2. 1 2006- 32 nd Annual ECCSSA Conference “GLOBAL ISSUES: THE CHALLENGE OF BUILDING A WORLD COMMUNITY” Shriti Bhadel- PSY 202 Agnieszka Laska- PSY 231 Athalia Lyons- PSY 231 Final Project Dr. ROSALYN King

3. 2 TABLE OF CONTENT Introduction…………………3 “Community College as a bridge” - Learning Circle…………..4 - 8 “Think Globally Act Locally”…….9 - 21 “What’s Going On- Children Around the World” 1.“Indigenous Children IN Australia”…….. 23 - 26 2.“Child Soldiers in Sierra Leone” ………………….27 - 32 3.“Intolerance in Northern Ireland”………….33 - 38 “Teaching and Learning in multicultural and multiethnic Classroom”……39 - 41 “Getting To Know Today’s Diverse Community College Students and What They Say About US”….42 “Bridging Cultures at the Community College: International Dialogues in the Classroom” ………………43 - 44 “The Role of the Community College in Building a World Community: The Views Of Community College Students” …………… 53 - 56 “The World Quest A game to Promote Global Understanding and Build a World Community: Assessment of a Semester Pilot in a community College Classroom”………. 57 - 60 “We are the World- An International Evening of Food and Frolic”- The Photo Gallery…………….. 61 - 68 “Global Warming: The Road Ahead”……………………..69 - 73 “Key Ramification of Globalization: Exploring Three Significant Changes in our 21 st century”………………………74 - 75 “Terrorism in Our World Today, Its Causes, Consequences, and The Future”……………………….76 – 94 Summary ……………………… 95- 96 Bibliography ……………………97-101 “Finding Strength in A Fragile World”...45 - 52

4. 3 INTRODUCTION We are a group of three girls. Recently we attended the 32 nd Annual ECCSSA conference( March 30- April 1 2006). It was a lifetime experience for all three of us. We thank Dr. King for providing us an opportunity to participate in the conference and allowing us to prepare this presentation as our final project. On a three day long conference, we attended a lot of sessions together and individually. We also presented as a panel on the topic “The Role of the Community College in Building a World Community: The Views Of Community College Students”. We also had a chance to relax with Salsa and Merengue. We learned a lot as a group and got a chance to know each other well in three days. We had nights of long discussion on “Globalization”. Thus, we decided to prepare this project as a group and also share the information we received and share our opinions.

5. 4 Learning circle: “Community College as a Bridge” By- Tina Johnson In the learning circle, we focused some of the topics related to building community college as a bridge before entering a University. We were divided into three groups and discussed the questions prepared by Tina.

6. 5 1.Who goes to a four- year school right out of high school? Why? Parents wanting their children to attend accredited universities Students motivated to continue higher studies Students whose family can afford the four-year college Students who have no idea about 2-year community college existence.

7. 6 2.Who goes to community college? Why? Adults continuing education Students wanting to complete general studies Students who prefer small class size and full teacher attention For flexible schedules Students working full-time Students who cannot afford four- year colleges Students who want certain technical degrees to get a job right away

8. 7 3. What do you enjoy about Community College? What would you change about it if you could? Smaller classrooms- teacher-student interaction Perfect bridge to complete general studies Affordable tuition Great place to complete a Applied Associates degree 4. Who does not attend any school after high school? Students who may not have further goals Poor financial situations Family situations/ responsibilities Students involved in sports activities

9. 8 5.Who does not graduate high school? Why? Students with family problems Students with no ambitions Students indulged in other activities like drugs abuse

10. 9 Building a Local Futures Institute to “Think Globally and Act Locally ”  Stephen F. Steele, PhD. Applied Sociologist, Director, Institute for the Future Anne Arundel Community College.

11. 10 What is The Local Futures Institute?  “The Institute for the Future at Anne Arundel Community College (IF@AACC) promotes a more humane tomorrow by encouraging dialogues about the future today. Using national and international resources, IF@AACC debates and applies futuristic visions to our community's problems and encourages the community to look to IF@AACC 's resources for fresh views on long-standing dilemmas”. (http://www.aacc.edu/future/)

12. 11 Mission  To enhance learning and teaching by integrating future methodologies and future perspectives into the strategies for learning throughout the college organizational culture  Provide and avenue for addressing the future through dissemination of knowledge, research, and consulting, government, health care and other organizations  Provide growth and development opportunities for faculty, staff, students and community.

13. 12 Who and how the community benefits.  Business, government, religion, families, education, community, health  Provides knowledge to current and future generations  Access to low cost information dissemination  Provide tools for investigating the future

14. 13 How does IF help the Communities Children?

15. 14  IF has their own section dedicated to Children and the Future.  This section is divided into sections discussing kids in Society, Technology and Space, Environment and Ecology, Economics and Population.  In keeping with their mission, they are addressing the future for kids through knowledge and activity.

16. 15 This is one of the websites hosted on the Future for Kids website that cater to children working towards a better future.  Hearts & MindsSM - Information for ChangeSM  Environmental Fun For Kids Kid-friendly sites on the environment

17. 16 Who are Hearts and Minds?  Hearts & Minds is a clearinghouse of helpful information, motivating people to get involved and showing how to make self-help, volunteering and donations more effective. We work to reach people nationwide and all publicity campaign and upcoming printed publications. over the world through our website.

18. 17 How does Heart and Mind help with the Future?  Poverty, racism, the environment - Hearts & Minds works on many important issues. However, we directly address a larger issue affecting all the others: Millions of people are apathetic, cynical, or unsure how much they can help themselves and others - and do not realize how fulfilling that can be. Much could be accomplished by getting them involved.

19. 18 Some websites they promote for Children  The mission of the Captain Planet Foundation is to fund and support hands-on environmental projects for children and youths. Our objective is to encourage innovative programs that empower children and youth around the world to work individually and collectively to solve environmental problems in their neighborhoods and communities. Through environmental education, we believe that children can achieve a better understanding and appreciation for the world in which they live.

20. 19  WWF’s ultimate goal is to build a future where people live in harmony with nature. Some websites they promote for Children

21. 20 Some websites they promote for Children  The Imaginary Factory There is no machinery at The Imagination Factory, and smokestacks don't pollute the air. Instead, we teach children and their caregivers creative ways to recycle by making art.

22. 21 How does this information help children?  Developmental Psychology tells us that without knowledge through education, the species cannot advance. Education of the children helps eliminate mediocre generations.  This information allows children to contribute to society positively, hopefully eliminating social ills and crime.

23. 22 “What’s Going On- Children Around the World” United Nations Documentaries 1.“Indigenous Children In Australia” 2. “Child Soldiers in Sierra Leone” 3. “Intolerance in Northern Ireland”

24. 23 “Indigenous Children In Australia” There are more then 370 million indigenous peoples worldwide. This documentary portrays the life of indigenous people in Australia. These people have gone through 200 years of racism in their own land. According to UN statistics, 50% of indigenous Australians are under 24 years old and are lacking good education. This movie peeks into the lives of three teenagers: 19- year old Bellita, 12 year old Jake, and 15 year old Michael.

25. 24 Bellita’s parents are divorced and she has dropped out of school. She says, “"No matter where you go, it is hard for an indigenous person, I had dreams when I was a little girl, but as I got older, I started to realize what it was like out there." Out of frustration, she has lost a lot of her time drinking alcohol and sniffing paints with friends. But finally she has gotten an offer from a Youth Trek counselor. Youth Trek is an organization that supports indigenous children in Australia. Another teenager Jake Thomas is also caught in between the two worlds of Indigenous origin and new world, and is struggling for his identity. He was born in Mornington island, an indigenous community in northern Australia. He has been raised by his foster mother Caroline Munns. Recently they moved to the city and Jake has been feeling separated from other people. He feels he is being stared at everywhere he goes. Recently he was sent back to Mornington Island with his half-brother Michael to learn the life and culture of the aboriginals. Watch a clip NOW !

26. 25 Michael on the other hand has grown up knowing his people and the culture. Like most Aboriginal people who live a traditional life, he speaks several native languages. Michael is a very good dancer and knows many of the ancient dances of his people. He is a member of the Woomera dance group, a troupe that travels throughout the world to perform. Like other aboriginals he has to learn to live in the modern world at the same time. While Jake showed him how to live in a modern world, Michael accompanied Jake throughout his stay at Mornington island and taught him dancing and hunting. Jake finally learnt his identity and a power to be proud of the culture that he has inherited. With all these case studies, we can make some conclusions. There are still some works to be done to eliminate the discrimination in the society based on cast, color and creed. We have to gear up to promote globalization.

27. 26 Psychological aspects of these case studies We can clearly see distinct examples of learned helplessness in Bellita’s case and powerful exhibition of human perception in Jake’s case. Looking back at Bellita’s statement, "No matter where you go, it is hard for an indigenous person, I had dreams when I was a little girl, but as I got older, I started to realize what it was like out there.", we can clearly see she had all hope and ambitions to carry on her life until it was shattered under the clouds of discrimination. She must have tried her best to get off of the situation but was knocked down every time. According to researcher Seligman’s theory of learned helplessness, it must have started with escape learning (running away from the situation), then to avoidance learning (trying to avoid the situation) and finally learned helplessness (one figures there is no way to avoid the situation and does nothing about it). This is a very important theory because learned helplessness has pushed a lot of youth into the dark world and they find nothing motivating to get rid of all their problems. However in Jakes’s case, we can study the power of human perception. In the documentary, he mentions that he feels like people stare at him wherever he goes. Some people might stare at him but other times, it might just be his perception or his self-image that pushes him into the dark.

28. 27 “Child soldiers in Sierra Leone” Over a decade long war in Sierra Leone that started in 1990, many parents lost their children and many children lost their childhood. About 10,000 children fought in Sierra Leone's 10-year civil war. An additional 500,000 are in paramilitary groups right now. Over a quarter million children around the world are trained to fight because they are easier to manipulate. This documentary tells a story of Sierra Leon’s past and present through some life stories of Abu, Swankay, Fatmata and T-boy.

29. 28 T-boy works are IRC’s (International Rescue Committee) assistant program manager. His real name is Samuel T. Kamanda. He helps the children abducted during the wars in 1990 to get back to their families. Abu was kidnapped by the rebels and was taught to fight. In his narration, he tells us that the child soldiers were heavily drugged and trained. He says, “In the war, I was trying not to make wicked things. That’s why God saved me,”. He feels he is only alive because he was a fast learner and did whatever he was told to. Amidst all the chaos, all these child soldiers got guns to replace their innocence. After long years of war Abu wanted to go back home. However it was hard to find the village where his family lived. But he has lost valuable years of his life. With all good luck, T-boy and Michael Douglas helped Abu get back to his family from a French refugee camp. “It’s incredible to see Abu in his mother’s arms. I’m overwhelmed,” said Douglas. “I never expected to see Abu reunited with his family.”

30. 29 17 year old Fatmata has her own story. She had been working for the rebels for 11 long years. She was only 6 years old when she was abducted and abused. She was forced to become second wife to rebel leader. Ever since U.N. demanded the release of all that were abducted, she had been living in a foster care with other victims of war. She finds it hard to get over those years of struggle. When she wanted to find out her family, she was also worried if they would take her back. With the help of social worker Mariam and T-Boy, she has reunited with her family. Her family could not believe she was alive. T-Boy believes by finding families for these people, he is giving hope to rest of the estranged people too. Another 17 year old boy Stephen Swankay, once a child soldier, is taking his life to a new direction. He says he missed his school the most when he was away. So, he is back to school now and at the same time he hosts a radio program called “Talking Drums”. On this show, he invites his fellow former soldiers to share their story. He believes this will help the villagers understand them and easily accept them back as their family members. Watch a clip NOW !

31. 30 Psychological aspects of these case studies Above all, all these children are victims of stolen childhood and repressed memories. Around and after 1990’s researchers have vastly looked into the psychological posttraumatic effect of childhood abuse and wars. In some cases, victims seemed to remember everything like the case studies of Sierra Leone children discussed, whereas in many cases, victims tended to forget the abuse. However, they seemed to recall similar events that they claim happened with someone else. Psychologists believe children who experience sexual abuse or physical abuse have hard times balancing their identity and relationships around the traumatic experiences and relate it to a different story.

32. 31 According to Piaget’s stages of cognitive development, during the age of 7-11 years old, children think logically about concrete events, and grasp concrete analogies. So, any trauma during this period of stepping from cognitive development to adolescence might be psychologically harmful.

33. 32 There are other potential effects of child abuse on children. According to Lisa Dunning, MA, (a California Licensed Marriage and Family Therapist Specializing in Parent/Child Relationship), often the abused child become abusers themselves. Some of the psychological effects according to her are: Withdrawal from friends Low self esteem Timid and unsure of themselves Aggressive/hostile Angry Poor relationships with peers and/or the opposite sex Engaging in drugs and/or alcohol Poor school performance No interests and No goals Although all these traumatic events and their effects cannot be reversed, they can certainly be managed by counseling and proper therapy. They might have to be sent to anger management classes, drug/alcohol rehabilitation centers and also enroll in parenting classes.

34. 33 “Intolerance in Northern Ireland” Until 1996 when the peace was made people, Northern Ireland was plagued for decades by a conflict between Protestant Loyalists and Nationalist Catholics. The hostility between those two groups is passed from one generation to the next. Although the peace was made, the effects of the violence and massed murder has its effect. “Intolerance in Northern Ireland” documentary presents a psychological state of children resulted from the disputes between Protestant Loyalists and Nationalists Catholics.

35. 34 Mark, Grace and Colin share their personal stories Mark is Catholic. A Protestant gunman killed his father when Mark was six. Now he is sixteen and extremely effected by a loss of his father. He has a desire for revenge and struggles with the anger. The prolonged anger pulls him into despair. Grace lost her father when she was two and a half.

36. 35 Colin McRory is a 15- year-old Protestant who was raised to hate. His father helped to recover one of the Catholics during the the Shankill bombing. Right after that he became a target for retaliatory violence. The whole family lived in fear for a long time.

37. 36 Ways of dealing with the psychological problems of the victims 1.Therapies for victims of the conflict: Wave Centers. Such centers offer hope that people can unlock the pain and learn to see the sameness in each other rather than the differences. Belfast's Wave Trauma Center, for example, helps Catholic and Protestant children deal with tragedy—together. They refocus and relief their emotions in a variety of ways: -sharing feelings that they might be too embarrassed to talk about with others. Participants share their feelings between each other and with the person who runs the program: Allan McBride. The purpose of it is to emphasize what people have in common rather than what divides them. -sharing art projects. Grace Caldwell, presented a video she just completed. It is a film of a box labeled, "All I Have Left of My Dad is a Box of Love and Memories." Mark was taking pictures and made a book out of them.

38. 37 Positive effects of the therapy extension of victims’ negative feelings: Mark’s anger and the desire to revenge diminishes: He says: "If I didn't go to the Wave, I would definitely, definitely be a different person. I probably would do something really stupid…probably would join a paramilitary group or something. But since I've gone [to] the Wave it's kept all that away." improved self-confidence: Grace developed a feeling of belongingness. She sees she is no the only one who lose a close relative during the disputes. She has a lot in common with those who from the opposite beliefs.

39. 38 2. Establishment of Integrated schools Colin is one of 5% children who attend an Integrated College. Students are encouraged in those schools to discuss religion, and politics. They share their similarities and differences in a non- violent environment. Unfortunately only 5% students attend integrated colleges. A great majority of them still continues their education in segregated schools.

40. 39 Teaching and Learning in Multicultural and Multiethnic Classroom Classrooms become more and more diverse; both teachers and students come from different parts of the world. In order to improve multicultural classrooms the cooperation between teachers and students is necessary. Natalie Kimbrough, Professor of History & Dr. Paige Rogers, Professor of English

41. 40 Teachers’ role in a classroom -modeling- “the process of observing and imitating a specific behavior.” (336) Teachers’ role is to behave properly in and out side the class because of student constant observation. -tolerance to students from a different background -different strategy of teaching for different learners: intrinsic versus extrinsic motivation. Professors should provide additional information for student with intrinsic motivation, which is “a desire to perform a behavior for its own sake and to be effective.” Those who are extrinsically motivated, which is a desire to perform a behavior for its own sake and to be affective” should be awarded: have an opportunity for extra credits. -a promotion of critical thinking in a classroom

42. 41 Students’ role in a classroom -willingness to learn -tolerance to both students and teachers from a different background -a proper reaction and a willingness to understand an unacceptable by certain norms peers’ or teachers’ behavior (because of a cultural differences) Different behavior pattern, for example, might be due to a different ways of development: emphasis on either individualism or collectivism.

43. 42 “Getting To Know Today’s Diverse Community College Students and What They Say About Us” May Kuangchi Chen, Assistant Chancellor for Strategic Enrollment. Assistant Chancellor May Chen presented sets of demographics to give an idea about the growing diverse community college environment. According to the demographics of CCBC (Community College of Baltimore County), number of student headcounts, credit hours, and female students count went up in recent years. Also, the research vastly suggested that there was a rise in number of returning students and students enrolling to complete two years of general studies before they transferred to a four year college. The statistics also pointed out that the retention rate of the students by transfer, career and general studies were about the same. In the recently conducted survey at CCBC, the level of satisfaction of students towards faculty and staff members also tested. According to the survey, students found more help inside the class as opposed to outside the class and students showed only 50% satisfaction towards employee attitudes. Also, adult students seemed to have more level of satisfaction towards the faculty and employees.

44. 43 “Bridging Cultures at the Community College: International Dialogues in the Classroom” John Hutchison, Associate Professor, Sociology, CCBC Essex, jhutchison@ccbcmd.edu jhutchison@ccbcmd.edu Rachele Lawton, Assistant Professor, ESOL, CCBC Essex, rlawton@ccbcmd.edu Carlos Duque, Student, CCBC Essex Mahamoudou Guitteye, Student, CCBC Essex Jamie Holland, Student, CCBC Essex Kubra Tanic, Student, CCBC Essex In this session, CCBC faculty and students gave a wonderful presentation of how they are promoting globalization and help students understand different cultures by the medium of programs like intercultural dialogues.

45. 44 In attempt to promote global understanding, CCBC has been practicing programs like intercultural dialogues. In this program, international students visit classes like Sociology, Anthropology, Psychology, Student development and Foreign languages an share some information about their country and culture. In this opportunities, students are encouraged to ask open questions and interact with the visitor. These visits are co-ordinated by preparing students before visiting the class with some possible questions. After this practice, CCBC has gathered data based on students’ experience with intercultural dialogues. They used questionnaires to see what international students felt about American Culture and what Americans knew about other cultures. They found some negative responses but most importantly majority of students enjoyed the program. International visiting students develop confidence and American students learn about other cultures. We had a chance to hear live from some of the students who have experience intercultural dialogues. Most of them shared the insecurity they experienced the first time but also the joy that American students showed equal interests in learning about them. Some responses from American students are: “The Intercultural Dialogue program makes me want to learn more about my identity and cultural background. I am biracial but know little about my non- American side. Now I want to learn more about myself.”

46. 45 Dr. Laurence Thomas: Finding Strength in a Fragile World.

47. 46  The keynote speaker for the conference was renowned professor Dr. Laurence Thomas of the Department of Philosophy Syracuse University. He is the author of books such as “The Family and The Political Self” as well as “Children, Morality and Political Theory” (2005).

48. 47  At the conference, Dr. Thomas, who believes in making the world a better place through basic virtues such as morals and self respect, gave his listeners some advice on the role parents and society play in preparing their children for the world

49. 48 Here are some key points that he mentioned.  Children respond to affirmation.  Always try to bring to the moment the power of perception

50. 49  Little things make a big difference. E.g. a kiss everyday from a parent (an affirmation) cannot be made up in its entity on one day

51. 50  Parental Love is the precursor to Self Respect. Self Respect makes it possible to be open to others, instead of afraid of others (Trust Vs Mistrust).

52. 51  Valuing yourself morally gives you the ability to be moral to others.  Always affirm children and each other  Gestures have intentionality. When it’s good, the other one gets to see its goodness.  Giving is part of the replenishing.

53. 52  Self Knowledge is knowing that you can do something. An understanding of the self that we bring to the moment.  Strength is the ability to be flexible just at the right time.  You can demand justice without buttress  These philosophical words not only give us guidelines in raising a moral child but also teaches us how to show morality and be moral ourselves.

54. 53 The Role of the Community College in Building a World Community: The Views of Community College Students Dr. Rosalyn M. King, Professor of Psychology Zainab Alwani, Adjunct Professor of Arab & Islamic Studies Dr. Ramezan Dowlati, Asst. Professor of Psychology And Students: Shriti Bhadel, Agnieszka Laska, Athalia Lyons, and Mina Mirhosseini Northern Virginia Community College, Loudoun Campus Sterling, Virginia ____ A Panel Roundtable Discussion ECCSSA 2006-CCBC-Catonsville

55. 54 Global understanding increases through learning in a variety of ways:  interactive games such as “New World Quest” game to promote communication and global understanding between diverse student populations.  international fashion shows prepared by students with interrupted short presentations of the historical changes in this aspect. Students learn about the history of international fashion through participating and watching the performance.  documentary movies presentation  conferences concerning global issues such as the ones we are presenting  international guest speakers How can we improve a global understanding in Community Colleges?

56. 55 Some proposed activities to promote globalization at community college level:  First of all get rid of the word “International”. All students should share the same rights socially and financially.  Establish welcome centers in Community College for students from foreign countries.  Establish “Multicultural Office” and “Student Life Association” to help students from foreign country with student visa status and college resources  Conducting International Movies Festival to promote globalization  Intercultural dialogue programs can help promote globalization in community colleges. This program is already in effect at CCBC (Community College of Baltimore County) and students already see noticeable differences in their knowledge about other cultures. What specific recommendations can you offer us for incorporation of globalization in the community college program curriculum?

57. 56 What specific recommendations can you offer us for incorporation of globalization in the community college program curriculum?  Have students interact through introductions and having fellow students say something unique about that person’s culture throughout the semester  Arranging students with different backgrounds in groups, and keep interchanging class groups during the semester  Watching documentaries  Mandatory classes that help intercultural development.

58. 57 Education for Global Understanding: Using Games To Build World Communities in the Classroom Dr. Rosalyn M. King, Professor of Psychology with Ramezan Dowlati, Assistant Professor of Psychology Zainab Alwani, Adjunct Professor of Arab & Islamic Studies With Students: Alessandra Garcia, Jessica Garza, Sajad Ghanizada, Elizabeth Mendoza, Paula Paes, Karin Reidrich James Rouse, & Mark Smedberg Northern Virginia Community College-Loudoun Campus Sterling, Virginia ___ The following slides on World Quest are prepared by Dr. Rosalyn King Presented at ECCSSA 2006-CCBC-Catonsville

59. 58 “New WorldQuest”is a problem-solving simulation and action game. Designed to promote communication and understanding between diverse student populations- to get students talking and ultimately to promote global understanding. Shape thinking, behaviors, build cooperative structures, move across differences, resolve conflicts. This is easier said than done. But extremely important to creating and modeling a new paradigm for building cooperative structures and learning how to communicate and resolve conflicts rather than fighting. It is intended that this game can be used in several venues: brief game, over several classes, over the semester, online, on CD or DVD, as a board game.

60. 59 The NWQF has been given the authority by the United Nations to develop all rules and guidelines governing new codes of conduct and international relations. They are calling for proposals to build a “new world order.” They are calling for the formation of international coalitions representing diverse groups to come together as coalitions to plan and develop proposals for the creation of the new world order. They are asking for the creation of working coalitions that will promote peace and productivity worldwide. Coalitions will plan and then be part of a pilot simulation that will last 10 years, if their proposal wins. They will live in a utopian society piloting the model and receive a handsome stipend of $100,000 per year. If their model works they will be set for the remainder of their lives (receiving $500,00 per year) and will oversee the implementation of the new world order. They will be designated as the new “Points of Light” for the world. MEET THE “NEW WORLDQUEST” FEDERATION

61. 60 Critique existing infrastructures and create new ones in: education, social system, health-food-nutrition, technology-communications, economic structure, political-governance, transportation, energy-power plants, military, and others deemed necessary by the coalitions. Must create cooperative structures that must be win-win for all. There can be no competition built into the structure. Coalitions must be diverse. Must be culturally pluralistic. Must learn and discover cultural backgrounds, perspectives, unique skills, abilities that each member brings to the team. Perspectives and proposals must be innovative and futuristic in perspective and structure. All proposals must include these elements.

62. 61 “We are the World- An International Evening of Food and Frolic”- The Photo Gallery After a long day of conference, we got a chance to participate in an evening full of fun. We had exquisite dishes from all around the word and dances like Salsa and Merengue. while some natives performed the dance, the audiences too took their time to relax and learn the dance.

63. 62 INTERNATIONAL DISPLAYS

64. 63 URUGUAY VS. PARAGUAY

65. 64 AFRICA

66. 65 Its time for SALSA!!!

67. 66

68. 67

69. 68

70. 69 “Global Warming: The Road Ahead” Chris Fox, professor of Environmental Science and Technology

71. 70 “Global warming-an increase in global average surface temperature resulting from an increase in the amount of carbon dioxide, methane, and certain other trace gases in the atmosphere. These gases are known collectively as greenhouse gases because they contribute to a warming of the Earth's surface and lower atmosphere, a phenomenon called the greenhouse effect. In part because the emission of carbon dioxide is related to the essential use of carbon-based energy sources, the issue of global warming incorporates a broad scientific and political debate about its significance and consequences. ”carbon dioxidemethanegreenhouse gasesgreenhouse effect Scientists expect Earth's average temperature to rise about 1.5 to 6 degrees Celsius, or maybe higher, by 2100. Source: IPCC

72. 71 Impacts of global warming on continents Heat waves and periods of unusually warm weather Dry lake during drought in Orlando Florida. Glaciers melt A comparison of the size of Grinnell Glacier. The top image was taken in 1911; bottom image was taken in 2000.

73. 72 Plant and animal range shifts and population changes Disappearing frogs and toads. A reduction in dry-season mists due to warmer Pacific ocean temperatures has been linked to disappearances of 20 species of frogs and toads, upward shifts in the ranges of mountain birds, and declines in lizard population. Arctic and Antarctic warms up : The Muller Ice Shelf from the Antarctic Peninsula. The annual melt season has increased by 2 to 3 weeks in just the past 20 years

74. 73 Other impacts of global warming on continents Rising sea levels will lead to coastal flooding on the Eastern seaboard, in Florida, and in other areas, such as the Gulf of Mexico. Warmer sea surface temperatures will fuel more intense hurricanes in the southeastern Atlantic and Gulf coasts. Forests, farms and cities will face troublesome new pests and more mosquito-borne diseases. We can contribute to fight global warming by: -making conserving energy a part of your daily routine. Chosing a compact fluorescent light bulb over an incandescent bulb, for example, we will lower your energy bill and keep nearly 700 pounds of carbon dioxide out of the air over the bulb's lifetime.conserving energy -by Joining NRDC in our campaign against global warming.Joining NRDC

75. 74 “Key Ramification of Globalization: Exploring Three Significant Changes in our 21 st century” Robert E. Hauser Penn State McKeesport McKeesport, PA, 15132 Robert E. Hauser explained the three significant changes as a result of globalization: 1. International borders will become less important Industrial AgeInformation Age Key Resource: Raw materialsKey Resource: Information AtomsBITS (BInary digiTS) Transportation system: highway, railroad, canals Transportation system: Internet, technological With the increased use of technology and decreased use of highways and canals, there will possibly be a decrease in importance

76. 75 2. National identity will become less meaningful If all the nations were to unify or globalize, definitely National identity would be less meaningful. Every place would me a part of one world with only one nationality. 3.The phenomenon of “placelessness” will become more evident The term “Placelessness” was coined by William Knoke. It is concept of getting things done without physical presence of somebody. We have already seen the “placelessness” created by cell phones, telephones and internet. In the future, we might be looking at remote surgeries, or working from home

77. 76 Terrorism in Our World Today, It’s Cause, Consequence and the Future”

78. 77 Panel Members  Dr. Christopher Hewitt, University of Maryland Baltimore County, author of Political Violence and Terrorism in Modern America: A Chronology, Understanding American Terrorism: from the Klan to al Queda, The effectiveness of Anti-Terrorist Policies and other works.  Dr.Kitenge N”Gambwa, Community College of Baltimore County, Formerly Senior Technical Advisor, International Rescue Committee, New York, NY., Chief of Party and Country Project Director, The Multi-Channel Learning Center, Washington, DC and Dar es Salaam, Tanzia  Paul Zigo, Brookdlae Community College, Lincroft, N.J., Director of the Center for World War II Studies and Conflict Resolution  Nebojsa Zimonjic, Belgrade, Serbia and Montenegro, pursuing a degree in psychology at the University of Maryland Baltimore County.

79. 78  This discussion was a panel discussion and talked about terrorism, not only in America but in other countries such as Ireland Africa and Iraq. In the panel Terrorism was defined as involving attacks on civilians, not military targets. Violence with a political purpose. Terrorism does not want a lot of people dead; they want a lot of people watching. Terrorism also happens on an international scale. It occurs nationally as well.

80. 79  With the growth of globalization, terrorism is not only a problem for one country, but for the entire world. The effect that terrorism has on its targets can be devastating physically and psychologically, especially to our children.

81. 80  The effects Terrorism has had on the worlds children as seen from videos shown at the conference with children affected by the civil conflict in Northern Ireland, and the child soldiers of Sierra Leone.  Other information was gathered through similar videos of the children of Belsan and references to September 11th.

82. 81  Some of the effects are:  Generalized Fear- the child feels scared and worries about the repetition of the event. Their fear may show in clinging and being separated from caregivers.

83. 82  Depression- the feeling of doom

84. 83  Separation Anxiety- if the child has lost a love one or caretaker in the event, they may feel abandoned. May be anxious about death and as a result cling to remaining caretakers. Younger children may not understand the meaning of death.

85. 84  Older children may show anger.

86. 85  Nightmares and other disturbances in sleep may occur. Eating habits may also be effected.  Some may express difficulty talking about the event while others may show great eloquence.

87. 86  A child may be forced to grow up quickly and take on adult responsibility.  School is affected either because of missed classes or because the child cannot concentrate

88. 87  Development of Post Traumatic Stress Disorder.  Some children loose their sense of self

89. 88  What can parents/care takes do to help a child who has been affected by terrorism?

90. 89  Help them feel safe. Provide soothing activities and nurturing. Protect them from reminders of the event shown on TV or other sources of media. Generally nurture the child.

91. 90  Provide them with emotional support

92. 91  Children deal with trauma the way they see their parents/caretakers deal with it. Be aware of how you deal with the situation. Be calm in the presence of the child even though you may be scared yourself.

93. 92  Talk in a safe way about what happened and how the child feels. Help them cope and understand their feelings and grief.  Help child with activities to help them regain a self of self. Nothing too challenging where they can fail, but activities that help build confidence

94. 93  If you are too overwhelmed with the situation, seek professional help

95. 94  Traumatic experiences such as terrorism can have developmental effects and psychosocial effects on children. If nothing is done to help them, Post Traumatic Stress Disorder, long term anxiety and withdrawal may exist. Adolescents who are now coping with emotional indecisiveness of their own will cope with this stress either by being confused, depressed and withdrawn or show extreme anger.  In the end, if nothing is done to curb terrorism, or if nothing is done to help the children affected by terrorism to cope better with the situation, then, the future of the world is headed for disaster.

96. 95 SUMMARY It was a great pleasure preparing this project as a group. Again, we would like to thank Dr. King for providing us with this opportunity. The best part of preparing this portfolio was being able to share what we learned from each one of our perspectives. Some of us liked the subject on “Global Warming”, some on “Terrorism” and some liked the United Nation’s documentaries. With every subject, we have tried to link it to the psychological aspect. For example, psychological effects of terrorism and violence, child abuse and global warming. During the conference we also got chance to hear about some of the things that we can expect in the future related to Globalization. We had a chance to understand the term “futurist” and some key ramifications of Globalization.

97. 96 Contd.. Summary As a panel we suggested some of the ways we can start acting locally to promote globalization in NVCC (Northern Virginia Community College) vicinity. We had a great presentation of “Worldquest: the game to promote globalization created by Dr. King”. After looking at this presentation we hope to fill students with information and encourage to participate in such conferences in the future.

98. 97 REFERENCES Abu. God Saved Me. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/abu_story.html http://www.un.org/works/goingon/australia/abu_story.html Bellita. Learning to dream again. Indigenous Children in Australia. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/belita_story.html http://www.un.org/works/goingon/australia/belita_story.html Chen, May Kuangchi. (2006). “Getting To Know Today’s Diverse Community College Students and What They Say About Us”. 32nd Annual ECCSSA Conference, Global Issues: The Challenge Of Building A World Community. Baltimore, MD: CCBC Dunning, Lisa. Psychological Effects of Child Abuse. Retrieved April 23, 2006, from http://www.lisadunningmft.com/psychological_effects_child_abuse.htm Douglas, Michael. Michael Douglas’s Story. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/michaels_story.html http://www.un.org/works/goingon/australia/michaels_story.html Fatmata. Something to smile about. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/fatmata_story.html http://www.un.org/works/goingon/australia/fatmata_story.html Global Warming. Retrieved April 24, 2006 from Encyclopedia Britannica Online: http://search.eb.com.ezproxy.vccs.edu.http://search.eb.com.ezproxy.vccs.edu Indigenous Children in Australia [Documentary]. United States: United Nations and RCN entertainment.

99. 98 Hutchison, John. (2006). “Bridging Cultures at the Community College: International Dialogues in the Classroom”. 32 nd Annual ECCSSA Conference, Global Issues: The Challenge Of Building A World Community. Baltimore, MD: CCBC Jake. Returning to his roots. Indigenous Children in Australia. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/jake_story.html http://www.un.org/works/goingon/australia/jake_story.html Johnson, Tina (2006). Community College as a bridge-Learning Circle32nd Annual ECCSSA Conference, Global Issues: The Challenge Of Building A World Community. Baltimore, MD: CCBC King, Dr. Rosalyn. (2006). Education for Global Understanding: Using Games To Build World Communities in the Classroom. 32 nd Annual ECCSSA Conference, Global Issues: The Challenge Of Building A World Community. Baltimore, MD: CCBC Lawton, Rachele. (2006). “Bridging Cultures at the Community College: International Dialogues in the Classroom”. 32nd Annual ECCSSA Conference, Global Issues: The Challenge Of Building A World Community. Baltimore, MD: CCBC

100. 99 Michael. A Cultural Exchange. Indigenous Children in Australia. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/michael_story.html http://www.un.org/works/goingon/australia/michael_story.html Myers, G. D. (2003). Psychology New York: Worth Publishers Piaget’s theory of cognitive development. Psy 1101: Human Development. Retrieved April 23, 2006, from http://www.gpc.edu/~mgriffin/PSYC1101Online/Development/piaget2.htm Swankay. Swankay’s story. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/swankay_story.html T-Boy. T-Boy’s story. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from Global Warming Basics. What it is, how it's caused, and what needs to be done to stop it. Retrieved April 24, 2006, from http://www.nrdc.orghttp://www.nrdc.org. What is Global Warming? Retrieved April 26, 2006 from http://www.ecohealth101.org/temperature/temp1.html

101. 100 REFERENCES FOR PICTURES Abu. God Saved Me. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/abu_story.html http://www.un.org/works/goingon/australia/abu_story.html Bellita. Learning to dream again. Indigenous Children in Australia. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/belita_story.html http://www.un.org/works/goingon/australia/belita_story.html Children brutalized by war in Sierra Leone reclaim their lives. Stories from the field. Retrieved April 20, 2006, from http://www.acdi- cida.gc.ca/CIDAWEB/webcountry.nsf/0/A671AC7B1223F43D852570600061B1B6?OpenDocument Children of War. Retrieved April 20, 2006, from http://www.tanbou.com/2002/fall/ChildrenOfWarHope.htmhttp://www.tanbou.com/2002/fall/ChildrenOfWarHope.htm Douglas, Michael. Michael Douglas’s Story. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/michaels_story.html http://www.un.org/works/goingon/australia/michaels_story.html Fatmata. Something to smile about. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/fatmata_story.html http://www.un.org/works/goingon/australia/fatmata_story.html International Students. Calvary Chapel Bible College. Retrieved April 22, 2006, from http://www.ccjbc.org/admissions/international_students.htm http://www.ccjbc.org/admissions/international_students.htm

102. 101 Jake. Returning to his roots. Indigenous Children in Australia. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/jake_story.html http://www.un.org/works/goingon/australia/jake_story.html Michael. A Cultural Exchange. Indigenous Children in Australia. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/michael_story.html http://www.un.org/works/goingon/australia/michael_story.html Northern Virginia Community College. State Council of Higher education of Virginia. Retrieved April 22, 2006, from http://www.schev.edu/images/schools/NorthernVirginiaCC.jpg http://www.schev.edu/images/schools/NorthernVirginiaCC.jpg Swankay. Swankay’s story. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/swankay_story.html http://www.un.org/works/goingon/australia/swankay_story.html T-Boy. T-Boy’s story. Child Soldiers in Sierra Leone. Retrieved April 22, 2006, from http://www.un.org/works/goingon/australia/tboy_story.html http://www.un.org/works/goingon/australia/tboy_story.html United Nations Logo. UN. Retrieved April 22, 2006, from http://www.un.org/ University of Virginia. State Council of Higher education of Virginia. Retrieved April 22, 2006, from http://www.schev.edu/images/schools/UniversityOfVirginia.jpg WIRED. (2003). Working with Indigenous People with Disability. Retrieved April 22, 2006, from http://www.wired.org.au/images/aerial_community.JPG http://www.wired.org.au/images/aerial_community.JPG