Annotated Bibliography Analysis

The annotated bibliography is the second of four main projects in this writing course. I have never done an annotated bibliography before, so this was a learning experience. The expectations for myself on this assignment was to find good credible sources from the URI libraries database and write thorough summaries on the main points from each of them. I met most of the expectations where I explained the source material well and why it correlates to the argument. I formatted the citations well. I think one thing i should have done better to fulfill the expectations completely is to find better sources that contain data and statistics to support an argument. I learned from this project that credible sources are important and that for an annotations

This material augments my understanding of cross cultural training and aligns with my worldview that globalization has not destroyed our innate-cultural differences. In addition, pedagogy approach is necessary in bridging the cultural gaps and at the same time promoting worldwide communication and trades.

The integration of global competencies into CTE programs of study is a natural one. CTE students are learning valuable skills related to the program’s industry; and students in the ISSN network, as discussed earlier, are using deeper analytic skills to research and address issues of global significance. Research in both areas demonstrates that engagement in real‐world learning on issues of global significance leads to persistence and higher achievement. To combine CTE with the methods and strategies of a globally focused education is a powerful way to engage, motivate, and ultimately ensure that students graduate from high school with the skills needed to succeed in the interconnected environment in which they will be living and working. Increasing numbers of careers are requiring global competency, facility with world languages and cultures, and the ability to work in global teams. At a fundamental level, CTE’s role is to prepare students for successful careers, and quality CTE programs should provide opportunities for students to learn and apply global competencies in order for students to successfully participate in the Am Rapid economic, technological, and social changes are

In “How to Raise a Global Kid”, by Lisa Miller, Miller claims the task facing American kids who must share a global understanding in order to strive in today’s worldwide economies. The right time for kids to study another language has been a question since the world started thinking about worldwide opportunity, especially in nations whose main language is not English. Raising a global kid is about helping children be well-educated and efficient globally. Global kids have a better ability to understand us than we have of understanding them and of course there are probably more Chinese living in the United States than Americans are living in China. Lisa Miller believes there are three areas in helping children successfully: learning a foreign language, embrace world music, and learn different cultures to be able to live in a global economy.

are located, because we have classes about world geography and Oman geography at the same time. From this experience that I had, makes me I agree with author to enhance students global knowledge. The author idea was to change education system in high schools to be more open about other cultures than just focus in America culture.

The week when working on the annotative bibliography I found it easy to identity the strongest research materials that I had collected over the past 7 weeks and use those resources first. I believe all of us had a few journals and/or books that really provided a wealth of information on our topics, which were the start of our annotative bibliography work.

While internationalization, through rhetoric, is toted as a means of producing, disseminating, and applying knowledge beyond national borders, Western models of internationalization within higher education engenders the reproduction of oppressive world orders that place Europe, the United States, and Canada at the top of academic food chain and developing (formerly colonized and continuously exploited) nations at the bottom. Altbach & Knight (2007) present the motivations, expectations, and realities of internationalization of education within the context of rapid globalization. Touching on the expansion of volume, scope, and complexity the international activities of universities over the past two decades, Altbach & Knight emphasis the integral part that globalization plays in pushing higher education towards international involvement. Society has entered a phase in technological advancements underscore the necessity of knowledge production and ownership. Altbach & Knight describe globalization and internationalization with the rhetoric of economists, emphasizing that both phenomena are situated within and are perpetuated by demands and supplies of knowledge and service. Moreover, and perhaps most importantly, internationalization and international academic mobility are characterized as favoring “well-developed” education systems and institutions – “well-developed” synonymous with global north, Western nations. Focusing heavily on the reality of globalization, Altbach & Knight present the United States, Canada, and Europe as in control in the means in which internationalization in higher education functions and operates – presenting a problematic continuation of colonialism as well as a breeding ground for the expansion of global inequities and

The paper explores the process of becoming a world class international student. In order to become a world class international student goal setting, community building, academic development and personal development is important. The paper explores the result of three articles from the research conducted by different scholars on the process and obstacles to become a world class international student. Ladd and Ruby (1999) suggests that Educators can assist global students with being effective at U.S. colleges by deciding, then disclosing to them, their favored learning styles. Such information can help school educators in modifying their instructing styles to the students' learning styles. Gonclaves and Trunk (2014) says that Maintenance and

One of the paradoxical impact of American political and economic have on cultures is education,or better still, global professional.

Step one A form of research that led to the demonstration of competency and leadership in the field of global study is the study conducted to evaluate the importance of global competency and why it should taught especially in schools. The study was conducted by the partnership for 21 st century skills in the United States where voters were asked to give their opinion on what skills they considered to be important and needed to be developed. The research was conducted in the United States and its purpose was to assess the importance of global competency compared to other skills taught in schools. My role in the research was to conduct the survey and tally the results. After the research, I learnt that global competency is not only

In modern times U.S. colleges and universities have more international students than ever before. The number of international students in the classrooms has increased dramatically the past couple of years. When I started classes here in US, I feel as if we, the foreign students were just more students. I saw it as people coming from different places but not different thoughts. After I started classes I realized that international students think in another way. We see things with different perspectives because we come from other cultures. We have a perspective based on our experience out of the country. Which means, we get to different conclusions. We have been raised different than people here in U.S.A. They were thought in another way, so we think different. I realized that, students from other countries can contribute a lot to a country. Not only economically, international students contribute culturally, as well with making improvements in institutions and education. They help by making the international relations of the country better. Outside the classroom, international students have an impact on more than just the education sector. They help supporting the economic activity, food, transportation, communication and more.

Global awareness and intercultural competence are some of the hottest buzz words in higher education right now. With the U.S. population becoming more diverse, and our economy increasingly interlinked with economic issues globally, government, business, and society at large are looking more and more to higher education to create the human capital necessary to continue U.S. preeminence around the globe (Duncan, 2011). The method of choice in higher education for teaching these competencies is through travel as a form of exposure to “the world”. This educational archetype is generally termed “study abroad”. The majority of existing research around learning through travel centers on the undergraduate study abroad experience (Lewin, 2009; VandeBerg, Paige, Lou, 2012). This is because study abroad is generally an undergraduate phenomena, and is much rarer at the graduate level. Graduate business education, particularly within MBA programs, is an exception.

There are many ways in which global education can be implemented in senior Study of Society, which promote student knowledge and understanding about the

“Developing global competence is a long-term undertaking and must begin at an early age, especially foreign language acquisition" (American Council on Education [ACE], 2002).

What is global education? “Global citizenship would seem a recent concept, but its origin can be traced back to at least 4th century Greece when Diogenes declared himself a cosmopolitan – a citizen of the world” (Hower, 2010, p.1). The idea of global citizenship, then, emerged even before there was a clear understanding of just what the globe entailed or who populated it, Hower, 2010, although different people and cultures were