Thematische Bibliographien / 21st centry

Auswahl der wissenschaftlichen Literatur zum Thema „21st centry“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "21st centry"

Cannon, Peter. „Aerospace Materials for the 21st Centry“. JOM 40, Nr. 5 (Mai 1988): 10–14. http://dx.doi.org/10.1007/bf03258902.

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Alekseev, P. N., A. Yu Gagarinskii, N. N. Ponomarev-Stepnoi und V. A. Sidorenko. „Requirements for 21st centry nuclear power plants“. Atomic Energy 88, Nr. 1 (Januar 2000): 1–9. http://dx.doi.org/10.1007/bf02673313.

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Ding Choo Ming. „the role of pantun as cultural identity for nusantara in 21st centry and beyond“. 동남아연구 18, Nr. 2 (Februar 2009): 87–126. http://dx.doi.org/10.21485/hufsea.2009.18.2.004.

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Bebasari, Mardiani. „21st CENTURY EDUCATION 21st CENTURY EDUCATION“. Journal Of Language Education and Development (JLed) 4, Nr. 1 (26.10.2022): 44–52. http://dx.doi.org/10.52060/jled.v4i1.784.

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Tujuan dari penelitian ini dilatarbelakangi adanya perubahan yang terjadi pada dunia pendidikan di abad 21. Abad pertengahan yang ada pada abad 21 berkembangnya informasi dan teknologi dengan sangat cepat. Penelitian yang dilakukan dalam jurnal ini dengan menggunakan studi kepustakaan untuk melihat melalui tulisan dari buku mengenai pendidikan pada abad 21. Hasil penelitian dapat dilihat bahwa terdapat perubahan kondisi yang terjadi pada dunia pendidikan di abad 21. Kondisi yang terjadi pada abad 21 akan lebih ramai karena membutuhkan tantangan keterampilan yang baik dalam dunia pendidikan, kapasitas dalam berpikir, kreatif dan analisis dalam memecahkan persoalan. Pendidikan pada abad 21 bertujuan untuk mewujudkan cita-cita luhur bangsa dengan menjadi masyarakat yang bahagia dan sejahtera, mempunyai kedudukan yang terhormat sama dengan negara lain dan mempunyai kualitas pada sumber daya manusia. Dapat disimpulkan dengan adanya pendidikan pada abad 21 maka ciri yang dapat dilihat yaitu manusia dapat memanfaatkan teknologi informasi dan komunikasi dalam segala bidang kehidupan, baik dalam bidang pendidikan, pada kemampuan pembelajaran lebih ditekankan pada peserta didik untuk dapat mencari tahu dari berbagai sumber dan dapat merumuskan segala persoalan dan dapat berpikir analitis. Kata kunci: Pendidikan Abad 21 Tujuan dari penelitian ini dilatarbelakangi adanya perubahan yang terjadi pada dunia pendidikan di abad 21. Abad pertengahan yang ada pada abad 21 berkembangnya informasi dan teknologi dengan sangat cepat. Penelitian yang dilakukan dalam jurnal ini dengan menggunakan studi kepustakaan untuk melihat melalui tulisan dari buku mengenai pendidikan pada abad 21. Hasil penelitian dapat dilihat bahwa terdapat perubahan kondisi yang terjadi pada dunia pendidikan di abad 21. Kondisi yang terjadi pada abad 21 akan lebih ramai karena membutuhkan tantangan keterampilan yang baik dalam dunia pendidikan, kapasitas dalam berpikir, kreatif dan analisis dalam memecahkan persoalan. Pendidikan pada abad 21 bertujuan untuk mewujudkan cita-cita luhur bangsa dengan menjadi masyarakat yang bahagia dan sejahtera, mempunyai kedudukan yang terhormat sama dengan negara lain dan mempunyai kualitas pada sumber daya manusia. Dapat disimpulkan dengan adanya pendidikan pada abad 21 maka ciri yang dapat dilihat yaitu manusia dapat memanfaatkan teknologi informasi dan komunikasi dalam segala bidang kehidupan, baik dalam bidang pendidikan, pada kemampuan pembelajaran lebih ditekankan pada peserta didik untuk dapat mencari tahu dari berbagai sumber dan dapat merumuskan segala persoalan dan dapat berpikir analitis. Kata kunci: Pendidikan Abad 21

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Therborn, Göran. „Klass i det tjugoförsta århundradet“. Arkiv. Tidskrift för samhällsanalys, Nr. 3 (2014): 67–97. http://dx.doi.org/10.13068/2000-6217.3.3.

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HARUTIUNYAN, Nazik, und Zarine MKHITARYAN. „PEDAGOGICAL FUTUROLOGY: 21ST CENTURY PROSPECTS“. Cherkasy University Bulletin: Pedagogical Sciences, Nr. 1 (2020): 29–32. http://dx.doi.org/10.31651/2524-2660-2020-1-29-32.

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Zakari, Bala, und Murtala Akanbi Yusuf. „PROMOTING LITERACIES IN THE 21st CENTURY IN NIGERIA: SOME CONSIDERATIONS“. Sokoto Educational Review 15, Nr. 1 (29.06.2014): 10. http://dx.doi.org/10.35386/ser.v15i1.157.

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The efforts of promoting literacies in the 21st century in Nigeria can only be fruitful if some factors such as funding, policy, training of adult educators, public enlightenment and institutional support are addressed. The paper traces the evolvement of literacy as well as the 21st-century literates. The paper also proposes the relevant literacy programmes for meeting the 21s' century needs of adults and youth in Nigeria. The essential considerations such as funding, policy issues, public enlightenment, training of adult educators and institutional support on how best to promote literacies in the 21s' century in Nigeria were raised and discussed.

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Hadiyanto, Hadiyanto. „Observing the EFL Students’ 21st Century Skill Performance through Learning Activities of Research on the ELT Course“. Indonesian Research Journal in Education |IRJE| 5, Nr. 2 (01.12.2021): 510–24. http://dx.doi.org/10.22437/irje.v5i2.16293.

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Students’ 21st-century skills; soft skills, and hard skills were developed through student-centered e-learning (SCEL) activities in Research on the ELT Course. The current study was conducted to improve teachers’ instructional strategies in e-learning to enhance students’ 21st-century skills through their learning activities. Data were gained by observing and assessing 24 students’ performance in practicing 21st-century skills through SCEL activities. Teachers have successfully improved instruction techniques and encourage students to learn in a group, independently, using online resources, discussion, and video presentations, as the result, the students’ 21st-century skills could be improved from cycle to cycle. Each SCEL activity developed certain soft skills and hard skills components differently. In conclusion, the teacher successfully applied SCEL activities to engage and enhance students’ 21st-century skills. The findings implicated that teachers should be more creative and innovative in using e-learning for teaching and learning to create an active online learning environment and enhance students’ 21ts century skills. Further research is expected to apply an experimental research design to search for the most effective method and measure the level of effectiveness of e-learning usage for the students’ 21st-century skills development.

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SIBINGA, CEES TH SMIT. „BLOOD TRANSFUSION IN THE 21ST CENTURY: THE BLOOD CENTRE“. Vox Sanguinis 70, S3 (Januar 1996): 115–18. http://dx.doi.org/10.1111/j.1423-0410.1996.tb01382.x.

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OSASAN, STEPHEN, MINGYONG ZHANG, FAN SHEN, PAULOSE J. PAUL, SUJATA PERSAD und CONSOLATO SERGI. „Osteogenic Sarcoma: A 21st Century Review“. Anticancer Research 36, Nr. 9 (09.09.2016): 4391–98. http://dx.doi.org/10.21873/anticanres.10982.

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Dissertationen zum Thema "21st centry"

Lowery, Andrea. „A Study Investigating the Experience of Teachers’ Innovative Adaptation of Teaching and Learning“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3976.

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The purpose of this qualitative phenomenological study was to identify and examine the technology-based instructional strategies and digital tools being used by teachers in grades 3-5 that engage children in problem-solving learning opportunities. The study included 11 purposely sampled participants from a school district in East Tennessee who responded to questions during a Zoom interview. Seven of the participants submitted artifacts to provide examples of how they have incorporated technology and problem solving in their classrooms. Participants provided information about the digital tools and technology-based instructional strategies they have used to enrich problem solving in their classrooms. Participants in the study communicated using group work as a primary instructional strategy when integrating technology to enrich problem solving. The participants discussed student engagement, creativity, real-world connections, and technology exposure for students when sharing their perceptions about how digital tools can enhance problem solving. When explaining how technology integration has adapted their curriculum, they shared how they use technology to provide quick feedback and differentiation. The researcher used Magana’s (2017) T3 Framework to code each example of technology as a translational, transformational, or transcendent use of technology and shared some examples of each.

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Shopshear, Jennifer Lynne. „21st century skills for 21st century learners“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3264.

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The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communication. The significance of this project was to identify teacher's attitudes about utilizing 21st century skills that had been newly acquired through effectual professional development.

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Kirchoff, Jeffrey S. J. „Writing Centers as Literacy Sponsors in the 21st Century: Investigating Multiliteracy Center Theory and Practice“. Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1352215261.

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Popper, Rafael. „21st century foresight“. Thesis, University of Manchester, 2011. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:151961.

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21st Century Foresight offers a comprehensive study of ‘foresight’ as an instrument of policy. It covers the development of foresight methodology, the design of foresight activities and their evaluation. The thesis is based on eleven publications collectively making significant contributions to knowledge about global foresight practices and applications in different domains (i.e. research areas and socio-economic sectors). New conceptual frameworks developed include the Foresight Diamond, the SMART Futures Jigsaw and the Methods Combination Matrix (MCM), which can be used as tools for futures research, practical work in the design and management of forward-looking activities and knowledge transfer on foresight. The thesis shows both generalised and specific contributions to knowledge. The former is best demonstrated with the development of a “fully-fledged evaluation” framework with twenty criteria, the identification of critical factors influencing the selection of foresight methods (e.g. geo-R&D context) and the use of network analysis techniques in foresight. The latter is prominent throughout the thesis with examples including the results of particular evaluations and the profiles of foresight practices in Europe and Latin America. A prevailing theme is the use of mapping and benchmarking approaches to evaluate foresight practices and reveal a more detailed understanding of the impacts of foresight in science, technology and innovation systems. The theoretical contributions (e.g. using exploratory research and catastrophe theory) are complemented with a set of practical instruments providing methodological basis and guidelines for increasing the efficiency and outcome of foresight and horizon scanning activities. Overall, the thesis demonstrates original contributions to five distinct yet interconnected areas of knowledge: foresight methodology; foresight practices in Europe and the world; foresight in Latin America; foresight evaluation; and the evaluation of national technology foresight programmes. The various approaches used to frame the morphology of foresight – supported with evidence, comparisons and evaluations – are the main contributions to knowledge.

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Andrews, Allison Parker. „21st Century Zen Garden“. VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/757.

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Manns, Monica Rene. „Unfolding the Logic of a 21St Century Learning Center: Program Evaluation“. W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898914.

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Abstract Community Learning Centers (CLC) provide extended learning opportunities for students and families that live in fiscally under-resourced communities. These centers provide opportunities for academic enrichment. This includes an array of additional services, programs, and activities. The programs should be designed to reinforce and complement the academic program of participating students and provide the families of students with opportunities for dynamic and meaningful engagement in the education of the child. Significant research has been done on the effectiveness of community learning centers but little research has been conducted on the formative process for establishing programming for a community learning center. This formative evaluation provided key stakeholders with a unique insight into the program. To accomplish this, the evaluator used Robert E. Stake’s Responsive Evaluation Approach to design a constant-comparative qualitative program evaluation. The evaluation engaged in an analysis that identified the perceived program components. Insight from the analysis will be used to formulate a Theory of Change for the CLC. The Theory of Change process pivots upon identifying the essential program components and establishing the sufficient conditions required to bring about a given long term outcome. The formulation of a Theory of Change will assist with establishing programming, resource building (i.e., grant, monetary solicitation), external program collaborations and potential expansion.

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Zeren, Hakan. „Turkey toward the 21st century“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA302625.

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Thesis (M.S. in International Resource Planning and Management) Naval Postgraduate School, June 1995.
Thesis advisor(s): Bertrand M. Patenaude, G. Robinson. "June 1995." Includes bibliographical references. Also available online.

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Kirk, Christopher J. „Pigments for the 21st century“. Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/12528.

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Materials with potential for high temperature inorganic pigment applications (e.g. ceramics) have been synthesised using solid state methods and characterised using powder X-ray and neutron diffraction, magic angle spinning NMR, Mossbauer spectroscopy, UVNis spectroscopy and colour measurement techniques. A number of compounds containing tin (H) and niobium (V) have been modified and doped with various constituents to tailor and widen the colour properties of the bright yellow parent phases. The dark yellow (L*(91.28), a*(13.74), b*(54.76)) tin niobium oxide pyrochlores have been re-characterised using neutron diffraction techniques. These materials exhibit both cation and anion disorder caused by a stereoactive lone pair on the tin (H) metal centres. Solid state NMR and Mossbauer studies have shown the presence of tin (IV) on a symmetric site within the primary phase of the pure oxide pyrochlore and methods have been investigated to minimise the tin (H) disproportion method from where the tin (IV) is derived.

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Bitter, James. „Parenting for the 21st Century“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6115.

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Charles, Nicholas. „Meliorism in the 21st Century“. Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586687311049744.

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Bücher zum Thema "21st centry"

Bangladesh Chemical Congress (2007 University of Dhaka and BCSIR). Bangladesh Chemical Congress 2006: 29th Annual Conference of Bangladesh Chemical Society, 9-11 March 2007 : theme chemistry in 21st centry. Dhaka: [Bangladesh Chemical Society, 2007.

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Ravenscroft, Andrew, Stefanie Lindstaedt, Carlos Delgado Kloos und Davinia Hernández-Leo, Hrsg. 21st Century Learning for 21st Century Skills. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33263-0.

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United States. Dept. of Commerce, United States. Dept. of Education, United States. Dept. of Labor, National Institute for Literacy (U.S.) und United States. Small Business Administration, Hrsg. 21st century skills for 21st century jobs. Washington, DC: [Dept. of Commerce], 1999.

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Mason, Sarah. 21st century bride. Boston, Mass: Little, Brown, 2002.

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Curran, Giorel. 21st Century Dissent. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230800847.

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Bryant, Clifton, und Dennis Peck. 21st Century Sociology. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781412939645.

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Frey, Bruno S., und Christoph A. Schaltegger, Hrsg. 21st Century Economics. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17740-9.

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Lindgren, Mats. 21st Century Management. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230343290.

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Schmidt, Sascha L., Hrsg. 21st Century Sports. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50801-2.

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McCarthy, J. Michael, Hrsg. 21st Century Kinematics. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4510-3.

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Buchteile zum Thema "21st centry"

Eichholz, Alice. „21st Century“. In Gender in Transition, 285–95. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-5631-8_24.

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Balinska-Ourdeva, Vessela. „21st Century Learners“. In Decolonizing Global Citizenship Education, 179–88. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-277-6_15.

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McComas, William F. „“21st-Century Skills”“. In The Language of Science Education, 1. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_1.

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Wyndham, Constance. „21st century Orientalism“. In A New Politics of Heritage Reconstruction in Afghanistan, 145–71. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003439028-9.

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Kennedy, Teresa J., und Cheryl W. Sundberg. „21st Century Skills“. In Springer Texts in Education, 479–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_32.

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Pattie, David. „The 21st Century“. In Rock Music in Performance, 152–63. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230593305_8.

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Hoshmand, A. Reza, und Po Chung. „21st century realities“. In Service Leadership, 19–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003176565-2.

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Stearns, Peter N. „The 21st Century“. In World Past to World Present, 294–316. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003198185-17.

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O’Flynn, John. „21st-century themes“. In Music, the Moving Image and Ireland, 1897–2017, 212–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203710395-13.

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Feltrero, Roberto, Adina Ionescu, Saeta Hernando und Cristina Sánchez. „21st-century skills“. In Disinformation Debunked, 195–231. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003387404-11.

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Konferenzberichte zum Thema "21st centry"

Sloss, David A., und Paul Green. „National Automotive Center 21st Century Truck (21T) Dual Use Safety Focus“. In International Truck & Bus Meeting & Exposition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2000. http://dx.doi.org/10.4271/2000-01-3426.

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Lisovetc, Irina. „The Modern Multi-Functional Cultural Center (Yeltsin Center) as a Platform for Dialogue Both Public & Private“. In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-11.

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The article covers the modern multi-functional cultural centre as an institution of Russian culture of the 21st Century in the terms of the interaction of publicity and privacy. On the basis of the institutional approach in cultural theory and the philosophical and aesthetic analysis of the space of the cultural centre, the most important role of this institution in individual and personal assimilation of sociocultural values is substantiated. The objectives (programme) of such an institution, its chronotope and functionality are directed at the involvement of contemporaries into various forms and levels of the culture of the past, and its emotional-sensual assimilation via media-communication technologies. The ‘Yeltsin-Center’ in the city of Yekaterinburg was taken as the example not only for being orientated on the familiarisation of its visitors with the history of the Russian state and its culture of the late 20th century and the early 21st century, but also for the subjective experience of turning points of those times and the city where the personality and activities of the first Russian president were shaped and began. The calibre of the President’s personality, in this case, is diversely represented within the space of the Centre, and becomes crucial for understanding what was going on at that time. The ‘Yeltsin-Center’ is a principally new cultural complex, each component of which, and above all its central part - the Museum of the First President - is structured to show the turning point in Russian history as the President’s life journey and to encourage citizens to understand the past and present. The use of modern information technologies in this cultural complex, and primarily in its museum exhibition having been arranged as an artistic artefact, becomes crucial to the dialogue of publicity and privacy.

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Jones, Charles W. „21st Century Telescope“. In 1986 Astronomy Conferences, herausgegeben von Lawrence D. Barr. SPIE, 1986. http://dx.doi.org/10.1117/12.963536.

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LaVallee, David, und Barry Grasso. „A satellite control center framework for the 21st century“. In 9th Computing in Aerospace Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1993. http://dx.doi.org/10.2514/6.1993-4471.

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Carter, Mark, Magnus Olsson, Jan-Erik Gustavson und Joe Ranero. „A 21st Century Warship With a 21st Century Propulsion System“. In ASME 1998 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/98-gt-437.

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The Visby Class Corvette will enjoy the advantages of a Combined Diesel or Gas (CODOG) turbine arrangement in which the diesel engines are used for low-speed mine hunting and ASW missions, while the four turbines can be operated either individually or in pairs to provide cruise or high-speed dash capability. The integration of these features into a single gearbox, the design of the Allied Signal model TF50A turbine engine, and the integration of the CODOG system into the ship is discussed herein. Attention is focused on the unique design features which provide the “stealth” capabilities of this ship.

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Strunz, Ulrich Gabriel, und Christian Chlupsa. „OVERCOMING ROUTINE: A 21ST CENTURY SKILL FOR A 21ST CENTURY ECONOMY“. In 51st International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.051.040.

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Gover, James, und Paul Huray. „Educating 21st Century Engineers“. In 2007 IEEE Meeting the Growing Demand for Engineers and their Educators 2010-2020 International Summit. IEEE, 2007. http://dx.doi.org/10.1109/mgdete.2007.4760377.

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Cárachová, Magdaléna. „21ST CENTURY EDUCATION TRENDS“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1560.

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Sabila, Andi Amalia, und Wawan Gunawan. „21st Century Learning Skills“. In the 2019 5th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3337682.3337696.

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Coulson, David. „21st Century Teacher Education“. In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.33.

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Berichte der Organisationen zum Thema "21st centry"

Kocherlakota, Narayana. 21st Century Macro. Cambridge, MA: National Bureau of Economic Research, Februar 2020. http://dx.doi.org/10.3386/w26791.

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Harter, Earl W., und Jr. Central and South America: Challenges for the 21st Century. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada345629.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Micom's RDE Center - Developing Technologies For The 21st Century. Fort Belvoir, VA: Defense Technical Information Center, Juni 1997. http://dx.doi.org/10.21236/ada353527.

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Sinnis, Constantine, Mark Benjamin Chadwick, Kimberly Carole New Scott und Stephen Val Milton. LANSCE 21st Century Deterrence. Office of Scientific and Technical Information (OSTI), April 2020. http://dx.doi.org/10.2172/1608676.

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Bowdon, W. G. Mahan in the 21st Century. Fort Belvoir, VA: Defense Technical Information Center, Oktober 1990. http://dx.doi.org/10.21236/ada437611.

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Hopper, Darrel G. 21ST Century Aerospace Defense Displays. Fort Belvoir, VA: Defense Technical Information Center, Januar 1999. http://dx.doi.org/10.21236/ada430161.

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Beaumont, Keaton L. Developing 21st Century Senior Leaders. Fort Belvoir, VA: Defense Technical Information Center, März 2010. http://dx.doi.org/10.21236/ada519853.

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Piechota, Thomas C. Water in the 21st Century. Office of Scientific and Technical Information (OSTI), Februar 2013. http://dx.doi.org/10.2172/1064445.

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Van Drie, Mark. Infantry in the 21st Century. Fort Belvoir, VA: Defense Technical Information Center, März 2000. http://dx.doi.org/10.21236/ada377620.

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Tetlow, Gemma, und Daniel Chandler. Retirement in the 21st century. IFS, Oktober 2014. http://dx.doi.org/10.1920/re.ifs.2014.0098.

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