Gender analysis has emerged as an important conceptual approach to the study of decision making and conflict resolution in the international arena. Although scholars and practitioners within the field of international relations have debated the effect of gender on the negotiation and decision-making process, little systematic evidence to support their assertions has taken place. This article examines a set of data from the GLOBALED PROJECT that provides insights into the different ways men and women perceive world affairs and interact in a negotiation setting. In particular, the authors examine differences in the negotiation styles of all-female, all-male, and mixed-gender groups when negotiating over international or global issues. Findings from the GLOBALED PROJECT, a computer-mediated study of gender differences in decisionmaking and negotiation skills, show that there are indeed significant differences between the approaches used by various gender groupings. Although much work remains to be done in this area, this research indicates that some of the impressionistic and anecdotal characterizations of the different ways men and women approach negotiations and decision making are indeed well-grounded when examined through systemic evidence.From any casual observation of contemporary world affairs, it is abundantly clear that an oversupply of injustice, suffering, and conflict exists throughout the world community. It is also clear that current policy-making mechanisms, and the political actors that staff those mechanisms, are unable to cope adequately with this oversupply. This is not to blame our policy makers for all of the problems in the world, but merely to recognize that our current actors and structures are unable to solve many
Are students being prepared for the challenges they will face in a globalising world? We investigated whether middle school students were interested in global issues, had knowledge of global issues and possessed the skills needed for competence as a citizen in a globalising world in the context of participating in a five-week, web-based international negotiation simulation conducted by the GlobalEd Project. A repeated measures ANOVA on a pre-and post-test scores and a chi square analysis on qualitative data indicated significant pre-to postincreases in knowledge and skills from this educational programme. Potential implications of these findings with regard to global education are discussed. Globalisation is everywhere, or so we are told. We hear about it on the television news. We read about it in newspapers and on the web. And, we experience it in our everyday lives. Global events have changed the ways each us of interact with others and our surroundings. Email, texting, social-networking, Internet video connections and other forms of communication allow us to communicate with individuals around the globe daily, in ways and at speeds that did not exist a generation ago. Implicitly, then, these globalising developments raise the question of whether members of society (and particularly American youth) are becoming more attuned to global issues and events than previous generations and whether they possess the interest and skills necessary to work effectively in this evolving, globalising world. Put simply, the development of interest in and skills relevant to global affairs is redefining what we might consider 'vital interests' for the current generation of students coming of age, and there has been evidence presented suggesting that American students are significantly behind students from other countries with regard to their perceptions of global awareness and global citizenship (Boyer et al. 2004(Boyer et al. , 2005 Brown 2007a, 2007b; NivSolomon et al. 2009;Yukhymenko and Brown 2009).Along these lines, Koehn and Rosenau (2002) discuss the degree to which individuals develop 'transnational competence' as they try to cope with the sociopolitical transformations of our time. They point to the new challenges created at individual and collective levels as people confront growing interdependence. These
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