One of the guiding principles of Computing Curriculum 2001 was to ensure that the computing curriculum was international in scope. This article provides a model for achieving this objective by identifying globalization issues that are relevant to computer science. The underlying premise of the model is that technology has enabled globalization while globalization drives technology. The article also proposes three implementation models for integrating the material into the curriculum. IntroductionGlobalization, a shift to a more integrated and interdependent society, has been enabled to a large extent by advances in computing and information technology. Technology has increased communication between countries, disseminated vast amounts of information to all areas of the world, and aided businesses that operate globally. Countries are more dependent on each other than ever for economic, political, and social stability, and advances in technology continue to foster these relationships between countries. In addition, globalization has directly impacted how technology has developed and how computer scientists do their work. The computing industry must face challenges now that they rarely had to face before including language barriers, global information systems, and distributed software development teams. Applications are developing and expanding to support global activities that require fast communication, access to distributed data, and advanced security features. In other words, technology has cultivated globalization while globalization has changed the face of computing industries. Globalization pushes the demand for improved technology while the technology continues to pull nations together into a "global cyber village".The demand for computing professionals who are sensitive to globalization issues continues to increase as computing companies acquire more foreign clients, increase off-shore programming practices, and form multinational information technology (IT) companies. The changes in IT departments have been felt in all types of industries and have relocated computing professionals around the world. Even if computer scientists find themselves working in their home country, they will probably have to interact with an international client, vendor, or co-worker. The economic, political, legal, and

No abstract

This article highlights the many activities provided by the support communities available for women in computing. Thousands of women actively participate in these programs and they receive many benefits including networking and professional support. In addition, the organizations and associations help promote the accomplishments of women computer scientists and disseminate valuable information. This article surveys some of these organizations and concludes with a list of suggestions for how faculty members can incorporate the benefits of these organizations in their own institutions.

No abstract

Educators have long recognised that leaming takes place most effectively in an environment in which the student is engaged in the process oftheir own education. One method for doing so is to put more control over the teaching and Ieaming of course material into the hands of the students themselves. This paper describes an approach to leamer-centred learning that involves the simulation of industrial software development practices as the central teaching technique. Our initial ex.periences with two courses-Web programming and systems analysis-are discussed in this paper. 1. D. Watson et al. (eds.