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Globalized World (globalized + world)
Selected AbstractsMANAGING EDUCATIONAL TRANSFORMATION IN THE GLOBALIZED WORLD: A DEWEYAN PERSPECTIVEEDUCATIONAL THEORY, Issue 4 2009Maura Striano In the globalization scenarios we currently face, educational systems are challenged by different and sometimes competing pressures and requests. These call for a deep transformation of the organization, role, and social function of educational systems. Within this context, the very concept of education has come to be understood in different ways, which sometimes distort its moral and social value. In this essay, Maura Striano contends that from a Deweyan perspective, educational transformation must be seen as strictly connected to social change, and education should be understood as a process that facilitates and supports social growth and development. In order to be effective and fruitful, Striano suggests, this transformation must occur from the inside of educational systems and can only be brought about by reflective and inquiry-based inner processes if it is to have a sound moral and social impact within the changing framework of the globalized world. That education shares in the confusion of transition, and in the demand for reorganization, is a source of encouragement and not of despair. It proves how integrally the school is bound up with the entire movement of modern life. ,John Dewey, The Educational Situation [source] DEWEYAN DEMOCRACY IN A GLOBALIZED WORLDEDUCATIONAL THEORY, Issue 4 2009Kathy Hytten Drawing primarily on the work of John Dewey, Kathy Hytten argues that rethinking democracy can help us to respond more productively to the challenges of globalization. Dewey maintained that democracy is much more than a political system; instead it is a personal way of life, a mode of associated living, and a moral ideal. Yet this is not the vision of democracy prevalent today, especially within the rhetoric of globalization. Hytten begins by describing some of the challenges of globalization. She then shows how Dewey faced similar challenges, discussing why Dewey's ideas are still relevant. Hytten goes on to trace how Dewey's conception of democracy can help us to think differently about these challenges. She concludes by arguing that Dewey offers us some valuable democratic habits, dispositions, and visions that remain important resources in building a pluralistic, socially just, inclusive, and enriching community within our globalized world. [source] THE ORGANIZATIONAL AND TERRITORIAL CHANGES OF SERVICES IN A GLOBALIZED WORLDGEOGRAFISKA ANNALER SERIES B: HUMAN GEOGRAPHY, Issue 2007Brita Hermelin ABSTRACT. Research on the service industries has changed radically over the past few decades. Not only has work proliferated, but service research has further developed towards a deeper and more nuanced understanding of particular categories of services activities. However, as most research has focused on large and often densely populated economies, and on large multinational corporations, there is a risk that processes and phenomena relevant to more peripheral or smaller economies, perhaps with a more dispersed pattern of settlements and economic activities, are left unaccounted for. Drawing on contributions to the Inaugural Nordic Geographers Meeting held in Lund in 2005, this article introduces a special issue containing a selection of papers that set out to fill some of the gaps. [source] MANAGING EDUCATIONAL TRANSFORMATION IN THE GLOBALIZED WORLD: A DEWEYAN PERSPECTIVEEDUCATIONAL THEORY, Issue 4 2009Maura Striano In the globalization scenarios we currently face, educational systems are challenged by different and sometimes competing pressures and requests. These call for a deep transformation of the organization, role, and social function of educational systems. Within this context, the very concept of education has come to be understood in different ways, which sometimes distort its moral and social value. In this essay, Maura Striano contends that from a Deweyan perspective, educational transformation must be seen as strictly connected to social change, and education should be understood as a process that facilitates and supports social growth and development. In order to be effective and fruitful, Striano suggests, this transformation must occur from the inside of educational systems and can only be brought about by reflective and inquiry-based inner processes if it is to have a sound moral and social impact within the changing framework of the globalized world. That education shares in the confusion of transition, and in the demand for reorganization, is a source of encouragement and not of despair. It proves how integrally the school is bound up with the entire movement of modern life. ,John Dewey, The Educational Situation [source] DEWEYAN DEMOCRACY IN A GLOBALIZED WORLDEDUCATIONAL THEORY, Issue 4 2009Kathy Hytten Drawing primarily on the work of John Dewey, Kathy Hytten argues that rethinking democracy can help us to respond more productively to the challenges of globalization. Dewey maintained that democracy is much more than a political system; instead it is a personal way of life, a mode of associated living, and a moral ideal. Yet this is not the vision of democracy prevalent today, especially within the rhetoric of globalization. Hytten begins by describing some of the challenges of globalization. She then shows how Dewey faced similar challenges, discussing why Dewey's ideas are still relevant. Hytten goes on to trace how Dewey's conception of democracy can help us to think differently about these challenges. She concludes by arguing that Dewey offers us some valuable democratic habits, dispositions, and visions that remain important resources in building a pluralistic, socially just, inclusive, and enriching community within our globalized world. [source] The nature of technology-mediated interaction in globalized distance educationINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2003Charalambos Vrasidas The purpose of this paper is to discuss technology-mediated communication and interaction in globalized distance education. We will briefly present the context, methods, findings, and implications of a research and development program we have been running for the last five years at Western Illinois University in collaboration with other institutions in the US, Mexico, and Cyprus (Intercollege). The emphasis will be on discussing the differences between face-to-face (F2F) and technology-mediated interaction. Online interaction may be slower and ,lacking' in continuity, richness, and immediacy, when compared to F2F interaction; however, in some ways online interaction may be as good as or even superior to F2F interaction. We will use selected findings from our work to theorize the nature of interaction in online distance education in a globalized world. Our argument is that despite differences between F2F and online distance education, the latter should not be considered as second best, because there are significant qualities of online education that are often ignored. [source] Cord blood banking: ethical and cost,benefit aspectsISBT SCIENCE SERIES: THE INTERNATIONAL JOURNAL OF INTRACELLULAR TRANSPORT, Issue 1 2007S. Querol Cord blood represents a new source of stem cells on the edge of fetal and postnatal life. Increasing interest in stem cell therapy has moulded cord blood banking scope, evolving to a multidisciplinary platform exceeding the classic field of haemotherapy. This review intends to re-analyse this and presents the new aspects of cord blood banking that direct it to a model of cell pharmacy in a globalized world. [source] Future of U.S. research universities in a globalized world: A chemical engineer's view from SingaporeAICHE JOURNAL, Issue 9 2006W. R. Schowalter First page of article [source] STRUCTURING GLOBAL DEMOCRACY: POLITICAL COMMUNITIES, UNIVERSAL HUMAN RIGHTS, AND TRANSNATIONAL REPRESENTATIONMETAPHILOSOPHY, Issue 1 2009CAROL C. GOULD Abstract: The emergence of cross-border communities and transnational associations requires new ways of thinking about the norms involved in democracy in a globalized world. Given the significance of human rights fulfillment, including social and economic rights, I argue here for giving weight to the claims of political communities while also recognizing the need for input by distant others into the decisions of global governance institutions that affect them. I develop two criteria for addressing the scope of democratization in transnational contexts,common activities and impact on basic human rights,and argue for their compatibility. I then consider some practical implications for institutional transformation and design, including new forms of transnational representation. [source] Transcendence and globalization: Our education and workforce development challengeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 138 2007Mark David MillironArticle first published online: 19 JUN 200 This chapter describes how globalization is changing the U.S. economy and the job market for community college students and discusses the skills students need to participate in a globalized world. [source] From the inside out: Learning to understand and appreciate multiple voices through telling identitiesNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 118 2009Bobbie Turniansky Internationalizing higher education is not simply a matter of adding international content. If one of the roles of higher education is to prepare students to survive and thrive in an uncertain, globalized world, we and our students have to develop a multicultural attitude that is both sensitive to, and appreciative of, cultural diversity. [source] ICT-mediated diaspora studies: New directions in immigrant information behavior researchPROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2008Ajit Pyati Organizer/Convener A growing and sizeable area of study within information behavior research focuses on the information needs and behaviors of immigrant populations (see Chu, 1999; Fisher, Durrance & Hinton, 2004; Caidi & Allard 2005; Srinivasan & Pyati, 2007). Some of the unique needs of these populations include information to aid with coping skills and social inclusion, as well as culturally specific information resources. Moreover, immigrant communities have information networks that span national boundaries, which affects their needs and uses of information and communication technologies (ICTs). This panel will focus on the role of ICTs in mediating the information environments of immigrant and diasporic communities. While focusing on how ICTs mediate immigrant information needs, this panel also contextualizes immigrant information behavior research within globalization and diaspora studies. For instance, the concept of "e-diaspora" is a term gaining in popularity, but rarely invoked in relation to immigrant information behavior research. How do new media technologies mediate and influence the information needs and behaviors of immigrant populations? Are localized immigrant information needs mediated by diasporic information sources? The panelists will focus on ICT-mediated services for immigrant populations within the context of both local and global information environments. Questions addressed include: In what ways do diasporic information environments shape local immigrant information needs and their social inclusion into the host society? How does the "digital divide" manifest itself in studies of ICT-mediated immigrant information behavior? The issues addressed by the panel are both timely and critical as evidenced by the ongoing debates in Europe, North America and elsewhere on immigration policy, on integration and identity, and the role of ICTs in a globalized world. This international perspective will be reflected in the composition of the panel. [source] | |||||||||||||