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1
Gardner-McTaggart, Alexander Charles. "The International Baccalaureate and globalisation : implications for educational leadership." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53671/.
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This thesis offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand, however, international schools suffer from an endemic culture of change and reinterpretation. The International Baccalaureate Learner Profile (IBLP) offers scope for consistency and an overarching ethos, and previous research suggests that ‘buy-in’ to the IBLP, and modelling of it in all aspects of school life, are essential in achieving this. The IB itself promotes the IBLP as a valuable tool for leadership. It emerges that buy-in to the IBLP in directors is split between the personal and the operational. This interpretive study investigates international school leadership in the Western European context through six IB directors. It is noteworthy in its multi-phase research over two years, employing an aspect of critical phenomenology. It explores directors’ relationship to, and operationalisation of, the IB Learner Profile (IBLP) and Global Citizenship Education (GCE). All but one director show strong personal connection to the IBLP, however, only one of the six directors uses the IBLP in leadership. Generally, directors attribute the IBLP limited status; of use in teaching at junior and middle school, and helpful for new IB teachers. Analysis through Bourdieu finds IB directors have higher loyalty to (loosely defined) GCE through their Christian values. A foregrounding of individual values, over the secular IBLP, places IB directors as primary catalysts for the change culture unravelling the consistency of the IB international school, confirming the value of the IBLP in leadership. Societal values emerge as a key commodity in the character of leadership, steering leaders’ organisational values. IB directors’ uptake of IB organisational values is not given, whilst directors’ own ‘English’ Christian, values are significant, with one exception - Collegial views of leadership are the normative outlook for most participants. However, descriptive leadership is characterised by change and analysis finds this driven by participants’ societal values. Change is endemic and a commodity in itself. This manifests in a transformational model of leadership, usually accompanied by episodes of transactional leadership. In the main, IB international school senior leadership is characterised by permanent transformation linked with transactional episodes.
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Bagnall, Nigel Fraser. "The International Baccalaureate in Australia and Canada: 1980-1993." University of Melbourne. Policy and Practice, 1995. http://hdl.handle.net/2123/817.
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Abstract The International Baccalaureate in Australia and Canada: 1980 - 1993 This dissertation is a study of the International Baccalaureate(IB) in the education systems of Canada and Australia. The IB has been described as a world movement. The number of global institutions and social movements are increasing greatly in the 1990s. The thesis looks at the historical development of the IB, recent developments of the IB in Canada and Australia and develops the claim that the IB has become a provider of global cultural capital. The theoretical paradigm adopted is that of Pierre Bourdieu. Conclusions of the study are: 1 in Australia and Canada the IB is as important for the 'symbolic imposition' it bestows on holders of the IB as it is for the stated intentions of educating the whole person. 2 the IB functions as an agent of 'reproduction' rather than as an international laboratory for experiment both in curriculum and examining methods as originally intended by the founders of the IB. 3 students participating in the IB increase their potential for advantage in the 'global field'.
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Alkestrand, Malin. "Det osynliga svenskämnet på International Baccalaureate-programmet (The International Baccalaureate Programme’s invisible subject of Swedish)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35066.
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Denna kvalitativa fallstudie undersöker hur svenskämnet på IB-programmet regleras i styrdokumenten, hur styrdokumenten kan omsättas till undervisningspraktik samt vilka fördelar och nackdelar lärare som undervisar i både IB-svenskan och de nationella svenskkurserna Svenska A och Svenska B upplever med IB-svenskan. Fallstudiens metoder är en hermeneutisk styrdokumentsanalys av IB-svenskans styrdokument i relation till kursplanen för Svenska B, en halvstrukturerad observation av en lektion i IB-svenska och halvstrukturerade intervjuer med de två lärare som undervisar i IB-svenska på den undersökta gymnasieskolan. Som analysverktyg nyttjas ramfaktor- samt frirumsmodellen. De slutsatser som kan dras utifrån fallstudien är att de yttre ramarna för IB-svenskan i form av styrdokumenten är snävare än för kursen Svenska B. Kursplanen, betygssystemet, ”Prescribed Book List”, den tillgängliga tiden, elevunderlaget och gruppstorleken utgör alla ramfaktorer som inskränker lärarnas frirum, både det upplevda och reella, i utformningen av och undervisningen i IB-svenska. Detta ser lärarna både fördelar och nackdelar med. De tydligare uppgiftsspecifika betygskriterierna är ett exempel på en fördel med IB:s betygssystem, medan en nackdel med Prescribed Book List är att den gör det svårare att lyfta in dagsaktuell litteratur. Samtidigt uppmärksammar studien att det reella frirummet som ges i Svenska B-kursen inte alltid utnyttjas på grund av ramfaktorn tid. Vida yttre gränser innebär alltså inte per automatik ett stort upplevt frirum för lärarna.
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Fitzgerald, David G. "Nonacademic socialization of International Baccalaureate students." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113121.
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<p> The International Baccalaureate (IB) program is an ambitious and challenging academic high school program. However, the IB program is not without its difficulties and shortcomings. Many IB students appear to sense various levels of social dissonance from the general student population. The purpose of this qualitative study was to investigate why nonacademic socialization is a significant problem between high school IB students and AP/traditional students. IB student/graduates and former/retired IB faculty members were used exclusively for this qualitative study. The focus of this qualitative study required analyzing the IB student nonacademic socialization lived experience. This qualitative study used a grounded theoretical methodology that included open-ended interviews. All interviews conducted were face-to-face, phone, or with the use of Skype technology. The coding analysis resulted in the emergence of four themes and sixteen subthemes. The four emergent themes generated a theoretical model that supported the central research question and two secondary research questions.</p>
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Kelly, Kevin John. "A facilitation pedagogy for international affairs education on the International Baccalaureate." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006683/.
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Sidhu, Ravinder K. "Selling futures : globalisation and international education /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16685.pdf.
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Wikström, Nermina. "Alternative assessment in primary years of international baccalaureate education." Thesis, Stockholm University, Department of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8012.
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<p>The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.</p><p>While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.</p><p>International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.</p><p>Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.</p><p>This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).</p><p>The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.</p>
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Culpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.
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There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.
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Oladimeji, Chinoyerem Ekwutosinam. "Distributed Leadership in International Baccalaureate Middle Years Program Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5394.
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The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane's distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students' academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school's website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students' behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement.
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Moseley, Amanda C. "Eustress in Advanced Placement (AP) and International Baccalaureate (IB) Students." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7549.
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Eustress, the positive response to stress, is a relatively understudied concept. Most of the research on eustress has been concentrated in the occupational and management setting. Empirical studies of eustress in adolescents are absent, even though youth experience unique sources and magnitudes of stress. Specifically, Advanced Placement (AP) and International Baccalaureate (IB) students report more stress than their general education peers but excel in their rigorous academic program. Eustress is related to a variety of positive psychological and physiological outcomes among adult samples, which makes it an important concept to explore in adolescent samples. Many constructs such as self-efficacy, hope, meaningfulness, flow, engagement and coping have correlated with eustress among samples of adults. This study investigated different aspects of eustress in a sample of 2379 AP and IB students (grades 9 – 12), and explored if its relationship with positive outcomes (among adults) holds true in this population. First, the psychometric properties of a modified self-report measure of eustress were examined. Results from this study supported a five-item eustress measure that had adequate reliability (α= .85) and construct validity based on a confirmatory factor analysis. Second, differences between the eustress measure in different subgroups, namely gender, grade level, and academic program were explored. Only a significant difference in eustress was found between grade levels, indicating that students in upper grade levels had higher levels of eustress. Third, relationships between eustress scores and a nomological network of theoretically similar constructs (potential correlates) and salient outcomes – indicators of students’ academic and emotional success— were examined. Consistent with previous literature, eustress had a significant positive relationship with task-focused coping, cognitive and affective engagement, self-efficacy, flow, and grit. Eustress had a negative relationship with distress and emotion-focused coping. Related to student outcomes, eustress was a significant predictor of higher levels of positive indicators of success—GPA and life satisfaction— lower levels of indicators of undesirable outcomes—school burnout and psychopathology. Implications for practitioners and future directions for research are discussed.
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Michel, Caroline, Anmar Kamalaldin, and Kelly Sweet. "Cultivating the Future: Sustainability Education and the International Baccalaureate Programme." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-12812.
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With an introduction to the Sustainability Challenge and Sustainable Development this paper discusses the role of education as an important strategy in the transition towards sustainability. It argues that Sustainability Education (SE) should be infused into the curricula, especially at the adolescence stage. The research uses the Framework for Strategic Sustainable Development as an approach for backcasting from the envisioned future: the ideal secondary school graduate equipped to meet the Sustainability Challenge.By conducting a meta-analysis of literature, the research develops the Criteria for Analysing Sustainability Education (CASE). In terms of Knowledge, it advises developing awareness of Sustainable Development, Economy, Environment and Society. With regard to Skills, it includes Cognitive Thinking Skills, Practical and Functional Skills, and Interpersonal Skills. In relation to Attitudes, it comprises Attitudes about Self and Attitudes about People and Planet.The paper then evaluates the International Baccalaureate (IB) Programme, using the CASE and interviews with practitioners, with focus on curriculum design of the Middle Years Programme, Diploma Programme, and Learner Profile. It concludes that the IB generally aligns with the criteria for quality SE, but some gaps exist. The paper suggests recommendations that can further improve the IB with regard to SE.
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Magee, Jonathan D. "International labour migration in English league football." Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245937.
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Brown, Jennifer Gayle. "High school students' perceptions of and attitudes toward globalization: an analysis of international baccalaureate students in Estado de Mexico, Mexico, and Texas, U.S.A." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4945.
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As the last few decades have seen a proliferation of debate concerning todayâÂÂs
international system referred to as âÂÂglobalization,â education has seen an exponential
rise in curriculum (such as that promoted by global education, international education,
and the International Baccalaureate Organization) that instills students with
âÂÂinternational understandingâ and âÂÂglobal perspectives.â Through a two-site, interpretive
study, this dissertation explored the nature of 15 studentsâ international understanding
and their grasp of globalization. Qualitative techniques for data collection involved
open-ended questionnaires and interviews, and emergent category designation was
employed for qualitative data analysis. International Baccalaureate students from Estado
de México and Texas revealed complex, yet well-developed, perceptions of
globalization that spoke of a system which privileges the powerful and leaves the
developing world behind. Both U.S. and Mexican students were skeptical of the United
Statesâ position as the dominant player in world politics, economics, and global culture,
and students from both sides of the border lamented local culture loss in globalization.
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Yau, Foon-chi Lynn. "The arts and education policy a comparison of the Hong Kong and international baccalaureate arts curricula /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37338687.
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Wells, John. "Learner reflections on the International Baccalaureate (IB) Learner Profile and international mindedness at a bilingual school in Bogota, Colombia." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687363.
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The research presented here shows the reflections of some International Baccalaureate (IB) Middle Years Programme (MYP) and Diploma students of a bilingual school on the attributes of the IB Learner Profile and the extent to which these can contribute to students being internationally minded. I approach the research after reviewing the concept of the self and using pragmatic methodology The research consisted of a questionnaire and semi-structured interview aimed at eliciting from the students their opinion about the extent to which they had equal command of the different attributes and, if they had differing abilities, if they were seeking to improve their command of the attribute(s) and who they though could help them do so. I was also interested in knowing if the students believed that the attributes of the IB Learner Profile helped them to be internationally minded, as suggested by the International Baccalaureate. The results suggest that most of the students believe that they have differing degrees of command of the attributes and that it is necessary for them to develop the ones that they feel less proficient in. They tend to believe that the attributes are developed partly at school, but also by their parents, themselves and others. They tend to believe that they are similar in terms of character to students that study at schools that do not offer the IB, but academically they are somewhat different. That said, they also tend to believe that the attributes of the IB Learner Profile help them to be internationally minded, particularly those of ‘open-minded’ and ‘communicator’, which coincide with the theoretical position of Castro et al (2013) and Singh and Qi (2013). While the school seems to play a significant part in developing the attributes, students seem to believe that they themselves, and parents, also have a key role to play.
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May, Sabrina Kaye. "The Visibility of Deweyan Inquiry in an International Baccalaureate Elementary School." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/63.
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Research in the field of school curriculum and national organizations such as the National Council for the Social Studies and the National Council for Teachers of Mathematics support the use of inquiry-based curriculum in schools. However, due to the policy constraints of No Child Left Behind (NCLB), inquiry-based curriculum is not common in schools. Within these policy constraints, school principals often turn to reform models to increase student achievement on high-stakes assessments. One particular reform model, the International Baccalaureate Program (IB), requires an inquiry-based curriculum as well as teacher inquiry. Using qualitative inquiry and a normative framework based on Dewey’s theory of inquiry, this study reveals how students and teachers inquire in a high poverty, IB elementary school in Georgia. It also addresses the conditions that influence and hinder inquiry in the school.
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Claesens, Florentine. "Matematikundervisningen i IB, International Baccalaureate, programmet. En jämförelse med svenska program." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35000.
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Syftet med detta arbete är att jämföra International Baccalaureate Diploma Programme (IB), med svenska SP och NV program. Detta görs genom att besvara frågan hur innehållen i matematikkurserna på IB programmet skiljer sig från matematikkurser som ges i de svenska programmen. Inte enbart innehållet i kurserna jämförs utan även timplanen granskas för att undersöka om arbetsbördan i programmen skiljer sig åt. Den lättaste matematikkursen som undervisas i IB programmet, Mathematical Studies är mest lik de svenska Matematik A-C kurserna. Den andra IB kursen, Mathematical Methods täcker framförallt Matematik A-E kurserna medan den tredje kursen, Mathematics Higher Level stämmer bäst överens med Matematik kurserna A-F och Matematik-diskret. För alla IB kurser gäller att de täcker områden som inte tas upp i de svenska programmen. IB kurserna innehåller flera avsnitt och ger en djupare kunskap om ämnet matematik. De undervisas också i ett högre tempo än de motsvarande svenska kurserna. Detta gäller framförallt Mathematical Methods och Mathematics Higher Level.
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Demir, Fitnat Banu. "Firm behaviour in international markets." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:18120f01-bf78-4a88-998b-9375f874bca5.
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This thesis consists of three essays on fi
rm behaviour in international markets. Abstracts can be found at the beginning of their respective chapters. The fi
rst chapter, titled "Trading Tasks and Quality", presents a tractable trade model that combines vertical product differentiation at the firm-level with international fragmentation of production to explain some recently unearthed stylised facts about exporters in developing countries. In line with the recent empirical evidence, it suggests that there is a close link between exports and imports at the
firm-level, and it is quality that establishes the link between the two. The second and third chapters revisit the debate on globalisation and wage inequality. The second chapter, titled "The Trade and Wages Debate Revisited: A new explanation for an old mystery", develops a general equilibrium model where trade liberalisation between two identical countries increases wage inequality in favour of white-collar workers. It shows that country characteristics, such as the relative endowment of white-collar workers and the degree of competition, matter for the equilibrium level of wage inequality after trade liberalisation. The endowment of white-collar labour also affects the level of openness; an increase in the worldwide supply of white-collar labour expands the range of traded goods and increases the volume of trade in already-traded goods. Furthermore, it improves global welfare. The third chapter, titled "Cross-border Mergers and Wage Inequality", focuses on another aspect of globalisation and its effect on wage inequality. It suggests a two-way relationship between cross-border mergers and wage inequality: on the one hand, wage inequality in favour of white-collar workers increases the pro
tability of cross-border mergers; on the other hand, at any level of openness, wage inequality is lower in the presence of cross-border mergers than in their absence. Therefore, participation of a country in global business raises wage inequality, but its level is lower under trade and investment integration compared to trade integration only.
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Shani, Giorgiandrea. "Globalisation and identity : Sikh nationalism, diaspora and international relations." Thesis, SOAS, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416905.
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Ghedamsi, Mohamed Alaeddine. "Terrorisme et tourisme international à l'ère de la globalisation." Thesis, Toulouse 1, 2018. http://www.theses.fr/2018TOU10042.
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Entre 1970 et 2017 le terrorisme a frappé 180 000 fois dans le monde. Il devient l’un des défis sécuritaires majeurs de notre époque. Ce phénomène n’a épargné aucun territoire ni aucune cible, notamment le tourisme. L’important essor du tourisme international se confronte chaque jour davantage à l’ascension du terrorisme. À partir de ce constat, l’objectif de ce travail de recherche réside dans l’amélioration de la connaissance du lien de causalité entre le terrorisme et le tourisme. Notre approche théorique repose sur la rationalité de l’acteur terroriste. La première partie est consacrée à la détermination des motivations du terrorisme au sujet du tourisme. La deuxième partie porte sur l’impact du terrorisme sur l’économie du tourisme internationale. En plus de la séparation du tourisme et de ses cibles, l’originalité de notre recherche repose sur l’attention théorique portée à la mécanique terroriste par l’intermédiaire de la doctrine du terrorisme, ses acteurs, son action, et les modes opératoires employés. En termes empiriques, elle relève de la dissociation des cibles touristiques de celles non touristiques, la catégorisation des variables indépendantes du terrorisme et l’interrogation d’autres facteurs d’influences de la demande touristique. Dans une thématique peu abordée par la littérature, cette thèse apporte une vision dynamique des mécanismes de la relation entre le tourisme et le terrorisme<br>Within 1970 and 2017, terrorism has hit the world 180,000 times. It has become one of the major security challenges of our time. This phenomenon has spared no territories or targets, among which; tourism. The important growth of international tourism is increasingly confronted with the rise of terrorism. Departing from this observation, the objective of this research work is to improve the knowledge of the causal link between terrorism and tourism. Our theoretical approach is based on the rationality of the terrorist actor. The first part is devoted to determining the motivations of terrorism for tourism. The second part focuses on the impact of terrorism on the international tourism economy. In addition to the separation of tourism and its targets, the originality of our research is focuses on the theoretical attention given to terrorist mechanics through the doctrine of terrorism, its actors, its action, and the operating methods adopted. In empirical terms, it relates to the dissociation of tourist targets from non-tourism targets. Moreover it also relates to the categorization of the independent variables of terrorism and the questioning of other factors which influence tourism demand. In a theme rarely addressed to by literature, this thesis provides a dynamic vision of the mechanisms of the relationship between tourism and terrorism
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Jauss, Lanett S. "A study of international baccalaureate science teachers' choices in curriculum and instruction." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5538.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 27, 2009) Includes bibliographical references.
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Nimberger, Latifa. "Kemi i International Baccalaureate programmet. : En jämförelse med den svenska skolans kemi." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161109.
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Kemi är ett ämne som anses av många vara svårt. Syftet med det här arbetet är att få en fördjupad inblick i hur kemi skiljer sig mellan IB-programmet och naturvetenskapliga programmet. Metoden som används är en litteraturanalys av ämnesplan och läromedel. En jämförelse gjordes mellan läromedlen sinsemellan och likaså för ämnesplanen. Utgångspunkten för studien var i följande frågeställningar; hur presenteras halogenalkaner i ämnesplanen respektive läromedlen samt hur miljöperspektivet skiljer sig åt mellan läromedlen. Böckerna som analyserats är från förlagen Pearsons (IB) och Gleerups. Resultatet av studien visade att det finns stora skillnader mellan både ämnesplanen och läromedlen. I de svenska ämnesplanerna är lärandemålen översiktligt beskrivna. Ämnesplanen för IB-kemin är däremot mycket specifik. läromedlen skiljer sig också åt mycket. Läromedeljämförelsen visade att IB-kemin är innehållsrik med fokus på ämneskunskaperna av ren kemi medan svenska kemin fokuserar på miljö- och hållbar utveckling.
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Robertson, John Eric. "An analysis of the role of International Baccalaureate Middle Years Programme Coordinator." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555746.
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International Baccalaureate (IB) programmes are increasingly prevalent, yet lack systematic study of their implementation and leadership. This enquiry analyses the role of IB Middle Years Programme (MYP) coordinator in implementing the MYP in a variety of school settings. Empirical research involved interviews with experienced coordinators and case studies of an international private, a national private, and a national public school. It focussed on school setting and its impact on coordination, curriculum implementation, key functions of coordinators, and approaches to accountability and professional development. The research found, first, that a primary aim of MYP coordination, facilitating links between subjects and between middle and high schools, was viewed by coordinators as compelling though ambitious. Second, schools' pre-existing organizational, resource, and external accountability settings often presented coordinators, particularly in national public schools, with difficulties, primarily logistical. Third, the subject-based structure of respondents' high schools provided avenues for disciplinary implementation but also presented structural and cultural barriers to collaborative interdisciplinary planning. Fourth, coordinators typically had much responsibility with little formal authority. They sought therefore to overcome above barriers through key functions, termed 'guide alongside', 'facilitator', and 'professional developer'. These functions were effective in developing trust and credibility with teachers, fostering constructive discourse, and enlisting the authority and structural support of senior managers. Fifth, MYP's approaches to accountability and professional development were viewed as complementary and constructive. The MYP emphasized collaborative partnership with participating schools in the evolutionary development of its curriculum framework. Accordingly, coordinators demonstrated 'creative professionalism' with this nascent programme, taking leadership opportunities within their schools and for lB. This approach differs from many depictions in middle management literature, in which subject leaders struggle with conflicting, externally-imposed, responsibilities for collaborative school improvement and teacher evaluation. Significant implications of this study include: for middle management research, the importance of school setting for understanding structural and cultural barriers to curriculum implementation; for education policy, greater consideration of 'collaborative partnership' as a means for school improvement; and for practice, the value of 'creative professional' development opportunities.
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Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.
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The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room. The responses to this survey were then value coded for four different phases of inquiry and three degrees of student-centeredness to analyze understandings of these practices. This study concludes that conceptions of these instructional methods vary greatly in occasionally contradictory ways. There is need for more robust lesson plans examples and increased frequency and access to subject specific training, in both physical and online settings.
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Hardwick, Gail C. "Teachers' Perceptions of Reflective Practices Within an International Baccalaureate Primary Years Programme." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6331.
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The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.
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Gruici, Simona. "International Security : Crossing Borders: International Migration and National Security." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15242.
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One of the most dynamic events of our time is the large extent of population movements within and across national boundaries. The causes of this movement of people include economic hardship due to various natural calamities such as earthquakes, droughts, famine and floods, as well as economic hardship due to lack of income. Political instabilities represent a central factor that is forcing the population movements at both national and international level. In most of the cases, reality is beeing perceived as follows: if international security is enhanced, so is national security. However, the phenomenon of migration is perceived as being a greater challenge in the field of security towards failure states, rather than it might affect any welfare postindustrial states. Nowadays we are facing a more globalized security environment, fact that is actually providing other states with the possibility to create a better security for their own nations. In order to gain this security immunity, the states should be able to enforce and protect the migration policies within international security. The relationship between migration and security became increasingly complex in the new millennium. As it follows, the focus of this theme is the correlation between migration´s consequences, both positive and negative, towards national security of host states. Furthermore, the topic of this paper is extending over ´what terrorism implies´. In order to reach a clear understanding, it has been analyzed the phenomenon of globalization and its forthcoming implications within both terrorism and migration. As a result of this transformation, terrorism has the power now to threat much more countries in the global area. Nevertheless, the purpose of this thesis is to examine which factors have an impact on international security, within a continental similarity. The central focus reflects over the Euro-Mediterranean area and to certain extends over the United States. The considered factors are: migration, loss/gain of governmental control, the political reaction after the attack of 9/11, spread of democracy (e.g. globalization), and creating citizenship.
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Strandsbjerg, Jeppe. "The Cartographic Reality of Space - Territory, Globalisation & International Relations." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487562.
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International Relations theory in general, and the globalisation debate in particular, operate with a conception ofspace that contains a number ofproblematic distinctions. Global space and the territorial space of the state are often considered as opposites. Furthermore, the concept of space is predominantly contained within a subject/object distinction which obscures the way in which territory and global space are both 'nature' and 'culture'. In .contrast, this thesis suggests that modem political space is best understood as being based on a cartographic reality established from the 15th to the 17th century. During this period European cartography underwent a transformation establishing a reality of space that conditioned the possibility of developing centralised sovereign territorial states within a unified global framework. This so-calIed modem cartography produced space as an autonomous sphere based on abstract mathematical principles. Through the agency of cartography, space was produced in such a manner that made large scale coordination in, and organisation of, space possible. EmpiricalIy, it is shown how the territorial space of a sovereign state, Denmark, developed in tandem with a coherent global space through a study· of cartographic practice in Europe from 1450-1650. This analysis leads to the conclusion that the notion of globalisation rests on the same spatial reality as that of the state and caution should, therefore, be shown when positing globalisation as a chalIenge to the territorial state system.
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Pankhurst, Donna T. "Globalisation and Democracy: International Donors and Civil Society in Zimbabwe." Pluto Press, 2009. http://hdl.handle.net/10454/3394.
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No<br>Thirteen chapters examine contemporary political and economic problems in Africa, analyzing causes and suggesting alternatives. Presented by editors from the U. of Central Lancashire (UK), the articles reject much of the self-serving explanations proffered by Western corporate elites and African autocrats for African problems, locating the root causes in lack of democracy at both national and international levels. Specific topics include international donors and civil society in Zimbabwe by Donna Pankhurst, implications for African export policies of misconceptions about the "world market," French foreign policy towards Africa, imperialism and Sub-Saharan Africa, and multinational peacekeeping operations in Africa.
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Hooper, Charlotte. "Manly states : masculinities, international relations (IR) and gender politics." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389164.
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Hill, Jennifer Coles. "College success factors for international students studying in the United States of America after completing an international baccalaureate high school program." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3599433.
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<p> This quantitative study took place at a private international school in East Asia. The purpose of the study was to investigate United States college admission trends comparing International Baccalaureate Diploma Program candidates and International Baccalaureate non-Diploma Program candidates from the same school. Descriptive data was collected for the Classes of 2007-2012 and the two groups were compared based on the number of college acceptances for each group by year and as a whole, and the eventual collegiate success of the two groups once they matriculated to college, as measured by college persistence and graduation rates. The results of this study show there was a statistically significant difference between the mean number of college applications and the mean number of college acceptances per group, but there was not a statistically significant difference between the college acceptance rates for the two groups of students. There was a statistically significant difference between the matriculation rate of diploma and certificate students, but there was not a statistically significant difference between the graduation rates for the two groups of students. The information analyzed provides school stakeholders valuable data to explore the final educational outcomes for its graduates and determine if there is a significant difference in the college success of the two groups.</p>
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Kobylinski-Fehrman, Margaret J. "The International Baccalaureate Middle Years Programme and its Effect on Students in Poverty." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/eps_diss/104.
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The achievement gap between middle class white students and black or Hispanic students living in low income households continues to be a persistent problem in education even ten years since the authorization of No Child Left Behind in 2001. This study examined the International Baccalaureate Middle Years Programme and how students from low income households preformed on the Criterion Referenced Competencies Test (CRCT) mathematics and reading subtests when compared to similar students at a school with a traditional instruction program. Analysis of covariance was employed using scores from students’ fifth grade composite Cognitive Abilities Tests as the covariate. The analysis did not detect a significant difference (p=.410) on the eighth grade adjusted means reading CRCT scores, but did detect a significant difference (p
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Dodgson, Richard Paul. "The women's health movement and the international conference on population and development : global social movement, population and the changing nature of international relations." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285376.
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Haddock, Lucy. "A comparison of teachers' beliefs of the use of inquiry teaching, origin of knowledge of inquiry teaching, and student achievement between International Baccalaureate and non-International Baccalaureate Primary Years Programme schools." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6282.
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The goal of improving student achievement is of paramount interest to all public schools. The focus of this research was to determine the difference between inquiry based teaching strategies and student achievement. Additionally, the researcher investigated the origin of inquiry based teaching knowledge and International Baccalaureate Primary Years Programme (IBPYP) affiliation. IBPYP affiliation was studied due to the nature of the IBPYP as an inquiry based philosophy of teaching. The McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) was used to determine teacher beliefs of inquiry based teaching strategies. Student achievement was measured using Florida Comprehensive Achievement Test 2.0 (FCAT 2.0) levels.
Results from the MSDIQ indicated strong beliefs among participants of inquiry based teaching indicators within three domains: planning, enactment, and reflection. The researcher recommended further research into the origin of inquiry based teaching strategies knowledge to determine accurate professional development from districts that require inquiry based teaching strategies in evaluation systems. In addition, further research was recommended to determine the relationship between IBPYP affiliation and student achievement.<br>Ed.D.<br>Doctorate<br>Teaching, Learning and Leadership<br>Education and Human Performance<br>Educational Leadership; Executive Track
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Harrafa, Hassan. "Globalisation and alternatives an interdisciplinary reading into the discourse of NGOs /." Master's thesis, Australia : Macquarie University, 2003. http://hdl.handle.net/1959.14/82441.
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"April 2002"<br>Thesis (MA (Hons))--Macquarie University, Division of Society, Culture, Media & Philosophy, Centre for International Communication, 2003.<br>Bibliography: leaves 222-232.<br>Introduction -- Historiography of NGOs -- Historiography of globalisation -- World social forum, the who is who in the anti-globalisation/deglobalisation movement and alternatives -- Critical discourse analysis, discourse historical method and study's methodology -- Data analysis, findings and impact of NGOs' discourse on global civil society and TNCs -- Summary of findings, limitations and avenues for future research.<br>Non-Government-Organisations (NGOs) have been in the forefront of the struggle against the alleged negative impact of globalisation on developing countries and disenfranchised communities around the world. But despite the fact that NGOs and other grassroot movements are becoming increasingly strident, the discourse of this sector of civil society has not been subjected to any substantial and concerted academic study, particularly in the field of international communication. -- The present study aims at partially filling this gap by 1) reviewing the current general state of NGOs, 2) surveying the latest debates relative to the outreach of globalisation and 3) examining the alternatives being proposed. While drawing mainly on a select sample of NGOs and Association of Southeast Asian Nations (ASEAN) press communiques, the core focus of this study is to deconstruct the NGOs' discourse with a view to gauging its linguistic and hermeneutical underpinnings and situating its relevance within the ongoing debate on globalisation and alternatives. -- This study also aims to examine the discourse of NGOs in the context of a multidiscourse environment relative to the present state of global community development in general and civil society and disenfranchised communities in developing countries in particular as part of the praxis of mainstreaming alternative views and discourses. -- For this, an interdisciplinary methodology of text analysis, juxtaposition and interpretation, based largely on the matrix outlined in Wodak's (Matouschek, Wodak & Januschek, 1996, p. 60), Historical Discourse Method (HDM), Van Dijk's (1998) Media Discourse Approach and Fairclough's (1995, 2001) Critical Discourse Analysis (CDA) is used throughout this study. -- And in order to gauge the impact of NGOs' discourse on global civil society, sample articles are examined to decode the perspectives of pro-globalisation media vis-a-vis NGOs' discourse within the parameters of TNCs/Civil Society/NGOs relationships, international political economy and NGOs' taxonomy within International Regimes.<br>Mode of access: World Wide Web.<br>x, 232 leaves
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Millar, Carla Christina Johanna Maria. "International advertising : how do culture and globalisation affect management decision-making." Thesis, City University London, 1989. http://openaccess.city.ac.uk/7673/.
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At first sight the effects of 'culture' appear to obstruct standardisation of international advertising whereas 'globalisation' policies seem to endorse it. In answering the question in its title, this thesis analyses the problem as faced in marketing management, and breaks new ground by: ORIGINAL WORK: - De-mystifying the concept of globalisation: distinguishing between business policy and marketing/advertising implications and separating doctrines of globalisation from those of economies of scale and standardisation. -Identifying elements of culture which necessitate different strategic approaches in marketing/advertising. -Developing a theory for dealing with culture and globalisation in international advertising. -Delineating the effects of culture on British and Dutch marketing and advertising management, confirming the validity of Hofstede's clustering, revising Dunn's priorities for creative strategy transfer, and rejecting Lee's Self-Reference-Criterion (for this population). MAIN FINDINGS: The thesis demonstrates that culture and globalisation are phenomena of different orders: globalisation only being relevant indirectly. Culture has a pervasive relevance, both for the consumer and for the manager, whose decision-making style is influenced; managers nonetheless agree in their professional judgements. International advertising requires target orientation, concept alignment, top management endorsement, and the optimal use of scarce talent and ideas; cultural differences remain and two important tools to overcome them are identified: 1. The Cultural Brand-Target Universal: developing the brand/corporate identity as a cultural universal, exclusive to the company 2. The Competence and Empathy Factor: requiring professional management, at HQ and locally to have competence and empathy. The thesis also shows the significance of both cultural differences and unifying factors, when capitalising on the opportunities of the Single European Market of 1992. METHODOLOGY: The 'Millar Methodology' implies a process of grounded theory development through four rounds of evidence: evaluation of literature, experience, exploratory interviews (Part 1) and fieldwork, which repeats previous research and examines original issues (Part 2). Implications for theory, research and practice are drawn (Part 3) and model development parallels the process throughout. The work concentrates on fmcg in W.Europe and includes a comprehensive bibliography.
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Mtar, Monia. "French multinationals' international strategy : national identity under the effect of globalisation." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369804.
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Eschle, Catherine. "Feminism, social movements and the globalisation of democracy." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302257.
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Kim, Tu-jin. "EU trade policies, international competitiveness and the market power of Korean electronics multinationals." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270561.
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Maslo, Ron. "The Armenian Diaspora Influencing International Relations." Thesis, Malmö universitet, Malmö högskola, Institutionen för globala politiska studier (GPS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43342.
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This thesis explores the Armenian diaspora’s behavior concerning the issue of recognition of the Armenian genocide through lobbying within the US and EU. The purpose of this paper is, therefore, to grasp a deepened understanding of diasporic lobbying, while focusing on the Armenian case, as a case enabling further scholarly deepening for the field of IR. In order to achieve an understanding of the Armenian diaspora, the appropriated behavior through lobbying and the trajectorial changes concerning the recognition of the Armenian genocide, the paper puts forward historical process tracing, comparative research and qualitative content analysis. These methods are utilized as a means for tracing the events contributing to the construction of the diaspora. They also establish the lobby’s influence on ‘host-states’ and the understanding of internalized norms granting policy changes for the cause of recognizing the Armenian genocide, this is done through the concepts of identity, norms and recognition.
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Schafer, Siegfried Rolf. "Globalisation, global governance and the reform of the global economy." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52866.
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Thesis (MBA)--Stellenbosch University, 2002<br>ENGLISH ABSTRACT: After the end of the Cold War hopes were high for a freer, fairer new world order.
This did not happen. What the world got instead was globalisation - a complex
phenomenon born from the interaction of political and economic liberalisation and
technological change. Much of the impetus behind globalisation was derived
from the prescriptions of the so-called Washington Consensus, which given its
powerful influence in developing countries forced them to integrate into the global
economy - to the point that integration became a virtual substitute for
development policy.
The benefits of globalisation were unevenly spread around the world and those
who had most, stood to gain most from it. While Multinational Corporations and
inhabitants of the developed world were definite winners the losers included
workers, the environment and financial market stability. As the full impact of
globalisation was beginning to be felt criticism of the process emerged
particularly, but not exclusively, from the NGO community and left-leaning
commentators. These critics are diverse and do not have much in common, but
have at times created alliances of convenience. Most critics however agree that
international organisations play an important part in globalisation and that in
order to impact on globalisation they would have to impact on these
organisations.
A particularly abundant area of criticism relates to the threats posed to the global
commons. There is very little agreement though on how to deal with the threats.
Suggestions range from a return to subsistence production and disengagement
from the international trade system to using market forces and new technologies
to benefit the global environment.
Among the organisations with most critics are the International Monetary Fund
and World Bank. A variety of factors contribute to the need for international
financial institutions reform. These include: the blurring of their missions; the
ineffectiveness of their assistance; and lack of transparency and accountability.
The international financial institutions have however been remarkably effective at
shielding themselves from calls for reform. The reasons for this are not only
political (lack of agreement on required reforms) but also institutional
(management siding with powerful stakeholders or pursuing their own agenda).
The World Trade Organisation is another target of criticism. As with the
international financial institutions the exact nature of future reforms is impossible
to surmise, nevertheless environmental and development issues are certainly on
the agenda. Decision-making is also likely to be revisited, with the focus being
on reconciling effectiveness with representativeness. What is least likely to
happen though is what is most needed - a thorough assessment of the World
Trade ..Organisation's role in global governance and its relations with other institutions. This will not be possible without a rebalancing of power between the
World Trade Organisation and international financial institutions on one side, and
the UN family of institutions on the other.
Reforming current systems of global governance may also involve creating new
organisations. While there are a host of institutions active in global governance
there is no formal mechanism to coordinate their efforts. This is where a UN
Economic Security Council can playa major role, not least because such a body
would give the international system a degree of legitimacy that it has so far
lacked. A World Central Bank is however not an institution likely to be seen in
the foreseeable future - it is too complex and many states will not give up
monetary sovereignty as it impacts on too many other policy areas.
It is widely acknowledged that a Currency Transaction Tax will go a considerable
way in stabilising the international monetary system, while at the same time
raising funds to finance global development. It is an elegant solution that is
gaining political support worldwide. The institutional arrangements for its
implementation and collection are however still subject to much debate.
These are only a few possible ways in which the global economy may be
reformed in the short to medium term. In the long term the most likely outcome is
a loosely structured web of institutions that together form something akin to
global federalism<br>AFRIKAANSE OPSOMMING: Na die einde van die Koue Oorlog is groot hoop gekoester vir 'n vryer,
regverdiger nuwe wêreld orde. Dit het nooit gebeur nie. Instede daarvan het die
wêreld globalisering gekry - 'n komplekse verskynsel gebore uit die interaksie
van politieke en ekonomiese liberalisering en tegnologiese verandering. 'n Groot
deel van die impetus agter globalisering het sy ontstaan in die voorskrifte van die
sogenaamde Washington Konsensus, wat gegewe sy invloed in die
ontwikkelende wêreld baie state gedwing het om in die wêreldekonomie te
integreer - tot die punt dat integrasie byna 'n alternatief vir ontwikkelingsbeleid
geword het.
Die voordele van globalisering was ongelyk versprei, en die wat meeste gehad
het, het gestaan om meeste voordeel daaruit te trek. Terwyl multinasionale
maatskappye en inwoners van die ontwikkelde wêreld ongetwyfelde wenners
was, was werkers, die omgewing en finansiële mark stabiliteit onder die
verloorders. Soos wat die impak van globalisering meer en meer gevoel is het
dit ook kritiek ontlok, veral - maar nie alleenlik - uit nie-regeringsorganisasie
kringe en van linksgesinde kommentators. Alhoewel hierdie kritici nie veel in
gemeen het nie, het hulle by tye gemaksalliansies gevorm. Die meeste kritici
stem egter saam dat internasionale organisasies 'n belangrike rol speel in
globalisering en dat om 'n impak op globalisering te maak dit nodig is om 'n
impak op hierdie organisasies te maak.
'n Besonder vrugbare area van kritiek hou verband met bedreigings tot die
sogenaamde "globale meent". Daar is egter baie min instemming oor hoe om die
bedreigings te hanteer. Voorstelle wissel van 'n terugkeer na bestaansproduksie
en terugtrede van die internasionale handelstelsel tot die gebruik van mark
kragte en nuwe tegnologie tot voordeel van die wêreld omgewing.
Onder die organisasies met van die meeste kritici is die Internasionale Monetêre
Fonds en die Wêreld Bank. 'n Verskeidenheid faktore dra by tot die behoefte
aan hervorming van die internasionale finansiële instellings. Hierdie sluit in: die
verwarring van hulle onderskeie missies, die oneffektiwiteit van hulle bystand, en
'n gebrek aan deursigtigheid en verantwoording. Die internasionale finansiële
instellings is egter besonder effektief daarin om hulself van oproepe om
hervorming te isoleer. Die redes hiervoor is nie net polities nie (gebrek aan
ooreenstemming oor vereiste hervormings) maar ook institusioneel (bestuur kies
kant met invloedryke rolspelers of streef hul eie agenda na).
Die Wêreld Handelsorganisasie is nog 'n teiken van kritiek. Soos met die
internasionale finansiële instellings is dit nie moontlik om die presiese aard van
moontlike hervormings te raai nie, desnieteenstaande is omgewings- en
ontwikkellingskwessies definitief op die agenda. So ook is besluitneming, met
die doel om effektiwiteit en verteenwoordigendheid te versoen. Wat egter mees nodig is, is mins waarskynlik om te gebeur - 'n deurtastende ondersoek na die
rol van die Wêreld Handelsorganisasie in wêreld besluitneming en sy
verhoudings met ander internasionale instellings. Verandering in hierdie opsig is
egter nie moontlik sonder 'n herbalansering van tussen die Wêreld
Handelsorganisasie en die internasionale finansiële instellings aan die een kant
en die VN familie van instellings aan die ander nie.
Hervorming van huidige stelsels van wêreld besluitneming mag ook die skepping
van nuwe organisasies behels. Terwyl daar etlike aktiewe organisasies in wêreld
besluitneming is, is daar geen formele meganisme om hul aktiwiteite te koordineer
nie. In hierdie opsig kan 'n VN Ekonomiese Veiligheidsraad 'n
belangrike rol speel, veral omdat so 'n instelling 'n mate van legitimiteit aan die
internasionale stelsel kan gee wat dit tot dusver nie gehad het nie. 'n Wêreld
Sentrale Bank is egter 'n instelling wat nie in die voorsienbare toekoms die lig sal
sien nie - dis te kompleks en baie state sal nie monetêre soewereiniteit wil
prysgee nie omrede dit op te veel ander beleidsareas impakteer.
Dit word wyd erken dat 'n buitelandse valuta transaksie belasting 'n beduidende
stabiliserende invloed op die internasionale monetêre stelsel kan hê, terwyl dit
terselfdertyd fondse sal in vir wêreld ontwikkeling. Dis 'n elegante oplossing
waarvoor politieke steun wêreldwyd opbou. Die institusionele vergestalting wat
benodig word om so 'n belasting te implementeer en administreer is egter nog
die onderwerp van vurige debatte.
Hierdie is slegs 'n paar van die moontlike maniere waarop die wêreldekonomie
oor die kort- tot mediumtermyn hervorm kan word. Oor die langtermyn is die
mees waarskynlike uitkoms iets soortgelyk aan 'n losweg gestruktureerde web
van instellings wat soortgelyk aan 'n vorm van globale federalisme is.
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Lan, Yi-Chen. "Management of information technology issues in enterprise globalisation /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031217.130842/index.html.
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Morton, Elizabeth Jean Woodworth. "Approaches to teaching world literature in the international baccalaureate diploma program : a narrative inquiry." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43315.
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This research investigates approaches to teaching world literature in the International Baccalaureate (IB) English A program. Reading world literature can connect students with experiences outside their own, and build bridges between different cultures, times, and places. This research suggests practices for the world literature classroom that help students foster understanding between cultures and an awareness of multiple perspectives, and supports the IB aim of creating “a better and more peaceful world” (IB, 2009). Combining literature review with narrative interviews of eleven IB English teachers, the research also articulates challenges to teaching world literature (the enduring power of the literary canon, difficulties of working in translation, prior knowledge of students, limitations of schools and curricula) as well as potential benefits of reading world literature (self awareness, increased empathy, connection to other places and times). The findings suggests that to meet the international and peace aims of the program the IB should take measures to increase the diversity of texts taught in the Works in Translation component of the course and provide additional resources for classroom teachers to engage with new texts outside the traditional canon, with a particular emphasis on the inclusion of Indigenous and post-colonial texts. These approaches will allow students to interact with a broader range of stories and experiences, and contribute to the possibility of a better and more peaceful world.
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Chichekian, Tanya. "The articulation of inquiry in research about teaching and learning in the International Baccalaureate." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104511.
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The International Baccalaureate (IB) programs promote an inquiry-based teaching and learning environment for their teachers and students. Given this core pedagogical approach and the important role inquiry played in recent curricular reforms, this exploratory study sought to understand how inquiry is articulated in the IB curriculum; in particular, the present study used the McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) as a template to examine the extent to which research cited in the IB literature or independently examining the IB programs has emphasized inquiry-based instruction and learning, specifically attention attributed to the three phases of inquiry--Planning, Enactment, and Reflection. The MSDIQ is a survey instrument that addresses a moderately fine-grained level of processes in which students must successfully engage if they are doing inquiry in each of these three phases. Most research questions in the IB literature were about teachers or instruction and emphasized the Planning phase of inquiry as opposed to Enactment and Reflection. Although many of the MSDIQ items related to self-regulation and metacognitive strategies were not addressed in the IB research, those that were addressed affirmed a link with an inquiry element by providing evidence for their claims about fostering an inquiry-based learning environment.<br>Les programmes de Baccalauréat International (BI) favorisent un apprentissage et un enseignement fondés, entre autres, sur la démarche d'investigation raisonnée. L'importance du rôle joué par cette approche éducative, mis de l'avant lors des récentes réformes pédagogiques, constitue la base de ce présent projet de recherche à nature exploratoire. Ce projet vise à comprendre comment cette approche s'articule dans les programmes scolaires du BI. Afin de répondre à ce questionnement, le McGill Strategic Demands of Inquiry Questionnaire (MSDIQ) a été utilisé comme un modèle afin d'examiner la nature des recherches effectuées sur les programmes de BI, et plus particulièrement, sur les trois phases de cette démarche, soit la planification, la réalisation, et la réflexion. Cet instrument statistique décrit à un niveau assez détaillé les processus par lesquels les élèves doivent s'engager avec succès pendant les trois phases de cette démarche. Nos résultats montrent que la plupart des questions considérées par les recherches portant sur le BI s'intéressaient aux enseignantes et enseignants ou sur l'enseignement et mettaient davantage l'emphase sur la planification comparativement aux phases de la réalisation et la réflexion. Les tâches issues du MSDIQ qui décrivaient l'autorégulation et les stratégies métacognitives n'ont pas été prises en considération dans les recherches du BI consultées. Néanmoins, les tâches déjà exploitées par les recherches portant sur le BI ont un lien avec un des éléments du MSDIQ, soit en déclarant explicitement d'offrir un environnement scolaire basé sur la démarche d'investigation raisonnée.
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Hutchings, Gregory C. Jr. "Effective teaching practices and teacher efficacy beliefs of International Baccalaureate Middle Years Programme teachers." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618531.
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This study compared the teaching practices and efficacy beliefs of traditional middle school teachers and International Baccalaureate Middle Years Programme (IBMYP) teachers in an urban school district using the framework of Stronge's Model of Effective Teaching (2007), Stronge and Tucker's (2003) Teacher Effectiveness Behavior Scale, and Tschannen-Moran & Hoy's (2001) Teacher's Sense of Efficacy Scale. Recommended practices for effective teaching were extracted from the following four categories of Stronge's (2007) Model of Teacher Effectiveness: classroom management and organization, implementing instruction, monitoring student progress, and construct of teacher's sense of efficacy.;A stratified random sample of teachers was selected from four middle schools in a large urban district. There were approximately 10 teachers selected from each school which gave a total of 40 teachers who participated in the study. There were 20 (n=20) IBMYP teachers and 20 (n=20) traditional middle school teachers who agreed to participate. A total of 18 IBMYP and 16 traditional teachers completed the online TSES questionnaire.;There was a significant difference (p<.05) in instructional differentiation, assessment for understanding, classroom management and encouragement of responsibility for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers. However, there was not a significant difference (p<.05) in efficacy for student engagement, efficacy for instructional practices, efficacy for classroom management, instructional focus on learning, instructional clarity, instructional complexity, expectations for student learning, use of technology, quality of verbal feedback to students, classroom organization, caring, fairness and respect, and enthusiasm for International Baccalaureate Middle Years Programme teachers compared to traditional middle school teachers.
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Libert, Miranda. "Två ämnesplaner – samma matematik? : En komparativ studie mellan den svenska gymnasieskolan och International Baccalaureate." Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-451178.
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Leggett, Shannon Kelley. "The establishment and expansion of the International Baccalaureate (IB) in British Columbia, 1974-2016." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63205.
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This qualitative historical context case study examines the factors that influenced the establishment and expansion of the International Baccalaureate (IB) in British Columbia (BC) from 1974-2016. This study’s historical case, the IB in BC from 1974-2016, was examined through documents and 24 interviews, in the context of international IB policies and experience, as well as the BC educational environment (including BC Ministry of Education policy, University of British Columbia policy, population demographics, and local school configurations). The period 1974-2016 was chosen as 1974 was the date that the first IB school in BC was established, and because the International Baccalaureate Organization provided registration data on BC schools through October of 2016. After an overview of the history of the establishment of the IB in BC, the findings were organized into the “factors/reasons” that influenced the establishment and expansion of the IB. These included the impact of the Global Education movement, the IB philosophy, its curriculum and pedagogy, legislative factors, economic factors, tertiary education policies, and alumni reflection/programme reputation. These findings were followed by an analysis of how the new 2015 BC Curriculum (BCEd Plan) impacted and could continue to impact the IB in BC. Overall, the IB was established and expanded in BC in this time period as the various school stakeholders who adopted it were looking for a well-developed, cyclically reviewed, externally accountable curriculum. Though the IB is expensive to implement and is often academically demanding, its expansion was encouraged by various legislative and administrative changes that helped it to become an attractive curricular option. The history of the IB in BC has implications for educational reform initiatives elsewhere in Canada and internationally.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Olivier, Daniel. "The globalisation of port business an Asian perspective /." Thesis, Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36265007.
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Lace, Susanne. "The globalisation of regulation of the legal profession." Thesis, University of Sheffield, 2000. http://etheses.whiterose.ac.uk/3492/.
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The thesis investigates the nature and regulation of the international practices of large commercial law firms. The overseas work of City solicitors, German commercial lawyers and US corporate lawyers is examined; almost seventy interviews were undertaken with lawyers and regulators based within the jurisdictions of England and Wales and Germany. A wide variety of literature, ranging from the fields of globalisation and regulation to the sociology of the professions, contextualises the empirical research. It is argued that the processes of globalisation have intensified within the last quarter of this century. The heightened internationalisation of business has impacted upon the worlds of many professionals, including those of lawyers in large law firms. Many of the largest law firms are moving to more commercialised forms of practice, where entrepreneurship is highly valued. Indeed, one of the reasons why foreign offices are opened is to take advantage of "green-field" sites abroad. However, law firms' strategies do vary; the thesis aims to tease out some of the differences in the international practices of the law firms investigated. In so doing, it cautions against over-generalising when discussing the overseas strategies and experience of "mega-law firms". Nevertheless, international developments do test the limits of current regulation. Large law firms often operate beyond the regulatory concerns of professional associations yet several features of their practice are worrying. For instance, the tendency of commercial lawyers not to consider anything other than their clients' immediate interests (to act as "hired guns") calls into question the legitimacy of regulatory systems. The thesis proposes a programme of reform to address such concerns.
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Berry, Craig. "Interpreting the Ideational Dimension of Globalisation : The British Politics of International Trade." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511950.
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Saldivar-Sali, Charisse Domingo. "Host country characteristics and manufacturing decisions : discovering influences and relationships." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311105.
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