Journal articles on the topic 'Drawing 21st century Themes'
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Dahl, Kari Kragh Blume. "Professional development lost in translation? ‘Organising themes’ in Danish teacher education and how it influences student-teachers’ stories in professional learning communities." Research in Comparative and International Education 14, no. 3 (September 2019): 357–75. http://dx.doi.org/10.1177/1745499919865141.
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Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.
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Ali, Suraini Mohd, Haliza Harun, Norhaili Massari, Fariza Puteh-Behak, Ramiaida Darmi, Normazla Ahmad Mahir, Suzana Selamat, and Yurni Emilia Abd Hamid. "The 21st Century Skills in Online Multiliteracies Project Approach (eMULPA): Learners’ Reflections on their Knowledge Processes." Mediterranean Journal of Social Sciences 8, no. 1 (January 26, 2017): 252–58. http://dx.doi.org/10.5901/mjss.2017.v8n1p252.
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Abstract There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.
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Rahayu, Puji, Turmudi Turmudi, Agus Muharram, Mamad Kasmad, and Nuur Wachid Abdul Majid. "Penguatan Karakter Kebangsaan dan Kompetensi Pedagogik Berorientasi Pada Keterampilan Abad 21." Madrasah 10, no. 2 (August 3, 2018): 83. http://dx.doi.org/10.18860/madrasah.v10i2.5381.
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<em>This research aims to reveal how the national character and pedagogic competence have oriented to 21st Century Skills for Students at Universitas Pendidikan Indonesia. This research used to qualitative that using case study approach. This research took place at UPI Campus Purwakarta. Informants at this time are: (1) leadership; (2) lecturers; and (3) students. Data analysis techniques using interactive models Miles and Huberman, namely: data collection, data condensation, display data, and concusion: drawing / verifying. The results of this research is the process of strengthening national character and mastery of pedagogic potential for PGSD UPI Students Purwakarta Campus is in accordance with the needs of 21st century skills. The learning process includes: (1) Project Based Learning; (2) Religious Tutorials; (3) Extracurricular Field Practices; and (4) Video Projects themed Local Wisdom. Through this method, they can help them to work in the world and be able to utilize pedagogic's teachers</em>
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Bompani, Barbara. "Religion and development: Tracing the trajectories of an evolving sub-discipline." Progress in Development Studies 19, no. 3 (April 3, 2019): 171–85. http://dx.doi.org/10.1177/1464993419829598.
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Religion and development (RaD) has emerged as a new academic sub-discipline since the turn of the 21st century, following decades of secular assumptions and attitudes dominating development studies, and international development more broadly. In 2019, there was a little doubt that religion has been incorporated into development studies and it is therefore timely to re-appraise RaD. Recent scholarship suggests that RaD increasingly informs, engages with and influences development studies and development practice—providing rich empirical material, broader disciplinary engagement and deeper analytical insight. Drawing on a survey of almost—mainly English language—700 publications, this article traces the emergence and establishment of RaD. The article traces the emergence of the field (2000–10) and then its subsequent more critical engagement with development studies (between 2011 and 2018). The article concludes by identifying five emerging contemporary research themes within RaD and future research opportunities.
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Hayes, Desha, and Gibbs. "Findings of Case-Study Analysis: System-Level Biomimicry in Built-Environment Design." Biomimetics 4, no. 4 (November 1, 2019): 73. http://dx.doi.org/10.3390/biomimetics4040073.
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Complex systems challenges like those facing 21st-century humanity, require system-level solutions that avoid siloed or unnecessarily narrow responses. System-level biomimicry aims to identify and adopt design approaches that have been developed and refined within ecosystems over 3.8 billion years of evolution. While not new, system-level biomimetic solutions have been less widely applied in urban design than the ‘form’ and ‘process’ level counterparts. This paper explores insights from a selection of system-level case studies in the built environment, using meta-analysis to investigate common challenges and priorities from these projects to support knowledge-sharing and continued development in the field. Using a grounded research approach, common themes are distilled, and findings presented regarding success and barriers to implementation and scaling. Considering the findings, and drawing on complex adaptive systems theory, the paper posits opportunities to facilitate broader implementation and mainstreaming of system-level biomimetic design approaches in the built environment.
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Alzahrani, Alaa Ahmed. "Exploring Depictions of Bedouins in Travels in Arabia Deserta by Charles Doughty." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 58. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.58.
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The discourse of Orientalism has often been explored from a Critical Discourse Analysis (CDA) perspective in fiction works and news media published in the 20th and 21st centuries. What remains a largely unexplored area is Oriental views in non-fiction Western writings of the 19th century. One of the key books describing the people of Arabia from this era is Charles Doughty’s (1888) Travels in Arabia Deserta. For this reason, this study analyzed one chapter from this book to explore Doughty’s representation of the Arabian Peninsula Bedouins. By drawing on CDA and the Appraisal framework, this study identified evaluative lexical items used by Doughty to describe the Bedouins and related these lexical choices to three Oriental themes identified in the literature: (1) Oriental inferiority, (2) Oriental barbarity, and (3) Oriental untrustworthiness. An examination of the Oriental themes in Doughty’s book highlights two characteristics of the discourse of Orientalism. One is the underlying cultural superiority of the West and the other is the interdependence of texts describing the people of Arabia. As such, this paper supports the idea that what is encompassed by the label “discourse of Orientalism” can include even seemingly neutral descriptions of people of Arabia, and that existing representations of Arabs are a product of an accumulated body of work rather than from one specific text.
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Fahey, Hannah. "Stylistic pluralism and the experiences of classically trained teachers of singing in the Republic of Ireland." International Journal of Music Education 39, no. 3 (February 2, 2021): 301–12. http://dx.doi.org/10.1177/0255761421991247.
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Throughout much of the 20th century, the Western classical vocal aesthetic dominated tertiary singing training in the Republic of Ireland. At the turn of the 21st century, and reflecting similar movements internationally, Irish institutions, examining boards and private teaching studios diversified to include musical theatre and popular styles of singing in degree programmes and syllabi. The purpose of this study was to further understand voice teacher perceptions of these shifts in pedagogical culture. This research questioned how classically trained teachers of singing negotiate teaching across styles in popular music genres, and also questioned if implicit, embodied cultural ideas about classical singing defined their educative approaches to popular music vocals. Data were collected through in-depth qualitative interviews with classically trained teachers of singing in the Republic of Ireland. Analysis of interview data revealed a number of themes which are discussed within a theoretical framework drawn from the work of Bourdieu, revealing that the participant teachers are involved in processes of negotiation and re-negotiation of personal and institutional habitus.
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Smardon, Dianne, Jennifer Charteris, and Emily Nelson. "Principals' and teachers' perceptions of Innovative Learning Environments." Teachers' Work 12, no. 2 (May 4, 2016): 149–71. http://dx.doi.org/10.24135/teacherswork.v12i2.181.
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Innovative Learning Environments (ILE) with their origins in OECD literature, propose to revolutionise Education as we know it. ILEs draw on a large body of literature: constructivist learning theory; distributed leadership; personalised 21st century learning; blended learning (digital); and, future focused Education. Despite an increasing body of research in the area, there appears to be confusion around the concept of ILEs in Aotearoa/New Zealand Schools. This article reports on survey research with 126 questionnaire respondents. These principals and teachers, drawn from a random sample of New Zealand schools, commented on the implications of ILEs for teaching and learning in their contexts. This article explores the theoretical framework that educators apply to this concept. Four themes emerged from the responses: lack of clarity; the significance of material spaces; pedagogical implications; and, the politics around ILEs. The authors pose the question: are ILEs just another neoliberal ambush on Education or opportunity to innovate the fundamentals of schooling?
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Fletcher, Amy Lynn. "Smart city visions: pathways to participatory planning in two American cities." foresight 22, no. 5/6 (October 23, 2020): 689–702. http://dx.doi.org/10.1108/fs-04-2020-0036.
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Purpose This paper aims to evaluate the use of community visioning in Montgomery, Alabama and Chattanooga, Tennessee, as each municipality seeks to become a globally competitive 21st century smart city while also fostering participatory and inclusive planning processes. Design/methodology/approach This research is qualitative, drawing upon discourse analysis of relevant mass media and public documents to map the consultation process and identify the key themes and challenges arising in the two visioning projects. Findings Montgomery and Chattanooga are committed to using participatory visioning to generate inclusive pathways to smart city status by 2040. Each used the local utility company as the key platform to enable a smart city because of each company’s inclusive demographic reach and historical status. The two cities are at different stages of the smart city trajectory and each faces ongoing challenges in ensuring that the benefits of smart city development reach beyond elites to include communities across racial and economic lines. To date, the planning process in each city is more accurately classified as a responsive community visioning rather than participatory. Research limitations/implications This is a pilot assessment of community visioning in Montgomery and Chattanooga. Implementation of each vision is ongoing and further research is needed to illuminate how each city meets ongoing challenges and opportunities, particularly in light of the Covid-19 pandemic and its flow-on economic and social shocks. Originality/value The value of this work lies in the comparison of community visioning across two mid-sized and diverse American cities in the Southern region that must compete with larger and more established technology-hubs in both the USA and globally for investment, amenities and human capital.
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Havranek, Erich. "Corroded by Globalisation: The Image of Japanese Literature in German Review Articles." Vienna Journal of East Asian Studies 6, no. 1 (December 1, 2015): 125–58. http://dx.doi.org/10.2478/vjeas-2014-0010.
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Abstract The end of the 1980s was marked by a general interest in Japan because of the country’s ongoing economic boom. Shortly after, in 1990, Japan was guest of honour at the Frankfurt Book Fair and, in 1994, Ōe Kenzaburō was awarded the Nobel Prize in Literature. All of this led to the establishment of a good number of Japanese literature series being published in German-speaking countries and a considerable increase in the translation of Japanese literature. Furthermore, the dispute over a novel by Murakami Haruki on the TV show Das Literarische Quartett (The Literary Quartet) in the year 2000 had a remarkable influence on these developments. This dispute triggered the tremendous popularity of the author in German-speaking countries and simultaneously led to a change of attitude towards the translation of Japanese works in publishing houses. Against this backdrop, this paper investigates the image of Japanese literature portrayed in review articles of German language newspapers at the beginning of the 21st century. The main themes of these review articles will be presented in 12 categories that constitute the image of Japanese literature in the German book market. These categories will be presented and described in detail before conclusions about the tendencies of reviewing Japanese literature and about what influence these tendencies have on the image of Japanese literature are drawn.
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Bashota, MSc Bardhok. "Western Balkan Countries and European Neo-regionalisation Case study: CEFTA and its impact on Kosovar economy: 2007-2013." ILIRIA International Review 3, no. 2 (December 31, 2013): 271. http://dx.doi.org/10.21113/iir.v3i2.129.
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Selection of “the problem” of neo-regionalisation for study directly deals with its importance as a determining factor of many developments in the arena of international relations. Its importance appears especially when it is manifested as a theoretical approach, as an analytical category and as a new practice of economic and political organisation in the regional level and in the same way in the international aspect as well.Although studiers concede that the world is going towards larger units of integration in global level, however, regionalisation (neo- regionalisation) is becoming a new identity for people in the 21st century. This is valid especially for the European societies and states aiming to be part of the supranational structures of the European Union.In relation to this, the study below is focused on new integrating practices in Europe, which is known as “Neo-regionalism” in order to see how this new practice is influencing in intensifying the regional cooperation. To make the study even more concrete, a concentration in case study has been made in regional cooperation within CEFTA with a particular focus in its implications towards Kosovo and vice versa. The theses will also be discussed whether Kosovo has benefited or lost from this cooperation to review the possibilities of continuing further cooperation or to quit it.Undoubtedly, the establishments presented above may be used for reaching a concrete conclusion for the results of this cooperation, what is going to serve as a platform for drawing some recommendations for further coordination of actions for cooperation in the regional plan.
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Hikmet, Pamuk Tanpinar. "The Implication of Using Information Communication Technology to Present, Comment on and Discuss Student Work on the Outcome of Students Performance: Evidence from Turkey." Journal of Education 5, no. 4 (October 10, 2022): 1–15. http://dx.doi.org/10.53819/81018102t4082.
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Turkish Higher Learning institutions have embraced ICT skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. The purpose of the study was to establish the Outcomes of Technology Integration in Instruction by Higher Learning Institutions in Asia with a focus on Turkey. The paper was a literature based in which comprehensive review of existing literature on technology integration in Education was interrogated to come up with study themes. The empirical literature was reviewed to identify main themes and conclusion drawn based on the reviewed literatures. The study found that factors that influenced integration of ICT in the primary teacher training colleges in Turkey included: adequacy of internet connectivity, adequacy of computer hardware, adequacy of computer software, maintenance of ICT infrastructure, training of personnel in ICT, teacher workload, teacher gender, teacher age, presence of ICT policy and adequacy of fund. Additionally, lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness. This paper concludes that integrating technology in instruction will serve as a strategy for leveraging education in Turkey if first-order barriers such as insufficient ICT infrastructure, limited ICT competency among teachers and tutors and lack of comprehensive ICT training are addressed effectively. The study recommends that, the managements of higher learning institutions in the country should provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process. Key words: Technology integration, higher learning institutions, ICT, Turkey
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Yakubi, Hanna, Brian Gac, and Dorie E. Apollonio. "Industry strategies to market opioids to children and women in the USA: a content analysis of internal industry documents from 1999 to 2017 released in State of Oklahoma v. Purdue Pharma, L.P.et al." BMJ Open 12, no. 11 (November 2022): e052636. http://dx.doi.org/10.1136/bmjopen-2021-052636.
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ObjectiveIdentify advertising strategies used to market opioids to women and children.DesignQualitative content analysis of internal pharmaceutical industry documents released in litigation, dated between 1999 and 2017.SettingUSA.ParticipantsOpioid manufacturers (Janssen, Ortho-McNeil, Purdue, Teva (Actavis), Janus, Cephalon); women; children.Primary and secondary outcome measuresAdvertising campaigns, industry executive statements regarding marketing goalsMethodsWe examined ((DATASET) link:https://www.industrydocuments.ucsf.edu/drug/) documents released in State of Oklahoma v. Johnson & Johnson (2019) to identify marketing strategies and campaigns developed by opioid manufacturers that focused on children and women, as well as public records, including websites developed by manufacturers and their allies, to confirm whether marketing campaigns proposed in internal industry documents were implemented. Documents identified as relevant were coded for themes based on expectations drawn from previous research on marketing using internal industry documents, which included making emotional appeals and understating the risks of addiction.ResultsWe found that opioid manufacturers sought to recruit coaches and school nurses to encourage opioid use by children, developed unbranded initiatives suggesting adolescents ask providers for pain care medications, suggested that opioid use could reduce health risks associated with untreated pain among women and advocated to policy makers that women faced unmet needs for pain medication.ConclusionsThe USA strictly regulates direct marketing of medications but does not place the same restrictions on indirect marketing and unbranded campaigns, which encourage people to seek treatment without indicating the names of specific products. Opioid manufacturers in the early 21st century appear to have relied largely on unbranded campaigns for marketing, which they described externally as public health promotion and internally as a way to increase sales of opioids. The rapid increase in opioid use concomitant with these campaigns suggests that additional scrutiny of this kind of marketing may be needed in order to protect vulnerable groups.
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Miller, John. "Literacy in the 21st Century: Emergent Themes." Peabody Journal of Education 73, no. 3 (June 1, 1998): 1–14. http://dx.doi.org/10.1207/s15327930pje7303&4_1.
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GOSPEL, HOWARD, and STEPHEN WOOD. "Labour Relations: Themes for the 21st Century." British Journal of Industrial Relations 33, no. 4 (December 1995): 515–17. http://dx.doi.org/10.1111/j.1467-8543.1995.tb00451.x.
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Miller, John W. "Literacy in the 21st Century: Emergent Themes." Peabody Journal of Education 73, no. 3-4 (June 1998): 1–14. http://dx.doi.org/10.1080/0161956x.1998.9681883.
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Alawiah, Tuti, Abdul Hakim Yassi, Nasmilah, and Abidin Pammu. "Proposed 21st Century Learning Themes in English Classrooms." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 583–89. http://dx.doi.org/10.17507/jltr.1303.14.
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In many universities in Indonesia, English is still a mandatory subject. The universities provide the courses under the names Bahasa Inggris (English), English for Academic purposes, English I to II, English for Proficiency, English for Health Science, etc. Different universities give 2 credits, 3 credits, or more than 4 credits. The teaching materials used are from various sources, such as from the internet, English books published by famous publishers, or modules written by the lecturers. However, the materials provided are often not suitable for the current situation. Therefore, this research was conducted to investigate and seek better alternatives for English learning. What are the students’ target needs with respect to English class materials development? What are the students’ learning needs with respect to the development of English class material for Social and Political Science’s Students? And what suitable materials are available that are in line with 21st-century learning? This study surveyed 437 new students in the first semester from the Social and Political Science Faculty and eight English lecturers National University of Indonesia. Google form questionnaires were used to collect and analyze data. The three main indicators to be analyzed were: students’ present situation, students’ target situation, and students’ learning situation. The results show that 60.9% agree that the topics discussed relate to 21st-century learning, 80.3% of all necessary English skills are learned by the students, and they prefer learning from YouTube/social media and academic journals. Nearly half (46.9 %) were comfortable with learning through blended learning, and 95.6% agreed with the use of Google meet, Google classroom, and Zoom meetings. Furthermore, the materials considered appropriate to 21st-century learning include global awareness, finance, economics, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy.
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Butler, Robert N. "Message to the 21st Century." International Psychogeriatrics 2, no. 1 (March 1990): 9–12. http://dx.doi.org/10.1017/s1041610290000254.
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Since 1955, when I first became involved in the field, there has been much progress in geriatric psychiatry. I would like to add here some general, even philosophic, considerations to this very important discipline; I offer these as a series of messages to keep in mind as we approach the 21st century. While we pursue our specific interests as psychogeriamcians, we must also keep in mind these more general issues and work toward a philosophy of individual and societal aging and longevity, drawing on both Eastern and Western thought.
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Plath, Ulrike, Elle-Mari Talivee, Kadri Tüür, and Aet Annist. "Loodusmõttest aktivismini: saateks keskkondluse erinumbrile / From Nature Contemplation to Activism: A Special Issue on Environmentalism." Methis. Studia humaniora Estonica 24, no. 30 (December 13, 2022): 5–26. http://dx.doi.org/10.7592/methis.v24i30.22100.
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The introduction to the special issue of Methis on Estonian environmentalism provides an overview of the phenomenon of environmentalism and its spread across political periods, economic formations, and regions. The essay starts by contextualising the central concepts of the issue, ‘environmentalism’ and its possible translation into Estonian as ‘keskkondlus’, and its relationship with the concept of ‘nature’. At the end of the 1980s, amidst a deepening awareness of environmental crisis, some authors announced ‘nature’ to have met its end. While this end has become widely accepted within environmental discourse, the approach clashes with the traditional thinking about the beauty of nature and its strong bonds with national identities. To foster discussion and to bridge the discursive and ideological gap between the two perceptions, the authors of the articles use the concept as an umbrella term for both paradigms.
The second part of the introductory article discusses East European environmentalism, drawing attention to the research into erroneous assumptions regarding the lack of environmental activism within the Soviet Union. Before its brief heyday in the 1980s, East European environmentalism was hidden within economy, policy, society and culture. However, its roots went deeper, reaching back to 18th- and 19th-century thought, to Baltic German – and later Estonian – early voluntary associations and the value seen in the homeland and its natural objects. The founding of animal and nature protection societies in the late 19th century was an early practical outcome, and similar thought became pronounced in print culture. In early 20th century, several nature protection areas were established, and people became avid consumers of popular science journals – an interest that would continue throughout the Soviet period. The 1970s saw an environmental movement to protect the wetlands of Estonia which were in danger of being drained. Throughout the 20th century, also fiction reflected the prevailing views of nature and emerging concerns about the environment.
The issue’s opening article by Ulrike Plath and Kaarel Vanamölder takes us back to the 17th century to demonstrate the possibility of climate movements more than three centuries ago. This is followed by Karl Hein’s case study that depicts in detail the emergence of animal protection in Estonia a hundred years ago in the context of local and regional history. The next four articles focus on different aspects of environmental movements in the Soviet period. Elle-Mari Talivee retells the story of the peculiar character of Atom-Boy created by the childrens’ author Vladimir Beekman who depicts in this form the various developments in the Soviet nuclear industry. This example from children’s literature is paralleled by similar environmental concerns expressed in visual arts, as outlined in Linda Kaljundi’s article. In a more theoretical take on liberal and autocratic environmental protection, Viktor Pál discusses the Soviet propagandistic use of environmental issues. Olev Liivik contextualises the protests against phosphorite mining in the 1970–80s within the wider trends in the Soviet Union, including the practice of sending letters of complaint to the media, and the various waves of environmental dissent. The discussion of a more compact case of the so-called Green Cycling Tours by Tambet Muide demonstrates the same increasingly oppositional stance that took hold in the 1980s. Regarding the post-Soviet era, Tõnno Jonuks, Lona Päll, Atko Remmel and Ulla Kadakas analyse the various conflicts that have emerged around natural and cultural objects protected by law since the 1990s. In the freestanding article of the issue, Raili Lass writes on interlinguistic and intersemiotic procedures of translation in the theatre but, as our introductory essay suggests, points of convergence may be found here with the discussion of staging of conflicts in environmental protection. In the “Theory in Translation” section Timothy Morton’s classic discussion of environmentalism is published in Ene-Reet Soovik’s translation, accompanied by introductory remarks from the translator and Kadri Tüür.
The final part of the issue’s introduction offers a comparative and interdisciplinary take on the themes discussed. The revelatory nature of historical events of any era, especially natural disasters or the conditions of their unfolding, uncovers the socio-environmental relations that push people to respond. Whether or not such responses become environmental movements depends on the context that either recognises or ignores human embeddedness in the environment. Searching for such parallels connects 21st century climate activism and 17th century upheavals, animal protection in the 1920s and a hundred years later. The Soviet period allows a simultaneous scrutiny of both the limited and ideological take on the apparent lack of Soviet environmentalism as well as the methodological challenges of finding the footprints of hidden awareness and activism. Unearthing this from literature, art and the restrained presence of expert voices also provides an explanation to the sudden explosion of activism in the 1980s. The silence of the next decades further proves that there is nothing obvious in the ways in which environmentalism can take hold of society, which demands precise and detailed inquiry such as provided by the authors of this special issue.
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ATIYAH, MICHAEL. "MATHEMATICS IN THE 20TH CENTURY." Bulletin of the London Mathematical Society 34, no. 1 (January 2002): 1–15. http://dx.doi.org/10.1112/s0024609301008566.
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A survey is given of several key themes that have characterised mathematics in the 20th century. The impact of physics is also discussed, and some speculations are made about possible developments in the 21st century.
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Agung, Salamah, Arini Nurhidayah Khoirunisa, and Siti Suryaningsih. "TANTANGAN GURU SEKOLAH LUAR BIASA PADA PEMBELAJARAN IPA DI ABAD 21." ALOTROP 6, no. 1 (March 24, 2022): 43–52. http://dx.doi.org/10.33369/alo.v6i1.21089.
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This study is aimed at finding out the challenges faced by teachers of students with special needs in science learning for the 21st century. This study uses descriptive methods with a case study approach. Data analysis in this study included data reduction (data reduction), data presentation (data display) and drawing conclusions or verification (conclusion drawing/verification). The results of this study indicate that facing the 21st century teachers are challenged with the need to acquire several abilities, such as, 1) communicate fluently in sign language, 2) explain clearly the science concept and its relationship with other concepts, 3) build a classroom atmosphere with class discussions, 4) conduct different teaching, 5) build realistic expectations, 6) build student experience through experiments, 7) increase access to information, 8) discipline of time. In general, the teachers must be able to apply scientific skills, and must fulfill the four 21st century competencies, namely, critical thinking/problem solving, communication, collaboration, and creativity/innovation.Keywords: School with Special Needs, Science Learning faces the 21st century, 21st Century Teacher Challenges
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Montuori, Alfonso, and Gabrielle Donnelly. "Creativity at the Opening of the 21st Century." Creative Nursing 19, no. 2 (2013): 58–63. http://dx.doi.org/10.1891/1078-4535.19.2.58.
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At the beginning of the 21st century, creativity is changing, both in the way we conceptualize and understand it and in the practices of creativity. In this article, we summarize the emerging changes and articulate their outlines, drawing on creativity research, popular culture, the “networked” society, and a variety of other sources.
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Antipina, Olga, Aleksey Verenikin, and Evgenij Matveev. "Giffen Paradox in the 21st Century." Moscow University Economics Bulletin 2019, no. 5 (October 30, 2019): 183–205. http://dx.doi.org/10.38050/01300105201959.
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The article addresses the Giffen paradox as a significant aspect of the consumer choice theory, which receives considerable attention in microeconomics at introductory, intermediate and advanced levels of studies. The authors are expanding on a textbook interpretation of the Giffen paradox by analyzing the results of empirical studies conducted by R. Jensen and N. Miller early in the XXI century, as well as describing the “Giffen behavior” through characteristic preference approach and incorporating the subsistence constraint in the neoclassical theory of consumer choice. Drawing on the idea of maintaining a minimum level of consumption by relatively poor individuals, the article proves the unity of a textbook approach to explaining the “Giffen behavior” and its modern versions presented in scientific literature. The article can be useful to teachers and students of microeconomics, as well as to all those willing to get modern understanding of the Giffen paradox.
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Munroe, Elizabeth Ann, Lisa Lunney Borden, Anne Murray Orr, Denise Toney, and Jane Meader. "Decolonizing Aboriginal Education in the 21st Century." Articles 48, no. 2 (December 11, 2013): 317–37. http://dx.doi.org/10.7202/1020974ar.
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Concerned by the need to decolonize education for Aboriginal students, the authors explore philosophies of Indigenous ways of knowing and those of the 21st century learning movement. In their efforts to propose a way forward with Aboriginal education, the authors inquire into harmonies between Aboriginal knowledges and tenets of 21st century education. Three stories from the authors’ research serve as examples of decolonizing approaches that value the congruence between 21st century education and Indigenous knowledges. These stories highlight the need for two-eyed seeing, co-constructing curriculum for language and culture revitalization, and drawing from community contexts to create curriculum.
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Blidaru, Mădălin-Cătălin. "‘With Whom We Talk?’ Drawing Regions in 21st Century Africa." Studia Universitatis Babeș-Bolyai Studia Europaea 65, no. 2 (December 30, 2020): 157–77. http://dx.doi.org/10.24193/subbeuropaea.2020.2.08.
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"The African continent inherited borders drawn by foreign actors for centuries, with a limited influence exerted by its internal political structures. This impacted its development across decades, acting as a contributing factor to economic, social and political conflicts, some of them resulting in further divisions in time: new states emerged, while the federal structures developed within some states remain unstable. In this paper, the author investigates the current regional groupings of states established in different African frameworks in an attempt to answer the question “how external actors influence and legitimize the development of regions” in 21st century. From a functionalist perspective, it explores the motives for the formation of a wide range of regional integration and cooperation organizations. The case study of G5 Sahel, an institutionalized regional arrangement focused on security and development of its member states, is analyzed as an arrangement emerged with support from France and the European Union. The case study analysis trails the cooperation with these two foreign actors with the G5 Sahel member states in the five years, focused on evolution, financing and joint initiatives – including to what extent these contributed to consolidation of the regional borders. Keywords: region-building, G5 Sahel, regional cooperation, European Union, development cooperation "
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Dal Moro, Fabrizio. "DRAW: the value of anatomical drawing in the 21st century." Nature Reviews Urology 15, no. 4 (December 28, 2017): 199–200. http://dx.doi.org/10.1038/nrurol.2017.214.
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Brintnell, E. Sharon, Helen M. Madill, M. Thelma Cardwell, and Isobel M. Robinson. "Old Themes, New Directions — Occupational Therapy in the 21st Century." Canadian Journal of Occupational Therapy 53, no. 4_suppl (November 1986): 38–44. http://dx.doi.org/10.1177/00084174860530s414.
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The paper begins with a brief look at direction for the future of occupational therapy as expressed in occupational therapy literature over the past six decades. The major contribution in the areas of practice, research and education, professional organization and therapy/knowledge base are highlighted. It then considers current social issues in Canadian society which have a bearing on occupational therapy and implications for its future development; population trends, health status and hospitalization, universal access to health and social services, unemployment, client expectations, multiculturism medical ethics, family breakdown and child abuse. It looks at the occupational therapy profession in relation to these social issues and concludes with a summary of implications for occupational therapy and predictions for its future into the 21st century based on the analysis of these trends.
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Bakker, Barbara. "Egyptian Dystopias of the 21st Century." Journal of Arabic and Islamic Studies 21 (October 23, 2021): 79–94. http://dx.doi.org/10.5617/jais.9151.
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During the first two decades of the 21st century an increasing amount of narratives termed as Arabic dystopian fiction appeared on the Arabic literary scene, with a greater part authored by Egyptian writers. However, what characterises/marks a work as a dystopia? This paper investigates the dystopian nature of a selection of Egyptian literary works within the frame of the dystopian narrative tradition. The article begins by introducing the features of the traditional literary dystopias as they will be used in the analysis. It then gives a brief overview of the development of the genre in the Arabic literature. The discussion that follows highlights common elements and identifies specific themes in six Egyptian novels selected for the analysis, thereby highlighting differences and similarities between them and the traditional Western dystopias. The article calls for a categorisation of Arabic dystopian narrative that takes into consideration social, political, historical and cultural factors specific for the Arabic in general, and Egyptian in particular, literary field.
Keywords: Arabic literature, dystopia, dystopian literature, contemporary literature, Egypt, fiction, speculative fiction.
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Santosa, Heru, Supadi, and Desi Rahmawati. "Certified Teacher's Pedagogic Competence in 21st Century Skills." Journal of Education Research and Evaluation 6, no. 3 (September 8, 2022): 475–83. http://dx.doi.org/10.23887/jere.v6i3.49475.
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Pedagogic competence is a special competence, which will distinguish teachers from other professions and will determine the level of success of the learning process and outcomes for students. The aim of this study is to analyse description of the pedagogic competencies of certified educators in 21st century learning, in particular regarding the pedagogic competencies of certified educators, and 21st century teacher skills. The research method used is descriptive qualitative. The research subjects is one State High School. Data collection using observation, interviews, drawing, and others. While data analysis process, researchers must pay attention to data reduction, data presentation and conclusion drawing and verification. The researcher also conducted in-depth interviews and structured interviews, structured interviews were interviews in which the problems and questions for the interview had been set by the researcher to be submitted to the informants. The results achieved are the importance of teacher certification to be carried out, the urgency of the importance of teacher certification, namely, as a requirement in teaching, standardization of professionalism, as a legal provision, professional development, and as a form of formal recognition of the teaching profession. The implications of achieving student achievement are because the learning process carried out by the teacher can run well and the transfer of knowledge to students can be right on target.
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Simpson, Tim. "Macao, Capital of the 21st Century?" Environment and Planning D: Society and Space 26, no. 6 (January 1, 2008): 1053–79. http://dx.doi.org/10.1068/d9607.
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After nearly 450 years of colonial administration, Portugal returned the territory of Macao to the People's Republic of China in 1999. Following the handover, Macao's postcolonial government dismantled the forty-year-old local gambling monopoly and opened Macao to investment by gaming companies from North America, Australia, and Hong Kong. These companies are collectively spending $25 billion to tap the increasingly affluent and mobile market of tourists just across the border in mainland China. This investment has prompted remarkable economic development in the tiny city as well as a phantasmagoric transformation of the cityscape and a concomitant transmutation of Macao's social landscape. Understanding contemporary Macao requires attending to how the legacies of Portuguese colonialism and fascism and Chinese communism and market socialism merge in the spaces of the city today. Drawing inspiration from Walter Benjamin's dialectical analysis of the obsolete commodities of mass culture, this paper meditates through text and photographs on four copresent moments of Macao—socialist fossil, colonial ruin, capitalist dream, and Utopian wish. A form of physiognomic urban ‘dream analysis’ rescues these multiple contradictory meanings of Macau and investigates the city's crucial role in both China's economic reforms and its Utopian desires.
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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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Burgos, Manolita Hernaez. "The Learning Experiences of Guro 21 Completers: A Phenomenology." International Journal of Management Excellence 11, no. 2 (August 31, 2018): 1607–24. http://dx.doi.org/10.17722/ijme.v11i2.1014.
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The purpose of this undertaking was to describe the learning experiences of GURO 21 Completers in the workplace. Employing phenomenological approach with 14 GURO 21 completers, who underwent in depth interview and focused group discussion, the results of the interview were transcribed, translated and coded to produce root and branch codes. As regards to the experiences, the following were the emerged themes:overload of tasks and responsibilities, scarce technological and financial resource, opportunity to be under tutelage of first-rate mentors, personal and professional achievement, heightened commitment and capability, reinforced instructional competence. As to their coping strategies, the themes were: collaboration and sharing, embracing technology, organization and planning, creativity and innovation and diligence and commitment. As to their aspirations, the themes generated were PLLP is an indispensable tool, 21st Century teachers are life-long learners, 21st Century teachers have special traits and competencies and 21st Century teaching require suitable resources and facilities.
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Jongebreur, A. A. "Strategic Themes in Agricultural and Bioresource Engineering in the 21st Century." Journal of Agricultural Engineering Research 76, no. 3 (July 2000): 227–36. http://dx.doi.org/10.1006/jaer.2000.0573.
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Artz, Lee. "21st Century Socialism: Making a State for Revolution." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 10, no. 2 (May 25, 2012): 537–54. http://dx.doi.org/10.31269/triplec.v10i2.405.
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The Bolivarian Revolution in Venezuela has built mass organizations of workers and communities that have erratically challenged class and market relations—verifying that taking political power is difficult but essential to fundamental social change and that capitalist cultural practices complicate the revolutionary process. This work identifies components of state power, separating state apparatus (government) as a crucial site for instituting social change. The case of democratic, participatory communication and public media access is presented as central to the successes and problems of Venezuelan 21st century socialism. Drawing on field research in community media in Caracas, the essay highlights some of the politico-cultural challenges and class contradictions in producing and distributing cultural values and social practices for a new socialist hegemony necessary for fundamental social change.
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ŞENGÜL, Sare, Mehmet ERÇOBAN, and Leyla ÖZTÜRK ZORA. "AN EVALUATION OF MATHEMATICS SECONDARY SCHOOL CURRICULA FROM THE PERSPECTIVE OF 21ST CENTURY SKILLS." IEDSR Association 6, no. 16 (November 15, 2021): 145–66. http://dx.doi.org/10.46872/pj.415.
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The purpose of this study is to comparatively examine 2013, 2017 and 2018 secondary school mathematics curricula in terms of 21st century skills. 2013-2017-2018 mathematics course curricula were examined in terms of general features and basic approaches, goals, achievements, learning areas and themes, learning-teaching processes, assessment phase. Document analysis method which is one of the qualitative research designs was used in this study. The data of the study were analyzed with the descriptive analysis technique. The results of the study show that 21st century skills are more explicit, especially in the basis approaches and general features of the 2017 and 2018 program. It has been determined that productivity and accountability skills are not included in the achievements of the curricula, and information, media and technology skills are not included in the measurement and assessment approach. In addition, when the learning outcomes are evaluated in terms of 21st century skills, it has been determined that most of the learning outcomes include indirect explanations for skills and more than one skill at the same time. Also, no explanation for 21st century skills were found in learning domains and themes in any of the curricula examined. With regard to research findings, suggestions were offered for future studies.
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O’Loughlin, Niall. "Expressive Sonority and Formal Control: Lojze Lebič into the 21st Century." Musicological Annual 50, no. 1 (July 15, 2014): 87–95. http://dx.doi.org/10.4312/mz.50.1.87-95.
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An investigation of recent works by the Slovene composer Lojze Lebič shows continuing attention to drawing memorable sounds from instruments and voices in a very expressive way. This is always allied to a careful formal planning.
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D. G, Sri Hanumanthappa. "INDO-RUSSIAN RELATION IN 21st CENTURY." SMART MOVES JOURNAL IJELLH 1, no. 5 (February 28, 2014): 8. http://dx.doi.org/10.24113/ijellh.v1i5.3052.
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This Paper Focuses on a major problem likely to occur in Indo-Russian foreign policy leveraged by internal policy contradictions the Russia is facted with the foreign policy experts are facing baffling situation as to share what shape the indo-Russian foreign policy would take in view of festimently changing international political enlivenment with regard to co-operation and co-ordination in the arena of myriad strategic developments and on the other hand the native factors in case of Russia like concentration of power in the president himself in the presidential form government in the newly adorned democratic system and the self-development concerns are some of the political Issues sattering Russian foreign policy establishment. It is against this background, it appears to be a frabbing situations for Indian policy makers and therefore are being challenged by the prevailing Constrictive Factors both India and Russia and it is in this juncture it is to be seen where Indo-Russian policy stands and what would be its nature in the perspective time and equally seriously worry some is the case if pondered over in the retrospective mode. Indo-Russia have been traditional friends and India looking for world for reveal and rejoinders and also maintaing those stable traditional relations but the corporative tendencies and power-centric polity would allow them to be up to Indian’s expectation is still something to be deciphered what appens to be fetid it is that the age-old relation’s based on mutuality and personal initivies would be drawing factors into discussion as to whether those pristine indomitable value added foreign policy existed over a long period of time would sustion itself or not will be given prime importance in the discussion and also in an endeavor it could be seen whether rapidly changing Russian political miliev would consider those values and allow to grow indo-Russian relations in the traditional mood.
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Patta, Rahmawati, Kiki Tri nanda Basri, Abd Kadir, and Asriadi Asriadi. "Persepsi Guru Kelas Pada Keterampilan Pembelajaran Abad Ke 21 Di SD Inpres 6/75 Ta Kecamatan Tanete Riattang Kabupaten Bone." JPPSD:Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 1, no. 4 (April 10, 2022): 253. http://dx.doi.org/10.26858/pjppsd.v2i2.32344.
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This research is a type of descriptive qualitative research that aims to find out how the perceptions of classroom teachers at SD Inpres 6/75 Ta Kecamatan Tanete Riattang Kabupaten Bone, regarding 21st century learning skills today. Data was collected by giving questionnaires (questionnaire) and in-depth interviews. Data reduction analysis techniques, data display, and conclusion drawing/verification. Class teachers' perceptions of 21st century learning can be viewed from four descriptors, namely, (1) Teacher's motivation to always apply 21st century skills. (2) Learning skills always support the components of creative thinking and collaboration of students. (3) Encouraging students to always demonstrate the ability to think critically and communicate well. (4) Teachers try to improve their quality by improving their information, media and technology skills. The results of the study showed that the 5 classroom teachers who were interviewed, 4 of whom did not experience obstacles in the implementation of 21st century learning, only 1 class teacher who experienced slight obstacles, namely during the ICT learning process where facilities and infrastructure were felt to be lacking to support the 21st century skills learning process. The conclusion of this study is that the perception of classroom teachers on 21st century learning at SD Inpres 6/75 Ta Kecamatan Tanete Riattang District Kabupaten Bone is said to be good and can improve students' skills in 21st century learning.
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Gallagher, Tiffany L., and Jennifer Rowsell. "UNTANGLING BINARIES: WHERE CANADA SITS IN THE “21st CENTURY DEBATE”." Articles 52, no. 2 (April 10, 2018): 383–407. http://dx.doi.org/10.7202/1044472ar.
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This article examines the extent to which the competencies of the 21st century learner are reflected in the learning outcomes within the English language arts curriculum standards documents for the Canadian provinces. Manifest summative content analysis was used to code learning outcomes in accordance with themes derived from the competencies of 21st century learners. For all provinces, there were few learning outcomes that required students to use digital resources to access information or create knowledge / solutions; there were no learning outcomes related to competencies in the context of core subjects or using social media to communicate and learn. Espoused learning pedagogies need to be galvanized into English language arts curriculum standards that are consistent with 21st century and digital literacy learning competencies.
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Irshad, Mohammad, and John R. V. Dickson. "Improved Subway Construction for the 21st Century." Transportation Research Record: Journal of the Transportation Research Board 1541, no. 1 (January 1996): 163–70. http://dx.doi.org/10.1177/0361198196154100121.
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Despite many innovations and advances in technology, subway construction remains a challenging and taxing proposition, even under the best of circumstances. Given the enormous cost of subway construction and the impact of construction activity on overlying neighborhoods and communities, subway projects can attract adverse publicity and the associated negative public perception of the mass-transit industry. Major cost and schedule overruns are not uncommon. Witness, for example, the bad press that the Los Angeles Metro's subway construction recently attracted in the local and the national press. Against this backdrop, there is a clear need for reviewing the state of the art and for examining the range of options available to owners for minimizing the trials and tribulations of subway construction activity. Drawing upon experience from major subway system construction projects in the United States, particularly the Washington Metropolitan Area Transit Authority (WMATA), and from elsewhere, this study sets out to achieve this objective. Various tunneling methods, including the two-pass, single-pass, the New Austrian Tunneling Method, and the like, are discussed and strong and weak points evaluated. Also discussed are the selection of tunnel boring machines, ground modification techniques, mitigation of environmental impacts, contract format and payment methods, and risk management strategy from the owner's viewpoint. Recommendations are made for developing tactics and strategies to better manage and control the subway construction process. In sum, the paper provides timely information on an important issue typically involving high visibility mega-dollar construction projects.
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Nehring, James H., Megin Charner-Laird, and Stacy A. Szczesiul. "Redefining Excellence: Teaching in Transition, From Test Performance to 21st Century Skills." NASSP Bulletin 103, no. 1 (February 15, 2019): 5–31. http://dx.doi.org/10.1177/0192636519830772.
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This study examined classrooms in three, high performing, public secondary schools serving high need communities. Of 22 classes observed, we found approximately one third exhibited an instructional demand for 21st century skills. In many of the remaining classes, teachers appeared to apply misconceptions of 21st century skills, and unintentionally deployed those misconceptions to reinforce the narrow and shallow skill set associated with test-based accountability. Themes from teacher and administrator interviews support this finding. School and system level implications are discussed.
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Smith, Thomas J. "Work Design in the 21st Century - Panel Summary." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 12 (July 2000): 2–753. http://dx.doi.org/10.1177/154193120004401286.
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This summary outlines major themes introduced during a multiple-session symposium series devoted to the topic of work design in the 21st century. The 6 sessions in the series address the future of work design in relation to: (1) macroergonomic analysis of work systems design; (2) production systems design and automation of work; (3) human factors research needs in internet design; (4) design of education and training; (5) work design and community design; and (6) work in extreme environments. Session chairs participated in a 7th panel session to offer perspectives on the future of work design in relation to session topics. These perspectives are summarized here. The panel co-chair, Michael Wade, also provides a perspective on future trends in the integration of work and recreation. Collectively, the session and panel participants provide a rich body of judgment and opinion regarding the trajectory and evolution of work design in the coming decades, as well as likely reciprocal interactions between changes in work design and transformations in performance of human sociotechnical, organizational and socioeconomic systems.
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Schrooten, Mieke, and Jan Van den Broeck. "Social Work and the City. Urban Themes in 21st-Century Social Work." Journal of Social Intervention: Theory and Practice 27, no. 7 (December 13, 2018): 7. http://dx.doi.org/10.18352/jsi.590.
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Cockburn, Tom. "Childhood and Citizenship: The viewpoint of the 21st Century." Revista Espaço Pedagógico 27, no. 2 (July 27, 2020): 297–312. http://dx.doi.org/10.5335/rep.v27i2.11423.
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The latter part of the Twentieth Century saw an increasing recognition of children’s claims to citizenship. Significant inroads were made towards children’s rights, placed onto the global agenda by the United Nations Convention of the Rights of the Child (UNCRC) in 1989. The academic field in childhood studies responded to this social movement (Cockburn, 2013; Warming, 2011) by problematising conventional models of citizenship into one that would be fit for purpose to apply to children. This article will outline the key features of childhood studies’ approach to children’s citizenship in the twentieth century. It will then provide a short commentary on the developments this century. Finally, it will identify the themes that are likely to be pertinent now and the near future.
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Chan, Margaret Kit Yok. "TREND OF EDUCATION RESEARCH IN PRE AND POST COVID19 PANDEMIC." Problems of Education in the 21st Century 80, no. 2 (April 20, 2022): 238–41. http://dx.doi.org/10.33225/pec/22.80.238.
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Education research trends are related to the style of types or their directions conditioned by social demand or the specificity of cultural changes at a given time and place (Potyrala, 2020). Accordingly, educational tendencies are of certain regularities with outlines in the development of ideas related to education and upbringing showing perspectives that can be predicted by describing models, planning research on future processes, as well as taking preventive measures. Before the turn of the century, the education research was delving on the evolution of traditional face-to-face education towards digital education with the advancement of the technologies in developing 21st century students coming from the alpha, Y and Z generations. Trilling and Fadel (2009) foresaw the 21st century student need learning traditionally school subjects with contemporary content themes to be combined with the 21st century skills.
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Gómez, Miguel. "GPS and Geography: Using Technology to Apply Geography with Middle Grade Students." Social Studies Research and Practice 8, no. 2 (July 1, 2013): 43–54. http://dx.doi.org/10.1108/ssrp-02-2013-b0003.
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Despite the emphasis on 21st century learning in our schools, the use of technology and the opportunity to think creatively is often lacking in our social studies curriculum. Specifically, opportunities for students to apply the five themes of geography to the world around them is hard to undertake when teaching is primarily conducted via a traditional textbook or supplemented with only audio and visual materials. In order to give students an authentic opportunity to apply the five themes of geography and to build their 21st century learning skills through the use of creative thinking tasks, handheld global positioning system (GPS) devices were introduced to a middle grades classroom. This manuscript documents the steps taken with these handheld GPS devices over the course of a two-week unit on the five themes of geography. Following a detailed explanation of each day’s activity, a discussion highlights how the infusion of technology and the opportunity to think creatively created a culture of learning within the classroom.
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Thi Thao Nguyen, Ho, Subarna Sivapalan, and Pham Hung Hiep. "The Transformation from STEM to STREAM Education at Engineering and Technology Institutions of Higher Education." SHS Web of Conferences 124 (2021): 07003. http://dx.doi.org/10.1051/shsconf/202112407003.
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The scope of STEM based academic programs such as engineering and technology education should be widened to include Science, Technology, Reading, Engineering, Arts and Mathematics (STREAM) to enable future STEM graduates to be able to respond to the rapid changes of IR 4.0 and be ready for STEM based professions of the 21st century. A STREAM based curriculum for STEM focused programs will promote 21st century skills including collaboration, communication, creativity and critical thinking. STREAM has been gaining much popularity globally, given its ability to provide opportunities for learners to develop 21st century skills and the 4Cs necessary to strive in the future workplace. In this paper, we provide a succinct review of current debates surrounding this issue, drawing upon examples from across the globe, in Malaysia and Vietnam.
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Widodo, Arif, Dyah Indraswati, and Muhammad Sobri. "Analisis Nilai-Nilai Kecakapan Abad 21 dalam Buku Siswa SD/MI Kelas V Sub Tema 1 Manusia dan Lingkungan." Tarbiyah : Jurnal Ilmiah Kependidikan 8, no. 2 (December 23, 2019): 125. http://dx.doi.org/10.18592/tarbiyah.v8i2.3231.
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This study aims to describe the 21st century skills values contained in the fifth grade student’s book sub theme 1 (Human and Environment). The method used is content analysis with data reduction stages, data exposure, and drawing conclusions. Data source in this study is buku lingkungan sahabat kita, the 2013 thematic integrated curriculum book for SD/MI grade V. The results of this study indicate that 21st century skills have been developed in learning activities, let’s discuss, let’s write, let’s observe, let’s try, let’s practice, let’s sing, let’s sing, let’s contemplate, and activities with parents.
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Bures, Regina M. "Living Arrangements Over the Life Course." Journal of Family Issues 30, no. 5 (February 5, 2009): 579–85. http://dx.doi.org/10.1177/0192513x08331131.
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Living arrangements are influenced by social and demographic trends. Changes in social norms related to marriage, childbearing, educational attainment, and women's employment have reshaped families, making residential family membership much less continuous over the life course. The increasing complexity of family living arrangements makes a life course perspective essential for understanding families. The special issue titled "Living Arrangements Over the Life Course: Families in the 21st Century" addresses several key themes that will characterize families in the 21st century, including gender and the family, union formation and dissolution, living arrangements, and family migration.
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Njoroge, Catherine Njeri, and Caroline Mutwiri. "Perceptions of Postgraduate Students on Accessibility of Print and Electronic Information Resources at Mahatma Gandhi Library." International Journal of Current Aspects 6, no. 1 (May 3, 2022): 84–95. http://dx.doi.org/10.35942/ijcab.v6i1.246.
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The increase in research output in the 21st century has led postgraduate students to adopt new ways of information searching and this has had a bearing in the way they perceive and use information resources both print and electronic formats. This has made it critical to establish their perceptions in order to ensure that university libraries invest only in those resources that have the potential to support post graduate research. The study therefore sought to determine perceptions of post graduate students (PGS) towards accessibility of print and electronic information resources (EIRs). The study reviewed current research study findings on perceptions under the four study themes. It was based on Social Cognitive Theory (SCT) advanced by Albert Bandura in1986. A descriptive research design was adopted. Independent variables constituted a comparison on the extent of use, accessibility, relevance and preference towards choice of format between print and EIRs. Dependent variable was use of print and EIRs. The target population was 3159 postgraduate students enrolled for Business Administration program in the School of Business (SOB) at the university of Nairobi (UoN). Convenience sampling which is a method of non-probability sampling was applied in the study to identify a representative sample size for PGs enrolled in the Business Administration progam in the SOB. Yamane Taro (1967) mathematical formula, a sample of 97 respondents was drawn. The questionnaire was the main data collection tool. Validity was ensured through conducting a pilot study at Technical University of Kenya (TUK) using a pilot data of 10 PGs. Cronbach’s alpha coefficient value greater than 0.7 was used to test reliability of the questionnaire. Qualitative data was analyzed thematically while Quantitative data was analyzed using descriptive statistics via Statistical Packages for Social Sciences (SPSS) Version 23 and presented through percentages, frequencies, pie charts, tables and graphs. Logistical and ethical considerations were strictly adhered to. The profound study findings were that majority of PGs across age highly used both information formats and that these formats will continue to coexist supplementing each other meaning that libraries cannot satisfy user needs without availing both formats in their collection as none is exclusive of the other. However, divergent views of a few alluded to the fact that technology will obliterate print resources thereby pointing to emergence of paperless libraries. The study recommended that university libraries continuously acquire both formats for PG studies. It also gave key suggestions for further research especially a study on students’ perceptions towards use of both information resources in this era of university education realignment where education reforms are taking centre stage to drive competencies.