Academic literature on the topic 'Modern 21st century Themes'
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Journal articles on the topic "Modern 21st century Themes"
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Đurđević, Milica. "Prison sentence in the 21st century." Crimen 13, no. 3 (2022): 304–17. http://dx.doi.org/10.5937/crimen2203304d.
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In this study, we analyze the features of modern imprisonment. The author, first of all, starts by pointing out the trend of penal populism which imposes a series of negative consequences for the entire social system and then evaluates five main theses related to criticism of the criminal sanctions which were indeed raised by Foucault with an aim to determine whether ultimately, today, something has been altered in the era of global integrations, self-proclaimed democratic societies and increasingly loud proclamations for the protection of human rights and freedoms. The following part of the study is committed to contemplating the positive and negative consequences of life imprisonment, as of latterly initiated punishment in the system of criminal sanctions of the Republic of Serbia, with an allusion to sole comparative law solutions.
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Živak, Biljana Milovanović. "The Meaning of Writing in the New Century." Transcultural Studies 11, no. 1 (December 23, 2015): 47–60. http://dx.doi.org/10.1163/23751606-01101006.
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This paper deals with issues of books survival and literature in the new century, considering the theme in correlation with the essential elements that define it: how the development of new technologies, especially the Internet and social networks, affects bookstores, libraries and publishing houses, but also the language and an alphabet (a creation of new, pictorial letters in modern communication), themes of countries in transition contemporary literature (war) that affect the sense of writing and literature survival in general. By associations of the past imposed on the present, “Big Brother” and “A Clockwork Orange”, and a trip to the Amazon region tribes , which in the 21st century do not have their alphabet, it is trying to provide a vision of the modern world, in which writing and books in their physical form survive as human needs, where the sense of writing leads to equalization with the meaning of life.
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Gottesfeld, Perry. "Lead Industry Influence in the 21st Century: An Old Playbook for a “Modern Metal”." American Journal of Public Health 112, S7 (September 2022): S723—S729. http://dx.doi.org/10.2105/ajph.2022.306960.
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In recent years, lead poisoning has received increasing attention as lead production continues to grow and the industry shifts the most polluting processes (e.g., smelting ore and recycling batteries) to low- and middle-income countries. The hazards associated with lead exposures have been well known for centuries while the industry actively promoted lead products. Less well known is how the industry continues to promote the “safe and responsible” use of lead and support research to question the underlying science and avoid regulation. Here I explore the historical context for recent actions that the industry has taken to ensure its longevity. Lead industry associations continue to employ some of the same themes that have proven successful in the past. Efforts to forestall regulatory initiatives to reduce emissions and restrict lead applications continue. Large battery manufacturers and recyclers and their associations place blame on informal-sector recycling to draw focus away from their own emissions. They have sought the cooperation of hired scientific experts and have funded United Nations organizations and nongovernmental organizations to deflect attention from their own contributions to global lead poisoning. (Am J Public Health. 2022;112(S7):S723–S729. https://doi.org/10.2105/AJPH.2022.306960 )
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Sultanova, Gulizar Ahmedovna. "WAYS OF SEARCHING FOR A MODERN THEME IN THE THEATRICAL ART OF DAGESTAN." Herald of the G. Tsadasa Institute of Language, Literature and Art, no. 26 (June 4, 2021): 77–82. http://dx.doi.org/10.31029/vestiyali26/11.
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The article deals with the search for a modern theme and images in the drama and theater of the early 21st century both on the scale of the Russian theater and in the Dagestan drama. On specific examples from the practice of creative activity of the theaters of the republic for two decades of the XXI century, ways and means of solving the problem are identified.
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Avery, Kent, Carolyn Huggan, and Jane P. Preston. "The Flipped Classroom: High School Student Engagement Through 21st Century Learning." in education 24, no. 1 (June 21, 2018): 4–21. http://dx.doi.org/10.37119/ojs2018.v24i1.348.
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The purpose of this qualitative study is to document the experiences of students who participated in a flipped classroom during a Grade 11 Modern World History and a Grade 11 Biology course. An abridged literature review revealed the flipped classroom provides enriched opportunities for collaborative learning and for greater teacher-student interaction; however, during the homework phase, some students are not equipped to be independent learners. For this action research project, we collected data from 48 students who completed three sets of qualitative questionnaires and participated in two focus groups. Augmented data included excerpts from reflective journals maintained by the flipped classroom teachers. From the data, three dominant themes surfaced. First, the flipped classroom promoted active learning. Second, it supported stronger relationships among students and their teachers. Third, it activated a steep learning curve. Details of 21st century learning are used to conceptualize the findings. One implication of the study is that, at the start of the flipped experience, teachers need to communicate fluidly to students what the flipped classroom is and is not. Keywords: flipped classroom; action research; 21st century learning
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Elbert, Jamie, Dr Jillianne Code, and Dr Valerie Irvine. "iPads on Practicum: Perspective of a Student-Teacher." Arbutus Review 4, no. 1 (November 1, 2013): 1–18. http://dx.doi.org/10.18357/tar41201312703.
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Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.
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Huppmann, Daniel, Jethro Browell, Benedetto Nastasi, Zita Vale, and Diana Süsser. "A research agenda for open energy science: Opportunities and perspectives of the F1000Research Energy Gateway." F1000Research 11 (August 4, 2022): 896. http://dx.doi.org/10.12688/f1000research.124267.1.
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Energy enables the functioning of modern society. However, humanity’s reliance on fossil fuels since the industrial revolution has contributed to many societal problems including climate change, environmental degradation and pollution, and the transition to a renewable and carbon-free energy system is one of the grand challenges for the 21st century. The aim of this editorial is to outline the importance of a fast and transparent sharing of energy research and discuss key themes of the Energy Gateway of F1000Research.
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Yakovleva, Ekaterina Sergeevna. "«Back to the Future»: the main historiographical themes and topical problems of the Neolithic of the Urals." Samara Journal of Science 6, no. 3 (September 1, 2017): 206–10. http://dx.doi.org/10.17816/snv201763220.
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The following paper deals with some problems of Trans-Urals Neolithic which are associated with the formation and development of basic cultural and chronological concepts. Three stages in conceptual historiography are identified. The first one refers to the mid-second half of the 20th century and is associated with the formation of the first cultogenesis schemes of the late Trans-Urals Stone Age by V.N. Chernetsov, O.N. Bader and L.Ya. Krizhevskaya. At the second stage at the end of the 19th - beginning of the 21st century their ideas were revised by V.T. Kovaleva in the framework of a two-stage and two-line concept. At the same time the hypothesis of V.A. Zakh was developed. Later V.S. Mosin proposed a socio-cultural scheme for the formation of an integrated society in the Neolithic Trans-Urals. The third - the modern stage - began approximately in the second decade of the 21st century when natural scientific data growth forced to reconsider a number of established ideas about the chronology and typology of Neolithic ceramics and ornamental traditions. At the regional level there was a return to the classical three-term periodization; there was a trend towards regionalization of research to clarify the notions of local variants and the chronological position of material complexes, specifics of historical and cultural processes. It is concluded that it is necessary to form a new research paradigm by synthesizing middle-level theories with empirical generalizations.
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Rothmund, Irene Velten. "Daring in dance–Bachelor Students in Dance Developing Life Skills for the 21st Century." Nordic Journal of Dance 11, no. 2 (December 1, 2020): 30–40. http://dx.doi.org/10.2478/njd-2020-0011.
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Abstract This article investigates how to find connections between dance education and the development of life skills for the 21st century by interpreting students’ experiences of daring in dance. The article draws on a section of my PhD thesis that focuses on BA students’ lived experiences in modern and contemporary dance. The project is informed by hermeneutic phenomenology, and the material consists of eleven students log books and interviews. One of the main themes in the material is daring in dance, which is connected to a transformative learning process. In this article I dig more deeply into the embodied dimension of such learning process and discuss how the result of this process can be interpreted as developing life skills for the 21st century. The analysis shows that becoming a professional dancer is a vulnerable process, encompassing both fear of failure and learning to trust one’s own competencies. Several of these competencies point toward skills recognised as important to learning in the 21st century, such as flexibility, problem solving, self-direction and social skills. By focusing on everyday embodied experiences of daring in dance, this research provides one example of the development of life skills in higher education based in empirical research.
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BIANA, Hazel T. "Philosophizing About Clutter: Marie Kondo’s The Life-Changing Magic of Tidying Up." Cultura 17, no. 1 (January 1, 2020): 73–86. http://dx.doi.org/10.3726/cul012020.0005.
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Abstract: With its own Netflix program, Marie Kondo’s The Life-Changing Magic of Tidying Up has received a huge cult following. Considering that clutter sweeps 21st century daily living, what this paper aims to do, is to unravel the philosophical foundations of Kondo’s work. Considering the trendiness of the KonMari method, one wonders why and how decluttering modern homes and one’s day-to-day existence inspires certain profound reflections and raises social criticisms. Through a sweeping review of Kondo’s tenets, this paper tackles common philosophical themes such as joy, human existence, happiness, the environment and extension.
Dissertations / Theses on the topic "Modern 21st century Themes"
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Fletcher, Lauren Jean. "Adaptive realities : effects of merging physical and virtual entities." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018557.
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In the worlds of virtual reality, whole objects and bodies are created in an immaterial manner from lines, ratios and light pixels. When objects are created in this form they can easily be manipulated, edited, multiplied and deleted. In addition, technological advances in virtual reality development result in an increased merging of physical and virtual elements, creating spaces of mixed reality. This leads to interesting consequences where the physical environment and body, in a similar vein to the virtual, also becomes increasingly easier to manipulate, distort and change. Mixed realities thus enhance possibilities of a world of constantly changing landscapes and adjustable, interchangeable bodies. The notions of virtual and real coincide within this thesis, reflecting on a new version of reality that is overlapped and ever-present in its mixing of virtual and physical. These concepts are explored within my exhibition Immaterial - a creation of simulated nature encompassing a mix of natural and artificial, tangible and intangible. Within the exhibition space, I have created a scene of mixed reality, by merging elements of both a virtual and physical forest. This generates a magical space of new experiences that comes to life through the manipulated, edited, morphed and re-awakened bodies of trees.
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Smit, Willem Jacobus. "Becoming the third generation: negotiating modern selves in Nigerian Bildungsromane of the 21st century." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2335.
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Thesis (MA (English))--University of Stellenbosch, 2009.ENGLISH ABTRACT: In recent years, original and exciting developments have been taking place in Nigerian literature. This new body of literature, collectively referred to as the ―third generation‖, has lately received international acclaim. In this emergent literature, the negotiation of a new, contemporary identity has become a central focus. At the same time, recent Nigerian literary texts are articulating responses to various developments in the Nigerian nation: Nigeria‘s current political and socio-economic situation, diverse forms of cultural hybridisation, as well as an increasing trans-national consciousness, to mention only a few. Three 21st-century novels – Chimamanda Nogzi Adichie‘s Purple Hibiscus (2004), Sefi Atta‘s Everything Good Will Come (2004) and Chris Abani‘s GraceLand (2005) – reveal how new avenues of identity-negotiation and formation are being explored in various contemporary Nigerian situations. This study tracks the ways in which the Bildungsroman, the novel of self-development, serves as a vehicle through which this new identity is articulated. Concurrently, this study also grapples with the ways in which the articulation and negotiation of this new identity reshapes the conventions of the classical Bildungsroman genre, thereby establishing a unique and contemporary Nigerian Bildungsroman for the 21st century. The identity that is being negotiated by the third generation is multi-layered and inclusive, as opposed to the exclusive and unitary identities which are observable in Nigerian novels of the previous two generations. Such inclusivity, as well as the hybrid environments in which this identity is being negotiated, results in a form of ―identity layering‖. Thus, the individual comes into being at the point of intersection, overlap and collision of various modes of self-making. Such ―layering‖ allows the individual, albeit not without challenge, to perform a self-styled identity, which does not necessarily conform to the dictates of society. At the same time, the identity is negotiated by means of an engagement, in the form of intertextual dialoguing, with Nigeria‘s preceding literary generations. The most prominent arenas in which this new identity is negotiated include silenced domestic spaces, religo-cultural traditions, constructs of gender and nation, as well as in multicultural and hybrid communities. The investigation conducted in this thesis will, consequently, also focus on such areas of Nigerian life, as they are portrayed in the focal texts. Various theories of literary analysis (some of which specifically focus on Nigeria), Bildungsroman theory, theories of allegory, (imaginative) nation formation, feminism, gender and performativity, as well as theories of cultural identity and cultural exchanges, will form the critical and theoretical framework within which this investigation will be executed. Chapter One explores how Purple Hibiscus‘s protagonist, Kambili Achike, negotiates her gender identity and voice in order to constitute herself as an independent, self-authoring individual. Chapter Two, which focuses on Everything Good Will Come, investigates the dialectic relationship between Enitan Taiwo‘s national and personal identity, which inevitably leads to her quest to reconceive her gender identity, since national identity, as she finds out, is always an engendered construct. In its analysis of GraceLand, Chapter Three turns to the difficulties that Elvis Oke faces when he attempts to negotiate an alternative masculine identity within a rigid patriarchal system and between the cracks of a fraudulent African modernity.
AFRIKAANSE OPSOMMING: In die afgelope paar jaar was daar opwindende, oorspronklike ontwikkelinge in Nigeriese literatuur. Hierdie nuwe literatuurkorpus, wat gesamentlik bekend staan as die ―derde generasie, het onlangs internasionale erkenning ontvang. In hierdie opkomende literatuur, kry die soeke na 'n nuwe, kontemporêre identiteit ‘n sentrale fokus. Terselfdertyd reageer onlangse Nigeriese literêre werke met verskeie ontwikkelinge in die Negeriese nasie: Nigerië se huidige politieke en sosio-ekonomiese situasie, diverse vorme van kultuurverbastering asook 'n toenemende trans-nasionale bewustheid, om maar ‘n paar te noem. Drie 21ste eeuse romans – Chimamanda Nogzi Adichie se Purple Hibiscus (2004), Sefi Atta se Everything Good Will Come (2004) en Chris Abani se GraceLand (2005) – onthul hoe nuwe kanale van identiteidsonderhandeling en –vorming in verskeie kontemporêre Nigeriese situasies ondersoek word. Hierdie studie ondersoek die maniere waarop die Bildungsroman, die roman van selfontwikkeling, as ‗n medium dien waardeur hierdie nuwe identiteit geartikuleer word. Terselfdertyd sal hierdie studie ook worstel met die maniere waarin die artikulasie en soeke na hierdie nuwe identiteit die konvensies van die klassieke Bildungsroman genre hervorm, en daardeur 'n unieke en kontemporêre Nigeriese Bildungsroman vir die 21ste eeu vestig. Die identiteit wat ontwikkel deur die derde generasie is veelvlakkig en inklusief en staan teenoor die eksklusiewe, eenvormige identiteite wat in Nigeriese romans van die vorige twee generasies opgemerk word. Hierdie inklusiwiteit, sowel as die hibriede omgewings waarin hierdie identeite ontwikkel word, lei tot die vorming van identiteitslae. Die individu kom dus tot stand by die kruising, oorvleueling en botsing van verskillende metodes van selfvorming. Hierdie vorming van lae laat die individu toe, alhoewel nie sonder uitdagings nie, om 'n selfgevormde identiteit te hê wat nie noodwndig aan die eise van die gemeenskap voldoen nie. Terselfdertyd word hierdie identiteit onderhandel deur ‗n skakeling met Nigerië se voorafgaande literêre generasies in die vorm van intertekstuele dialoog. Die mees prominente omgewings waar hierdie nuwe identiteit onderhandel word, sluit stilgemaakte huishoudelike spasies, religieus-kulturele tradisies, konstrukte van gender en nasie, sowel as multi-kulturele en hibriede gemeenskappe in. Die ondersoek wat in hierdie tesis uitgevoer sal word, sal daarom ook fokus op hierdie areas van Nigeriese lewe, soos deur die fokale tekste voorgestel. Verskeie teorieë van literêre analise (sommige wat spesifiek op Nigerië fokus), Bildungsromanteorie, teorieë van allegorie, (denkbeeldige) nasievorming, feminisme, gender en performatiwiteit, sowel as teorieë van kultuuridentiteit en -uitruiling, vorm die kritiese en teoretiese raamwerk waarbinne hierdie ondersoek uitgevoer sal word. Hoofstuk een ondersoek hoe Purple Hibiscus se protagonist, Kambili Achike, haar genderidentiteit onderhandel en uitdrukking gee om haarself as onafhanklike, self-skeppende individu te vorm. Hoofstuk twee, wat fokus op Everything Good Will Come, ondersoek die dialektiese verhouding tussen Enitan Taiwo se nasionale en persoonlike identiteit, wat onvermydelik lei tot die herbedenking van haar genderidentiteit, aangesien nasionale identiteit, soos sy uitvind, altyd 'n gekweekte konstruk is. In sy analise van GraceLand, draai Hoofstuk drie om die moeilikhede wat Elvis Oke in die gesig staar wanneer hy probeer om ‘n alternatiewe manlike identiteit te onderhandel in 'n rigiede patriargale sisteem tussen krake van 'n bedrieglike Afrika-moderniteit.
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Oxley, Natasha Emma Fortescue. "Talking taboos: the personal over the political? : contemporary Polish playwriting : theme and dramatic technique in selected modern Polish plays." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:036a5a0e-aa99-40f9-b610-4a267bc1e533.
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The focus of this thesis is contemporary Polish playwriting after Poland's accession to the European Union in 2004. From a broad reading of plays by many new writers, four playwrights were selected for study on the basis of prominence and artistic merit: Pawel Demirski, Dorota Maslowska, Malgorzata Sikorska-Miszczuk and Przemys law Wojcieszek. Their plays were studied as texts and in performance, and twelve main plays became the focus of closer analysis. The thesis identifies and examines three major concurrent themes in the works of these playwrights. Remembering versus forgetting the past is discussed through the lens of selected aspects of memory studies, including Nora's lieux de mémoire, Hirsch's postmemory and Assman's mnemohistory. The playwrights are shown to share an endorsement of the de-politicisation of collective memory and to advocate a cessation of the passing down of trauma to post-war generations. The human body is highlighted as another concurrent thematic concern and is illuminated by certain tenets of Catholic doctrine as well as Merleau-Ponty's phenomenology. The playwrights' rejection of the tabooisation of the body is demonstrated and the shared notion of the body as both sentient and unifying is exemplified. Social marginalisation is examined as the final concern, with an emphasis on the notion of the 'other', particularly in relation to socio-economic status, sexuality, and religious beliefs. The plays are shown to support and promote a rejection of the myth of homogeneity in favour of openness to diversity. Major dramatic techniques are then closely examined. It is demonstrated that the plays share traits with Lehmann's theory of postdramatic theatre, including a rejection of Aristotelian unities. Key commonalities are evidenced, particularly comedy, bad language, intertextualities with the outside world, and an engagement with Polish social realities. The playwrights' approach to the spectator as a socio-political being is shown to be of paramount importance.
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Dawson, Louisa Art College of Fine Arts UNSW. "Moving house: the renovation of the everyday." Awarded by:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/43084.
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This paper describes my research project and body of work, which investigates social inequalities through the different language and functions of everyday objects. The research moves on from my previous Honours research project on the dou ble nature of caravan parks in NSW and looked at the changing demographics of these locations. I noted the increase of semi-permanent, residential 'homes' for low income earners and the unemployed, in these holiday locations. This paper examines broader social issues of homelessness and social inequalities within our society. I look at the complexities in the definitions of homelessness and the ways in which people find themselves in the position where they rely on welfare agencies and government support. I also investigate different representations of homelessness by artists and other social commentators, ranging from the hopeless victim to the vagrant. This section locates my social concerns with the context of theoretical debate and artistic representation. I have used everyday and mundane objects in my artworks to discuss these social concerns. Everyday objects posses a language and commonality that is familiar to all members of society. This language is developed from the different historical, cultural and functional qualities that everyday objects possess. I discus this in relation to the development of the everyday object in artistic practices from the early 20th century to today. Of specifically importance to my practice is the influence of contemporary German artists and their manipulation of objects to make works with political and social content. Throughout this paper I have discussed individual art works which illustrate my social concerns and the practicalities of the everyday. Revealing how I juxtapose certain objects to question the uneven nature of travel and home, with regards to possessions and mobility. Additionally I challenge the normal functions of objects to reveal new absurd possibilities of use.
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Roche, Judith D. "The role of the artist at the beginning of the twenty-first century: An exploration of dialectical processes in art and science with particular reference to biologically based art." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1571.
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This thesis examines the role of the artist at the beginning of the twenty-first century. It focuses on the interaction between art and science in an exploration of the dialectical processes that may occur in that interaction. Researchers have recently developed techniques in stem cell technology and genetic modification that offer remarkable potential and bring possible advantages and disadvantages for scientists and the wider community. In response to these new technologies, scientists and artists have developed collaborative projects and, in some instances, artists have moved from the studio to the science laboratory to create work called sci-art, bio-art, or moistmedia. This new inter-disciplinary activity affords prospects of dialectical processes: it crosses many boundaries and disturbs some existing conventions and practices, and, for the artists involved, the access to innovative materials has moved their work into areas of new skills and concepts. The extent to which traditional artists and those with collaborative sci-art practices contribute to the debate on important social and cultural issues forms part of this study. The research data was gathered during semi-structured interviews with scientists and artists, of whom three scientists and five artists are involved in sci-art collaborations. Proposed dialectical processes identified in the data are outlined throughout the document. A discussion about the ways in which contemporary art and artists are located within the current social and cultural environment; the status accorded visual art education today; and the manner in which commentators and other members of the public regard the elements and functions of art, forms the initial framework. This is followed by an overview of biologically based art practices, worldwide, that provides a background for a discussion of sci-art collaborations. These collaborations are initiated by a wide range of individuals and organisations and, according to the participants, the intentions of the originator or funding body have the potential to influence the outcome of the collaboration. The research explores possible conflicts of interest between the parties involved in these interactions, and any perceived implications for creative freedom. This study also examines current attitudes towards the notion of creativity in science and art, the avant-garde, and the relevance of philosophy and theory in art practices. It discusses the extent to which technology influences the creative process, and highlights issues that augment, interrogate or philosophise about the role of the contemporary artist. The research found that, although the notion of Snow’s ‘two cultures’ still has supporters, there are more similarities than dissimilarities between scientists and artists. Although some instances of Hegelian dialectical processes were identified, the data residing in many of the participants’ responses called for a more post-structuralist, non-linear approach to the dialectic as described by Jervis (1998), Janesick (2000) and others. In this way, the data drew attention to many complex issues and tensions that emanate from the interaction between art, science, technology, government and commerce, and the interaction between artists and the culture and society in which they live at the beginning of the twenty-first century.
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Wasserman, Minke. "'Becoming animal': motifs of hybridity and liminality in fairy tales and selected contemporary artworks." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019759.
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‘Becoming Animal’: Motifs of Hybridity and Liminality in Fairy Tales and Selected Contemporary Artworks serves as a theoretical examination of the concept of the hybrid. My research unpacks the liminal aspect of hybridity, locating the hybrid in the imaginative world of popular fairy tales, folk lore and mythology. In my accompanying MFA exhibition, Becoming(s), I explore these motifs through an installation of mixed-media sculptures which are based on the hybrid creatures that populated the fantasy world of my childhood. The written component of my MFA submission will relate directly to my professional art practise, developing it further and situating it within a relevant context. In my mini-thesis I will consider the liminal in relation to the ‘animal turn’ in contemporary art, with a particular focus on relevant artists working with the motifs of hybridity, such as Nandipha Mntambo, Jane Alexander and Kiki Smith. The ‘animal turn’ is a term used by Kari Weil (2010: 3) to describe a contemporary interest in issues of the nonhuman, and in the ways that the relationship between humans and nonhumans is marked by “difference, otherness and power”. Of key concern to my research will be Giles Deleuze and Felix Guattari’s concept of ‘becoming animal’. Rather than describing a transition from one stable state to another, ‘becoming animal’ suggests a radical dissolution of boundaries – not just between species (such as ‘human’ and ‘animal’) but between any essentialising binaries. As such, ‘becoming animal’ suggests a conception of identity as being fluid and mutable, rather than stable and fixed.
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Ward, Robert (Robert Clark). "Passion Settings of the 20th- and 21st- Centuries Focusing on Craig Hella Johnson's Considering Matthew Shepard." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862740/.
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Craig Hella Johnson (b. 1963) has emerged as a leader in choral music over the last 20 years. As the conductor of the Austin, TX based chorus Conspirare Johnson implemented the European model of bringing singers together from all over the country to assemble for concerts and recordings over a short period of time. He is known for his collage programs which bring together many styles of music bound by a central theme. Through these programs he has written and arranged many pieces which are now published and being performed by choirs across the globe. Johnson's most significant work to date is a 90 minute passion oratorio which details the story of Matthew Shepard, a college student murdered in a hate crime in 1998. Considering Matthew Shepard (2016) is a wonderful example of Johnson's composition and programming style. Though not a traditional passion story, it is part of the evolution of the genre in the 20th and 21st centuries. The passion oratorio has seen a resurgence in the past 50 years and has undergone a transformation in that time. These new works pay homage to the history of the genre but have begun to stretch it in terms of form and content. This study will highlight the evolution of the passion oratorio focusing on Johnson's Considering Matthew Shepard and offer some insight into the composers style and how this work represents a modern treatment of the passion oratorio.
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Behrens, Monika Art College of Fine Arts UNSW. "Silent bang." Publisher:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/42557.
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The research project uses still life as a means of exploring current events of violence and oppression. These events are represented through juxtaposing plastic toys with organic objects. The toys include a range of popular generic toys such as army men, cowboys and Indians and toy soldiers. The organic objects were selected for their relationship to the specific event being represented. The toys and organic objects were positioned to create interesting and logical compositions. Themes of the series include opposing objects and ideas pitched against each other such as plastic/organic, perpetrator/victim, violence/peacefulness and destruction/sustenance. Within each work the plastic toys take on the demeanor of the tyrant(s), whereas the organic objects adopt the role of the victim(s). The research project uses these themes to convey the message that violence is both a barbaric way of dealing with conflict and a senseless form of self-expression. I have used symbols and metaphors to build a visual language. For the language to be translated accurately a great deal of research has taken place into the appropriate still life objects for each work. Each work incorporates metaphors and or symbols for both the oppressor and victim within the event being represented. The studio outcome of this research project, Silent Bang, includes a series of highly detailed finished paintings of various scales. Silent Bang as a body of work is colourful and aims to be aesthetically pleasing in addition to conveying a powerful message that incites interpretation.
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Garisch, Margaret Isabel. "Consuming pasts : imaging food as Identity and (post)memory in post-apartheid South Africa." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018556.
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This mini-thesis interprets the convergence of food and memory and explores dialectical processes associating food, identity and (post)memory, particularly in the context of post-apartheid South Africa. Considering works by prominent South African Artists Berni Searle and Churchill Madikida as well as my own artistic practise and usage of food as conceptual medium, this study considers the converging effects of food, identity and memory, together with the materiality of food, from a fine arts perspective, as particularly rich and developing arena for memory work
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Schneider, Stefanie Maria. "Gegen-Stimmen/Gegen-Blicke : Zeitgenössische literarische (De-)Konstruktionen deutsch-afrikanischer Identitäten." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86404.
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Thesis (MA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This thesis investigates counter-voices, counter-gazes and (de-)constructions of German-African identities in contemporary German literature. In extended application of postcolonial concepts it examines the way in which post-colonial views and counter-views on Germany and Africaare produced and how in the process alternative identities are created and negotiated. Analyzing poetry, short stories and novels by Black German authors (May Ayim, Ika Hügel-Marshall, ManuEla Ritz and Olumide Popoola) as well as by African literary voices writing in German (El Loko, Daniel Mepin, Philomène Atyame and Luc Degla), the thesis looks at and evaluates strategies of literary hybridization, responses to and deconstructions of the colonial imaginary, transcultural positioning and world literary perspectives.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek enkele teenstemme, teenblikke en (de-)konstruksies van Duits-Afrika identiteite spruitend uit Duitsland en dié uit Afrika in hedendaagse Duitse literatuur. Deurʼn uitgebreide toepassing van postkoloniale konsepte,ondersoek die tesis die wysewaarop die post-koloniale sienings en teenstandpunte oor Duitsland en Afrika geproduseer word en hoe in die proses alternatiewe identiteite geskep en onderhandel word. Deur die ontleding van gedigte, kortverhale en romans deur swart Duitse skrywers (May Ayim, Ika Hügel-Marshall, ManuEla Ritz en Olumide Popoola) sowel as Duitse werke deur literêre stemme uit Afrika (El Loko, Daniel Mepin, Philomène Atyame en Luc Degla), bekyk en evalueer die tesis strategieë van literêre verbastering, antwoorde op en dekonstruksies van die koloniale denkbeeldige, transkulturele plasing en wêreld literêre perspektiewe.
Books on the topic "Modern 21st century Themes"
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Craig, McDaniel, ed. Themes of contemporary art: Visual art after 1980. 2nd ed. New York: Oxford University Press, 2010.
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Craig, McDaniel, ed. Themes of contemporary art: Visual art after 1980. New York: Oxford University Press, 2012.
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Kraus, Chris. Where art belongs. Los Angeles, Calif: Semiotext(e), 2011.
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Defining contemporary art: 25 years in 200 pivotal artworks. London: Phaidon, 2011.
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Architecture and spectacle: A critique. Farnham, Surrey, UK, England: Ashgate, 2012.
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Modern Art Museum of Fort Worth, ed. México inside out: Themes in art since 1990. Fort Worth: Modern Art Museum of Fort Worth, 2013.
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The past is the present; it's the future too: The temporal turn in contemporary art. New York: Continuum, 2012.
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Architectural colour in the professional palette. Abingdon, Oxon [England]: Routledge, 2012.
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1953-, Duncan Michael, Sheehy Colleen J. 1953-, Contemporary Arts Museum, and Frederick R. Weisman Art Museum., eds. The old, weird America: Folk themes in contemporary art. Houston, Tex: Contemporary Arts Museum Houston, 2008.
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The essential New art examiner. DeKalb: NIU Press, 2011.
Find full textBook chapters on the topic "Modern 21st century Themes"
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Erdoğan Coşkun, Aynur. "Conceptions of Society and Education Paradigm in the Twenty-First Century." In Educational Theory in the 21st Century, 141–71. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_7.
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AbstractThis chapter describes the structural features and problem areas of modern education systems, then discusses new social and educational ideas that offer solutions to these problems. From the nineteenth to the twenty-first century, information was given on the social models and educational systems that coincided with the turning points of industrial developments. While factory organization as characterized by mass production and nation-state citizenship shaped the education system of industrial societies, digitization and its values have left their mark on educational systems in the information society. Advanced technological developments in areas such as nanotechnology, biotechnology, or the Internet of things have led to a techno-futuristic model of society being placed on the agenda. In this context, we pursue the questions of how new technologies are changing the education system and what kind of solutions they are offering to its problems for education in future societies. New technologies are argued to have not eliminated the basic problems we must deal with in the contemporary world such as equal opportunity in education and student-centered education.
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Bagheri Noaparast, Khosrow. "Challenges Facing the Philosophy of Education in the Twenty-First Century." In Educational Theory in the 21st Century, 3–23. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_1.
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AbstractNew trends in the philosophy of education in the twenty-first century have sprung from their background in the twentieth century. This essay introduces the twentieth-century philosophies within Dewey’s early pragmatism and other “ism” movements as well as the educational revolution of analytic philosophy. The twenty-first century has introduced reactions (i.e., new pragmatism, post-structuralism, post-modernism, and constructivism), and each of these trends is shown to have provided a new horizon in philosophical thought on education. However, the new trends are also expected to have their own weaknesses. For instance, Rorty is too quick to reject scientific objectivity, Derrida undermines the roles of agents in favor of taking deconstruction as an event, post-modernists are too quick to reject generality in modern thought, and constructivists ignore the power of reality. Thus, educational thought could learn: from new pragmatism to resist naïve scientism but it should be alert not to ignore the real power of scientific thought; from post-structuralism to put educational structures under scrutiny in terms of educational justice but it should take the role of agents more seriously into account in moderating the power of structures; from post-modernism to be alert to local requirements for education but give similar weight to generality too; and finally from constructivism to embrace creativity in the classroom without replacing the discovery dimension of truth with it altogether.
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O’Flynn, John. "21st-century themes." In Music, the Moving Image and Ireland, 1897–2017, 212–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203710395-13.
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Richardson, Neil. "Marketing themes in the 21st century." In Sustainable Marketing Planning, 213–63. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429399114-5.
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Afolabi, Taiwo, Stephen Ogheneruro Okpadah, and Ogah Mark Onwe. "Modern African Drama in Crisis?" In Staging 21st Century Tragedies, 121–38. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003046479-13.
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Dachs, Joshua. "Prevailing Themes in 20th-Century Theatre Architecture." In Modern Theatres 1950–2020, 27–34. New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781351052184-6.
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Brown, Anthony H. D. "Evolving Research Themes in Plant Genetic Resources." In Plant Genetic Resources for the 21st Century, 9–22. New York: Apple Academic Press, 2022. http://dx.doi.org/10.1201/9781003302957-3.
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Hee, Limin. "Themes and Modes of Production of Singapore Public Space." In Advances in 21st Century Human Settlements, 161–95. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2387-3_4.
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Sharp, Paul. "The modern diplomatic system of states." In Diplomacy in the 21st Century, 32–46. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315149110-3.
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Reyes, Xavier Aldana. "Genre Trouble: The Challenges of Designing Modern and Contemporary Gothic Modules." In Teaching 21st Century Genres, 3–21. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55391-1_1.
Full textConference papers on the topic "Modern 21st century Themes"
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Davies, N. C. "Modern aircraft HF communications - into the 21st Century." In IEE Colloquium on Air-to-Ground Communications. IEE, 1997. http://dx.doi.org/10.1049/ic:19971384.
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Harvey, R. "Into the 21st Century – The Shape of Superyachts to Come?" In The Modern Yacht 2007. RINA, 2007. http://dx.doi.org/10.3940/rina.tmy.2007.08.
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Mutasova, Aleksandra P. "MODERN CHINESE MEDIA DISCOURSE: UNITY OF OPINION OR CONFLICT OF DISCOURSES?" In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2021. http://dx.doi.org/10.18101/978-5-9793-1678-9-2021-1-184-190.
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Современное медиа пространство является полем существования и взаимодействия разнородных дискурсов. Однако вопрос о возможности сосуществования полярных дискурсов в рамках медиа китайской лингвокультуры остается открытым. Настоящее исследование посвящено анализу дискурсов официальных и не-официальных медиаканалов на предмет их консенсусной или диссонансной направленности.
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Smolova, Maria А. "TEACHING UNIVERSITY STUDENTS TO WRITE SUMMARIES IN CHINESE: MODERN DAY CHALLENGES." In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2021. http://dx.doi.org/10.18101/978-5-9793-1678-9-2021-1-145-151.
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В статье сквозь призму вызовов постнеклассической науки (антропоцентричности, коммуникативности, профессионализации, субъектности) рассмотрены три проблемы, с которыми сталкивается современный преподаватель китайского языка в процессе обучения реферированию на китайском языке студентов языкового вуза: меняющиеся требования государственных образовательных стандартов, нехватка учебных пособий по реферированию на китайском языке, низкая мотивация студентов к обучению такому виду деятельности.
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Marx, George. "Interfacing the 20th to 21st century-teaching modern physics." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37536.
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Zharov, V., and Yu Sotnikova. "Rapid Adjustment of Large Antenna Surfaces Using Modern Laser Systems." In Groud-Based Astronomy in Russia. 21st Century. Специальная астрофизическая обсерватория РАН, 2020. http://dx.doi.org/10.26119/978-5-6045062-0-2_2020_428.
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Shugarov, A. "An Overview of Modern CMOS and CCD Detectors for Wide Field Telescopes." In Groud-Based Astronomy in Russia. 21st Century. Специальная астрофизическая обсерватория РАН, 2020. http://dx.doi.org/10.26119/978-5-6045062-0-2_2020_171.
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KOTOMANOVA, Olga. "MODERN STRATEGY OF CHOICE OF WOMEN." In Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-216-218.
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Feng, QINGLONG. "VALUE ORIENTATIONS OF MODERN CHINESE FAMILY." In Social and political challenges of modernization in the 21st century. Publishing House of Buryat Scientific Center, 2018. http://dx.doi.org/10.30792/978-5-7925-0537-7-2018-233-234.
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Banđur, Veljko, Sanja Blagdanić, and Aleksandar Stojanović. "Complexity of Professional Training of Teacher for a Modern Teaching." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.24b.
Full textReports on the topic "Modern 21st century Themes"
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Girdap, Hafza. Liberal Roots of Far Right Activism – The Anti-Islamic Movement in the 21st Century. European Center for Populism Studies (ECPS), January 2022. http://dx.doi.org/10.55271/br0007.
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Lars Erik Berntzen aims to probe the growth of far-right and anti-Islamic twist in Western Europe and North America since 2001 through his book “Liberal roots of Far Right Activism – The Anti-Islamic Movement in the 21st Century” by focusing on a specific context in terms of spatial and temporal meanings. According to his book, through “framing Islam as a homogenous, totalitarian ideology which threatens Western civilization” far-right seems to abandon the old, traditional, radical, authoritarian attitude towards a more liberal, modern, rights-based strategy.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.
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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Siebert, Rudolf J., and Michael R. Ott. Catholicism and the Frankfurt School. Association Inter-University Centre Dubrovnik, December 2020. http://dx.doi.org/10.53099/ntkd4301.
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The paper traces the development from the medieval, traditional union, through the modern disunion, toward a possible post-modern reunion of the sacred and the profane. It concentrates on the modern disunion and conflict between the religious and the secular, revelation and enlightenment, faith and autonomous reason in the Western world and beyond. It deals specifically with Christianity and the modern age, particularly liberalism, socialism and fascism of the 2Oth and the 21st centuries. The problematic inclination of Western Catholicism toward fascism, motivated by the fear of and hate against socialism and communism in the 20th century, and toward exclusive, authoritarian, and totalitarian populism and identitarianism in the 21st. century, is analyzed, compared and critiqued. Solutions to the problem are suggested on the basis of the Critical Theory of Religion and Society, derived from the Critical Theory of Society of the Frankfurt School. The critical theory and praxis should help to reconcile the culture wars which are continually produced by the modern antagonism between the religious and the secular, and to prepare the way toward post-modern, alternative Future III - the freedom of All on the basis of the collective appropriation of collective surplus value. Distribution and recognition problems are equally taken seriously.
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Brandt, Leslie A., Cait Rottler, Wendy S. Gordon, Stacey L. Clark, Lisa O'Donnell, April Rose, Annamarie Rutledge, and Emily King. Vulnerability of Austin’s urban forest and natural areas: A report from the Urban Forestry Climate Change Response Framework. U.S. Department of Agriculture, Northern Forests Climate Hub, October 2020. http://dx.doi.org/10.32747/2020.7204069.ch.
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The trees, developed green spaces, and natural areas within the City of Austin’s 400,882 acres will face direct and indirect impacts from a changing climate over the 21st century. This assessment evaluates the vulnerability of urban trees and natural and developed landscapes within the City Austin to a range of future climates. We synthesized and summarized information on the contemporary landscape, provided information on past climate trends, and illustrated a range of projected future climates. We used this information to inform models of habitat suitability for trees native to the area. Projected shifts in plant hardiness and heat zones were used to understand how less common native species, nonnative species, and cultivars may tolerate future conditions. We also assessed the adaptability of planted and naturally occurring trees to stressors that may not be accounted for in habitat suitability models such as drought, flooding, wind damage, and air pollution. The summary of the contemporary landscape identifies major stressors currently threatening trees and forests in Austin. Major current threats to the region’s urban forest include invasive species, pests and disease, and development. Austin has been warming at a rate of about 0.4°F per decade since measurements began in 1938 and temperature is expected to increase by 5 to 10°F by the end of this century compared to the most recent 30-year average. Both increases in heavy rain events and severe droughts are projected for the future, and the overall balance of precipitation and temperature may shift Austin’s climate to be more similar to the arid Southwest. Species distribution modeling of native trees suggests that suitable habitat may decrease for 14 primarily northern species, and increase for four more southern species. An analysis of tree species vulnerability that combines model projections, shifts in hardiness and heat zones, and adaptive capacity showed that only 3% of the trees estimated to be present in Austin based on the most recent Urban FIA estimate were considered to have low vulnerability in developed areas. Using a panel of local experts, we also assessed the vulnerability of developed and natural areas. All areas were rated as having moderate to moderate-high vulnerability, but the underlying factors driving that vulnerability differed by natural community and between East and West Austin. These projected changes in climate and their associated impacts and vulnerabilities will have important implications for urban forest management, including the planting and maintenance of street and park trees, management of natural areas, and long-term planning.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Family Planning Programs for the 21st Century: Rationale and Design. Population Council, 2012. http://dx.doi.org/10.31899/rh11.1016.
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Family planning improves health, reduces poverty, and empowers women. Yet, today, more than 200 million women in the developing world want to avoid pregnancy but are not using a modern method of contraception. They face many obstacles, including lack of access to information and health-care services, opposition from their husbands and communities, misperceptions about side effects, and cost. Family planning programs are among the most successful development interventions of the past 50 years. They are unique in their range of potential benefits, encompassing economic development, maternal and child health, educational advances, and women’s empowerment. Research shows that with high-quality voluntary family planning programs, governments are able to reduce fertility and produce large-scale improvements in health, wealth, human rights, and education. This book is a comprehensive resource for policymakers and donors. It makes the case for increased funding and support of voluntary family planning, and details how to design programs to operate both ethically and effectively.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.
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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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Microbes and Climate Change - Science, People & Impacts. American Society for Microbiology, April 2022. http://dx.doi.org/10.1128/aamcol.nov.2021.
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Climate change is unarguably a critical existential threat to humanity in the 21st century. As the most abundant organisms on Earth, microorganisms make considerable contributions to and are greatly affected by a changing climate. Microbes are major drivers of elemental cycles (such are carbon, nitrogen and phosphorus), important producers and consumers of greenhouse gases, and pertinent pathogens of humans, animals and plants. While the threat of climate change looms large, conversations about the relationship between it and microorganisms are still rare outside of the microbial sciences community. To understand fully how our climate may change in the future, it is important to learn how a changing climate will impact microbes and their relationships with humans and their environment, as well as incorporate microbial processes into climate models. This report is based on the deliberations of experts who participated in a colloquium on Nov. 5, 2021 organized by the American Academy of Microbiology, the honorific leadership group and think tank within the American Society for Microbiology. These experts came from diverse disciplines and sectors and provided multifaceted perspectives and insights. Over the course of the discussion, the group made several major recommendations for academic, policy, and market partners to drive innovation for microbe-driven climate change solutions that support human well-being.