Thematische Bibliographien / 21st centry / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „21st centry“

Autor: Grafiati
Veröffentlicht am 25. Juli 2024
Zuletzt aktualisiert am 31. Juli 2024

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1

Cannon, Peter. "Aerospace Materials for the 21st Centry." JOM 40, no. 5 (1988): 10–14. http://dx.doi.org/10.1007/bf03258902.

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2

Alekseev, P. N., A. Yu Gagarinskii, N. N. Ponomarev-Stepnoi, and V. A. Sidorenko. "Requirements for 21st centry nuclear power plants." Atomic Energy 88, no. 1 (2000): 1–9. http://dx.doi.org/10.1007/bf02673313.

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3

Ding Choo Ming. "the role of pantun as cultural identity for nusantara in 21st centry and beyond." 동남아연구 18, no. 2 (2009): 87–126. http://dx.doi.org/10.21485/hufsea.2009.18.2.004.

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4

Bebasari, Mardiani. "21st CENTURY EDUCATION 21st CENTURY EDUCATION." Journal Of Language Education and Development (JLed) 4, no. 1 (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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5

Therborn, Göran. "Klass i det tjugoförsta århundradet." Arkiv. Tidskrift för samhällsanalys, no. 3 (2014): 67–97. http://dx.doi.org/10.13068/2000-6217.3.3.

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6

HARUTIUNYAN, Nazik, and Zarine MKHITARYAN. "PEDAGOGICAL FUTUROLOGY: 21ST CENTURY PROSPECTS." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2020): 29–32. http://dx.doi.org/10.31651/2524-2660-2020-1-29-32.

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7

Zakari, Bala, and Murtala Akanbi Yusuf. "PROMOTING LITERACIES IN THE 21st CENTURY IN NIGERIA: SOME CONSIDERATIONS." Sokoto Educational Review 15, no. 1 (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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8

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, no. 2 (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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9

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

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10

OSASAN, STEPHEN, MINGYONG ZHANG, FAN SHEN, PAULOSE J. PAUL, SUJATA PERSAD, and CONSOLATO SERGI. "Osteogenic Sarcoma: A 21st Century Review." Anticancer Research 36, no. 9 (2016): 4391–98. http://dx.doi.org/10.21873/anticanres.10982.

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11

Kley, Jonas. "“Saxonian tectonics“ in the 21st century." Zeitschrift der Deutschen Gesellschaft für Geowissenschaften 164, no. 2 (2013): 295–311. http://dx.doi.org/10.1127/1860-1804/2013/0022.

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12

Mihalka, Michael. "Cooperative Security in the 21st Century." Connections: The Quarterly Journal 04, no. 4 (2005): 113–22. http://dx.doi.org/10.11610/connections.04.4.10.

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13

Ventura, Raissa Wihby, and Carlota Boto. "IMAGINAÇÕES POLÍTICAS PARA O SÉCULO XXI." Lua Nova: Revista de Cultura e Política, no. 117 (September 2022): 13–54. http://dx.doi.org/10.1590/0102-013054/117.

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Resumo Neste texto de apresentação do dossiê “Imaginações políticas para o século XXI” propomos explorar uma fronteira de pesquisa que nasce do encontro entre o exercício da imaginação política e a formulação teórica de princípios e proposições sobre a justiça social. Para tanto, (1.) apresentamos uma definição geral do conceito de “imaginação política” para, em seguida, organizar seu duplo sentido enquanto (2.) passado-presente e (3.) presente-futuro da realidade política. É neste terceiro passo que localizamos o argumento estruturante deste número especial. Ao recolocarmos a relação entre utopia e imaginações políticas, a obra de John Rawls ganha centralidade precisamente por sua definição do exercício da produção de “utopias realistas”. Com essa definição, Rawls nos ensina sobre uma maneira de localizar nossas formulações sobre a justiça como parte de um movimento político de transfiguração. O movimento de alargar os limites do nosso possível, nos termos de uma política da transfiguração rawlsiana, argumentaremos, continua a ecoar o chamado para continuarmos produzindo utopias realizáveis sobre o que a justiça requer de nós, cidadãs e cidadãos, de uma sociedade democrática que falha insistentemente em realizar-se por completo. E, na esteira desse eco, concluímos apresentando os artigos que compõem este dossiê.
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Rehmani, Aliya. "NUTRACEUTICALS: REVOLUTIONIZING HEALTHCARE IN 21ST CENTURY." Indian Journal of Health Care Medical & Pharmacy Practice 5, no. 1 (2024): 123–33. http://dx.doi.org/10.59551/ijhmp/25832069/2024.5.1.160.

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Nutraceuticals, a blend of “nutrition” and “pharmaceutical,” encompass foods or components crucial for maintaining normal bodily functions in healthy individuals. They offer health advantages, often serving as alternatives to conventional medicine. Fruits and vegetables rich in nutraceutical properties are vital for a balanced diet. The surge in interest in nutraceuticals reflects prevailing population and health trends. Various items, including dietary fibre, prebiotics, probiotics, polyunsaturated fatty acids, antioxidants, and herbal/natural foods, fall under the umbrella of the nutraceutical sector, which encompasses functional foods, dietary supplements, and herbal/natural products. India is poised to become a notable player, with analysts anticipating significant expansion in its market, potentially reaching $4-5 billion in the near future and forecasted to rise to approximately $18 billion by 2025. Regulatory measures, such as the FDA’s classification of dietary supplements as foods and India 2006 Food Safety and Standard Act, ensure their safety. Herbal nutraceuticals are pivotal for health maintenance and disease prevention, aiming for optimal health, longevity, and enhanced quality of life. This overview comprehensively categorizes nutraceutical types and illustrates their applications in treating various ailments. Additionally, it addresses the significance and challenges in designing delivery systems for nutraceuticals, fostering better quality of life and fueling innovative research endeavours in the emerging fields.
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Starr, Karen J. "President's Message: 21st Century Skills, 21st Century Infrastructure." Information Technology and Libraries 30, no. 2 (2011): 54. http://dx.doi.org/10.6017/ital.v30i2.3002.

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16

Saavedra, Anna Rosefsky, and V. Darleen Opfer. "Learning 21st-Century Skills Requires 21st-Century Teaching." Phi Delta Kappan 94, no. 2 (2012): 8–13. http://dx.doi.org/10.1177/003172171209400203.

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17

Pamies, David, and Thomas Hartung. "21st Century Cell Culture for 21st Century Toxicology." Chemical Research in Toxicology 30, no. 1 (2016): 43–52. http://dx.doi.org/10.1021/acs.chemrestox.6b00269.

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18

Murodjon, Berdimuradov. "THE ROLE OF AGRICULTURAL ECONOMY IN THE DEVELOPMENT OF CENTRAL ASIAN COUNTRIES IN THE 21ST CENTURY." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (2022): 185–88. http://dx.doi.org/10.55640/eijmrms-02-10-35.

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With the collapse of the Soviet Union in the 1991s Central Asian nations and Japan established diplomatic relations and partnerships began to increase steadily as manifested by the level of official contacts. In 1997 the “Silk Road” Diplomacy concept was formulated for Japan’s policy toward Central Asia. At the beginning of the 21st century, we see the activation of new actors including India, Korea, and Japan in Central Asia, which were mainly welcomed in the region. Tokyo recognized the growing strategic importance of Central Asia in the context of international security and sought to play a more active role as an Asian nation in Eurasia. During two decades Central Asian nations and Japan began to increase steadily. Japan is one of the largest assistants to Central Asia in structural reforms and Japanese investments in the different aspects of the region's economy and transport communication add up to several billion. There are several areas of special interest to Japan in its relations with Central Asia, including cooperation in education, economic development of the region, political reforms, as well as energy resources. Japan’s effort in creating the “Central Asia plus Japan” dialog is part of its multilateral diplomacy. At the same time, there are some challenges and problems in Central Asia–Japan relations. However, there are potentialities for future bilateral and multilateral relations. Japan like Korea, India, and other countries has a strong positive image in Central Asia, which could be regarded as an additional factor for fostering partnerships between Central and East Asia as well as interregional relations with the vast Asian continent and beyond. This article explores the interests of the Central Asian states as members of the SCO, and their compatibility with the SCO goals. This study shows that the SCO is compatible with the Central Asian states' security and economic interests, regional cooperation, and the need for balanced relations with the great powers— China, Russia, and the United States.
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Borodin, E. A. "PERSONIFIED MEDICINE – MEDICINE OF THE 21ST CENTURY." Amur Medical Journal, no. 3 (2017): 13–15. http://dx.doi.org/10.22448/amj.2017.3.13-15.

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20

Beerkens, R., K. Bange, and Alicia Durán. "Vidrio: el desafío para el siglo XXI." Boletín de la Sociedad Española de Cerámica y Vidrio 47, no. 6 (2008): 366–69. http://dx.doi.org/10.3989/cyv.2008.v47.i6.163.

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21

Pipiya, L., та V. Dorogokupets. "Инновационный Китай в XXIвеке". Global Science Review / Nauka za rubežom 103, № 8 (2021): 1–55. http://dx.doi.org/10.37437/2222517x-2021-103-8-1-55.

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22

Poser, Hans. "Leibniz d’aujourd’hui: les monadologies du XXIe siècle. Leibniz heute: Monadologien des 21. Jahrhunderts." Studia Leibnitiana 49, no. 2 (2017): 224. http://dx.doi.org/10.25162/sl-2017-0011.

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23

Santos, Fabio Luis Barbosa dos. "Guatemala no século XXI: a contrainsurgência permanente." Revista Katálysis 26, no. 3 (2023): 375–85. http://dx.doi.org/10.1590/1982-0259.2023.e92806.

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Resumo O objetivo deste trabalho é analisar a evolução política recente da Guatemala, tendo como pano de fundo o reordenamento econômico e político produzido pelos acordos de paz de 1996, e tendências autoritárias que atravessam a região em anos recentes. Especificamente, indaga-se por que os protestos populares que derrubaram o presidente militar Pérez Molina em 2015, não abriram caminho para uma ulterior democratização do país. Ao contrário, argumenta-se que este processo engendrou uma reação da classe dominante que ganha os contornos de uma reversão autoritária. Este trabalho está embasado em pesquisa de campo, mas também recorre a material jornalístico e à bibliografia pertinente. A hipótese desta pesquisa é que se reatualiza no presente, o estado de contrainsurgência permanente que caracteriza a história independente do país.
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Jacobs, R. J. "Cornell's New Human Resource Studies Centre Tackling 21st Century Problems." Asia Pacific Journal of Human Resources 25, no. 3 (1987): 68–73. http://dx.doi.org/10.1177/103841118702500306.

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Kultermann, Udo. "Pudong—The New Centre of Shanghai for the 21st Century." Architectural Science Review 45, no. 3 (2002): 191–95. http://dx.doi.org/10.1080/00038628.2002.9697510.

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Wilson, Fred, and Kirk Petrik. "21st Century Control System for a 21st Century Plant." Proceedings of the Water Environment Federation 2010, no. 15 (2010): 2032–48. http://dx.doi.org/10.2175/193864710798159057.

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27

Rowe, Andy, and Larry Kraemer. "21st Street for the 21st Century." Civil Engineering Magazine Archive 85, no. 5 (2015): 72–81. http://dx.doi.org/10.1061/ciegag.0001004.

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28

Shuck, Kim. "21st-Century Meditation." World Literature Today 91, no. 3 (2017): 49. http://dx.doi.org/10.1353/wlt.2017.0061.

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Costanzo, Maria Rosa, and James L. Januzzi. "21st Century CE." Journal of the American College of Cardiology 79, no. 4 (2022): 352–54. http://dx.doi.org/10.1016/j.jacc.2021.11.026.

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Crease, Robert P. "21st-century holidays." Physics World 34, no. 8 (2021): 19. http://dx.doi.org/10.1088/2058-7058/34/08/23.

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Naish, John. "21st century nurse." Nursing Standard 24, no. 8 (2009): 22–23. http://dx.doi.org/10.7748/ns.24.8.22.s27.

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Kim Shuck. "21st-Century Meditation." World Literature Today 91, no. 3-4 (2017): 49. http://dx.doi.org/10.7588/worllitetoda.91.3-4.0049a.

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33

Cooper, Richard, Robert Heilbroner, and Michel Albert. "21st Century Capitalism." Foreign Affairs 73, no. 2 (1994): 144. http://dx.doi.org/10.2307/20045939.

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Orme, Eddie. "21st Century Asylums." Learning Disability Practice 7, no. 7 (2004): 25–26. http://dx.doi.org/10.7748/ldp.7.7.25.s27.

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Abbasi, Kamran. "21st Century tablet." Journal of the Royal Society of Medicine 105, no. 6 (2012): 229. http://dx.doi.org/10.1258/jrsm.2012.12k043.

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Grant, Paul, and David Lipscomb. "21st century endocrinology." Clinical Medicine 9, no. 5 (2009): 459–62. http://dx.doi.org/10.7861/clinmedicine.9-5-459.

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Bannan, Robert. "21st Century Homeopathy." Homoeopathic Links 27, no. 01 (2014): 26–32. http://dx.doi.org/10.1055/s-0033-1350966.

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Brown, Catherine. "21st-Century Diabetes." NASN School Nurse 31, no. 5 (2016): 254–56. http://dx.doi.org/10.1177/1942602x16661198.

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Connors, Sean, and Barb Dominesey. "21st-Century Tools." Phi Delta Kappan 89, no. 4 (2007): K. http://dx.doi.org/10.1177/003172170708900421.

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Yeatman-Biggs, Bea. "21st century culture." Practical Pre-School 2012, no. 134 (2012): 3. http://dx.doi.org/10.12968/prps.2012.1.134.3.

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Wellington, P., and N. Foster. "21st century teamwork." Engineering & Technology 4, no. 18 (2009): 72–75. http://dx.doi.org/10.1049/et.2009.1816.

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42

Bansal, R. "21st century warfare." IEEE Microwave Magazine 7, no. 1 (2006): 36–38. http://dx.doi.org/10.1109/mmw.2006.1614230.

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43

Glahn, Philip. "21st-Century Brecht." Afterimage 38, no. 6 (2011): 12–15. http://dx.doi.org/10.1525/aft.2011.38.6.12.

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Easton, G. "21st century GP." BMJ 327, no. 7410 (2003): 41s —a—42. http://dx.doi.org/10.1136/bmj.327.7410.s41-a.

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45

Tchaikovsky, Adrian. "21st-century girl." Nature 486, no. 7403 (2012): 434. http://dx.doi.org/10.1038/486434a.

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46

Byrd, Greg. "21st Century Pong." Computer 48, no. 10 (2015): 80–84. http://dx.doi.org/10.1109/mc.2015.306.

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47

Oquendo,, Maria A. "21st Century Cures." Psychiatric News 52, no. 1 (2017): 1. http://dx.doi.org/10.1176/appi.pn.2017.1a24.

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Grose, Thomas. "21st century professor." IEEE Engineering Management Review 37, no. 1 (2009): 44. http://dx.doi.org/10.1109/emr.2009.4804348.

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Pantelis, Philip. "21st-century materials." Physics World 4, no. 6 (1991): 73–74. http://dx.doi.org/10.1088/2058-7058/4/6/42.

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Hansen, Nancy E., Heidi L. Janz, and Dick J. Sobsey. "21st century eugenics?" Lancet 372 (December 2008): S104—S107. http://dx.doi.org/10.1016/s0140-6736(08)61889-9.

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