Subject - Economics of Globalisation

Essay Topic - "The 2008 financial meltdown in the US and the ongoing economic crisis in Europe have practically ended the era of economic globalisation. Do you agree with this view? Why or why not?

The research paper must be 7 pages long and must include a reference page. The reference page must list at least 5 to 7 references. NO textbooks or encyclopedias may be used. Use the Internet but no Internet encyclopedias.

The references must also appear in the body of the paper where they are appropriate whether quoting directly or indirectly from the source. Therefore, almost all of the paper should be referenced or footnoted.

The topic is "Economic Globalization". How did it become so powerful, so important in the global marketplace? Use ant angle pro or con, but remember it is a research paper not an opinion paper. Personal views are not to be included, only documented professional; material is to be utilized.

How have you or someone you know personally been affected by economic globalization? Please list and describe the specific effects. Then, based on what you read in Chapter 4, explain the reasons for each of these effects.
Book: : Eitzen, D. S., & Zinn, M.B. (Eds.). (2012). Globalization: The Transformation of Social Worlds (3rd ed.). Belmont, CA: Wadsworth.

Question:

Is Economic Globalization a Positive Trend?

Answer in 15 pages in MLA format i.e.(Smith,49). No more than 20% of paper should be quotes.

This Research Essay is for a third year Comparative Politics class.

Essay Topic: "Choose two countries and assess the impact of political or economic globalization."

Since this is a Comparative Politics class, we need to COMPARE the impact of globalization between the 2 countries within in the essay.

*RESEARCH ESSAY 30% of Final Grade*
This will be an original research paper of 10-12 double spaced pages due in paper form. The essay should have a clear thesis statement with well-researched arguments that support the thesis. 8-10 scholarly articles should be used. A full bibliography is necessary as are approproiate footnotes. The instructor uses APA style, however, students can choose any style they prefer. What matters is that citations are consistent and sources are cited properly. This includes when a student has quoted directly from a source and when students have referred to someone else's ideas or research. Scholarly sources include, academic books, journal articles or textbooks. With the exception of reports available from reputable organizations, government websites, and on-line academic journals, Internet sources must be kept to an absolute minimum.

SUGGESTIONS...

* Good book: "Globalization - a very short introduction" by Steger

Globalization.....GOOD or BAD?

* Topic: The POSITIVE impacts of Globalization on developed and Non-
Developed Countries. (North America & India/China)

*Thesis: Despite its many critical views, globalization not only spreads
democracy, but it also increases efficiency (&thus prosperity) & is also
a realistic route out of poverty for the world's poor.
(something like that perhaps, but obviously with some changes)

also plz be sure to add a DEFINITION of globalization somewhere within the beginning of the essay!

THANK YOU SO MUCH! =) Best of luck!

Sincerely,


Tanya Gutmanis
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Answer the following essay in about 3,600 words. Your essay should be analytical and consider the issue in context rather than simply telling a story or presenting one side of an argument.





QUESTION = ?THE POSITIVE IMPACTS OF ECONOMIC GLOBALIZATION



The paper will need to:



1. DEFINE the concept of Economic Globalization as you understand it;



2. DISCUSS & ASSERT The Positive Impacts of Economic Globalization using CASE STUDIES



3. DISCUSS some of the ways in which ?Sovereign? States deal with the Positive Effects of Economic Globalization



4. SUMMARIZE & DISCUSS the Counter Arguments against Economic Globalization (with reference to anti-globalization movements) with supporting information ?identify their arguments and motivations



5. REFUTE these Counter Arguments with EVIDENCE



6. DISCUSS some of the ways in which ?Sovereign? states deal with the Negative Effects of Economic Globalization



7. CONCLUDE by restating that Economic Globalization has Positive Effects.



Use case studies ?e.g. countries which benefit tremendously from globalization versus countries which do not benefit tremendously/loose out from globalization ?-END OF QUESTION





Your arguments should be supported by reference to examples (i.e. case-studies).



A bibliography of all consulted works should be included.

A bibliography using at least 20 sources must be supplied, which must include:


1. Books

2. Journals

3. Internet Sites - Internet addresses must include date accessed as text posted on websites may change.


Please use MLA format and/or style


Formatting And Styling (MLA Citation Style) ?include Bibliography, References and/or Works Cited Page


Please include the following features:

1-Title page
2-Table of Contents Page
3-Bibliography, References And/Or Works Cited Page (MLA style/format)

Please provide copies of sources

Please provide Status updates

Email delivery. Once the paper is completed, Please e-mail the paper to me as Word Document and Text Format:

1 - as a Microsoft Word file attachment/ as an attachment in Microsoft Word format (.doc)

2. - in the text area of the email in plain text format (.txt)

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Outline:
What is globalization:

This is what i have begin with.... "Globalization is a process of interaction and integration among regional economies, societies, and cultures through a global network of communication, transportation, and trade. The word Globalization often refer as economic globalization means a national economy goes into the international economy often through trade, foreign direct investment, capital flows, and human migration. Now and days there were a lot of debates on issues that caused by globalization. Problems of globalization are more distribute like, religious, politics, economics, and culture. " You can change it or carry on....

Positive Impacts of Globalization (pros about free trade):

negative impacts of globalization(cons about free trade):

Conclusion:

3) Newspaper Story Review: Find three newspaper articles about the same topic relevant to the course (They do not have to be about the same event, though). Write a sociological review of the relation between the news stories and the sociological concepts. Give a brief summary of each article and compare and contrast the three articles. Any differences or similarities? Why? Choose two concepts discussed in class and assess how the use of the concepts helps explain or better understand what happened or how the news stories help make the concept more clearly understood. Attach the news stories to the paper. I must have a copy of each of the three news stories.
Topic: Globalization
Cocepts: Economic Globalization and transnational corporsations.
Please do not use very big vocabulary words.

In the late 20th Century, economic globalization transformed the United States. Explain what globalization is and describe how it affected the US economy and population in the 1990s.

Exposition Essay, in the introduction needs ( background, definition of globalization which the world became smaller with reference, thesis(this essay will discuss......) using key words and the scope(Essentially, the focus will be on ......)
body paragraph1(short topic sentence with key words and just one main idea, development and explain the idea,be specific, supporting the idea with 3 examples or evidence by reporting verbs and concluding sentence with key words and linking sentence, all the evidence support that main idea.
body paragraph 2 is the same method, with just one main idea
conclusion( synthesising the main ideas,restating the position, a recommendation or conclusion sentence)
focus on reporting verbs, noun phrases, need to be very simple level and simple academic words
the key words (effects of globalization are beneficial)
both paragraphs about benefits
use just two main aspect such as one paragraph about economic globalization and the second about cultural globalization or technology or educational
please answer how are they effect and to what extent?
please write all the references in text and in the reference list follow the harvard reference, thank you

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Question: Discuss the various types of globalization. With a focus on economic globalization, examine the differing schools of thought on whether the evidence in the current debate favors those who see economic globalization as essentially positive, and those who suggest that this process is driving more people into poverty and creating a race to the bottom. Please support every statement of fact or academic opinion with a citation.
Sample Outline (But feel free to design your outline any way you wish)

I. Introduction / Thesis Statement a brief statement outlining your position or something relevant about this issue.

II. Body the bulk of the paper is here, in data taken from the readings and other evidence you have found to support your position.
A. The Globalization Process 1. History (is globalization just imperialism with a new name?) 2. An inevitable process? (can or should it be controlled by states?)
B. The Data 1. The various methodologies used to measure globalization
a. GDP, Gini coeffiecient, PPP values, etc. (Sutcliffe) 2. Whos winning and whos losing?
C. Globalizations Institutions 1. The IMF, World Bank, and the WTO 2. The free trade debate
D. Capitalism, Imperialism and Corporate-Led Globalization

III. Conclusion based on the evidence you have gathered, your opinion on this question of whether economic globalization in its current form, will ultimately benefit all of humankind, or lead us into more prolonged and bitter conflicts.

Extras: 1. Again, make sure to include a citation every time you use a statement or an idea
from the readings that I have provided, or that you found in your own independent research.
2. A papers will be: a. fully documented and cited b. a minimum of 8 10 pages in length c. research beyond authors provided d. turned in on time (12-16-09)

Required Question: Neoliberal economic globalisation is the solution to
world poverty. Critically evaluate this statement

My only request is that the essay is structured well, all terms are defined
and essay uses lots of sourced evidence to support your claim and please do
not plagiarize.

Note: I have stated that China is the country of choice in the specific topic and is the one I used in an outline and am not completely sure if I am allowed to change. If China is difficult for you then switching to another country should be fine.

The Specifications of the Essay:

Purpose
The purpose of this assignment is to give you the opportunity to examine the
implications of economic globalization for one particular country. Economic
globalization is defined by the International Monetary Fund as the integration of
national economies through trade in goods and services, cross-border corporate
investments and financial flows
(http://www.imf.org/external/np/speeches/2003/101603a.htm).

Your goal is to adopt the position of either an anti- or pro-globalizer to answer the
question, has economic globalization had a largely positive or negative impact on this
nation? (i.e. have things got better or worse since this country became an active player
in the global economy?). You may focus your discussion on one of the following
impacts: economic, environmental or social, or consider all three.

Some information on the thesis:
Once you have read extensively about this country, decide if economic
globalization has had a largely positive, or negative, impact. Based on your
decision, formulate a thesis, which is a statement of fact or opinion that you will
defend in the course of your paper. For example, you might argue that trade
agreements have greatly benefited the economy of India (the position of the
pro-globalizer). In contrast, you might conclude that foreign direct investment
has had a negative impact on Indias environment (the position of the antiglobalizer). Then, identify three arguments that you will use to support your thesis statement.


Essay Components:
Note: You may use a maximum of six headings in this essay:
1. Introduction: In several paragraphs, present your thesis statement and three
supporting points. Provide some basic information on the country that you are
studying and how it is integrated into the global economy.

2. Arguments: Present each of these in the order that they were mentioned in the
introduction. Provide sufficient qualitative and quantitative evidence to support
each argument (you may include tables or graphs to illustrate the points that you
are making; be sure to number and label these and provide the source where the
information was obtained. These may be either included in the text, or placed in
an appendix). Each argument should be developed in a number of body
paragraphs, each separated by an appropriate transition.

3. Concession: Recognize (concede) a point that is in direct opposition to your
thesis. In one paragraph you will provide a counter argument and a concluding
statement that will either restate the original position on the issue, suggest a
course of action or even suggest a compromise
(http://more.headroyce.org/research/writing/argumentation/concessions.html). 3
Note: If youre not sure how to write this paragraph, you may find this web site
useful.

4. Conclusion: Summarize what has been said in the body of the paper. Do not
introduce any new material.

5. References: Provide a list of at least 8 references, including 3 peer-reviewed
articles (in APA style). Note: these references do not have to be the same as
those included in the essay outline.

6. Appendices (include the abstract for the 3 peer-reviewed articles)

Length: between 2000 and 2500 words (8 ??" 10 pages including references). 12-
point font, double-spaced and double-sided (to save paper). Up to five marks
(from 100) will be deducted if the paper is less than 2000 words, or more than
2500 words.

Also mentioned on the sheet:

Do:
? write in a professional capacity, as opposed to a casual and friendly capacity
? get to the point ??" shorter sentences are often more effective.
? write in the third, rather than first, person (i.e. dont use I).
? write complete paragraphs (each paragraph must contain an introductory
statement, body and final statement; one-sentence paragraphs should NOT
be included).
? refer to all maps or pictures as Figures, number them, include their source
and give them a title.
? number all Tables (they are not called charts), and include their title and
source.
? indent and single space all direct quotations (they are not called quotes!)
that exceed one sentence. Include quotation marks for indented quotations
(if you dont, then TURNITIN will call it plagiarized). Include the page number.
? write in the active, rather than passive, voice

If any clarification is needed let me know. Most of this is copied and pasted from the assignment page. Also I do not have to submit it to turnitin if I have an annotated bibliography if that is possible. Thanks

Two separate questions to be answered. Both research essay form. Not to be mixed into one paper. 3 pages each. each needs to be at least 750 words.

1. What are the environmental consequences of the current style of economic globalization? How can its impacts on developing nations be minimized? (3 pages)

2. What are the primary reasons for, and potential environmental consequences of, genetic modification of food organisms? Do you feel it is a good practice or one that should be curtailed? Explain. 3 pages)

I want tomar to complete this order
For this task I would like you to write 50 words for each question.


1. Should Australia resort to protectionism to deal with the challenge of economic globalisation in general and growing competition from Asian economic powers in particular?


2. What are the pros and cons of multilateral and bilateral trade?

3. Is the US-Australia FTA a good deal?


4. Given the capability of nuclear weapons and the mass causalties and destruction that they can cause, should non-proliferation efforts in relation to state and non-state or rogue actors be the same?
Ie should we allow states to have nuclear weapons more so than rogue actors or should a hard and fast rule be applied to all?

5. It has always been assumed that Israel has nuclear weapons despite their refusal to admit so. This situation may repeat itself in the future with states holding nuclear weapons whist refusing to acknowledge their existence. This then presents a brick wall to non-proliferation efforts. How do we deal with states such as Israel who refuse to acknowledge they are holding nuclear weapons in moving forward with our non-proliferation efforts???

6. The IAEA has these enhanced powers. Yet they are individually negotiated by member states.

So I ask, what is the point of the IAEA at all if those states who are serious about developing nuclear weapons simply don't sign up?

This might 'flush them out' because we can assume that those non-signatories are dodgy; but this in itself does very little to bring the realization of a nuclear free world to fruition. It seems to me that no body is serious enough about non-proliferation to actually commit to it meaningfully.

Thoughts?

7. Without more up-to-date and robust measures adopted by the international community that specifically focus on containing 'vertical' proliferation of nuclear weapons, are we likely to see more unilateral and confrontational action by states such as US? (and China with respect to North Korea?).

Is it beyond the power of international institutions and community of states to control the transfer of technology, know-how and materials to upgrade and increase nuclear arsenal once a state has crossed the horizontal threshold?

8. I was looking on the DFAT website and came across the page below.

http://www.dfat.gov.au/security/aus_uran_exp_policy.html

It states that Australia may only export uranium for non-explosive purposes. My question is what (if anything) can be done if an NWS uses uranium bought from Australia to produce nuclear weaponary. My guess would be very little. And if this is the case, why would Australia continue to export uranium knowing this.
Thoughts?

Question to be discussed in the essay: How persuasive are these critiques of economic globalization?

This essay has to be written using only these two following sources:
Scott, The High Price of Free Trade, November 17, 2003 | EPI Briefing Paper #147

Zachary, "Africa's Amazing Rise," February 25, 2012

I need it strictly by the deadline.

Thank you very much for understanding


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Beginning with the presidential election of 1980, the US returned to conservative
politics and social policies similar to those that it practiced in the late 19th and
20th century. Give examples of these politics and policies and discuss their similarities
to and differences with the earlier periods. How and in what ways did these politics
and policies reflect the continuing struggles of the US for dominance within economic
globalization and for military dominance?

Write an essay answering these two questions based on ( Global Political Economy) second edition by John Ravenhill

1- How does regionalism relate to globalization? If economic globalization aims for an integrated global economy, do regional organizations like the European Union, ASEAN, North American Free Trade Agreement help or hinder this global economic integration?

2- What is the hyper globalization thesis? What does it predict with regard to the nation- states ability to maintain its tax structure, its labor regulations, and its environmental regulations is this a real threat and do nations take the threat seriously?


- Use just chapter ( 6 and 10).
- No quote from the book.
- Use your own words and analyse to answer this questions.
- Analyses based on hard fact and insight from the book without use any quote.
- Write a full 2 pages for every question.

hi i am an international student, please use simple sentence structure and words. for this business trend paper, i want to write a trend about outsourcing. my idea is that i want to summarize the contribution of outsourcing to the wold in the past decades and write the future of outsourcing, i will attach the requirement of this paper. i will also attach the blog which you need to relate some ideas to trend paper, such as economic globalization. moreover, i will also attach the CSR paper that i wrote. you also need to relate some ideas between these two paper, such as Foxconn company.
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Ashis Nandy asserts that affirmation of indigenous cultures and religious traditions can contribute to liberation; or religious frames can become fundamentalist reactions to modernization or economic globalization. Discuss some examples.

Sources you can use here are Ashis Nandy,

Lester Kurtz


Huntington http://www.alamut.com/subj/economics/misc/clash.html

Writer?s
Please analyze the following article:

Richardson, Bill. 2007. A new realism. Harvard International Review 29, no. 2 (Summer): 26-30.

Summary

U.S. foreign policymakers face novel challenges in the 21st century. Many problems that were once national are now global, and dangers that once came only from states now come also from societies -- not from hostile governments, but from hostile individuals or from impersonal social trends, such as the consumption of fossil fuels. The United States must craft a new foreign policy adapted to a world of complex global challenges which require thoughtful and global solutions. U.S. ports, cities, power plants, and transportation networks remain highly vulnerable, and almost nothing has been done to improve the ability to recover from a nuclear or biological terror attack. Policymakers also have not yet adopted a new paradigm for coping with economic globalization. Today, leadership by the world's only superpower is needed more than ever, but such leadership cannot disregard what goes on inside other societies. The United States needs a new realism in its foreign policy if it is to meet the challenges of this changed world.

You are to write a 1-page summary of the article below. *Do Not Use Outside Sources.*

Adult Literacy: Eunice Askov
The National Education Goals Panel 1994 stated that, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights responsibilities of citizenship. Although this goal was to be achieved in the United States by the year 2000, it has, unfortunately, become only political rhetoric and not reality. While many explanations for the situation could be explored, the purpose of this chapter is to focus specifically on two major issues related to adult literacy namely: assessment and evaluation of literacy, and recruitment and retention of adult learners in programs. These issues are particularly problematic given the trends toward greater accountability using quantitative measures in the conceptualization of literacy as workforce development. Exploration of these two issues may also assist in understanding why this national education goal was not reached. It is the authors view as well as the constructivists approach to adult literacy education would help to address the central issues in literacy practice.
The Problem of Definition
First, however, the definition of literacy should be explored as a basis for discussion of the two issues. The National Literacy Act of 1991 defines literacy as: an individuals ability to read, write, and speaking in English, and compute and also solve problems at the levels of proficiency necessary to function on the job and in society, to achieve ones goal, in developed once knowledge and potential. This definition was based on an earlier, similar definition formulated by the National Assessment of Educational Progress 1986 panel of experts that led to a nationwide evaluation of the literacy abilities of young adults. This definition should be viewed, however, within historical context of an evolving concept of literacy that over time has moved from a school base model driven by the assumption that literacy for adults can be equated with that for children to a functional set of skills, or competencies to be mastered, to the more recent social and cultural notion of multiple literacies (see Merrifield, 1998, and the discussion that follows on the constructivist and social and cultural views of learning).
Nonetheless, consensus about what it means to be literate has never been entirely reached. The statement of Merriam and Cunningham, 1989 that the criteria for being literate remains elusive is as true today as a decade ago. According to Mikulecky 1987, cited in Taylors chapter on adult literacy 1989 It is unlikely that anyone will arrive at an acceptable level or criterion allowing one to accurately and usually state the number of illiterates. Some for example, Taylor and Dorsey-Gaines 1988 argue that any attempt to define literacy in this way is a political actthat literacy is not an entity, such as a predetermined set of skills or knowledge, that one either has or does not have. Similarly, Lankshear and OConnor 1999 argued that literacy is not a commodity but that literacy is practice the practice(s) people engage within routines of daily life. The author of this chapter shares this view as will become evident.
The efforts on the part of education establishment to define literacy overtime has shown a consistent propensity to take a positivists approach toward the issue. In other words, they demonstrate an underlying assumption that there are identifiable minimum skills that everyone needs to function in our society, which the skills can be measured by objective, mostly paper and pencil test, and that their acquisition equates with such objectives as, for example, the ability to compete in a global economy. There is an even more alarming tendency in the literacy feel today, however, that is created by the funding process for program development the monolithic purpose for adult literacy program seems to be job acquisition. Others stated objectives such as achieving ones goal and developing ones knowledge and potential are largely been ignored. Another way to view this issue, to which these authors subscribes, is based on a constructivists worldview that defines literacy as those skills, knowledge, and practices that are needed to function successfully in the society of couture in which the individual is situated or desires ( and has potential) to be situated. This definition implies significant variations among individuals and forces on providing adults the skills, knowledge, and practices that they find most useful for their lives. It also questions stereotypical views on what a person of a particular race, gender, class can do. This position implies taking a critical stance toward the status quo in the field of literacy today and may run counter to the current expectations of funding agencies.
Assessment and Evaluation of Literacy
How literacy is assessed (and illiterates counted) actually indicates how it is being defined. Traditionally, adult education followed a school base model of literacy in which literacy achievement was assessed and reported in terms of grade levels even though these are clearly inappropriate for adults. In fact, standardized test yielding grade level scores have been adult versions of commonly used standardized achievement test for children. Although there is disagreements in the field as to the extent or degree of the difference between children and adults as learners, clearly the more considerable amount and variation of experience that adults have acquired differentiate them sufficiently to make upgraded version of standardized achievement test for children inappropriate.
Student Assessment Models
Building on some early assessment models, including the National Assessment of Educational Progress 1986, the National Assessment of Adult Literacy Survey (NALS) defined literacy as using printed and written information to function in society, to achieve ones goals and to develop ones knowledge and potential ( Kirsch, Jungerblut, Jenkins, and Kolstad, 1993). Accordingly, the national assessment of adult literacy survey assessed literacy by analyzing the task and skills that compromise literacy behavior in the prose, qualitative, and document domains. The assumption is that skills and competencies that are assessed and mastered in one context are transferable to other context. (The rest of the commonly taught literacy skills, such as writing and speaking, were ignored possibly because they did not get their definition of literacy and/or because they could not be easily measured.) Then national assessment of the three domains were created to measure mastery of those skills on five levels with Level 3 being considered necessary to function in todays society and workplace. The national assessment of adult literacy set a trend in the assessment of literacy skills not only in United States but also internationally. The international adult literacy survey (IALS) (Organization for economic Co-operation and development {OECD}), and statistics Canada, 1995, which is the international version of national assessment of adult literacy survey, was administered in six countries (in addition to the US data from the national assessment of adult literacy survey) to provide comparative data on the mastery of literacy skills. An updated version from the same source 1997 adds a data from five additional OECD countries. Furthermore, the national assessment of adult literacy survey data have also been statistically manipulated with the U.S. Census data to provide synthetic estimates of the number of adults at each level (national Institute for literacy, 1998) in a leadership attempt to raise consciousness about literacy problems in local areas. While the national assessment of adult literacy survey definition of literacy is not yet universal, the fact that the GED testing services raised the passing score on the GED to correspond to the Level 3 of the national assessment of adult literacy survey may lead to its becoming eve more prevalent as a measure of literacy. Another national assessment of adult literacy survey administration in the United States is planned for early in this century to assess progress toward universal literacy as defined by the national assessment of adult literacy survey, which may further confirm its de facto definition of literacy. On the other hand, instead of analyzing the functional skills and task comprising literacy activities, as the national of adult literacy survey did, the national Institute of literacy (NIFL) launched a model called equipped for the future: a customer driven vision for adult literacy and lifelong learning(EFF) Stein 1995, that relied on participants perceptions of the skills needed to be a literate person. The model is based upon the responses of 1500 adult learners who responded in writing to the national education goals panel directive for adult literacy by stating what it meant to them. From the ethnographic analysis of these essays, for purposes of literacy in short options war identify, including use of literacy to gain information (access), to express oneself (voice), to take independent action, and to enable one to enter further education, training, and so on (bridge to the future). The analysis also identified three major roles for adults, as workers, family member, and citizen. EFF has forced on identifying the competencies for success in each world through role maps. Generative skills that cut across these roles -- communication, interpersonal, decision-making, and lifelong skills -- have also been identified in the process of development. This model is claimed to provide aid programmatic structure for comprehensive programs that no longer embrace a reproductive of the K-12 model of adult education with grade levels being the reporting framework for achievement. Attempts are being made through grants competitions from NIFL to involve the diversity of adult learners and providers in the process of consensus building. Assessment of literacy in this model is not definitive at this time although some type of competency assessment seems likely. Perhaps EFF, with its three identified rules for adults, will fare well in the environment of the new legislation that emphasizes literacy for work, family, and citizenship. The crucial issue is how progress and competency in each of these roles will be measured. Will the standards of commercial testing be applied, as suggested in the legislation, or will other means of demonstrating learning? Currently, no single assessment for measure seem to ride adequate information for all stakeholders (Askov, Van Horn, and Carman, 1997).
Program Evaluation
One of the major difficulties in adult literacy program is demonstrating student progress. What is the best measure of progress and impact? The adult education and family literacy act 1998 in the United States include the following as indicators of performance: (1) demonstrated improvements in literacy skills in reading, writing, and speaking the English language, numeracy, problem-solving, English language acquisition, and other literacy skills; (2) placement in, retention in, or completion of postsecondary education, training, unsubsidized employment or career advancement; (3) receipt of a secondary school diploma or its recognized equipment. The difficulties still remain in how to access these indicators, especially the first one. Politicians, assuming that adult education programs are supposed to prepare students for work, demand to know how many students have found productive employment. Students and instructors, on the other hand, want to know if students have met their own goals (regardless of whether these goals relate to work.) Students also want to see their own accomplishments through portfolios that demonstrate learning through students careful selected work samples from class (Hayes, 1997). However, program managers, who may be mandated by their funding agencies, often requires standardized testing as a seemingly objective measure of progress although the test scores usually do not indicate program impact and outcomes for students lives (Askov, 1993). In some states, such as California, were up adult education programs serve almost solely English as a second language (ESL) learner, there is a special need to address the issue that standardized tests are inappropriate for ESL learners (Guth & Wrigley, 1992). Unfortunately, it is difficult to find persuasive evidence of broad impact on adult learners and growth of skills and knowledge. According to both a recent program evaluation (Development Associates, 1994) and a study by the General accounting office 1995, evaluating the performance and quality of adult education program is highly problematic because of recurrent problems in collecting and analyzing information about program activities and because of high student dropout rates. The diversity of both Lerner and program goals is a major challenge to the program accountability. At the same time, several recent, large-scale, evaluation studies have failed to find significant overall impact of adult education or assessed literacy abilities, in either the educational component of welfare to work program in California (Martinson & Friedlander, 1994) or in adult literacy gains in the evaluation of the national Even Start Program that provides literacy instruction to children and their parents (St. Pierre, and Associates, 1993). Although further analysis of the national education of adult education programs (Fitzgerald and Young, 1997) identify some marginally significant gains in literacy test scores, the very high rate of attrition of participants and that longitudinal study, coupled with other data problems, makes be resulting slight increase tenuous at best (for example, they determined that persistence and adult education programs contributed significantly to reading achievement only in English as a second language ESL programs; negative persistence effects were are observed for adult basic education classrooms and labs.) Stitch and Armstrong's 1994 review of adult literacy learning gains also generally did not find convincing evidence of more than very modest effects of program participation of adult literacy development. Beder 1999 analyzed 23 of 89 identify impact studies, considering only the most valid and reliable studies and performing a case study of each. Then he performed a qualitative meta-analysis of these case studies, giving sure were studies more weight in the analysis of impact. The most common limitation of all studies was the large attrition of the learners between pre-and post testing. Another limitation was the variable length of time for instruction between pre-and post testing. The most serious problem, according to Beder, may have been the lack of testing validity since the test did not seem to measure what was being taught. These factors have made it increasingly difficult for the field to justify the importance of providing adult education services at public expense.
Student Recruitment and Retention
Students lack of motivation to attend and stay in adult education programs has been identified as a major research agenda item at the federally funded national center for the study of adult learning and literacy at Harvard University. The high attrition rate in programs can be attributed to various factors. In spite of all that has been written about making programs relevant to the needs of adult learners, many programs still offer canned instruction in the form of workbooks and/or computer programs that are not geared to individual needs. While adults may site childcare or transportation problems with a dropout -- and most do not hold multiple jobs with extensive demands upon their time -- many adults may leave because they do not receive what they came to the program to learn. Many adults also stop out, coming into and going from programs as their needs change. However, more subtle reasons may also exist. Cyphert 1998, and analyzing the discourse of blue-collar workers at a protection site, concluded tha they are part of an oral culture that many have simply rejected the social, epistemological, and communicative presumptions of a literate rhetorical community. Furthermore, Cyphert nodes that individual pursuits of academic achievement may disrupt personal relationships and mutual dependencies that have become functional and comfortable over the years. Adults may find fulfillment of their social responsibilities to their families and workplace more satisfying than individual achievement and empowerment. Literacy educators, in turn, may become first-rate it went student dropout just when they began to achieve success. Teachers may not understand the cohesiveness and security of the oral culture that they are not likely to comprehend or value. Furthermore, literacy educators are probably not aware of the on equal power distribution in the teachers to the relationship. Sometimes in the political rhetoric the student is betrayed as a victim of poverty, racial termination, or inadequate schooling, with the adult educator (or volunteers tutor) seen as a savior (Quigley, 1997). Students may reject this tactic and on equal power relationship. They may, furthermore, not feel comfortable the ethnic, racial, economic, and cultural differences between the teacher or tutor (often a white female) and student (often a member of a minority group). School, even an adult education setting, may also bring back memories of frustration and failure associated with K-12 education. All these factors contribute to high student attrition. On the other hand, instructional programs that truly value students cultures, and create situations in which equality between teacher and student is achieved through exchanging talents and skills, are more successful (Fingeret, 1983).
Impact of Program Purposes on Recruitment and Retention
in the United States, title II also called the adult education and family literacy act -- of the workforce investment partnership act of 1998 defines the purpose of the act, and therefore the purpose of adult education programs that can be offered with public funding, to: (1) assist adults to become literate and obtained the knowledge and skills necessary for employment and self-sufficiency; (2) a Cisco adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children; and (3) assess adults in the completion of a secondary school education. Since the mid-1961 adult literacy programs were first legislated and funded, a tension has existed among the stakeholders about the purpose of adult education programs. The political rationale and the company rhetoric have been that the programs enables low-literate people become productive members of society. To justify funding, the numbers of people who do not hold a high school certificate is usually cited based on the assumption that a high school certificate is a basic requirement for employability and productivity in the workplace. More recently, the National Assessment of Adult Literacy Survey findings (Kirsch, Jungerblut, Jenkins, and Kolstad, 1993) have been sided with its alarming statistics with approximately half the adult population functions in at a plea for the modern high-performance workplace. Once funding has been secured, however, attention is usually turned to the concern for recruiting and retaining students. The program may be marketed to the consumer (that is, adult students) as meeting their needs rather than using the political rhetoric described above. However, many programs seem to have a revolving door in which students enter for a few sessions and then leave. Some for example, Askov 1991 have chewed it this problem with retention to inched option that has been designed on the K-12 model of six grade level expectations carried over to adult education without consideration of individual needs. In this paradigm, adult education is construed to be part of the formal education system instead of the non-formal education been you that emphasizes meeting the needs up individual participants. An alternative through the K-12 formal education model is the non-formal educational approach that makes education reveling to the immediate needs of the adult students. The role of the teacher is the model is to find out what adult need and deliver that in customized instruction. The assumption is that teachers are well-trained and capable of doing this. However, Wagner and Venezky 1999 point out that ... there exist remarkably few practical diagnostics instruments for use in adult literacy program, leaving instructors without sufficient information for tailoring instruction. Furthermore, the 1998 US law states that one condition of the program funding is whether the activities provide learning in real-life contexts to ensure that an individual has the skills needed to compete in the workplace and exercise the rights and responsibilities of citizenship. Despite the reference to real-life contexts and the skills required for citizenship, the spirit of the law seems to be on changing individuals to fit the needs of society, especially the need of the economic system for reproductive workers. Rapid technological advances and global competition have only served to increase the national obsession with productivity. The assumption is that what is good for business and industry is good for society and for individuals. This issue can be examined within the broad framework of the sociology of knowledge. Rubensen 1989 discussed to approaches relevant to adult education: the conflict paradigm and the consensus paradigm. The conflict paradigm, Jarvis 1985 calls the sociology of social action, aims to redress social inequalities and make society more egalitarian. Historically, before federal funding became so Dominick, adult literacy programs were developed mostly as social action programs with the goal of improving the lives of individuals through increased literacy skills and resulting empowerment. Even today, the adult education literature is replete with stories illustrating the quest for self-actualization of students (Demetrion, 1998), as a core value of adult literacy programs. Alternatively, the consensus paradigm favors an education system that differentiates the preparation of leaders from that of workers, which it argues supports a stable and prosperous economic and social status quo. Such are seen as agencies of socialization whose role is the allocation of manpower to of appropriate positions (Rubensen 1989). Publicly funded adult literacy programs that fall the letter and spirit of the law tend to operate within the consensus paradigm, especially in the context of the welfare reform act 1996. Funds are drying up in the United States for general community education and literacy programs as well as for popular education (Freire, 1973) or liberatory literacy (Quigley, 1997) and are flowing instead into the arena of work force preparation by delivering welfare to work programs. As this happened, the voluntary nature of adult literacy program changes as participants must attend the job training and literacy program in order to maintain welfare benefits. The function of adult education in this paradigm is to provide only the knowledge and skills required for employability -- to perform one's role for the good of society according to Rubenson 1989. Job placement is carried out as rapidly as possible -- regardless of whether or not the individual has sufficient literacy skills to maintain an advance in the job -- for the vast majority of literacy students this means for minimum wage, entry-level jobs. The sole value of a high school certificate now seems to be as the minimum credential required to make the person employable. The current system of literacy ensure option the United States is based on a deficit model. Rather than viewing adult learners as competent in other aspects of their lives, as urged by Fingeret 1983, they are usually viewed by policymakers as deficient. Adult literacy programs are being directed by federal funding to try o fix those who are perceived to be a drag on society those who'll par unemployable, under employed, or incarcerated -- supposedly due to their low basic skills. It is not surprising that the adult learners themselves are not eager to enter programs that perceive them in this way (Beder and Valentine, 1990).
Constructivist and Social and Cultural Views of Learning
The evolution of models of literacy training has been paralleled by an evolution in learning theories. Bredo 1997 discusses evolution, identifying two major schools of thought that have dominated learning theory in this country for most of the century: behaviorism and cognitivism. These two periods aligned with the double thrust of the consensus paradigm mentioned earlier, towards an education for workers (behaviorist) and one for leaders (cognitive), the former being taught to behave without thinking, the latter to think without any resulting Praxis or action. Learning theory has also historically had a strong individualistic bias, being under the purview of the discipline of psychology. A third approach has emerged more recently, combining behavioral and comets of learning theories with theories from sociology and anthropology and cultural studies. The synthesis yields a view of that learning is socially constructed as situated in specific context. One of the tenets of what has become known as situated learning theory is transactionalism or transactional contextualism, a view of that learning occurs in collaboration with others in the particular social world in which they find themselves (Bruner, 1990). Bounous 1996 has shown that non-formal education programs in which both teachers and students learn cooperatively can be built on the assumption that knowledge is socially constructed. Literacy contents of skills cannot be taught in isolation from the learners knowledge and experiences and from applications and action. Learners construct new knowledge and skills through interacting with others and the environment and by reflecting upon these experiences. Learners that closely resembled the real world of the participants occur as a social process involving others. Learners, with teachers, can co-create the curriculum and construct their own knowledge. In this model thinking and learning are fundamentally dependent for their proper functioning on the immediate situation of action (Bounous 1996). Also called the practice engagement theory (Reder, 1994), participants learn through social situations in which literacy is encountered and practice. They learn literacy practices through real-world knowledge and experiences, or simulations thereof, in which the skills must be applied, including interactions with others. From these activities learners construct meaning socially, not as isolated individuals, as a value laden process (Street, 1995). Teachers encouraged learners to become active readers by identifying and using their own background knowledge and experience and by negotiating and creating meaning before, during, and after reading. Constructivist learning, including the concept of situated learning, thus has great relevance to adult literacy programs, and the author's view. Teachers, with learners, can design instruction to meet the learners needs, interests, background knowledge, and skills. In fact, literacy activities become meaningful to the extent that they are needed in interactions with others and with the content to be learned. Common knowledge and experience of the participants are the basis for the literacy curriculum. In a family literacy classroom, for example, the common content could be the family concerns related to parenting decisions; in a workplace literacy setting it could be around be issues applicable in the workplace or needed for the job. Teachers can also encourage critical reflection (Shor, 1987) through questioning and discussion, a process that can lead to transfer from the classrooms with the learners daily lives. Teachers efforts, furthermore, can encourage transform of learning by explicitly teaching for transfer and offering practice in simulated or real world situation with others. For example, Taylor's 1998 comprehensive manual on the transfer of learning and workplace education programs in Canada describe strategies and provides case studies of transfer of learning. In other concept is also relevant to adult learning -- that of metacognition, learning how to learn or thinking about thinking (Baker and Brown, 1984). Metacognitive process provides the learning strategies that provide guidance when an immediate solution is not apparent. It includes both the knowledge about and the control of thinking behaviors and processes. For example, experience readers know and use strategies, such as using text structure, to better understand and remember information and complex reading materials (Paris, Wasik, and Turner, 1991). Metacognition also enables learners to monitor their own comprehension and self correct as necessary.
Recruitment and Retention from a Constructivist Perspective
One could expect a situated literacy learning model to have a positive impact on the recruitment and retention of students. As students become codesigner of instruction with the teacher, they become more engaged in the learning. The instructional implication for teachers is that they are no longer the authority figure but the facilitator and codesigner of learning experiences. The difficulty lies in assessment of it is be carried out by standardized tests that do not measure this type of learning. On the other hand, qualitative measures, such as student before meals, interviews, and observations, are appropriate for assessment and program evaluation in this learning environment. The challenge, then, is to implement the situated and constructivist instructional approach that foster maximum learning within the political agenda associated with the workforce investment partnership act of 19 that will determine how funding will be allocated to programs. What will be the instructor's reactions to the demands for greater accountability? Will they allocate the time required for the constructivist learning model, or will the temptation be to teach to the test in an attempt to produce gains that will assure the continued flow of funding? If they do the latter, will retention continue to be problematic? Will students really learn the content in such a way that they can use it in the everyday lives? Furthermore, the constructivist learning model may also conflict or complement, depending on implementations, with the national movement to towards skill standards for the workplace (National Skill Standard Act of 1994). If injection is designed around skill standards that relate to the learners knowledge and experiences, and if learners are encouraged work together in active learning and critical reflection to achieve the skill standard requirements, been learning can become relevant through the definitions provided in skill standards (Askov, 1996). On the other hand, if the skill standards are perceived as rigid standards of attainment that are taught with canned materials that do not engage the learners, then the constructivist learning environment will thrive, and learners may dropout programs.
Other Factors Affecting Recruitment and Retention
Technology is becoming increasingly important for the use with adult students as well as with instructors. The use of technology promises to enhance recruitment efforts and encourage retention in adult literacy program since learners often perceived the use of computers to be the modern way to learn. The fact that technology is driving the mole toward economic globalization and other societal changes (Bollier, 1998) makes the use of computers and other technologies even more important in adult literacy programs. Not only does it have enormous implications for literacy instruction but also for assessment (Wagner and Venezky, 1999). One result of the pervasiveness of technological innovations in society is the increasing availability of comuters in the classroom. In fact, adult learners as well as their employers often view computer literacy as one of the basic skills needed to function in society. Technology use, however, does not guarantee effectiveness or student motivation. It constructivist learning model, however, can make technology very effective. Technology should be used in problem posing through simulation and microworlds that challenge adults with real-world problems that demand their application of basic skills (Askov, Bixler, 1998). Situational television programs, such as Crossroad Caf and TV 411, likewise provide real world context for learning literacy skills. Computer word-processing programs can also be effective as students improve their writing and reading skills to communications with others. A more sophisticated application of this same process is through the mail and interactive use of the Internet. In spite of extensive efforts to train staff, professional development remains a difficult in applying technology to instruction, however. Inch doctors are sometimes hesitant to relinquish control of instruction and let learners create their own learning environment (Askov and Bixler, 1998). Furthermore, the software is sometimes difficult to locate. Family literacy may also provide motivation for adult students to participate in adult literacy program. Now made officially part of the adult education act, and the retitling of the act as the Adult Education and Family Literacy Act 1988, family literacy is considered integral to adult education. The goal of the program is to improve parents literacy so they can help improve their children's literacy. The underlining assumption is that the intergenerational transfer of cognitive abilities in strong and that by improving parents literacy the children also benefits educationally (Stitch, McDonald, and Beeler, 1992). While several models for family literacy programs exist, many programs follow the model established by the national Center for family literacy. That model offers separate instructional program for adults and children, as well as time for parents and children to interact together -- time in which parents implement what they have been learning about parenting. Some researchers expressed concern that the program can lead to the imposition of middle-class values those of the teachers on to participants (Auerbach, 1989). Care should be taken that literacy activities that the parents are to implement with their children are consistent with, and enhance, the culture of the participants. Finally, recruitment and retention issues cannot be successfully address without that are trained inch doctors. Professional development is also being re-conceptualized in a constructivist view of learning (Floden, Goertz, and ODay, 1995). In this model, not only are students considered to be active learners, but so are their teachers who are also active adult learners, not passive recipients of knowledge that is doled out by an expert. As active learners they must make the new learning their own in order to incorporate that knowledge into practice. Bingman and Bells resource book for participatory staff development 1995, for example, follows this view. Furthermore, educators are not considered to be isolated individuals but as part of various networks that they can move in an alcove, depending on their changing levels of knowledge, interest, and needs. Building the capacity of these networks becomes important as they support the programs and individuals who work in various roles in the program. Instructors are also benefiting from participation in e-mail listservers on a variety of topics such as family literacy, workplace literacy, literacy and health, ES adult literacy, and adult literacy policy, all of which are supported by NIFL. With the field is becoming more professionalized through these efforts, the new legislation's emphasis on program quality will mandate greater accountability and professionalization then has been typical in the past. Service providers will either have to train their staff to meet these expectations or loose funding sources that were previously held.

Vision for the Future
The voices of all stakeholders and adult literacy programs need to be heard. Presently, the least heard a voice is that of the direct consumer, the adult learner, although some recent efforts are underway with focus groups of adult learners. If programs do not serve the needs, retention could continue to be a major problem. The new reader groups, Fortune, have been developing concurrently with the customer driven model for literacy and structure (EFF) promoted by the NIFL. Program alumni have been active in testifying before Congress as well as locally before funding agencies. They have assisted in recruitment efforts and attempted to make programs more responsive to adult learners. The small grass-roots movements have been supported largely by two national volunteer literacy organizations (Laubach Literacy Action and Literacy Volunteers of America) as well as the NIFL. While a doubt education should be viewed as a right, not as a stigmatized second chance program for those who have filled or dropped out from our school system, at the present time lifelong learning is only being given the service. Even those with high school certificates and college degrees and need additional education in the pursuit of lifelong learning in response to change society workplace (McCain and Pantazis, 1997). Some adults may not be able to assess their future education without basic skills instruction. Policymakers should broaden the concept of adult literacy programs to serve adults in all their basic educational needs infrastructure this learning environments. Many questions still need to be answered by research. Most of the funding for research has been centralized and the federal government of the United States and Canada (for example, in the US, most of the current research funding resides with NCSALL). View in symptoms for research in this feel are present to involved universities and researchers that are not part of the centralized federal funding. While a national agenda for research and development in the US has been derived from researchers and practitioners involvement (national clearinghouse for ESL literacy education, 1998; national Institute for literacy, 1998), many researchable questions remain and little support exists for answering them. Finally adult education program should not have to justify their existence solely in terms of preparing people for the workplace. Literacy program should be responsible for demonstrating gains in learning, but not in showing workplace employment impact. Literacy skills for community involvement as well as individual and family development should be considered just as important as insurance and progression in the workplace. Practitioners and researchers, as well as learners, who share similar views, must become politically active to make their voices heard. However, the workforce investment partnership act of 1998 has set the stage for the next decade and the US. It is now up to researchers to study the impact of legislation in an attempt to influence policy, and it is up to educators to provide as high a quality of basic education services as possible for adult learners in need within that framework.

Globalization is having pronounced effects on many industries around the world. But perhaps one of the areas globalization will change the most is in financial markets. As barriers between national financial markets are rapidly being broken down, expect huge changes in the coming years.



Read the information in the background material, look for more information, and then write a 3 to 4 page paper answering the following questions:



How will the globalization of financial markets change the way corporations do business?



Are there any challenges that stock markets face in their attempts to expand internationally? Please explain your reasoning.

Globalization can be conceived as a set or processes which embody social, economic, political and cultural transformations. Are we on the edge of a global shift? Or is the narrative of globalization merely rhetorical? What are the sites of convergence and conflict in global society? And, what kinds of predictions can be made about the future of global social changes?

Globalization Research Paper

*5 Pages, minimum of 3 references, including in-text citations
*APA Format

*Discussion of impacts of globalization (companies, people, projects, or technology)
Give 2 specific examples

*Analysis of outsourcing from an IT perspective
Type of system(s) required for outsourcing
Minimum 2 examples

*Ethics of outsoutsourcing
Address the technological and social variables impacted by a decision to outsource
Give examples of both local impact (home country) and global impact (outsourced country)