Bibliografías temáticas / Evangelistic work – 21st century

Literatura académica sobre el tema "Evangelistic work – 21st century"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Evangelistic work – 21st century"

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Cai, Ellen Xiang-Yu. "The Itinerant Preaching of Three Hoklo Evangelists in Mid-Nineteenth Century Hong Kong". Itinerario 33, n.º 3 (noviembre de 2009): 113–34. http://dx.doi.org/10.1017/s0165115300016284.

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Karl Gützlaff set up the Chinese Union in 1844, which was a missionary society based on the principle that China's millions could never be converted to Christianity by foreign missionaries: Chinese Christians themselves must carry out the evangelisation of the empire while Western missionaries would serve as instructors and supervisors. Ever since the founding of the Chinese Union, the effectiveness of this evangelistic methodology has given rise to heated debates among contemporary missionaries and subsequent generations of Christian mission historians. Both Jessie G. Lutz and Wu Yixiong discussed the employment of this evangelistic methodology from the perspective of foreign missionaries, such as Gützlaff's evangelistic thought, the founding and development of the Chinese Union, and its crisis. By making use of more substantial mission archives, Jessie G. Lutz's research is more detailed; she even included Gützlaff's European tour from 1849 to 1850. It was Gützlaff's absence from Hong Kong that gave the other missionaries, such as Theodor Hamberg (1819-54) of the Basel Mission, Gützlaff's co-worker, the opportunity to investigate the function of the Chinese Union, and which eventually caused the dissolution of the Chinese Union during 1852 to 1853. How Gützlaff came to the idea of utilising native agency to evangelise the Chinese and how he managed to maintain his enterprise are quite clear. Although it did not come to a respectable result in his time, this idea of “self-propagation” was inherited by the missionaries who were sent to China by the other missions. Yet how did the Chinese evangelists carry out the evangelistic work independent from the missionaries? This is a question Jessie G. Lutz focused on for years.
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Pesut, Daniel J. "Knowledge-Work for 21st Century Nursing". Nursing Outlook 48, n.º 2 (marzo de 2000): 57. http://dx.doi.org/10.1016/s0029-6554(00)90002-2.

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Kim, Nam-Sik. "The Evangelistic Study of Early Medieval(5th‐10th Century) Celtic Christianity and Culture for Korean Church Renewal in the 21st Century". Theology and Praxis 68 (28 de febrero de 2020): 675–96. http://dx.doi.org/10.14387/jkspth.2019.68.675.

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Kim, Nam-Sik. "The Evangelistic Study of Early Medieval(5th‐10th Century) Celtic Christianity and Culture for Korean Church Renewal in the 21st Century". Theology and Praxis 68 (28 de febrero de 2020): 675–96. http://dx.doi.org/10.14387/jkspth.2020.68.675.

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Zhang, Zidi. "Do Language Learning Apps Really Work?" Communications in Humanities Research 3, n.º 1 (17 de mayo de 2023): 682–87. http://dx.doi.org/10.54254/2753-7064/3/20220572.

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With the rapid development of the mobile application market and the growing size of the foreign language learning population, learning a new language with an app can be said to be one of the most popular language-learning trends of the 21st century. At the same time, contemporary language learning applications sell themselves as innovations, in many ways that are just a return to Skinner's teaching machines as introduced in the 1950s. Technology is the 21st century, but the theories of learning are firmly 20th century. App designers must catch up to 21st-century theories of learning if they genuinely want to introduce ground-breaking tools. This work mainly analyzes why we will not make as much progress as we expected if we continue to pair 21st-century technologies with outmoded perspectives on learning and what are the up-to-date theories that will help make fundamental transformations in language learning applications.
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Caza, Brianna Barker, Heather Ciara Vough, Sandra Cha, Elise Bair Jones, Courtney Lynn McCluney, Kimberly Ramsdell, Stephanie J. Creary, Jane E. Dutton, Andrew Molinsky y Laura Morgan Roberts. "Positive Work Identities in the 21st Century". Academy of Management Proceedings 2019, n.º 1 (1 de agosto de 2019): 12162. http://dx.doi.org/10.5465/ambpp.2019.12162symposium.

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Dragani, Jarrett. "Work/Life Balance in the 21st Century". Way Ahead 08, n.º 03 (1 de octubre de 2012): 23–24. http://dx.doi.org/10.2118/0312-023-twa.

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Litchfield, Paul, Cary Cooper, Christine Hancock y Patrick Watt. "Work and Wellbeing in the 21st Century". International Journal of Environmental Research and Public Health 13, n.º 11 (31 de octubre de 2016): 1065. http://dx.doi.org/10.3390/ijerph13111065.

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Sheldon, Brian. "Social Work Practice in the 21st Century". Research on Social Work Practice 8, n.º 5 (septiembre de 1998): 577–88. http://dx.doi.org/10.1177/104973159800800506.

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Hare, Isadora. "Defining Social Work for the 21st Century". International Social Work 47, n.º 3 (julio de 2004): 407–24. http://dx.doi.org/10.1177/0020872804043973.

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Tesis sobre el tema "Evangelistic work – 21st century"

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Allison, Lonnie J. "Evangelistic expository preaching for the 21st century". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Winkler, Charles L. "Fishers of men for the 21st century training lay evangelists to reach postmodern man /". Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Thesis (D.Min.)--Westminster Theological Seminary, Philadelphia, 2004.
Typescript. Includes vita. Includes Training manual [student copy] (Appendix 2) and Leader's manual (Appendix 3). Bibliography: leaves 239-242.
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Long, James Luther. "Generational hope, not cultural war a framework for ministry in the postmodern 21st century /". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Malsamo, Eyasu Ferenj. "Evangelizing Ethiopia in the 21st century a program for full-time evangelists of the Ethiopian Kale Heywet Church who train lay people for evangelism /". Theological Research Exchange Network (TREN), 2009. http://www.tren.com/search.cfm?p002-0852.

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Stepp, R. Wesley. "Fulfilling a mandate for the 21st century a new strategy for planting new churches in the Caribbean /". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Chew, Lionel. "Evangelist 2000 what the American pulpit evangelist needs to succeed in the twenty-first century /". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Revels, Garry. "Applying the dynamics of first-century church growth to the twenty-first century church". Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Booher, James Curtis. "The heart of youth ministry in the 21st century". Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Davis, Gary W. "Designing an appropriate evangelism paradigm for the church in America in the early twenty-first century". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Mudzongo, Courage Chikomborero. "Understanding Child Work and Child Labor in the 21st Century". Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26768.

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Child labor is on the increase and this is exacerbating an already desperate situation in Africa. Past research has focused on which levels of determinants are most effective in influencing the decision on children's activities. Using the Malawi Integrated Household Survey and the Tanzania National Panel Survey, this research seeks to unearth the factors that influence the number of hours that child workers and laborers work. I can conclude that the greatest degrees of change are at the individual level as child's enrollment status is significant for child workers from Malawi and Tanzania and laborers from Tanzania. At the community level, the rural residence factor is associated with child workers and laborers from both countries. More resources need to be invested in developing interventions at the individual and community levels to overcome the child labor problem. Evidently, there seems to be greater divergence between children in Malawi and Tanzania.
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Libros sobre el tema "Evangelistic work – 21st century"

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Kew, Richard. Vision bearers: Dynamic evangelism in the 21st century. Harrisburg, Pa: Morehouse, 1996.

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Charles, Williams. Street preaching for the 21st century. Sunland, CA: Gospel Herald Ministries, 1991.

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Publishing, Group, ed. Outreach ministry in the 21st century: The encyclopedia of practical ideas. Loveland, Colo: Group Pub., 2007.

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Benedict, Daniel T. Contemporary worship for the 21st century: Worship or evangelism? Nashville, Tenn: Discipleship Resources, 1994.

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Telford, Tom. Missions in the 21st century: Getting your church into the game. Wheaton, Ill: H. Shaw Publishers, 1998.

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Total church life: How to be a first century church in a 21st century world. Nashville, Tenn: Broadman & Holman Publishers, 1997.

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Jones, Peyton. Church zero: Raising 1st Century churches out of the ashes of the 21st Century church. Colorado Springs, CO: David C Cook, 2013.

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W, Hayford Jack, ed. Loving your city into the kingdom: City-reaching strategies for 21st-century revival. Ventura, Calif., U.S.A: Regal, 1997.

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Sjogren, Bob. Destination 2000: Moving the church into the 21st century. Pasadena, CA: Frontiers, 1990.

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John, Fowler. Evangelism two thousand: Proclaiming Christ in the 21st century. Boise, Idaho: Pacific Press Pub. Association, 1994.

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Capítulos de libros sobre el tema "Evangelistic work – 21st century"

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Gabb, Jacqui y Janet Fink. "Relationship Work". En Couple Relationships in the 21st Century, 23–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59698-3_2.

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Gabb, Jacqui y Janet Fink. "Relationship Work". En Couple Relationships in the 21st Century, 17–37. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137434432_2.

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Suiter, Sarah V. "Sex Work". En Women and Inequality in the 21st Century, 247–75. 1 Edition. | New York : Routledge, 2019. | Series: New critical viewpoints on society series: Routledge, 2019. http://dx.doi.org/10.4324/9781315294971-19.

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Dupuy, François. "We Have Let Work ‘Slip’". En Business for the 21st Century, 11–39. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307728_2.

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van der Wal, Zeger. "Managing the New Work(force)". En The 21st Century Public Manager, 112–37. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-50744-0_7.

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Southworth, Stephanie y Sara Brallier. "Work, Effort, and the American Dream". En Homelessness in the 21st Century, 78–91. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003325581-8.

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Berend, Benjamin y Michaela Brohm-Badry. "New Work in the 21st Century". En essentials, 27–36. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-38525-5_7.

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Nijkamp, Peter. "Peter Nijkamp Recommends “The False Duality of Work and Leisure” by Joy E. Beatty and William R. Torbert". En 21st Century Economics, 91–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17740-9_33.

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Gregory, Elizabeth. "Democracy, Power, and Work". En Women and Inequality in the 21st Century, 40–51. 1 Edition. | New York : Routledge, 2019. | Series: New critical viewpoints on society series: Routledge, 2019. http://dx.doi.org/10.4324/9781315294971-5.

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Collier, Paul. "Sir Paul Collier Recommends “Identity Economics: How Our Identities Shape Our Work, Wages, and Well-Being” by George A. Akerlof and Rachel E. Kranton". En 21st Century Economics, 29–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17740-9_11.

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Actas de conferencias sobre el tema "Evangelistic work – 21st century"

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Трифонова, Ива. "Искони бѣ слово: Поклоннически места, свързани с паметта на св. Йоан Богослов". En Кирило-методиевски места на паметта в българската култура. Кирило-Методиевски научен център, 2023. http://dx.doi.org/10.59076/5808.2023.13.

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СКОН БѢ СЛОВО: PILGRIMAGE SITES CONNECTED WITH THE MEMORY OF ST. JOHN THE THEOLOGIAN (Summary) The first part of the study is dedicated to the opening words of the Gospel of John (Искони бѣ слово/In the Beginning was the Word), first translated into Slavonic language by Constantine-Cyril the Philosopher. From the theological interpretation of these words, the study moves on to the personality of the apostle and the information about his earthly path – sought in the literary and iconographic mediaeval realia. The second part is devoted to the pilgrimage sites related to the memory of St. John the Theologian in the Bulgarian lands. Twenty temples, documented in the period from the 11th to the beginning of the 21st century, are described. They testify that Christ’s Apostle and Evangelist has been revered consistently and without interruption over the centuries in the Bulgarian Orthodox tradition.
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Gilroy, Aysen. "TEACHING 21ST CENTURY SKILLS THROUGH PROJECT WORK". En International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0169.

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Aiello, Luisa. "WORK-BASED LEARNING, CULTURAL HERITAGE AND 21ST CENTURY SKILLS". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0603.

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Golding, Michael A., Fareha Nishat, Kaitlyn A. Merrill, Ramandeep Kaur, Jennifer Stinson, Jennifer LP Protudjer, Roberta L. Woodgate et al. "617 Doing everything possible to prioritize work: lived work experience of young adults with systemic lupus erythematosus". En Lupus 21st Century 2023 Abstracts, September 27–30, Naples, Florida. Lupus Foundation of America, 2024. http://dx.doi.org/10.1136/lupus-2023-lupus21century.46.

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Ganapathy, Ashitha y Michael Timothy Bennett. "Cybernetics and the Future of Work". En 2021 IEEE Conference on Norbert Wiener in the 21st Century (21CW). IEEE, 2021. http://dx.doi.org/10.1109/21cw48944.2021.9532561.

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Roberto Telles, Charles. "Work sharing as a metric and productivity indicator for administrative workflows". En Entropy 2021: The Scientific Tool of the 21st Century. Basel, Switzerland: MDPI, 2021. http://dx.doi.org/10.3390/entropy2021-09776.

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Perdue, Meghan. "Practicing 21st Century Skills in the Classroom". En Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10984.

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In the midst of the current technological revolution, there is a thriving conversation about how society should adapt to the future of work taking place in the national media, universities, policy organizations, think tanks, consulting firms and companies. One such model for work and education under consideration is that of the role of higher education in workforce development. How well does a bachelor’s degree prepare an individual for a career in this shifting landscape of work? What is the responsibility of the university to the student – to prepare them for a career? Or to help them build the intellectual framework to build a meaningful life Incorporating the practice and development of 21st century skills into the higher education classroom does not necessarily require a great rethinking of the education model or content delivery. Rather, it could be as simple as encouraging faculty to use proven educational principles such as active learning and group-based learning into the classroom. This would allow students to practice some of the necessary skills such as communication, respect, teamwork, and problem solving into their higher education curriculum.
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Espiard, Jean y Roland Geyl. "REOSC starts to work on the first VLT mirror". En 1994 Symposium on Astronomical Telescopes & Instrumentation for the 21st Century, editado por Larry M. Stepp. SPIE, 1994. http://dx.doi.org/10.1117/12.176171.

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Muhtadin, Imam, Susilahati Susilahati y Gunawan Santoso. "Transformation Work Discipline, Leadership Style, And Employees Performance Based On 21st Century". En Proceedings of the 1st Pedagogika International Conference on Educational Innovation, PICEI 2022, 15 September 2022, Gorontalo, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.15-9-2022.2335931.

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Khalikova, Fidaliya y Adel Khalikov. "Prospects of the 21st Century Teacher's Training to Work with Gifted Children". En IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1027.

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Informes sobre el tema "Evangelistic work – 21st century"

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Perry, Hugh. Making Information Work - A New Approach to Information Management for the 21st Century. Fort Belvoir, VA: Defense Technical Information Center, abril de 2000. http://dx.doi.org/10.21236/ada377642.

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Pillay, Hitendra y Brajesh Pant. Foundational ( K-12) Education System: Navigating 21st Century Challenges. QUT and Asian Development Bank, 2022. http://dx.doi.org/10.5204/rep.eprints.226350.

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Foundational education system commonly referred to as K-12 school education is fundamental for people to succeed in life as noted in United Nations declaration of human rights. Consequently, decades of investments have helped K-12 sector evolve and respond to new demands but many of the traditional thinking has remained and thus hinder agility and disruptive evolution of the system. In most countries the national school education systems are perhaps the largest single enterprise and subjected to socio-cultural, economic and political influences, which in turn make it reluctant and/or difficult to change the system. However, as the world transitions from industrial revolution to information revolution and now to knowledge economy, the foundational education sector has been confronted with several simultaneous challenges. The monograph reviews and analyses how these challenges may be supported in a system that is reliant on traditional rigid time frames and confronted by complex external pressures that are blurring the boundaries of the school education landscape. It is apparent that doing more of the same may not provide the necessary solutions. There is a need to explore new opportunities for reforming the school education space, including system structures, human resources, curriculum designs, and delivery strategies. This analytical work critiques current practices to encourage K-12 educators recognize the need to evolve and embrace disruptions in a culture that tends to be wary of change. The key considerations identified through this analytical work is presented as a set of recommendations captured under four broad areas commonly used in school improvement literature
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Petrie, Christopher, Clara García-Millán y María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, junio de 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
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Menon, Shantanu y Kushagra Merchant. Quest Alliance: Learning how to learn. Indian School Of Development Management, enero de 2023. http://dx.doi.org/10.58178/2301.1016.

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Quest Alliance began its organizational journey as digital technology was about to unfold sweeping changes in India, including in the areas of education and employment. As if to symbolize its tryst with technology, it is nestled in India’s “silicon valley” city of Bengaluru. Today, it also happens to enjoy the patronage of an enviable list of marquee donors ranging from leaders in the financial services industry and information technology to multilateral development agencies and Indian Government. Over the course of its work with these partners, Quest Alliance has come to serve as an interesting node in the arena of skill development and operates at the intersection of education, technology and youth employment. Established in 2005, it started as an earnest but modest enterprise. From 2009—when it had seven people and a sudden crisis of funding at hand—till 2022, it saw rapid acceleration. By the end of 2022, it had a team of 234 handling over INR 62 crore worth of annual funding. What Quest was working on—“Enabling self-learning”—was highly topical and certainly aided its growth, but amidst this growth something unusually remained steadfast: the extent of its investment on learning, development and capacity building of its own team. This holds significance for civil society where sourcing and building talent is a continuous pre-occupation for leadership. The case engages with the journey of Quest and its founder Aakash Sethi, and explores what it takes to put in place the internal scaffolding to hold together this deliberate and sustained focus on self-learning and development of its own people. It also engages with Quest’s work towards evolving a model of talent-building of young people in schools as well as those in transition from education to employment: anchored in the notion of young people as self-learners equipped with 21st century skills. The latter part of the case explores how Quest has crafted its own people management practice around the “self-learner” and gives learners the opportunity to reflect on the challenges of building and maintaining a way of being, doing and relating in a rapidly growing organization.
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Mosalam, Khalid, Amarnath Kasalanati y Selim Gunay. PEER Annual Report 2017 - 2018. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, junio de 2018. http://dx.doi.org/10.55461/fars6451.

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The Pacific Earthquake Engineering Research Center (PEER) is a multi-institutional research and education center with headquarters at the University of California, Berkeley. PEER’s mission is to (1) develop, validate, and disseminate performance-based engineering (PBE) technologies for buildings and infrastructure networks subjected to earthquakes and other natural hazards, with the goal of achieving community resilience; and (2) equip the earthquake engineering and other extreme-event communities with the 21st -century tools that define the current digital revolution. This reports presents the activities of the Center over the period of July 1, 2017 to June 30, 2018. PEER staff, in particular Grace Kang, Erika Donald, Claire Johnson, Christina Bodnar-Anderson, and Zulema Lara, helped in preparation of this report. Key activities of the past academic year include the following: -Continuation of major projects such as Tall Building Initiative (TBI) and Next Generation Attenuation (NGA) projects, and start of work on the major project funded by the California Earthquake Authority (CEA). The TBI was completed in 2017, and NGA projects are nearing completion soon. -Addition of University of Nevada, Reno (UNR) as a core institution. -Re-establishment of the PEER Research Committee. -Issuing a Request for Proposal (RFP) from TSRP funds and funding 17 projects as a result of this RFP. Together with the ongoing projects, the total number of projects funded in 2017 is 24. -Organization of several workshops focused on Liquefaction, Structural Health Monitoring (SHM), High-Performance Computing (HPC), Bridge Component Fragility Development, Physics-Based Ground Motions, Hybrid Simulation, and Research Needs for Resilient Buildings. -Rollout of TBI seminars and HayWired activities as part of outreach. -Conducting a blind prediction contest with robust participation and instructive findings on current modeling approaches. -Organization of the PEER Annual Meeting with participation of 240 attendees -Continuing participation in board of directors of international organizations such as Global Alliance of Disaster Research Institutes (GADRI) and International Laboratory of Earthquake Engineering (ILEE). Going forward, PEER aims to hold more focused workshops, form new committees, and draw on existing resources and experience on PBE to systematically move towards Resilient Design for Extreme Events (RDEE).
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Thunø, Mette y Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, octubre de 2018. http://dx.doi.org/10.7146/aul.273.

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In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, in-stead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles. Based on a close textual interpretation of 31 semi-structured interviews with members of global leader-ship teams in eight Danish-owned global companies, our study identified different discourses and per-ceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:1)Cultural diversity was not an issue2)Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through adifference in national cultures and could typically be subsumed under a relatively fixed numberof invariable and distinct characteristics.3)Cultural diversity was an asset and expressions of culture had to be observed in the situationand could not simply be derived from prior understandings of cultural differences.A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural di-versity and preferred a differentiated and analytical approach to leading their teams.We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintain-ing a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences. 3Our study suggeststhat the way global team members perceive culture, based on dominant societal dis-courses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practicesand dynamics of the global team. We con-clude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.
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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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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, julio de 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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Guyana and the IDB: Partners for Progress. Inter-American Development Bank, agosto de 2010. http://dx.doi.org/10.18235/0005966.

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This document provides a sample of the extensive work that analyzes what Guyana and the IDB have done together. Divided into three main sections, this publication investigates the main development activities and results since 1977, with an emphasis on the last 10 years. First, the publication reviews the country's development history and analyzes the instruments the IDB used to support it. The document then explores the contributions of the Guyana-IDB partnership in unlocking development bottlenecks across different areas, including (1) infrastructure; (2) state reform, competitiveness, and private sector development; and (3) social sectors. Last, the publication looks toward the second decade of the 21st century, considering the appropriate strategy for Guyana's progression and the complementary role the IDB must play to remain relevant in this development journey.
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