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1
Mohan, Brij. "New internationalism." International Social Work 48, no. 3 (May 2005): 241–50. http://dx.doi.org/10.1177/0020872805051702.
Повний текст джерелаАнотація:
English Globalization and its many faces have essentially changed the content and character of inter- and intra-societal relationships. A new kind of social work will have to embrace universalization of values, knowledge and skills that promote inclusive world citizenship and global coexistence. French La mondialisation et ses multiples visages ont essentiellement changé le contenu et le caractère des relations inter- et intra-sociétales. Une nouvelle forme de travail social devra se fonder sur des valeurs, des connaissances et des habiletés universelles qui mettent de l'avant des notions de citoyenneté mondiale inclusive et de coexistence globale. Spanish La globalización y sus muchas facetas han cambiado esencialmente el contenido y el carácter de las relaciones inter e intrasociales. Un nuevo tipo de trabajo social tendrá que abrazar la universalización de los valores, el conocimiento y las destrezas que promuevan una ciudadanía mundial y una coexistencia global inclusivas.
2
Wei, M. S., Y. J. Zhang, G. F. Li, J. Ma, and M. Li. "First Report of Hosta virus X Infecting Hosta Plants in China." Plant Disease 97, no. 3 (March 2013): 429. http://dx.doi.org/10.1094/pdis-09-12-0810-pdn.
Повний текст джерелаАнотація:
Hosta (Hosta spp.) plants showing leaf deformation, puckering, and ink-bleed symptoms were collected in July 2012 from a park at Dongcheng district, Beijing, China. Three out of six samples tested positive for Hosta virus X (HVX) by immunostrip and double-antibody sandwich (DAS)-ELISA with HVX-specific serological reagents from Agdia Inc. (Elkhart, IN, USA). Filamentous viral particles were trapped and observed from the infected hosta leaf sap by immuno-serological electron microscopy (ISEM) (antibodies from Agdia). To confirm HVX infection, three ELISA-positive samples were analyzed by reverse transcription-PCR assay, using virus-specific primers HVXf (5′-ATCCGTTATCTACAGGGGACCAG-3′) and HVXr (5′-TAAGTTAGTGGAACGGTTAGCCCGAT-3′) that amplified a 1,067-bp fragment including the coat protein (CP) coding region. The CP nucleotide sequence comparisons showed 99% to 100% homology among the three isolates named HVXBJ4, HVXBJ5, and HVXBJ6 (GenBank Accession No. JX535292, JX535293, and JX535294) and with the HVX sequences previously reported in GenBank. HVX has been reported from the United States, Korea, the Netherlands, Poland, France, the Czech Republic, and New Zealand (1,2). To our knowledge, this is the first report of HVX infecting hosta plants in China. As an ornamental and medicinal plant, hosta has been cultivated in China for more than 2,000 years. The presence of HVX in Beijing is a potential threat to the landscape in the city. HVX can be spread by vegetative propagation material or mechanical contact (3). Hence, to cultivate HVX-free hosta and restrict the movement of HVX-infected hosta is vitally important in the future. HVX has become economically important in the world more recently. Globalization of trade in hosta plants has increased the risk of movement of HVX. The national plant protection organization should establish effective quarantine strategy and the growers take proper planting measures to avoid further spreading of this virus. References: (1) S. Currier et al. Plant Dis. 80:1040, 1996. (2) M. H. Park et al. Arch. Virol. 148:2039, 2003. (3) K. H. Ryu et al. Acta Hortic. 722:91, 2006.
3
Zykiene, Ineta, Aistė Leskauskienė, Ieva Mičiulienė, and Rasa Daugėlienė. "Driving Growth and Innovation: Exploring Foreign Direct Investment in the Manufacturing Sector (The Case of Lithuania)." European Integration Studies 1, no. 17 (September 15, 2023): 124–40. http://dx.doi.org/10.5755/j01.eis.1.17.34264.
Повний текст джерелаАнотація:
Recent geo-economic transformations have led to new challenges for countries in their economic development. The evolving global landscape has emphasized regional competitiveness and attractiveness in terms of capital, labor force, and information. Scholars widely agree that countries receiving foreign direct investment (FDI) gain new knowledge, management skills, and advanced production techniques, leading to increased competitiveness and economic growth (Bayar, et. al., 2020). Changing conditions have also influenced investors’ behavior. Globalization and digitalization have shaped international economic relations, focusing not only on resource acquisition, but also on leveraging human capital, knowledge, institutional structures, and networking for firm efficiency. This shift is reflected in changing investors’ preferences: the importance of natural resources, cheap labor, and the size of the national market has decreased, with greater attention given to service- and technology intensive manufacturing markets (Sadeghi, et. al., 2020).
The aim of this study is to identify the factors that determine the attraction of foreign direct investment in the Lithuanian manufacturing sector and assess their impact. To accomplish this objective, several main tasks were formulated:
1) Highlight the necessity for assessing FDI attraction in the manufacturing sector.
2) Identify the factors that influence the attraction of foreign direct investment in the manufacturing sector.
3) Provide empirical evidence of the impact of these factors.
The article is structured as follows: Firstly, a review of the scientific literature was conducted to address the research problem, which is the lack of literature on foreign direct investment at the sectoral level. Based on this literature analysis, the factors influencing investment attractiveness at the regional and sectoral levels were identified and compared. Additionally, the factors that determine the attractiveness of the manufacturing sector for investment were also identified.
In the second part of the study, a research methodology was developed to assess the impact of these factors on foreign direct investment in the Lithuanian manufacturing sector. The results of the third part of the study indicated that although the Granger causality test did not reveal any causal relationship between FDI in Lithuanian manufacturing and variables such as exports, imports, gross domestic product, the number of educated individuals, government gross debt, government R&D expenditure in manufacturing, the number of FDI enterprises in manufacturing, the wage index, and labor productivity, the correlation analysis demonstrated that exports, gross domestic product, and labor productivity have a significant influence on attracting FDI to the industrial sector. These macroeconomic indicators were statistically significant both in the short term and in the long run.
Empirical findings indicated that labor productivity has the greatest impact on the attractiveness of foreign direct investment in the Lithuanian manufacturing sector, both in the short and long term. To maintain the viability and promote the development of the manufacturing industry, Lithuania should focus on the factors that affect labor productivity in this sector.
Keywords: investment attractiveness, foreign direct investment, manufacturing sector, sectoral determinants of investment.
4
Triegaardt, Jean D. "Globalization." International Social Work 51, no. 4 (July 2008): 480–92. http://dx.doi.org/10.1177/0020872808090241.
Повний текст джерелаАнотація:
English Globalization is affecting South Africa's sense of national identity and social policies. In spite of increasing social expenditure, poverty and unemployment continue at a high rate. Social work's response to poverty and unemployment is examined and it is suggested that a multiplicity of responses and interventions are required in the context of globalization. French La mondialisation affecte l'identité nationale et les politiques sociales d'Afrique du Sud. En dépit d'une dépense sociale croissante la pauv reté et le chômage se maintiennent à des taux élevés. La réponse du travail social à la pauvreté et au chômage est examinée et il est suggéré qu'une multiplicité de réponses et d'interventions soit requise dans le contexte de la mondialisation. Spanish La globalización afecta la identidad nacional de Sudáfrica y sus políticas sociales. A pesar de un gasto social creciente, la pobreza y el desempleo continúan en una proporción alta. Se examina la respuesta del trabajo social a la pobreza y al desempleo, y se sugiere que en el contexto de la globalización, hace falta una multiplicidad de respuestas.
5
Brewer, Elizabeth, and Michael Monahan. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 20, no. 1 (March 15, 2011): xiii—xvi. http://dx.doi.org/10.36366/frontiers.v20i1.285.
Повний текст джерелаАнотація:
Cities have been magnets for a wide diversity of talent and have captured the human imagination as centers of intellectual and cultural achievement since humans began to live together. To learn from the city means to engage with its assets and riches, but also with its pressing problems, contradictions, and paradoxes. It also means to reflect upon urban settings as places where civilizations often meet and define themselves, and where populations and infrastructure change over time, sometimes slowly, but in other cases, rapidly.
Precisely because they are multi-layered, multi-dimensional, complex and challenging, cities offer rich opportunities for study abroad students to learn, no matter their disciplinary interests. The environmental issues and public health concerns manifested in cities, for example, offer many opportunities for disciplinary and interdisciplinary inquiry in the sciences, social sciences, as well as in the humanities, if to a lesser degree. The social fabric of cities, as well as their social inequities and other problems, can appeal to students in the social sciences, while the many varieties of cultural expression, both “high” and “low”, found it cities invite both exploration and creation. Cities’ many layers of history, their locations in particular geographical locales, their changing infrastructure and transitions in population, all can teach students to ask about how places (urban and non-urban) came to be what they are today, and how they might be in the future. Investigations of the city also allow students to think about who they are in relationship to others, what their relationship is to places, and which roles they will play in determining the future of the cities and other places they will call home in the future. In short, the cities where students study abroad can serve as laboratories for learning, rather than simply temporary residences or arenas for taking pleasure. The contributors to this volume are doing just this kind of work: asking how and why cities are appropriate venues for study abroad, and experimenting with ways to allow cities to become arenas for learning.
The role of cities as sites for learning is not, of course, new. It was in Classical Athens (480–336 BCC), for example, that Western conceptions of philosophy, history, drama, and education emerged. Without the city, it would be hard to imagine the intellectual development and the enduring educational legacy of Socrates (e.g.dialectical reasoning, learning through persistent questioning and analysis, intellectual self-discipline, autonomous thinking, self-examination, self-criticism, high standards of moral conduct, intellectual honesty, and life-long learning). Cities in the Middle Ages (400–1400) hosted universities, where learning was considered sacred, not merely practical. Thus, Timbuktu became a vibrant center of learning, with libraries that rivaled anything in Christian Europe and the highest literacy rate in Africa. A quantum leap in cultural evolution, commercial vitality, technical innovation and new consciousness of humans at the center of the action took place over a two hundred year period beginning around 1450. This would have been unthinkable without great Renaissance cities such as Florence and Venice. Indeed, for the nature of learning, arguably the farthest-reaching long-term consequence of the Renaissance was the development of the scientific method, a truly intellectual and conceptual revolution that made human beings think differently about the world and themselves. Similarly, many of the great intellectual and practical breakthroughs of the Scientific Revolution (1500–1700) are nearly unthinkable without the city. Emerging from the intellectual cauldron of the city were, among others, the great minds of Copernicus, Tycho Brahe, Kepler, Newton, Descartes, Galileo, and Bacon. The goal of education, if we follow Bacon, is knowledge in the service of improving the human condition. This continues to this day to be a goal of many study abroad students. Finally, the intellectual achievements that characterize the Enlightenment (1700–1800): secularism, cosmopolitanism, skepticism, security for the individual through the rule of law, personal freedom and autonomy, deep respect for human dignity, and intellectual and scientific inquiry are based in the interactions with others that are essential components of urban life.
The articles in this volume offer their own contemporary examples of study abroad and the city, considered through an impressive range of approaches.The articles provide a balance between different theoretical and pedagogical approaches to the topic.
Theoretical perspectives on the cities are central to a number of discussions in the volume. Lance Kenny, in “First City, Anti-City: Cain, Heterotopia, and Study Abroad,” argues that the time has come to underpin the practice of study abroad with theoretical perspectives. As an example, he suggests that the work of theorists such as Foucault (heterotopias) and Virilio (the anti-city) can provide study abroad students with the analytical tools to “know” the city. Rodriguez and Rink use Walter Benjamin’s notion of the flâneur to incorporate technology as a way for students to engage with the city. Benjamin’s writing on the flâneur is also introduced to students studying abroad in Athens by Augeri et al., who also draw on Dubord’s derive and psychogeography to provide students with frameworks for understanding urban realities and their reactions to them. Augeri et al. turn to de Certeau’s work on walking as rhetorical practice, while Patrick McGuire and James Spates demonstrate how the urban sociologist Jane Jacobs’ work helps students understand cities as shaped by culture and the residents who live in them.
To discuss the impacts of globalization on cities, Gristwood and Woolf draw on theoretical writings about the city (Raban), fiction and poetry (Kurieshi, Brecht, Eliot, Ackroyd, Zephaniah), writers writing about writing (Sandhu and Upstone, for example), perspectives from geography (Halbert and Rutherford, Massey, Wills et al.) and sociology (Castells, Jacobs, Sassen), and government statistics. Milla Cozart Riggio, Lisa Sapolis, and Xianming Chen also look at how globalization is transforming cities and discuss how their home city, Hartford, is used as the starting point for students’ engagement with cities and globalization.
Other articles focus on pedagogical approaches to assisting American students abroad engage with their study abroad cities. Scott Blair points out that American students frequently have never learned to read a map, and delineates how mapping can be employed as a tool for analysis, as well as for fostering intercultural learning and tolerance for diversity and.engaged experiential learning. Mieka Ritsema, Barbara Knecht, and Kenneth Kruckemeyer also point to mapping as a useful tool for engaging students with cities encountered during study abroad. Thomas Ricks offers strategies for understanding Jerusalem’s multi-layered history through its contemporary reality. Evidence for the power of experiential learning in study abroad cities is offered by Thomas Wagenknecht. Wagenknecht’s interviews with educators in Germany, however, find that experiential learning has not yet earned the status of “academic” learning, and calls for more evidence about its outcomes.
Finally, two articles discuss the impact of engaging home-campus faculty themselves as learners in cities abroad. Anne Ellen Geller, discussing a faculty writing institute, shows how engagement with daily life in contemporary Rome helps faculty understand and value the study abroad experience. Elizabeth Brewer discusses Beloit College’s faculty members’ experimentation with mapping, walking, and ethnographic research methods, including participant-observation.
It has been humbling and enriching to read the rich work being undertaken on the city and study abroad and to work with the authors who contributed to this volume. It is hoped that the examples and discussions offered in this volume not only will be productive in themselves for readers, but also will generate new discussion, ideas, and practices.
Elizabeth Brewer
Beloit College
Michael Monahan
Macalester College
Brethren Colleges Abroad
6
Machado, Andreia, Araci Hack, and Maria José Sousa. "Globalization: Intersection Between Communication, Innovation and Knowledge." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 4 (2019): 22–27. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.44.3003.
Повний текст джерелаАнотація:
Advances in technological possibilities have made communication present in different media and spaces. By enabling interaction between different countries, by becoming a facilitator between knowledge and innovation in the globalized world, it has opened frontiers by providing innovations in various sectors of the knowledge society. In this sense, the objective in this article is to map the intersection of communication, innovation and knowledge in the globalized world. To that end, the methodology used in the research was the systematic search of literature that pointed out that the intersection is motivated by the use of innovative technologies in the process of knowledge sharing, and studies are still scarce in this area. It is possible to perceive, further, that this intersection is branched out, through Social Sciences, Business, Management and Accounting, Computer Science, Medicine, Engineering, Decision Sciences, Nursing, Arts and Humanities, Economics, Econometrics and Finance, Psychology, aligned Health Professions, Agricultural and Biological Sciences, Biochemistry, Genetics and Molecular Biology, Energy, Environmental Science, Mathematics, Materials Science, Multidisciplinary, Neuroscience, Pharmacology, Toxicology and Pharmaceutical and Veterinary.
7
Sovacool, Benjamin K. "Erasing Knowledge: The Discursive Structure of Globalization." Social Epistemology 24, no. 1 (January 2010): 15–28. http://dx.doi.org/10.1080/02691721003632792.
Повний текст джерела
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Kalekin-Fishman, Devorah. "Sweeping Proclamations and Local Nitty-Gritty: Knowledge and Social Problems." Asian Journal of Social Science 34, no. 3 (2006): 520–35. http://dx.doi.org/10.1163/156853106778048623.
Повний текст джерелаАнотація:
AbstractThe paper argues that sweeping proclamations about the effects of globalization relate to a world which is antithetic to that of real people. While, for example, politicians strive to meet what they 'know' to be the demands of socio-economic globalization; people contending with the problems such policies raise, deploy a repertoire of local knowledge and concomitant practices. Their knowledge combines traditional lore and lessons learned over a lifetime from dealings in ordinary local contexts. With the help of theorizations of globalization and of everyday life, it is possible to show how local knowledge interacts with the global, and to touch on indicators which are potentially decisive for the differential evolution of the 'glocal'.
9
Mandaville, Peter. "Globalization and the Politics of Religious Knowledge." Theory, Culture & Society 24, no. 2 (March 2007): 101–15. http://dx.doi.org/10.1177/0263276407074998.
Повний текст джерела
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Canbey Ozguler, Verda. "Globalization and Youth employment." QUADERNI DI ECONOMIA DEL LAVORO, no. 97 (June 2012): 39–58. http://dx.doi.org/10.3280/qua2012-097003.
Повний текст джерелаАнотація:
The human resources that a country possesses maintain its importance within the production process, and in fact, in today's knowledge-based economy, human capital accumulation has become an even more important factor than in the past. Human capital has become the cornerstone of knowledge-intensive societies. Measured in terms of education at the national level, human capital also provides an impetus to economic growth. By employing qualified, highly educated manpower, knowledge-intensive technology companies of our day obtain an important competitive advantage (Madsen et al., 2003: 427). In this sense, in gaining qualifications such as digital literacy, creative thinking, effective communications and high productivity, young people have a greater advantage. Thus, in terms of countries with a young population, raising the young people in accordance with the necessities of our era and employing them within the production process according to their mentioned qualifications beyond necessity is seen as compulsory. Should this not take place, this young and dynamic population group will inevitably become the group that is most heavily burdened with all of the negative impacts of unemployment. For this reason, all countries that have grasped the importance of this matter have initiated youth employment policies. The basis of these policies rests in a series of interrelated policy applications such as lifelong training -centred f lexible t raining s ystems, in ternship a nd c areer consulting applications within the framework of institutional arrangements regarding transition from school to working life and legal arrangements. In this study, the place of youth in the labour market and employment issues is examined within the context of the globalisation process with examples from different countries. Additionally, policies that need to be developed during this process are mentioned and supported with concrete practical examples for developing recommendations, as well as considering the subject from other perspectives
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THUROW, L. C. "Globalization: The Product of a Knowledge-Based Economy." ANNALS of the American Academy of Political and Social Science 570, no. 1 (July 1, 2000): 19–31. http://dx.doi.org/10.1177/0002716200570001002.
Повний текст джерела
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Villereal, Gary L. "Guatemala’s current and future globalization." International Social Work 50, no. 1 (January 2007): 41–51. http://dx.doi.org/10.1177/0020872807071481.
Повний текст джерелаАнотація:
English Globalization is affecting Guatemala and tensions are evident between efforts to modernize relative to the traditional lifestyle. The marginalization of rural indigenous people is presented and seven specific initiatives are recommended for social work education. French La mondialisation affecte le Guatemala et les efforts de modernisation s'opposent au style de vie traditionnel, ce qui suscite de réelles tensions. Cette étude se penche sur la marginalisation des populations indigènes et elle propose sept initiatives spécifiques d'éducation en travail social. Spanish La globalización está afectando a Guatemala y las tensiones entre los esfuerzos de modernización y el estilo de vida tradicional son evidentes. Se discute la marginación de los grupos rurales indígenas y se recomiendan siete iniciativas específicas para la educación en el Trabajo Social.
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Kurniawati, Sri. "Do Labor and Openness Affect the Performance of the Creative Industries in Indonesia?" 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (December 9, 2020): 67. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(67).
Повний текст джерелаАнотація:
The phenomenon of globalization is being faced by modern society and affects to all aspects of human activity. Over the past few decades, globalization has created many advantages for the development of the national economy. Some countries experience structural changes when traditional industries are replaced by service and innovation sectors, this indicates a transition to a knowledge economy where certain roles are played by creativity (Cabelková et al., 2015; Zelazny, 2017). Globalization can improve relations with other countries, especially in exports and imports. Creativity is a complete resource that is based primarily on ideas and cultural characteristics rather than on physical capital. The main source of creativity is invisible because it includes everything everyone has - knowledge, emotions, talents, and spontaneity (Skavronska, 2017).Empirical results show that the development of creative industry potential has led to increased income and employment opportunities in Brazil (Kon, 2016). It has been found that employment opportunities in the creative industry sector affect Ecuador's economy both in the medium and long term. The creative industry employment opportunities are found to be influential in the Ecuadorian economy both in the medium and long term (Quezada, et al., 2018). This research will analyze the effect of globalization and employment opportunities on the economy of the creative industry sector. Keywords: Creative industry, Labor, Export, Import
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Baber, Zaheer. "Global DNA: Genomics, the Nation-State and Globalisation." Asian Journal of Social Science 36, no. 1 (2008): 104–19. http://dx.doi.org/10.1163/156853108x267594.
Повний текст джерелаАнотація:
AbstractGlobalization has influenced the conduct of scientific research in a number of expected and unexpected ways. At the same time the emergence of specific scientific fields has also influenced the texture and trajectory of globalization. In this paper the relationship between globalization and genomics is analyzed. Much like the globalization of traditional manufacturing, genomics research represents a phase of global bio-capitalism. With specific reference to Singapore, the possible social, economic and political effects of the rapid global circulation of scientists, knowledge, capital and DNA are examined in this paper.
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D’haen, Theo. "Worlding the Social Sciences and Humanities." European Review 24, no. 2 (April 18, 2016): 186–99. http://dx.doi.org/10.1017/s106279871500054x.
Повний текст джерелаАнотація:
Under the impact of globalization, the study and teaching of the social sciences and humanities is rapidly changing. In many ways, what we see is a growing transfer of research, knowledge, and method from the West to other parts of the world, and in the first instance China. This development is steered by far-reaching changes in the organization of higher education in both the West and in this case China, changes that in themselves have to do with changing economic conditions, and the political decisions following from them, as the result of globalization. In the final part of this article I focus upon how this works out in one particular field or discipline in the humanities: world literature.1
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Bohman, James. "Toward a critical theory of globalization." Concepts and Transformation 9, no. 2 (July 13, 2004): 121–46. http://dx.doi.org/10.1075/cat.9.2.05boh.
Повний текст джерелаАнотація:
One of the central ideas of both Critical Theory social theory and of pragmatist theories of knowledge is that epistemic and normative claims are embedded in some practical context. This “practical turn” of epistemology is especially relevant to the social sciences, whose main practical contribution, according to pragmatism, is to supply methods for identifying and solving problems. The problem of realizing the democratic ideal under modern social conditions is not only an instance of pragmatist inspired social science, pragmatists would also argue that it is the political context for practical inquiry today, now all the more pressing with the political problems of globalization. Despite weaknesses in the pragmatist idea of social science as the reflexive practical knowledge of praxis, a pragmatic interpretation of critical social inquiry is the best way to develop such practical knowledge in a distinctly critical or democratic manner. That is, the accent shifts from the epistemic superiority of the social scientist as expert to something based on the wider social distribution of relevant practical knowledge; the missing term for such a practical synthesis is what I call “multiperspectival theory.” As an example of this sort of practical inquiry, I discuss democratic experiments involving “minipublics” and argue that they can help us think about democracy in new, transnational contexts.
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Hill, Stephen. "Globalization or indigenization: New alignments between knowledge and culture." Knowledge and Policy 8, no. 2 (June 1995): 88–112. http://dx.doi.org/10.1007/bf02825970.
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Ferguson, Iain, and Michael Lavalette. "Globalization and global justice." International Social Work 49, no. 3 (May 2006): 309–18. http://dx.doi.org/10.1177/0020872806063401.
Повний текст джерелаАнотація:
English The transformation of the social work role through the imposition of neo-liberal policies is creating widespread dissatisfaction. This article identifies some bases for resistance to these policies and discusses their potential for informing a new paradigm, based on a rejection of neoliberalism in social work. French L'application des politiques néo-libérales transforme le rôle du travail social, ce qui suscite une insatisfaction généralisée. Cet article identifie certains fondements de la à ces politiques et il en évalue le potentiel pour créer un nouveau paradigme fondé sur le rejet du néo-libéralisme en travail social. Spanish El papel del trabajo social está cambiando como consecuencia de la imposición de políticas neoliberales. Esto crea una insatisfacción general. Se identifican las bases para resistir estas políticas y se explora la posibilidad de que esas bases informen un nuevo paradigma, basado en el rechazo del neoliberalismo en el trabajo social.
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Do, Thang Van. "Improving the applicability of social sciences and humanities." Science and Technology Development Journal 18, no. 1 (March 31, 2015): 98–107. http://dx.doi.org/10.32508/stdj.v18i1.1048.
Повний текст джерелаАнотація:
The more developed a society is, the higher role social sciences and humanities play. Knowledge of social sciences and humanities holds high value not only in elevating awareness and in making socio-cultural life more modern. Knowledge of this kind gradually accumulates into technology, service and produce so as to foster the fast and sustained development of the society. To avoid the risk of falling behind, to heighten the role of social sciences and humanities in social development in the context of integration, globalization, and development of knowledge economy, the applicability of social sciences and humanities to life must be enhanced.
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Ng, Jimmy J. M., and K. X. Li. "Implications of ICT for knowledge management in globalization." Information Management & Computer Security 11, no. 4 (October 2003): 167–74. http://dx.doi.org/10.1108/09685220310489535.
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Malik, Suhail. "Global Sovereignty." Theory, Culture & Society 23, no. 2-3 (May 2006): 512–17. http://dx.doi.org/10.1177/026327640602300292.
Повний текст джерелаАнотація:
Taking globalization to be in large part a consequence of American domination, we follow Derrida's characterization of this domination as being a mode of sovereignty of world-scale institutions and force. Such sovereignty, which is also a roguery, is the primary actual condition for a global knowledge. Bataille's characterization of rogue sovereignty, however, proposes that knowledge is eclipsed under such a condition by an experience that is irreducibly an unknowing. Knowledge is thus corroded by – or, at best, in a critical relation to – the manifestation of a global experience generated by the actual conditions of globalization.
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Khondker, Habibul Haque. "Globalization and State Autonomy in Singapore." Asian Journal of Social Science 36, no. 1 (2008): 35–56. http://dx.doi.org/10.1163/156853108x267585.
Повний текст джерелаАнотація:
AbstractThis paper revisits the concept of state autonomy in the context of globalization. Earlier literature either considered state autonomy from the social forces in broad institutional and cultural terms or from the dominant classes in a restrictive sense. However, in either case the focus remained on domestic/national society, not the global society. The discussion of relative autonomy of the state began among the Marxists in the 1970s and then graduated into the mainstream social sciences in the 1980s and 1990s. In the upshot, the notions of developmental state and the embedded autonomy have significantly added to our knowledge of the role of the state. This paper broadens the idea of embedded autonomy by locating the sources of embeddedness in both local as well global institutions and norms. The paper uses the Singapore case to illustrate some of the possibilities and limitations of the reconfigured role of the state in the face of globalization.
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Adisel, Adisel, Ahmad Gawdy Prananosa, Puspa Handayani, and Isman Fauzi. "Perubahan Globalisasi Teknologi Industri Menjadi Tantangan Guru PAI di Masa 4.0." Journal of Education and Instruction (JOEAI) 5, no. 1 (June 30, 2022): 277–81. http://dx.doi.org/10.31539/joeai.v5i1.3640.
Повний текст джерелаАнотація:
This study aims to describe the challenges of Islamic Religious Education teachers in facing changes in the era of globalization of the technology industry 4.0. The research method used is descriptive qualitative and refers to case studies. The results of the study indicate that the challenges faced by PAI teachers in the changing era of globalization of the technology industry 4.0, there are several challenges, one of which is that teachers are required to be digitally literate. Another challenge faced by PAI teachers is that teachers must be able to innovate their teaching methods in accordance with existing developments. Apart from teachers, other challenges come from students, where students' morale is eroded due to changes in the globalization of technology, and students' social actions towards their environment are also eroded, not only among students but also an indifferent attitude towards their responsibilities as students. In conclusion, as a PAI teacher, you must increase your understanding and knowledge in technology in order to implement this knowledge in the teaching process, especially in the era of globalization and changes in industrial technology in the 4.0 era as it is today.
Keywords: Globalization 4.0, PAI, Teacher Challenges, Industrial Technology
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Mendes, Philip. "Welfare lobby groups responding to globalization." International Social Work 49, no. 6 (November 2006): 693–704. http://dx.doi.org/10.1177/0020872806070969.
Повний текст джерелаАнотація:
English Theories of globalization suggest that national lobby groups continue to exert influence on social policy agendas and outcomes. Yet little has been written about the impact of globalization on the political and ideological context within which pro-welfare state advocacy groups operate. This article explores the response of an Australian welfare lobby group to the challenges posed by globalization. French Les théories de la mondialisation soutiennent que les groupes de pression nationaux continuent d'exercer leur influence sur les projets et les définitions des politiques sociales. Pourtant, on recense peu d'écrits sur la façon dont la mondialisation influence le contexte politique et idéologique dans lequel travaillent les groupes de pression en faveur de l'aide sociale. Cette étude explore la position d'un groupe de pression australien en égard aux défis de la mondialisation. Spanish Las teorías de la globalización sugieren que los grupos nacionales de presión continúan ejerciendo influencia en las agendas y resultados de la política social. Se ha escrito poco sobre el impacto de la globalización en el contexto política social. Se ha escrito poco sobre el impacto de la globalización en el contexto político e ideológico, en el cual operan los grupos que abogan en pro del bienestar. Este artículo explora las respuestas de un grupo australiano de presión por el bienestar, frente a los desafióos que ofrece la globalización.
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Akaiso, Darlington, and Mariya V. Markova. "Does Globalization Impact Entrepreneurship?" IJEBD (International Journal of Entrepreneurship and Business Development) 6, no. 1 (January 31, 2023): 1–14. http://dx.doi.org/10.29138/ijebd.v6i1.2077.
Повний текст джерелаАнотація:
Purpose: This paper examines the effect of the globalization phenomenon and its impact on the dynamic development of entrepreneurship based on changing economic, cultural, and business environments both within and between nations.
Design/methodology/approach: The authors use theoretical perspectives and analyze literature reviews to identify the effect of the relationship that exists between globalization and entrepreneurship, which plays a variety of important roles in the business world.
Findings: The findings of the study show that while there is a significant statistical difference between U.S. and international entrepreneurs regarding the importance of cross-cultural considerations, there are no statistical differences regarding the importance of global entrepreneurial innovation, business environment, and the effect of globalization on the economy.
Research limitations/implications: The paper presents a critical analysis of the impact of globalization on entrepreneurs in the U.S. and internationally.
Practical implications: The authors investigate the characteristics necessary for entrepreneurs to be successful, such as skills, knowledge, experience, and the abilities needed to apply technology and innovation, and they navigate complex cultural differences that may exist between business members and stakeholders from diverse cultural backgrounds.
Paper type: Research paper
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Carnoy, Martin, and Manuel Castells. "Globalization, the knowledge society, and the Network State: Poulantzas at the millennium." Global Networks 1, no. 1 (January 2001): 1–18. http://dx.doi.org/10.1111/1471-0374.00002.
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Üredi, Lütfi. "Conceptions of Class Teachers on Democracy and Diversity." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 151–64. http://dx.doi.org/10.2478/atd-2020-0027.
Повний текст джерелаАнотація:
Abstract Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study. Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data. Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers. Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005). Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.
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Üredi, Lütfi. "Conceptions of Class Teachers on Democracy and Diversity." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 151–64. http://dx.doi.org/10.2478/atd-2020-0027.
Повний текст джерелаАнотація:
AbstractIntroduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study.Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data.Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers.Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005).Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.
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Lyngstad, Rolv. "The welfare state in the wake of globalization." International Social Work 51, no. 1 (January 2008): 69–81. http://dx.doi.org/10.1177/0020872807083917.
Повний текст джерелаАнотація:
English The article starts with a discussion of recent developments in the Norwegian welfare state. It focuses on the welfare promises of the present centre-left majority government and asks if an ambitious welfare-state policy is possible in an international climate of globalization and a market-oriented economy. It is decisive that social work educators and the profession addresses these questions if the core values of the welfare state are to prevail. French Cet article s'appuie sur les récents développements du système de sécurité publique de la Norvège et examine les promesses du présent gouvernement majoritaire de centre-gauche en matière de sécurité sociale, tout en s'interrogeant sur la viabilité d'une ambitieuse politique d'état-providence dans le contexte de la mondialisation et d'une économie centrée sur les marchés à l'échelle internationale. Il est impératif que les enseignants en travail social et que la profession tout entière s'interrogent à savoir si les valeurs de base de l'état-providence subsisteront. Spanish Este artículo parte de los desarrollos recientes en el Estado de Bienestar de Noruega. Se enfoca en las promesas del presente gobierno mayoritario de centro-izquierda, y se pregunta si es posible una política ambiciosa estatal de bienestar, en un clima internacional de globalización y una economía orientada hacia el mercado. Es importante que los profesores y profesionales del trabajo social se planteen estas cuestiones si los valores básicos del estado de bienestar han de prevalecer.
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Kang, Liu. "Social Sciences, Humanities and Liberal Arts: China and the West." European Review 26, no. 2 (January 21, 2018): 241–61. http://dx.doi.org/10.1017/s1062798717000643.
Повний текст джерелаАнотація:
For the most part, modern China’s institutions and modes of knowledge have been shaped and predominantly influenced by the West. Since the modern Chinese knowledge system is an integral and inseparable part of that dominant western system, an immanent critique will view Chinese problems not as extraneous, but as intrinsic to modernity, to the world-system or globalization. This article traces the genealogy of modern European modes of knowledge under the rubrics of ‘liberal arts’, as the origin and basis for modern China’s institutions and modes of knowledge, and then examines China’s ‘liberal arts’ as institution and modes of knowledge from the early years of the twentieth century to the present. The paper’s objective is to question the relationship between (Eurocentric) universalism and Chinese exceptionalism within the dominant modern Western institutions and modes of knowledge today.
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Tae Kuen Kim. "Globalization and state-supported welfare." International Social Work 52, no. 2 (March 2009): 209–22. http://dx.doi.org/10.1177/0020872808099731.
Повний текст джерелаАнотація:
English We analyze the impact of globalization on the social welfare effort among 18 affluent countries, concentrating on the curve-linear hypothesis. This study provides new empirical evidence on the relationship between globalization and the welfare state by employing auto-regression analysis. Based on the findings, we discuss several issues regarding the relationship. French Cet article analyse l’impact de la mondialisation sur l’aide sociale dans 18 pays riches, en faisant appel à l’hypothèse de la courbe linéaire (courbe de Philips). Cette étude fournit de nouvelles preuves concrètes sur la relation entre la mondialisation et l’aide sociale étatique en employant une analyse de régression. À la lumière des résultats, plusieurs enjeux découlant de cette relation sont examinés. Spanish Analizamos el impacto de la globalización en los esfuerzos de bienestar social a través de 18 países ricos, centrándonos en una hipótesis de curva lineal. Este estudio provee nuevas evidencias empíricas sobre la relación entre globalización y el Estado del Bienestar mediante la utilización de un análisis de regresión. Con base en los hallazgos, discutimos algunas cuestiones relativas a esta relación.
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Myers, John P., and Keith Rivero. "Challenging preservice teachers’ understandings of globalization: Critical knowledge for global citizenship education." Journal of Social Studies Research 44, no. 4 (October 2020): 383–96. http://dx.doi.org/10.1016/j.jssr.2020.05.004.
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Desyandri, Desyandri. "PERAN SENI MUSIK DALAM PENDIDIKAN MULTIKULTURAL." Pedagogi: Jurnal Ilmu Pendidikan 15, no. 1 (April 30, 2015): 103. http://dx.doi.org/10.24036/pedagogi.v15i1.5251.
Повний текст джерелаАнотація:
Indonesia is a multicultural state, in which diverse of cultures have spread from Sabang until Merauke, spread across thousands of islands with diverse of cultures. Order was changed with globalization and the development of Science, Technology, and the Arts (IPTEKS). Globalization also has an impact on inequality, and injustice in the world of education. Educationin generalis a giftof knowledge, experienceandskillsto the studentsso as toform apositive attitudeandbe able tobuild anoblecharacterin order to formthe nation withregardthe valuesof cultural diversity. MusicArteducationprovides the knowledge, experience, andcompetencethroughfivebasic components, namely: expression, appreciation, creation, harmony, andbeautyareintegratedwithMulticulturalEducation. Thisarticledescribes theroleof musicinmulticulturaleducationisto fosterawarenessand concernin establishinga multiculturallearningcommunityinschools.
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Schroeder, Ralph. "e-Sciences as research technologies: reconfiguring disciplines, globalizing knowledge." Social Science Information 47, no. 2 (June 2008): 131–57. http://dx.doi.org/10.1177/0539018408089075.
Повний текст джерелаАнотація:
This article examines recent e-science initiatives through the lens of the concept of `research technologies'. It has been argued that e-science research, which makes use of advanced computing tools to share distributed resources via networks, changes the disciplinary nature of research towards greater interdisciplinarity and paves the way for the increasing globalization of research. However, these claims need to be instantiated in concrete research practices. The essay therefore presents three examples of research projects where these two features can be demonstrated. More generally these three projects — in social science hyperlink analysis, high-energy physics, and astronomy — are examples of `research technologies', which, it has been argued, are often a radical source of innovation. The article describes how the three projects illustrate these arguments about research technologies, but also how this concept is limited as e-science research is still ongoing. The conclusion assesses how the notion of research technologies is useful for understanding how networked computing technologies are changing the current landscape of knowledge production.
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Hershberg, E. "Global Restructuring, Knowledge and Learning." Voprosy Ekonomiki, no. 8 (August 20, 2004): 66–76. http://dx.doi.org/10.32609/0042-8736-2004-8-66-76.
Повний текст джерелаАнотація:
The influence of globalization on international competitiveness is considered in the article. Two strategies of economic growth are pointed out: the low road, that is producing more at lower cost and lower wages, with increasingly intensive exploitation of labor and environment, and the high road, that is upgrading capabilities in order to produce better basing on knowledge. Restrictions for developing countries trying to reach global competitiveness are formulated. Special attention is paid to the concept of upgrading and opportunities of joining transnational value chains. The importance of learning and forming social and political institutions for successful upgrading of the economy is stressed.
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Akdim, Hamid. "Internationalisation Des PME De La Région Fès Meknès (Maroc) : Cartographie Des Liens Et Tendances Actuelles." European Scientific Journal, ESJ 13, no. 2 (January 31, 2017): 1. http://dx.doi.org/10.19044/esj.2017.v13n2p1.
Повний текст джерелаАнотація:
Globalization is not a recent phenomenon in the social sciences. The advocates argue that companies of all sizes are increasingly integrating into globalization processes. In Morocco, as in other countries, this phenomenon affects several aspects and manifests in several forms. In this paper, we analyze the impact on the mapping of links and the exchange of trade flows between firms in the Fez Meknes region (Morocco) and their foreign companies. The aim is to study the applicability of the concept of "psychic distance", particularly the importance of geographical, cultural, institutional and legislative distance in the choice of foreign partner companies.
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Mohamed, Mirghani S. "The triad of paradigms in globalization, ICT, and knowledge management interplay." VINE 37, no. 2 (June 26, 2007): 100–122. http://dx.doi.org/10.1108/03055720710759892.
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Sitaraman, Srini. "Globalization, State, Identity/Difference." American Journal of Islam and Society 15, no. 3 (October 1, 1998): 133–35. http://dx.doi.org/10.35632/ajis.v15i3.2161.
Повний текст джерелаАнотація:
What is reality? Is reality what we see? How do we tell what is real, and how do wedifferentiate “real” from “false” or uncover the truth in an objective fashion? The searchfor reality or understanding the dynamics of human interaction in an institutionalized settinghas resulted in a vibrant debate in international relations (IR) theory over the metatheoreticalfoundations of knowledge production. Positivists and realists claim that truth andreality can be and have been uncovered by thorough and patient research. Truth is, after all,“out there” somewhere in the real world, and it is the task of social scientists to uncover it.Critical social theorists, however, argue that social science is not akin to physical or evennatural sciences, for human behavior is dynamic and varies both spatially and temporally.“Reality” or “truth” can never be discovered or known completely because of the nature ofsocial activity. Furthermore, there are no fixed foundations for judging what is “real,”“true,” or “false.” Hence, the attention of critical social inquiry has focused predominantlyon the epistemological and ontological foundations of social scientific methods.By concentrating on epistemology and ontology, critical social theorists have shownthe structural weakness of positivist and realist theories. Furthermore, the inability of positivesocial science to go beyond surface structures to explore deep structures of knowledgealso has been exposed by critical social theorists. The unequivocal outcome of critical socialtheory is that knowledge, interest, and preference matter and, therefore, cannot be assumed.The critical social theorist does not focus on the cognitive manifestations of knowledge,interests, and preferences, but rather on how they are formed, created, or constructed.However, despite its ombudsman-like value and importance, critical social theoryhas yet to emerge as an effective alternative to positive social science. Critical social theoryhas remained true to its name and has continued to play the role of a harsh but valuablecritic. Keyman seeks to buck this trend by providing a basis for using critical socialtheory not just as an epistemological critique to challenge the extant theoretical hegemony,but also to deploy it as a “first-order theorizing tool”-an ambitious goal indeed. Hisbook is an attempt to bridge the theory-metatheory gap found in IR theory and, at the sametime, elevate critical social theory to the level of such first-order theories as the muchmaligned Waltzian theory of international relations. The challenge of deploying criticalsocial theory not just as a captious force, but rather as a constructive theory, is a difficultand slippery task. Critical social theory should be able to criticize and dismantle withoutrelying on foundational support (i.e., without relying on positivistic moments). In addition,it also should resist succumbing to the temptation of assuming the discourse of thehegemon, in which the “other” becomes the subject.Keyman attempts to traverse these intellectual minefields by emphasizing the need fordialogical interaction between discourse (object) and subject. The object and subject should ...
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Bulatov, A. S. "Russia’s participation in economic globalization: new reversal of tendencies." International Trade and Trade Policy 9, no. 1 (May 5, 2023): 112–35. http://dx.doi.org/10.21686/2410-7395-2023-1-112-135.
Повний текст джерелаАнотація:
The article analyzes the most important shifts in the indicators of globalization of the world economy. The author attempts to give a retrospective analysis of Russia's participation in international trade, the movement of capital, labor, knowledge and its monetary and settlement relations with the outside world over the past 3 decades. The author comes to the conclusion that the globalization of the Russian economy in the last 3 decades has brought the country a lot of wins and losses, the balance of which was formed in different ways. But 2022 became after the mid-1990s. another turning point in this process and, along with positive changes (acceleration of import substitution), this turning point carries threats, first of all, a reduction in the inflow of knowledge and capital. The turning point in the globalization of the Russian economy that has emerged in recent years and occurred in 2022 is caused mainly by political, not economic reasons.
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Evers, Hans-Dieter. "Globalization, Local Knowledge, and the Growth of Ignorance: The Epistemic Construction of Reality." Asian Journal of Social Science 28, no. 1 (2000): 13–22. http://dx.doi.org/10.1163/030382400x00145.
Повний текст джерелаАнотація:
AbstractThe Southeast Asian Journal of Social Science (SEAJSS) had a predecessor in the form of a student journal, published irregularly in the early 1970s. In 1973, it transformed into a professional journal under the expert guidance of Peter Chen, and with the active encouragement of the then head of department. Since then the journal, throughout its 25 years of existence, has been at the forefront of developing a distinct Southeast Asian social science. The growing number of research institutes and universities, academic journals, consulting firms and local experts disseminating, applying and creating knowledge underline the importance of regional knowledge in a global setting. A journal like the SEAJSS has a major role to play in this context.
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Pertsev, D. M. "WORLD-SYSTEM ANALYSIS AND HISTORICAL GLOBALIZATION." Globus: psychology and pedagogy 7, no. 3(43) (August 19, 2021): 22–37. http://dx.doi.org/10.52013/2713-3060-43-3-4.
Повний текст джерелаАнотація:
Modern historical science is in crisis because it is fragmented and highly specialized. Today, knowledge, split into many disciplines not related to each other, generates a flow of poorly integrated information. Such dismemberment is a brake on the process of integrating social science disciplines into a single whole, since all of them, for the most part, explore a common object — the evolution of societies at different periods of world history. A systematic approach and the concept of historical global adaptation by actual paradigms capable of combining a set of elements into an integral and general picture of the development of societies of various levels of complexity within the framework of the general movement of historical evolution from primitiveness to modern times.
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Liu, Hongxia, and Di Suo. "Shadow Education in the Era of the Globalization: Comprehensive Prohibition or Active Encouragement?" Journal of Educational Theory and Management 6, no. 1 (June 9, 2022): 15. http://dx.doi.org/10.26549/jetm.v6i1.10075.
Повний текст джерелаАнотація:
With the acceleration of education democratization and the rapid development of education modernization, shadow education, as a prominent phenomenon in education globalization, has begun to develop rapidly. This paper challenges the different views of shadow education which has both positive and negative effect in the era of globalization and further discusses that shadow education should be actively encouraged from the perspective of knowledge economy, brain migration and higher education.
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Eletsky, Nikolay. "Global Political Economy in Context of Evolution of Political-Economic Thought." Journal of International Business Research and Marketing 2, no. 2 (2017): 11–19. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.22.3002.
Повний текст джерелаАнотація:
Globalization of economic processes requires an adequate transformation of the economic Sciences. In the modern world, the globalization of actors and results of production leads to the formation of global relations of ownership and governance. It modifies the subject field of General economic theory and generates the global political economy. The essence of its subject matter is the relationship of the global ownership and the resulting global economic contradictions. The methodological toolkit of global political economy reflects the particularities of contemporary scientific knowledge due to the new phenomena of globalization. Global political economy is the methodological-theoretical basis of all Sciences investigating global economic system. At the same time, it is a special branch of the modern system of economic Sciences, characterizing by the spatio-temporal specificity of subject matter and method. The proposed approach is an alternative to the common preceding scientific interpretations of global political economy as, in fact, the international economic politology.
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Simakova-Efremian, E. B. "TO THE QUESTION OF INTERDEPENDENCE OF THE EUROPEAN INTEGRATION PROCESSES AND INTEGRATION TENDENCIES OF SPECIAL KNOWLEDGE IN UKRAINE." Theory and Practice of Forensic Science and Criminalistics 17 (November 29, 2017): 152–58. http://dx.doi.org/10.32353/khrife.2017.18.
Повний текст джерелаАнотація:
In the conditions of world globalization, the interdependence of the countries of the world, their transformation into a single global organism, which has its own laws and tendencies of development, is growing ever more. Globalization, like any complex and multifaceted phenomenon, has certain consequences that significantly affect the historical destinies of countries and peoples. Globalization concerns the issues of the development of law and judicial sciences. The holding of the First Kharkiv International Legal Forum "The Law and Problems of Sustainable Development in the Globalized World" is a peculiar confirmation of this. During the opening of the Forum, the rector of the National Law University academician V Ya. Tatsyi stressed that the processes of the world globalization not only give certain advantages in the development of the humanity but also generate new problems, which impossible to solve without an active participation of lawyers-scientists and practitioners. He noted: "From us expect balanced, well-reasoned and effective recommendations that might be implemented both in the national legislation and in the international legal practice”. Undoubtedly, the processes of globalization have their own specifics in various fields, including, in the field of forensic examination. A special place in this case belongs to the influence of the world globalization upon European integration processes. These processes are realized in the forensic examination, primarily by means of implementation of the legislation of Ukraine on forensic examination into European legislation, and in addition, by means of unification of the techniques of expert research for all forensic institutions by their accreditation in accordance with international quality standards. There were defined the ways of realization by Ukrainian criminalists andforensic experts of the requirements of the European documents containing the minimum standards in themselves and various variants of activities in the field of Criminalistics and Forensic Expertise have been proposed.
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OTUNDO, JULIUS. "KNOWLEDGE TRANSFER AND ORGANIZATIONAL CAPABILITIES." International Journal of Research in Education Humanities and Commerce 04, no. 02 (2023): 19–26. http://dx.doi.org/10.37602/ijrehc.2023.4203.
Повний текст джерелаАнотація:
Today’s Economy is rapidly facing changes in globalization and Knowledge-based products and services. The survival and performance of an organization are influenced by its ability and speed in Developing knowledge-based competencies among the employees (Salina and Fadzilah,2008) According to Goh, SC. (2002), One of the major challenges an organization faces are managing its knowledge assets. Increasingly, knowledge transfer is seen as a basis for competitive advantage. Organizations always face issues with the kind of information, competencies, and expertise that are essential for it to take widespread advantage of available opportunities (Husnain et al., 2021). In addition to these competencies, an organization must possess unique features that competitors find difficult to imitate while operating in the same market and industry (Sousa and Rocha 2019; Sohail et al., 2020). This paper explores, in-depth, the role that key strategic organizational capabilities play in facilitating or preventing knowledge transfer. The paper converses knowledge transfer in an organizational context, then discusses significant organizational capabilities that trigger knowledge transfer and further discuss how these organizational capabilities influence the ability to transfer knowledge, an important area of knowledge management. Each of these key capabilities and their influence on Knowledge transfer is discussed separately and then integrated into a framework to explain how effective knowledge transfer can be managed in an organization with such capabilities. Conclusions are drawn about the complexity of knowledge transfer and the need to take a balanced approach to the process.
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Yip, Kam-shing. "A dynamic Asian response to globalization in cross-cultural social work." International Social Work 48, no. 5 (September 2005): 593–607. http://dx.doi.org/10.1177/0020872805055314.
Повний текст джерелаАнотація:
Authentization, indigenization, cultural sensitivity, cultural competence and globalization are controversial issues in cross-cultural social work. In this article, the writer tries to clarify all these related concepts. In terms of various Asian cultural contexts, a model of dynamic Asian response and exchange in the field of cross-cultural social work practice in Asian countries is suggested. French L'authentization, l'indigénisation, la sensibilité culturelle, la compétence interculturelle et la mondialisation sont des questions controversées en travail social interculturel. Dans cet article, l'auteur tend à clarifier ces concepts interliés et suggère une réponse et des échanges asiatiques dynamiques dans le contexte culturel diversifié des contrées de l'Asie. Spanish La autencización, la indigenización, la sensibilidad cultural, la competencia cultural y la globalización son asuntos controvertidos en el trabajo social transcultural. El autor trata de clarificar todos estos relacionados conceptos. Respecto a varios contextos culturales de Asia, el autor sugiere un modelo dinámico de intercambio y respuesta asiática a la práctica de trabajo social transcultural en países de Asia.
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Pei, Yinchun. "Critically Evaluate Explicit Knowledge and Implicit Knowledge Learning of English Language in Chinese-Foreign Cooperative Universities." Asian Education Studies 7, no. 3 (August 31, 2022): 19. http://dx.doi.org/10.20849/aes.v7i3.1277.
Повний текст джерелаАнотація:
With the development of internationalization and globalization, Chinese-foreign cooperative universities are established to attract more international scholars and students, and provide more chances for Chinese students to experience English Medium Instruction (EMI) courses. From the cooperative universities’ official website pages, the universities propaganda English immersion education. In that case, the learning of academic content knowledge requires students’ English proficiency level to achieve to an exact extent. Under this circumstance, it is discussed how students in the Chinese-foreign cooperative universities learn the explicit and implicit knowledge of the English language during the EMI courses in the Chinese-foreign cooperative universities, and how the two learning modes interface with each other.
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Sawchuk, Peter. "Technological change, learning, and capitalist globalization: outsourcing step-by-step in the Canadian public sector." Canadian Journal for the Study of Adult Education 20, no. 2 (December 1, 2007): 87–98. http://dx.doi.org/10.56105/cjsae.v20i2.1109.
Повний текст джерелаАнотація:
Drawing on original interviews (n=70) and survey research (n=336) on technological change in Canadian public sector welfare work, this article explores the role of work design and change, with an emphasis on the political economic dimensions of centralized and localized knowledge systems, cooperation, and worker resistance. While it is necessary first to establish how it is that work and technological design are interwoven with learning responses, the article concludes with a discussion of implications concerning public sector work transformation and, ultimately, the capacity for the state to outsource public services. Résumé Dessinant sur l’entrevue originale (n=70) et la recherche d’aperçu (n=336) sur le changement technologique du travail canadien d’assistance sociale de secteur public, cet article explore le rôle de la stylique et le changement avec une emphase sur les dimensions économiques politiques des systèmes de la connaissance, de la coopération et de la résistance centralisés et localisés d’ouvrier. Tandis qu’il est nécessaire de d’abord établissez comment c’est que le travail et la conception technologique sont entrelacés avec des réponses d’étude, l’article conclut avec une discussion des implications au sujet de la transformation de travail de secteur public et, finalement, de la capacité pour que l’état externalise des services publics.
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Willoughby, Jay. "Islam in Africa, Islam in Globalization." American Journal of Islam and Society 33, no. 1 (January 1, 2016): 165–68. http://dx.doi.org/10.35632/ajis.v33i1.898.
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On October 15, 2105, the International Institute of Islamic Thought commemoratedAli Mazrui’s (1933- 2014) first death anniversary by convening a seminarto honor their mutual close and lasting relationship. Mazrui served as theeditor-in-chief of the American Journal of Islamic Social Sciences (2009-14),participated in many of the institute’s events, and was awarded the IIIT DistinguishedScholar Award in 2011. In addition, he bequeathed his collectionof papers and publications to IIIT.His widow Pauline Utimazrui opened the seminar by recalling how herlate husband always spoke the truth regardless of the consequences, how hedecided to attend Columbia University because so many African students weregoing there, and how he sought to bring up controversial issues to force peopleto think outside the box. She said that he was a very happy and grateful manwho appreciated others, liked to live a simple life and be in the moment, anddid not believe in accumulating wealth.Keynote speaker Ebrahim Rasool, former ambassador of South Africa tothe United States and a long-time activist who was jailed for his anti-apartheidactivities, spoke on “Ali Mazrui: Beacon at the Intersection of Islam andAfrica.” He described Mazrui as follows:Standing for justice is the point of the triangle which is least populated, orif it is populated it may well be populated in the absence of understandingthe implications of belief in the unity of God or the understanding of the dynamismof knowledge. Professor Ali Mazrui will be remembered for epitomizingthe completeness and perfection of this golden triangle [of belief,knowledge and justice], for indeed his knowledge was founded in his unflinchingcommitment to Tauhid or unity and this, in turn, impelled him towardsutilizing his intellect both towards identifying the sources of injusticein the world and positing theoretical and practical solutions towards justice.He reminded his audience how Mazrui never shied away from controversy,as can be seen in his battle with National Public Radio (NPR) in termsof his production and defense of “The Africans: The Triple Heritage,” disagreementswith much of post-colonial Africa’s ideological or philosophicalthinking, and assertion of a distinction between theological Islam and historicalIslam. On a more personal level, in 1969 he rejected an invitation extended ...
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Voziyanova, Natalya Yu, and Alexandra Yu Deschenko. "INSTITUTE OF SERVICES IN KNOWLEDGE ECONOMICS: PATTERNS OF FORMATION, POTENTIAL OF VIRTUAL INSTITUTIONAL AND MARKETING ENVIRONMENT, DEVELOPMENT CONCEPT." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 3/5, no. 144 (2024): 118–27. http://dx.doi.org/10.36871/ek.up.p.r.2024.03.05.015.
Повний текст джерелаАнотація:
The article explores the theoretical foundations and genesis of the economics of knowledge and services. The features of industrial revolutions, the modern environment of the functioning of the economic entity, globalization aspects and laws of the formation of the institution of services in the knowledge economy are studied. The prerequisites for the institutionalization of the knowledge economy have been identified. The concept of development of services in the knowledge economy is proposed.