Skills for Life: Fostering Creativity

2021 ◽  
Author(s):  
Stéphan Vincent-Lancrin
Keyword(s):  
Digital Literacy ◽  
Global Economy ◽  
The United States ◽  
Literacy Assessment ◽  
Literacy Studies ◽  
Cultural Organization ◽  
The United Kingdom ◽  
International Literacy ◽  
Fostering Creativity ◽  
Assessment Metrics

As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

Skills for Life: Digital Literacy

2021 ◽  
Author(s):  
Jinmyeong Chung ◽  
Jiseon Yoo
Keyword(s):  
Digital Divide ◽  
Digital Literacy ◽  
Global Economy ◽  
The United States ◽  
Literacy Assessment ◽  
Literacy Studies ◽  
Cultural Organization ◽  
The United Kingdom ◽  
International Literacy ◽  
Assessment Metrics

As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.

Recognizing Similarities and Differences Between Print and Digital Literacy in Education

2016 ◽  
Vol 7 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Miles M. Harvey
Keyword(s):  
Digital Literacy ◽  
World Literature ◽  
Meaning Making ◽  
The United States ◽  
Social Constructions ◽  
Literacy Studies ◽  
Education Literature ◽  
The World ◽  
Similarities And Differences ◽  
Academic Search

This article focuses on recognizing similarities and differences between print and digital literacy in the field of education since the 1980's. The author found that many books and peer-reviewed articles agreed that both forms of literacy are social constructions of thought used to help humans read and write in the world. Literature suggests more work must be completed in the field of literacy studies and education in order to best understand the needs of digitally driven students in the United States. Differing definitions of print and digital literacy among articles were apparent, but those differences highlighted the importance of the meaning-making process. The evolution of recent advances in technology gives reason for researchers to question the future of literacy and its role in education. Literature for this review was limited to texts in English from the UNM Library databases: ERIC, WorldCat.org, ArticleFirst, Education Abstracts, Google Scholar, and Academic Search Complete.

Free trade, British hegemony and the international economic order in the nineteenth century

1992 ◽  
Vol 18 (2) ◽  
pp. 89-113 ◽  
Author(s):  
Patrick K. O'Brien ◽  
Geoffrey Allen Pigman
Keyword(s):  
Nineteenth Century ◽  
Financial Stability ◽  
Global Economy ◽  
World Economy ◽  
International Economic Order ◽  
The United States ◽  
The Great Depression ◽  
The United Kingdom ◽  
Cyclical Fluctuations ◽  
The World

The theory (or rather the notion) that the international economy functioned more or less effectively for roughly a century down to 1914 because Great Britain provided the ‘public goods’ required for the smooth operation of the ‘liberal international order’ has become a textbook generalization. That notion emerged quite recently and can be traced to Kindleberger's attempt to explain the pronounced cyclical fluctuations experienced by the world economy during the interwar years 1919–39, as well as the severity and duration of the Great Depression from 1929–33 in terms of the American failure to sustain conditions necessary for the financial stability of an interdependent global economy. In Kindleberger's view, Britain, which had acted as a hegemonic power before 1914, lacked the resources to continue with its historic role after the Great War, while the United States (which by 1918 enjoyed a position in the world economy of arguably greater weight and significance than the United Kingdom had ever possessed during the long nineteenth century) commanded neither the knowledge nor the political will to replace Britain as the responsible hegemonic power until after the Second World War.

Recognizing Similarities and Differences Between Print and Digital Literacy in Education

2017 ◽  
pp. 1749-1765
Author(s):  
Miles M. Harvey
Keyword(s):  
United States ◽  
Digital Literacy ◽  
World Literature ◽  
Meaning Making ◽  
The United States ◽  
Social Constructions ◽  
Literacy Studies ◽  
The World ◽  
Similarities And Differences ◽  
Academic Search

This article focuses on recognizing similarities and differences between print and digital literacy in the field of education since the 1980's. The author found that many books and peer-reviewed articles agreed that both forms of literacy are social constructions of thought used to help humans read and write in the world. Literature suggests more work must be completed in the field of literacy studies and education in order to best understand the needs of digitally driven students in the United States. Differing definitions of print and digital literacy among articles were apparent, but those differences highlighted the importance of the meaning-making process. The evolution of recent advances in technology gives reason for researchers to question the future of literacy and its role in education. Literature for this review was limited to texts in English from the UNM Library databases: ERIC, WorldCat.org, ArticleFirst, Education Abstracts, Google Scholar, and Academic Search Complete.

U.K. Inflation and Relative Prices over the 1997 to 2006 Period: How Important was Globalization?

2009 ◽  
Vol 9 (3) ◽  
pp. 1850177
Author(s):  
Benjamin L. Hunt
Keyword(s):  
United States ◽  
United Kingdom ◽  
Euro Area ◽  
Global Economy ◽  
The United States ◽  
Relative Importance ◽  
Relative Prices ◽  
The United Kingdom ◽  
Number Of Factors ◽  
Specific Factors

In this paper, the IMF's new Global Economy Model (GEM) is used to estimate the relative importance of a number of factors argued to explain the differences in the trends in core inflation and relative prices in the United Kingdom, the Euro area and the United States. The simulation results indicate that although the direct effect of globalization has had a larger effect in the United Kingdom than in either the United States or the Euro area, it explains only a portion of how the developments and U.K. specific factors played an important role.

scholarly journals U.S. Consideration of the Intangible Cultural Heritage Convention

Ethnologies ◽  
2016 ◽  
Vol 36 (1-2) ◽  
pp. 325-358 ◽  
Author(s):  
Richard Kurin
Keyword(s):  
United States ◽  
Cultural Heritage ◽  
International Law ◽  
The United States ◽  
Intangible Cultural Heritage ◽  
United Nations Educational ◽  
Cultural Organization ◽  
The United Kingdom ◽  
October 17 ◽  
The U.S

UNESCO, the United Nations Educational, Scientific, and Cultural Organization, voted overwhelmingly at the biennial meeting of its General Conference in Paris on October 17, 2003 to adopt a new international Convention for the Safeguarding of Intangible Cultural Heritage. That Convention became international law on April 30, 2006. By the end of 2006 it had been ratified or accepted by 68 countries; today, that number is approaching universal acceptance with more than 160 nations having acceded to the convention. At the 2003 session, some 120 nation-members voted for the convention; more registered their support subsequently. No one voted against it; only a handful of nations abstained – Australia, Canada, the United Kingdom, and the United States among them. Within some of those nations, debate over whether to ratify the treaty continues. In this paper, the author considers the convention and unofficially examines the U.S. government position with regard to why support for it was withheld in 2003, how deliberations have proceeded since then, and whether or not the U.S. might ultimately accept the treaty.

Effectiveness of Programs for the Prevention of Child Sexual Abuse

2020 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Amaia Del Campo ◽  
Marisalva Fávero
Keyword(s):  
United States ◽  
Sexual Abuse ◽  
New Zealand ◽  
Critical Analysis ◽  
Prevention Programs ◽  
The United States ◽  
Sexual Abuse Prevention ◽  
Negative Effects ◽  
The United Kingdom ◽  
Methodological Considerations

Abstract. During the last decades, several studies have been conducted on the effectiveness of sexual abuse prevention programs implemented in different countries. In this article, we present a review of 70 studies (1981–2017) evaluating prevention programs, conducted mostly in the United States and Canada, although with a considerable presence also in other countries, such as New Zealand and the United Kingdom. The results of these studies, in general, are very promising and encourage us to continue this type of intervention, almost unanimously confirming its effectiveness. Prevention programs encourage children and adolescents to report the abuse experienced and they may help to reduce the trauma of sexual abuse if there are victims among the participants. We also found that some evaluations have not considered the possible negative effects of this type of programs in the event that they are applied inappropriately. Finally, we present some methodological considerations as critical analysis to this type of evaluations.

Creating a ‘Masala’ Self: Bicultural Identity in Desi Young Adult Novels

2010 ◽  
Vol 3 (2) ◽  
pp. 119-133 ◽  
Author(s):  
Michelle Superle
Keyword(s):  
Young Adult ◽  
Young People ◽  
Identity Development ◽  
Small Body ◽  
The United States ◽  
Young Adult Fiction ◽  
Bicultural Identity ◽  
The United Kingdom ◽  
Institutional Forces ◽  
Cultural Identity Development

In the past two decades, the previously silent voices of diasporic Indian writers for young people have emerged, and a small body of texts has begun to develop in the United States and the United Kingdom. One of the major preoccupations of these texts is cultural identity development, especially in the novels published for a young adult audience, which often feature protagonists in the throes of an identity crisis. For example, the novels The Roller Birds of Rampur (1991) by Indi Rana, Born Confused (2002) by Tanuja Desai Hidier, and The Not-So-Star-Spangled Life of Sunita Sen (2005) by Mitali Perkins all focus on an adolescent girl coping with her bicultural identity with angst and confusion, and delineate the ways her self-concept and relationships are affected. The texts are empowering in their suggestion that young people have the agency to explore and create their own balanced bicultural identities, but like other young adult fiction, they ultimately situate adolescents within insurmountable institutional forces that are much more powerful than any individual.

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