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The research Article presents a Scientometric analyst of research output in India in the field of Greenhouse Effect during the period of 2001 to 2017 as reflected in SCOPUS Database. Collected data for a total of 568 have been published in India in the field of Greenhouse effect and it's analyzed according to objectives. The research paper reveal that the year wise growth of literature in terms of year wise growth in the number of publications, subject areas leading to maximum publications, international affiliations, relative growth rate, doubling time and the individual contributions of authors to name a few and their publication reveals that Tiwari, G.N published highest number of papers 21 (3.70%), Document Wise Distribution show that the most number of documents are of the type article totaling to 395 (69.54%) publications. Foreign Countries Contribution in India shows that The United States of America (USA) has the top rate of involvement with 60 (31.91%). [ABSTRACT FROM AUTHOR]

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT) differs by higher education institution, despite the general cries of revolution and disruption due to digitalisation. This paper presents a new conceptual model for framing difference in three key educational processes (content, delivery and recognition) related to the potential of digitalisation to make these processes more flexible and more open. It is based on the results of a global survey of 69 higher education providers. The findings reveal six distinct archetypes of technology-enhanced higher education which vary according to the extent to which digitalisation is harnessed for content, delivery and recognition, and suggest different institutional strategies of digital adoption. It is hoped that this contribution will support comparative analysis of digitalisation strategies and peer learning between institutions.

The primary purpose of this paper is to review and evaluate the causes of educational poverty in less developed countries. The basic intent in carrying out such a study is to define and derive the role of governing agencies in deliberately creating educational poverty in the country, so that the private interest of the rich and powerful ruling class can be fully safeguarded. This study is of crucial interest to the common man because majority of the people living in less developed countries are poor in spite of the fact, that almost all these countries own ample human and material resources. However, the common man in these countries is continuously suffering, generation after generation, and has been denied access to basic amenities of life. The rich and powerful ruling class, in majority of the less developed countries, has intentionally denied basic education facilities to its people for keeping them ignorant and unaware of their fundamental rights to share national resources and to gain competence for comfortable living in the society. The paper advocates a complete reversal in economic growth policies of the less developed countries so that top priority is given to those projects and programs that directly benefit the common man in the society. In this respect, the author calls for awareness among the people to exercise their economic and social rights so that people of all the strata can share equally the fruits of growth and prosperity.

In this paper we review fifty years of articles published in Australian Journal of Adult Learning in its various iterations. We examine the different roles of the journal: to illuminate the history and trends of adult education authors; to be the flagship of the adult education profession in Australia; to reflect on significant national events; and to mirror the changing knowledge base of the discipline. We analyse the authorship of the articles over fifty years, and determine patterns in contribution to the journal by gender, location, institutional affiliation and author numbers. We also examine key themes that have surfaced in the writings on adult education. The articles published in the journal are significant because they are primary sources of the day, unfettered by the perspectives, viewpoints and standards of later periods. Our paper serves as a useful looking glass through which we might be able to view more clearly the shifting research interests of the past and the challenges in the future for the adult and community learning sector. (Contains 11 figures and 6 tables.)

The use of flipped learning as a pedagogical approach has increased in the 21st century. While there is an existing survey of literature regarding the development in American educational institutions--and fewer in an Asian context--there are some unique cultural considerations that may need to be examined regarding flipped learning's adoption and adaptation in Asia. This paper serves as a literature review focusing on several Asian nations with respect to three major considerations in comparison to the United States: geographical, educational, and cultural. After the comprehensive review, which comments on the number of relevant publications available per nation, this paper concludes that there is no significant barrier to the implementation of flipped learning in Asia beyond the existing considerations apparent in the United States (access, time, and institutional support). Additionally, the prevalence of flipped learning in Asia, and the purposes of various studies surveyed, indicate that cultural barriers, at least in this area, are becoming less notable or authoritative as national or historical distinctions are diminishing through Millennials' tendencies toward globalization.

The U.S. ambassador to India, in an interview with "The Chronicle" last week, criticized the opposition of some Indian government officials and politicians to legislation that would allow U.S. and other foreign universities to establish campuses or programs in the country. He spoke favorably, however, about India's willingness to take on half of the financial and administrative responsibility in running the Fulbright educational-exchange program. The new Fulbright agreement, recently signed by the two governments, doubles the total amount of scholarships awarded annually to Indians and Americans, to $5-million, said David C. Mulford, U.S. ambassador to India since 2004. The numbers of students awarded scholarships in India and the United States, about 100 in all, will double as well, effective immediately. For the first time, India will make a financial contribution to the scholarships, which have been renamed the Fulbright-Jawaharlal Nehru Scholarships and Grants. The new agreement also allows both countries to raise funds from private sources to expand the student-exchange program.

Empirical evidence supports the notion of special education teachers receiving limited pre-service training in augmentative and alternative communication (AAC). This lack of training is not only evident in the United States but in other countries such as United Kingdom, India, and Israel. Yet the teaching demands for the use of AAC are increasing as more students with complex communication needs are entering the school systems. As a result, this paper outlines four special education teacher competencies needed to effectively address the communication needs of these students. The four competencies consist of the needs for training in the areas of (1) communication development and communicative competencies, (2) teamwork and collaborative practices, (3) role and functions of AAC systems, and (4) AAC assessment and instructional strategies. These competencies are aligned to the standards from the Council for Exceptional Children and the literature available on AAC training. Evidence suggests there is a lack of training for special education teachers and other professionals in this area and limited research to guide teacher preparation programs.

This paper describes the theory of professional competence in teaching of mathematics developed through a cross-cultural examination of teaching practices of mathematics teachers recommended as competent by their principals in two selected high-achieving high schools of India and the United States. A detailed study of teacher cases from both of the research settings yielded a rich conceptualization of the relationship between teachers' professional knowledge base and professional competence in the teaching of mathematics. The substantive theory explains the processes of both the development and the display of professional competence and enables predictions of the ways teachers would most likely utilize to meet the performance expectations of their work environments. The study makes a unique contribution to the field of teacher education and views professional competence as a dynamic interplay of various components of teachers' professional knowledge base activated in actual teaching situations in the context of the classroom, school, and wider social culture.

In her teaching, research, and community activities in Canada, the author has repeatedly confronted questions regarding equality, diversity, and power. In this article, the author discusses diversity and equal opportunity to achieve excellence in education. Reflecting on these issues should help everyone to understand the complexities involved in the phenomena of globalization and the expanded diversity associated with the expansion in higher education around the world. She argues that diversity and excellence reinforce rather than contradict one another. In the first part of this presidential address, the author proposes a definition of the problem and suggests a framework for how one can think about the issues of diversity and excellence by briefly elucidating the concepts. How can contemporary multicultural democracies devise effective equitable policies to deal with difference and build just societies? She next discusses the context of higher education and issues of diversity and excellence in knowledge creation. In the second part, she focuses briefly on Canada, the United States, and India to discuss the impact of policies of affirmative action in university admissions as a means of inclusion. Her reason for comparing Canada, the United States, and India is that in all three a common instrumentality and practice can be found despite their very different contexts and histories. (Contains 15 footnotes.)

In this article, the author argues that despite wide-ranging appeal of the discourses of globalization, our modes of thinking and ways of addressing issues of cultural diversity remain trapped within a national framework. The dominant constructions of cultural diversity often overlook the ways in which experiences of diversity now take place in emergent spaces that transcend national borders. Using a number of personal narratives, the author shows how experiences of diversity are now affected by dilemmas, contradictions and risks increasingly associated with multiple, dynamic, flexible and intersecting social affiliations. He suggests that this conclusion has major implications for thinking about the requirements of educational policy and practice committed to social inclusion and justice. (Contains 1 note.)

The paper examines if there has been an increase in the attention paid to social and environmental issues (SEI) in accounting curricula. Using schools participating in the Aspen Institute's Beyond Grey Pinstripes (BGP) program, we measure the increase in the number of accounting courses incorporating SEI across the biennial application years of 2005, 2007 and 2009. We also examine the percentage of SEI coverage in accounting courses between 2007 and 2009. Our findings suggest that there was not an appreciable increase in the number of accounting courses dealing with SEI between 2005 and 2007, but that the increase was significant during the period from 2007 to 2009. Further, the increase over the four-year period from 2005 to 2009 was also significant. In addition, there is a significant increase in the percentage of SEI coverage in accounting courses between 2007 and 2009. Implications of these findings are discussed.

The U.S. is no longer the universally preferred home for the global technology elite. Increasing numbers of scientists and engineers who were educated and have built successful careers there are returning to China, India, and other countries. Noting these trends, the policy and technology communities are sounding the alarm about an impending U.S. fall from scientific and technological dominance. Compounding the loss of international talent is the declining appeal of science and engineering for American students, even as the tide of engineers and scientists trained in China and India rises. Leading policy groups fear that this combination of a decline in science and engineering prowess and the rising strength of China and India will leave the United States a much-diminished technology power, one that will have to concede leadership to the emerging economies. Thus, in this article, the authors state that rather than compete with other countries on the numbers, the U.S. needs to educate the kinds of engineers and scientists who can work with their foreign counterparts to their mutual advantage. American policy makers should focus on crafting policies that support the development and work of this new breed.

This paper focused on issues of retention and the individual needs of international students at a southern university through videotaped group interviews with six students from Africa, China, India, Japan, Jordan, and Nepal. Students were asked questions concerning their first experiences at the university, experiences out in the community, academic issues and concerns, and other needs. Asking for and paying attention to the details that support international students in their quest to receive an American education will support the students where they need it and also provide an atmosphere that will encourage more international students to follow. (Contains 1 table.)

The world is marked by the twin processes of economic and cultural globalization in an era of information technology. The identities of all societies are evolving as social and political boundaries are shrinking day-by-day. As a result of significant economic and political changes, cross-cultural contact is at an all-time high in human history. Over the past three decades, however, significant social, political and technological changes appear to have seriously revamped policies, set new paradigms, and shifted philosophies that contribute to the dramatic alteration of the educational landscape. This globalized world is controlled by a triple deity--money, markets, and media--that have seamlessly entrenched themselves in how "education is imparted" around the globe. This infiltration has affected practices, practitioners, and programs. This paper presents the changing landscape of higher education in the global market, in terms of opportunities and threats to higher education institutes and universities around the world.

This article examines the relationship between globalization and postmodern multicultural art education. The questions that drive my investigation are: What is the role of postmodern multiculturalism in this current phase of globalization and what challenges does globalization pose for multiculturalism? I explore the shifts in the field of art that have occurred due to globalization and then discuss their implications for postmodern art education. (Contains 2 footnotes.)

Background: Over the past few decades, higher education institutions worldwide have experienced substantial changes, including: massification, internationalisation and increasing demands for exceptional instructional quality and research quantity in environments that have also seen heightened competition for students, faculty and resources. Accordingly, these changes have contributed to a highly demanding academic employment climate that pose challenges for personal and professional development in post-secondary faculty (i.e. university or college research and teaching academics), as well as potential negative impacts on student learning and, ultimately, institutional productivity. Purpose: Given the emergent nature of scattered existing research on faculty burnout, the present paper attempts to synthesise and critically examine published empirical findings concerning the various correlates, antecedents and outcomes of faculty burnout as informed by the Job Demands-Resources model (Demerouti et al. 2001). Design and method: Existing empirical research on faculty burnout was identified through a rigorous search of English language, peer-reviewed articles across relevant databases (e.g. ERIC, Psycinfo, Scopus) resulting in 36 quantitative, cross-sectional studies, satisfying detailed a priori inclusion criteria. Results: The review revealed multiple themes across studies with respect to mixed effects of demographic background factors on burnout levels, as well as clear detrimental effects of adverse job demands (e.g. workload, task characteristics, value conflict) and lack of resources (e.g. social support, rewards, control) on faculty burnout. Additionally, both personal characteristics (e.g. motivation, optimism) and stressors outside the workplace (e.g. family stressors and lack of support) were found to contribute significantly to faculty burnout, with greater burnout, in turn, having consistent adverse consequences for performance and commitment (e.g. reduced work activities, turnover intentions) as well as psychological and physical health (e.g. ill health, depression) in faculty. Conclusions: The findings presented underscore the importance of faculty burnout and the challenges it presents in terms of faculty well-being as well as student development and institutional performance. Findings also provide further insight into the ways in which intervention efforts and resources targeting faculty burnout may prove effective.

The attacks of terror carried out on September 11, 2001 gave rise to waves of hate-fueled violence across the country. It has been argued that the attacks and the subsequent, current context of war have resulted in a heightened sense of American intolerance. They have led to discernable shifts in how certain minorities are perceived and treated in the United States. Since the attacks, an alarming number of Arab, Iranian, and other Muslim Americans have been targeted and hurt, becoming victims of a vicious brand of "patriotism." The FBI reports that the number of anti-Muslim hate crimes filed has spiked from 28 in the year 2000, to 481 in 2001--representing a seventeen-fold increase. Backlash continues to take on the form of verbal taunting, airport profiling, and even physical violence. The group hardest hit by hate crimes post 9-11 has been the South Asian Americans. Today, young desi Americans find themselves--perhaps for the first time--in the shaky, undesirable position of standing out for the "wrong" reasons. Listening to reports of hate crimes directed at South Asian and Muslim Americans after the events of September 11th, they must now contend with the understanding that their position in this country is more tenuous than they perhaps realized. In this paper, the author discusses what growing up during a time of rising confusion and xenophobia has meant for the children of Indian immigrants. (Contains 24 endnotes.)

According to the Open Doors report from the Institute of International Education, more than a half million international students are currently studying in the United States. Over half of the international students are from Asia, both the subcontinent (India is the leading sending nation of students) and the Far East (China, Korea, and Japan leading in numbers sent). Following Asia, 13% of our international students are from Europe, 12% from Latin America, 6% from Africa, 6% from the Middle East, and 1 % from Oceania. Open Doors reports that international students contribute over $13 billion to the U.S. economy. The author believes that the contributions of these students are much more far-reaching than monetary, however. The author stresses that Americans are blessed to have their lives enriched by other cultures and their minds broadened by insightful students. People might have stories about compelling, perspective-changing experiences by or with international students. In this article, the author shares a few of the students that enrich the author's life every day.

The promotion of US-Indian higher education partnerships affects those students who are most marginalized. This article explores the development, implementation, and reception of such partnerships to meet the needs of students who remain on the borders of educational access in India. This article addresses the ways higher education policies systematically universalize the marginalization of certain students, explores the impact of how policies of partnerships will address the needs of such students, and seeks to explore how administrators in higher education institutions see the growth of such partnerships shifting the status quo of privilege and power. Through the evaluation of policy papers, historical documents, media reports, survey data and informal conversations with stakeholders, the findings will address the underlying consequences and effects on higher education policy development in India. This article seeks to deconstruct the directions such relationships might take and consider the impact on students who remain on the periphery of higher education in India.

Over the past decade, industry relevance and connectedness have evolved into a key requirement for students and their parents, who increasingly perceive employability upon graduation as a critical factor in the degree selection process. Simultaneously, professional bodies emphasise the need for high levels of industry engagement as a condition for accreditation, which in turn further impacts on the "marketability" of a specific degree. However, many of the skills emphasised by potential employers and industry reference groups are more closely aligned with generic graduate attributes, rather than discipline specific knowledge and skills. This increasingly includes an emphasis on cultural awareness, excellent communication skills and the ability to work in dispersed, often even virtual teams. This observation is arguably particularly relevant within the business (degree) context, where workforces become increasingly multicultural, as traditional borders and limitations make way for transnational opportunities. This paper discusses the benefits and challenges associated with a third year student project that set out to combine the need for discipline specific knowledge, with the acquisition of versatile, culturally sensitive business skills. Students participating in the aptly titled "communications challenge" competed against their peers as part of multicultural teams, representing twelve countries, across five continents. The authors conclude that experiential learning opportunities like this global, real life client project may not necessarily be popular amongst the wider student cohort. Furthermore, the acquisition of discipline specific knowledge may be limited when compared to "traditional" teaching deliveries. However, projects like this provide a number of benefits, in particular in the context of capstone units that set out to prepare students for a diverse career in an increasingly global, multicultural and complex environment.

This paper reports the final development of a scale to measure pre-service teachers' perceptions in three constructs of inclusive education, namely, sentiments or comfort levels when engaging with people with disabilities; acceptance of learners with different needs; and concerns about implementing inclusion. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale was developed from an initial 60 items and administered through a series of refined surveys. A final 15-item scale was validated using 542 pre-service teachers from nine institutions in four countries including Hong Kong, Canada, India, and the United States. It is posited that the SACIE-R scale will yield valuable information for assisting universities and colleges in preparing more specific training to address the needs of pre-service teachers for working with diverse student populations. (Contains 2 tables.)

Service offshoring raises the fear of job loss for high‐skilled workers, unlike goods offshoring, because workers at home compete with highly educated workers in low‐income countries. This paper examines whether the increase in the United States's service offshoring to India has reduced the domestic employment of the occupations with greater exposure to Indian service imports. To account for endogeneity, I instrument for the growth of the United States's service imports from India by exploiting the change in Indian exports to European countries. Service offshoring reduces total employment from 2000 to 2006; however, this effect disappears overall and becomes positive for college‐educated workers in the later period from 2006 to 2016. Unlike goods offshoring, the employment effect is largely driven by college‐educated workers, and the employment growth in the later period is larger. [ABSTRACT FROM AUTHOR]

There is a sense of urgency in America today, reminiscent of the "space race" rhetoric of the cold-war era, that Americans must get their act together in science, technology, engineering, and mathematics (STEM) education because the Asians are coming. Many people believe that higher-education institutions in countries like China and India produce professionals in those so-called STEM fields far more effectively than U.S. institutions do, thus posing a major threat to the nation's global competitiveness. Amid the Spellings Commission's concern about America's global competitiveness, the author argues that it would be a mistake to infer that Asian institutions do a better job teaching in STEM fields. The extraordinary talent pool of Asian scientists is not the result of a superior educational system, but rather of the fact that a larger proportion of top students in Asia choose to enter STEM fields in college or graduate school and have the requisite preparation. Several cultural factors account for that phenomenon, none of which have to do with the way the United States or other countries run their institutions or teach their students. What is known about how the brain learns suggests that Asian colleges should become more like their American counterparts, not the other way around. This author contends that the American system of higher education, perhaps unwittingly, promotes more endured learning. It mixes things up, offers students more choices in any given semester, and allows more student engagement with a variety of course materials. An understanding of how the brain learns suggests that the more varied and innovative approaches of American higher education manifests itself in one's thinking in the future--which is the object of education.

America's reputation abroad has never been so abysmal. That is the inescapable conclusion of countless books, newspaper and magazine articles, and public-opinion polls that have documented the growth of anti-Americanism during the Bush administration. Yet outside Europe and the Middle East, the loathing for Bush and the bitterness toward America do not appear nearly so intense. That is especially true in India. India is not only more sympathetic to American foreign policy, but it also lacks fixation on the injurious effects of America's economic and cultural influence. The tormented bond between America and Europe has been addressed recently in an article in the September issue of The Journal of American History by the Dutch historian Rob Kroes, titled "European Anti-Americanism: What's New?" On the surface, Kroes's essay is a litany of contemporary, but also ancient, European complaints about American behavior. No doubt the arguments between Americans and Europeans will endure, as Kroes's essay demonstrates. One hopes, though, that America's dreadful image in the world will be altered in the future not just by a change in presidents and policies, but also by the example of how a country like India can maintain a less neurotic relationship with the United States. Perhaps, then, India may provide a more desirable model than the European Union of how other nations can define their identities not in opposition to, but independent of, America.