Relevant bibliographies by topics / Australians – Attitudes – 21st century

Academic literature on the topic 'Australians – Attitudes – 21st century'

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Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Australians – Attitudes – 21st century"

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Adams, Donnie, and Vicneswary Muthiah. "SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW." Journal of Nusantara Studies (JONUS) 5, no. 1 (January 30, 2020): 189–210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210.

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Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century. Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a final database of 16 eligible documents. Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry. Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue. Keywords: 21st century, challenges, principal leadership, school leadership, systematic review. Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review. Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210
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Dobozy, Eva. "FAILED INNOVATION IMPLEMENTATION IN TEACHER EDUCATION: A CASE ANALYSIS." Problems of Education in the 21st Century 40, no. 1 (March 20, 2012): 35–44. http://dx.doi.org/10.33225/pec/12.40.35.

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The global call for teacher quality improvement and numerous accounts of resistance to education reform at all levels of the education system brings to the forefront the tension between rhetoric and reality. This case study reports on a failed innovation attempt, which was based on the need for a signature pedagogy in Australian teacher education that better prepares beginning teachers for the demands of flexible, student-centred learning design. To assist teacher education students’ development of deep learning engagement, which is a pre-condition for the acquisition of 21st century knowledge, skills and learning attitudes, we need to better understand resistance behaviour. The reported reserach illustrates how the learning-centric teaching design was unable to engage ‘consumer students’ in deep learning experiences due to heightened negative emotion experienced by a great number of students. The provision of this illustrative practical example of innovation failure has the potential to make apparent how students’ ‘out-of-comfort-zone’ behaviour and resistance to change from transmission education practices to social constructivist approaches will need to be managed. Key words: 21st century learning goals, inquiry-based learning, student resistance.
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Bremer, Josephine, and Martina K. Linnenluecke. "Determinants of the perceived importance of organisational adaptation to climate change in the Australian energy industry." Australian Journal of Management 42, no. 3 (December 1, 2016): 502–21. http://dx.doi.org/10.1177/0312896216672273.

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Climate change will pose considerable risk to organisations in the 21st century. However, organisational adaptation to climate change has not yet received much attention in the management literature. Drawing on strategic choice theory, we put forward a model proposing that environmental attitudes and climate change knowledge are antecedents of how important adaptation is perceived to be by organisational decision-makers and that the perceived risk towards climate change acts as a mediator in this relationship. We tested the model with responses from 101 managers in the Australian energy industry. Findings of the study show that both environmental attitudes and climate change knowledge have a significantly positive effect on the perceived importance of climate change adaptation and that this relationship is mediated by risk perception. The study highlights the need to draw climate knowledge to the attention of executives and discusses avenues for future research, including the extension of the findings to other industries and settings.
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Wilson, Geoff A., and P. Ali Memon. "Indigenous Forest Management in 21st-Century New Zealand: Towards a ‘Postproductivist’ Indigenous Forest–Farmland Interface?" Environment and Planning A: Economy and Space 37, no. 8 (August 2005): 1493–517. http://dx.doi.org/10.1068/a37144.

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The critique of indigenous forest management in New Zealand in this paper contextualises the discussion in light of recent Eurocentric debates on the transition towards ‘postproductivist’ and ‘multifunctional’ agricultural and forestry regimes. The research findings confirm recent criticisms of Australian writers with regard to the direct transferability of the notion of a transition towards postproductivism developed by European researchers and also lend support to Holmes's (2002) notion of productivist and postproductivist occupance. Long-standing productivist demands continue to be made on New Zealand's indigenous forests, especially from economically marginalised stakeholder groups who depend on the continuation of logging for economic survival. We argue that the tension between the recent adoption of a ‘postproductivist’ conservation policy at government level and the continuing ‘productivist’ attitudes among some stakeholder groups explains why the protection of remaining indigenous forests continues to be contested. The New Zealand findings also provide further evidence for those persons criticising the implied linearity and dualism inherent in the Eurocentric postproductivist transition model. We argue that processes at the New Zealand forest–farmland interface support Wilson's (2001) notion of a territorialisation of productivist and postproductivist territories into a ‘multifunctional’ territory. From a social constructionist perspective, the results highlight the fact that a clear separation into productivist and postproductivist occupance may not be easy to conceptualise as our view of agricultural land as ‘productivist’ territory and unlogged or sustainably managed indigenous forest as ‘postproductivist’ territory is largely based on a Euro–American ‘deep green’ view of unaltered ‘nonhuman’ nature. This supports Mather's (2001) suggestion that postproductivism should be cast as part of a shifting mode of social regulation of forestry with particular stakeholder groups constructing images of nature according to their interests, and where western ideas of nature as a (postproductivist) wilderness embody cultural politics which arguably serve to marginalise the interests of indigenous communities.
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Oraison, Humberto Manuel, Loretta Konjarski, and Samuel Thomas Howe. "Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 173–94. http://dx.doi.org/10.21153/jtlge2019vol10no1art790.

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One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, & Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university’s graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society.
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Bell, Alan W. "Animal science Down Under: a history of research, development and extension in support of Australia’s livestock industries." Animal Production Science 60, no. 2 (2020): 193. http://dx.doi.org/10.1071/an19161.

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This account of the development and achievements of the animal sciences in Australia is prefaced by a brief history of the livestock industries from 1788 to the present. During the 19th century, progress in industry development was due more to the experience and ingenuity of producers than to the application of scientific principles; the end of the century also saw the establishment of departments of agriculture and agricultural colleges in all Australian colonies (later states). Between the two world wars, the Council for Scientific and Industrial Research was established, including well supported Divisions of Animal Nutrition and Animal Health, and there was significant growth in research and extension capability in the state departments. However, the research capacity of the recently established university Faculties of Agriculture and Veterinary Science was limited by lack of funding and opportunity to offer postgraduate research training. The three decades after 1945 were marked by strong political support for agricultural research, development and extension, visionary scientific leadership, and major growth in research institutions and achievements, partly driven by increased university funding and enrolment of postgraduate students. State-supported extension services for livestock producers peaked during the 1970s. The final decades of the 20th century featured uncertain commodity markets and changing public attitudes to livestock production. There were also important Federal Government initiatives to stabilise industry and government funding of agricultural research, development and extension via the Research and Development Corporations, and to promote efficient use of these resources through creation of the Cooperative Research Centres program. These initiatives led to some outstanding research outcomes for most of the livestock sectors, which continued during the early decades of the 21st century, including the advent of genomic selection for genetic improvement of production and health traits, and greatly increased attention to public interest issues, particularly animal welfare and environmental protection. The new century has also seen development and application of the ‘One Health’ concept to protect livestock, humans and the environment from exotic infectious diseases, and an accelerating trend towards privatisation of extension services. Finally, industry challenges and opportunities are briefly discussed, emphasising those amenable to research, development and extension solutions.
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Pavlidis, Katerina, and Wayne Hawkins. "Affordability and 21st century telecommunications services." Journal of Telecommunications and the Digital Economy 3, no. 2 (July 1, 2015): 27–36. http://dx.doi.org/10.18080/jtde.v3n2.10.

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One of the central goals of ACCAN’s 2013 Affordability Roundtable was to kick-start a broader discussion around the affordability of telecommunications products and services, encouraging new and innovative social programs and industry-wide models which can be employed to alleviate the affordability divide. Research indicates that low-income consumers pay a significantly higher proportion of their income for telecommunications access than the majority of Australians, and that this affordability divide between low and higher income Australians is creating barriers to connectivity for many low-income consumers This paper is intended as a continuation of that broader discussion and builds upon the ideas first developed in the article Improving Affordability of Communications: Research and Policy Directions published in the AJTDE in 2013. This article encourages the conversation through an interrogation of the current affordability initiatives, both domestic and international, and proposes new initiatives and safety net programs that can assist low-income Australians to be digitally connected.
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Zorlu Kana, Hatice. "21st Century Digital Parent Attitudes." International Journal of Language and Education Research 3, no. 2 (August 15, 2021): 1–24. http://dx.doi.org/10.29329/ijler.2021.582.1.

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Bahfen, Nasya. "1950s vibe, 21st century audience: Australia’s dearth of on-screen diversity." Pacific Journalism Review : Te Koakoa 25, no. 1&2 (July 31, 2019): 29–38. http://dx.doi.org/10.24135/pjr.v25i1and2.479.

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The difference between how multicultural Australia is ‘in real life’ and ‘in broadcasting’ can be seen through data from the Census, and from Screen Australia’s most recent research into on screen diversity. In 2016, these sources of data coincided with the Census, which takes place every five years. Conducted by the Australian Bureau of Statistics, this presents a ‘snapshot’ of Australian life. From the newest Census figures in 2016, it appears that nearly half of the population in Australia (49 percent) had either been born overseas (identifying as first generation Australian) or had one or both parents born overseas (identifying as second generation Australian). Nearly a third, or 32 percent, of Australians identified as having come from non-Anglo Celtic backgrounds, and 2.8 percent of Australians identify as Indigenous (Aboriginal or Torres Strait Islander). Nearly a fifth, or 18 percent, of Australians identify as having a disability. Screen Australia is the government agency that oversees film and TV funding and research. Conducted in 2016, Screen Australia’s study looked at 199 television dramas (fiction, excluding animation) that aired between 2011 and 2015. The comparison between these two sources of data reveals that with one exception, there is a marked disparity between diversity as depicted in the lived experiences of Australians and recorded by the Census, and diversity as depicted on screen and recorded by the Screen Australia survey.
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Utami, Luh Putu Restu Adi, Ni Nyoman Padmadewi, Luh Putu Artini, and Ni Luh Putu Eka Sulistia Dewi. "TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL." International Journal of Language and Literature 5, no. 1 (April 15, 2021): 1. http://dx.doi.org/10.23887/ijll.v5i1.27667.

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21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.
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Dissertations / Theses on the topic "Australians – Attitudes – 21st century"

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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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McAdam, Neil James, and mikewood@deakin edu au. "Evolving concepts of leadership and influence in 21st century networking organisations." Deakin University. Bowater School of Management and Marketing, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060706.095346.

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Kwok, Kar-yan Bonnie, and 郭嘉恩. "Language attitudes in Hong Kong: the status of Putonghua and English in the 21st Century." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29522717.

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Mabweazara, Rangarirai Moira. "The 21st century academic library: the case of three state universities in Zimbabwe." The University of the Western Cape, 2018. http://hdl.handle.net/11394/6466.

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Magister Library and Information Studies - MLIS
The advent of the 21st century and its dynamic information environment have changed higher education considerably including the library spaces. Library patrons, namely undergraduates, postgraduates, and academics are placing heavy demands on academic libraries requiring support in research, teaching and learning. As a result, academic librarians globally have undertaken major re-evaluations of what they do and how they do it, to ensure relevance amongst their diverse user communities. The new information landscape is fraught with controversies that prompt opposing perspectives towards change acceptance amongst librarians. In Zimbabwe, academic libraries seemed to be lagging behind regarding changes presented by this information landscape. Given this context, the study sought to understand how librarians are adjusting to the 21st century environment against the expectations of the students and academics. The Diffusion of Innovation Theory crafted by Rogers (2003) and the McKinsey 7S model propounded by Waterman, Peters and Phillips (1982) were used as theoretical and conceptual frameworks. The research further applied a conceptual framework from the literature to determine the expectations of students and academics of the academic library in the 21st century. For data collection, the study adopted a case study design and a mixed methods approach using Web-based questionnaires, follow-up interviews and website content analysis. Data was collected from students, academics and librarians at three selected Zimbabwean universities. All data collecting tools were pre-tested amongst librarians, academics, postgraduate and undergraduate students prior to collecting data. Data collected using questionnaires was analysed using Statistical Package for the Social Sciences (SPSS) and Microsoft Excel while interview data was analysed using thematic text analysis. Findings of this study revealed that the Midlands State University Library had to a larger extent embraced new trends which are in-line with the 21st century environment compared to the National University of Science and Technology and Lupane State University libraries. The Library and Information Science qualification remains important in service delivery among academic librarians. Inadequate funding, limited time due to multitasking, slow uptake of new concepts and limited knowledge and skills were barriers to keeping up with new trends amongst librarians. Academic librarians collaborated with academics in collection development, Information Literacy Skills (ILS) teaching and uploading theses and research papers into the Institution Repository (IR).
2018-12-14
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Muldoon, Paul (Paul Alexander) 1966. "Under the eye of the master : the colonisation of aboriginality, 1770-1870." Monash University, Dept. of Politics, 1998. http://arrow.monash.edu.au/hdl/1959.1/8552.

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McMath, Allison Annette Boyer. "Attitudes of advanced placement teachers toward debate| Meeting the 21st century critical-thinking needs of gifted secondary students." Thesis, University of Arkansas at Little Rock, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162151.

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Young Americans must be equipped, both individually and collectively, with the 21st century skills, critical thinking, communication, collaboration, and creativity, in order to thrive in the global landscape which lies before them. Little political or economic capital is devoted to maximizing academic opportunities for gifted secondary learners. Limiting opportunities for children and youth with the potential for performing at remarkably high levels of accomplishment, deprives them of their right to an appropriate education and wastes a national resource. Recognizing that limited capital often circumscribes schools in their ability to provide special programs, the researcher proffers debate, a course within the standard curriculum, as an avenue to providing gifted secondary learners with depth, breadth and complexity while accelerating the development of critical thinking, communication and collaboration.

The threefold purpose of the study was to a) establish debate as a viable platform for providing the depth, breadth, and complexity needed by gifted secondary learners while developing critical thinking; b) examine the self-reported attitudes, principles and practices of AP-trained teachers, those most likely to have gifted students, related to 21st century skills, particularly critical thinking, the needs of gifted learners, and debate’s ability to meet those needs, and; c) examine the effects of 6 independent variables, area of AP training, school size, community size and the presence or absence of three salient factors, teacher training in gifted education, debate in the school and special programs in the school for gifted learners upon teacher attitudes.

Results. A long history of empirical study confirms debate’s efficacy at developing the 21st century skills, communication, collaboration, and critical thinking. Survey results for a sample of 202 AP teachers indicated greatest importance is allocated to challenge and critical thinking and least importance to standardized testing. Area of AP training had no significant effect on AP teachers’ strong agreement that disruptions and too much test emphasis act as impediments to the development of critical thinking. There are significant differences between AP training groups in critical thinking development and assessment methods, communication, collaboration, and belief in the efficacy of debate. School and community size did not act as factors. Teacher self-reporting on the presence or absence of debate in their schools, the presence or absence of special programs for gifted learners in their schools, and their own special training in gifted education was substantially different from data available from the State Department of Education and from the chairman of the state chapter of the National Speech and Debate Association, therefore, no conclusions regarding the effects of those three independent variables could be drawn.

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Pinnock, William Jacob Amadeus. ""Your information station": A Case study of rural radio in the 21st century." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2115.

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The study examined how the introduction of high-speed internet into a rural community affected audience members' use of their local radio station. A qualitative case study was guided by uses and gratifications and niche theory. The author conducted interviews with KMMR FM audience members in Malta, Montana, to investigate how the introduction of high-speed internet impacted listener habits. Twenty participants who either listened to or produced content for KMMR FM were interviewed. The author performed a thematic analysis of different uses for the radio guided by typologies created by Rubin (1983), Palmgreen and Rayburn (1979), and Katz, Haas, and Gurevitch (1973). The results showed the internet and the radio gratify different needs for audience members: radio was used the most for local information and the internet for more specialized needs that could not be met by the radio. The findings also showed that the radio is important in fostering a sense of social cohesion within the community
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Trantas, Georgios [Verfasser]. "Being and Belonging : A Comparative Examination of the Greek and Cypriot Orthodox Churches’ Attitudes to ‹Europeanisation› in Early 21st Century / Georgios Trantas." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173657541/34.

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Krishnan, Sneha. "Making ladies of girls : middle-class women and pleasure in urban India." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:e913b744-0568-42f8-bb20-4023d18ee6ca.

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Current debates in the anthropology of the Indian middle classes suggest a preponderant theme of balance - between 'Indian' and 'Western'; 'traditional' and 'modern'; 'global' and 'local'. Scholars like Säävälä (2010) Nisbett (2007, 2009), and Donner (2011) demonstrate a range of practices through which the ideal of middle class life is positioned in a precarious median between the imagined decadence of the upper classes and the perceived immorality and lack of responsibility of the working classes. Sexuality and intimacy, it has been observed, are important sites, where this balancing act is played out and risks to its stability are disciplined. Young women have particularly come under a great deal of pressure to position themselves dually as modern representatives of a global nation, who are, at the same time, epitomes of a nationalised narrative of tradition. In this thesis I examine, through an ethnographic study, the ways in which young women's bodies are implicated in the normative reproduction of everyday middle class life, as well as unpacking the social meanings of youth and adulthood for women in this context. Further, locating my study in the context of women's colleges in Chennai, this thesis comments on the significance of educational spaces as sites where normative ideals of middle class life and femininity are both produced and contested. The chief arguments in this thesis are organised into five chapters that draw primarily on ethnographic material to examine categories of risk, danger and pleasure as mutually constituted in young women's lives through everyday practice, as well as the making of the everyday as a precarious and compositional event.
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Vidal, Anne. "Representing Australian identity in the years 2000-2001 : the Sydney Olympic Games and the Centenary of Federation (selling Australia to the world or commemorating a flawless past?)." Thesis, The University of Sydney, 2004. https://hdl.handle.net/2123/27914.

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In his book, Inventing Australia: Images and Identity 1688-1980, Richard White argues that: There is no 'real' Australia waiting to be uncovered. A national identity is an invention [. ..]. When we look at ideas about national identity, we need to ask, not whether they are true or false, but what their function is, whose creation they are, and what interests they serve. White's argument is a useful starting point when considering the “obsession” Australian intellectuals have always felt to uncover their national identity, which goes back to the very birth of Australia as a settler-colony. Australia’s beginning as a colony not only implied a complete dependence in terms of economy, defence and culture towards Great Britain but also the dispossession of the indigenous population under the legal doctrine of Terra Nullius. All settler-colonies in search for a national identity follow the same initiatory path. The settlers at first feel isolated and in exile, far away from any familiar landmark and find it difficult to measure up with the mother country. After having, not without difficulty, defined itself through the invention and the appropriation of myths originating from the dominant Anglo Celtic society, Australia now seems to suffer from a national identity crisis. The last three decades saw the challenging and eroding of the mainstream white Australia identity by minority groups such as women, non Anglo-Celtic migrants and indigenous Australians. While those groups have made their voices heard throughout the last thirty years, we can easily identify a dominant decade for each group. Women saw most of their claims settled in the 1970s, multiculturalism became a reality in the 1980s while indigenous Australians stamped on the 1990s with native title laws, the reconciliation movement and the growing acceptance and adoption of Aboriginality as a desirable component of the Australian national identity.
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Books on the topic "Australians – Attitudes – 21st century"

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Attitudes and altitudes: The dynamics of 21st century leadership. Thornleigh, NSW: Pat Mesiti Ministries, 1997.

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Maiers, Angela. Habitudes: Teaching learning habits and attitudes in 21st century classrooms. Bloomington, IN: Solution Tree Press, 2012.

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Perloff, Richard M. The dynamics of persuasion: Communication and attitudes in the 21st century. 3rd ed. New York: Lawrence Erlbaum Associates, 2008.

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Perloff, Richard M. The dynamics of persuasion: Communication and attitudes in the 21st century. 4th ed. New York: Routledge, 2010.

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Munson, Elam Stanley, ed. Creating learning communities: The role of the teacher in the 21st century. Bloomington, Ind: National Educational Service, 1991.

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Earl, Raab, ed. American Jews in the 21st century: A leadership challenge. Atlanta, Ga: Scholars Press, 1991.

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Marshall, Susanne Thomas. The federal workforce for the 21st century: Results of the Merit Principles Survey 2000. Washington, D.C: U.S. Merit Systems Protection Board, 2003.

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Council, Americans for Libraries, and Bill & Melinda Gates Foundation., eds. Long overdue: A fresh look at public attitudes about libraries in the 21st century. New York: Public Agenda, 2006.

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Anne, Goulding, and Library and Information Commission, eds. Likely to succeed: Attitudes and aptitudes for an effective information profession in the 21st century. Wetherby: Library and Information Commission, 1999.

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Hardy, Matthew. A culture of crybabies: The 21st century world of wimps, whiners, and victims. Kula, Maui, Hawaii: Aquaterra Farms, 2008.

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Book chapters on the topic "Australians – Attitudes – 21st century"

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Arunachalam, Dharmalingam, and Genevieve Heard. "Australians’ Desire for Children." In Family Formation in 21st Century Australia, 141–58. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9279-0_8.

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Piirto, Jane. "Five Core Attitudes." In Creativity for 21st Century Skills, 13–41. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-463-8_2.

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Lawless, William, and Rory Magrath. "Inclusionary and exclusionary banter: English club cricket, inclusive attitudes and male camaraderie." In Cricket in the 21st Century, 235–51. London: Routledge, 2023. http://dx.doi.org/10.4324/9781032662138-18.

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Fang, Fan (Gabriel). "Attitudes towards China English in 21st century China." In Re-Positioning Accent Attitude in the Global Englishes Paradigm, 33–51. First. | New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351061308-4.

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Barkatsas, Tasos, Vasilis Gialamas, and Claudia Orellana. "Secondary Students’ Attitudes Toward Learning Mathematics with Computer Algebra Systems (CAS)." In Global Learning in the 21st Century, 121–37. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-761-0_8.

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Anderson, Amy L., Weng-Fong Chao, and Philip Schwadel. "Evolving Attitudes toward Capital Punishment." In Handbook on Sentencing Policies and Practices in the 21st Century, 237–53. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: American Society of Criminology§s Division on Corrections and Sentencing handbook series ; Volume 4: Routledge, 2019. http://dx.doi.org/10.4324/9780429027765-12.

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Toledo, Chantal. "Environmental Attitudes in Developing Countries in Light of COVID-19." In Sustainable Resource Development in the 21st Century, 149–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24823-8_12.

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AbstractEnvironmental attitudes have the potential to affect environmental behaviors, which in turn can affect action toward current and future global environmental targets. Recent large-scale surveys find that developing countries, which account for most of the growth in greenhouse gas emissions, have high levels of pro-environmental attitudes. Respondents from developing countries state that they perceive climate change as a major global threat, that climate change directly influences their voting decisions, and that they consider climate change as big a risk as COVID-19. Respondents from developing countries with lower per capita emissions, more educated respondents, and those who have been exposed to extreme weather events tend to have more pro-environmental attitudes. However, high levels of pro-environmental attitudes do not translate into high levels of environmental performance for developing countries, as measured by a comprehensive environmental performance index. Respondents report changes in individual actions to limit their effect on climate change but tend to focus on easier behavioral changes that have a relatively low environmental impact.
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Benade, Leon. "The Impacts on Teachers’ Work: Practitioner Attitudes and Reflective Transitions." In Being A Teacher in the 21st Century, 163–76. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3782-5_7.

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Trapè, Roberta. "Australians’ Literatures and Cultures in Tuscany." In Biblioteca di Studi di Filologia Moderna, 129–43. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-597-4.11.

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Italy has been the destination of a lifetime for an endless stream of travellers and since the start of Australian travel to Italy, Tuscany has always had a special and persistent attraction for Australian writers and artists. The connection between Italy and Australia will be explored here highlighting two periods in which Tuscany, and particularly Florence and Prato, became active and lively hubs for the reflection and study of the relationship between Australia and Italy. I will refer to a conference organised by Gaetano Prampolini and Marie Christine Hubert in 1989 at the University of Florence, “An Antipodean Connection: Australian Writers, Artists and Travellers in Tuscany”, and to the first decade of the 21st century when Anna Maria Pagliaro was Director of the Monash Prato Centre (2005-2008).
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Côté, Isabelle, and Mira Raatikainen. "Internal Migration in Asian Multinational Countries: Attitudes, Challenges and Institutions." In Federalism and National Diversity in the 21st Century, 187–207. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38419-7_8.

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Conference papers on the topic "Australians – Attitudes – 21st century"

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Carter, Nanette. "The Sleepout." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3999pm4i5.

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Going to bed each night in a sleepout—a converted verandah, balcony or small free-standing structure was, for most of the 20th century, an everyday Australian experience, since homes across the nation whether urban, suburban, or rural, commonly included a space of this kind. The sleepout was a liminal space that was rarely a formal part of a home’s interior, although it was often used as a semi-permanent sleeping quarter. Initially a response to the discomfort experienced during hot weather in 19th century bedrooms and encouraged by the early 20th century enthusiasm for the perceived benefits of sleeping in fresh air, the sleepout became a convenient cover for the inadequate supply of housing in Australian cities and towns and provided a face-saving measure for struggling rural families. Acceptance of this solution to over-crowding was so deep and so widespread that the Commonwealth Government built freestanding sleepouts in the gardens of suburban homes across Australia during the crisis of World War II to house essential war workers. Rather than disappearing at the war’s end, these were sold to homeowners and occupied throughout the acute post-war housing shortage of the 1940s and 1950s, then used into the 1970s as a space for children to play and teenagers to gain some privacy. This paper explores this common feature of Australian 20th century homes, a regional tradition which has not, until recently, been the subject of academic study. Exploring the attitudes, values and policies that led to the sleepout’s introduction, proliferation and disappearance, it explains that despite its ubiquity in the first three-quarters of the 20th century, the sleepout slipped from Australia’s national consciousness during a relatively brief period of housing surplus beginning in the 1970s. As the supply of affordable housing has declined in the 21st century, the free-standing sleepout or studio has re-emerged, housing teenagers of low-income families.
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Forkosh Baruch, Alona, and Rivka Gadot. "EDUCATION STUDENTS’ ATTITUDES REGARDING 21ST CENTURY SKILLS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2241.

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Starčević, Jelena. "Predictors of Attitudes Towards Inclusive Education Among Students of the Faculty of Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.506s.

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Janakiraman, Shamila. "Developing Sustainability Related Attitudes and 21st Century Skills through Informal Learning Opportunities." In PROCEEDINGS OF THE EIGHTH ANNUAL INDIANA STEM EDUCATION CONFERENCE “ADVANCING STEM WITH STUDENTS”. Purdue University, 2023. http://dx.doi.org/10.5703/1288284317599.

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Putica, Katarina. "Attitudes and Experiences of Elementary School Pupils as Guidelines for Improving Pre-service Chemistry Teachers’ Competencies for the Implementation of Problem-Based Teaching." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.159p.

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O'Lawrence, Henry. "The Worforce for the 21st Century." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3655.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: In today’s changing economy, economic growth depends on career and technical programs for skill training. Background: This study discusses the key area in promoting individual learning and skill training and discusses the importance of career education and training as a way of promoting economic growth. Methodology: This study uses a qualitative study approach to investigate and report on the status and influence of Workforce Education and Development and its economic importance. Contribution: This report contributes to the knowledge base common to all work settings that can solve many human performance problems in the workplace. Findings: This study also justifies and validates the ideas on the importance of workforce education and development in the 21st century as a way of developing economic growth and providing learning to make individuals competitive in the global economy. Recommendations for Practitioners: For practitioners, this study suggests that we must always have discussions of what leads to career success and understanding that there is not enough high-skill/high-wage employment to go around. Therefore, developing these skills requires a decision about a career or related group of jobs to prepare to compete for them; we have to provide training needed in order to be competitive in global economy. Recommendation for Researchers: Researchers have to develop strategies to promote career direction with willingness to evaluate the level of academic interest, level of career focus and readiness for life away from home (attitudes, skills and knowledge of self). Impact on Society: Institutions must regularly evaluate curriculum to reflect the rapid technological changes and the globalization of world markets that reflect their mission and develop students’ mindset to always think big and think outside the box in order to be competitive in the global market. Change is external, transition is internal. It is important that the change agent communicate both the reasons for change and the probable consequences that people will experience during the time of this change, which is transition – a change people go through when they become unemployed or face a major employment obstacle in their lives. Future Research: New research should focus on career assessment materials and related academic programs and career directions that will promote success.
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Walker, Justice. "Designing Life in the 21st Century: A Review of High School Students' Attitudes Toward Biotechnologies." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433557.

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Kim, Seung Hyun, and Sook-Young Choi. "Exploring the Influences of Global Learning Using Web Technologies on 21st Century Skills and Global Learning Attitudes." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.27.

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Gracheva, Daria. "THE RELATIONSHIP BETWEEN STUDENTS` ATTITUDES TOWARDS TASK CONTEXT AND ACHIEVEMENT IN THE ASSESSMENT OF 21ST-CENTURY SKILLS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1031.

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Kandeva, Ina. "Corporate and Media Image. Social Responsibility as a Challenge for Their Building." In COMMUNICATION AND MEDIA OF THE 21ST CENTURY: EDUCATIONAL AND PROFESSIONAL CHALLENGES. Faculty of Journalism and Mass Communication, 2023. http://dx.doi.org/10.60060/ixpz5420.

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The image of a company is a complex factor that depends on a number of socio-psychological and, to a large extent, economic and managerial prerequisites. At the basis of all this is good corporate communication and building a positive media image. For the corporate image to be built, complete and functioning, a number of factors must be taken into account, one of which is the company‘s social responsibility. This article aims to strengthen the hypothesis that social commitment and corporate responsibility of a company are essential for building a good corporate image. An author‘s empirical research using the closed-type survey method is presented, in which the respondents‘ attitudes towards various factors that influence the construction of a positive corporate and media image are examined.
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Reports on the topic "Australians – Attitudes – 21st century"

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Desk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), October 2023. http://dx.doi.org/10.56059/11599/5458.

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The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development through technology. Thus, this framework outlines vital knowledge, skills and attitudes, nurturing digital literacy and technological adeptness. Aligned with an international model designed by UNESCO and Zambia's context, the framework standardises competencies, offers guidance, fosters teacher professional growth and bridges digital disparities, ultimately enhancing education quality.
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Thunø, Mette, and Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, October 2018. http://dx.doi.org/10.7146/aul.273.

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In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, in-stead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles. Based on a close textual interpretation of 31 semi-structured interviews with members of global leader-ship teams in eight Danish-owned global companies, our study identified different discourses and per-ceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:1)Cultural diversity was not an issue2)Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through adifference in national cultures and could typically be subsumed under a relatively fixed numberof invariable and distinct characteristics.3)Cultural diversity was an asset and expressions of culture had to be observed in the situationand could not simply be derived from prior understandings of cultural differences.A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural di-versity and preferred a differentiated and analytical approach to leading their teams.We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintain-ing a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences. 3Our study suggeststhat the way global team members perceive culture, based on dominant societal dis-courses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practicesand dynamics of the global team. We con-clude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.
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