. Some of the activities of the sessions will be presented. Basics of Earth System Science is a non-mathematical introductory course designed for high school seniors, high

Citizenship and Citizenship Education in a Global Age: Politics, Policies, and Practices in China. Global Studies in Education. Volume 2

Science.gov (United States)

Law, Wing-Wah

2011-01-01

This book examines issues of citizenship, citizenship education, and social change in China, exploring the complexity of interactions among global forces, the nation-state, local governments, schools, and individuals--including students--in selecting and identifying with elements of citizenship and citizenship education in a multileveled polity.…

Global citizenship is key to securing global health: the role of higher education.

Science.gov (United States)

Stoner, Lee; Perry, Lane; Wadsworth, Daniel; Stoner, Krystina R; Tarrant, Michael A

2014-07-01

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. While personal responsibility is crucial, alone it is insufficient. We argue that one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Global citizenship competency has become an integral part of the higher education discourse; this discourse can and should be extended to include global health. A global citizen is someone who is (1) aware of global issues, (2) socially responsible, and (3) civically engaged. From this perspective, personal health is not solely an individual, self-serving act; rather, the consequences of our lifestyle choices and behaviors have far-reaching implications. This paper will argue that, through consciously identifying global health within the constructs of global citizenship, institutions of higher education can play an instrumental role in fostering civically engaged students capable of driving social change. Copyright © 2014 Elsevier Inc. All rights reserved.

GLOBALIZATION, NEOLIBERALISM, EDUCATIONAL REFORMS AND CREATIVITY

Directory of Open Access Journals (Sweden)

Octavio González-Vázquez

2015-07-01

Full Text Available Globalization and neoliberalism strongly affect education reforms in our country. Changes involving the three processes have conditions that can promote or inhibit the development of creativity. We can use one or the other with the development of our own creativity.

Modeling higher education attractiveness to stand global environment

Directory of Open Access Journals (Sweden)

Leonel Cezar Rodrigues

2016-04-01

Full Text Available Inabilities to deal with the changing environment may lead Higher Education Institutions (HEI to loose institutional attractiveness. Digital transformation requires global insertion as essential feature to institutional attractiveness. Processes for international education seem to lack the links between real environmental trends and the internal capabilities to global education. HEI managers may approach endeavors to internationalize education combining ambidextrous strategy supported by consolidated resilience capabilities. The latest ones refer to building internal value attributes to increase institutional attractiveness assuring solid standing in the global environment. In this article, a theoretical essay, we approach the problem of creating resilience as a way of backing up ambidexterity to generate institutional attractiveness. The set of value attributes, on the other hand, may originate strategic routes to strengthen internal competences and to make the institution more attractive, as a dynamic capability.

Nigerian Traditional Music Education in the Context of Global ...

African Journals Online (AJOL)

The changes have happened more on the approaches to education than on the essence. This paper looks at the traditional music education in the face of the global challenges facing education. It makes a phenomenological appraisal of the trends and shows how there are shared and regional concerns of music education.

GLOBAL EDUCATION IN SECOND LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Kip Cates

1999-01-01

Full Text Available This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education.

[Future trends in nursing education in Taiwan in the light of globalization].

Science.gov (United States)

Lee, Sheuan; Lu, Ying-Chi; Yen, Wen-Jiuan; Lin, Shu-Chin

2004-08-01

The twenty-first century is the era of the knowledge-based economy. Its information networks developing rapidly, Taiwan has already entered an age of liberalization, diversity and globalization. Competition and change will be the norm. As globalization continues it will pose substantial problems for nursing education. Nursing is a service-oriented activity which has to develop constantly to meet the changing demands of the public as people start to live longer, society becomes more multi-cultural, the nature of diseases and other health problems changes and public policy, such as that on National Health Insurance, is modified. This article outlines the problems currently facing nursing education (i.e., the complexity of the educational system, shortcomings in the learning environment, curriculum design, the quality of faculty, evaluation methods, and the quality of students' English and Mathematics) to predict likely difficulties (i.e. student recruitment, the running of schools and the quality of clinical nurses) and trends in nursing education. (i.e. changes in the way schools are run in line with the impact of globalization, new teaching methods; faculty training and development, lifelong learning, and the internationalization of education.) The article should be of interest to nursing educators.

The Political Dynamics of Educational Changes in China

Science.gov (United States)

Huang, Zhongjing; Wang, Ting; Li, Xiaojun

2016-01-01

This article explores the trajectory of educational changes in China over the past three decades in the context of globalization and social and economic transformation. It addresses three research questions: what educational changes occurred in China, why some educational policies worked well but others failed, how the political dynamics of…

The Impacts of Internationalization and Globalization on Educational Context

Directory of Open Access Journals (Sweden)

Hendra Heriansyah

2014-05-01

Full Text Available This paper addresses the impacts of internationalization and globalization on educational context. It is undeniable that the presence and existence of globalization have brought and given a great deal of influences within various fields including on education sector. Of course, it will be a problematic if a school or a higher education institution does not comprehensively notice and precisely pay attention towards each effect and development from internationalization and globalization that obviously appear. Hence, it is needed an international curriculum design that has the meticulous content and process as well as assessment. Moreover, the curriculum also has to take account a variety of aspects and components from distinctive perspectives within its plan, array, and implementation in the field in order to meet the demands of global marketplace and be able to answer each of challenges and changes that arise.

Global environmental change: understanding the human dimensions

National Research Council Canada - National Science Library

Stern, Paul C; Young, Oran R; Druckman, Daniel

... on the Human Dimensions of Global Change Commission on the Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1992 Copyrightthe cannot be not from book, paper however, version for formatting, original authoritative the typesetting-specific the as from created publication files ...

Global Environmental Change : Understanding the Human Dimensions

National Research Council Canada - National Science Library

Stern, Paul C; Druckman, Daniel; Young, Oran R; National Research Council; National Academy of Sciences; Stern, Paul C; Druckman, Daniel

... on the Human Dimensions of Global Change Commission on the Behavioral and Social Sciences and Education National Research Council NATIONAL ACADEMY PRESS Washington, D.C. 1992 Copyrightthe cannot be not from book, paper however, version for formatting, original authoritative the typesetting-specific the as from created publication files ...

Social Change Education: Context Matters

Science.gov (United States)

Choules, Kathryn

2007-01-01

Social change educators challenge social, economic, and political injustices that exist locally and globally. Their students may be people marginalized by these injustices or conversely, people who benefit from unjust systems. Much of the current social change pedagogy derives from the foundational work of Paulo Freire, developed in Brazil in…

Globalization of Management Education

Science.gov (United States)

Bruner, Robert F.; Iannarelli, Juliane

2011-01-01

A new study, sponsored by the Association to Advance Collegiate Schools of Business, presented a comprehensive new perspective on the globalization of management education, (AACSB International, 2011). Its findings are sobering: with regard to emerging global trends in higher education and cross-border business, the report reveals a sizable gap…

A strategy for global environmental education at the university

International Nuclear Information System (INIS)

Hussain, S.T.; Hayes, R.L.

1993-01-01

The Earth's environment is a dynamic system that is affected both by natural phenomena and by human activity. The changes occurring in the global environment are bound to have serious consequences for all its inhabitants. Therefore, the world is rapidly becoming interdependent. Multidisciplinary scientific efforts must be directed toward understanding these global environmental changes. These efforts will require sufficient funds to attract scientists into global environmental research and to disseminate new knowledge to future scholars and to the general public alike. The federal government has a definite role to play in this effort and should allocate sufficient funds to initiate and sustain these programs. Unfortunately, such funds are not currently budgeted. The academic department, as the basic structural and functional unit of the American university system, is most appropriate to ensure environmental educational goals. The authors propose the establishment of a novel Department of Global Environment at every university. That department must be multidisciplinary in nature and must accumulate a critical mass of scholars from all relevant traditional disciplines in the arts and sciences to generate knowledge, to educate students, and to provide advisory services to policy makers. The study product of this department should receive a broad-based education and should emerge as an informed individual who possesses sufficient skills to achieve sustainable communities. That student should also be equipped to assume leadership and to formulate policy about global environmental issues. The investment in education may well be the only way to secure a future for humanity and for the natural world as we now know it

Global Climate Change for Kids: Making Difficult Ideas Accessible and Exciting

Science.gov (United States)

Fisher, D. K.; Leon, N.; Greene, M. P.

2009-12-01

NASA has recently launched its Global Climate Change web site (http://climate.nasa.gov), and it has been very well received. It has now also launched in preliminary form an associated site for children and educators, with a plan for completion in the near future. The goals of the NASA Global Climate Change Education site are: To increase awareness and understanding of climate change science in upper-elementary and middle-school students, reinforcing and building upon basic concepts introduced in the formal science education curriculum for these grades; To present, insofar as possible, a holistic picture of climate change science and current evidence of climate change, describing Earth as a system of interconnected processes; To be entertaining and motivating; To be clear and easy to understand; To be easy to navigate; To address multiple learning styles; To describe and promote "green" careers; To increase awareness of NASA's contributions to climate change science; To provide valuable resources for educators; To be compliant with Section 508 of the Americans with Disabilities Act. The site incorporates research findings not only on climate change, but also on effective web design for children. It is envisioned that most of the content of the site will ultimately be presented in multimedia forms. These will include illustrated and narrated "slide shows," animated expositions, interactive concept-rich games and demonstrations, videos, animated fictionalized stories, and printable picture galleries. In recognition of the attention span of the audience, content is presented in short, modular form, with a suggested, but not mandatory order of access. Empathetic animal and human cartoon personalities are used to explain concepts and tell stories. Expository, fiction, game, video, text, and image modules are interlinked for reinforcement of similar ideas. NASA's Global Climate Change Education web site addresses the vital need to impart and emphasize Earth system science

Expanding the Foundation: Climate Change and Opportunities for Educational Research

Science.gov (United States)

Henderson, Joseph; Long, David; Berger, Paul; Russell, Constance; Drewes, Andrea

2017-01-01

Human-caused climate change is a dominant global challenge. Unlike other disciplines and fields, there has as yet been only limited attention to climate change in educational research generally, and in educational foundations in particular. Education is key to assisting humanity in mitigating and adapting to climate change, and educational…

Global health education in Swedish medical schools.

Science.gov (United States)

Ehn, S; Agardh, A; Holmer, H; Krantz, G; Hagander, L

2015-11-01

Global health education is increasingly acknowledged as an opportunity for medical schools to prepare future practitioners for the broad health challenges of our time. The purpose of this study was to describe the evolution of global health education in Swedish medical schools and to assess students' perceived needs for such education. Data on global health education were collected from all medical faculties in Sweden for the years 2000-2013. In addition, 76% (439/577) of all Swedish medical students in their final semester answered a structured questionnaire. Global health education is offered at four of Sweden's seven medical schools, and most medical students have had no global health education. Medical students in their final semester consider themselves to lack knowledge and skills in areas such as the global burden of disease (51%), social determinants of health (52%), culture and health (60%), climate and health (62%), health promotion and disease prevention (66%), strategies for equal access to health care (69%) and global health care systems (72%). A significant association was found between self-assessed competence and the amount of global health education received (pcurriculum. Most Swedish medical students have had no global health education as part of their medical school curriculum. Expanded education in global health is sought after by medical students and could strengthen the professional development of future medical doctors in a wide range of topics important for practitioners in the global world of the twenty-first century. © 2015 the Nordic Societies of Public Health.

Globalization and the Emergence of For-Profit Higher Education

Science.gov (United States)

Morey, Ann I.

2004-01-01

Globalization and the revolution in technological communications are major forces of change in higher education. This environment, when coupled with the needs of adult learners and the rising costs of tuition at traditional colleges and universities, has stimulated the emergence of for-profit, degree-granting higher education in the United States.…

systemic chemical education reform [scer] in the global era

African Journals Online (AJOL)

IICBA01

growing the systemic way of thinking of our students that is one of the most important characteristics of Global Era. Here is the systemic education reform which means the change of our educational system from linearity to systemic in which we design the curriculum and write content systemically, which presented by SATL ...

Providing Context for Complexity: Using Infographics and Conceptual Models to Teach Global Change Processes

Science.gov (United States)

Bean, J. R.; White, L. D.

2015-12-01

Understanding modern and historical global changes requires interdisciplinary knowledge of the physical and life sciences. The Understanding Global Change website from the UC Museum of Paleontology will use a focal infographic that unifies diverse content often taught in separate K-12 science units. This visualization tool provides scientists with a structure for presenting research within the broad context of global change, and supports educators with a framework for teaching and assessing student understanding of complex global change processes. This new approach to teaching the science of global change is currently being piloted and refined based on feedback from educators and scientists in anticipation of a 2016 website launch. Global change concepts are categorized within the infographic as causes of global change (e.g., burning of fossil fuels, volcanism), ongoing Earth system processes (e.g., ocean circulation, the greenhouse effect), and the changes scientists measure in Earth's physical and biological systems (e.g., temperature, extinctions/radiations). The infographic will appear on all website content pages and provides a template for the creation of flowcharts, which are conceptual models that allow teachers and students to visualize the interdependencies and feedbacks among processes in the atmosphere, hydrosphere, biosphere, and geosphere. The development of this resource is timely given that the newly adopted Next Generation Science Standards emphasize cross-cutting concepts, including model building, and Earth system science. Flowchart activities will be available on the website to scaffold inquiry-based lessons, determine student preconceptions, and assess student content knowledge. The infographic has already served as a learning and evaluation tool during professional development workshops at UC Berkeley, Stanford University, and the Smithsonian National Museum of Natural History. At these workshops, scientists and educators used the infographic

Identifying Effective Strategies for Climate Change Education: The Coastal Areas Climate Change Education (CACCE) Partnership Audiences and Activities

Science.gov (United States)

Ryan, J. G.; Feldman, A.; Muller-Karger, F. E.; Gilbes, F.; Stone, D.; Plank, L.; Reynolds, C. J.

2011-12-01

Many past educational initiatives focused on global climate change have foundered on public skepticism and disbelief. Some key reasons for these past failures can be drawn directly from recognized best practices in STEM education - specifically, the necessity to help learners connect new knowledge with their own experiences and perspectives, and the need to create linkages with issues or concerns that are both important for and relevant to the audiences to be educated. The Coastal Areas Climate Change Education (CACCE) partnership has sought to follow these tenets as guiding principles in identifying critical audiences and developing new strategies for educating the public living in the low-lying coastal areas of Florida and the Caribbean on the realities, risks, and adaptation and mitigation strategies for dealing with the regional impacts of global climate change. CACCE is currently focused on three key learner audiences: a) The formal education spectrum, targeting K-12 curricula through middle school marine science courses, and student and educator audiences through coursework and participatory research strategies engaging participants in a range of climate-related investigations. b) Informal science educators and outlets, in particular aquaria and nature centers, as an avenue toward K-12 teacher professional development as well as for public education. c) Regional planning, regulatory and business professionals focused on the built environment along the coasts, many of whom require continuing education to maintain licensing and/or other professional certifications. Our current activities are focused on bringing together an effective set of educational, public- and private-sector partners to target the varied needs of these audiences in Florida and the U.S. Caribbean, and tailoring an educational plan aimed at these stakeholder audiences that starts with the regionally and topically relevant impacts of climate change, and strategies for effective adaptation and

Translating Globalization and Democratization into Local Policy: Educational Reform in Hong Kong and Taiwan

Science.gov (United States)

Law, Wing-Wah

2004-11-01

The past two decades have witnessed three important international trends: an increase in the number of democratic states; economic globalization; and educational reforms in light of the challenges of the new millennium. A great deal of research has addressed educational change in relation to either globalization or democratization, but little has been said about the complex interactions among all three processes. In view of recent educational reforms in Hong Kong and Taiwan, the present contribution examines the local nature of education policy in a globalized age. It challenges those globalization theories which minimize the role of the state and exaggerate the power of globalization over local factors. In particular, it explores how the governments of these two Chinese societies have employed democratization to generate and legitimate reform proposals and have used economic globalization to justify educational reforms. The study concludes by discussing the complex interrelations of these processes, including tensions between global and local concerns in educational reform.

Exploring Global Change In Place-Based Case Studies

Science.gov (United States)

Moosavi, S. C.

2011-12-01

The complexity of global climate change makes the subject challenging for the average student, particularly given the nuanced feedbacks and exceptions to the general "warming" or "drying" trend that may be experienced at the local and regional level at which most people experience geologic processes. Geoscience educators can reduce these barriers and draw in student learners by adopting a place-based approach to teaching and researching geologic principles that relate to global change. Assisting students in recognizing and understanding the geologic environment in which they live and study has the side benefit of making the potential effect of climate change tangible. This presentation will review several approaches for using place-based case studies to explore global climate change issues in large lecture, small seminar, field research and service learning environments. The special place project used in large introductory physical geology courses requires each student to select a place familiar and unique to them for an in depth study of the common course content as the semester progresses. Students are specifically tasked with identifying how their site came to be, the geologic processes that act upon it today, how the site may have been different during the last glacial advance and how global climate change (specifically warming of 3OC over 50 years) might impact the site. The concept that change has occurred at the student's site in the past, even far from glacial environments, opens students to the scale of potential anthropogenic climate change. A freshman seminar Global Warming & Climate Change - Service in Preparation for Climate Change: The Second Battle of New Orleans focused on the environmental threats to New Orleans and southeastern Louisiana resulting from regional land use decisions in the centuries before Hurricane Katrina, and the threat that global change relating to sea level rise, acceleration of the hydrologic cycle and intensification of

Globalization and American Education

Science.gov (United States)

Merriman, William; Nicoletti, Augustine

2008-01-01

Globalization is a potent force in today's world. The welfare of the United States is tied to the welfare of other countries by economics, the environment, politics, culture, information, and technology. This paper identifies the implications of globalization for education, presents applications of important aspects of globalization that teachers…

Teaching global climate change as a controversial issue - Active learning in higher education

Energy Technology Data Exchange (ETDEWEB)

Manolas, E.I.

2007-07-01

Global climate change is one of the most important controversial issues of our time. If the role of Universities is to create the leaders of tomorrow, then, the duty of teachers in institutions of higher education is to find ways to help students become aware of the problem and understand the complexity of the issue. Following presentation of the definition of controversial issues, the reasons for teaching controversial topics as well as the characteristics of controversial topics, this paper puts forward certain active learning approaches which are in conformity with such considerations without, at the same time, loosing sight of the interdisciplinary nature of the subject. The paper concludes with a discussion of the obstacles which should be overcome so that the methods put forward in this paper can be applied successfully. (orig.)

Global Climate Change: What Has Science Education Got to Do with It?

Science.gov (United States)

Sharma, Ajay

2012-01-01

Despite a near universal consensus among scientists regarding the perils of climate change for human civilizations, climate change has not emerged as a key issue among science educators. This position paper advocates for the centrality of climate change in science education. Using Polanyi's critique of market in capitalist societies, it positions…

Problems with Global Education: Conceptual Contradictions

Science.gov (United States)

Young, J. Melanie

2010-01-01

Global education is concerned with social justice and student empowerment. However, an understanding of the word global as merely international and/or intercultural may fail to challenge existing mechanistic and compartmentalized views of knowledge and curriculum. Such a global education limits students' agency and reproduces the very systems it…

Global Climate Change Pilot Course Project

Science.gov (United States)

Schuenemann, K. C.; Wagner, R.

2011-12-01

In fall 2011 a pilot course on "Global Climate Change" is being offered, which has been proposed to educate urban, diverse, undergraduate students about climate change at the introductory level. The course has been approved to fulfill two general college requirements, a natural sciences requirement that focuses on the scientific method, as well as a global diversity requirement. This course presents the science behind global climate change from an Earth systems and atmospheric science perspective. These concepts then provide the basis to explore the effect of global warming on regions throughout the world. Climate change has been taught as a sub-topic in other courses in the past solely using scientific concepts, with little success in altering the climate change misconceptions of the students. This pilot course will see if new, innovative projects described below can make more of an impact on the students' views of climate change. Results of the successes or failures of these projects will be reported, as well as results of a pre- and post-course questionnaire on climate change given to students taking the course. Students in the class will pair off and choose a global region or country that they will research, write papers on, and then represent in four class discussions spaced throughout the semester. The first report will include details on the current climate of their region and how the climate shapes that region's society and culture. The second report will discuss how that region is contributing to climate change and/or sequestering greenhouse gases. Thirdly, students will discuss observed and predicted changes in that region's climate and what impact it has had, and could have, on their society. Lastly, students will report on what role their region has played in mitigating climate change, any policies their region may have implemented, and how their region can or cannot adapt to future climate changes. They will also try to get a feel for the region

Climate Cases: Learning about Student Conceptualizations of Global Climate Change

Science.gov (United States)

Tierney, Benjamin P.

2013-01-01

The complex topic of global climate change continues to be a challenging yet important topic among science educators and researchers. This mixed methods study adds to the growing research by investigating student conceptions of climate change from a system theory perspective (Von Bertalanffy, 1968) by asking the question, "How do differences…

Education and Capabilities for a Global ‘Great Transition’

NARCIS (Netherlands)

D.R. Gasper (Des)

2013-01-01

markdownabstract__Abstract__ What are the implications for education of the emergent global challenges of sustainability? Various studies suggest that major changes are required in predominant human values during the next two generations, to ensure politically and environmentally sustainable

The Global Challenge for Accounting Education

Science.gov (United States)

Helliar, Christine

2013-01-01

Accounting and education are both global phenomena, and there is thus an argument that accounting education should be consistent and comparable across the globe. However, accounting, and accounting education are all socially constructed and globally they have been influenced by their historical, social, economic, political and cultural contexts.…

Internationalization or globalization of higher education.

Science.gov (United States)

Rezaei, Habibolah; Yousefi, Alireza; Larijani, Bagher; Dehnavieh, Reza; Rezaei, Nima; Adibi, Peyman

2018-01-01

Studies about globalization and internationalization demonstrate different attitudes in explaining these concepts. Since there is no consensus among Iranian specialists about these concepts, the purpose of this study is to explain the concepts of internationalization and globalization in Iran. This study is a systematic review done in the first half of 2016. To explain the concept of globalization and internationalization, articles in Scientific Information D atabase, Magiran database, and Google Scholar were searched with the keywords such as globalization, scientific exchange, international cooperation, curriculum exchange, student exchange, faculty exchange, multinational cooperation, transnational cooperation, and collaborative research. Articles, used in this study, were in Persian and were devoted to internationalization and globalization between 2001 and 2016. The criterion of discarding the articles was duplicity. As many as 180 Persian articles were found on this topic. After discarding repetitive articles, 64 remained. Among those, 39 articles mentioned the differences between globalization and internationalization. Definitions of globalization were categorized in four categories, including globalization, globalizing, globalization of higher education, and globalizing of higher education. Definitions about internationalization were categorized in five categories such as internationalization, internationalization of higher education, internationalization of the curriculum, internationalization of curriculum studies, and internationalization of curriculum profession. The spectrum of the globalization of higher education moves from dissonance and multipolarization to unification and single polarization of the world. One end of the spectrum, which is unification and single polarization of the world, is interpreted as globalization. The other side of the spectrum, which is dissonance and multipolarization, is interpreted as globalizing. The definition of

Internationalization or globalization of higher education

Science.gov (United States)

Rezaei, Habibolah; Yousefi, Alireza; Larijani, Bagher; Dehnavieh, Reza; Rezaei, Nima; Adibi, Peyman

2018-01-01

INTRODUCTION: Studies about globalization and internationalization demonstrate different attitudes in explaining these concepts. Since there is no consensus among Iranian specialists about these concepts, the purpose of this study is to explain the concepts of internationalization and globalization in Iran. MATERIALS AND METHODS: This study is a systematic review done in the first half of 2016. To explain the concept of globalization and internationalization, articles in Scientific Information D atabase, Magiran database, and Google Scholar were searched with the keywords such as globalization, scientific exchange, international cooperation, curriculum exchange, student exchange, faculty exchange, multinational cooperation, transnational cooperation, and collaborative research. Articles, used in this study, were in Persian and were devoted to internationalization and globalization between 2001 and 2016. The criterion of discarding the articles was duplicity. RESULTS: As many as 180 Persian articles were found on this topic. After discarding repetitive articles, 64 remained. Among those, 39 articles mentioned the differences between globalization and internationalization. Definitions of globalization were categorized in four categories, including globalization, globalizing, globalization of higher education, and globalizing of higher education. Definitions about internationalization were categorized in five categories such as internationalization, internationalization of higher education, internationalization of the curriculum, internationalization of curriculum studies, and internationalization of curriculum profession. CONCLUSION: The spectrum of the globalization of higher education moves from dissonance and multipolarization to unification and single polarization of the world. One end of the spectrum, which is unification and single polarization of the world, is interpreted as globalization. The other side of the spectrum, which is dissonance and

An online education approach to population health in a global society.

Science.gov (United States)

Utley-Smith, Queen

2017-07-01

Health professions education content must keep pace with the ever-evolving and changing health care system. Population-based health care is advocated as a way to improve health outcomes, particularly in a technologically advanced health system like the United States. At the same time, global health knowledge is increasingly valued in health professions education, including nursing. This article describes the design and implementation of an online population health course with a global viewpoint intended to accommodate the need for improved knowledge and skill application for graduate nurses. Attention was also given to faculty efficiency during the process of design and implementation. This population-global health course was piloted in a renovated master's curriculum for two semesters. Administering a Course Improvement Survey after initial course offerings assisted faculty to assess and target essential course changes. Data were collected from 106 registered nurse graduate students. Population and global health course objectives were met and students identified areas for course enhancement. Students (90%-94%) reported achieving increased knowledge of population health and global health. Like other creative works, the first rendition of a course requires pedagogical adjustments and editing. Formal student input, when built into the design and implementation of a course can assist faculty to be efficient when crafting essential course changes for subsequent semesters. Data from the survey showed that major population and global subject matter was being grasped by students, the data also revealed that tweaking specific online strategies like making all course content mobile would enhance the course. The course development process and course improvement evaluation for this Population Health in a Global Society course proved valuable in the education of nurses, and helped maintain faculty work efficiency. © 2017 Wiley Periodicals, Inc.

Global Citizenship Education, Technology, and Being

Science.gov (United States)

Gardner-McTaggart, Alexander; Palmer, Nicholas

2018-01-01

Despite the widespread promotion of the global school, it remains unclear as to how citizenship education (global citizenship education, GCE) is developed. Educational bodies such as UNESCO, Oxfam, and the International Baccalaureate are in the full throws of developing models for GCE yet questions remain as to how such a sweeping notion might…

Global Journal of Educational Research

African Journals Online (AJOL)

Global Journal of Education Research is aimed at promoting research in all areas of ... curriculum development, educational technology, foundation, administration etc. ... Innovative practices in science education: a panacea for improving ...

Educational research on everyday life, education and their transformations in globalized contexts

DEFF Research Database (Denmark)

Krejsler, John B.; Kryger, Niels

2013-01-01

Educational research on everyday life, education and their transformations in globalized contexts Not only formal education but everyday life inside as well as outside institutions have always been central sites of learning for children and adults. However, as social relations in everyday life...... are staged ever more as pedagogical and educational relations, practices of learning undergo transformations. The concept of everyday life is changing as daily routines and associated practices of learning are being transformed through processes caused by virtualization (social media, cell phones, lap...... by the four keynote-presenters at the NERA Congress in Copenhagen that took place in March 2012. We are thus proud to be able to present a special issue where senior scholars from India, the United States, Germany and Denmark: Educational research on everyday life, education and their transformations...

Demography, Education, and Democracy: global trends and the case of Iran.

Science.gov (United States)

Lutz, Wolfgang; Cuaresma, Jesús Crespo; Abbasi-Shavazi, Mohammad Jalal

2010-01-01

Reconstructions and projections of populations by age, sex, and educational attainment for 120 countries since 1970 are used to assess the global relationship between improvements in human capital and democracy. Democracy is measured by the Freedom House indicator of political rights. Similar to an earlier study on the effects of improving educational attainment on economic growth, the greater age detail of this new dataset resolves earlier ambiguities about the effect of improving education as assessed using a global set of national time series. The results show consistently strong effects of improving overall levels of educational attainment, of a narrowing gender gap in education, and of fertility declines and the subsequent changes in age structure on improvements in the democracy indicator. This global relationship is then applied to the Islamic Republic of Iran. Over the past two decades Iran has experienced the world's most rapid fertility decline associated with massive increases in female education. The results show that based on the experience of 120 countries since 1970, Iran has a high chance of significant movement toward more democracy over the following two decades.

Globalization and Organizational Change: Engineers' Experiences and Their Implications for Engineering Education

Science.gov (United States)

Lucena, Juan C.

2006-01-01

The demand for flexible engineers presents significant challenges to engineering education. Among these is the need for engineers to be prepared to understand and deal with organizational change. Yet engineering education and research on engineers have overlooked the impact of organizational change on engineering work. After outlining the impact…

Competing in the Global Higher Education Marketplace: Outsourcing, Twinning, and Franchising

Science.gov (United States)

Armstrong, Lloyd

2007-01-01

Globalization has had an enormous impact over the past few decades on most major components of the world economy. New markets have been opened, ownership of domestic corporations has been dispersed globally, and how most businesses are structured has changed radically. Higher education, however, has thus far remained comparatively untouched by the…

Time as the Fourth Dimension in the Globalization of Higher Education

Science.gov (United States)

Walker, Judith

2009-01-01

This paper calls for an analysis of time to be integrated into the theories on the globalization of higher education. Specifically, the author argues that academic capitalism, fuelled by globalization, has led to changes in the university visible in time/space compression, time acceleration, the reification of time and our internalization of the…

Governance and Knowledge Transformations in Educational Administration: Greek Responses to Global Policies

Science.gov (United States)

Sifakakis, Polychronis; Tsatsaroni, Anna; Sarakinioti, Antigone; Kourou, Menie

2016-01-01

This article explores the localisation of the global and European discourse of educational governance in the Greek education system through the changes that have been introduced in the field of education administration since 2009 by the then socialist government. Our research aims to contribute to the critical policy literature on the spreading…

Economy of education: National and global aspects

Directory of Open Access Journals (Sweden)

Oksana Ishchenko-Padukova

2017-12-01

Full Text Available Our paper focuses on the national economy of education. We assume that under the current conditions of the globalized world, the economy of education reveals its two-fold nature: on the one hand, it represents an element of the national economic system, and on the other, it is also a structural component of the global education system. Therefore, national economy of education is shaped up by both internal and external factors represented by national and international influences. We analyze here the functional composition and the methods of legal regulation of the economy of education under the conditions and provisions of the global geopolitical transformations. In addition, we use the empirical model of returns to education for showing the factors that impact the employability of young graduates at the labor market. Our results confirm the importance of education for achieving higher levels of income, both nationally and internationally. Finally, we come to the conclusion that its target function consists of the global promotion of national education and consolidation of national competitive position within the world education space.

Moral Education in an Age of Globalization

Science.gov (United States)

Noddings, Nel

2010-01-01

Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.

The 'global health' education framework: a conceptual guide for monitoring, evaluation and practice

Science.gov (United States)

2011-01-01

Background In the past decades, the increasing importance of and rapid changes in the global health arena have provoked discussions on the implications for the education of health professionals. In the case of Germany, it remains yet unclear whether international or global aspects are sufficiently addressed within medical education. Evaluation challenges exist in Germany and elsewhere due to a lack of conceptual guides to develop, evaluate or assess education in this field. Objective To propose a framework conceptualising 'global health' education (GHE) in practice, to guide the evaluation and monitoring of educational interventions and reforms through a set of key indicators that characterise GHE. Methods Literature review; deduction. Results and Conclusion Currently, 'new' health challenges and educational needs as a result of the globalisation process are discussed and linked to the evolving term 'global health'. The lack of a common definition of this term complicates attempts to analyse global health in the field of education. The proposed GHE framework addresses these problems and presents a set of key characteristics of education in this field. The framework builds on the models of 'social determinants of health' and 'globalisation and health' and is oriented towards 'health for all' and 'health equity'. It provides an action-oriented construct for a bottom-up engagement with global health by the health workforce. Ten indicators are deduced for use in monitoring and evaluation. PMID:21501519

Surveying Geology Concepts in Education Standards for a Rapidly Changing Global Context

Science.gov (United States)

Guffey, Sarah K.; Slater, Stephanie J.; Schleigh, Sharon P.; Slater, Timothy F.; Heyer, Inge

2016-01-01

Internationally much attention is being paid to which of a seemingly endless list of scientific concepts should be taught to schoolchildren to enable them to best participate in the global economy of the 21st Century. In regards to science education, the concepts framing the subject of geology holds exalted status as core scientific principles in…

GLOBAL CHANGE RESEARCH NEWS #8: OUR CHANGING PLANET: THE FY2000 U.S. GLOBAL CHANGE RESEARCH PROGRAM

Science.gov (United States)

This edition of Global Change Research News focuses on the publication of the new OurChanging Planet: The FY2000 U.S. Global Change Research Program. This annual report to the Congress was prepared under the auspices ofthe President's National Science and Technology Council. It...

Understanding Global Change: A New Conceptual Framework To Guide Teaching About Planetary Systems And Both The Causes And Effects Of Changes In Those Systems

Science.gov (United States)

Levine, J.; Bean, J. R.

2016-12-01

Goals of the Next Generation Science Standards include understanding climate change and learning about ways to moderate the causes and mitigate the consequences of planetary-scale anthropogenic activities that interact synergistically to affect ecosystems and societies. The sheer number and scale of both causes and effects of global change can be daunting for teachers, and the lack of a clear conceptual framework for presenting this material usually leads educators (and textbooks) to present these phenomenon as a disjointed "laundry list." But an alternative approach is in the works. The Understanding Global Change web resource, currently under development at the UC Berkeley Museum of Paleontology, will provide educators with a conceptual framework, graphic models, lessons, and assessment templates for teaching NGSS-aligned, interdisciplinary, global change curricula. The core of this resource is an original informational graphic that presents and relates Earth's global systems, human and non-human factors that produce changes in those systems, and the effects of those changes that scientists can measure.

Analysis of Globalization, the Planet and Education

Science.gov (United States)

Tsegay, Samson Maekele

2016-01-01

Thorough the framework of theories analyzing globalization and education, this paper focuses on the intersection among globalization, the environment and education. This paper critically analyzes how globalization could affect environmental devastation, and explore the role of pedagogies that could foster planetary citizenship by exposing…

The petroleum industry's response to climate change: The role of the IPIECA Global Climate Change Working Group

International Nuclear Information System (INIS)

Lemlin, J.S.; Graham Bryce, I.

1994-01-01

IPIECA formed the Global Climate Change Working Group in 1988 to coordinate members' efforts to understand the global climate change issue, to promote support for education and research, and to serve as the focus for engaging with international activities. The working group has sponsored a number of activities, including seminars and workshops. The Lisbon Experts Workshop on Socio-Economic Assessment of Climate Change in 1993 represents the most recent IPIECA forum for interaction between industry experts and those involved in the production of the IPCC 1995 Second Assessment Report. This workshop is described in the article. (author)

Globalization in the One World: Impacts on Education in Different Nations

Science.gov (United States)

Pang, Nicholas Sun-keung

2013-01-01

There is only one world, but it is widely divided. All nations share a common interest in the investment and development of education in their own contexts. The one world has been undergoing tremendous, turbulent changes, due to the recent quick movement in globalization. This paper aims to explore what is meant by globalization, how it has…

Social Class and Education: Global Perspectives

Science.gov (United States)

Weis, Lois, Ed.; Dolby, Nadine, Ed.

2012-01-01

"Social Class and Education: Global Perspectives" is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparralleled examination of…

Global climate change

International Nuclear Information System (INIS)

Levine, J.S.

1991-01-01

Present processes of global climate change are reviewed. The processes determining global temperature are briefly described and the concept of effective temperature is elucidated. The greenhouse effect is examined, including the sources and sinks of greenhouse gases. 18 refs

Space Observations for Global Change

Science.gov (United States)

Rasool, S. I.

1991-01-01

There is now compelling evidence that man's activities are changing both the composition of the atmospheric and the global landscape quite drastically. The consequences of these changes on the global climate of the 21st century is currently a hotly debated subject. Global models of a coupled Earth-ocean-atmosphere system are still very primitive and progress in this area appears largely data limited, specially over the global biosphere. A concerted effort on monitoring biospheric functions on scales from pixels to global and days to decades needs to be coordinated on an international scale in order to address the questions related to global change. An international program of space observations and ground research was described.

Poor understanding? Challenges to Global Development Education

Directory of Open Access Journals (Sweden)

John Buchanan

2018-03-01

Full Text Available As members of a global community, we cohabit a metaphorically shrinking physical environment, and are increasingly connected one to another, and to the world, by ties of culture, economics, politics, communication and the like. Education is an essential component in addressing inequalities and injustices concerning global rights and responsibilities. The increasing multicultural nature of societies locally, enhanced access to distal information, and the work of charitable organisations worldwide are some of the factors that have contributed to the interest in, and need for, understanding global development education. The project on which this paper reports sought answers to the question: to what extent and in what ways can a semester-long subject enhance and extend teacher education students’ understandings of and responses to global inequalities and global development aid? In the course of the project, a continuum model emerged, as follows: Indifference or ignorance ➝ pity and charity ➝ partnership and development among equals. In particular, this paper reports on some of the challenges and obstacles that need to be addressed in order to enhance pre-service teachers’ understandings of global development education. The study, conducted in Australia, has implications for global development education in other developed nations.

Beyond EFL : Globalizing Education in Japan

OpenAIRE

Smith, Michael

2017-01-01

Current approaches to education are not providing students in Japan with the skills necessary to become global human resources. How can skills such as effective communication, problem solving, cultural awareness, and leadership, all necessary in a rapidly globalizing world, be developed and nurtured in Japan’s schools？ National public education must begin to play a more prominent role in the development of these important global skills. This paper will describe first year university students’...

Biodiversity and global change. Adaptative responses to global change: results and prospective. IFB-GICC restitution colloquium

International Nuclear Information System (INIS)

Despres, L.; Hossaert-Mckey, M.; Martin, J.F.; Pont, D.; Valero, M.; Chave, J.; Benizri, E.; Amiaud, B.; Boury-Esnault, N.; Fritz, H.; Lavelle, P.; Martin, F.; Poulet, S.; Blanchard, F.; Cheddadi, R.; Dupouey, J.L.; Hulle, M.; Michaux, J.; Souissi, S.; Bridault, A.; Dambrine, E.; Gomez, B.; Thevenard, F.; Legendre, S.; Suc, J.P.; Zeitoun, V.; Bezancon, G.; Frascaria-Lacoste, N.; Ponsard, S.; Bourguet, D.; Vigne, J.D.; Doyen, L.; Joly, P.; Gourlet-Fleury, S.; Garnier, E.; Lebaron, Ph.; Boulinier, Th.; Chuine, I.; Jiguet, F.; Couvet, D.; Soussana, J.F.; Weimerskirsch, H.; Grosbois, V.; Bretagnolle, V.

2006-01-01

Global change is the consequence of the worldwide human print on ecology. The uncontrolled use of fossil fuels, the urbanization, the intensifying of agriculture, the homogenization of life styles and cultures, the homogenization of fauna and vegetation, the commercial trades, the bio-invasions, the over-exploitation of resources and the emergence of new economic powers (China, India, Brazil..) represent an adaptative dynamics of interactions which affects the overall biosphere and the adaptative capacities and the future of all species. Biodiversity is an ecological and societal insurance against the risks and uncertainties linked with global change. The French institute of biodiversity (IFB) has created a working group in charge of a study on global change and biodiversity, in particular in terms of: speed and acceleration of processes, interaction between the different organization levels of the world of living, scale changes, and adaptative capacities. 38 projects with an interdisciplinary approach have been retained by the IFB and the Ministry of ecology and sustainable development. The conclusion of these projects were presented at this restitution colloquium and are summarized in this document. The presentations are organized in 7 sessions dealing with: global changes and adaptation mechanisms; functional responses to global changes; spatial responses to global changes; temporal responses to global changes; selective answers to global changes; available tools and ecological services; scenarios and projections. (J.S.)

Critical perspectives on changing media environments in the Global South

DEFF Research Database (Denmark)

Nielsen, Poul Erik

the changes in the media landscape continuously alter the power balance between state, civil society and market. At the meso level, these changes will be discussed in relation to the development of the different media and of a variety of new locally specific media environments, which create new spaces......The main aim of this article is to give a general overview and theoretically discuss how significant changes in the media landscapes in Global South countries alter existing spaces and create new spaces for political and socio-cultural exchange, thus changing the complex interrelationship between...... media and society. Knowing that media is only one of many aspects in current societal changes, the focus will be more on the interrelationship between media and society and less on other aspects like globalization, education and political reforms. At the macro level, the article will discuss how...

Global change and Canadians: A teacher's guide

International Nuclear Information System (INIS)

1993-01-01

A report called Global Change and Canadians has been produced by the Royal Society of Canada to answer basic questions being asked about global change issues. A teacher's guide is presented to help teachers make effective use of the report in developing programs with students concerning global change. A basic set of teaching and learning activities related to the major topics in the report is provided, curricular connections between global change topics and school programs are suggested, and some additional resources on global change are listed. The guide is divided into six chapters, each corresponding to the chapters of the global change report. Each chapter contains a summary of the major concepts from the report, some of the learning outcomes that occur when those concepts are addressed, a series of suggested activities or ideas, and a guide for assessing students' abilities relative to the concepts of the chapter. The topics of the chapters cover the nature of global change, the importance of global change to Canada, the causes of global change, the consequences of global change (including climate change and the greenhouse effect), the effects of global change on society, and Canadian responses to global change. 64 refs., 3 figs

Globalization And Education: Challenges And Opportunities

OpenAIRE

Sadegh Bakhtiari; H. Shajar

2011-01-01

The impact of globalization on culture and educational system is a major concern. Some people saw it as a treat for traditional institutions such as the family and the school, another argument saw benefits in overturning traditional and developing modern attitudes. this paper will analysis the positive and negative impacts of globalization on education for developing countries. Effective education systems are the foundation of opportunities to lead a decent life. Ensuring that all children ha...

Impact of demographic changes on higher education institutions : Llithuania in a global context

OpenAIRE

Grebliauskas, Artūras; Leskauskaitė, Aušra

2012-01-01

The present article raises the following problematic questions: how have higher education institutions prepared themselves for facing challenges coming from the environment modified by demographic changes? What new strategic directions in higher education institutions operation are determined by a steadily-decreasing number of students? This research purposes: firstly, to inquire into the impact of demographic changes on higher education institutions activities, and, secondly, to determine ho...

Global Education in Elementary Schools: An Overview

Science.gov (United States)

Anderson, Charlotte J.; Anderson, Lee F.

1977-01-01

Discussion of elementary global education covers (1) the definition and meaning of global education and (2) its objectives to achieve student competence in perceiving individual involvement, making decisions, making judgments, and exercising influence. (ND)

Bringing the Global Scale to Education in Natural Resources Management

Science.gov (United States)

Turner, D. P.

2017-12-01

Given the ominous trajectory of rapid global environmental change, environmental managers must grapple with global scale structures, processes, and concepts. The concept of the Anthropocene Epoch, albeit contested, is highly integrative across disciplines and temporal scales, and thus potentially helpful in the context of educating environmental managers. It can be framed temporally in terms of the geologic history of the global environment, the initiation and acceleration of anthropogenic impacts on the environment, and a future global environment that is highly dependent on human decisions. A key lesson from Earth's pre-human geologic history is that global climate has generally been linked to greenhouse gas concentrations, and many mass extinction events were associated with high greenhouse gas concentrations. The pervasive impacts of the contemporary technosphere on the biosphere point especially to the need to conserve biosphere capital. Scenarios of Earth's future environment, based on Earth system models, suggest that business-as-usual technologies and economic practices will set the stage for a biophysical environment that is hostile (if not inimical) to a high technology global civilization. These lessons can inform and inspire sub-global management efforts to mitigate and adapt to global environmental change.

The Impact of Globalization on Career and Technical Education in Taiwan, Republic of China

Science.gov (United States)

Wu, Robert T. Y.

2004-01-01

The purpose of this paper is to explore the impact of globalization on career and technical education in Taiwan, Republic of China. Globalization has been characterized as a fundamental process of change. Especially after our country joined the WTO in 2001, the effects of globalization and the WTO regulations compelled career and technical…

A Distributed Leadership Change Process Model for Higher Education

Science.gov (United States)

Jones, Sandra; Harvey, Marina

2017-01-01

The higher education sector operates in an increasingly complex global environment that is placing it under considerable stress and resulting in widespread change to the operating context and leadership of higher education institutions. The outcome has been the increased likelihood of conflict between academics and senior leaders, presaging the…

E-LEARNING AND THE GLOBAL DIVIDE: The Challenges Facing Distance Education in Africa

Directory of Open Access Journals (Sweden)

Bamidele A. OJO

2009-07-01

Full Text Available This paper examines the question of distance education and its pivotal role in promoting social change and development in Africa. It also discussed within the context of the global digital divide and the ongoing need for collaborative effort at global education, the limitation imposed by the socio-economic and political environment on the continent. The paper in its findings conclude that the crisis within African societies constitutes a serious challenge to the implementation of and the effectiveness of distance education in Africa and therefore contributes to the widening of the digital divide rather than reducing it.

Information, communication and education on climate change. European perspectives

Energy Technology Data Exchange (ETDEWEB)

Filho, W.L.; Mannke, F. [TuTech Innovation GmbH, Hamburg (Germany); Schmidt-Thome, P. (eds.) [Geologinen Tutkimuslaitos, Espoo (Finland)

2007-07-01

It is now beyond any doubt that climate change represents a major threat to the environmental, social and economic well being of the planet. The book under consideration is an attempt to contribute to the global debate on climate change by outlining some educational methods, approaches and projects which have been focusing on climate issues in Europe. The book under consideration consists of the following chapters: (a) ESPACE - A New Transnational Approach to Adapting to the Impacts of Climate Change (Jill Cook, Doogie Black, Angela Bentham, Tania Stadsbader, Jorn Peters, Lesley van Dijk, Mark Goldthorpe, Tim Yair, Fran Wallington, Meinte de Hoogh, Michael Belau); (b) Communicating Climate Change Impacts - an Approach Derived from two Regional Development Projects (Philipp Schmidt-Thome, Johannes Klein); (c) Baltex Assessment of Climate Change for the Baltic Sea Basin (BACC) (Hans von Storch, Anders Omstedt, Hans-Joerg Isemer); (d) Promoting Climate friendly Communities in Northamptonshire, United Kingdam (Philip Gray, Shane Conway); (e) Climite Change Mitigation and Sustainability: Educational Issues (Remigijus Ciegis; Dalia Streimikiene, Dalia Gineitiene); (f) Case Study Research as Bridge Builder between Science and the Society - The Rationale behind the ASTRA 2005 Winter Storm Study (Simo Haanpaeae, Lasse Peltonen); (g) Educational Actions in Italy to face the Problem of Climate Change (Eugenia Aloj, Mariagrazia De Castro, Anna Zollo); (h) Teaching Global Climate Change as a Controversial Issue - Active Learning in Higher Education (Evangelos I. Manolas); (i) Regional Climate Change and Coasts - A Case Study on Perception, Information, Dissemination and Education (Gerald Schernewski, Steffen Bock, Holger Janssen, Nardine Loeser, Annemone Himielorz); (j) KLARA-Net: An Interdisciplinary Action Oriented Approach on Climate Change Adaptation (Birte Frommer; Lena Herlitzius); (k) Climate Change, Featuring the ACCROTELM Project: Dissemination of a European RTD

Changing Concepts of Equity in Transforming UK Higher Education: Implications for Future Pedagogies and Practices in Global Higher Education

Science.gov (United States)

David, Miriam E.

2011-01-01

This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women's education as a key issue in twentieth century higher education to questions of men's education in the twenty-first century. These changing concepts of equity are linked to wider social and…

Why do Cultures Change? The Challenges of Globalization

OpenAIRE

Suberchicot, Alain

2009-01-01

This essay explores cultural change in the context of the economic globalization currently underway. It aims at analysing the role that theoretical inventiveness and ethical value play in fashioning broader cultural representation and responsibility, and shall explore issues of cultural disunity and conflict, while assessing the influence that leading intellectuals may have in promoting a finer perception of value worldwide. The role of higher education as an asset in the defence of democracy...

Global Education Greenhouse: Constructing and Organizing Online Global Knowledge

NARCIS (Netherlands)

K. Kaun (Kaun); P.A. Arora (Payal)

2010-01-01

textabstractEducation, and the knowledge it generates, is seen as a means to effective participation in societies and economies that are affected by globalization (UNESCO). The United Nations Decade of Education for Sustainable Development (2005-2015) was declared by a Resolution of the General

Pathways of understanding: The interactions of humanity and global environmental change

International Nuclear Information System (INIS)

Jacobson, H.K.; Katzenberger, J.; Lousma, J.; Mooney, H.A.; Moss, R.H.; Kuhn, W.; Luterbacher, U.; Wiegandt, E.

1992-01-01

How humans, interacting within social systems, affect and are affected by global change is explored. Recognizing the impact human activities have on the environment and responding to the need to document the interactions among human activities, the Consortium for International Earth Science Information Network (CIESIN) commissioned a group of 12 scientists to develop a framework illustrating the key human systems that contribute to global change. This framework, called the Social Process Diagram, will help natural and social scientists, educators, resource managers and policy makers envision and analyze how human systems interact among themselves and with the natural system. The Social Process Diagram consists of the following blocks that constitute the Diagram's structural framework: (1) fund of knowledge and experience; (2) preferences and expectations; (3) factors of production and technology; (4) population and social structure; (5) economic systems; (6) political systems and institutions; and (7) global scale environmental processes. To demonstrate potential ways the Diagram can be used, this document includes 3 hypothetical scenarios of global change issues: global warming and sea level rise; the environmental impact of human population migration; and energy and the environment. These scenarios demonstrate the Diagram's usefulness for visualizing specific processes that might be studied to evaluate a particular global change issues. The scenario also shows that interesting and unanticipated questions may emerge as links are explored between categories on the Diagram

Pathways of Understanding: the Interactions of Humanity and Global Environmental Change

Science.gov (United States)

Jacobson, Harold K.; Katzenberger, John; Lousma, Jack; Mooney, Harold A.; Moss, Richard H.; Kuhn, William; Luterbacher, Urs; Wiegandt, Ellen

1992-01-01

How humans, interacting within social systems, affect and are affected by global change is explored. Recognizing the impact human activities have on the environment and responding to the need to document the interactions among human activities, the Consortium for International Earth Science Information Network (CIESIN) commissioned a group of 12 scientists to develop a framework illustrating the key human systems that contribute to global change. This framework, called the Social Process Diagram, will help natural and social scientists, educators, resource managers and policy makers envision and analyze how human systems interact among themselves and with the natural system. The Social Process Diagram consists of the following blocks that constitute the Diagram's structural framework: (1) fund of knowledge and experience; (2) preferences and expectations; (3) factors of production and technology; (4) population and social structure; (5) economic systems; (6) political systems and institutions; and (7) global scale environmental processes. To demonstrate potential ways the Diagram can be used, this document includes 3 hypothetical scenarios of global change issues: global warming and sea level rise; the environmental impact of human population migration; and energy and the environment. These scenarios demonstrate the Diagram's usefulness for visualizing specific processes that might be studied to evaluate a particular global change issues. The scenario also shows that interesting and unanticipated questions may emerge as links are explored between categories on the Diagram.

Climate and Global Change

International Nuclear Information System (INIS)

Duplessy, J.C.; Pons, A.; Fantechi, R.

1991-01-01

The present volume contains the lessons delivered at the course held in Arles, France, on the subject Climate and Global Change: natural variability of the geosphere and biosphere systems, biogeochemical cycles and their perturbation by human activities, monitoring and forecasting global changes (satellite observations, modelling,...). Short presentations of students' own research activities are also proposed (climatic fluctuation in the Mediterranean area, climate/vegetation relations, etc.)

GLOBAL CHANGE RESEARCH NEWS #37: PUBLICATION OF "OUR CHANGING PLANET: THE FY 2002 U.S. GLOBAL CHANGE RESEARCH PROGRAM"

Science.gov (United States)

The EPA Global Change Research Program is pleased to inform you of the publication of the new Our Changing Planet: The FY 2002 U.S. Global Change Research Program. This annual report to the Congress was prepared under the auspices of the Committee on Environment and Natural Reso...

Peak globalization. Climate change, oil depletion and global trade

Energy Technology Data Exchange (ETDEWEB)

Curtis, Fred [Department of Economics, Drew University, Madison, NJ 07940 (United States)

2009-12-15

The global trade in goods depends upon reliable, inexpensive transportation of freight along complex and long-distance supply chains. Global warming and peak oil undermine globalization by their effects on both transportation costs and the reliable movement of freight. Countering the current geographic pattern of comparative advantage with higher transportation costs, climate change and peak oil will thus result in peak globalization, after which the volume of exports will decline as measured by ton-miles of freight. Policies designed to mitigate climate change and peak oil are very unlikely to change this result due to their late implementation, contradictory effects and insufficient magnitude. The implication is that supply chains will become shorter for most products and that production of goods will be located closer to where they are consumed. (author)

Peak globalization. Climate change, oil depletion and global trade

International Nuclear Information System (INIS)

Curtis, Fred

2009-01-01

The global trade in goods depends upon reliable, inexpensive transportation of freight along complex and long-distance supply chains. Global warming and peak oil undermine globalization by their effects on both transportation costs and the reliable movement of freight. Countering the current geographic pattern of comparative advantage with higher transportation costs, climate change and peak oil will thus result in peak globalization, after which the volume of exports will decline as measured by ton-miles of freight. Policies designed to mitigate climate change and peak oil are very unlikely to change this result due to their late implementation, contradictory effects and insufficient magnitude. The implication is that supply chains will become shorter for most products and that production of goods will be located closer to where they are consumed. (author)

Global Reproduction and Transformation of Science Education

Science.gov (United States)

Tobin, Kenneth

2011-01-01

Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and…

Globalization, transnational policies and adult education

DEFF Research Database (Denmark)

Milana, Marcella

2013-01-01

In this article I examine policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. In doing so, I critically examine how globalization processes are constructed as policy...... problems when these transnational political agents propose adult education as a response. My main argument is that while UNESCO presents the provision of adult education as a means for governments to globally overcome disadvantages experienced by their own citizenry, the EU institutionalizes learning...... the conceptual and methodological framework of my analysis. I proceed to examine the active role played by UNESCO and the EU in promoting adult education as a policy object at transnational level, and unpack the specific problem „representations. that are substantiated by these organizations. I argue...

Climate change - global warming

International Nuclear Information System (INIS)

Ciconkov, Risto

2001-01-01

An explanation about climate, weather, climate changes. What is a greenhouse effect, i.e. global warming and reasons which contribute to this effect. Greenhouse gases (GHG) and GWP (Global Warming Potential) as a factor for estimating their influence on the greenhouse effect. Indicators of the climate changes in the previous period by known international institutions, higher concentrations of global average temperature. Projecting of likely scenarios for the future climate changes and consequences of them on the environment and human activities: industry, energy, agriculture, water resources. The main points of the Kyoto Protocol and problems in its realization. The need of preparing a country strategy concerning the acts of the Kyoto Protocol, suggestions which could contribute in the preparation of the strategy. A special attention is pointed to the energy, its resources, the structure of energy consumption and the energy efficiency. (Author)

Online and classroom tools for Climate Change Education

Science.gov (United States)

Samenow, J. P.; Scott, K.

2004-12-01

EPA's Office of Atmospheric Programs has developed unique tools for educating students about the science of global warming and on actions that help address the issue. These tools have been highly successful and used in hundreds of classrooms across the country. EPA's Global Warming Kids' Site features interactive web-based animations for educating children, grades 4-8, about climate change. The animations illustrate how human activities likely influence the climate system through processes such as the greenhouse effect and carbon and water cycles. The pages also contain interactive quizzes. See: http://www.epa.gov/globalwarming/kids/animations.html For advanced high school and college students, EPA is nearing completion on the development of interactive visualizations of the emissions and climate scenarios featured in the Intergovernmental Panel on Climate Change's Third Assessment Report. These visualizations allow students to choose a scenario and see how emissions, the climate and the earth's surface change over time. The Global Warming Wheelcard Classroom Activity Kit is designed to help teachers of middle school students introduce the concept of human induced global warming in the context of how rates of energy usage can influence the increase or eventual slowing of climate change. The Climate Change, Wildlife, and Wildlands Toolkit for Teachers and Interpreters was produced in a partnership among three agencies - EPA, US Fish and Wildlife Service and the National Park Service (NPS). Both classroom teachers and outdoor interpreters find it useful in conveying information about climate change science and impacts to their students and visitors. The development of the toolkit led to a larger program between EPA and NPS that assists parks in inventorying their emissions, creating action plans, and talking to the public about what they are doing - a "lead by example" type program that the two agencies hope to replicate in other venues in the coming year.

The Global People landscaping study: intercultural effectiveness in global education partnerships

OpenAIRE

Reid, S.; Stadler, Stefanie; Spencer-Oatey, Helen

2009-01-01

The Context\\ud The Higher Education sector in the UK is experiencing a period of rapid and competitive internationalisation. The market for higher education, at undergraduate and post graduate levels, is now truly global: many potential students can make choices about study destinations between an enormous range of institutions in any of the five continents. The audience for research is also global, with a proliferation of domestic and international journals, a multitude of international conf...

Lifestyles and Global Land-use Change

OpenAIRE

Heilig, G.K.

1995-01-01

One of the most influential publications on land-use change is a small booklet, published by the International Geosphere-Biosphere Programme (IGBP) and the Human Dimensions of Global Environmental Change Programme (HDP). It was written -- as its subtitle says -- as a "proposal for an IGBP-HDP Core Project" on "Relating Land Use and Global Land-Cover Change". The booklet can be seen as some kind of programmatic statement to guide international collaborative research on global land-use change. ...

Development of a Global Lifelong Learning Index for Future Education

Science.gov (United States)

Kim, JuSeuk

2016-01-01

Since the transition from industrial society to a knowledge-based society, the source of national competitiveness is also changing. In this context, lifelong education has become a new competitive strategy for countries. This study broadly consists of three steps. Step I features a theoretical review of global lifelong learning indices and a…

Education and hypertension: impact on global cardiovascular risk.

Science.gov (United States)

Di Chiara, Tiziana; Scaglione, Alessandra; Corrao, Salvatore; Argano, Christiano; Pinto, Antonio; Scaglione, Rosario

2017-10-01

Improving cardiovascular risk prediction continues to be a major challenge and effective prevention of cardiovascular disease. Accordingly, several studies have recently reported on the role of cardiovascular risk education. This study was designed to evaluate the impact of education on global cardiovascular risk in hypertensive patients. The study population consisted of 223 consecutive hypertensive outpatients. Their educational status was categorized according to the number of years of formal education as follows: (1) low education (less than 10 years) and (2) medium-high education (10-15 years). In both groups, cardiometabolic comorbidities, global cardiovascular risk and echocardiographic measurements were analysed. Less educated hypertensive subjects were characterized by a significantly higher prevalence of patients with metabolic syndrome (MetS) (p educated hypertensive subjects. In the same subjects, a significant increase in microalbuminuria (MA) (p education (r = -0.45; p Education was independently (p education may be considered the best predictor of global cardiovascular risk in hypertensives and thus has to be evaluated in the strategies of hypertension and cardiovascular risk management.

Climate change 101 : understanding and responding to global climate change

Science.gov (United States)

2009-01-01

To inform the climate change dialogue, the Pew Center on Global Climate Change and the Pew Center on the States have developed a series of brief reports entitled Climate Change 101: Understanding and Responding to Global Climate Change. These reports...

Making Education Markets through Global Trade Agreements

Science.gov (United States)

Robertson, Susan L.

2017-01-01

This paper uses the global trade negotiations and agreements, which include education sectors as potentially tradable services, to show the complex processes at work in making global education markets. Drawing on the work of Jens Beckert and others, I focus on the micro-processes of making capitalist orders and the challenges at hand in bringing…

Asia's changing role in global climate change.

Science.gov (United States)

Siddiqi, Toufiq A

2008-10-01

Asia's role in global climate change has evolved significantly from the time when the Kyoto Protocol was being negotiated. Emissions of carbon dioxide, the principal greenhouse gas, from energy use in Asian countries now exceed those from the European Union or North America. Three of the top five emitters-China, India, and Japan, are Asian countries. Any meaningful global effort to address global climate change requires the active cooperation of these and other large Asian countries, if it is to succeed. Issues of equity between countries, within countries, and between generations, need to be tackled. Some quantitative current and historic data to illustrate the difficulties involved are provided, and one approach to making progress is suggested.

Education for public health in Europe and its global outreach

Science.gov (United States)

Bjegovic-Mikanovic, Vesna; Jovic-Vranes, Aleksandra; Czabanowska, Katarzyna; Otok, Robert

2014-01-01

Introduction At the present time, higher education institutions dealing with education for public health in Europe and beyond are faced with a complex and comprehensive task of responding to global health challenges. Review Literature reviews in public health and global health and exploration of internet presentations of regional and global organisations dealing with education for public health were the main methods employed in the work presented in this paper. Higher academic institutions are searching for appropriate strategies in competences-based education, which will increase the global attractiveness of their academic programmes and courses for continuous professional development. Academic professionals are taking advantage of blended learning and new web technologies. In Europe and beyond they are opening up debates about the scope of public health and global health. Nevertheless, global health is bringing revitalisation of public health education, which is recognised as one of the core components by many other academic institutions involved in global health work. More than ever, higher academic institutions for public health are recognising the importance of institutional partnerships with various organisations and efficient modes of cooperation in regional and global networks. Networking in a global setting is bringing new opportunities, but also opening debates about global harmonisation of competence-based education to achieve functional knowledge, increase mobility of public health professionals, better employability and affordable performance. Conclusions As public health opportunities and threats are increasingly global, higher education institutions in Europe and in other regions have to look beyond national boundaries and participate in networks for education, research and practice. PMID:24560263

The Role of International Non-Governmental Organisations in Promoting Adult Education for Social Change: A Research Agenda

Science.gov (United States)

Hoff, Lutz; Hickling-Hudson, Anne

2011-01-01

This paper explores the role of International Non-Governmental Organisations (INGOs) in adult education as one instrument of global civil society to effect social change. Postcolonial theory is utilized to explore the complex relationships between the concepts of "globalisation", "global civil, society", and "adult education for social change". In…

Education and Social Change: A View from Europe and Latin America

Science.gov (United States)

Vargas-Vergara, Montserrat; Bas-Peña, Encarnación; Esteban-Ibáñez, Macarena

2015-01-01

This article is based on the economic, political, cultural, social, and educational changes produced as a result of globalization. We focus on the universalization of education and its importance to achieving sustainable human development while respecting the cultures and ethnic groups in a region. Within higher education in the world, we delve…

The global network on dental education: a new vision for IFDEA.

Science.gov (United States)

De Vries, J; Murtomaa, H; Butler, M; Cherrett, H; Ferrillo, P; Ferro, M B; Gadbury-Amyot, C; Haden, N K; Manogue, M; Mintz, J; Mulvihill, J E; Murray, B; Nattestad, A; Nielsen, D; Ogunbodede, E; Parkash, H; Plasschaert, F; Reed, M T; Rupp, R L; Tandon, S; Wang, B; Wang, S; Yucel, T; Valachovic, R W; Watkinson, A; Shanley, D

2008-02-01

The advent of globalization has changed our perspectives radically. It presents increased understanding of world affairs, new challenges and exciting opportunities. The inequitable distribution and use of finite energy resources and global warming are just two examples of challenges that can only be addressed by concerted international collaboration. Globalization has become an increasingly important influence on dentistry and dental education. The International Federation for Dental Educators and Associations (IFDEA) welcomes the challenges it now faces as a player in a complex multifaceted global community. This report addresses the new circumstances in which IFDEA must operate, taking account of the recommendations made by other working groups. The report reviews the background and evolution of IFDEA and describes the extensive developments that have taken place in IFDEA over the past year with the introductions of a new Constitution and Bylaws overseen by a newly established Board of Directors. These were the consequence of a new mission, goals and objectives for IFDEA. An expanded organization is planned using http://www.IFDEA.org as the primary instrument to facilitate the exchange of knowledge, programmes and expertise between colleagues and federated associations throughout the world, thereby promoting higher standards in oral health through education in low-, middle- and high-income countries of the world. Such aspirations are modified by the reality and enormity of poverty-related global ill health.

Building a Global Ocean Science Education Network

Science.gov (United States)

Scowcroft, G. A.; Tuddenham, P. T.; Pizziconi, R.

2016-02-01

It is imperative for ocean science education to be closely linked to ocean science research. This is especially important for research that addresses global concerns that cross national boundaries, including climate related issues. The results of research on these critical topics must find its way to the public, educators, and students of all ages around the globe. To facilitate this, opportunities are needed for ocean scientists and educators to convene and identify priorities and strategies for ocean science education. On June 26 and 27, 2015 the first Global Ocean Science Education (GOSE) Workshop was convened in the United States at the University of Rhode Island Graduate School of Oceanography. The workshop, sponsored by the Consortium for Ocean Science Exploration and Engagement (COSEE) and the College of Exploration, had over 75 participants representing 15 nations. The workshop addressed critical global ocean science topics, current ocean science research and education priorities, advanced communication technologies, and leveraging international ocean research technologies. In addition, panels discussed elementary, secondary, undergraduate, graduate, and public education across the ocean basins with emphasis on opportunities for international collaboration. Special presentation topics included advancements in tropical cyclone forecasting, collaborations among Pacific Islands, ocean science for coastal resiliency, and trans-Atlantic collaboration. This presentation will focus on workshop outcomes as well as activities for growing a global ocean science education network. A summary of the workshop report will also be provided. The dates and location for the 2016 GOES Workshop will be announced. See http://www.coexploration.net/gose/index.html

A model for managing large-scale change: a higher education ...

African Journals Online (AJOL)

In recent years the environment in which higher education has had to operate has become increasingly complex, uncertain and turbulent, and has manifested an ever-increasing rate of change. The environmental changes are due to, for example, growing global competition, shifting stakeholder expectations, technological ...

Neoliberal globalization and its repercussions on education

Directory of Open Access Journals (Sweden)

Enrique Javier Díez Gutiérrez

2010-08-01

Full Text Available Neo-liberalism has become the backdrop to the changes in world-wide educational policy, which are no longer limited to cut-backs in resources or privatisation but which actually affect the very core of educational theory and pedagogical politics on a fundamental level. The conflicts which spill over into the school represent part of a more generalised crisis in politics and citizenship in global capitalism. Using the argument that education should meet the demands of society, an evidently reductionalist interpretation is made by which society sees school and university solely in terms of their usefulness to business, and centres education around the preparation of the type of professionals demanded by companies. According to this philosophy, investment in education and the curriculum should be tailored to meet the needs of the market, and seen as a preparation for the labour market. The social role of education, as a training ground for democracy and citizenship, is now seen as a waste of public funds, and has been replaced by the view private companies have of the function of education: as a training ground for meeting the needs of business. A “flexible” and “multi-purpose” employee thus constitutes the new ideal reference point for pedagogy.

Inside the Mustard Seed: Toward a Gender-Balanced Global Education.

Science.gov (United States)

Kobus, Doni Kwolek

1989-01-01

Considers three issues related to gender-balanced global education: gender's place in the social studies; survey results on awareness and implementation of the National Council for the Social Studies' resolution on gender in global education; and criteria for evaluating global education materials. (DB)

Joint Global Change Research Institute (JGCRI)

Data.gov (United States)

Federal Laboratory Consortium — The Joint Global Change Research Institute (JGCRI) is dedicated to understanding the problems of global climate change and their potential solutions. The Institute...

Translating Globalization Theories into Educational Research: Thoughts on Recent Shifts in Holocaust Education

Science.gov (United States)

Macgilchrist, Felicitas; Christophe, Barbara

2011-01-01

Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and…

Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

Science.gov (United States)

MWANGI, SAMUEL M.; YAMASHITA, TAKASHI; EWEN, HEIDI H.; MANNING, LYDIA K.; KUNKEL, SUZANNE R.

2013-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education. PMID:22490075

Globalization of gerontology education: current practices and perceptions for graduate gerontology education in the United States.

Science.gov (United States)

Mwangi, Samuel M; Yamashita, Takashi; Ewen, Heidi H; Manning, Lydia K; Kunkel, Suzanne R

2012-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level degree programs. The authors conducted qualitative interviews with representatives of the Association for Gerontology in Higher Education, the major national organization supporting higher education in gerontology, graduate program directors, and students. Although all respondents expressed their interest in globalizing gerontology education, actual practices are diverse. The authors discuss suggested conceptualization and strategies for globalizing gerontology education.

Gaps in studies of global health education: an empirical literature review

Directory of Open Access Journals (Sweden)

Yan Liu

2015-04-01

Full Text Available Background: Global health has stimulated a lot of students and has attracted the interest of many faculties, thereby initiating the establishment of many academic programs on global health research and education. global health education reflects the increasing attention toward social accountability in medical education. Objective: This study aims to identify gaps in the studies on global health education. Design: A critical literature review of empirical studies was conducted using Boolean search techniques. Results: A total of 238 articles, including 16 reviews, were identified. There had been a boom in the numbers of studies on global health education since 2010. Four gaps were summarized. First, 94.6% of all studies on global health education were conducted in North American and European countries, of which 65.6% were carried out in the United States, followed by Canada (14.3% and the United Kingdom (9.2%. Only seven studies (2.9% were conducted in Asian countries, five (2.1% in Oceania, and two (0.8% in South American/Caribbean countries. A total of 154 studies (64.4% were qualitative studies and 64 studies (26.8% were quantitative studies. Second, elective courses and training or programs were the most frequently used approach for global health education. Third, there was a gap in the standardization of global health education. Finally, it was mainly targeted at medical students, residents, and doctors. It had not granted the demands for global health education of all students majoring in medicine-related studies. Conclusions: Global health education would be a potentially influential tool for achieving health equity, reducing health disparities, and also for future professional careers. It is the time to build and expand education in global health, especially among developing countries. Global health education should be integrated into primary medical education. Interdisciplinary approaches and interprofessional collaboration were

Global health training in US graduate psychiatric education.

Science.gov (United States)

Tsai, Alexander C; Fricchione, Gregory L; Walensky, Rochelle P; Ng, Courtney; Bangsberg, David R; Kerry, Vanessa B

2014-08-01

Global health training opportunities have figured prominently into medical students' residency program choices across a range of clinical specialties. To date, however, the national scope of global mental health education has not heretofore been systematically assessed. We therefore sought to characterize the distribution of global health training opportunities in US graduate psychiatric education. We examined the web pages of all US psychiatry residency training programs, along with search results from a systematic Google query designed to identify global health training opportunities. Of the 183 accredited US psychiatry residency programs, we identified 17 programs (9.3%) offering 28 global health training opportunities in 64 countries. Ten psychiatry residency programs offered their residents opportunities to participate in one or more elective-based rotations, eight offered research activities, and six offered extended field-based training. Most global health training opportunities occurred within the context of externally administered, institution-wide initiatives generally available to residents from a range of clinical specialties, rather than within internally administered departmental initiatives specifically tailored for psychiatry residents. There are relatively few global health training opportunities in US graduate psychiatric education. These activities have a clear role in enhancing mastery of Accreditation Council for Graduate Medical Education core competencies, but important challenges related to program funding and evaluation remain.

Studying the Impacts of Globalization on Iranian Education System

Science.gov (United States)

Chahardahcheriki, Mitra Abdolahi; Shahi, Sakine

2012-01-01

The purpose of this study is to analyze the degree of globalization of important indicators of education system in Iran including teaching approaches, educational tools and facilities, curriculums and contents, and education management. Findings suggest that the situation of Iranian education system has some distance with the globalized level and…

Global change research: Science and policy

International Nuclear Information System (INIS)

Rayner, S.

1993-05-01

This report characterizes certain aspects of the Global Change Research Program of the US Government, and its relevance to the short and medium term needs of policy makers in the public and private sectors. It addresses some of the difficulties inherent in the science and policy interface on the issues of global change. Finally, this report offers some proposals for improving the science for policy process in the context of global environmental change

Explore the World with a Global Education Curriculum

Directory of Open Access Journals (Sweden)

Julie Tritz

2012-12-01

Full Text Available Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.

Shifting Tides in Global Higher Education: Agency, Autonomy, and Governance in the Global Network. Global Studies in Education, Volume 9

Science.gov (United States)

Witt, Mary Allison

2011-01-01

The increasing connection among higher education institutions worldwide is well documented. What is less understood is how this connectivity is enacted and manifested on specific levels of the global education network. This book details the planning process of a multi-institutional program in engineering between institutions in the US and…

Beyond homogenization discourse: Reconsidering the cultural consequences of globalized medical education.

Science.gov (United States)

Gosselin, K; Norris, J L; Ho, M-J

2016-07-01

Global medical education standards, largely designed in the West, have been promoted across national boundaries with limited regard for cultural differences. This review aims to identify discourses on cultural globalization in medical education literature from non-Western countries. To explore the diversity of discourses related to globalization and culture in the field of medical education, the authors conducted a critical review of medical education research from non-Western countries published in Academic Medicine, Medical Education and Medical Teacher from 2006 to 2014. Key discourses about globalization and culture emerged from a preliminary analysis of this body of literature. A secondary analysis identified inductive sub-themes. Homogenization, polarization and hybridization emerged as key themes in the literature. These findings demonstrate the existence of discourses beyond Western-led homogenization and the co-existence of globalization discourses ranging from homogenization to syncretism to resistance. This review calls attention to the existence of manifold discourses about globalization and culture in non-Western medical education contexts. In refocusing global medical education processes to avoid Western cultural imperialism, it will also be necessary to avoid the pitfalls of other globalization discourses. Moving beyond existing discourses, researchers and educators should work towards equitable, context-sensitive and locally-driven approaches to global medical education.

Global climate change -- taking action

International Nuclear Information System (INIS)

2000-01-01

Commitment of the Canadian Mining Association (MAC), on behalf of its member companies, to play a global leadership role in eco-efficiency and environmental stewardship and participate fully in Canada's efforts to reduce emissions that contribute to climate change, are outlined. The principles underlying the MAC's commitment include: prudent action to reduce GHG emissions; the greatest possible efficiency in using energy; use of best practices and technologies; support for the development of balanced climate change policies; cooperation with all stakeholders in achieving the maximum feasible reduction in GHG emissions; support for research and analysis of the social, economic and environmental implications of GHG reduction strategies; and active support for a balanced and effective public outreach and education program. A brief review of how the mining sector has already made giant strides in cutting energy consumption and in reducing carbon dioxide equivalent emissions per unit of output during the past decade is supplemented by summaries of GHG reduction success stories from member companies such as Cominco, Teck Corporation, Falconbridge and Syncrude Canada Limited

The Future of Education for All as a Global Regime of Educational Governance

Science.gov (United States)

Tikly, Leon

2017-01-01

The article considers the future of Education for All (EFA) understood as a global regime of educational governance. The article sets out an understanding of global governance, world order, power, and legitimacy within which EFA is embedded. It explains what is meant by EFA as a regime of global governance and as part of a "regime…

The Impact of Globalization on Teacher Education: The Philippine Perspective

Science.gov (United States)

de Guzman, Allan B.; dela Rosa, Praxedes S. M.; Arcangel, Clotilde N.

2005-01-01

This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of a globalized teacher education, impact of globalization in teacher education, and problems of teacher…

Globalization and the modernization of medical education.

Science.gov (United States)

Stevens, Fred C J; Simmonds Goulbourne, Jacqueline D

2012-01-01

Worldwide, there are essential differences underpinning what educators and students perceive to be effective medical education. Yet, the world looks on for a recipe or easy formula for the globalization of medical education. This article examines the assumptions, main beliefs, and impact of globalization on medical education as a carrier of modernity. The article explores the cultural and social structures for the successful utilization of learning approaches within medical education. Empirical examples are problem-based learning (PBL) at two medical schools in Jamaica and the Netherlands, respectively. Our analysis shows that people do not just naturally work well together. Deliberate efforts to build group culture for effective and efficient collaborative practice are required. Successful PBL is predicated on effective communication skills, which are culturally defined in that they require common points of understanding of reality. Commonality in cultural practices and expectations do not exist beforehand but must be clearly and deliberately created. The globalization of medical education is more than the import of instructional designs. It includes Western models of social organization requiring deep reflection and adaptation to ensure its success in different environments and among different groups.

Collaborating on global priorities: science education for everyone—any time and everywhere

Science.gov (United States)

Tobin, Kenneth

2016-03-01

Building on the key ideas from Dana Zeidler's paper I expand the conversation from the standpoint that the challenges facing humanity and the capacity of Earth to support life suggest that changes in human lifestyles are a priority. Accordingly, there is an urgent need to educate all humans about some of the science-related grand challenges, such as global warming and wellness. The key is to enact programs that have relevance to all citizens, irrespective of: age, location, language proficiency, economic resources, religion, gender, sexual preference, and level of prior education. Since significant changes are needed in human lifestyles the current emphasis on preK-12 science education needs to be expanded to cover all humans and the places in which education occurs should be everywhere. I explore the use of a multilogical framework to conceptualize science and thereby transform science education in ways that better relate to priorities of wellness and harmony in the ecosystems that sustain life on Earth. I illustrate the potential of multilogicality in a context of complementary medicine, using three frameworks: Jin Shin Jyutsu, an ancient system of medicine; a diet to reduce inflammation; and iridology. Use of a multilogical framework to conceptualize science provides opportunities for science education to focus on education for literate citizenry (birth-death) and responsible action, connect to the massive challenges of the present, and select content that has high relevance to sustainability, wellness, and well-being at local, national, and global levels.

Globalization and the cultural impact on distance education.

Science.gov (United States)

McPhee, W; Nøhr, C

2000-09-01

With the delivery of distance (or flexible) learning in today's society, the changing roles of both the teacher and the learner need to be seriously considered. This is particularly relevant with the use of new technologies to deliver courses in locations with entirely different cultural and academic traditions. International education of this kind currently faces difficulties in facilitating cross-cultural learning. While problems of limited communications technologies, lack of teacher training, inadequate competence of university administration and general cultural differences may be known, global changes call for the development of new pedagogies with new communication technologies in ways, which are sensitive to issues of cultural diversity.

Global warming and climate change

International Nuclear Information System (INIS)

1992-10-01

A panel discussion was held to discuss climate change. Six panelists made presentations that summarized ozone depletion and climate change, discussed global responses, argued against the conventional scientific and policy dogmas concerning climate change, examined the effects of ultraviolet radiation on phytoplankton, examined the effects of carbon taxes on Canadian industry and its emissions, and examined the political and strategic aspects of global warming. A question session followed the presentations. Separate abstracts have been prepared for the six presentations

English as a global language in China deconstructing the ideological discourses of English in language education

CERN Document Server

Pan, Lin

2014-01-01

This book offers insight into the spread and impact of English language education in China within China's broader educational, social, economic and political changes. The author's critical perspective informs readers on the connections between language education and political ideologies in the context of globalizing China. The discussion of the implications concerning language education is of interest for current and future language policy makers, language educators and learners. Including both diachronic and synchronic accounts or China's language education policy, this volume highlights how China as a modern nation-state has been seeking a more central position globally, and the role that English education and the promotion of such education played in that effort in recent decades.

Association between low education and higher global cardiovascular risk.

Science.gov (United States)

Di Chiara, Tiziana; Scaglione, Alessandra; Corrao, Salvatore; Argano, Christiano; Pinto, Antonio; Scaglione, Rosario

2015-05-01

This study was designed to evaluate the impact of educational status on global cardiovascular risk in a southern Italian urban population. The study population consisted of 488 consecutive outpatients aged 18 years and older. Educational status was categorized according to the number of years of formal education as follows: (1) low education group (education group (10-15 years). In both groups, cardiometabolic comorbidities (obesity, visceral obesity, diabetes, dyslipidemia, metabolic syndrome, microalbuminuria, left ventricular hypertrophy) and global cardiovascular risk, according to international guidelines, were analyzed. Left ventricular mass index and ejection fraction by echocardiography and E/A ratio, by pulsed-wave Doppler, were calculated. The low education group was characterized by a significantly higher prevalence of patients with visceral obesity (P=.021), hypertension (P=.010), metabolic syndrome (P=.000), and microalbuminuria (P=.000) and greater global cardiovascular risk (P=.000). Significantly increased levels of microalbuminuria (P=.000) and significantly decreased values of E/A ratio (P=.000) were also detected in the low education group. Global cardiovascular risk correlated directly with waist-to-hip ratio (P=.010), microalbuminuria (P=.015), and the metabolic syndrome (P>.012) and inversely with educational status (P=.000). Education was independently (P=.000) associated with global cardiovascular risk. These data indicate a strong association between low education and cardiometabolic comorbidities suitable to influence the evolution of chronic degenerative diseases. Preventive strategies need to be more efficient and more effective in this patient population. ©2015 Wiley Periodicals, Inc.

African Education and Globalization: Critical Perspectives

Science.gov (United States)

Abdi, Ali A., Ed.; Puplampu, Korbla P., Ed.; Dei, George J. Sefa, Ed.

2006-01-01

Containing both theoretical discussions of globalization and specific case analyses of individual African countries, this collection of essays examines the intersections of African education and globalization with multiple analytical and geographical emphases and intentions. The 11 essays critically analyze the issues from historical, cultural,…

The Place of Social Justice in Higher Education and Social Change Discourses

Science.gov (United States)

Singh, Mala

2011-01-01

A familiar discourse about higher education and social change today relates to higher education's socio-economic role within knowledge societies in a globalizing world. This paper addresses how issues of social justice feature in such discourses; whether social justice in higher education has been appropriated into a neo-liberal strategy for…

Global change of the climate

International Nuclear Information System (INIS)

Moharam-nejad, Naser.

1995-01-01

Greenhouse effect is defined. greenhouse gases which are capable to produce greenhouse effect is mentioned. The production of greenhouse effects depends on the following factors; The amount of discharge to the atmosphere, Concentration, Life span, stability, Absorption and Emission. The effect of global change of climate on agriculture and living organisms is discussed. Global actions related to climate change and national procedures are described. The aim of climate change convention is given and the important points of convention is also mentioned

The truth lies somewhere in the middle: Swinging between globalization and regionalization of medical education in Japan.

Science.gov (United States)

Saiki, Takuya; Imafuku, Rintaro; Suzuki, Yasuyuki; Ban, Nobutaro

2017-10-01

Japan is well known as a super-aging society, with a low birth rate, and has been ranked as one of the countries having the highest quality of healthcare system. Japan's society is currently approaching a major turning point with regard to societal and healthcare reforms, which are influenced by international trends and regional needs. Development of Japanese healthcare human resources, including medical students, is now expected to ride the wave of globalization, while resolving regional problems in the training and delivery of healthcare. Terms and global trends in medical education, such as outcome-based education, community-based education, reflective learning, international accreditation of medical education, and professionalization of educators are well translated into the Japanese language and embraced positively among the Japanese medical educators. However, these trends occasionally sit uncomfortably with cultural variations that are often a common approach in Japan; notably, "hansei" (introspection) and "kaizen" (change for the better). In the world facing a new era where people are unsettled between globalism and regionalism, Japan's future mission is to steer a balanced route that recognizes both global and regional influences and produce global health professionals educators.

Issues Related to University Education in Ukraine in the Context of Globalization, European Integration and Bologna Process

Directory of Open Access Journals (Sweden)

Maryna V. Bosenko

2014-03-01

Full Text Available The article deals with the analysis of issued linked to the development of Ukrainian education in the contexts of globalization, European integration and Bologna Process. The needs for reforms related to the university education in Ukraine is linked with job market and social services, including educational services, globalization of economics and IT technologies: enhancing of socio-economical and pedagogical processes, informatization in society, transition to ‘knowledge societies’, changing the system f values, expanding the core of university education, emergence and distribution of innovative technologies, freedom of choice in electing the university curriculum, fundamentalization and humanization of education etc.

New Community Education Program on Oceans and Global Climate Change: Results from Our Pilot Year

Science.gov (United States)

Bruno, B. C.; Wiener, C.

2010-12-01

Ocean FEST (Families Exploring Science Together) engages elementary school students and their parents and teachers in hands-on science. Through this evening program, we educate participants about ocean and earth science issues that are relevant to their local communities. In the process, we hope to inspire more underrepresented students, including Native Hawaiians, Pacific Islanders and girls, to pursue careers in the ocean and earth sciences. Hawaii and the Pacific Islands will be disproportionately affected by the impacts of global climate change, including rising sea levels, coastal erosion, coral reef degradation and ocean acidification. It is therefore critically important to train ocean and earth scientists within these communities. This two-hour program explores ocean properties and timely environmental topics through six hands-on science activities. Activities are designed so students can see how globally important issues (e.g., climate change and ocean acidification) have local effects (e.g., sea level rise, coastal erosion, coral bleaching) which are particularly relevant to island communities. The Ocean FEST program ends with a career component, drawing parallel between the program activities and the activities done by "real scientists" in their jobs. The take-home message is that we are all scientists, we do science every day, and we can choose to do this as a career. Ocean FEST just completed our pilot year. During the 2009-2010 academic year, we conducted 20 events, including 16 formal events held at elementary schools and 4 informal outreach events. Evaluation data were collected at all formal events. Formative feedback from adult participants (parents, teachers, administrators and volunteers) was solicited through written questionnaires. Students were invited to respond to a survey of five questions both before and after the program to see if there were any changes in content knowledge and career attitudes. In our presentation, we will present our

National inventory of Global Change relevant research in Norway; Nasjonal kartlegging av global change-relevant forskning

Energy Technology Data Exchange (ETDEWEB)

NONE

2001-05-01

The Norwegian Global Change Committee has made an inventory of global change research (GCR) projects funded by the Research Council of Norway (RCN) in 2001. In lack of a rigid definition, GCR was defined as research that can be considered relevant to the science agenda of the four major international global change programmes DIVERSITAS, IGBP, IHDP and WCRP. Relevance was judged based on the objectives stated for each of the international programmes and their core projects. It was not attempted to check whether the projects had any kind of link to the programmes they were considered relevant for. The grants provided by the RCN in 2001 to GCR as defined above amounts to about 77 mill. NOK. Based on a recent survey on climate change research it is reasonable to estimate that the RCN finances between 30 and 40 % of all GCR in Norway. Accordingly, the total value of Norwegian research relevant to the four international global change programmes in 2001 can be estimated to 192 - 254 mill. NOK.

Setting the Stage: Global Competition in Higher Education

Science.gov (United States)

Bagley, Sylvia S.; Portnoi, Laura M.

2014-01-01

In this chapter, the issue editors set the stage for the chapters that follow by delineating recent developments in higher education and common strategies for creating globally competitive higher education institutions. The editors consider social justice concerns that arise with global competition and contend that contextualized priorities can…

Critically Theorizing the Global

Science.gov (United States)

Gaudelli, William

2013-01-01

Globalization has unleashed profound changes in education. These include positivistic international school comparisons, a singular focus on schools as drivers of economic development, and the adoption of neoliberal market principles in school. These changes, however, generally go unexamined within the field and literature of global education.…

Globalizing Education, Educating the Local: How Method Made Us Mad

Science.gov (United States)

Stronach, Ian

2011-01-01

This book offers a critical and deconstructive account of global discourses on education, arguing that these overblown "hypernarratives" are neither economically, technically nor philosophically defensible. Nor even sane. Their "mythic economic instrumentalism" mimic rather than meet the economic needs of global capitalism in…

Global monopoles can change Universe's topology

International Nuclear Information System (INIS)

Marunović, Anja; Prokopec, Tomislav

2016-01-01

If the Universe undergoes a phase transition, at which global monopoles are created or destroyed, topology of its spatial sections can change. More specifically, by making use of Myers' theorem, we show that, after a transition in which global monopoles form, spatial sections of a spatially flat, infinite Universe becomes finite and closed. This implies that global monopoles can change the topology of Universe's spatial sections (from infinite and open to finite and closed). Global monopoles cannot alter the topology of the space-time manifold.

Global Education--An Educational Perspective to Cope with Globalisation?

Science.gov (United States)

Lehner, Daniela; Wurzenberger, Julia

2013-01-01

Purpose: The purpose of this paper is to explore the concept of Global Education (GE) from a "theory of action plan" and an "evolutionary and systems theory" approach as an educational perspective to cope with globalisation--more specifically, the challenges of globalisation. Moreover, an additional aim is to analyse the…

Self-management of change processes in educational centers

Directory of Open Access Journals (Sweden)

María Inés Vázquez

2013-04-01

Full Text Available This paper addresses the self-management processes of change, referring to a series of processes that take place in education centers undergoing change. The perspective from which the approach is proposed is educational management. The evidences integrated into the document are the result of a study conducted in Uruguay, which involved seven primary, secondary, and technical schools. The approach used has been the study of multiple cases with the intention of analyzing the phenomenon in specific contexts, integrating the possibility of studying it from a global perspective. The overall objective was to achieve greater understanding of the self-evaluation and change processes in schools. Within the specific objectives we highlight: to identify the possible links between self-assessment and decision making

Higher Education Globalization in the Context of American Guidelines

Science.gov (United States)

Bidyuk, Natalya

2016-01-01

The article deals with the problem of globalization impact on higher education system in the United Stated of America. It has been concluded that globalization as a phenomenon has been acquiring much significance in all the spheres, especially in higher education. Different views on the essence of globalization, especially in the context of higher…

Development Education and Education in International Development Policy: Raising Quality through Critical Pedagogy and Global Skills

Directory of Open Access Journals (Sweden)

Amy Skinner

2013-11-01

Full Text Available Development education is an approach to learning that questions dominant paradigms of development and inspires citizen- and community-driven change towards a world of greater social justice. This article provides an overview of development education and reflects on the extent to which development education principles are currently reflected in, or missing from, mainstream educational policies pursued within an international development framework. In particular, the article addresses the issue of quality in education – one of the key current debates within international education policy – and suggests that, through its critical pedagogy and focus on the development of global skills, development education has a significant contribution to make to these debates. The article suggests that greater collaboration between the field of development education and international education policy could facilitate the creation of an agenda that focuses on education quality and learning processes, as opposed to the current preoccupation with education access and outcomes.

The future of global health education: training for equity in global health

Directory of Open Access Journals (Sweden)

Lisa V. Adams

2016-11-01

Full Text Available Abstract Background Among academic institutions in the United States, interest in global health has grown substantially: by the number of students seeking global health opportunities at all stages of training, and by the increase in institutional partnerships and newly established centers, institutes, and initiatives to house global health programs at undergraduate, public health and medical schools. Witnessing this remarkable growth should compel health educators to question whether the training and guidance that we provide to students today is appropriate, and whether it will be applicable in the next decade and beyond. Given that “global health” did not exist as an academic discipline in the United States 20 years ago, what can we expect it will look like 20 years from now and how can we prepare for that future? Discussion Most clinicians and trainees today recognize the importance of true partnership and capacity building in both directions for successful international collaborations. The challenge is in the execution of these practices. There are projects around the world where this is occurring and equitable partnerships have been established. Based on our experience and observations of the current landscape of academic global health, we share a perspective on principles of engagement, highlighting instances where partnerships have thrived, and examples of where we, as a global community, have fallen short. Conclusions As the world moves beyond the charity model of global health (and its colonial roots, it is evident that the issue underlying ethical global health practice is partnership and the pursuit of health equity. Thus, achieving equity in global health education and practice ought to be central to our mission as educators and advisors when preparing trainees for careers in this field. Seeking to eliminate health inequities wherever they are ingrained will reveal the injustices around the globe and in our own cities and

Preparing for Change: Challenges and Opportunities in a Global World

Science.gov (United States)

O'Hara, Sabine

2009-03-01

Our world is becoming increasingly global. This may sound like a clich'e, yet it is true nonetheless, and poses unprecedented challenges for graduate education. For the new generation of researchers, teachers and professionals to be successful they must be prepared in more than the content area of their chosen field. They must also acquire proficiency in global awareness, cultural literacy, multicultural teamwork and language facility. These global skill sets form the basis for effective multicultural collaboration and will become increasingly important even for those who do not intend to study or work abroad. Knowledge has become more portable in the internet age; large data bases and reports can be accessed in real time from various locations around the globe; information is exchanged in multifaceted knowledge networks; collaborative research takes place within and outside of the traditional venue of the research university in the private sector, research institutes, and associations; research networks span multiple disciplines as progress invariably occurs at the intersection of previously discrete fields of inquiry. Global collaboration thus is no longer dependent on the physical proximity of collaborators but can take place anywhere any time. This then requires yet another set of skills, namely the ability to adapt to change, exhibit flexibility and transfer skills to a range of contexts and applications. Effective graduate education must address these realities and expose students to learning opportunities that will enable them to acquire these much needed global skills sets.

The Educational Dimension of Global Hegemony

DEFF Research Database (Denmark)

Hartmann, Eva

2015-01-01

of scholars have transferred his theory of hegemony to the global level in order to gain a more sophisticated understanding of global power and its transformation in reaction to the deepening of global economic integration. Surprisingly, most neo-Gramscian scholars have devoted little attention to education......, despite the importance Gramsci assigned to this social sphere. The article seeks to overcome this lacuna with a study of the internationalisation of higher education since the end of the Second World War. Against the backdrop of the insights this case study provides, it will suggest some modifications...... of the neo-Gramscian account of hegemony with a view to taking the sociological turn more seriously, and to deepening our understanding of the social quality and the scale of the emerging postnational hegemony....

Exploring global recognition of quality midwifery education: Vision or fiction?

Science.gov (United States)

Luyben, Ans; Barger, Mary; Avery, Melissa; Bharj, Kuldip Kaur; O'Connell, Rhona; Fleming, Valerie; Thompson, Joyce; Sherratt, Della

2017-06-01

Midwifery education is the foundation for preparing competent midwives to provide a high standard of safe, evidence-based care for women and their newborns. Global competencies and standards for midwifery education have been defined as benchmarks for establishing quality midwifery education and practice worldwide. However, wide variations in type and nature of midwifery education programs exist. To explore and discuss the opportunities and challenges of a global quality assurance process as a strategy to promote quality midwifery education. Accreditation and recognition as two examples of quality assurance processes in education are discussed. A global recognition process, with its opportunities and challenges, is explored from the perspective of four illustrative case studies from Ireland, Kosovo, Latin America and Bangladesh. The discussion highlights that the establishment of a global recognition process may assist in promoting quality of midwifery education programs world-wide, but cannot take the place of formal national accreditation. In addition, a recognition process will not be feasible for many institutions without additional resources, such as financial support or competent evaluators. In order to achieve quality midwifery education through a global recognition process the authors present 5 Essential Challenges for Quality Midwifery Education. Quality midwifery education is vital for establishing a competent workforce, and improving maternal and newborn health. Defining a global recognition process could be instrumental in moving toward this goal, but dealing with the identified challenges will be essential. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

A Strategy To Infuse a Global Perspective into Consumer Education.

Science.gov (United States)

McGregor, Sue L. T.; Bourbonniere, Katherine

2002-01-01

A four-phase plan for delivering consumer education from a global perspective involves teachers in gaining familiarity with (1) the conventional approach to consumer education; (2) the cultures of globalization, capitalism, and consumerism; (3) the global perspective; and (4) integration of the three to create a global curriculum. (Contains 50…

Challenges to professionalism: Social accountability and global environmental change.

Science.gov (United States)

Pearson, David; Walpole, Sarah; Barna, Stefi

2015-01-01

This article explores the concept of professionalism as it relates to social change and social accountability, and expands on them in the light of global environmental changes. Professionalism in medicine includes concepts of altruism, service, professional knowledge, self-regulation and autonomy. Current dialogues around social accountability suggest that medical schools should re-orientate their strategy and desired education, research and service outcomes to the health needs of the communities they serve.This article addresses the following questions: • How do we reconcile ideas of medical professionalism with the demands of creating a more equal, just, sustainable and socially inclusive society? • What new challenges do or will we face in relation to environmental degradation, biodiversity loss, ecosystem health and climate change? • How can medical schools best teach social and environmental responsiveness within a framework of professionalism? • How do medical schools ensure that tomorrow's doctors possess the knowledge, skills and attitude to adapt to the challenges they will face in future roles?We offer ideas about why and how medical educators can change, recommendations to strengthen the teaching of professionalism and social accountability and suggestions about the contribution of an emerging concept, that of "environmental accountability".

Using a Global Climate Model in an On-line Climate Change Course

Science.gov (United States)

Randle, D. E.; Chandler, M. A.; Sohl, L. E.

2012-12-01

Seminars on Science: Climate Change is an on-line, graduate-level teacher professional development course offered by the American Museum of Natural History. It is an intensive 6-week course covering a broad range of global climate topics, from the fundamentals of the climate system, to the causes of climate change, the role of paleoclimate investigations, and a discussion of potential consequences and risks. The instructional method blends essays, videos, textbooks, and linked websites, with required participation in electronic discussion forums that are moderated by an experienced educator and a course scientist. Most weeks include additional assignments. Three of these assignments employ computer models, including two weeks spent working with a full-fledged 3D global climate model (GCM). The global climate modeling environment is supplied through a partnership with Columbia University's Educational Global Climate Modeling Project (EdGCM). The objective is to have participants gain hands-on experience with one of the most important, yet misunderstood, aspects of climate change research. Participants in the course are supplied with a USB drive that includes installers for the software and sample data. The EdGCM software includes a version of NASA's global climate model fitted with a graphical user interface and pre-loaded with several climate change simulations. Step-by-step assignments and video tutorials help walk people through these challenging exercises and the course incorporates a special assignment discussion forum to help with technical problems and questions about the NASA GCM. There are several takeaways from our first year and a half of offering this course, which has become one of the most popular out of the twelve courses offered by the Museum. Participants report a high level of satisfaction in using EdGCM. Some report frustration at the initial steps, but overwhelmingly claim that the assignments are worth the effort. Many of the difficulties that

Unlocking the Secret of Global Education

Science.gov (United States)

Tavangar, Homa Sabet

2017-01-01

Homa Sabet Tavangar is the author of "Growing Up Global: Raising Children to Be At Home in the World" (Random House, 2009) and "The Global Education Toolkit for Elementary Learners" (Sage/Corwin, 2014). She works with diverse schools, corporations, non-profits, and children's media on optimizing learning, empathy, inclusion,…

Open and Distance Education in Global Environment: Opportunities for Collaboration

Directory of Open Access Journals (Sweden)

S. K. PULIST

2007-01-01

Full Text Available Distance education system in India has undergone many stages and phases of evolution before it really reached the stage of what is called open education, ICT-enabled education and global education. During these phases, it has assimilated different aspects of ICT with all applauds and has been able to go hand-in-hand with it transcending the national and regional boundaries. The distance education institutions have now started giving a serious thought to explore the possibility of cross-boarder expansion. The educational needs of the present society are changing very fast. The education is now being seen as an enabling tool for empowerment and all-round development of individuals. It is difficult for an institution to come up to all the educational requirements of the society. It is, therefore, time to collaborate rather than compete. Quality concern becomes a serious issue in such a situation. Consequently, globalization, internationalization, collaboration, networking have become the buzzwords of the day in distance education. In furtherance of this journey, Indira National Open University, INDIA organized an international conference on the theme “Open and Distance Education in Global Environment: Opportunities for Collaboration” under the aegis of International Council for Distance Education. The articles of the renowned educationists presented in the Conference have reserved their place in the volume under review. The volume is a repository of their experiences in the becoming of distance education all these years. The volume is spread over 32 chapters summed up into four major streams– internationalization are: collaboration and networking; ICT-enabled education; quality assurance; and distance education for development. The canvas of the volume covers the present scenario of open and distance education from the global perspective.The first part discusses as to how collaboration can be tamed to develop joint curriculum and deliver

Education and Diplomats: A Changing World Demands Our Attention

Science.gov (United States)

Höne, Katharina E.

2018-01-01

Diplomacy as it is traditionally understood is changing. Diverse, non-state actors in the social sector have become influential participants in setting global goals and priorities. In education, classroom teachers, administrators, academics, and policymakers play an increasingly important diplomatic role in exchanging knowledge, building consensus…

Strategic Knowledge Networks for Global Education

Science.gov (United States)

Peterson, J. Fiona

2009-01-01

The inherent opportunities for communication, collaboration and experiential learning in an online and global network create the impetus for the new network paradigm in higher education. A strategic knowledge network in education was designed and developed to build "Mode 2" knowledge capabilities; create new knowledge for innovative…

Nationalistic Education in a Global Society.

Science.gov (United States)

Nelson, Jack L.

The appropriateness of nationalistic education in the modern global society is questioned since nation-states may be superceded by supra-national or global structures. Schools provide a place for society to prepare younger generations to cherish and protect the interests of that society. Human history reflects this trend as it moves from parental…

Uncertainty and global climate change research

Energy Technology Data Exchange (ETDEWEB)

Tonn, B.E. [Oak Ridge National Lab., TN (United States); Weiher, R. [National Oceanic and Atmospheric Administration, Boulder, CO (United States)

1994-06-01

The Workshop on Uncertainty and Global Climate Change Research March 22--23, 1994, in Knoxville, Tennessee. This report summarizes the results and recommendations of the workshop. The purpose of the workshop was to examine in-depth the concept of uncertainty. From an analytical point of view, uncertainty is a central feature of global climate science, economics and decision making. The magnitude and complexity of uncertainty surrounding global climate change has made it quite difficult to answer even the most simple and important of questions-whether potentially costly action is required now to ameliorate adverse consequences of global climate change or whether delay is warranted to gain better information to reduce uncertainties. A major conclusion of the workshop is that multidisciplinary integrated assessments using decision analytic techniques as a foundation is key to addressing global change policy concerns. First, uncertainty must be dealt with explicitly and rigorously since it is and will continue to be a key feature of analysis and recommendations on policy questions for years to come. Second, key policy questions and variables need to be explicitly identified, prioritized, and their uncertainty characterized to guide the entire scientific, modeling, and policy analysis process. Multidisciplinary integrated assessment techniques and value of information methodologies are best suited for this task. In terms of timeliness and relevance of developing and applying decision analytic techniques, the global change research and policy communities are moving rapidly toward integrated approaches to research design and policy analysis.

Global Change Research: Summaries of research in FY 1993

Energy Technology Data Exchange (ETDEWEB)

1993-10-01

This document describes the activities and products of the Global Research Program in FY 1993. This publication describes all of the projects funded by the Environmental Sciences Division of DOE under annual contracts, grants, and interagency agreements in FY 1993. Each description contains the project`s title; its 3-year funding history (in thousands of dollars); the period over which the funding applies; the name(s) of the principal investigator(s); the institution(s) conducting the projects; and the project`s objectives, products, approach, and results to date (for most projects older than 1 year). Project descriptions are categorized within the report according to program areas: climate modeling, quantitative links, global carbon cycle, vegetation research, ocean research, economics of global climate change, education, information and integration, and NIGEC. Within these categories, the descriptions are grouped alphabetically by principal investigator. Each program area is preceded by a brief text that defines the program area, states its goals and objectives, lists principal research questions, and identifies program managers.

Adapting Indian Agriculture to Global Climate Change

Indian Academy of Sciences (India)

Adapting Indian Agriculture to Global Climate Change · Climate Change: Generic Implications for Agriculture · Controlled environment facilities at IARI used for evaluating model performance in future climate change scenarios · Slide 4 · Slide 5 · Global studies indicate considerable impact of climate change in tropics.

Teaching for Global Competence in a Rapidly Changing World

Science.gov (United States)

Colvin, Richard Lee; Edwards, Virginia

2018-01-01

This new publication sets forward the PISA framework for global competence developed by the Organisation for Economic Cooperation and Development (OECD), which aligns closely with the definition developed by the Center for Global Education at Asia Society. Based on the Center's extensive experience supporting educators in integrating global…

Globalizing Policy Sociology in Education: Working with Bourdieu

Science.gov (United States)

Lingard, Bob; Rawolle, Shaun; Taylor, Sandra

2005-01-01

This paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu's concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross-field…

Globalization, Values Education, and School Music Education in China

Science.gov (United States)

Law, Wing-Wah; Ho, Wai-Chung

2009-01-01

This paper examines music education's legitimation of values as a means of preparing students for entry into the new "knowledge society" of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and…

Human rights in occupational therapy education: A step towards a more occupationally just global society.

Science.gov (United States)

Crawford, Emma; Aplin, Tammy; Rodger, Sylvia

2017-04-01

Education on human rights will place occupational therapists in a strong position to address societal inequities that limit occupational engagement for many client groups. The imminent changes to the Minimum Standard for the Education of Occupational Therapists engender efforts towards social change and will require university-level human rights education. This education might enhance the profession's influence on disadvantaging social structures in order to effect social change. To contribute to the evidence base for social change education in occupational therapy, this research aims to understand the knowledge, skills, confidence and learning experiences of occupational therapy students who completed a human rights course. Final year occupational therapy students responded to questionnaires which included listing human rights, a human rights scale measuring knowledge and confidence for working towards human rights, and open questions. Numbers of rights listed, knowledge scores and confidence scores were calculated. Responses to the open questions were thematically analysed. After completing a human rights course, students had good knowledge and moderate confidence to work with human rights. Three themes were identified including 'learning about human rights', 'learning about structural, societal and global perspectives on occupational engagement' and 'learning how occupational therapists can work with groups, communities and populations: becoming articulate and empowered'. Human rights education fosters the development of occupational therapists who are skilled, knowledgeable, confident and empowered to address occupational injustices, according to these research findings. To develop a more occupationally just global society, education that considers iniquitous social structures and human rights is necessary. © 2016 Occupational Therapy Australia.

GLOBALIZATION AND HIGHER EDUCATION: A WAY TO THE GLOBAL CITIZENSHIP OR LOSS OF NATIONAL IDENTITY

OpenAIRE

T. L. Oskolova

2014-01-01

The paper considers the influence of globalization (both its positive and negative effects) on higher education systems worldwide including the USA and Russia. The research analyzes the potential of higher educational institutions for raising students’ capability of living and working in the global environment, which implies both raising the global competencies and preserving the traditional national and cultural values. Applying the comparative historical method, the author traces the US his...

How Will Climate Change Affect Globalization?

DEFF Research Database (Denmark)

Dilyard, John Raymond; Bals, Lydia; Zhuplev, Anatoly

2011-01-01

, it will effect globalization. Businesses, if they want to be sustained, will have to adjust to climate change. This panel will examine two topics within which the relationship between climate change and globalization can be assessed - the sourcing of resources and services when the location of those resources...... is subject to change and the nature of competition in agriculture-based business, focusing on wine....

Globalization/s: Reproduction and Resistance in the Internationalization of Higher Education

Science.gov (United States)

Beck, Kumari

2012-01-01

Internationalization of higher education has become a significant feature of the Canadian educational landscape. Considered to be a product of and response to globalization, internationalization is being critiqued for having an economic orientation. This paper will begin with a brief overview of internationalization research in Canada, and the…

Global Citizenship Incorporated: Competing Responsibilities in the Education of Global Citizens

Science.gov (United States)

Hartung, Catherine

2017-01-01

Interest in the education of young people to be 'responsible global citizens' has grown exponentially since the turn of the century, led by increasingly diverse networks of sectors, including government, community, business and philanthropy. These networks now have a significant influence on education policy and practice, indicative of wider…

Global Citizenship Education for Mental Health Development

Science.gov (United States)

Sheykhjan, Tohid Moradi

2016-01-01

It is obvious that today's students are graduating into a world that is interconnected as never before and education for international understanding for global citizenship education (GCE) inspires action, partnerships, dialogue and cooperation through formal and non-formal education. It promotes an ethos of curiosity, solidarity and shared…

Global Distance Education

DEFF Research Database (Denmark)

McPhee, Wendy; Nøhr, Christian

2003-01-01

In today’s ever changing and developing world many academics are now considering, discussing,debating and planning a working model for the delivery of education across international educational institutions. Whilst this can be a challenging, stimulating, exciting but often daunting process...

Information technology and global change science

Energy Technology Data Exchange (ETDEWEB)

Baxter, F.P.

1990-01-01

The goal of this paper is to identify and briefly describe major existing and near term information technologies that cold have a positive impact on the topics being discussed at this conference by helping to manage the data of global change science and helping global change scientists conduct their research. Desktop computer systems have changed dramatically during the past seven years. Faster data processing can be expected in the future through full development of traditional serial computer architectures. Some other proven information technologies may be currently underutilized by global change scientists. Relational database management systems and good organization of data through the use of thoughtful database design would enable the scientific community to better share and maintain quality research data. Custodians of the data should use rigorous data administration to ensure integrity and long term value of the data resource. Still other emerging information technologies that involve the use of artificial intelligence, parallel computer architectures, and new sensors for data collection will be in relatively common use in the near term and should become part of the global science community's technical toolkit. Consideration should also be given to the establishment of Information Analysis Centers to facilitate effective organization and management of interdisciplinary data and the prototype testing and use of advanced information technology to facilitate rapid and cost-effective integration of these tools into global change science. 8 refs.

Debating Globalization in Social Studies Education: Approaching Globalization Historically and Discursively

Science.gov (United States)

Agbaria, Ayman K.

2011-01-01

The purpose of this paper is to explore the dominant positions in the debates on globalization in American social studies education. Specifically, the paper illustrates that, first, globalization is conceived of as more of an unprecedented new age and less of a historical development. Second, it is conceived of as more of a natural process and…

Tracking global change at local scales: Phenology for science, outreach, conservation

Science.gov (United States)

Sharron, Ed; Mitchell, Brian

2011-06-01

A Workshop Exploring the Use of Phenology Studies for Public Engagement; New Orleans, Louisiana, 14 March 2011 ; During a George Wright Society Conference session that was led by the USA National Phenology Network (USANPN; http://www.usanpn.org) and the National Park Service (NPS), professionals from government organizations, nonprofits, and higher-education institutions came together to explore the possibilities of using phenology monitoring to engage the public. One of the most visible effects of global change on ecosystems is shifts in phenology: the timing of biological events such as leafing and flowering, maturation of agricultural plants, emergence of insects, and migration of birds. These shifts are already occurring and reflect biological responses to climate change at local to regional scales. Changes in phenology have important implications for species ecology and resource management and, because they are place-based and tangible, serve as an ideal platform for education, outreach, and citizen science.

Ready for the Storm: Education for Disaster Risk Reduction and Climate Change Adaptation and Mitigation

Science.gov (United States)

Kagawa, Fumiyo; Selby, David

2012-01-01

Incidences of disaster and climate change impacts are rising globally. Disaster risk reduction and climate change education are two educational responses to present and anticipated increases in the severity and frequency of hazards. They share significant complementarities and potential synergies, the latter as yet largely unexploited. Three…

Biodiversity and global change. Adaptative responses to global change: results and prospective. IFB-GICC restitution colloquium; Biodiversite et changement global. Reponses adaptatives au changement global: resultats et prospective. Colloque de restitution IFB-GICC

Energy Technology Data Exchange (ETDEWEB)

Despres, L; Hossaert-Mckey, M; Martin, J F; Pont, D; Valero, M; Chave, J; Benizri, E; Amiaud, B; Boury-Esnault, N; Fritz, H; Lavelle, P; Martin, F; Poulet, S; Blanchard, F; Cheddadi, R; Dupouey, J L; Hulle, M; Michaux, J; Souissi, S; Bridault, A; Dambrine, E; Gomez, B; Thevenard, F; Legendre, S; Suc, J P; Zeitoun, V; Bezancon, G; Frascaria-Lacoste, N; Ponsard, S; Bourguet, D; Vigne, J D; Doyen, L; Joly, P; Gourlet-Fleury, S; Garnier, E; Lebaron, Ph; Boulinier, Th; Chuine, I; Jiguet, F; Couvet, D; Soussana, J F; Weimerskirsch, H; Grosbois, V; Bretagnolle, V

2006-07-01

Global change is the consequence of the worldwide human print on ecology. The uncontrolled use of fossil fuels, the urbanization, the intensifying of agriculture, the homogenization of life styles and cultures, the homogenization of fauna and vegetation, the commercial trades, the bio-invasions, the over-exploitation of resources and the emergence of new economic powers (China, India, Brazil..) represent an adaptative dynamics of interactions which affects the overall biosphere and the adaptative capacities and the future of all species. Biodiversity is an ecological and societal insurance against the risks and uncertainties linked with global change. The French institute of biodiversity (IFB) has created a working group in charge of a study on global change and biodiversity, in particular in terms of: speed and acceleration of processes, interaction between the different organization levels of the world of living, scale changes, and adaptative capacities. 38 projects with an interdisciplinary approach have been retained by the IFB and the Ministry of ecology and sustainable development. The conclusion of these projects were presented at this restitution colloquium and are summarized in this document. The presentations are organized in 7 sessions dealing with: global changes and adaptation mechanisms; functional responses to global changes; spatial responses to global changes; temporal responses to global changes; selective answers to global changes; available tools and ecological services; scenarios and projections. (J.S.)

Seeking Critical Hope in a Global Age: Religious Education in a Global Perspective

Science.gov (United States)

Kim, Hyun-Sook

2015-01-01

During the last two decades, globalization has come to occupy an important position in popular and academic discourses. Globalization has provided opportunities to produce possibilities of global awareness and at the same time crises to perpetuate a culture of fear. This article asks how church and religious education can provide a global…

Physical Education and Health: Global Perspectives and Best Practice

Science.gov (United States)

Chin, Ming-Kai, Ed.; Edginton, Christopher R.

2014-01-01

"Physical Education and Health: Global Perspectives and Best Practice" draws together global scholars, researchers, and practitioners to provide a review and analysis of new directions in physical education and health worldwide. The book provides descriptive information from 40 countries regarding contemporary practices, models, and…

Microenvironmental change as a mechanism to study global change.

Science.gov (United States)

Lortie, C. J.

2016-12-01

Global change is a set of significant processes that influence all aspects of ecosystem functioning and often-natural services within Santa Barbara County. The sensitivity of coastal and urban systems is certainly very high. However, profound changes are also predicted for arid and semi-arid systems globally, and California is no exception. These dryland systems are less buffered by oceanic processes and typically express high inter-annual variation in precipitation and temperatures in addition to perturbations associated with long-term droughts. However, climate estimates and downscaled values can present challenges in providing evidence at the scale relevant to individual species or individuals, and the importance of biotic interactions must be coupled to these estimates in space and time. Coupled indicators of key micro-environmental measures to both positive and negative interactions between foundation species and other organisms provide a metric of buffering capacity and resilience to global change at fine spatial scales. Consequently, the primary objective of this research project is to provide both the a well-articulated, ecologically relevant micro-environmental big data measure of global change within Santa Barbara County and a coupled estimate of concurrent changes in interactions in key species within the region. Shrubs directly and indirectly buffered local changes in the microenvironment thereby functioning as refuges for other species within arid and semi-arid regions subject to dramatic global change drivers. The following major patterns were identified: (i) shrub micro-environments reduce the level of stress and amplitude of variation associated with temperature and moisture, (ii) many plant and animal species including threatened lizards are relatively more common with shrubs within the region, and (iii) the variation in the interaction patterns between species relates to the extent of amelioration provided by shrub-biodiversity complexes within

A global change policy for Alaska

International Nuclear Information System (INIS)

Cole, H.

1993-01-01

The Alaska Science and Engineering Advisory Committee attempted to formulate a suitable state policy for global climate change. The main elements and rationale for this policy are described, along with lessons learned from the Montreal protocol on global ozone and the policy itself. A discussion of issues relating to public presentation and reaction to a climate change policy indicates that elements necessary for a strategy presenting a case for global change needs to be credible, simple, and unambiguous, with risks clearly defined. Society and business must see themselves as stakeholders in the issue, and policies must be formulated accordingly. The Montreal protocol provides an example of success in advanced planning on a major global issue. The six main components of the Alaskan policy relate to fossil fuel production and marketing, the economic mix of energy production for in-state use, the efficiency and effectiveness of energy end-use services, the impact of climatic change on Alaska as a geographic unit, Alaska as a high-latitude site for climate change monitoring and analysis, and Alaskan participation with other countries in research and policy development. 7 refs

Mercury from wildfires: Global emission inventories and sensitivity to 2000-2050 global change

Science.gov (United States)

Kumar, Aditya; Wu, Shiliang; Huang, Yaoxian; Liao, Hong; Kaplan, Jed O.

2018-01-01

We estimate the global Hg wildfire emissions for the 2000s and the potential impacts from the 2000-2050 changes in climate, land use and land cover and Hg anthropogenic emissions by combining statistical analysis with global data on vegetation type and coverage as well as fire activities. Global Hg wildfire emissions are estimated to be 612 Mg year-1. Africa is the dominant source region (43.8% of global emissions), followed by Eurasia (31%) and South America (16.6%). We find significant perturbations to wildfire emissions of Hg in the context of global change, driven by the projected changes in climate, land use and land cover and Hg anthropogenic emissions. 2000-2050 climate change could increase Hg emissions by 14% globally and regionally by 18% for South America, 14% for Africa and 13% for Eurasia. Projected changes in land use by 2050 could decrease the global Hg emissions from wildfires by 13% mainly driven by a decline in African emissions due to significant agricultural land expansion. Future land cover changes could lead to significant increases in Hg emissions over some regions (+32% North America, +14% Africa, +13% Eurasia). Potential enrichment of terrestrial ecosystems in 2050 in response to changes in Hg anthropogenic emissions could increase Hg wildfire emissions globally (+28%) and regionally (+19% North America, +20% South America, +24% Africa, +41% Eurasia). Our results indicate that the future evolution of climate, land use and land cover and Hg anthropogenic emissions are all important factors affecting Hg wildfire emissions in the coming decades.

Coastal Climate Change Education, Mitigation, and Adaptation in the Natural and Built Environments: Progress of the Coastal Areas Climate Change Education Partnership

Science.gov (United States)

Feldman, A.; Herman, B.; Vernaza-Hernández, V.; Ryan, J. G.; Muller-Karger, F. E.; Gilbes, F.

2011-12-01

The Coastal Area Climate Change Education (CACCE) Partnership, funded by the National Science Foundation, seeks to develop new ways to educate citizens about global climate change. The core themes are sea level rise and impacts of climate change in the southeastern United States and the Caribbean Sea. CACCE focuses on helping partners, educators, students, and the general public gain a fundamental and working understanding of the interrelation among the natural environment, built environment, and social aspects in the context of climate change in coastal regions. To this end, CACCE's objectives reported here include: 1) defining the current state of awareness, perceptions, and literacy about the impacts of climate change; and 2) testing a model of transdisciplinary research and learning as a means of training a new generation of climate professionals. Objective one is met in part by CACCE survey efforts that reveal Florida and Puerto Rico secondary science teachers hold many non-scientific views about climate change and climate change science and provide inadequate instruction about climate change. Associated with objective two are five Multiple Outcome Interdisciplinary Research and Learning (MOIRL) pilot projects underway in schools in Florida and Puerto Rico. In the CACCE Partnership the stakeholders include: students (K-16 and graduate); teachers and education researchers; informal science educators; scientists and engineers; business and industry; policy makers; and community members. CACCE combines interdisciplinary research with action research and community-based participatory research in a way that is best described as "transdisciplinary". Learning occurs in all spheres of interactions among stakeholders as they engage in scientific, educational, community and business activities through their legitimate peripheral participation in research communities of practice. We will describe the process of seeking and building partnerships, and call for a dialogue

Digital Library Education: Global Trends and Issues

Science.gov (United States)

Shem, Magaji

2015-01-01

The paper examines trends and issues in digital education programmes globally, drawing examples of developmental growth of Library Information Science (LIS), schools and digital education courses in North America, Britain, and Southern Asia, the slow growth of LIS schools and digital education in Nigeria and some countries in Africa and India. The…

Global change and genetic diversity

International Nuclear Information System (INIS)

Kremer, Antoine

2000-01-01

Are there grounds for concern as to the impact of global change on the future of European forests? This question is approached from the genetic angle, considering the modifications produced by climate change on the diversity and adaptive potential of forest species. In the absence of experimental data, the answers are derived from a set of arguments based on knowledge of evolutionary mechanisms involved in genetic diversity, the post-glacial history of European forests and lessons drawn from recent introductions of foreign wood species. These arguments entail less pessimistic conclusions than those generally reached for consequences attributed to global change. Even if major changes in composition could occur, past events show that genetic erosion capable of challenging the adaptive potential of species is unlikely. (author)

Administering the Global Trap: The Role of Educational Leaders.

Science.gov (United States)

Bates, Richard

2002-01-01

Discusses the role of educational leaders in a global society. Explains the globalization of technology, finance, production, and culture. Other topics include the withering away of the state, rebalancing states and markets, development as freedom, and the development as freedom for educational leaders. (Contains 32 references.) (PKP)

Global Citizenship Education and Human Rights Education: Are They Compatible with U.S. Civic Education?

Science.gov (United States)

Fernekes, William R.

2016-01-01

Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay…

LIFELONG LEARNING AS A STRATEGY FOR EDUCATING GLOBAL CITIZENS WITHIN HIGHER EDUCATION

Directory of Open Access Journals (Sweden)

Ele HOLVOET

2010-01-01

Full Text Available Recent research emphasizes the need for educa tion on global citizenship (GC within higher education (Davis, Evans Reid, 2005; Ibrahim, 2008; Schultz, 2007. However, GC is an ill- defined concept (Schultz, 2007 and its position in university policies is unclear (Holvoet, 2007. Therefore, the GC concept is difficult to impl ement within universities’ educational practice (Fullan, 2002; Hargreaves Goodson, 2006. In order to overcome possible impediments, the reported research aimed at elucidating visions of policy makers on the role of higher education institutes with regard to positioning GC in society. The findings resulted from a two round Delphi inqu iry and in-depth interviews with 20 key figures in the field of academic policy making in five Fl emish universities, representatives of the Flemish government’s education department and members of GC education agencies. Respondents reported two components as basic conditions for universities to educate their students as global citizens: the need for a reflexive learning approach and an international learning environment. Conditions and difficu lties in creating such environments were distinguished. As lifelong learning is defined as “a way of empowering people for active engagement with important personal, social and global issues” (European Commission, 2001, this concept is considered as appropriate to supply a framework for GC.

Surface water change as a significant contributor to global evapotranspiration change

Science.gov (United States)

Zhan, S.; Song, C.

2017-12-01

Water comprises a critical component of global/regional hydrological and biogeochemical cycles and is essential to all organisms including humans. In the past several decades, climate change has intensified the hydrological cycle, with significant implications for ecosystem services and feedback to regional and global climate. Evapotranspiration (ET) as a linking mechanism between land surface and atmosphere is central to the water cycle and an excellent indicator of the intensity of water cycle. Knowledge of the temporal changes of ET is crucial for accurately estimating global or regional water budgets and better understanding climate and hydrological interactions. While studies have examined changes in global ET, they were conducted using a constant land and surface water (SW) area. However, as many studies have found that global SW is very dynamic and their surface areas have generally been increasing since the 1980s. The conversion from land to water and vice versa significantly changes the local ET since water bodies evaporate at a rate that can be much higher than that of the land. Here, we quantify the global changes in ET caused by such land-water conversion using remotely-sensed SW area and various ET and potential ET products. New SW and lost SW between circa-1985 and circa-2015 were derived from remote sensing and were used to modify the local ET estimates. We found an increase in ET in all continents as consistent with the net increase in SW area. The increasing SW area lead to a global increase in ET by 30.38 ± 5.28 km3/yr. This is a significant contribution when compared to the 92.95 km3/yr/yr increase in ET between 1982-1997 and 103.43 km3/yr/yr decrease between 1998-2008 by Jung et al., (2010) assuming a constant SW. The results enhance our understanding of the water fluxes between the land and atmosphere and supplement land water budget estimates. We conclude that changes in SW lead to a significant change in global ET that cannot be neglected in

NASA Nice Climate Change Education

Science.gov (United States)

Frink, K.; Crocker, S.; Jones, W., III; Marshall, S. S.; Anuradha, D.; Stewart-Gurley, K.; Howard, E. M.; Hill, E.; Merriweather, E.

2013-12-01

Authors: 1 Kaiem Frink, 4 Sherry Crocker, 5 Willie Jones, III, 7 Sophia S.L. Marshall, 6 Anuadha Dujari 3 Ervin Howard 1 Kalota Stewart-Gurley 8 Edwinta Merriweathe Affiliation: 1. Mathematics & Computer Science, Virginia Union University, Richmond, VA, United States. 2. Mathematics & Computer Science, Elizabeth City State Univ, Elizabeth City, NC, United States. 3. Education, Elizabeth City State University, Elizabeth City, NC, United States. 4. College of Education, Fort Valley State University , Fort Valley, GA, United States. 5. Education, Tougaloo College, Jackson, MS, United States. 6. Mathematics, Delaware State University, Dover, DE, United States. 7. Education, Jackson State University, Jackson, MS, United States. 8. Education, Alabama Agricultural and Mechanical University, Huntsville, AL, United States. ABSTRACT: In this research initiative, the 2013-2014 NASA NICE workshop participants will present best educational practices for incorporating climate change pedagogy. The presentation will identify strategies to enhance instruction of pre-service teachers to aligned with K-12 Science, Technology, Engineering and Mathematics (STEM) standards. The presentation of best practices should serve as a direct indicator to address pedagogical needs to include climate education within a K-12 curriculum Some of the strategies will include inquiry, direct instructions, and cooperative learning . At this particular workshop, we have learned about global climate change in regards to how this is going to impact our life. Participants have been charged to increase the scientific understanding of pre-service teachers education programs nationally to incorporate climate education lessons. These recommended practices will provide feasible instructional strategies that can be easily implemented and used to clarify possible misconceptions and ambiguities in scientific knowledge. Additionally, the presentation will promote an awareness to the many facets in which climate

Student Teachers' Conceptions about Global Warming and Changes in Their Conceptions during Pre-Service Education: A Cross Sectional Study

Science.gov (United States)

Cimer, Sabiha Odabasi; Cimer, Atilla; Ursavas, Nazihan

2011-01-01

Global warming is one of the important environmental problems whose dangerous effects are increasing gradually. The study reported herein aimed to reveal student teachers' conceptions about global warming and the effect of biology teacher education program on their awareness of this environmental issue. An open-ended questionnaire was used to…

Global Citizenship and the Importance of Education in a Globally Integrated World

Science.gov (United States)

Smith, William C.; Fraser, Pablo; Chykina, Volha; Ikoma, Sakiko; Levitan, Joseph; Liu, Jing; Mahfouz, Julia

2017-01-01

As national borders dissipate and technology allows different cultures and nationalities to communicate on a regular basis, more individuals are self-identifying as a global citizen. Using Social Network Analysis and multi-level modelling, this study explores factors associated with global citizen affinity and finds that education plays an…

Integrated risk analysis of global climate change

International Nuclear Information System (INIS)

Shlyakhter, Alexander; Wilson, Richard; Valverde A, L.J. Jr.

1995-01-01

This paper discusses several factors that should be considered in integrated risk analyses of global climate change. We begin by describing how the problem of global climate change can be subdivided into largely independent parts that can be linked together in an analytically tractable fashion. Uncertainty plays a central role in integrated risk analyses of global climate change. Accordingly, we consider various aspects of uncertainty as they relate to the climate change problem. We also consider the impacts of these uncertainties on various risk management issues, such as sequential decision strategies, value of information, and problems of interregional and intergenerational equity. (author)

China: a Follower or Leader in Global Higher Education?

NARCIS (Netherlands)

van der Wende, M.C.; Zhu, J.

2016-01-01

This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country’s policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class

Global Climate Change as Environmental Megacrisis

OpenAIRE

Endter-Wada, Joanna; Ingram, Helen

2012-01-01

The authors analyze global climate change utilizing insights from the governance and crisis management literatures that seek to understand the prospects, nature, characteristics and the effects of cataclysmic events. They argue that global climate change is a mega-crisis hiding in plain sight yet there has been no proportionate mega-crisis response. People are still grappling with how to make sense of climate change, how to bridge multiple ways of knowing it, and how to negotiate collective c...

Global health education: a pilot in trans-disciplinary, digital instruction.

Science.gov (United States)

Wipfli, Heather; Press, David J; Kuhn, Virginia

2013-05-02

The development of new global health academic programs provides unique opportunities to create innovative educational approaches within and across universities. Recent evidence suggests that digital media technologies may provide feasible and cost-effective alternatives to traditional classroom instruction; yet, many emerging global health academic programs lag behind in the utilization of modern technologies. We created an inter-departmental University of Southern California (USC) collaboration to develop and implement a course focused on digital media and global health. Course curriculum was based on core tenants of modern education: multi-disciplinary, technologically advanced, learner-centered, and professional application of knowledge. Student and university evaluations were reviewed to qualitatively assess course satisfaction and educational outcomes. 'New Media for Global Health' ran for 18 weeks in the Spring 2012 semester with N=41 students (56.1% global health and 43.9% digital studies students). The course resulted in a number of high quality global health-related digital media products available at http://iml420.wordpress.com/. Challenges confronted at USC included administrative challenges related to co-teaching and frustration from students conditioned to a rigid system of teacher-led learning within a specific discipline. Quantitative and qualitative course evaluations reflected positive feedback for the course instructors and mixed reviews for the organization of the course. The development of innovative educational programs in global health requires on-going experimentation and information sharing across departments and universities. Digital media technologies may have implications for future efforts to improve global health education.

Globalization of Science Education: Comment and a Commentary

Science.gov (United States)

Fensham, Peter J.

2011-01-01

The globalized nature of modern society has generated a number of pressures that impact internationally on countries' policies and practices of science education. Among these pressures are key issues of health and environment confronting global science, global economic control through multi-national capitalism, comparative and competitive…

International Business and Global Climate Change

Energy Technology Data Exchange (ETDEWEB)

Kolk, A.; Pinkse, J.

2008-11-15

Climate change has become an important topic on the business agenda with strong pressure being placed on companies to respond and contribute to finding solutions to this urgent problem. This text provides a comprehensive analysis of international business responses to global climate change and climate change policy. Embedded in relevant management literature, this book gives a concise treatment of developments in policy and business activity on global, regional and national levels, using examples and systematic data from a large number of international companies. The first part outlines the international climate policy landscape and voluntary initiatives taken by companies, both alone and together with others. The second part examines companies' strategies, covering innovation for climate change, as well as compensation via emissions trading and carbon offsetting. Written by well-known experts in the field, International Business and Global Climate Change illustrates how an environmental topic becomes strategically important in a mainstream sense, affecting corporate decision-making, business processes, products, reputation, advertising, communication, accounting and finance.

International Business and Global Climate Change

International Nuclear Information System (INIS)

Kolk, A.; Pinkse, J.

2008-11-01

Climate change has become an important topic on the business agenda with strong pressure being placed on companies to respond and contribute to finding solutions to this urgent problem. This text provides a comprehensive analysis of international business responses to global climate change and climate change policy. Embedded in relevant management literature, this book gives a concise treatment of developments in policy and business activity on global, regional and national levels, using examples and systematic data from a large number of international companies. The first part outlines the international climate policy landscape and voluntary initiatives taken by companies, both alone and together with others. The second part examines companies' strategies, covering innovation for climate change, as well as compensation via emissions trading and carbon offsetting. Written by well-known experts in the field, International Business and Global Climate Change illustrates how an environmental topic becomes strategically important in a mainstream sense, affecting corporate decision-making, business processes, products, reputation, advertising, communication, accounting and finance

Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

OpenAIRE

Ruth Reynolds

2012-01-01

Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...

Global climate change: Implications, challenges, and mitigation measures

International Nuclear Information System (INIS)

Majumdar, S.K.

1992-01-01

This book presents a perspective of the potential problem of global climate change induced by human activity. The editors have presented viewpoints of experts (advocates and skeptics) representing the issues of climate change. Possible results from long-term global change discussed in this book include mass migrations of plants and animals; changes in crop yields; flood and drought; and economic, political, and cultural changes. The text contains 20 chapters on the impact of global climate change and 10 chapters on the mitigation of effects and policy development

Impact of Globalization on Higher Education: An Empirical Study of Education Policy & Planning of Design Education in Hong Kong

Science.gov (United States)

Lam, Yan Yan

2010-01-01

This paper focuses on the impact of globalization in the domain of higher education, particularly, design education. It reviews how globalization may affect educational policy and planning in Hong Kong by drawing on an empirical study involving senior management, a course leader and a design trainer/facilitator. This paper not only illustrates the…

Global climate change and international security

Energy Technology Data Exchange (ETDEWEB)

Rice, M.

1991-01-01

On May 8--10, 1991, the Midwest Consortium of International Security Studies (MCISS) and Argonne National Laboratory cosponsored a conference on Global Climate Change and International Security. The aim was to bring together natural and social scientists to examine the economic, sociopolitical, and security implications of the climate changes predicted by the general circulation models developed by natural scientists. Five themes emerged from the papers and discussions: (1) general circulation models and predicted climate change; (2) the effects of climate change on agriculture, especially in the Third World; (3) economic implications of policies to reduce greenhouse gas emissions; (4) the sociopolitical consequences of climate change; and (5) the effect of climate change on global security.

Civics and Citizenship Education in Its Global Context: The Complexity of Global Citizenship Dialogues

Directory of Open Access Journals (Sweden)

Ruth Reynolds

2012-10-01

Full Text Available Despite much rhetoric around the notion of a global citizenship, the overriding focus of civics education, from the viewpoint of examining the international educational curriculum, seems to be on national identity and establishing national boundaries for citizenship education. [...

Global Change Effects on Plant-Soil Interactions

DEFF Research Database (Denmark)

Dam, Marie

of this dissertation has been to determine how soil food web structure and function is affected when the quantity and quality of plant input is altered under global change. By studying the abundance and composition of soil organisms, particularly those in the rhizosphere, closely associated with living plants, we...... (Paper III). Furthermore, by way of meta-analysis, the role of organisms in global change effects on ecosystem function is modelled (Paper IV). Among CO2, warming and summer drought, CO2 is the factor most consistently impacting soil organisms. CO2 increases abundance of microorganisms and nematodes...... suggest that not only the global change effects on established ecosystems, but also the global change effects on plant community composition as well as land use management may determine the composition and function of soil food webs in the future....

GLOBALIZATION AND HIGHER EDUCATION: A WAY TO THE GLOBAL CITIZENSHIP OR LOSS OF NATIONAL IDENTITY

Directory of Open Access Journals (Sweden)

T. L. Oskolova

2014-01-01

Full Text Available The paper considers the influence of globalization (both its positive and negative effects on higher education systems worldwide including the USA and Russia. The research analyzes the potential of higher educational institutions for raising students’ capability of living and working in the global environment, which implies both raising the global competencies and preserving the traditional national and cultural values. Applying the comparative historical method, the author traces the US history that combines the “macdonaldization” period and long records of poly-cultural social interactions and cross-cultural adaptations. As an alternative to the existing pragmatic approach, the author puts forward the multicultural educational paradigm which is a culture relevant, valuebased system of moral and civil education focused on preservation of unique national features and simultaneous development of universal human values. The research objectives include critical evaluation of the USA experience, regarding the advantages and disadvantages of commercialized education; and identification of the pragmatic approach consequences in Russia, such as unification and simplification of education, and negative impact on the cultural and national identity formation. The research findings could be used for developing the higher education strategy as well as the curriculum on globalistics, multicultural education, and cross-cultural communications.

Globalization of Gerontology Education: Current Practices and Perceptions for Graduate Gerontology Education in the United States

Science.gov (United States)

Mwangi, Samuel M.; Yamashita, Takashi; Ewen, Heidi H.; Manning, Lydia K.; Kunkel, Suzanne R.

2012-01-01

The purpose of this study is to document current practices and understandings about globalization of gerontology education in the United States. Better understanding of aging requires international perspectives in global communities. However, little is known about how globalization of gerontology education is practiced in U.S. graduate-level…

Biodiversity and global change

National Research Council Canada - National Science Library

Solbrig, Otto Thomas; Emden, H. M. van; Oordt, P. G. W. J. van; Solbrig, Otto T

1992-01-01

The IUBS symposium "Biodiversity and Global Change" held during the 24th General Assembly, 1-6 September, 1991, in Amsterdam, the Netherlands, represented the first attempt to address the issue of bio...

Agricultural Water Use under Global Change

Science.gov (United States)

Zhu, T.; Ringler, C.; Rosegrant, M. W.

2008-12-01

Irrigation is by far the single largest user of water in the world and is projected to remain so in the foreseeable future. Globally, irrigated agricultural land comprises less than twenty percent of total cropland but produces about forty percent of the world's food. Increasing world population will require more food and this will lead to more irrigation in many areas. As demands increase and water becomes an increasingly scarce resource, agriculture's competition for water with other economic sectors will be intensified. This water picture is expected to become even more complex as climate change will impose substantial impacts on water availability and demand, in particular for agriculture. To better understand future water demand and supply under global change, including changes in demographic, economic and technological dimensions, the water simulation module of IMPACT, a global water and food projection model developed at the International Food Policy Research Institute, is used to analyze future water demand and supply in agricultural and several non-agricultural sectors using downscaled GCM scenarios, based on water availability simulation done with a recently developed semi-distributed global hydrological model. Risk analysis is conducted to identify countries and regions where future water supply reliability for irrigation is low, and food security may be threatened in the presence of climate change. Gridded shadow values of irrigation water are derived for global cropland based on an optimization framework, and they are used to illustrate potential irrigation development by incorporating gridded water availability and existing global map of irrigation areas.

University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2017-01-01

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.

Global reproduction and transformation of science education

Science.gov (United States)

Tobin, Kenneth

2011-03-01

Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities, including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and 1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing competition between individuals and between collectives such as schools, school districts and countries, and holding teachers and school leaders accountable for student achievement.

Digital Storytelling for Transformative Global Citizenship Education

Science.gov (United States)

Truong-White, Hoa; McLean, Lorna

2015-01-01

This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling. Drawing on a TGCE framework, this research project probed the curriculum…

A Global Approach to Foreign Language Education.

Science.gov (United States)

Conner, Maurice W., Ed.

The papers collected here are largely devoted to foreign language education as a means of increasing international and cross-cultural understanding. Titles include: (1) "Language Is the Medium, Culture Is the Message: Globalizing Foreign Languages" (Lorraine A. Strasheim); (2) "Cultural Understanding for Global Citizenship: An Inservice Model"…

Socio-Cultural Challenges in Global Software Engineering Education

Science.gov (United States)

Hoda, Rashina; Babar, Muhammad Ali; Shastri, Yogeshwar; Yaqoob, Humaa

2017-01-01

Global software engineering education (GSEE) is aimed at providing software engineering (SE) students with knowledge, skills, and understanding of working in globally distributed arrangements so they can be prepared for the global SE (GSE) paradigm. It is important to understand the challenges involved in GSEE for improving the quality and…

Global health education: a pilot in trans-disciplinary, digital instruction

Science.gov (United States)

Wipfli, Heather; Press, David J.; Kuhn, Virginia

2013-01-01

Background The development of new global health academic programs provides unique opportunities to create innovative educational approaches within and across universities. Recent evidence suggests that digital media technologies may provide feasible and cost-effective alternatives to traditional classroom instruction; yet, many emerging global health academic programs lag behind in the utilization of modern technologies. Objective We created an inter-departmental University of Southern California (USC) collaboration to develop and implement a course focused on digital media and global health. Design Course curriculum was based on core tenants of modern education: multi-disciplinary, technologically advanced, learner-centered, and professional application of knowledge. Student and university evaluations were reviewed to qualitatively assess course satisfaction and educational outcomes. Results ‘New Media for Global Health’ ran for 18 weeks in the Spring 2012 semester with N=41 students (56.1% global health and 43.9% digital studies students). The course resulted in a number of high quality global health-related digital media products available at http://iml420.wordpress.com/. Challenges confronted at USC included administrative challenges related to co-teaching and frustration from students conditioned to a rigid system of teacher-led learning within a specific discipline. Quantitative and qualitative course evaluations reflected positive feedback for the course instructors and mixed reviews for the organization of the course. Conclusion The development of innovative educational programs in global health requires on-going experimentation and information sharing across departments and universities. Digital media technologies may have implications for future efforts to improve global health education. PMID:23643297

Global health education: a pilot in trans-disciplinary, digital instruction

Directory of Open Access Journals (Sweden)

Heather Wipfli

2013-05-01

Full Text Available Background: The development of new global health academic programs provides unique opportunities to create innovative educational approaches within and across universities. Recent evidence suggests that digital media technologies may provide feasible and cost-effective alternatives to traditional classroom instruction; yet, many emerging global health academic programs lag behind in the utilization of modern technologies. Objective: We created an inter-departmental University of Southern California (USC collaboration to develop and implement a course focused on digital media and global health. Design: Course curriculum was based on core tenants of modern education: multi-disciplinary, technologically advanced, learner-centered, and professional application of knowledge. Student and university evaluations were reviewed to qualitatively assess course satisfaction and educational outcomes. Results: ‘New Media for Global Health’ ran for 18 weeks in the Spring 2012 semester with N=41 students (56.1% global health and 43.9% digital studies students. The course resulted in a number of high quality global health-related digital media products available at http://iml420.wordpress.com/. Challenges confronted at USC included administrative challenges related to co-teaching and frustration from students conditioned to a rigid system of teacher-led learning within a specific discipline. Quantitative and qualitative course evaluations reflected positive feedback for the course instructors and mixed reviews for the organization of the course. Conclusion: The development of innovative educational programs in global health requires on-going experimentation and information sharing across departments and universities. Digital media technologies may have implications for future efforts to improve global health education.

Assessing Climate Change Impacts on Global Hydropower

Directory of Open Access Journals (Sweden)

Aanund Killingtveit

2012-02-01

Full Text Available Currently, hydropower accounts for close to 16% of the world’s total power supply and is the world’s most dominant (86% source of renewable electrical energy. The key resource for hydropower generation is runoff, which is dependent on precipitation. The future global climate is uncertain and thus poses some risk for the hydropower generation sector. The crucial question and challenge then is what will be the impact of climate change on global hydropower generation and what are the resulting regional variations in hydropower generation potential? This paper is a study that aims to evaluate the changes in global hydropower generation resulting from predicted changes in climate. The study uses an ensemble of simulations of regional patterns of changes in runoff, computed from global circulation models (GCM simulations with 12 different models. Based on these runoff changes, hydropower generation is estimated by relating the runoff changes to hydropower generation potential through geographical information system (GIS, based on 2005 hydropower generation. Hydropower data obtained from EIA (energy generation, national sites, FAO (water resources and UNEP were used in the analysis. The countries/states were used as computational units to reduce the complexities of the analysis. The results indicate that there are large variations of changes (increases/decreases in hydropower generation across regions and even within regions. Globally, hydropower generation is predicted to change very little by the year 2050 for the hydropower system in operation today. This change amounts to an increase of less than 1% of the current (2005 generation level although it is necessary to carry out basin level detailed assessment for local impacts which may differ from the country based values. There are many regions where runoff and hydropower generation will increase due to increasing precipitation, but also many regions where there will be a decrease. Based on this

Trends and EIE higher education response to the current global technical challenges

DEFF Research Database (Denmark)

Poboroniuc, Marian; Livint, Gheorghe; Friesel, Anna

2014-01-01

Education Institutions (SALEIE), an EU supported project, gathers together a global team aiming to provide higher education models in the EIE disciplines that can respond to the key global technical challenges. This paper deals with findings within the SALEIE project's work package WP3 (Global Challenges......), namely: state-of-the-art in implementation of the Bologna recommendation for Bachelor and Master, technical challenges that the EIE higher education faces nowadays, and existing models in EIE higher education and their degree of response to key global technical challenges....

The policy relevance of global environmental change research

International Nuclear Information System (INIS)

Yarnal, Brent

1996-01-01

Many scientists are striving to identify and promote the policy implications of their global change research. Much basic research on global environmental change cannot advance policy directly, but new projects can determine the relevance of their research to decision makers and build policy-relevant products into the work. Similarly, many ongoing projects can alter or add to the present science design to make the research policy relevant. Thus, this paper shows scientists working on global change how to make their research policy relevant. It demonstrates how research on physical global change relates to human dimensions studies and integrated assessments. It also presents an example of how policy relevance can be fit retroactively into a global change project (in this case, SRBEX-the Susquehanna River Basin Experiment) and how that addition can enhance the project's status and science. The paper concludes that policy relevance is desirable from social and scientific perspectives

Alternative legal and institutional approaches to global change

International Nuclear Information System (INIS)

Thacher, P.S.

1991-01-01

The processes of global change currently under way cannot be dealt with in isolation. Factors linked to environmental quality such as demographic growth, economic interdependence and indebtedness, sociopolitical changes, and others must be managed collectively. In looking at the problems of global change, a central question before us is: How comprehensive should a legal regime be in a world of considerable uncertainty in which everything is interrelated with everything else, and what we do may, or may not be, have irreversible consequences for future generations. This article focuses on the problem of global warming to provide a model approach to the larger issues of global change. This reduces the scope of global change to a manageable but representative class of the problems at issue. The author suggests an approach to stabilize global climate by the end of the next century. However, even within this relatively narrow context of stabilizing the climate, a comprehensive approach is needed to address all heat-trapping gases - not just CO 2 - to ensure that all human activities generating these gases are managed properly, without causing other problems

Global human capital: integrating education and population.

Science.gov (United States)

Lutz, Wolfgang; KC, Samir

2011-07-29

Almost universally, women with higher levels of education have fewer children. Better education is associated with lower mortality, better health, and different migration patterns. Hence, the global population outlook depends greatly on further progress in education, particularly of young women. By 2050, the highest and lowest education scenarios--assuming identical education-specific fertility rates--result in world population sizes of 8.9 and 10.0 billion, respectively. Better education also matters for human development, including health, economic growth, and democracy. Existing methods of multi-state demography can quantitatively integrate education into standard demographic analysis, thus adding the "quality" dimension.

Levels of Governance in Policy Innovation Cycles in Community Education: The Cases of Education for Sustainable Development and Climate Change Education

Directory of Open Access Journals (Sweden)

Nina Kolleck

2017-10-01

Full Text Available While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE or Education for Sustainable Development (ESD, scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We compare the way CCE is negotiated and implemented within and through the global conferences of the UN Framework Convention on Climate Change (UNFCCC with the way the UN Decade of ESD is put into practice through networks in five different German municipalities. We argue that the role of social networks is particularly strong in policy areas like CCE and ESD, which are best characterized as multi-level and multi-actor governance. Based on data derived from standardized surveys and from Twitter we analyze the complex interactions of public and private actors at different levels of governance in the two selected policy areas. We find, amongst others, that the implementation of CCE and ESD in community education depends in part on actors that had not been assumed to be influential at the outset. Furthermore, our analyses suggest the different levels of governance are not well integrated throughout the phases of the policy innovation cycle.

Globalization as Continuing Colonialism: Critical Global Citizenship Education in an Unequal World

Science.gov (United States)

Mikander, Pia

2016-01-01

In an unequal world, education about global inequality can be seen as a controversial but necessary topic for social science to deal with. Even though the world no longer consists of colonies and colonial powers, many aspects of the global economy follow the same patterns as during colonial times, with widening gaps between the world's richest and…

Globalization and the Governance of Education in Viet Nam

Science.gov (United States)

London, Jonathan D.

2010-01-01

In a globalizing world, local and global governance arrangements are increasingly interdependent, which produces harmonization in some instances and new tensions and contradictions in others. Analysis shows that successive waves of globalization have affected the governance of education in Viet Nam differently. It shows that the globalization of…

Citizenship Education in the Era of Globalization:Canadian Perspectives

Directory of Open Access Journals (Sweden)

Karen Pashby

2010-05-01

Full Text Available Important and challenging theoretical debates and questions arising from considerations of the role of citizenship education in the current “global era” are evident in academic literature. Ultimately, our scholarly work must also engage with what happens in our elementary, secondary, and post-secondary classrooms. Much important scholarly attention is being directed to debates about the nature of globalization, and about national and, increasingly, global concepts of citizenship, multiculturalism, and social movements of global resistance. However, much of this work is done outside of a direct engagement with teachers, students, and classroom practices and is consequently left at a level of abstraction that appears disconnected from the day-to-day work of public schooling. Indeed, when working through significant theoretical interjections and conversations that engage with the complexities and possibilities to which we are drawn, we can never forget that the “what” and “how” of teaching and learning, and the values that circulate within classrooms, reflect the global movements of contemporary history and are shaped by a sense that we must take-up global issues. We must, therefore, recognize what Pashby (this issue refers to as the global imperative that exerts particular pressure on educational theory, practice, policy, and politics. To do this we must struggle with questions of theory that inform our scholarly and our practical work as educators, be that practice in faculties of education or in K to 12 classrooms. This special themed issue presents important questions, concerns, and possibilities that mark both theoretical discourses and classroom practice.

Warning Signals or Dangerous Opportunities? Globalization, Gender, and Educational Policy Shifts.

Science.gov (United States)

Blackmore, Jill

2000-01-01

Examines the relationship between education and globalization through the lenses of feminist theories, discussing the consequences of globalization for gender equity work in education. The paper argues that the restructuring of the government that flows from the neoliberal political response to globalization presents dangerous opportunities for…

Mapping Global Research on International Higher Education

Science.gov (United States)

Kuzhabekova, Aliya; Hendel, Darwin D.; Chapman, David W.

2015-01-01

The purpose of the study is to map global research in international higher education. Specifically, the study uses bibliometric and social network analysis methods to identify key individuals, institutions, countries, and disciplines contributing to research in international higher education and to investigate patterns of connectivity among…

Globalization, Education, and Citizenship: Solidarity versus Markets?

Science.gov (United States)

Torres, Carlos Alberto

2002-01-01

Suggests that globalization places limits on state autonomy and national sovereignty, affecting education in various ways. Educational policy and its contributions to citizenship, democracy, and multiculturalism will face unprecedented challenges if the logic of fear, exacerbated by the events of September 11, 2001 prevails. (Author/SLD)

Global Change. Teaching Activities on Global Change for Grades 4-6.

Science.gov (United States)

Geological Survey (Dept. of Interior), Reston, VA.

This packet contains a series of teaching guides on global change. The series includes lessons on dendrochronology; land, air, and water; and island living. Included is information such as : laws of straws; where land, air, and water meet; and Earth as home. Each section provides an introductory description of the activity, the purpose of the…

Development of Global Change Research in Developing Countries

Science.gov (United States)

Sierra, Carlos A.; Yepes, Adriana P.

2010-10-01

Ecosystems and Global Change in the Context of the Neotropics; Medellín, Colombia, 19-20 May 2010; Research in most areas of global environmental change is overwhelmingly produced outside developing countries, which are usually consumers rather than producers of the knowledge associated with their natural resources. While there have been important recent advances in understanding the causes of global-¬scale changes and their consequences to the functioning of tropical ecosystems, there is still an important gap in the understanding of these changes at regional and national levels (where important political decisions are usually made). A symposium was held with the aim of surveying the current state of research activities in a small, developing country such as Colombia. It was jointly organized by the Research Center on Ecosystems and Global Change, Carbono and Bosques; the National University of Colombia at Medellín and the Colombian Ministry of the Environment, Housing, and Regional Development. This 2-¬day symposium gathered Colombian and international scientists involved in different areas of global environmental change, tropical ecosystems, and human societies.

Education, Meritocracy and the Global War for Talent

Science.gov (United States)

Brown, Phillip; Tannock, Stuart

2009-01-01

Talk of the rise of a global war for talent and emergence of a new global meritocracy has spread from the literature on human resource management to shape nation-state discourse on managed migration and immigration reform. This article examines the implications that the global war for talent have for education policy. Given that this talent war is…

Anthropological perspectives on democratic citizenship education and globalization

Czech Academy of Sciences Publication Activity Database

Červinková, Hana

2013-01-01

Roč. 2013, č. 27 (2013), s. 253-262 ISSN 1233-6688 Institutional support: RVO:68378076 Keywords : citizenship education * anthropology of education * action research * youth * participation * globalization Subject RIV: AC - Archeology, Anthropology, Ethnology

Educating Tourists for Global Citizenship

DEFF Research Database (Denmark)

Phi, Giang; Whitford, Michelle; Dredge, Dianne

2017-01-01

Ethical tourism initiatives have increasingly been framed as tools to educate tourists about global citizenship (GC), yet it is unclear how these initiatives are conceptualised, planned and implemented by tourism providers. This paper focuses on a form of ethical tourism known as microfinance...... tourism (MFT). It critically explores MFT providers’ perspectives on what constitutes the goals of educating tourists about GC and how MFT can be designed and implemented to achieve these goals. The study adopted a qualitative approach utilising in-depth interviews with twelve key informants from six MFT......’ perspectives pertaining to GC, the effect diversity has on the design of tourism initiatives, and the resultant outcomes of GC education utilising ethical tourism....

"Nuestra Tierra Dinamica" Global Climate Change STEM Education Fostering Environmental Stewardship

Science.gov (United States)

La Grave, M.; de Valenzuela, M.; Russell, R.

2012-12-01

CLUB ECO LÓGICO is a democratic and participatory program that provides active citizenship in schools and community, placing climate change into context for the Latino Community. The program's objectives focus on: 1. The Environment. Reducing the school and community impact on the environment through environmental footprint through stewardship actions. 2. Empowerment. Engaging participants through project and service learning and make decisions about how to improve their schools, their homes and their community's environment. 3. Community and Research Partnerships. Fostering collaborations with local community, stakeholders, government, universities, research organizations, and businesses that have expertise in environmental research, management, education and climate change. 4. Awareness. Increasing environmental and climate science knowledge of participants through STEM activities and hands-on access to technology. 5. Research and evaluation. Assessing the relevance of program activities through the engagement of the Latino community in planning and the effectiveness and impact of STEM activities through formative and summative evaluation. To address these objectives, the program has several inter related components in an after school setting: SUN EARTH Connections: Elementary (grades K to 2) students learn the basic climate change concepts through inquiry and hands on STEM activities. Bilingual 8 facilitators adapt relevant NASA educational resources for use in inquiry based, hands on activities. Drama and the arts provide unique experiences as well as play a key role in learning, participation and facilitation. GREEN LABS: Elementary students (grades 3 to 5) participate in stations where each Lab is staffed by at least two professionals: a College level fully bilingual Latin American Professional and a stakeholder representing either a research organization or other relevant environmental organization. Our current Green Lab themes include: Air, Soils, Water

Satellite Contributions to Global Change Studies

Science.gov (United States)

Parkinson, Claire L.

2009-01-01

By providing a global view with a level playing field (no region missed because of unfavorable surface conditions or political boundaries), satellites have made major contributions to improved monitoring and understanding of our constantly changing planet. The global view has allowed surprising realizations like the relative sparsity of lightning strikes over oceans and the large-scale undulations on the massive Antarctic ice sheet. It has allowed the tracking of all sorts of phenomena, including aerosols, both natural and anthropogenic, as they move with the atmospheric circulation and impact weather and human health. But probably nothing that the global view allows is more important in the long term than its provision. of unbiased data sets to address the issue of global change, considered by many to be among the most important issues facing humankind today. With satellites we can monitor atmospheric temperatures at all latitudes and longitudes, and obtain a global average that lessens the likelihood of becoming endlessly mired in the confusions brought about by the certainty of regional differences. With satellites we can monitor greenhouse gases such as CO2 not just above individual research stations but around the globe. With satellites we can monitor the polar sea ice covers, as we have done since the late 1970s, determining and quantifying the significant reduction in Arctic sea ice and the slight growth in Antarctic sea ice over that period, With satellites we can map the full extent and changes in the Antarctic stratospheric ozone depletions that were first identified from using a single ground station; and through satellite data we have witnessed from afar land surface changes brought about by humans both intentionally, as with wide-scale deforestation, and unintentionally, as with the decay of the Aral Sea. The satellite data are far from sufficient for all that we need in order to understand the global system and forecast its changes, as we also need

Global Competency Education Catches Fire at a Rural University

Science.gov (United States)

Talbot, Patricia A.; Gustafson, Glenna; Mistele, Jean

2017-01-01

World-ready learners require world-ready educators. One group of inspiring teacher educators share how they ignited a fire of awareness around the importance of global competency education at a small, rural teacher college.

Environmental Education for Behaviour Change: Which Actions Should Be Targeted?

Science.gov (United States)

Boyes, Edward; Stanisstreet, Martin

2012-01-01

One aim of environmental education is to enable people to make informed decisions about their environmental behaviour; this is particularly significant with environmental problems that are believed to be both major and imminent, such as climate change resulting from global warming. Previous research suggests no strong link between a person's…

Using Systems Thinking to Advance Global Health Engagement in Education and Practice.

Science.gov (United States)

Phillips, Janet M; Stalter, Ann M

2018-04-01

The integration of global health into nursing practice within complex systems requires a strategic approach. The System-Level Awareness Model (SAM) can be used to guide the process of enhancing systems thinking for global health. The purpose of this article is to explain the SAM and how to use it for integrating systems thinking into nursing education in academic, professional development, and continuing education settings to promote global health across the nursing continuum. Tips are provided on how to teach systems thinking for global health in nursing education and practice, consistent with continuing education national learning competencies for health care professionals. J Contin Educ Nurs. 2018;49(4):154-156. Copyright 2018, SLACK Incorporated.

Developing Intercultural Competence through Global Link Experiences in Physical Education

Science.gov (United States)

Ko, Bomna; Boswell, Boni; Yoon, Seok

2015-01-01

Background: Recognition of the importance of the development of intercultural competence (ICC) has placed intense pressure on teacher education programs to infuse a global perspective into their programs. Several studies have proposed integration of global elements into teacher education programs. Although the use of online tools for…

Educating Global Citizens: A Good "Idea" or an Organisational Practice?

Science.gov (United States)

Lilley, Kathleen; Barker, Michelle; Harris, Neil

2015-01-01

Higher education emphasises training and skills for employment, yet while the "idea" of educating global citizens appears in university discourse, there is limited evidence demonstrating how the "idea" of the global citizen translates into practice. Recent research emphasises a desire for graduates to be local and global…

On epochal mission of multicultural education in a perspective of globalization

Institute of Scientific and Technical Information of China (English)

Chen Shi-jian

2006-01-01

The development of modern societies accelerates the process of globalization,which in turn brings about a conspicuous diversity of cultures.Cultural difference and cultural diversity are characteristics of multiculturalism,which commits itself to the construction of favorable educational climates for multiple cultures.Such a progression has facilitated the development of education in a democratic and diverse way.Multicultural education develops rapidly and should undertake the new mission in the globalization era.In the perspective of globalization,multicultural education must aim at developing students' ability to adapt to a multicultural world.It should promote a combined growth of culture and world peace.

The Teaching of Anthropogenic Climate Change and Earth Science via Technology-Enabled Inquiry Education

Science.gov (United States)

Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

2016-01-01

A gap has existed between the tools and processes of scientists working on anthropogenic global climate change (AGCC) and the technologies and curricula available to educators teaching the subject through student inquiry. Designing realistic scientific inquiry into AGCC poses a challenge because research on it relies on complex computer models, globally distributed data sets, and complex laboratory and data collection procedures. Here we examine efforts by the scientific community and educational researchers to design new curricula and technology that close this gap and impart robust AGCC and Earth Science understanding. We find technology-based teaching shows promise in promoting robust AGCC understandings if associated curricula address mitigating factors such as time constraints in incorporating technology and the need to support teachers implementing AGCC and Earth Science inquiry. We recommend the scientific community continue to collaborate with educational researchers to focus on developing those inquiry technologies and curricula that use realistic scientific processes from AGCC research and/or the methods for determining how human society should respond to global change.

Global change: Acronyms and abbreviations

Energy Technology Data Exchange (ETDEWEB)

Woodard, C.T. [Oak Ridge National Lab., TN (United States); Stoss, F.W. [Univ. of Tennessee, Knoxville, TN (United States). Energy, Environment and Resources Center

1995-05-01

This list of acronyms and abbreviations is compiled to provide the user with a ready reference to dicipher the linguistic initialisms and abridgements for the study of global change. The terms included in this first edition were selected from a wide variety of sources: technical reports, policy documents, global change program announcements, newsletters, and other periodicals. The disciplinary interests covered by this document include agriculture, atmospheric science, ecology, environmental science, oceanography, policy science, and other fields. In addition to its availability in hard copy, the list of acronyms and abbreviations is available in DOS-formatted diskettes and through CDIAC`s anonymous File Transfer Protocol (FTP) area on the Internet.

Global climate change and California

International Nuclear Information System (INIS)

Knox, J.B.; Scheuring, A.F.

1991-01-01

In the fall of 1988 the University of California organized a new public-service initiative on global climate change in response to inquiries and requests from members of Congress and the Department of Energy (DOE). This new systemwide initiative involved all of the University of California campuses and the University's three national laboratories at Berkeley, Los Alamos, and Livermore. The goal of this Greenhouse Initiative was to focus the multidisciplinary resources of the UC campuses and the team-oriented research capabilities of the laboratories on the prospect of global warming and its associated effects on the planet and its nations. In consultation with the DOE, the organizers proposed a series of workshops to focus University of California research resources on the issue of global warming, to contribute to the congressionally mandated DOE studies on options for the US to reduce carbon dioxide emissions by 20% by the year 2000, and to begin building a long-term research base contributing to an improved understanding of global change in all of its complexity and diverse discipline implications. This volume contains papers from the first of these workshops. Individual papers are processed separately for inclusion in the appropriate data bases

Receptive Audiences for Climate Change Education: Understanding Attitudes and Barriers

Science.gov (United States)

Kelly, L. D.; Luebke, J. F.; Clayton, S.; Saunders, C. D.; Matiasek, J.; Grajal, A.

2012-12-01

Much effort has been devoted to finding ways to explain climate change to uninterested audiences and encourage mitigation behaviors among dismissive audiences. Most approaches have focused on conveying information about climate change processes or threats. Here we report the results of a national survey designed to characterize the readiness of zoo and aquarium visitors to engage with the issue of climate change. Two survey forms, one focused primarily on attitudes (N=3,594) and another on behaviors (N=3,588), were administered concurrently in summer 2011 at 15 Association of Zoos and Aquariums accredited institutions. The attitudes survey used Global Warming's Six Americas segmentation protocols (climatechangecommunication.org) to compare climate change attitudes of zoo and aquarium visitors with the American public (Leiserowitz et al., 2011). Our results reveal that visitors are receptive audiences for climate change education and want to do more to address climate change. Even these favorable audiences, however, perceive barriers to engaging in the issue, signifying the importance of meeting the learning needs of those who acknowledge anthropogenic climate change, and not only of climate change 'deniers.' While 39% of the general public is 'concerned' or 'alarmed' about global warming, 64% of zoo and aquarium visitors fall into these two "Six Americas" segments. Visitors also differ from the national sample in key attitudinal characteristics related to global warming. For example, nearly two-thirds believe human actions are related to global warming, versus less than one-half of the general public; and approximately 60% think global warming will harm them personally, moderately or a great deal, versus less than 30% of the general public. Moreover, 69% of visitors would like to do more to address climate change. Despite zoo and aquarium visitors' awareness of climate change and motivation to address it, survey results indicate they experience barriers to

Open Educational Resources: American Ideals, Global Questions

Science.gov (United States)

Weiland, Steven

2015-01-01

Educational relations between societies and cultures that begin with benevolent intentions can come to be seen as threats to national autonomy and local preferences. Indeed, side by side with the growth since the first years of this century of Open Educational Resources (OER) there has been worry about their impact on global educational…

Exploring Science Teachers' Argumentation and Personal Epistemology About Global Climate Change

Science.gov (United States)

Liu, Shiyu; Roehrig, Gillian

2017-06-01

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on climate issues in evidence, the evidence was often insufficient to justify their causal claims. Compared with generating arguments for their own views, teachers had more difficulties in constructing evidence-based arguments for alternative perspectives. Moreover, while these teachers shared some similarities in their epistemology about climate science, they varied in their beliefs about specific aspects such as scientists' expertise and the credibility of scientific evidence. Such similarities and distinctions were shown to relate to how teachers used evidence to justify claims in their arguments. The findings also suggested a mismatch between teachers' personal epistemology about science in general and climate science, which was revealed through their argumentation. This work helps to further the ongoing discussions in environmental education about what knowledge and skills teachers need in order to teach climate issues and prepare students for future decision making. It constitutes first steps to facilitate reasoning and argumentation in climate change education and provides important implications for future design of professional development programs.

Clean coal technologies and global climate change

International Nuclear Information System (INIS)

Long, R.S.

1993-01-01

The role for Clean Coal Technologies is discussed in the context of the global climate change debate. Global climate change is, of course as the name implies, a global issue. This clearly distinguishes this issue from acid rain or ozone non-attainment, which are regional in nature. Therefore, the issue requires a global perspective, one that looks at the issue not just from a US policy standpoint but from an international policy view. This includes the positions of other individual nations, trading blocks, common interest groups, and the evolving United Nations bureaucracy. It is assumed that as the global economy continues to grow, energy demand will also grow. With growth in economic activity and energy use, will come growth in worldwide greenhouse gas emissions, including growth in carbon dioxide (CO 2 ) emissions. Much of this growth will occur in developing economies which intend to fuel their growth with coal-fired power, especially China and India. Two basic premises which set out the boundaries of this topic are presented. First, there is the premise that global climate change is occurring, or is about to occur, and that governments must do something to mitigate the causes of climate change. Although this premise is highly rebuttable, and not based on scientific certainty, political science has driven it to the forefront of the debate. Second is the premise that advanced combustion CCTs, with their higher efficiencies, will result in lower CO 2 emissions, and hence lessen any contribution of greater coal use to potential global climate change. This promise is demonstrably true. This discussion focuses on recent and emerging public sector policy actions, which may in large part establish a new framework in which the private sector will find new challenges and new opportunities

Opening Up: Higher Education Systems in Global Perspective

NARCIS (Netherlands)

van der Wende, M.C.

2017-01-01

Globalisation has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Enhanced competition for reputation, talent, and resources was driven by the paradigm of the global knowledge economy and fuelled by global rankings,

Useful global-change scenarios: current issues and challenges

International Nuclear Information System (INIS)

Parson, E A

2008-01-01

Scenarios are increasingly used to inform global-change debates, but their connection to decisions has been weak and indirect. This reflects the greater number and variety of potential users and scenario needs, relative to other decision domains where scenario use is more established. Global-change scenario needs include common elements, e.g., model-generated projections of emissions and climate change, needed by many users but in different ways and with different assumptions. For these common elements, the limited ability to engage diverse global-change users in scenario development requires extreme transparency in communicating underlying reasoning and assumptions, including probability judgments. Other scenario needs are specific to users, requiring a decentralized network of scenario and assessment organizations to disseminate and interpret common elements and add elements requiring local context or expertise. Such an approach will make global-change scenarios more useful for decisions, but not less controversial. Despite predictable attacks, scenario-based reasoning is necessary for responsible global-change decisions because decision-relevant uncertainties cannot be specified scientifically. The purpose of scenarios is not to avoid speculation, but to make the required speculation more disciplined, more anchored in relevant scientific knowledge when available, and more transparent.

Data management and global change research: Technology and infrastructure

International Nuclear Information System (INIS)

Morrissey, W.A.

1993-01-01

There is a consensus among many scientists who would perform global change research that global-scale scientific data management programs and enabling policies need to be developed and implemented concomitantly with, if not in advance of, global change research programs. They are hopeful that US Federal government policies for scientific and technical data and information management will provide timely archival, analysis, and dissemination of global change research data and will enable them to share that data with colleagues, internationally. Federal data managers believe that data management technology and infrastructure requirements for global change research programs can be met through existing or planned enhancements to systems in operation used for scientific data gathering, processing, and dissemination. Scientists are concerned, however, that because of the scope and diversity of global change research programs entirely new systems and approaches to data management may need to be devised

Successfully Integrating Climate Change Education into School System Curriculum

Science.gov (United States)

Scallion, M.

2017-12-01

include climate change education as part of a larger ecological exploration, giving students and teachers local context to this global issue and memorable outdoor hands-on experiences and student driven adaptation projects.

Educators on the Edge: Big Ideas for Change and Innovation. Australian College of Educators (ACE) National Conference Proceedings (Brisbane, Australia, September 24-25, 2015)

Science.gov (United States)

Finger, Glenn, Ed.; Ghirelli, Paola S., Ed.

2015-01-01

The 2015 Australian College of Educators (ACE) National Conference theme is "Educators on the Edge: Big Ideas for Change and Innovation." ACE presented an opportunity for all education professionals to gather, discuss, and share cutting-edge, creative and innovative practices, nationally and globally at the conference held on September…

Global change integrating factors: Tropical tropopause trends

International Nuclear Information System (INIS)

Reck, R.A.

1994-01-01

This research proposes new criteria, shifts in the height and temperature of the tropical tropopause, as measures of global climate change. The search for signs of global warming in the temperature signal near the earth's surface is extremely difficult, largely because numerous factors contribute to surface temperature forcing with only a small signal-to-noise ratio relative to long-term effects. In the long term, no part of the atmosphere can be considered individually because the evolution will be a function of all states of all portions. A large surface greenhouse signal might ultimately be expected, but the analysis of surface temperature may not be particularly useful for early detection. What is suggested here is not an analysis of trends in the surface temperature field or any of its spatial averages, but rather an integrating factor or integrator, a single measure of global change that could be considered a test of significant change for the entire global system. Preferably, this global change integrator would vary slowly and would take into account many of the causes of climate change, with a relatively large signal-to-noise ratio. Such an integrator could be monitored, and abrupt or accelerated changes could serve as an early warning signal for policy makers and the public. Earlier work has suggested that temperature has much less short-term and small-scale noise in the lower stratosphere, and thus the global warming signal at that level might be more easily deconvoluted, because the cooling rate near the 200-mb level is almost constant with latitude. A study of the temperature signal at this pressure level might show a clearer trend due to increased levels of greenhouse gases, but it would yield information about the troposphere only by inference

Educating Citizens of 'The Global': Mapping Textual Constructs of UNESCO's Global Citizenship Education 2012-2015

Science.gov (United States)

VanderDussen Toukan, Elena

2018-01-01

In this article, I pose the question of what constructs of 'global citizenship education' are being mobilized by key international actors. I undertake a comparative analysis of three key United Nations (UN) and United Nations Educational, Scientific and Cultural Organization (UNESCO) documents that have emerged in the past 5 years to frame the…

Globalization of higher education and its implications for Ukraine

Directory of Open Access Journals (Sweden)

I.V. Burachek

2017-08-01

Full Text Available The research is devoted to the studying of the process of establishment of higher education in Ukraine, which as well as other spheres of activity is more and more sensitive to pressure from neighboring countries in current conditions. The globalization culture of the higher education system in Ukraine is primarily associated with the process of innovative education of society. Then a certain complexity takes place, which is conditioned by the continuous inclusion of the totalitarian system into Ukrainian space. As a result, its economy, as well as social and cultural spheres, could not develop freely and independently. That is why advancing the globalization of higher education the Anglo-American model of the world order should be taken as a basis, as well as the expansion of Euro-Atlantic cultural values, which are approved particularly for a foreign higher school, which main advantage is critical thinking, that contributes to the formation of a creative approach to any human activity. The article analyzes the preconditions under which universities cannot rely on the national education system as the current conditions require the implication of the Bologna Process to accelerate the process of European integration. Since last years the formation and consideration of higher education as a commodity has been taking place, where its commercialization goes up to the level of the world market not paying much attention to the quality of educational services. One of the most terrible threats to the national system of higher education is the emergence of providers in education. Considering the poor economic development of the country it leads to increasing the «brain drain» abroad. The article reveals the basic tasks which must be performed by educational institutions in order to engage in competition, where the key targets are to reach the market of educational services maximum and attract potential applicants. At the same time, the globalization of

Global climate change: an unequivocal reality; Cambio climatico global: una realidad inequivoca

Energy Technology Data Exchange (ETDEWEB)

Raynal-Villasenor, J.A. [Universidad de las Americas, Puebla, Puebla (Mexico)]. E-mail: josea.raynal@udlap.mx

2011-10-15

During several years, a long discussion has taken place over the reality of global climate change phenomenon and, if there is one, what could be its cause. Once the 4th Assessment Report of the Intergovernmental Panel on Climatic Change (IPCC, 2007) - IPCC is part the United Nations Organization (UN) - was published, it was stated that there is a developing global climatic change and that the cause is unequivocally related with the human activity in the planet Earth. In this paper, relevant information is given about the development of global climatic change issues and some actions are mentioned that each human being of this planet can implement to mitigate it, since it has been accepted that it's impossible to stop it. [Spanish] Durante varios anos se ha discutido si existe un cambio climatico global y, si lo hay, cual es su causa. Una vez publicado el 4o. Reporte de Valoracion del Panel Intergubernamental sobre Cambio Climatico (IPCC, 2007) - el IPCC es parte de la Organizacion de las Naciones Unidas (ONU) - se preciso que hay un cambio climatico global en desarrollo y la causa inequivoca que lo esta produciendo es la actividad humana en el planeta Tierra, tambien se hablo en el IPCC de las causas naturales por las cuales el planeta se esta calentando. En el presente articulo, se da informacion relevante al cambio climatico global en desarrollo y se mencionan algunas acciones que cada ser humano de este planeta puede implementar para mitigarlo, ya que es imposible detenerlo.

Strengthening education in human values - The Link between Recycling and Climate Change

Science.gov (United States)

Kastanidou, Sofia

2014-05-01

This work is an environmental education program of 50 hours- off curriculum, currently run by High school of Nikaia - Larissas. I as coordinator teacher, another two teachers and 24 students participate in this program. Intended learning outcomes: students will be able to define the importance of climate change, to evaluate the effect of human activities on climate, and to recognize the role of recycling in preventing global climate change. It is an environmental program with social goals. That means students have to understand the link between human and environment and learn how to combine environmental protection with human help. As a consequence collaboration has already begun between High school of Nikaia and the Paraplegic & Physically Disabled Association of Pella-Greece. This is a nonprofit association that collects plastic caps; with the contribution of a recycling company the Paraplegic Association converts plastic caps in wheelchairs and gives them to needy families. So, recycling caps becomes a meaningful form of environmental and social activism. Students are educated about the meaning of recycling and encouraged to collect all types of plastic caps; they are also educated in the meaning of helping people. Further, this environmental education program consists of two parts, a theoretical and a practical one: a) Theoretical part: education is an essential element of the global response to climate change, so students have to research on climate change; they visit the Center for Environmental Education in Florina and experience the aquatic ecosystem of Prespa lakes; specialists of the Centre inform students about the effects of climate change on wetlands; students have further to research how recycling can help fight global climate change as well as examine how recycling a key component of modern waste reduction is, as the third component of the "Reduce, Reuse, Recycle" waste hierarchy; they discover the interdependence of society, economy and the natural

International Space Education Outreach: Taking Exploration to the Global Classroom

Science.gov (United States)

Dreschel, T. W.; Lichtenberger, L. A.; Chetirkin, P. V.; Garner, L. C.; Barfus, J. R.; Nazarenko, V. I.

2005-01-01

With the development of the International Space Station and the need for international collaboration for returning to the moon and developing a mission to Mars, NASA has embarked on developing international educational programs related to space exploration. In addition, with the explosion of educational technology, linking students on a global basis is more easily accomplished. This technology is bringing national and international issues into the classroom, including global environmental issues, the global marketplace, and global collaboration in space. We present the successes and lessons learned concerning international educational and public outreach programs that we have been involved in for NASA as well as the importance of sustaining these international peer collaborative programs for the future generations. These programs will undoubtedly be critical in enhancing the classroom environment and will affect the achievements in and attitudes towards science, technology, engineering and mathematics.

Soil fungal community responses to global changes

DEFF Research Database (Denmark)

Haugwitz, Merian Skouw

Global change will affect the functioning and structure of terrestrial ecosystems and since soil fungi are key players in organic matter decomposition and nutrient turnover, shifts in fungal community composition might have a strong impact on soil functioning. The main focus of this thesis...... was therefore to investigate the impact of global environmental changes on soil fungal communities in a temperate and subartic heath ecosystem. The objective was further to determine global change effects on major functional groups of fungi and analyze the influence of fungal community changes on soil carbon...... and nutrient availability and storage. By combining molecular methods such as 454 pyrosequencing and quantitative PCR of fungal ITS amplicons with analyses of soil enzymes, nutrient pools of carbon, nitrogen and phosphorus we were able to characterize soil fungal communities as well as their impact on nutrient...

Inadvertent weather modification urban areas - lessons for global climate change

Energy Technology Data Exchange (ETDEWEB)

Changnon, S A [Illinois State Water Survey, Champaign, IL (USA)

1992-05-01

Large metropolitan areas in North America, home to 65% of the USA's population, have created major changes in their climates over the past 150 years. The rate and amount of the urban climate change approximate those being predicted globally using climate models. Knowledge of urban weather and climate modification holds lessons for the global climate change issue. First, adjustments to urban climate changes can provide guidance for adjusting to global change. A second lesson relates to the difficulty but underscores the necessity of providing scientifically credible proof of change within the noise of natural climatic variability. The evolution of understanding about how urban conditions influence weather reveals several unexpected outcomes, particularly relating to precipitation changes. These suggest that similar future surprises can be expected in a changed global climate, a third lesson. In-depth studies of how urban climate changes affected the hydrologic cycle, the regional economy, and human activities were difficult because of data problems, lack of impact methodology, and necessity for multidisciplinary investigations. Similar impact studies for global climate change will require diverse scientific talents and funding commitments adequate to measure the complexity of impacts and human adjustments. Understanding the processes whereby urban areas and other human activities have altered the atmosphere and changed clouds and precipitation regionally appears highly relevant to the global climate-change issue. Scientific and governmental policy development needs to recognize an old axiom that became evident in the studies of inadvertent urban and regional climate change and their behavioural implications: Think globally but act locally. Global climate change is an international issue, and the atmosphere must be treated globally. But the impacts and the will to act and adjust will occur regionally.

Inadvertent weather modification urban areas - lessons for global climate change

International Nuclear Information System (INIS)

Changnon, S.A.

1992-01-01

Large metropolitan areas in North America, home to 65% of the USA's population, have created major changes in their climates over the past 150 years. The rate and amount of the urban climate change approximate those being predicted globally using climate models. Knowledge of urban weather and climate modification holds lessons for the global climate change issue. First, adjustments to urban climate changes can provide guidance for adjusting to global change. A second lesson relates to the difficulty but underscores the necessity of providing scientifically credible proof of change within the noise of natural climatic variability. The evolution of understanding about how urban conditions influence weather reveals several unexpected outcomes, particularly relating to precipitation changes. These suggest that similar future surprises can be expected in a changed global climate, a third lesson. In-depth studies of how urban climate changes affected the hydrologic cycle, the regional economy, and human activities were difficult because of data problems, lack of impact methodology, and necessity for multidisciplinary investigations. Similar impact studies for global climate change will require diverse scientific talents and funding commitments adequate to measure the complexity of impacts and human adjustments. Understanding the processes whereby urban areas and other human activities have altered the atmosphere and changed clouds and precipitation regionally appears highly relevant to the global climate-change issue. Scientific and governmental policy development needs to recognize an old axiom that became evident in the studies of inadvertent urban and regional climate change and their behavioural implications: Think globally but act locally. Global climate change is an international issue, and the atmosphere must be treated globally. But the impacts and the will to act and adjust will occur regionally

Changing global carbon cycle

International Nuclear Information System (INIS)

Canadell, Pep

2007-01-01

Full text: The increase in atmospheric carbon dioxide (C02) is the single largest human perturbation on the earth's radiative balance contributing to climate change. Its rate of change reflects the balance between anthropogenic carbon emissions and the dynamics of a number of terrestrial and ocean processes that remove or emit C02. It is the long term evolution of this balance that will determine to large extent the speed and magnitude of the human induced climate change and the mitigation requirements to stabilise atmospheric C02 concentrations at any given level. In this talk, we show new trends in global carbon sources and sinks, with particularly focus on major shifts occurring since 2000 when the growth rate of atmospheric C02 has reached its highest level on record. The acceleration in the C02 growth results from the combination of several changes in properties of the carbon cycle, including: acceleration of anthropogenic carbon emissions; increased carbon intensity of the global economy, and decreased efficiency of natural carbon sinks. We discuss in more detail some of the possible causes of the reduced efficiency of natural carbon sinks on land and oceans, such as the decreased net sink in the Southern Ocean and on terrestrial mid-latitudes due to world-wide occurrence of drought. All these changes reported here characterise a carbon cycle that is generating stronger than expected climate forcing, and sooner than expected

Open access: changing global science publishing.

Science.gov (United States)

Gasparyan, Armen Yuri; Ayvazyan, Lilit; Kitas, George D

2013-08-01

The article reflects on open access as a strategy of changing the quality of science communication globally. Successful examples of open-access journals are presented to highlight implications of archiving in open digital repositories for the quality and citability of research output. Advantages and downsides of gold, green, and hybrid models of open access operating in diverse scientific environments are described. It is assumed that open access is a global trend which influences the workflow in scholarly journals, changing their quality, credibility, and indexability.

Resistances to Global Educational Prescriptions in the Global South: Theoretical Considerations through Michel Foucault's Lenses

Science.gov (United States)

Charlier, Jean-Émile; Panait, Oana Marina

2018-01-01

This article proposes an inquiry into Foucault's approach of subjectivation, extending it to the institutional actors and individual subjects in the educational field in the Global South. The article takes Senegal as a case study and examines the reactions of these categories of actors to the Education for All global policy and to the national…

Human-experienced temperature changes exceed global average climate changes for all income groups

Science.gov (United States)

Hsiang, S. M.; Parshall, L.

2009-12-01

Global climate change alters local climates everywhere. Many climate change impacts, such as those affecting health, agriculture and labor productivity, depend on these local climatic changes, not global mean change. Traditional, spatially averaged climate change estimates are strongly influenced by the response of icecaps and oceans, providing limited information on human-experienced climatic changes. If used improperly by decision-makers, these estimates distort estimated costs of climate change. We overlay the IPCC’s 20 GCM simulations on the global population distribution to estimate local climatic changes experienced by the world population in the 21st century. The A1B scenario leads to a well-known rise in global average surface temperature of +2.0°C between the periods 2011-2030 and 2080-2099. Projected on the global population distribution in 2000, the median human will experience an annual average rise of +2.3°C (4.1°F) and the average human will experience a rise of +2.4°C (4.3°F). Less than 1% of the population will experience changes smaller than +1.0°C (1.8°F), while 25% and 10% of the population will experience changes greater than +2.9°C (5.2°F) and +3.5°C (6.2°F) respectively. 67% of the world population experiences temperature changes greater than the area-weighted average change of +2.0°C (3.6°F). Using two approaches to characterize the spatial distribution of income, we show that the wealthiest, middle and poorest thirds of the global population experience similar changes, with no group dominating the global average. Calculations for precipitation indicate that there is little change in average precipitation, but redistributions of precipitation occur in all income groups. These results suggest that economists and policy-makers using spatially averaged estimates of climate change to approximate local changes will systematically and significantly underestimate the impacts of climate change on the 21st century population. Top: The

Global Education Reform Movement: Challenge to Nordic Childhood

Directory of Open Access Journals (Sweden)

Charlotte Ringsmose

2017-09-01

Full Text Available The international comparison and competitive focus on (academic performance, together with the growing awareness that early years impact children’s learning and development in education as well as over a lifetime, has resulted in heightened political interest in the learning of the youngest children. Politicians take action to achieve what they assume to be most effective approach, resulting in more centralized control, and more structured learning approaches introduced to children at still younger ages (Brogaard-Clausen, 2015: Brehony, 2000: Moss, 2013. In the Nordic countries1 there is a general concern for early years and the challenges facing early childhood education and care in an era of increasing globalization, with focus on accountability and academic competition (Ringsmose, Kragh-Müller, 2017. In Denmark, the social pedagogical tradition has been part of the culture of early childhood education for decades. In the social pedagogical tradition, relationships, play, and children’s influence are considered of key importance, and as the child’s natural way to learn about, and make sense of the world. It is considered that children learn and explore through play and participation embedded in the culture. Recently, the ministry of education has discussed more focused learning plans, and has tried out a program with more structured learning approaches. The gradual changes, together with the possible political action, are changes seriously threatening the social pedagogical tradition with more school-like, and more structured ways for children to interact. The purpose of this article is to present the Danish example as an alternative to the schoolification of early years that we see in many countries.

Influence of Globalization and Privatization on Croatian Educational System

Science.gov (United States)

Rajic, Višnja

2010-01-01

Globalization has made a big impact on all spheres of today's society. One of its most obvious impacts is the effect it has on education. It greatly influenced the economics and funding of public education, as well as the development of educational policies. International organizations set the benchmark for educational quality, evaluation and…

Climate change: what competencies and which medical education and training approaches?

Directory of Open Access Journals (Sweden)

Bell Erica J

2010-04-01

Full Text Available Abstract Background Much research has been devoted to identifying healthcare needs in a climate-changing world. However, while there are now global and national policy statements about the importance of health workforce development for climate change, little has been published about what competencies might be demanded of practitioners in a climate-changing world. In such a context, this debate and discussion paper aims to explore the nature of key competencies and related opportunities for teaching climate change in medical education and training. Particular emphasis is made on preparation for practice in rural and remote regions likely to be greatly affected by climate change. Discussion The paper describes what kinds of competencies for climate change might be included in medical education and training. It explores which curricula, teaching, learning and assessment approaches might be involved. Rather than arguing for major changes to medical education and training, this paper explores well established precedents to offer practical suggestions for where a particular kind of literacy--eco-medical literacy--and related competencies could be naturally integrated into existing elements of medical education and training. Summary The health effects of climate change have, generally, not yet been integrated into medical education and training systems. However, the necessary competencies could be taught by building on existing models, best practice and innovative traditions in medicine. Even in crowded curricula, climate change offers an opportunity to reinforce and extend understandings of how interactions between people and place affect health.

Any Small Change?: Teacher Education, Compassion, Understandings and Perspectives on Global Development Education

Science.gov (United States)

Varadharajan, Meera; Buchanan, John

2017-01-01

Increased migration of people(s), goods, ideas and ideologies necessitate global understanding, empathies and responses on the part of teachers and their students. This paper investigates the effects on 100 primary pre-service teachers' understandings of and attitudes toward a semester-long course exploring, inter alia, global development. The…

Global climate change impacts on forests and markets

Science.gov (United States)

Xiaohui Tian; Brent Sohngen; John B Kim; Sara Ohrel; Jefferson Cole

2016-01-01

This paper develops an economic analysis of climate change impacts in the global forest sector. It illustrates how potential future climate change impacts can be integrated into a dynamic forestry economics model using data from a global dynamic vegetation model, theMC2model. The results suggest that climate change will cause forest outputs (such as timber) to increase...

Global-Change research in Norway. National inventory of Global Change research in Norway i 2011; Global Change-forskning i Norge. En kartlegging av norsk Global change-forskning i 2011

Energy Technology Data Exchange (ETDEWEB)

NONE

2012-07-01

From the preface: The Norwegian Global Change (GC) Committee is appointed by the Research Council and works to strengthen the association of Norwegian researchers and research to the international GC programs and IIASA (International Institute for Applied Systems Analysis). As part of this effort, the Committee wanted a survey of Norwegian research activities linked to these programs. CICERO was engaged to carry out survey work in dialogue with the Research and GC Committee. The results of the survey are presented in this report. The GC programs are: World Climate Research Programme (WCRP), International geosphere-biosphere program (IGBP), International program of biodiversity science (DIVERSITAS), International Human Dimension Programme Wed Global Environmental Change (IHDP). In addition to IIASA. The results of the survey will be, and is, used as a basis for further activities of the Committee in terms of incentives that can increase the internationalization of Norwegian research. Furthermore, it help to ensure good coupling to these programs in their transition to a common platform in the international Future Earth Initiative (http://www.icsu.org/future-earth).(eb)

Global Isomorphism and Governance Reform in Chinese Higher Education

Science.gov (United States)

Cai, Yuzhuo

2010-01-01

In the past three decades, higher education reforms have taken place almost everywhere in the world, and governance or the way that higher education is or should be coordinated has become a global topic. The governance reform in Chinese higher education emerged against such a background. The current studies on Chinese higher education reforms…

Philippines: The Role of Language and Education in Globalization

Science.gov (United States)

Quijano, Consuelo A.

2012-01-01

International education has never been discussed in-depth by many citizens of the Philippines. International education refers to a study abroad program or an approach to prepare students to function in a global society. The focus of discussion is more on primary, secondary, and tertiary education. In any level of education, language plays a vital…

The Ecological consequences of global climate change

National Research Council Canada - National Science Library

Woodward, F. I

1992-01-01

... & land use - modeling potential responses of vegetation to global climate change - effects of climatic change on population dynamics of crop pests - responses of soils to climate change - predicting...

Global scene layout modulates contextual learning in change detection

Directory of Open Access Journals (Sweden)

Markus eConci

2014-02-01

Full Text Available Change in the visual scene often goes unnoticed – a phenomenon referred to as ‘change blindness’. This study examined whether the hierarchical structure, i.e., the global-local layout of a scene can influence performance in a one-shot change detection paradigm. To this end, natural scenes of a laid breakfast table were presented, and observers were asked to locate the onset of a new local object. Importantly, the global structure of the scene was manipulated by varying the relations among objects in the scene layouts. The very same items were either presented as global-congruent (typical layouts or as global-incongruent (random arrangements. Change blindness was less severe for congruent than for incongruent displays, and this congruency benefit increased with the duration of the experiment. These findings show that global layouts are learned, supporting detection of local changes with enhanced efficiency. However, performance was not affected by scene congruency in a subsequent control experiment that required observers to localize a static discontinuity (i.e., an object that was missing from the repeated layouts. Our results thus show that learning of the global layout is particularly linked to the local objects. Taken together, our results reveal an effect of global precedence in natural scenes. We suggest that relational properties within the hierarchy of a natural scene are governed, in particular, by global image analysis, reducing change blindness for local objects through scene learning.

Global scene layout modulates contextual learning in change detection.

Science.gov (United States)

Conci, Markus; Müller, Hermann J

2014-01-01

Change in the visual scene often goes unnoticed - a phenomenon referred to as "change blindness." This study examined whether the hierarchical structure, i.e., the global-local layout of a scene can influence performance in a one-shot change detection paradigm. To this end, natural scenes of a laid breakfast table were presented, and observers were asked to locate the onset of a new local object. Importantly, the global structure of the scene was manipulated by varying the relations among objects in the scene layouts. The very same items were either presented as global-congruent (typical) layouts or as global-incongruent (random) arrangements. Change blindness was less severe for congruent than for incongruent displays, and this congruency benefit increased with the duration of the experiment. These findings show that global layouts are learned, supporting detection of local changes with enhanced efficiency. However, performance was not affected by scene congruency in a subsequent control experiment that required observers to localize a static discontinuity (i.e., an object that was missing from the repeated layouts). Our results thus show that learning of the global layout is particularly linked to the local objects. Taken together, our results reveal an effect of "global precedence" in natural scenes. We suggest that relational properties within the hierarchy of a natural scene are governed, in particular, by global image analysis, reducing change blindness for local objects through scene learning.

Taming Typhon: Advancing Climate Literacy by Coordinating Federal Earth System Science Education Investments Through the U.S. Climate Change Science Program

Science.gov (United States)

Karsten, J. L.; Niepold, F.; Wei, M.; Waple, A. M.

2008-12-01

Thirteen Federal agencies in the United States invest in research, communication, and education activities related to climate and global change. The U.S. Climate Change Science Program (CCSP) works to integrate the research activities of these different agencies, with oversight from the Office of Science and Technology Policy, the Council on Environmental Quality, the National Economic Council and the Office of Management and Budget. The CCSP is the result of a Presidential initative in 2001 to build on the Global Change Research Program, which exists as a result of the Global Change Research Act of 1990. This initiative was to shift the focus of the Program from 'discovery and characterization' to 'differentiation and strategy investigation.' With this shift, CCSP's focus is now on evaluating optimal strategies for addressing climate change risks, improving coordination among the Federal agencies, communicating research results to all stakeholders (including national policy leaders and local resource managers), and improving public debate and decision-making related to global change. Implicit to these activities is the need to educate the general public about the science of climate change and its consequences, as well as coordinate Federal investments related to climate change education. This is no small task, given the variety of missions and approaches of the participating agencies. Recognizing that its Communications Interagency Working Group (CIWG) does not have the expertise or focus to adequately address issues related to science education, the CCSP recently established an ad-hoc Education Interagency Working Group (EIWG), comprising representatives from all 13 agencies, that will work closely with the CIWG to enhance education goals. Its mission is to advance literacy in climate and related sciences and increase informed decision making for the Nation. The EIWG envisions that its primary activities in the near-term will be focused on establishing: (1) a

Big Data Knowledge in Global Health Education.

Science.gov (United States)

Olayinka, Olaniyi; Kekeh, Michele; Sheth-Chandra, Manasi; Akpinar-Elci, Muge

The ability to synthesize and analyze massive amounts of data is critical to the success of organizations, including those that involve global health. As countries become highly interconnected, increasing the risk for pandemics and outbreaks, the demand for big data is likely to increase. This requires a global health workforce that is trained in the effective use of big data. To assess implementation of big data training in global health, we conducted a pilot survey of members of the Consortium of Universities of Global Health. More than half the respondents did not have a big data training program at their institution. Additionally, the majority agreed that big data training programs will improve global health deliverables, among other favorable outcomes. Given the observed gap and benefits, global health educators may consider investing in big data training for students seeking a career in global health. Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.

A regional response to global climate change: New England and eastern Canada

International Nuclear Information System (INIS)

Houtman, N.

1994-01-01

Resource managers, scientists, and policy makers from New England and eastern Canada assembled at a 1993 symposium to consider the regional implications of global climate change and to develop state and provincial adaptation strategies. A summary is presented of issues discussed at this meeting, information gaps identified, and recommendations for an appropriate regional response. The symposium began with a regional overview and a review of the climate system and possible environmental impacts of global warming. Policy implications were also discussed. Working groups considered issues related to energy use, ecosystems, fisheries, forestry and agriculture, recreation and tourism, and sea level rise. Given the remaining uncertainties about the timing and extent of global warming, especially on a regional scale, the symposium recommended adoption of a series of measures which are beneficial in their own right and in the face of present variations of climate and its extremes. The recommendations were characterized by three broad themes: diversification of the natural resources based economy; risks to human health, ecological communities, and economic infrastructure; and information development and sharing. Proposed strategies were grouped in four major categories: adaptation to future changes; trend assessment; education; and limitation of greenhouse gas emissions

Myths and realities of global climate change

Energy Technology Data Exchange (ETDEWEB)

Bruce, J.P.

1991-01-01

Greenhouse gases in the environment are increasing, resulting in global warming. This paper discusses three misconceptions about global warming. The three topics are the level of consensus among world scientists about global warming, how 'costly' remedies for global warming will be, and will growth in developing countries offset any changes made in developed countries. Possibilities for Canadian leadership on this critical issue are discussed. 1 fig.

Global climate change has already begun

International Nuclear Information System (INIS)

Sinclair, J.

1991-01-01

Global warning and climate change is now evident around the planet. Six of the eight warmest years on record occurred in the 1980s, while 1990 was the hottest year on record. The global imbalances seem set to worsen unless greenhouse gas emissions are reduced and restoration of the earth's forests is begun

How will changes in globalization impact growth in south Asia ?

OpenAIRE

Ghani, Ejaz; Anand, Rahul

2009-01-01

The current global crisis may change globalization itself, as both developed and developing countries adjust to global imbalances that contributed to the crisis. Will these changes help or hinder economic recovery and growth in South Asia? This is the focus of this paper. The three models of globalization--trade, capital, and economic management--may not be the same in the future. Changes ...

Globalization and the Internationalization of Graduate Education: A Macro and Micro View

Science.gov (United States)

Nerad, Maresi

2010-01-01

Since the 1990s, globalization has become a central phenomenon for all of society, including graduate education and particularly doctoral education. Globalization takes place in a context where doctoral education and research capacity are unevenly distributed and where a few research universities, mainly in wealthy countries, have become powerful…

Remote sensing for global change, climate change and atmosphere and ocean forecasting. Volume 1

International Nuclear Information System (INIS)

1992-01-01

This volume is separated in three sessions. First part is on remote sensing for global change (with global modelling, land cover change on global scale, ocean colour studies of marine biosphere, biological and hydrological interactions and large scale experiments). Second part is on remote sensing for climate change (with earth radiation and clouds, sea ice, global climate research programme). Third part is on remote sensing for atmosphere and ocean forecasting (with temperatures and humidity, winds, data assimilation, cloud imagery, sea surface temperature, ocean waves and topography). (A.B.). refs., figs., tabs

The Emerging Global Education Industry: Analysing Market-Making in Education through Market Sociology

Science.gov (United States)

Verger, Antoni; Steiner-Khamsi, Gita; Lubienski, Christopher

2017-01-01

This paper addresses the rise and consequences of an emerging global education industry (GEI), which represents new forms of private, for profit involvement in education across the globe. The paper explores the emergence within the GEI of new and varied, largely transnational, markets in education by focusing on three examples of the GEI at work.…

Global climate change and California's water resources

International Nuclear Information System (INIS)

Vaux, H.J. Jr.

1991-01-01

This chapter records the deliberations of a group of California water experts about answers to these and other questions related to the impact of global warming on California's water resources. For the most part, those participating in the deliberations believe that the current state of scientific knowledge about global warming and its impacts on water resources is insufficient to permit hard distinctions to be made between short- and long-term changes. consequently, the ideas discussed here are based on a number of assumptions about specific climatic manifestations of global warming in California, as described earlier in this volume. Ultimately, however, effective public responses to forestall the potentially costly impacts of global climate change will probably depend upon the credible validation of the prospects of global climate warming. This chapter contains several sections. First, the likely effects of global warming on California's water resources and water-supply systems are identified and analyzed. Second, possible responses to mitigate these effects are enumerated and discussed. Third, the major policy issues are identified. A final section lists recommendations for action and major needs for information

Shadow Libraries: Access to Knowledge in Global Higher Education ...

International Development Research Centre (IDRC) Digital Library (Canada)

2018-05-04

May 4, 2018 ... Shadow Libraries: Access to Knowledge in Global Higher Education ... that are emerging in middle- and low-income countries as opportunities for higher education expand but funding for materials shrinks. ... Innovation.

Global Deliberative Democracy and Climate Change: Insights from World Wide Views on Global Warming in Australia

Directory of Open Access Journals (Sweden)

Chris Riedy

2011-12-01

Full Text Available On 26 September 2009, approximately 4,000 citizens in 38 countries participated in World Wide Views on Global Warming (WWViews. WWViews was an ambitious first attempt to convene a deliberative mini-public at a global scale, giving people from around the world an opportunity to deliberate on international climate policy and to make recommendations to the decision-makers meeting at the United Nations Climate Change Conference in Copenhagen (COP-15 in December 2009. In this paper, we examine the role that deliberative mini-publics can play in facilitating the emergence of a global deliberative system for climate change response. We pursue this intent through a reflective evaluation of the Australian component of the World Wide Views on Global Warming project (WWViews. Our evaluation of WWViews is mixed. The Australian event was delivered with integrity and feedback from Australian participants was almost universally positive. Globally, WWViews demonstrated that it is feasible to convene a global mini-public to deliberate on issues of global relevance, such as climate change. On the other hand, the contribution of WWViews towards the emergence of a global deliberative system for climate change response was limited and it achieved little influence on global climate change policy. We identify lessons for future global mini-publics, including the need to prioritise the quality of deliberation and provide flexibility to respond to cultural and political contexts in different parts of the world. Future global mini-publics may be more influential if they seek to represent discourse diversity in addition to demographic profiles, use designs that maximise the potential for transmission from public to empowered space, run over longer time periods to build momentum for change and experiment with ways of bringing global citizens together in a single process instead of discrete national events.

Globalization and Its Impact on Education with Specific Reference to Education in South Africa

Science.gov (United States)

Moloi, K. C.; Gravett, S. J.; Petersen, N. F.

2009-01-01

As globalization of the world economy continues unabated, a parallel growth of globalization of knowledge is also taking place. This latter trend is little affected by the boundaries between developed and less developed countries and is having a particular impact on trends in education. This article looks at the impact of globalization within the…

The US Global Change Data and Information Management Program Plan

International Nuclear Information System (INIS)

1992-01-01

The US Global Change Research Program (USGCRP) requires massive quantities of highly diverse data and information to improve our understanding of global change processes. The Committee on Earth and Environmental Sciences (CEES) comprises Federal agencies that need to provide reliable data and information for this purpose from existing programs and archives and from new activities designed to improve upon the data and information. This US Global Change Data and Information Management Program Plan commits the participating Federal agencies to work with each other, with academia, and with the international community to make it as easy as possible for researchers and others to access and use global change data and information. Toward this end, the agencies are organizing a Global Change Data and Information System (GCDIS), which takes advantage of the mission resources and responsibilities of each agency. Sources for global change data and information are national and international agency programs, including those focused on the USGCRP, such as NASA's Earth Observing System [EOS] and other agency global change initiatives and those contributing to the USGCRP from other agency programs not focused on global change. Data and information include raw data from observation systems, value-added data from data assembly activities, and derived data and information from models and other investigations. Additional data and information are identified from appropriate sources including academia and the international community

A global assessment of market accessibility and market influence for global environmental change studies

Energy Technology Data Exchange (ETDEWEB)

Verburg, Peter H [Institute for Environmental Studies, Amsterdam Global Change Institute, VU University Amsterdam, De Boelelaan 1087, 1081 HV Amsterdam (Netherlands); Ellis, Erle C [Department of Geography and Environmental Systems, University of Maryland, Baltimore County, Baltimore, MD 21250 (United States); Letourneau, Aurelien, E-mail: Peter.Verburg@ivm.vu.nl [UMR 5175 Centre d' Ecologie Fonctionnelle and Evolutive, Centre National de la Recherche Scientifique, 1919 Route de Mende, 34293 Montpellier cedex 5 (France)

2011-07-15

Markets influence the global patterns of urbanization, deforestation, agriculture and other land use systems. Yet market influence is rarely incorporated into spatially explicit global studies of environmental change, largely because consistent global data are lacking below the national level. Here we present the first high spatial resolution gridded data depicting market influence globally. The data jointly represent variations in both market strength and accessibility based on three market influence indices derived from an index of accessibility to market locations and national level gross domestic product (purchasing power parity). These indices show strong correspondence with human population density while also revealing several distinct and useful relationships with other global environmental patterns. As market influence grows, the need for high resolution global data on market influence and its dynamics will become increasingly important to understanding and forecasting global environmental change.

A global assessment of market accessibility and market influence for global environmental change studies

Science.gov (United States)

Verburg, Peter H.; Ellis, Erle C.; Letourneau, Aurelien

2011-07-01

Markets influence the global patterns of urbanization, deforestation, agriculture and other land use systems. Yet market influence is rarely incorporated into spatially explicit global studies of environmental change, largely because consistent global data are lacking below the national level. Here we present the first high spatial resolution gridded data depicting market influence globally. The data jointly represent variations in both market strength and accessibility based on three market influence indices derived from an index of accessibility to market locations and national level gross domestic product (purchasing power parity). These indices show strong correspondence with human population density while also revealing several distinct and useful relationships with other global environmental patterns. As market influence grows, the need for high resolution global data on market influence and its dynamics will become increasingly important to understanding and forecasting global environmental change.

A global assessment of market accessibility and market influence for global environmental change studies

International Nuclear Information System (INIS)

Verburg, Peter H; Ellis, Erle C; Letourneau, Aurelien

2011-01-01

Markets influence the global patterns of urbanization, deforestation, agriculture and other land use systems. Yet market influence is rarely incorporated into spatially explicit global studies of environmental change, largely because consistent global data are lacking below the national level. Here we present the first high spatial resolution gridded data depicting market influence globally. The data jointly represent variations in both market strength and accessibility based on three market influence indices derived from an index of accessibility to market locations and national level gross domestic product (purchasing power parity). These indices show strong correspondence with human population density while also revealing several distinct and useful relationships with other global environmental patterns. As market influence grows, the need for high resolution global data on market influence and its dynamics will become increasingly important to understanding and forecasting global environmental change.

The Uses of Globalization in the (Shifting) Landscape of Educational Studies

Science.gov (United States)

Tarc, Paul

2012-01-01

The term "globalization" does more than represent a set of material (and ideological) processes that have impacts on education and schooling. Additionally, "globalization" operates as a conceptual lens or set of interventions, which is significantly impacting academic discourses in Education and in other disciplines. Not only…

Global Partnerships in Jesuit Higher Education

Science.gov (United States)

O'Keefe, Joseph M.

2011-01-01

The Roman Catholic Church sponsors the largest worldwide family of educational institutions--135,000 elementary and secondary schools and 1,800 colleges and universities. Catholic identity provides a matchless opportunity for networking in an increasingly globalized world; it is sad "Ex corde Ecclesiae's" exhortation to collaborate is…

Global Education: Charges and Counter-Charges.

Science.gov (United States)

Wronski, Stanley P.

1988-01-01

Discusses criticisms of global education by Gregg L. Cunningham in a report for Thomas G. Tancredo, and the National Council for the Social Studies' response to the report. Contends that an ethnocentric curriculum restricts students ability to think critically. Distinguishes between cultural relativism and moral relativism. (DB)

Using Critical Cosmopolitanism to Globally Situate Multicultural Education in Teacher Preparation Courses

Directory of Open Access Journals (Sweden)

Erik Jon Byker

2016-11-01

Full Text Available Globally-minded teachers often beget globally-minded students. The same relationship seems to hold true for multiculturalism; teachers who are committed to multiculturalism often nudge students toward the same commitment. Global citizenship and multicultural education share a strong bond. Yet, in the field of social studies teacher preparation, the bond between global competencies and multiculturalism often seems permeable and quite fragile. In the context of multicultural education in the United States, teachers engage with issues of privilege, power, and oppression but with a heavy US-centric focus. The article contends that the predominant United States’ focus of multiculturalism limits the opportunities to engage the global: global competencies, global voices, and global citizenship. The article seeks to wed multiculturalism and global education. It does so by introducing and explaining Critical Cosmopolitan Theory (Byker, 2013, which is a theoretical framework to guide the preparation of globally competent and culturally responsive teacher candidates. Utilizing findings from an artifact analysis study of teacher candidates (n=51, the article discusses ways to assist teacher candidates in their development of becoming Critically Cosmopolitan citizens who embrace social justice by being informed by the global and multicultural.

Collaborative Education in Climate Change Sciences and Adaptation through Interactive Learning

Science.gov (United States)

Ozbay, G.; Sriharan, S.; Fan, C.

2014-12-01

As a result of several funded climate change education grants, collaboration between VSU, DSU, and MSU, was established to provide the innovative and cohesive education and research opportunities to underrepresented groups in the climate related sciences. Prior to offering climate change and adaptation related topics to the students, faculty members of the three collaborating institutions participated at a number of faculty training and preparation workshops for teaching climate change sciences (i.e. AMS Diversity Project Workshop, NCAR Faculty-Student Team on Climate Change, NASA-NICE Program). In order to enhance the teaching and student learning on various issues in the Environmental Sciences Programs, Climatology, Climate Change Sciences and Adaptation or related courses were developed at Delaware State University and its partner institutions (Virginia State University and Morgan State University). These courses were prepared to deliver information on physical basis for the earth's climate system and current climate change instruction modules by AMS and historic climate information (NOAA Climate Services, U.S. and World Weather Data, NCAR and NASA Climate Models). By using Global Seminar as a Model, faculty members worked in teams to engage students in videoconferencing on climate change through Contemporary Global Studies and climate courses including Climate Change and Adaptation Science, Sustainable Agriculture, Introduction to Environmental Sciences, Climatology, and Ecology and Adaptation courses. All climate change courses have extensive hands-on practices and research integrated into the student learning experiences. Some of these students have presented their classroom projects during Earth Day, Student Climate Change Symposium, Undergraduate Summer Symposium, and other national conferences.

Future Global Mortality from Changes in Air Pollution Attributable to Climate Change

Science.gov (United States)

Silva, Raquel A.; West, J. Jason; Lamarque, Jean-Francois; Shindell, Drew T.; Collins, William J.; Faluvegi, Greg; Folberth, Gerd A.; Horowitz, Larry W.; Nagashima, Tatsuya; Naik, Vaishali;

Climate change science education across schools, campuses, and centers: strategies and successes

Science.gov (United States)

Merrill, J.; Harcourt, P.; Rogers, M.; Buttram, J.; Petrone, C.; Veron, D. E.; Sezen-Barrie, A.; Stylinski, C.; Ozbay, G.

2016-02-01

With established partnerships in higher education, K-12, and informal science education communities across Delaware and Maryland, the NSF-funded MADE CLEAR project (Maryland Delaware Climate Change Education, Assessment, and Research) has instituted a suite of professional development strategies to bring climate change science into science education methods courses, K-12 classrooms, university lecture halls, and public park facilities. MADE CLEAR partners have provided consistent climate literacy topics (mechanisms, human contributions, local and global impacts, mitigation and adaptation) while meeting the unique needs of each professional community. In-person topical lectures, hands-on work with classroom materials, seed funding for development of new education kits, and on-line live and recorded sessions are some of the tools employed by the team to meet those needs and build enduring capacity for climate change science education. The scope of expertise of the MADE CLEAR team, with climate scientists, educators, learning scientists, and managers has provided not only PD tailored for each education audience, but has also created, fostered, and strengthened relationships across those audiences for long-term sustainability of the newly-built capacity. Specific examples include new climate change programs planned for implementation across Delaware State Parks that will be consistent with middle school curriculum; integration of climate change topics into science methods classes for pre-service teachers at four universities; and active K-12 and informal science education teams working to cooperatively develop lessons that apply informal science education techniques and formal education pedagogy. Evaluations by participants highlight the utility of personal connections, access to experts, mentoring and models for developing implementation plans.

Globalization, statist political economy, and unsuccessful education reform in South Korea, 1993-2003.

Directory of Open Access Journals (Sweden)

Ki Su Kim

2005-02-01

Full Text Available This article examines the relationship between globalization and national education reforms, especially those of educational systems. Instead of exploring the much debated issues of how globalization affects national educational systems and how the nations react by what kinds of systemic education reform, however, it focuses on what such a method often leaves out, viz., the internal conditions of a nation that facilitates or hampers reform efforts. Taking South Korea as an example, it explores that country's unique national context which restricts and even inhibits education reforms. Especially noted here is the established "statist" political economy in education. In the paper's analysis, although South Korea's statist political economy has made a substantial contribution to economic and educational development, it is now considered increasingly unviable as globalization progresses. Nevertheless, the internal conditions, resultant from the previous statist policies, set limits on policy makers' efforts to alter the existing educational system. The analysis suggests that a fuller assessment of globalization's impact upon national educational systems or their reforms requires a perspective which is broad enough to encompass not only the concepts and/or theories of globalization and nation states but also the power relations and ideological setup of individual nations.

Regaining legitimacy in the context of global governance? UNESCO, Education for All coordination and the Global Monitoring Report

Science.gov (United States)

Edwards, D. Brent; Okitsu, Taeko; da Costa, Romina; Kitamura, Yuto

2017-06-01

This research note shares insights which resulted from a larger study into the ways in which the United Nations Educational, Scientific and Cultural Organization (UNESCO) - during 2010-2014 - used its position as coordinator of the post-Dakar Framework for Action (initiated at the World Education Forum held in 2000 and designed to reinvigorate the Education for All initiative) to help it regain some of the legitimacy it had lost in the preceding decades. The research study focused on the role of both the UNESCO Education for All Follow-up Unit and the production of the Global Monitoring Report (GMR) during the 2000s because they were at the heart of UNESCO's efforts to repair its image and renew its impact in one area of global governance, specifically in the global education policy field. The study's findings were based on an analysis of documents, archives and interviews ( n = 17) with key actors inside and outside UNESCO, including representatives of UNESCO's peer institutions.

MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas

Science.gov (United States)

Ossiannilsson, Ebba; Altinay, Fahriye; Altinay, Zehra

2016-01-01

Massive open online courses (MOOCs) provide opportunities for learners to benefit from initiatives that are promoted by prestigious universities worldwide. The introduction of MOOCs in 2008 has since then transformed education globally. Consequently, MOOCs should be acknowledged as a pedagogical innovation and recognized as change agents and…

Global environmental change and sustainable development in Europe

Energy Technology Data Exchange (ETDEWEB)

Jaeger, J.; Liberatore, A.; Grundlach, K. [eds.

1995-12-31

The document contains all but two papers presented at the Workshop as well as a summary of the contributions and discussions, a list of socio-economic research priorities identified at the meeting and a policy brief based on the themes woven together at the Workshop. The workshop was organised within the framework of the European Network for Research in Global Change (ENRICH). Papers include: global environmental change and sustainable development in Europe and in the Mediterranean basin, water management and global environmental change policies, human impacts on the nitrogen cycle, the merchandising of biodiversity, environmental performance indicators, urban sustainability indicators and strategies for sustainability.

The Major Challenges Facing Teacher Education in an Increasingly Global Society

Science.gov (United States)

Paese, Paul C.

2008-01-01

Central to schools of education are the professional preparation and development of future educators, who will be responsible for preparing citizens to function and live in a global community. Globalization and schooling have the potential to successfully or unsuccessfully affect the skills that students need to succeed in an increasingly global…

Digital Democracy and Global Citizenship Education: Mutually Compatible or Mutually Complicit?

Science.gov (United States)

de Oliveira Andreotti, Vanessa; Pashby, Karen

2013-01-01

This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are…

Global Competition, Coloniality, and the Geopolitics of Knowledge in Higher Education

Science.gov (United States)

Shahjahan, Riyad A.; Morgan, Clara

2016-01-01

While scholars have analyzed global higher education (HE) competition, they have largely failed to address how global spaces of equivalence are tied both to coloniality and to competition. Using the OECD's International Assessment of Higher Education Learning Outcomes (AHELO) as a case study and drawing on concepts from coloniality including…

Troubling Muddy Waters: Problematizing Reflective Practice in Global Medical Education.

Science.gov (United States)

Naidu, Thirusha; Kumagai, Arno K

2016-03-01

The idea of exporting the concept of reflective practice for a global medical education audience is growing. However, the uncritical export and adoption of Western concepts of reflection may be inappropriate in non-Western societies. The emphasis in Western medical education on the use of reflection for a specific end--that is, the improvement of individual clinical practice--tends to ignore the range of reflective practice, concentrating on reflection alone while overlooking critical reflection and reflexivity. This Perspective places the concept of reflective practice under a critical lens to explore a broader view for its application in medical education outside the West. The authors suggest that ideas about reflection in medicine and medical education may not be as easily transferable from Western to non-Western contexts as concepts from biomedical science are. The authors pose the question, When "exporting" Western medical education strategies and principles, how often do Western-trained educators authentically open up to the possibility that there are alternative ways of seeing and knowing that may be valuable in educating Western physicians? One answer lies in the assertion that educators should aspire to turn exportation of educational theory into a truly bidirectional, collaborative exchange in which culturally conscious views of reflective practice contribute to humanistic, equitable patient care. This discussion engages in troubling the already-muddy waters of reflective practice by exploring the global applicability of reflective practice as it is currently applied in medical education. The globalization of medical education demands critical reflection on reflection itself.

Global Responses to Potential Climate Change: A Simulation.

Science.gov (United States)

Williams, Mary Louise; Mowry, George

This interdisciplinary five-day unit provides students with an understanding of the issues in the debate on global climate change. Introductory lessons enhance understanding of the "greenhouse gases" and their sources with possible global effects of climate change. Students then roleplay negotiators from 10 nations in a simulation of the…

Regional to global changes in drought and implications for future changes under global warming

Science.gov (United States)

Sheffield, J.; Wood, E. F.; Kam, J.

2012-12-01

Drought can have large impacts on multiple sectors, including agriculture, water resources, ecosystems, transport, industry and tourism. In extreme cases, regional drought can lead to food insecurity and famine, and in intensive agricultural regions, extend to global economic impacts in a connected world. Recent droughts globally have been severe and costly but whether they are becoming more frequent and severe, and the attribution of this, is a key question. Observational evidence at large scales, such as satellite remote sensing are often subject to short-term records and inhomogeneities, and ground based data are sparse in many regions. Reliance on model output is also subject to error and simplifications in the model physics that can, for example, amplify the impact of global warming on drought. This presentation will show the observational and model evidence for changes in drought, with a focus on the interplay between precipitation and atmospheric evaporative demand and its impact on the terrestrial water cycle and drought. We discuss the fidelity of climate models to reproduce our best estimates of drought variability and its drivers historically, and the implications of this on uncertainties in future projections of drought from CMIP5 models, and how this has changed since CMIP3.

Global Workforce Development - Addressing the Changing Geography of Investment

Science.gov (United States)

McElvy, G. W.; Loudin, M. G.

2005-12-01

The Geography of professional workforce hiring is changing significantly and rapidly in the petroleum industry, mostly in response to shifting investment patterns. These geographical changes pose daunting challenges as well as new opportunities for philanthropic institutions such as the ExxonMobil Foundation, and especially for academia. Our Angolan affiliate illustrates the challenges brought about by investment in new areas. Although we will continue to require access to numerous Angolan Geoscience graduates who can fully participate in our global Geoscience community, there is only one Angolan institution that grants a relatively small number of Geoscience degrees. Our access to other locally-educated Angolan professional graduates is similarly limited. The Petroleum sector's response to this situation has been to seek indigenous students who are already enrolled, often in North American or European academic institutions, or to sponsor Angolan students there. If one multiplies our Angolan Geoscience example by the number of competing employers in Angola, and then by the number of countries around the world that are experiencing strong economic growth, the magnitude of the unfilled demand for international educational development seems daunting. However, several academic institutions have already taken the initiative and have provided educational, linguistic, and cultural pathways that encourage Angolans and others to obtain a world-class educational preparation on their respective campuses. This strategy has indeed begun to address the need for capacity-building for many indigenous students, and has aided various industries in their efforts to build indigenous workforces. Nevertheless, growing the capacity of indigenous academic infrastructure is also essential for the long term, and only a few academic institutions have begun to explore this educational frontier. Increased engagement and collaboration in international educational activities would clearly confer

Expecting the Exceptional: Pre-Service Professional Development in Global Citizenship Education

OpenAIRE

Appleyard, Natalie; McLean, Lorna R

2011-01-01

This case study analyses a professional development (PD) program in global citizenship education (GCE) that seeks to develop teacher education candidates’ knowledge and capacities as global citizens during a one-year Bachelor of Education program. In particular, we explore how pre-service teachers perceived and experienced PD in GCE as a component of their professional learning and how this knowledge related to their understanding of curricula and pedagogical practices. First, we explore a mo...

Educational Resources for Global Health in Otolaryngology.

Science.gov (United States)

Hancock, Melyssa; Hoa, Michael; Malekzadeh, Sonya

2018-03-07

Advances in modern communications and information technology have helped to improve access to, and quality of, health care and education. These enhancements include a variety of World Wide Web-based and mobile learning platforms, such as eLearning, mLearning, and open education resources. This article highlights the innovative approaches that have fostered improved collaboration and coordination of global health efforts in otolaryngology. Copyright © 2018 Elsevier Inc. All rights reserved.

Education, globalization, and income inequality in Asia

OpenAIRE

Park, Kang Hoon

2017-01-01

This study considers how education and globalization affect income inequality in Asia, with unbalanced panel data. The evidence supports the validity of Kuznets' inverted-U hypothesis for the connection between income level and income inequality. However, when more variables are integrated into the model, the consistency of the inverse U-shaped curve becomes weaker. The empirical results suggest that educational variables are highly influential in affecting income distribution. Our analysis i...

Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT

Directory of Open Access Journals (Sweden)

Fatma BAŞARIR

2017-12-01

Full Text Available The aim of this study is to explore the perceptions of ELT instructors working at a higher education institution in Turkey regarding integrating global citizenship education into ELT courses. The study was carried out by using phenomenological design, which is one of the qualitative studies. The data were collected using interview method and a semi-structured interview form was developed by the researcher as the data collection tool. The participants, selected on the basis of easily accessible sampling method, which is one of the purposeful sampling methods. The participants comprises of 13 English instructors who work at a higher education institution in the Central Anatolia Region in the academic year 2015-2016. Instructors’ opinions were taken regarding how they described global citizenship, what were their roles and responsibilities in educating students as global citizens, how they practiced global citizenship education in their classes, and the challenges they were facing in practicing global citizenship education in ELT courses. Data were analysed with content analysis technique. Findings revealed that participants mostly focused on the “value” dimension of global citizenship such as respect, sensitivity, sense of belonging, responsibility, openness, etc. The instructors deemed their roles and responsibilities in preparing students as global citizens as an informer and role model. While most of the participants stated that they did not involve any specific teaching practices in their classes to educate students as global citizens, as they thought ELT lessons and global citizenship education were irrelevant, addressing global issues in the courses and role modelling were conducted by few instructors to promote global citizenship. Predominantly grammar-based teaching and student unwillingness were found as challenges of integrating global citizenship into ELT. As a result, it was concluded that ELT instructors have insufficient levels

Debating Global Polity, Policy Crossing, and Adult Education

Science.gov (United States)

Milana, Marcella

2015-01-01

This article revisits the concept of "global polity" as a useful conceptual tool for studying public policy development in adult education. First, it describes the relations between polity, policy, and praxis and how these are addressed in adult education research. Then, it reviews how policy is conceptualized in terms of material and…

The Right to Education in a Globalized World

Science.gov (United States)

Lindahl, Ronald

2006-01-01

This article explores the fundamental issues related to education as a human right, particularly in the context of rapid globalization. The 1948 Universal Declaration of Human Rights, the United Nations' 1959 Convention on the Rights of the Child, and the UN International Covenant on Economic, Social, and Cultural Rights all declare education to…

Getting the Measure of Measurement: Global Educational Opportunity

Science.gov (United States)

Enslin, Penny; Tjiattas, Mary

2017-01-01

Although measurement is widely misused in education, it is indispensable in addressing the problems of injustice in global educational opportunity. Considering how the case can be made for legitimate use of measurement in normative analysis and argument, we explore ways in which metrics have featured in the formulation of theories of justice, with…

The Global Landscape of GIS in Secondary Education

Science.gov (United States)

Kerski, Joseph J.; Demirci, Ali; Milson, Andrew J.

2013-01-01

This study analyzes the status of GIS in schools in thirty-three countries and proposes recommendations for advancing the implementation and effectiveness of GIS in secondary education from an international perspective. Thirty-three countries have been evaluated in the study to assess the global landscape of educational GIS by analyzing how GIS is…

Global Migration, Diversity, and Civic Education: Improving Policy and Practice. Multicultural Education Series

Science.gov (United States)

Banks, James A., Ed.; Suárez-Orozco, Marcelo, Ed.; Ben-Peretz, Miriam, Ed.

2016-01-01

Mass migration and globalization are creating new and deep challenges to education systems the world over. In this volume, some of the world's leading researchers in multicultural education and immigration discuss critical issues related to cultural sustainability, structural inclusion, and social cohesion. The authors consider how global…

GLOBAL CHANGE RESEARCH NEWS #24: PUBLICATION OF FY2001 EDITION OF "OUR CHANGING PLANET"

Science.gov (United States)

The EPA Global Change Research Program is pleased to inform you of the publication of the new Our Changing Planet: The FY2001 U.S. Global Change Research Program. This annual report to the Congress was prepared under the auspices of the President's National Science and Technolog...

Philanthropic Engagement in Education: Localised Expressions of Global Flows in India

Science.gov (United States)

Srivastava, Prachi

2016-01-01

This article argues that the rise of domestic and international philanthropic engagement in education in India cannot be understood in isolation; rather, it is part of a broader trend of what is termed "new global philanthropy in education" in the Global South. Central to understanding the nature of this engagement is the localised…

Promoting Science-Policy Education on Global Environmental Issues: The Mercury Game

Science.gov (United States)

Selin, N. E.; Stokes, L. C.; Susskind, L. E.

2011-12-01

We present initial results from a project focusing on teaching science and engineering students about global environmental policy, funded by a NSF CAREER grant. Despite decades of growing global concern about issues such as ozone depletion, climate change, and toxic chemicals, linking science to policy is a continuing challenge, and few science students receive formal training for effective participation in global negotiations. The focus of the educational activity presented here is the development of a freely-available, interactive teaching tool in the form of a role-play simulation, called "The Mercury Game" (http://mit.edu/mercurygame). The simulation requires players to consider scientific information on an emerging global issue, mercury pollution, and collectively decide whether global policy action is appropriate and what the scope of such action might entail. Playing the game helps participants to explore the consequences of representing scientific uncertainty in various ways in a policy context. The game focuses on the credibility of various sources of technical information, strategies for representing risk and uncertainty, and the balance between scientific and political considerations. It also requires the players to grapple with political considerations, particularly the dynamic between the global "North" (the developed world) and the global "South" (the developing world) at the heart of most political conflicts. Simulation outcomes from running the simulation at two scientific conferences and as part of a graduate-level course on global environmental science and policy will be presented.

International business and global climate change

NARCIS (Netherlands)

Pinkse, J.; Kolk, A.

2008-01-01

Climate change has become an important topic on the business agenda with strong pressure being placed on companies to respond and contribute to finding solutions to this urgent problem. This text provides a comprehensive analysis of international business responses to global climate change and

U.S. Global Change Research Program

Science.gov (United States)

... Announcing... Read more The Deepening Story of How Climate Change Threatens Human Health Read more Celebrating the 25th Anniversary of the U.S. Global Change Research... Read more Nomination Period Open for the Sustained National ... more Connecting America’s Communities with Actionable Climate ...

Global partnerships: Expanding the frontiers of space exploration education

Science.gov (United States)

MacLeish, Marlene Y.; Akinyede, Joseph O.; Goswami, Nandu; Thomson, William A.

2012-11-01

Globalization is creating an interdependent space-faring world and new opportunities for international partnerships that strengthen space knowledge development and transfer. These opportunities have been codified in the Global Exploration Strategy, which endorses the "inspirational and educational value of space exploration" [1]. Also, during the 2010 Heads of Space Agencies Summit celebrating the International Academy of Astronautics' (IAA) 50th Anniversary, space-faring nations from across the globe issued a collective call in support of robust international partnerships to expand the frontiers of space exploration and generate knowledge for improving life on Earth [2]. Educators play a unique role in this mission, developing strategic partnerships and sharing best educational practices to (1) further global understanding of the benefits of space exploration for life on Earth and (2) prepare the next generation of scientists required for the 21st Century space workforce. Educational Outreach (EO) programs use evidence-based, measurable outcomes strategies and cutting edge information technologies to transfer space-based science, technology, engineering and mathematics (STEM) knowledge to new audiences; create indigenous materials with cultural resonance for emerging space societies; support teacher professional development; and contribute to workforce development initiatives that inspire and prepare new cohorts of students for space exploration careers. The National Space Biomedical Research Institute (NSBRI), the National Aeronautics and Space Administration (NASA) and Morehouse School of Medicine (MSM) have sustained a 13-year space science education partnership dedicated to these objectives. This paper briefly describes the design and achievements of NSBRI's educational programs, with special emphasis on those initiatives' involvement with IAA and the International Astronautical Congress (IAC). The IAA Commission 2 Draft Report, Space for Africa, is discussed

Contextualizing the global relevance of local land change observations

International Nuclear Information System (INIS)

Magliocca, N R; Ellis, E C; Oates, T; Schmill, M

2014-01-01

To understand global changes in the Earth system, scientists must generalize globally from observations made locally and regionally. In land change science (LCS), local field-based observations are costly and time consuming, and generally obtained by researchers working at disparate local and regional case-study sites chosen for different reasons. As a result, global synthesis efforts in LCS tend to be based on non-statistical inferences subject to geographic biases stemming from data limitations and fragmentation. Thus, a fundamental challenge is the production of generalized knowledge that links evidence of the causes and consequences of local land change to global patterns and vice versa. The GLOBE system was designed to meet this challenge. GLOBE aims to transform global change science by enabling new scientific workflows based on statistically robust, globally relevant integration of local and regional observations using an online social-computational and geovisualization system. Consistent with the goals of Digital Earth, GLOBE has the capability to assess the global relevance of local case-study findings within the context of over 50 global biophysical, land-use, climate, and socio-economic datasets. We demonstrate the implementation of one such assessment – a representativeness analysis – with a recently published meta-study of changes in swidden agriculture in tropical forests. The analysis provides a standardized indicator to judge the global representativeness of the trends reported in the meta-study, and a geovisualization is presented that highlights areas for which sampling efforts can be reduced and those in need of further study. GLOBE will enable researchers and institutions to rapidly share, compare, and synthesize local and regional studies within the global context, as well as contributing to the larger goal of creating a Digital Earth

Globalizing Social Justice Education: The Case of The Global Solidarity Network Study e-Broad Program

Science.gov (United States)

Harrison, Yvonne D.; Kostic, Kevin; Toton, Suzanne C.; Zurek, Jerome

2010-01-01

This paper documents the development, implementation, and evaluation of "The Global Solidarity Network Study e-Broad Program (GSNSeBP)", an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and…

Impacts of climate change on the global forest sector

Science.gov (United States)

Perez-Garcia, J.; Joyce, L.A.; McGuire, A.D.; Xiao, X.

2002-01-01

The path and magnitude of future anthropogenic emissions of carbon dioxide will likely influence changes in climate that may impact the global forest sector. These responses in the global forest sector may have implications for international efforts to stabilize the atmospheric concentration of carbon dioxide. This study takes a step toward including the role of global forest sector in integrated assessments of the global carbon cycle by linking global models of climate dynamics, ecosystem processes and forest economics to assess the potential responses of the global forest sector to different levels of greenhouse gas emissions. We utilize three climate scenarios and two economic scenarios to represent a range of greenhouse gas emissions and economic behavior. At the end of the analysis period (2040), the potential responses in regional forest growing stock simulated by the global ecosystem model range from decreases and increases for the low emissions climate scenario to increases in all regions for the high emissions climate scenario. The changes in vegetation are used to adjust timber supply in the softwood and hardwood sectors of the economic model. In general, the global changes in welfare are positive, but small across all scenarios. At the regional level, the changes in welfare can be large and either negative or positive. Markets and trade in forest products play important roles in whether a region realizes any gains associated with climate change. In general, regions with the lowest wood fiber production cost are able to expand harvests. Trade in forest products leads to lower prices elsewhere. The low-cost regions expand market shares and force higher-cost regions to decrease their harvests. Trade produces different economic gains and losses across the globe even though, globally, economic welfare increases. The results of this study indicate that assumptions within alternative climate scenarios and about trade in forest products are important factors

A global assessment of market accessibility and market influence for global environmental change studies

NARCIS (Netherlands)

Verburg, P.H.; Ellis, E.C.; Letourneau, A.

2011-01-01

Markets influence the global patterns of urbanization, deforestation, agriculture and other land use systems. Yet market influence is rarely incorporated into spatially explicit global studies of environmental change, largely because consistent global data are lacking below the national level. Here

Internationalizing business education for globally competent managers

NARCIS (Netherlands)

Kedia, Ben L.; Englis-Danskin, Paula

2011-01-01

The world is shrinking as developments in technology and transportation rapidly increase global opportunities and challenges for businesses. Furthermore, developing markets are becoming increasingly important, creating new challenges for managers. Business education must step in and prepare

The secret adventures of order: globalization, education and transformative social justice learning

Directory of Open Access Journals (Sweden)

Carlos Alberto Torres

Full Text Available There are many definitions of globalization, or perhaps more accurately, there are many globalizations. Discussing the four faces of globalization - globalization from above, globalization from below, the globalization of human rights, and the globalization of the war against terrorism - and their impacts on education and learning, this article offers an analysis of neoliberal globalization and how "competition-based reforms" affected educational policy in K-12 and higher education. These reforms are characterized by efforts to create measurable performance standards through extensive standardized testing (the new standards and accountability movement, introduction of new teaching and learning methods leading to the expectation of better performance at low cost (e.g., universalization of textbooks, and improvements in the selection and training of teachers. Competition-based reforms in higher education tend to adopt a vocational orientation and to reflect the point of view that colleges and universities exist largely to serve the economic well-being of a society. Privatization is the final major reform effort linked to neoliberal globalization and perhaps the most dominant. As an alternative, the article provides insights into the possibilities of employing the concept of marginality as a central construct for a model of transformative social justice learning. Following the inspiration of Paulo Freire, I argue that transformative social justice learning is a social, political and pedagogical practice which will take place when people reach a deeper, richer, more textured and nuanced understanding of themselves and their world.

Education for Sustainable Development A Global Agenda for the ...

African Journals Online (AJOL)

FEKEDE

REVIEW ARTICLE. Education for Sustainable Development: A Global Agenda ... of the human kind. These problems have grown from local to ... To this end, it is better to think about sustainability .... face to education and act in a new way. The.

Global climate change and California's natural ecosystems

International Nuclear Information System (INIS)

Botkin, D.B.; Nisbet, R.A.; Woodhouse, C.; Ferren, W.; Bicknell, S.; Bentley, B.

1991-01-01

If projections of global climate models are correct, the natural ecosystems of California might undergo major changes during the next century. Such changes might include large economic losses in timber, fisheries, and recreation; major changes in our national and state parks and forests and in our nature preserves and conservation areas; increase in extinction of endangered species; loss of large areas of existing habitats; and development of new habitats whose location and areal extent can only be surmised. Many areas currently set aside for the conservation of specific ecosystems might no longer be suitable to them. Yet, in spite of the potential seriousness of these problems, which could dwarf all other environmental changes, California is at present in a poor situation to project what the effects of global change on its natural ecosystems might be

Educational Travel to Israel in the Era of Globalization

Science.gov (United States)

Ezrachi, Elan

2015-01-01

Travel to Israel has been a central feature of Jewish and Zionist education yet it is time for this educational travel to be examined in the context of current cultural trends of travel and transnational experiences. The Jewish educational community has not yet internalized the impact of global trends on the field of travel to Israel from a…

Curriculum Change and Climate Change: Inside outside Pressures in Higher Education

Science.gov (United States)

Fahey, Shireen J.

2012-01-01

In higher education today, institutions are facing a number of challenges--including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on…

Global climate change and vector-borne diseases

Science.gov (United States)

Ginsberg, H.S.

2002-01-01

Global warming will have different effects on different diseases because of the complex and idiosynchratic interactions between vectors, hosts, and pathogens that influence transmission dynamics of each pathogen. Human activities, including urbanization, rapid global travel, and vector management, have profound effects on disease transmission that can operate on more rapid time scales than does global climate change. The general concern about global warming encouraging the spread of tropical diseases is legitimate, but the effects vary among diseases, and the ecological implications are difficult to predict.

Globalization and Chinese Education in the Early 20th Century

Science.gov (United States)

Bailey, Paul J.

2013-01-01

With China's growing significance in the global economy ever more evident, studies in recent years have highlighted multiple aspects of China's "Globalization" (or global connections) that predate the contemporary period. This article focuses on educational reform in the late Qing and early Republic as a way of illuminating a significant…

Hybridity in the Higher Education of Ukraine: Global Logic or Local Idiosyncrasy?

Directory of Open Access Journals (Sweden)

Olga Gomilko

2016-10-01

Full Text Available Hybridity as a heuristic concept of the globalization and post-colonialism discourses is used for 1 understanding the logic of the modernization of the higher education of Ukraine (HEU, and 2 for making a meaningful diagnosis of those educational pathologies that restrain it. The educational pathologies are considered as the conditioned by post-coloniality and post-totalitarianism departure or deviation from the undertaking of the original missions of higher education (HE: “to educate, to train and to undertake research” (World Declaration on Higher Education for the Twenty-First Century: Vision and Action, 1998. Modernity as a philosophical concept and normative ideal that focus on increasing rational components in a human life is exploited for showing the ways of carrying out the missions of HE by adjusting particular patterns of rationality to the needs and wants of society. However, globalization puts modernity under challenges due to its bent toward de/or non-modern cultural practices. That’s why the logic of modernization in HEU acquires hybrid characteristics by fitting together different, multiple, opposing educational models and standards – post-colonial, post-totalitarian, modern, de/non-modern and global through the local acceptance. Therefore, the locality turns into a focal point of the modernization of HEU in a global context. The modernization of HEU reveals the ambivalent meaning of hybridity in its producing and destructive potential, i.e. as a global logic or a local idiosyncrasy.

Maize production in terms of global climate changes

Directory of Open Access Journals (Sweden)

Bekavac Goran

2010-01-01

Full Text Available Climate changes and expected variability of climatic parameters represent a serious concern of the 21st century agriculture. At the global level, the further rise in temperature, changed quantity and distribution of precipitation, increased variability of climate parameters and the occurrence of extreme climate events are expected. In order to avoid, or at least reduce the negative effects of global climate change, several adaptation strategies are proposed. Adjustment of production technology and breeding for tolerance to changed environment are proposed as two most important adaptation measures.

Global health education programming as a model for inter-institutional collaboration in interprofessional health education.

Science.gov (United States)

Peluso, Michael J; Hafler, Janet P; Sipsma, Heather; Cherlin, Emily

2014-07-01

While global health (GH) opportunities have expanded at schools of medicine, nursing, and public health, few examples of interprofessional approaches to GH education have been described. The elective GH program at our university serves as an important opportunity for high-quality interprofessional education. We undertook a qualitative study to examine the experience of student, faculty and administrative leaders of the program. We used content analysis to code responses and analyze data. Among the leadership, key themes fell within the categories of interprofessional education, student-faculty collaboration, professional development, and practical considerations for the development of such programs. The principles described could be considered by institutions seeking to develop meaningful partnerships in an effort to develop or refine interprofessional global health education programs.

The moral and the political in global citizenship: appreciating differences in education

NARCIS (Netherlands)

Veugelers, W.

2011-01-01

Schools are expected to pay attention to citizenship education, including for the global world. The concept global citizenship can get different meanings. In our theoretical orientation, we distinguish between three forms of modern global citizenship: Open global citizenship; Moral global

HARMONIZING GLOBAL EDUCATION-FROM GENGHIS KHAN TO FACEBOOK

Directory of Open Access Journals (Sweden)

Jon Baggaley reviewed by Wolfram LAASER

Full Text Available The book starts with the optimistic definition of the Maastricht 2002 declaration about global education claiming that it should open people´s minds to the realities of the globalized world and bring about greater justice, equity and human rights. He then traces back the history of global communication to Denghis Khan and his arrow riders to end up with the modern forms developed by the different generations of distance education with special emphasis on the mega universities . Although communication is dominated today by iPads and smart phones Baggaley points out that important concepts how to bring online media to the population and to convert the recipients of that information into contributors (user generated content have been developed much earlier e.g. by the Polish filmmaker Dziga Vertov about one hundred years ago. So Baggaley always tries to put actual media development into a historical context that includes parallel developments and trends in music or painting as well.

Global Climate Change: Threat Multiplier for AFRICOM?

National Research Council Canada - National Science Library

Yackle, Terri A

2007-01-01

.... Whatever the catalyst for this abrupt climate change, stability for Africa hinges upon mitigating the effects of global climate change to prevent future conflicts such as Darfur, and the instability...

Environmental education as preparation people for life in conditions of global changes imbalanced Nature

Science.gov (United States)

Dabrowska, A. E.

2013-12-01

in this enterprise. For all participating in these walks it is great opportunity to observe how the Nature is functioning without much man-kind interference, pure, untouched and imbalanced. They can observe the untouched river banks, non regulated and meandering in its own way. They can recognize new species which are appearing every year on non cultivated glades, around overgrowing mid-forest lakes or on wetlands. They can observe traces of beavers' work: dams, cut trees, beaver lodges built on small streams flowing through the forest. Also the nests of unique black storks are possible to see. They can measure and observe how the climate is changing and how it varies in different ecosystems (forest, glade, river, wetlands) untouched by humans. They can learn that Nature can exists itself without human interference and it becomes more diverse and rich. It is necessary to teach students to the correct understand the changes in Nature, explain how are changing the living and non-living nature, what is the man-made imbalances of Nature and also how to prepare people for climate change. Each year almost 700 - 1000 students and about 100 teachers participate in this ecological learning process. Outdoor education, observations and experimentations are crucial issues of national school curricula referring to all educational levels which is successfully addressed by this program.

Impact of Geological Changes on Regional and Global Economies

Science.gov (United States)

Tatiana, Skufina; Peter, Skuf'in; Vera, Samarina; Taisiya, Shatalova; Baranov, Sergey

2017-04-01

Periods of geological changes such as super continent cycle (300-500 million years), Wilson's cycles (300-900 million years), magmatic-tectonic cycle (150-200 million years), and cycles with smaller periods (22, 100, 1000 years) lead to a basic contradiction preventing forming methodology of the study of impact of geological changes on the global and regional economies. The reason of this contradiction is the differences of theoretical and methodological aspects of the Earth science and economics such as different time scales and accuracy of geological changes. At the present the geological models cannot provide accurate estimation of time and place where geological changes (strong earthquakes, volcanos) are expected. Places of feature (not next) catastrophic events are the only thing we have known. Thus, it is impossible to use the periodicity to estimate both geological changes and their consequences. Taking into accounts these factors we suggested a collection of concepts for estimating impact of possible geological changes on regional and global economies. We illustrated our approach by example of estimating impact of Tohoku earthquake and tsunami of March 2011 on regional and global economies. Based on this example we concluded that globalization processes increase an impact of geological changes on regional and global levels. The research is supported by Russian Foundation for Basic Research (Projects No. 16-06-00056, 16-32-00019, 16-05-00263A).

Dryland photoautotrophic soil surface communities endangered by global change

Science.gov (United States)

Rodriguez-Caballero, Emilio; Belnap, Jayne; Büdel, Burkhard; Crutzen, Paul J.; Andreae, Meinrat O.; Pöschl, Ulrich; Weber, Bettina

2018-03-01

Photoautotrophic surface communities forming biological soil crusts (biocrusts) are crucial for soil stability as well as water, nutrient and trace gas cycling at regional and global scales. Quantitative information on their global coverage and the environmental factors driving their distribution patterns, however, are not readily available. We use observations and environmental modelling to estimate the global distribution of biocrusts and their response to global change using future projected scenarios. We find that biocrusts currently covering approximately 12% of Earth's terrestrial surface will decrease by about 25-40% within 65 years due to anthropogenically caused climate change and land-use intensification, responding far more drastically than vascular plants. Our results illustrate that current biocrust occurrence is mainly driven by a combination of precipitation, temperature and land management, and future changes are expected to be affected by land-use and climate change in similar proportion. The predicted loss of biocrusts may substantially reduce the microbial contribution to nitrogen cycling and enhance the emissions of soil dust, which affects the functioning of ecosystems as well as human health and should be considered in the modelling, mitigation and management of global change.

Dryland photoautotrophic soil surface communities endangered by global change

Science.gov (United States)

Rodriguez-Caballero, Emilio; Belnap, Jayne; Büdel, Burkhard; Crutzen, Paul J.; Andreae, Meinrat O.; Pöschl, Ulrich; Weber, Bettina

2018-01-01

Photoautotrophic surface communities forming biological soil crusts (biocrusts) are crucial for soil stability as well as water, nutrient and trace gas cycling at regional and global scales. Quantitative information on their global coverage and the environmental factors driving their distribution patterns, however, are not readily available. We use observations and environmental modelling to estimate the global distribution of biocrusts and their response to global change using future projected scenarios. We find that biocrusts currently covering approximately 12% of Earth’s terrestrial surface will decrease by about 25–40% within 65 years due to anthropogenically caused climate change and land-use intensification, responding far more drastically than vascular plants. Our results illustrate that current biocrust occurrence is mainly driven by a combination of precipitation, temperature and land management, and future changes are expected to be affected by land-use and climate change in similar proportion. The predicted loss of biocrusts may substantially reduce the microbial contribution to nitrogen cycling and enhance the emissions of soil dust, which affects the functioning of ecosystems as well as human health and should be considered in the modelling, mitigation and management of global change.

Engineering Ethics Education Having Reflected Various Values and a Global Code of Ethics

Science.gov (United States)

Kanemitsu, Hidekazu

At the present day, a movement trying to establish a global code of ethics for science and engineering is in activity. The author overviews the context of this movement, and examines the possibility of engineering ethics education which uses global code of ethics. In this paper, the engineering ethics education which uses code of ethics in general will be considered, and an expected function of global code of ethics will be also. Engineering ethics education in the new century should be aimed to share the values among different countries and cultures. To use global code of ethics as a tool for such education, the code should include various values, especially Asian values which engineering ethics has paid little attention to.

The Changing Needs for Higher Education Organizations Structure in Vietnam: Evidence from Japanese, Taiwanese, and Thai Universities

Directory of Open Access Journals (Sweden)

Minh-Quang Duong

2013-02-01

Full Text Available Organizational change is the process of changing the structure of the organization and the attitudes of members in the organization. During the last decade, both Vietnamese social and educational organizations have slowly changed in their organizational structure as a barrier to the development in the era of globalization and internationalization in Vietnam. This paper is an attempt to discuss the factors which affect Vietnamese higher educational organization. Discussions on the viewpoint of higher educational organization structure of Japan, Taiwan, and Thailand. Furthermore, this paper will contribute to improve educational management, and serve as a useful reference for future higher education’s school mergers.

Japan's English-Medium Instruction Initiatives and the Globalization of Higher Education

Science.gov (United States)

Rose, Heath; McKinley, Jim

2018-01-01

This article analyzes a recent initiative of Japan's Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project "Top Global University Project" (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global…

Catholic Social Teaching: Addressing Globalization in Catholic Business Education

Science.gov (United States)

Ball, James B.; Martinez, Zaida; Toyne, Brian

2009-01-01

Although business schools are increasingly aware of the importance of globalization in educating future business leaders, their business programs have addressed globalization from a limited perspective that fails to provide students with a broader understanding of its impact on societies and its moral consequences. The conventional approach to the…

International Education: The International Baccalaureate, Montessori and Global Citizenship

Science.gov (United States)

Brunold-Conesa, Cynthia

2010-01-01

The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB's secondary programs are widespread in international schools, Montessori programs at that level are…

Developing Globally Compatible Institutional Infrastructures for Indian Higher Education

Science.gov (United States)

Chakrabarti, Raj; Bartning, Augustine; Sengupta, Shiladitya

2010-01-01

The authors profile developments in the globalization of Indian higher education, with an emphasis on emerging globally compatible institutional infrastructures. In recent decades, there has been an enormous amount of brain drain: the exodus of the brightest professionals and students to other countries. The article argues that the implementation…

Counter-Education and Cyberculture: A Possible Dialogue in the Light of Global Citizenship

Directory of Open Access Journals (Sweden)

Alexandre Guilherme

2018-01-01

Full Text Available This article discusses the educational policies of international organizations, especially those concerning global citizenship and their implications for cyberculture/cyberspace as well as the possibility of implementing a counter-education project, as envisaged by Ilan Gur Ze’ev, the important Israeli philosopher of education, who died in 2012. In connection to this, we ask the question: what kind of individuals should we be in the digital world? To answer this question, we engaged with the UNESCO proposal of Education for Global Citizenship, which seeks to promote a wholistic, educated, engaged and moral attitude amongst the young worldwide, and how this influences cyberculture as a postmodern condition. Gur Ze’ev’s approach would be critical of any attempt at presenting a utopian ideal; most importantly, counter-education notes that once an ideal is set as the objective, then meaningful educational development has become constrained. Thus, we see in utilizing his counter-education the possibility of a thorough, meaningful and critical reflection on issues surrounding cyber-culture as affected by the approach of Education for Global Citizenship. We conclude that it is possible to develop counter-education within the movement for global citizenship, being properly founded on a critical approach to what is being proposed by international organizations as desirable learning objectives.

Revitalizing social work education through global and critical awareness

DEFF Research Database (Denmark)

Flem, Aina Lian; Jönsson, Jessica H.; Alseth, Ann Kristin

2017-01-01

and critical components in theoretical courses, professional training and field practice in the social work education of the countries in question. It is argued that social work education should move beyond the old division of classical and international/intercultural toward including global and critical...

Why Learning Not Education?--Analysis of Transnational Education Policies in the Age of Globalization

Science.gov (United States)

Mandal, Sayantan

2012-01-01

The profound influence of globalization seems helping outshine the concept of "education" with the more flexible notion of "learning" in the education policies of major transnational organizations. With considerable differences in concepts, all of them are promoting "learning", more specifically LLL (lifelong…

Aspen Global Change Institute Summer Science Sessions

Energy Technology Data Exchange (ETDEWEB)

Katzenberger, John; Kaye, Jack A

2006-10-01

The Aspen Global Change Institute (AGCI) successfully organized and convened six interdisciplinary meetings over the course of award NNG04GA21G. The topics of the meetings were consistent with a range of issues, goals and objectives as described within the NASA Earth Science Enterprise Strategic Plan and more broadly by the US Global Change Research Program/Our Changing Planet, the more recent Climate Change Program Strategic Plan and the NSF Pathways report. The meetings were chaired by two or more leaders from within the disciplinary focus of each session. 222 scholars for a total of 1097 participants-days were convened under the auspices of this award. The overall goal of each AGCI session is to further the understanding of Earth system science and global environmental change through interdisciplinary dialog. The format and structure of the meetings allows for presentation by each participant, in-depth discussion by the whole group, and smaller working group and synthesis activities. The size of the group is important in terms of the group dynamics and interaction, and the ability for each participant's work to be adequately presented and discussed within the duration of the meeting, while still allowing time for synthesis

Charting a Democratic Course for Global Citizenship Education: Research Directions and Current Challenges

Science.gov (United States)

Myers, John P.

2016-01-01

This article outlines research directions for global citizenship education, by emphasizing the centrality of democratic goals for schools in the 21st century. Despite a significant shift in educational policies and practices towards addressing education that respond to the conditions of globalization, there is not a clear vision regarding its role…

Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

Science.gov (United States)

Bazzul, Jesse

2012-12-01

This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.

Golden Relics & Historical Standards: How the OECD is Expanding Global Education Governance through PISA for Development

Science.gov (United States)

Addey, Camilla

2017-01-01

Setting this paper against the backdrop of scholarly research on recent changes in the OECD's approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data,…

Education, Globalization, and the State in the Age of Terrorism

Science.gov (United States)

Peters, Michael A.

2004-01-01

Education plays an important role in challenging, combating and in understanding terrorism in its different forms, whether as counter-terrorism or as a form of human rights education. Just as education has played a significant role in the process of nation-building, so education also plays a strong role in the process of empire, globalization and…

Solar influences on global change

National Research Council Canada - National Science Library

Board on Global Change, National Research Council

..., but significant uncertainties remain. This book addresses current monitoring and understanding of solar influences on both the climate system and the ozone layer and prioritizes the research effort that will be needed to provide a sound scientific basis for policymaking related to global change issues.

Acidic deposition and global climate change

International Nuclear Information System (INIS)

Nikolaidis, N.P.; Ecsedy, C.; Olem, H.; Nikolaidis, V.S.

1990-01-01

A literature is presented which examines the research published on understanding ecosystem acidification and the effects of acidic deposition on freshwaters. Topics of discussion include the following: acidic deposition; regional assessments; atmospheric deposition and transport; aquatic effects; mathematical modeling; liming acidic waters; global climate change; atmospheric changes; climate feedbacks; and aquatic effects

Decadal Changes in Global Ocean Annual Primary Production

Science.gov (United States)

Gregg, Watson; Conkright, Margarita E.; Behrenfeld, Michael J.; Ginoux, Paul; Casey, Nancy W.; Koblinsky, Chester J. (Technical Monitor)

2002-01-01

The Sea-viewing Wide Field-of-View Sensor (SeaWiFS) has produced the first multi-year time series of global ocean chlorophyll observations since the demise of the Coastal Zone Color Scanner (CZCS) in 1986. Global observations from 1997-present from SeaWiFS combined with observations from 1979-1986 from the CZCS should in principle provide an opportunity to observe decadal changes in global ocean annual primary production, since chlorophyll is the primary driver for estimates of primary production. However, incompatibilities between algorithms have so far precluded quantitative analysis. We have developed and applied compatible processing methods for the CZCS, using modern advances in atmospheric correction and consistent bio-optical algorithms to advance the CZCS archive to comparable quality with SeaWiFS. We applied blending methodologies, where in situ data observations are incorporated into the CZCS and SeaWiFS data records, to provide improvement of the residuals. These re-analyzed, blended data records provide maximum compatibility and permit, for the first time, a quantitative analysis of the changes in global ocean primary production in the early-to-mid 1980's and the present, using synoptic satellite observations. An intercomparison of the global and regional primary production from these blended satellite observations is important to understand global climate change and the effects on ocean biota. Photosynthesis by chlorophyll-containing phytoplankton is responsible for biotic uptake of carbon in the oceans and potentially ultimately from the atmosphere. Global ocean annual primary decreased from the CZCS record to SeaWiFS, by nearly 6% from the early 1980s to the present. Annual primary production in the high latitudes was responsible for most of the decadal change. Conversely, primary production in the low latitudes generally increased, with the exception of the tropical Pacific. The differences and similarities of the two data records provide evidence

Potential global climate change

International Nuclear Information System (INIS)

Anon.

1994-01-01

Global economic integration and growth contribute much to the construction of energy plants, vehicles and other industrial products that produces carbon emission and in effect cause the destruction of the environment. A coordinated policy and response worldwide to curb emissions and to effect global climate change must be introduced. Improvement in scientific understanding is required to monitor how much emission reduction is necessary. In the near term, especially in the next seven years, sustained research and development for low carbon or carbon-free energy is necessary. Other measures must also be introduced, such as limiting the use of vehicles, closing down inefficient power plants, etc. In the long term, the use of the electric car, use solar energy, etc. is required. Reforestation must also be considered to absorb large amounts of carbon in the atmosphere

FOREST ECOSYSTEMS AND GLOBAL CHANGE: THE CASE STUDY OF INSUBRIA

Directory of Open Access Journals (Sweden)

M. Pautasso

2013-03-01