Relevant bibliographies by topics / Global Perspectives and Contexts

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Global Perspectives and Contexts'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Global Perspectives and Contexts"

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Stone, Sandra J., James P. Christie, Ann Katrin Svensson, and Eunhye Park. "Global Literacy: Perspectives, Contexts, and Challenges." Childhood Education 76, no. 6 (September 2000): 340–41. http://dx.doi.org/10.1080/00094056.2000.10521178.

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Holloway, Jessica, Tore Bernt Sørensen, and Antoni Verger. "Global perspectives on high-stakes teacher accountability policies: An introduction." education policy analysis archives 25 (August 21, 2017): 85. http://dx.doi.org/10.14507/epaa.25.3325.

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The aim of this special issue, “Global Perspectives on High-Stakes Teacher Accountability Policies”, is to provide insights into a diverse set of policies focusing on teachers’ accountability, including the underpinning ideas and cultural and socio-economic contexts of these policies, as well as their effects on teachers’ work, the teaching profession and the broader educational environment. While these articles highlight the influence of the “global testing culture” on education systems world-wide, they also demonstrate the need for understanding accountability systems as context-specific. As such, we urge scholars to consider the social, historical, political and geographical contexts within which their research is situated and to promote a research agenda that looks at the specific responses and effects that accountability policies produce in different regulatory settings. This introductory article, first, clarifies the main focus and conceptual framework of the special issue and, second, presents an overview of the papers included in the issue and their main contents.
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Thomas, Mathew Santhosh. "Reflecting on Human Rights in Global Health Contexts." Christian Journal for Global Health 6, no. 1 (May 31, 2019): 3–6. http://dx.doi.org/10.15566/cjgh.v6i1.267.

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This article recognizes that Human rights and biblical perspectives are a well-researched and reflected issue and after highlighting some current articles and biblical perspectives on Human rights, the author considers the various questions that challenges a practioner, in his or her work engagement. The article ends recognizing the need to move from the knowledge of "theology of rights" to "reflective practice" of rights.
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Haigh, Michel M. "Public Relations in Global Cultural Contexts: Multi-Paradigmatic Perspectives." Journal of Intercultural Communication Research 40, no. 3 (November 2011): 259–62. http://dx.doi.org/10.1080/17475759.2011.619706.

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Sfredo Miorando, Bernardo. "Universities going global?" Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 162–66. http://dx.doi.org/10.32674/jcihe.v11iwinter.1544.

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This article presents a doctoral research on how individuals in Brazilian and Finnish contexts of postgraduate education are processing changes in university as internationalization takes place. It problematizes how change, power and political action unfold across the fields of social action – national policy, educational institution, academic work – that compose each context. The research supporting this dissertation was organized as a comparative case study based on the qualitative analysis of semi-structured interviews with Brazilian and Finnish policy makers, institutional leaders and scholars involved with the internationalization of postgraduate education. The theoretical background deals with the political character of university and of higher education change, combining higher education studies and Brazilian social thought. It also connects globalization and internationalization from a critical perspective. The interviewees’ perspectives about the relations between their work and internationalization were sought as a source for understanding what changes when universities go global.
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Schubert, William. "Perspectives on evaluation from curricular contexts." education policy analysis archives 26 (April 16, 2018): 47. http://dx.doi.org/10.14507/epaa.26.3812.

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Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation.
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Ambole, Amollo. "Embedding Design in Transdisciplinary Research: Perspectives from Urban Africa." Design Issues 36, no. 2 (April 2020): 28–40. http://dx.doi.org/10.1162/desi_a_00588.

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Emergence in the African urban context provides unique opportunities to study novel ways of designing within a transdisciplinary set up, yet little has been written in this regard. In this paper, I reflect on how I have engaged in transdisciplinary research as a designer in Africa's urban contexts over the recent years. These reflections offer African perspectives that are enriched by ongoing global conversations around complex urban challenges. Going forward, design research in Africa's emerging urban contexts is well placed to contribute substantially to global discussions on transdisciplinarity.
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Bui, Ngoc Son. "Global constitutionalism: Asia-Pacific perspectives." Global Constitutionalism 10, no. 2 (July 2021): 221–36. http://dx.doi.org/10.1017/s2045381720000374.

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AbstractThis special issue of Global Constitutionalism discusses how global constitutionalism influences Asia-Pacific jurisdictions and how they respond. This introductory article presents the theme and structure of this issue, explains the Asia-Pacific’s unique contribution to global constitutionalism and offers a synthetic argument. It conceptualizes global constitutionalism as the global diffusion of common constitutional ideas, institutions and doctrines rooted in comparative constitutional law and public international law. On that base, it argues that constitutional design, adjudication and discourse in many Asia-Pacific jurisdictions are influenced by global constitutionalism. The influence results in not only convergence but also resistance to global constitutionalism in the regions. The regional experience presents critical challenges for global constitutionalism, and hence its effective operation significantly depends on its situation within the region’s axiological, institutional and social contexts.
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Lamichhane, Basanta Raj. "Assessment Practices in Mathematics: Local to Global Contexts." Saptagandaki Journal 9 (August 26, 2018): 1–16. http://dx.doi.org/10.3126/sj.v9i0.20876.

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The main purpose of this paper is to explore the present mathematics assessment practices in local and global contexts. For this, I decisively review educational policies, practices, curricular documents and contemporary researches. In doing so, I select the Finland, China, USA, as they have stood in the significant positions in an international comparative study such as TIMSS, PISA and Nepal. It reveals that the assessment practices in mathematics are not an isolated phenomenon that have been executed by an external authority at the end of the academic sessions to quantify the individual attributes relating to mathematical performances. It is largely embedded in educational activities from the very beginning and simultaneously works throughout the programme for enriching mathematical outcomes and performances of students. I capture two major trends of assessment practices of these countries; post-positivist approaches of assessment and integral approaches of assessment. The post/positivist perspective incorporates summative evaluation techniques and assessment of learning whereas integral perspectives concentrate on assessment for learning as having broad goals of reconstructing, reframing and transforming the entire programs. These trends of assessment practice largely blend with philosophy of mathematics education. The comparing and contrasting views of assessment practices would be helpful for the policy makers, educators, mathematicians and other related personnel for critically re-evaluate their respective assessment practices and thus encourage to transform the deep-rooted conventional assessment practice that is one of the major hindrance to sanction the mathematics education within the positivistic paradigm. The Sapta Gandaki JournalVol. IX, 2018 Feb. Page: 1-16
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Gaither, T. Kenn. "Book review: Public Relations in Global Cultural Contexts: Multi-Paradigmatic Perspectives." Public Relations Inquiry 1, no. 2 (April 11, 2012): 221–23. http://dx.doi.org/10.1177/2046147x11435082.

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Dissertations / Theses on the topic "Global Perspectives and Contexts"

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Phillips, Marianne, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "The Internationalisation of Singapore Television: Singaporean Regional and Global Perspectives and Contexts." Deakin University. School of Literary and Communication Studies, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040818.141118.

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In this study l investigate the Singaporean characteristics of broadcast media internationalisation. I ask the question "e Does Internationalisation lead to homogenisation and commercialisation of the television culture in Singapore or does it give way to more diversity, thus stimulating cultural differentiation?"e . I articulate the constraints and/or tensions of supranational regulation, foreign policy, regional and intraregional alliances upon communication and the cultural and social effects as they impact on and respond to production, programming, scheduling and output in Singapore. I explain how Singaporean Television media culture takes part in the processes of globalisation, and how it challenges existing cultures and creates new and alternative symbolic and cultural communities, within the context of regional communication. In this thesis 1 conclude that whilst Singapore definitely does not have equity in information, wealth or resource flows it is attempting to liberalise. To do so, the government recognises that serious inadequacies and imbalances must be addressed and that the path to greater political and economic growth is through an actively informed public. Despite regulatory restrictions on data flow and technical and service ownership, Singapore is encouraging regional alliances, depoliticising cultural differences and concentrating on economic imperatives to build mutual knowledge and understanding, multilateral agreements, collective ownership, mutual exchange and cooperative dissemination.
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Henriques, José Carlos. "Analyse et perspectives de la formation professionnelle au Portugal dans un contexte global." Paris 8, 2000. http://octaviana.fr/document/181138026#?c=0&m=0&s=0&cv=0.

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La formation professionnelle, si nous la considerons comme faisant partie de l'education, a debute au portugal au debut du xiie siecle avec le desir de l'eglise d'evangeliser la population. Cependant, c'est au xviie siecle qu'elle s'est reellement developpee avec l'expansion du monde industriel, l'apparition des machines, et parallelement le besoin de former du personnel qualifie apte a se servirde celles-ci. Au xxe siecle, enfin, elle a pris une importance considerable face aux besoins enormes d'eduquer la population portugaise, en retard par rapport au reste de l'europe, et grace aux importantes aides financieres allouees au portugal par le fonds social europeen, depuis son adhesion a la ce. Sept annees furent cependant necessaires pour mettre en place ce systeme formatif et les institutions chargees de le controler, nous avons a cet effet compare les systemes existants dans differents pays afin de mieux comprendre la version portugaise, periode d'instabilite marquee par differentes politiques formatives, deux secretaires d'etat avec des visions distinctes en la matiere concernant la distribution des sommes concedees par l'europe. En effet, sur le plan juridique, la legislationportugaise a du combler le vide existant et s'ajuster progressivement aux nouvelles regles de fonctionnement, ce qui a entraine des abus. Aujourd'hui, la formation est de plus en plus privilegiee face au systeme scolaire traditionnel. Il s'agit d'une priorite nationale, vu que le portugal, malgre son faible taux de chomage, a un faible taux de scolarisation et une main-d'oeuvre tres peu qualifieepar rapport aux autres pays europeens. Nous avons presente le systeme formatif portugais et, sur le plan pratique, nous avons realise une enquete aupres des participants d'une formation et analyse ses resultats.
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Lemańczyk, Szczepan Jan. "Modern science communication in a global context : perspectives on nanotechnology from Swedish, Polish and Iranian press coverage." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/28109/.

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The study of media coverage of emerging technologies constitutes an important field in Science and Technology Studies. Nanotechnology is one of these emerging technologies. Traditionally, research has focused on media coverage in developed countries, especially English-speaking ones - the United States, Canada and United Kingdom. This thesis breaks with this tradition. It is an attempt to "de-westernize" this area of research by moving the focus towards Sweden, Poland and Iran – countries that differ considerably from each other in terms of economy, culture, religion, technological development or socio-political system. More importantly, these countries have never been studied in this context before. Qualitative content analysis of the articles published between 2004 and 2009 in seven Swedish, Polish and Iranian daily newspapers has been conducted in order to determine cross-national differences in the debates on nanotechnology, in terms of frames, themes, metaphors or sources. A parallel aim was to assess how socio-political differences may influence media reporting on nanotechnology or how the discussion of nanotechnology reflects socio-political differences. The results shows that although media coverage of nanotechnology in Sweden, Poland and Iran largely followed the patterns observed in other countries, there are elements that are characteristic of Poland, Sweden or Iran alone. The most specific one is the use of nanotechnology in order to promote a country's image, enhance its international reputation externally or strengthen national pride internally. Additionally, this research suggests improvements to some of the earlier approaches used in the studies of media coverage of emerging technologies. Considering the current discussions around the importance of 'nano communication', this thesis contributes not only to the study of media coverage and public perceptions of emerging technologies within Science and Technology Studies but also to particular areas of other disciplines such as culture and media studies and philology.
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Utchay, Harmony Udo. "Convergence and divergence in global economy and social development : global perspectives on the contents of economic and social development policy and its effects on rich and poor countries /." Åbo : Åbo akademi university press, 2005. http://catalogue.bnf.fr/ark:/12148/cb402156795.

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Poda, Rogation. "La politique communautaire dans le contexte global des rapports Nord-Sud : enjeux, perspectives et spécificités à l'égard du Tiers-Monde." Paris 10, 1989. http://www.theses.fr/1989PA100071.

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Lovisa, Sandro. "Translegal regulation of global electronic commerce : foundations and perspectives of international trade regulation in the context of cross border electronic commerce." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611115.

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Stark, Tamara Kay. "Aspects of Engaging Problem Contexts From Students' Perspectives." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7741.

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Aspects of Engaging Problem Contexts From Students' PerspectivesTamara Kay Gandolph StarkDepartment of Mathematics Education, BYUMaster of ArtsToo many students have negative feelings towards mathematics which is causing them to disengage in their classrooms. This has led to student under-achievement. This study attempts to better understand how teachers can help students to reengage with mathematics by using more engaging contexts to develop mathematical content. The study began with the characteristics realistic, worthwhile, enjoyable or motivating as a framework for posing engaging problem contexts, which were synthesized from the current research literature. As students discussed what made contexts engaging, my understanding of what engaging problem contexts looked like expanded. The characteristics realistic and worthwhile were combined. Students felt contexts were more realistic and worthwhile when the contexts were authentic, purposeful and related to their everyday lives or a potential career situation. Furthermore, students felt context was enjoyable when it was interactive or included a good story. Finally, students discussed their frustration with repetition within problem contexts. Even if certain types of problems were engaging at first, if they saw them over and over again, they became unengaged. Students wanted to see a variety of new ideas and different kinds of contexts. This study better informs teachers and curriculum writers on what to include/exclude to make contexts more engaging for students.
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Bailey, Robert Wayne. "Curriculum Gatekeeping in Global Education: Global Educators' Perspectives." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4632.

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Teaching social studies from a global perspective has been resisted by many since its inception (Kirkwood, 2009). Critics have labeled the theory anti-American and unpatriotic (Schlafly, 1986; Burack, 2001). Others are concerned with its shifting perspectives and apparent lack of core facts (Finn, 1988). Over time, some critics have changed their stance on global teaching and now endorse the idea (Ravitch, 2010). This qualitative case study sought to identify the barriers seven self-proclaimed global educators faced while teaching global themes and to identify the effective gatekeeping strategies for circumventing such obstacles. The goal was to provide a rich, compelling account of committed global educators efforts to the global education paradigm so that others interested in teaching globally could successfully navigate similar conditions. The data was gathered by the use of a survey and a face to face interview. Analysis of the five research questions resulted in a comprehensive overview of effective and practical gatekeeping strategies endorsed by self-proclaimed global educators. The participants, purposefully selected after training with a global education project over a six year period, employed a variety of teaching methods for infusing the theory into their lessons however favored merging global themes into the existing mandated curriculum. Participants found use for each of the eight global dimensions identified, but were guided by personal preference and practicality. Data analysis identified six primary barriers to teaching from a global perspective including 1. a teacher's disposition; 2. the mandated curriculum; 3. the availability of global training and resources; 4. the degree to which a school emphasizes authentic learning as opposed to preparation for standardized testing; 5. the risk and liability involved of teaching controversial topics; and 6. the insight necessary to be able to draw connections throughout time and across a wide variety of content. While the participants were unable to identify a method for circumventing the current climate of standardized testing, they did recommend six gatekeeping strategies that they believed would prove effective including: 1. discouraging non-global educators from entering the teaching profession; 2. officially amending existing curriculum to make room for global teaching; 3. empower teachers to have authority over their curriculum; 4. enhance global education training; 5. teach from a centrist position; and 6. make practical decisions and fragment content when time becomes problematic. Two unanticipated findings presented themselves as participants reflected on their time training with the Global Schools Project. The participants declared that the congenial learning environment and exposure to like-minded colleagues improved their overall teaching ability and confidence as each found the support that can be lacking when teaching in isolation. Participants advised new global educators become committed to personal and professional growth through conferences, trainings, and mentors. They recommended new teachers merge global themes into existing lessons, be persistent when lessons fail, and employ a variety of methods. Finally, they commanded new teachers to develop a passion for their content and empathy for humanity. The participants' perspectives have implications for both teacher education programs and future research. The implications involve potential changes to teacher education programs. Future research should attempt to reveal the purpose that exists, if any, behind the barriers global educators face. Future research should seek to expose how training programs similar to the GSP impact participating teachers. Finally, additional research is needed regarding the purpose of global education as either advocacy oriented teaching or as a neutral method for increasing critical thinking.
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Gosselin, Abigail. "Individual agency within political contexts: Responsibility for global poverty." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p3189993.

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Landa, Arroyo César. "Desafíos y Perspectivas para la representatividad Parlamentaria en el contexto de la Sociedad Global." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/118955.

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Books on the topic "Global Perspectives and Contexts"

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Public relations in global cultural contexts: Multi-paradigmatic perspectives. New York: Routledge, 2011.

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Nguyen, Hanh thi, and Taiane Malabarba, eds. Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922890.

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Schneider, Florian, ed. Global Perspectives on China's Belt and Road Initiative. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463727853.

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The year 2013 saw the launch of the largest, most influential investment initiative in recent memory: China's Belt and Road Initiative (BRI). This globe-spanning strategy has reshaped local economies and regional networks, and it has become a contested subject for scholars and practitioners alike. How should we make sense of the complex interactions that the BRI has enabled? Understanding these processes requires truly global perspectives alongside careful attention to the role that local actors play in giving shape to individual BRI projects. The contributions in Global Perspectives on China's Belt and Road Initiative: Asserting Agency through Regional Connectivity provide both 'big picture' assessments of China's role in regional and global interactions and detailed case studies that home in on the role agency plays in BRI dynamics. Written by leading area studies scholars with diverse disciplinary expertise, this book reveals how Chinese efforts to recalibrate the world are taken up, challenged, revamped, and reworked in diverse contexts around the world.
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Seminar-Workshop on Malaysia and Islam in the Global Context (2006-2007 Kota Kinabalu, Sabah). Malaysia and Islam in the global context: Psychological, social, and cultural perspectives. Kota Kinabalu, Sabah: Universiti Malaysia Sabah, 2009.

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The economic crisis of the 2000s and beyond: Analysis and perspectives in the Tanzanian context. Dar es Salaam, Tanzania: Matokeo Publishers & Printers, 2013.

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Utchay, Harmony Udo. Convergence and divergence in global economy and social development: Global perspectives on the contents of economic and social development policy and its effects on rich and poor countries. Åbo, Finland: Åbo Akademi University Press, 2005.

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Currents of thought in African sociology and the global community: How to understand research findings in the context of sociological perspectives. Boca Raton: Universal Publishers, 2009.

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R, Levison John, ed. Jesus in global contexts. Louisville, Ky: Westminster/John Knox Press, 1992.

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Klein, Laura F. (Laura Frances), 1946-, ed. Global perspectives. 4th ed. Boston: Longman, 2011.

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Murata, Kumiko, and Jennifer Jenkins, eds. Global Englishes in Asian Contexts. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230239531.

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Book chapters on the topic "Global Perspectives and Contexts"

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Murata, Kumiko, and Jennifer Jenkins. "Introduction: Global Englishes from Global Perspectives." In Global Englishes in Asian Contexts, 1–13. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230239531_1.

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Holmqvist, Jonas. "Communication in Service Contexts." In Cultural Perspectives in a Global Marketplace, 42–47. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18696-2_15.

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Spielmann, Nathalie, and Barry J. Babin. "Capturing Retail/Service Personality across Service Contexts." In Cultural Perspectives in a Global Marketplace, 93–94. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18696-2_38.

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Sleeter, Christine E. "Pedagogies of Inclusion in Teacher Education: Global Perspectives." In Beyond Pedagogies of Exclusion in Diverse Childhood Contexts, 149–65. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622920_10.

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de Salazar, Ligia. "Feasibility for Health Promotion Under Various Decision-Making Contexts." In Global Perspectives on Health Promotion Effectiveness, 353–65. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-70974-1_20.

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Eskelinen, Teppo, and Arto Laitinen. "Taxation: Its Justification and Application to Global Contexts." In Ius Gentium: Comparative Perspectives on Law and Justice, 219–36. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13458-1_14.

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Andrews, Gavin J., Emma Rowland, and Elizabeth Peter. "The Geographical Turn in Contemporary Health Professional Research: Contexts, Motivators, Current and Emerging Perspectives." In Global Perspectives on Health Geography, 31–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64179-5_2.

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Krossa, Anne Sophie. "Dirt: Theoretical Perspectives." In Analysing Society in a Global Context, 15–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45578-1_2.

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Nero, Shondel. "Challenges of Language Education Policy Development and Implementation in Creole-speaking Contexts." In Global Perspectives on Language Education Policies, 205–18. New York ; London : Routledge, 2018. | Series: Global Research on Teaching and Learning English Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315108421-17.

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Braden, Sarah, and MaryAnn Christison. "The Absence of Language-focused Teacher Education Policy in U.S. K12 Contexts." In Global Perspectives on Language Education Policies, 130–40. New York ; London : Routledge, 2018. | Series: Global Research on Teaching and Learning English Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315108421-11.

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Conference papers on the topic "Global Perspectives and Contexts"

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B. Kretchmer, Susan, Rod Carveth, and Karen Riggs. "Panel on: Global Perspectives and Partnership on the Information and Communication Technology Divide." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2517.

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This paper explores the contours of old age as it meets up with new technologies in contexts of work. Old age is a problematic field, always subject to renegotiation of meaning due to changes in life expectancy and never more so than in the critical first three decades of the 21st century, when the proportion of older people is dramatically increasing, with the West in the lead. I attempt to provide a context in which scholars, activists, and others might begin talking about the changing role of work for older adults in a hightech economy. Instead of offering a statistical breakdown that can be generalized to our entire older adult population, it tells the stories of real people associated with this complex set of concerns, demonstrating how difficult it is to paint any definitive sort of portrait of aging in American culture. Its primary usefulness might be in the recognition it offers for us that, like the rest of us who are reeling from the velocity at which change is arriving in contemporary life, elders are facing myriad tensions, consequences, and challenges and are meeting these with varying outcomes.
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"Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4210.

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[This Proceedings paper was revised and published in the 2019 issue of the International Journal of Doctoral Studies, Volume 14] Aim/Purpose: This work expands discussions on the application of cultural frameworks on research in doctoral education in the United States and South Africa. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of legacies of exclusions in both contexts. An underlying premise of this work is to support representation of marginalized students within the context of higher education internationalization. Background: Decades of reporting provide evidence of statistical portraits on degree attainment. Yet, some large-scale reporting does not include representation of historically marginalized groups until the 1970’s in the United States, and the 2000’s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: Qualitative research synthesis of literature focused on a dimensional framework of diversity provides a basis for this discussion paper regarding the potential of Sankofa as a cultural framework for examining the historically marginalized doctoral experience in the United States and South Africa. Contribution: A major contribution of this work offers critical questions on the use of cultural frameworks in doctoral education in the US and South Africa and broader dynamics of higher education internationalization. Findings: Sankofa reveals critical insight for reinterpretation of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students; awareness of the different reporting strategies of data; implementation of cultural frameworks to broaden the focus on how to understand student experiences; and, an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural frameworks in the development and implementation of practical strategies in the support of historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural frameworks in the development of scholarship supporting historically marginalized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications for this student population. Future Research: Future research should consider the application of cultural frameworks when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Hattingh, Teresa, and Laura Dison. "Exploring student perspectives on assessment practices in an engineering context." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293656.

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Jackson, Jane, Cherry Chan Sin Yu, and Tongle Sun. "Language and (Inter)cultural Socialization in Study Abroad (SA) Contexts." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-4.

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Students who participate in a study abroad (SA) program are naturally exposed to new ‘ways of being’ (e.g., unfamiliar linguistic and cultural practices) and as they adjust to the host environment, they may experience acculturative stress and identity confusion (Jackson 2018, 2020). To better understand the challenges facing second language (L2) SA participants, applied linguists in various parts of the world are conducting introspective studies that seek to identify and make sense of factors that can influence L2 socialization and sojourn outcomes (e.g., language proficiency gains, intercultural competence development) (Iwasaki 2019; Jackson 2019). Their work is providing much-needed direction for pedagogical interventions in SA programs (e.g., pre-departure orientations, language and intercultural transition courses) (Jackson and Oguro 2018; Vande Berg, Paige and Lou 2012). This, in turn, is helping institutions of higher education to realize some of their internationalization goals (e.g., the enhancement of language and intercultural development). After explaining contemporary notions of L2 socialization/acculturation and poststructuralist perspectives on identity, this colloquium presented the key findings of three mixed-method, largely qualitative, longitudinal studies that investigated the L2 socialization and identity reconstruction of participants in various short-term SA programs.
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Jaeger, Martin, and Desmond Adair. "Industry Perspective of Engineering Competencies in Different Socio-Economic Contexts – a Comparative Study from Kuwait and Kazakhstan." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725083.

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Semiz, Marina. "JOURNALS OF SOCIAL SCIENCES IN SERBIA BETWEEN GLOBAL AND NATIONAL INTERESTS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.181s.

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The paper problematizes the current situation and development perspectives of social science journals in Serbia in the context of global (international) and national interests. Scientific articles in national social science journals are commonly the most prevalent form of dissemination and production of scientific knowledge, standpoints and views, a clear indicator of research excellence of university teachers, as well as the indicator of the quality of scientific journals, and the quality of scientific research in general. Therefore, it is not surprising that national and global interests and values intertwine in the domain of national journals. The reference framework for the analysis of selected issues is placed within the range of existing scientometric and bibliometric research, as well as the legislation referring to scientific research, manner and procedures for the evaluation of research results, and election to academic titles. The analysis we conducted led to the general conclusion that national social science journals are in a gap between the national and global context. Although their significance is beyond question, by promoting national and cultural values and interests, they exist as insufficiently competitive and globally invisible media for transfer and valorization of scientific knowledge in the academic community. In addition to analyzing the implications of the current education policies, editorial policies of the journals and strategic solutions aimed at raising and evaluating the quality of national social science journals, and integrating them into global information system trends, the paper also proposes potential directions for further development of national social science journals as a prerequisite for raising scientific productivity in the domain of social sciences.
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Buzov, Ivanka. "EDUCATION, MIGRATION AND SUSTAINABLE DEVELOPMENT - PERSPECTIVES OF AGENDA 2030." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/05.

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Global development programs from Agenda 21 (1992) to Agenda 2030 (2015) inevitably promote the importance of education for all, ie they call for equality in access to educational resources. Recognizing the reality of the emergence of a growing category of “mobile population” in the world and the challenges of regular and new migration, for the first time the current Agenda emphasizes the commitment to migration. In this context, it is challenging to monitor the links between migration issues and the highlighted objectives of the Agenda, with a particular focus on sustainable development goal 4 (SDG 4) relating to quality education. Its targets as well as the objectives of the Agenda relating to poverty reduction, the right to employment and decent work (SDG 8), access to justice for all (SDG 16), and the strengthening of the global partnership (SDG 17) primarily imply access to educational resources for all. By promoting the thesis of education as an “enabling right” which, in addition to supporting opportunities for personal development and integration, can also be a driving force for global sustainable development, education is seen as a generator of sustainable development and knowledge society. In the context of the situation of migrants it supports the protection and security of acquired knowledge, prevents the risk of exclusion, ie contributes to their empowerment for sustainable life in the community.
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Kannapan, Srikanth, and Dean Taylor. "Multi-Perspective Information Projection: Structuring Hypermedia Information in Engineering Development Projects." In ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/eim-3721.

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Abstract Distributed enterprises are now collaborating closely with their suppliers and partners worldwide while continuously improving their response time to global markets. Such distributed enterprises demand greater levels of support for information sharing and collaborative workspaces among engineering development teams. While the use of Intranets for gathering and sharing information is expanding, the organization of the shared information is usually ad-hoc and is not designed to efficiently serve the diverse information needs of work-groups. Such ad-hoc organizations of information result information overload and hence information users have to resort to (syntactic) keyword search to access information. This paper proposes an Information Projection methodology that integrates the organization of the semantic content of shared information with the organization of syntactic content of documents in a way that is meaningful to specific work-groups so as to reduce information overload. The Information Projection methodology has been applied in three different engineering contexts to varied degrees of sophistication and has shown a significant degree of re-usability, although the information and document models that result are themselves very context specific. The information maps resulting from the context of a MEMS technology development project have also been implemented using basic Web technology (HTML, CGI scripts) and has provided several insights on the implications and limitations of such implementations.
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Păun (Parnic), Loredana-Andreea, Mihai-Claudiu Năstase, and Alexandru Mitru. "Entrepreneurial Perspectives on Some Bootlast Stems from the Collections of the Museum of the Lower Danube – Călăraşi." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/41.

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The Lower Danube Museum is an important resource for cultural tourism in the lower Danube area, especially through its archeological collections. Gumelniţa culture is one of the most spectacular Chalcolithic cultures in the Balkans. During their existence on nowadays Romanian territory, these communities made a series of clay pieces that suggest a human foot, a rare form of its anthropomorphic plastic. In this study, we will discuss a type of artefact found in Gumelniţa settlements from Muntenia (Wallachia), preserved in the archaeology collection of the Lower Danube Museum from Călăraşi and its importance in the development of cultural tourism in the area. In the scientific literature, this type of piece is known as ”boot last” stem or clay stem (clay foot). Compared to other categories of clay artefacts, this type of legs discussed in this paper is rather reduced in quantity, and they are found especially in Gumelniţa settlements form the south and the southeast of Muntenia. The pieces that make the subject of our study were discovered in the settlement Măgura Cuneşti, Călăraşi county, only one of them coming from the tell Sultana-Malu Roşu. As for the methodological approach, for a clearer analysis, we will consider the more or less known context of discovery, technical data, and last but not least regards on the technological form in connection with discussing possible interpretations of these objects.
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Díez Medina, Carmen, and Javier Monclús. "Mass housing estates legacy: urban design perspectives." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5887.

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In the recent international debate about mass housing estates built during the decades of rapid urban growth after the World War II different approaches coexist. Many studies, including diagnosis about their current state, have been carried out, some of them from a social and economic standpoint; other offer architectural and historical approaches. It has only been in the last years, that urban planning and urban design perspectives have been considered in depth. In the case of Spain, some global visions complement more specific approaches, such as the ones focused on the obsolescence of dwelling typologies and urban forms. In addition to this, there are consolidated teams working on some cities, especially Madrid and Barcelona, which continue developing previous studies started some decades ago. Our starting point is that Spanish collective housing (polígonos) constitutes a huge legacy which needs accurate diagnosis. Our research has been developed from an urban design perspective, focusing on urban forms and free open spaces. The goal is to add some nuances to some excessively generic interpretations, trying to find ‘indicators’ (such as density, urban integration, diversity…) that allow a suitable evaluation of ‘each’ case, besides a qualitative approach. Although there are common factors that have led to a general loss of urban quality, it is necessary to take into account the specificities of each city, context, transformation processes, etc. In this way, future necessary interventions could provide more appropriate knowledge for the regeneration, recovery or reactivation of these estates. This paper addresses with a comparative perspective some case studies of Spanish polígonos built in Madrid, Barcelona and Zaragoza between 1950 and 1975. Contrasting the original situation at the time of their construction with their current state, the quality of the urban projects (classified in ‘Best’, ‘Good’, ‘Standard’, ‘Poor’) and the resilience or the obsolescence processes has been tested.
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Reports on the topic "Global Perspectives and Contexts"

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Appleby, J. Kevin, and Donald Kerwin, eds. 2018 International Migration Policy Report: Perspectives on the Content and Implementation of the Global Compact for Safe, Orderly, and Regular Migration. Scalabrini Migration Study Centers, September 2018. http://dx.doi.org/10.14240/internationalmigrationrpt2018.

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Reister, Brett. Cyberspace: Regional and Global Perspectives. Fort Belvoir, VA: Defense Technical Information Center, February 2012. http://dx.doi.org/10.21236/ada561780.

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Bärnighausen, Till, and David Bloom. Changing Research Perspectives on the Global Health Workforce. Cambridge, MA: National Bureau of Economic Research, July 2009. http://dx.doi.org/10.3386/w15168.

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Caton, Jeffrey L. Army Support of Military Cyberspace Operations: Joint Contexts and Global Escalation Implications. Fort Belvoir, VA: Defense Technical Information Center, January 2015. http://dx.doi.org/10.21236/ada615633.

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Jones, Emily, Beatriz Kira, Anna Sands, and Danilo B. Garrido Alves. The UK and Digital Trade: Which way forward? Blavatnik School of Government, February 2021. http://dx.doi.org/10.35489/bsg-wp-2021/038.

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The internet and digital technologies are upending global trade. Industries and supply chains are being transformed, and the movement of data across borders is now central to the operation of the global economy. Provisions in trade agreements address many aspects of the digital economy – from cross-border data flows, to the protection of citizens’ personal data, and the regulation of the internet and new technologies like artificial intelligence and algorithmic decision-making. The UK government has identified digital trade as a priority in its Global Britain strategy and one of the main sources of economic growth to recover from the pandemic. It wants the UK to play a leading role in setting the international standards and regulations that govern the global digital economy. The regulation of digital trade is a fast-evolving and contentious issue, and the US, European Union (EU), and China have adopted different approaches. Now that the UK has left the EU, it will need to navigate across multiple and often conflicting digital realms. The UK needs to decide which policy objectives it will prioritise, how to regulate the digital economy domestically, and how best to achieve its priorities when negotiating international trade agreements. There is an urgent need to develop a robust, evidence-based approach to the UK’s digital trade strategy that takes into account the perspectives of businesses, workers, and citizens, as well as the approaches of other countries in the global economy. This working paper aims to inform UK policy debates by assessing the state of play in digital trade globally. The authors present a detailed analysis of five policy areas that are central to discussions on digital trade for the UK: cross-border data flows and privacy; internet access and content regulation; intellectual property and innovation; e-commerce (including trade facilitation and consumer protection); and taxation (customs duties on e-commerce and digital services taxes). In each of these areas the authors compare and contrast the approaches taken by the US, EU and China, discuss the public policy implications, and examine the choices facing the UK.
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Conviviality-Inequality in Latin America, Maria Sibylla Merian Centre. Conviviality in Unequal Societies: Perspectives from Latin America Thematic Scope and Preliminary Research Programme. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2017. http://dx.doi.org/10.46877/mecila.2017.01.

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The Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America (Mecila) will study past and present forms of social, political, religious and cultural conviviality, above all in Latin America and the Caribbean while also considering comparisons and interdependencies between this region and other parts of the world. Conviviality, for the purpose of Mecila, is an analytical concept to circumscribe ways of living together in concrete contexts. Therefore, conviviality admits gradations – from more horizontal forms to highly asymmetrical convivial models. By linking studies about interclass, interethnic, intercultural, interreligious and gender relations in Latin America and the Caribbean with international studies about conviviality, Mecila strives to establish an innovative exchange with benefits for both European and Latin American research. The focus on convivial contexts in Latin America and the Caribbean broadens the horizon of conviviality research, which is often limited to the contemporary European context. By establishing a link to research on conviviality, studies related to Latin America gain visibility, influence and impact given the political and analytical urgency that accompanies discussions about coexistence with differences in European and North American societies, which are currently confronted with increasing socioeconomic and power inequalities and intercultural and interreligious conflicts.
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Jacobs, Bertha, Elena Karpova, and Arnold Andrew. Am I Ready for the Global Apparel Industry?: Student Perspectives on Employability after a Multinational Virtual Collaboration Project. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1515.

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Picciotto, Sol. The Contested Shaping of International Tax Rules: The Growth of Services and the Revival of Fractional Apportionment. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/ictd.2021.014.

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The digitalisation of the economy has spotlighted fundamental flaws in international tax rules, which have been exacerbated since the 1970s with the wider shift to the services economy and the growth of international services. These systemic flaws have been more evident from the perspective of countries that are mainly importers of services that have tried to retain rights to tax profits at the source from which they derive. While they succeeded in retaining a wider scope for source taxation, key provisions have been subject to continuing conflicts and contestation over their formulation and interpretation, leaving a legacy of ambiguity and confusion. Digitalisation has now sparked a dramatic reversal of perspective by more developed countries and an acceptance of principles they have long resisted: that taxation of transnational corporations can be based on apportionment of an appropriate fraction of their global income and can be by countries from where they derive income, regardless of physical presence. This paper outlines the contested process that has shaped the formulation of key provisions on taxation of international services, discusses the recent moves to reshape these rules and evaluates some policy options for capital-importing countries to strengthen their taxing rights in the current context.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Taşdemir, Murat, Ethem Hakan Ergeç, Hüseyin Kaya, and Özer Selçuk. ECONOMY IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt010.

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Fundamental transformations await the world’s economies in the upcoming 20 years. For Turkey to be able to achieve its desired level of prosperity, current structural problems must be solved and preemptive policies must be developed regarding global developments. For Turkey to attain prosperous and virtuous society of the future, Turkey needs a sustainable, long-term, fast-growing economy based on social justice. The Economy in the Turkey of the Future report provides a holistic vision for achieving the infrastructure of the prosperous and virtuous society of the future. The report meticulously analyzes Turkey’s contemporary economy in the light of data and presents the necessary fields to focus on for the future and which kinds of policy ought to be handled with what kind of a perspective in accordance with the advantages and disadvantages. The report touches upon three global trends and their potential impact on national economies and Turkey. It then addresses social justice, sustainability, in the context of long-term economic growth, demographic dynamics and the workforce, Islamic finance, international trade, and sectors deemed strategic. The report focuses on the structural properties that determine the long-term economy rather than short-term economic fluctuations. Many of Turkey’s short-term problems arise from the lack of long-term policies. To this end, the report’s most important emphasis is on the need for long-term policies.
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