Young Well Educated And Adaptable

Between 1973 and 1978, six thousand Chileans leftists took refuge in central Canada after the Pinochet coup d’état. Once resettled at the northern extreme of the Americas, these political exiles had to find ways of coping with an abrupt and violent separation from their homeland that had deep material and emotional repercussions. In Young, Well-Educated, and Adaptable, Francis Peddie documents the experiences of twenty-one Chileans as they navigate their newfound identity as exiles. Peddie also considers how the admission of people from the wrong side of the Cold War ideological divide had an effect on Canadian immigration and refugee policy, establishing a precedent for the admission of political exiles over the decades that followed.

This edited book explores the complex and multifaceted connections between education and migration in an Asian context from multiple perspectives. It features studies from China, Japan, India, the Philippines, Thailand, and Timor-Leste and covers diverse migration and education experiences. These experiences encompass internal and international migration and forced displacement, as well as questions surrounding education such as school choice, education provision and training as human capital; education and social inclusion; and student performance in a post-conflict context. By covering a wide range of questions and situations, the original scholarship in this book reveals how human development concerns and higher rates of movement within and outside of Asian countries operate on multiple levels in a globalized world.

Follow the story of Carlotta Walls LaNier, who in 1957 at the age of fourteen was one of nine black students who integrated the all-white Little Rock Central High School and became known as the Little Rock Nine. At fourteen years old, Carlotta Walls was the youngest member of the Little Rock Nine. The journey to integration in a place deeply against it would not be not easy. Yet Carlotta, her family, and the other eight students and their families answered the call to be part of the desegregation order issued by the US Supreme Court in its 1954 Brown v. Board of Education case. As angry mobs protested, the students were escorted into Little Rock Central High School by escorts from the 101st Airborne Division, which had been called in by then-president Dwight D. Eisenhower to ensure their safety. The effort needed to get through that first year in high school was monumental, but Carlotta held strong. Ultimately, she became the first Black female ever to walk across the Central High stage and receive a diploma. The Little Rock Nine experienced traumatic and life-changing events not only as a group but also as individuals, each with a distinct personality and a different story. This is Carlotta's courageous story.

THRIVING IN THE 21ST CENTURY Humans have a unique capability to both understand their situation in the world and to envision and act to realise their aspirations in the emerging world. And most of us would welcome knowing how we can become ever more skilful at both understanding, and shaping the future of, our emerging world, so that we can thrive in it. The 21st century is very different from the 20th century. Globalisation, the greatest economic prosperity uplifting machine humanity has ever invented, and mass education, are combining to sweep humanity into an emerging interdependent global village. It is creating a global educated middle class that will number 5 billion in 2030. In this emerging world, a world where our future prosperity will be increasingly based on metaphysical wealth, on what we know, 20th century nation-first, competitive, win/lose, mindsets and agendas can no longer work. These now yesteryear mindsets will instead undermine our best endeavours, including making our future ever more climate and pandemic safe. Humanity is now beginning to learn that it now has no option but to adopt planet-first, collaborative, win/win values and mindsets, if it wishes to shape our emerging global village so that it can become liveable for all: ever more prosperous, harmonious, inclusive, sustainable, healthy, and secure. Meeting these challenges successfully will require that humanity innovates for itself a new future knowledge curriculum so that it can economically thrive in a sustainable and humane manner. Peter Ellyard has asked the question: what would be the contents of such a curriculum? In The Future Knowledge Compendium: A Curriculum for Thriving in the 21st Century, he has sought to answer this question.

In this book Eileen Trauth peers inside the day-to-day work lives of the people who have been bringing about Ireland's transition from a small agricultural country to a healthy information economy. It is one of few book-length interpretive studies in the information systems field. This book links the disciplines of information systems, international management, economic development, history, and public policy to tell the story behind the statistics about Ireland's economic development. The findings from this ten-year study illustrate the range of socio-cultural factors, which influence the emergence of an information sector. Ireland's story contains a message for other nations that this change to a new way of working and living is intimately connected to the cultural context within which it occurs. This book reveals the ethnographic approach that was used by taking the reader through the interpretive process as it occurred. The Appendix is devoted to additional detail about the methodology. Audience: This book should be read by PhD students and others who want to learn more about the actual application of ethnographic methods in information systems research. It should be read by students, researchers, teachers, and policy-makers working in several fields including global information systems, the information society, management in the knowledge economy, and economic development.