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Artigos de revistas sobre o tema "Evangelistic work – 21st century"

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Publicado: 26 de julho de 2024

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1

Cai, Ellen Xiang-Yu. "The Itinerant Preaching of Three Hoklo Evangelists in Mid-Nineteenth Century Hong Kong". Itinerario 33, n.º 3 (novembro 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 (março 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 fevereiro 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 fevereiro 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 maio 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 e 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 outubro de 2012): 23–24. http://dx.doi.org/10.2118/0312-023-twa.

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

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9

Sheldon, Brian. "Social Work Practice in the 21st Century". Research on Social Work Practice 8, n.º 5 (setembro 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 (julho de 2004): 407–24. http://dx.doi.org/10.1177/0020872804043973.

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Gardner, M. Catherine, e Jan Robey Marker. "Mobilizing Work Force for the 21st Century". Adult Learning 3, n.º 1 (setembro de 1991): 21–26. http://dx.doi.org/10.1177/104515959100300110.

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PARCEL, TOBY L. "Work and Family in the 21st Century". Work and Occupations 26, n.º 2 (maio de 1999): 264–74. http://dx.doi.org/10.1177/0730888499026002005.

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Iversen, R. R. "Occupational Social Work for the 21st Century". Social Work 43, n.º 6 (1 de novembro de 1998): 551–66. http://dx.doi.org/10.1093/sw/43.6.551.

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Savić, Marinko. "Key competences of 21st century teachers". Univerzitetska misao - casopis za nauku, kulturu i umjetnost, Novi Pazar, n.º 20 (2021): 1–12. http://dx.doi.org/10.5937/univmis2120001s.

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The work of the school, with all the elements that this work implies: educational results, school climate, school culture, encouraging students to develop, etc., largely depends on the teaching staff working in the school. The teacher is, without a doubt, the most important factor in the work of the school. In other words, we can have ideal curricula, impeccable textbooks, optimal conditions, without professional and dedicated teachers there is no quality teaching, and thus no valid results of the educational work. On the other hand, poor curricula, poor quality textbooks and modest working conditions are not a serious obstacle for a professional and ambitious teacher to lead students in a safe way in his / her educational development. The specificity of teaching is that it requires the greatest possible professionalism and expertise, because the responsibility is huge. Teacher work is so complex that mistakes in the work are inevitable, which is why one should not run away from the mistakes but the must reduce them to a minimum and constantly review their actions in order to correct the mistakes. Successful teaching requires knowledge of a wide range of human knowledge (general and vocational education), and at the same time requires impeccable personal characteristics. On the other hand, the teaching work in all its scope, "suffers" as well as complete incompetence and superficiality in the work, because the consequences of such work are usually not visible immediately, but much later. The paper deals with defining and explaining the key competencies of teachers necessary for the successful performance of educational activities in accordance with the needs of students and the challenges of the time in which we live and which is coming.

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NISHIKAWA, SUGIKO. "The SPCK in Defence of Protestant Minorities in Early Eighteenth-Century Europe". Journal of Ecclesiastical History 56, n.º 4 (outubro de 2005): 730–48. http://dx.doi.org/10.1017/s0022046905004306.

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The Society for Promoting Christian Knowledge, the SPCK, has been much discussed as the epitome of Anglican evangelistic zeal and is well known for its dedicated work in the distribution of Christian literature. Whereas the fact that continental Protestants were in regular contact with the SPCK has been noted, few attempts have so far been made to examine SPCK relations with continental Protestants. In fact, the SPCK emerges as more and more concerned with its responsibilities towards its persecuted foreign brethren. Thus it is important to place the SPCK in the context of the Europe-wide Protestant Reformation.

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Odabaşı, Hatice Ferhan, Elif Akyol Emmungil, Elif Atabay e Melkaç Değer Demir. "A Critical Overview of Turkish Research on 21st Century Skills in Education: 2017-2022". Qualitative Inquiry in Education: Theory & Practice 1, n.º 1 (27 de dezembro de 2023): 29–49. http://dx.doi.org/10.59455/qietp.3.

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In the world and in Türkiye, the 21st century skills have occupied a very large place and many studies have been conducted. Although the 21st century skills have emerged with the expectations of the business world, the training of the manpower expected by the business world depends on the education that people receive. This has led to the research on the educational aspect of 21st century skills. While there are many studies on 21st century skills related to education in Türkiye, there is no comprehensive study on 21st century skills associated with education. In this study, the years and purposes of the studies on 21st century skills related to education in Türkiye, the data collection methods used, the 21st century skills that were addressed in the studies, and the results that were reached are analyzed in detail. It is expected that the analysis will shed light on those who work and will work on 21st century skills.

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Snow, Jennifer. "The Christian Home in Missional Transition". Studies in World Christianity 25, n.º 3 (dezembro de 2019): 324–44. http://dx.doi.org/10.3366/swc.2019.0270.

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The Christian Home remains an under-examined aspect of the world Christian historical context. By examining the work of three individuals in this arena, the paper traces the development of Christian Home missiology and its relationship to the development of global ecumenical structures in the mid- to late-twentieth century, focusing on a missional transition from evangelistic (holistic, contextualised, and relationship-driven) to expert (narrowly focused, universalised knowledge and skill-building) models of the Christian Home.

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Mosca, Joseph B., e Steven Pressman. "Unions in the 21st Century". Public Personnel Management 24, n.º 2 (junho de 1995): 159–66. http://dx.doi.org/10.1177/009102609502400205.

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There have been no specific causes as to why declines in unionization have occurred over the past 20 or 30 years. The Bureau of Labor Statistics' Surveys indicate that between 1961 and 1984, a significant number of employees in unions declined to 51 % from 73%. This decline was among production employees within metropolitan areas, and dipped to 12% from 17% for non-supervisory clerical workers. It has been found that declines in union membership can be attributed to employment shifts, and that job change has different affects depending on if the shift entails an employee change. Unions have been fighting to maintain both membership and public approval. Although union approval declined until 1981, people's attitudes toward organized labor never became negative. This study has found that the percentage of the general public that approves of unions has increased recently in many important areas. The key to success of unions in the 21st Century seems to lie in the creation of a cooperative atmosphere between organized labor and management. In order to do so, unions must realize and address issues of importance to the changing work force and give voice to the skill demands of workers, more women in the work force, and the current health care crisis. The 21st Century holds in store for unions an image of reduced health care costs, greater participation by previously unorganized segments of the work force, and better understanding and an adaption to technological changes. All of these things will help corporations keep their costs lower and retain more employees, leading to greater job security, improved relations between labor and management, and more satisfied workers.

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Butler, Robert N. "Message to the 21st Century". International Psychogeriatrics 2, n.º 1 (março de 1990): 9–12. http://dx.doi.org/10.1017/s1041610290000254.

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Since 1955, when I first became involved in the field, there has been much progress in geriatric psychiatry. I would like to add here some general, even philosophic, considerations to this very important discipline; I offer these as a series of messages to keep in mind as we approach the 21st century. While we pursue our specific interests as psychogeriamcians, we must also keep in mind these more general issues and work toward a philosophy of individual and societal aging and longevity, drawing on both Eastern and Western thought.

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Le, Sai Kham, Su Nandar Hlaing e Kyaw Zay Ya. "21st-century competences and learning that Technical and vocational training". Journal of Engineering Researcher and Lecturer 1, n.º 1 (1 de novembro de 2022): 1–6. http://dx.doi.org/10.58712/jerel.v1i1.4.

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The 21st century is characterized by rapid developments in information technology and automation, with many routine and repetitive jobs being replaced by machines, both production and computers. The world of his technical and vocational education curriculum in the 21st century is full of challenges to face. Technical education and vocational education must be able to create learning that is able to make students have the competencies needed by the world of work in the 21st century. Technological developments make changes in economic, social culture and including education. This article aims to examine the competencies needed in the 21st century and how effective learning is for this century. The research was conducted using the literature review method. In the 21st century, the world of work is increasingly complex, graduate students from technical education and vocational education must have learning skills, literacy skills and life skills. Skill competencies taught to students must focus on one particular area, because in the world of work each worker will only do one type of work. Learning in technical and vocational education is recommended to use the application of the project-based learning model. Various research results have found that this model is able to make students have the skills needed in this 21st century.

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Densmore, Kathleen, e Jeremy Rifkin. "Work, Education, and Voluntarism in the 21st Century". Educational Researcher 25, n.º 5 (junho de 1996): 33. http://dx.doi.org/10.2307/1176210.

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22

Smith, Thomas J. "Work Design in the 21st Century - Panel Summary". Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, n.º 12 (julho de 2000): 2–753. http://dx.doi.org/10.1177/154193120004401286.

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This summary outlines major themes introduced during a multiple-session symposium series devoted to the topic of work design in the 21st century. The 6 sessions in the series address the future of work design in relation to: (1) macroergonomic analysis of work systems design; (2) production systems design and automation of work; (3) human factors research needs in internet design; (4) design of education and training; (5) work design and community design; and (6) work in extreme environments. Session chairs participated in a 7th panel session to offer perspectives on the future of work design in relation to session topics. These perspectives are summarized here. The panel co-chair, Michael Wade, also provides a perspective on future trends in the integration of work and recreation. Collectively, the session and panel participants provide a rich body of judgment and opinion regarding the trajectory and evolution of work design in the coming decades, as well as likely reciprocal interactions between changes in work design and transformations in performance of human sociotechnical, organizational and socioeconomic systems.

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Graves, Krisanne, Lene Symes e Sandra K. Cesario. "Light for Nursesʼ Work in the 21st Century". Journal of Nursing Care Quality 29, n.º 3 (2014): 287–94. http://dx.doi.org/10.1097/ncq.0000000000000036.

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Faulk, Karen Ann. "Introduction: Work in Argentina in the 21st Century". Journal of Latin American and Caribbean Anthropology 21, n.º 2 (13 de junho de 2016): 225–30. http://dx.doi.org/10.1111/jlca.12215.

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Kindle, Peter A. "Social Work and Science in the 21st Century". Journal of Evidence-Based Social Work 17, n.º 4 (25 de junho de 2020): 508–10. http://dx.doi.org/10.1080/26408066.2020.1784815.

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Özer, Merve, e Ayşenur Kuloğlu. "The Relationship Between Primary School Teachers’ Perceptions of 21st Century Skills And Digital Literacy Level". Malaysian Online Journal of Educational Technology 11, n.º 3 (25 de julho de 2023): 173–83. http://dx.doi.org/10.52380/mojet.2023.11.3.429.

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In the 21st century, individuals are exposed to technology from the moment they are born. They are expected to master 21st century skills and digital literacy in order to use technology appropriately, safely, and effectively and keep up with the times. The 21st century skills and digital literacy of primary school teachers, who form the basis of individuals' learning and lead them, are of great importance. For this reason, in this study, primary school teachers’ perceptions of 21st century skills proficiency, their digital literacy levels, and the relationship between them were examined. A relational survey model was used. The “21st Century Skills and Competences Scale” and “Digital Literacy Scale” were used in data collection. The results showed that the participants’ 21st century skills proficiency and digital literacy levels were high. No significant difference was found in the 21st century skills proficiency perceptions of the participants with regard to gender or work experience. In addition, a significant difference was found in favor of male participants in digital literacy levels, whereas the digital literacy levels of the participants did not differ by work experience. Furthermore, there was a moderate, positive, and significant relationship between the participants’ perceptions of 21st century skills proficiency and their digital literacy levels. Finally, the results of the simple linear regression analysis, revealed that the digital literacy levels of the participants were an important predictor of 21st century skills.

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Dost, Jeffrey, Edgar Fajardo, Brian Bockelman, Leonardo Hernández-Cano, Caitlin Hung, Naveen Kashyap, Frank Würthwein e Marian Zvada. "Factory Monitoring for the 21st Century". EPJ Web of Conferences 214 (2019): 03038. http://dx.doi.org/10.1051/epjconf/201921403038.

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A key aspect of pilot-based grid operations are the GlideinWMS pilot factories. A proper and efficient use of any central block in the grid infrastructure for operations is inevitable, and GlideinWMS factories are no exception. The monitoring package for the GlideinWMS factory was originally developed when the factories were serving a couple of VOs and tens of sites. Today with the factories serving tens of VOs and hundreds of sites around the globe an update of the monitoring is due. Moreover with the new availability of industry open source storage and graphing packages an opportunity remains open.This work presents the changes made to the factory monitoring to leverage different technologies: Elasticsearch, RabbitMQ, Grafana, and InfluxDB to provide a centralized view of the status and work of several GlideinWMS factories located in different continents around the globe.

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Bočáková, Oľga, e Darina Kubíčková. "Education in the 21st Century". International Journal for Innovation Education and Research 3, n.º 2 (28 de fevereiro de 2015): 160–69. http://dx.doi.org/10.31686/ijier.vol3.iss2.322.

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This paper deals with the issues of education in Slovakia in the 21st century. The focus has been oriented on the system of higher education and on its current problems. At the present time there prevails an opinion that the quality, standard and demands of the university education is decreasing. In our paper we have carried out an empiric research mapping the opinions of employers of university lecturers and individual students of universities with regard to various aspects connected with university education. We have taken into regard the development of system of education after 1989 and the changes connected with it. The aim of the paper is to identify the current problems of higher education in Slovakia. The research question reads: What problems does the university education have at the present time? From the point of view of used methods we have selected work with literature and its analysis and also the questionnaire method. Subsequently we have analysed and evaluated the results of our survey.

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YING, FUK-TSANG. "Evangelist at the Gate: Robert Morrison's Views on Mission". Journal of Ecclesiastical History 63, n.º 2 (15 de março de 2012): 306–30. http://dx.doi.org/10.1017/s0022046910001107.

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The arrival of Robert Morrison in Macau on 4 September 1807 marked the beginning of the nineteenth-century Protestant missionary movement in China. The most familiar and important legacy of Morrison is his translation of the Bible into Chinese and the compilation of A dictionary of the Chinese language. When Morrison concluded his work in 1832, only ten Chinese had been baptised. However, the true measure of his accomplishment is not to be sought in the harvest of souls, but in the foundations that laid for future work. As a pioneer missionary in the nineteenth century, Morrison lived in an alien ‘heathen’ world for twenty-five years. How did he hold on to his evangelistic vision and passion in such an adverse and unfavourable environment? This essay aims to sketch Robert Morrison's views on mission, focusing on the way in which he responded to traditional Chinese culture and religion and the huge political obstacles in early nineteenth-century China.

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Bejan, Cristina, e Arleen Ionescu. "Trauma, Affect, Memory and 21st-Century Poetry". Word and Text - A Journal of Literary Studies and Linguistics 12 (2022) (30 de dezembro de 2022): 151–60. http://dx.doi.org/10.51865/jlsl.2022.11.

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This interview with contemporary poet and historian Cristina A. Bejan, conducted over email, examines several contemporary meanings of 21st-century poetry through a personal lens. The interview starts from Bejan’s academic work and continues with her creative work, focusing on her ‘spoken word’ in the volume Green Horses on the Wall, published in 2020 and translated in Romanian this year. Notions such as memory, trauma, affect that represent the core of Bejan’s poetry are explained by the poet in relation to her poetics.

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Munn, Peter, e Marie Kennedy. "Consultancy work: An option for social work towards the 21st century". Australian Social Work 47, n.º 1 (março de 1994): 11–14. http://dx.doi.org/10.1080/03124079408411114.

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Slate, C. Philip. "Two Features of Irenaeus' Missiology". Missiology: An International Review 23, n.º 4 (outubro de 1995): 431–42. http://dx.doi.org/10.1177/009182969502300404.

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Irenaeus flourished toward the end of the second century as a bishop in Lugdunum (modern Lyons, France). He is important for several reasons, but scholarly interests in Irenaeus have focused chiefly on his place in the history of Christian thought and his churchmanship. Although his mission/evangelistic work is routinely mentioned by church historians, little effort has been made to extract from his apologetical-catechetical writings something of his missiology. As a native of Asia Minor, he engaged in cross-cultural work among the pagan Celtic peoples of southern Gaul. Two aspects of his missiology are probed: cultural adjustment in linguistics and his motivation for the task. Missiologically, he stands as a thoughtful combination of missionary-theologian-churchman.

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Seal, Robert A. "Library spaces in the 21st century". Library Management 36, n.º 8/9 (9 de novembro de 2015): 558–69. http://dx.doi.org/10.1108/lm-11-2014-0136.

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Purpose – Libraries and library professionals face multiple challenges in meeting user needs in the second decade of the new millennium. This is particularly true in academic libraries where students and faculty demand and expect fast, easy, and seamless access to information as well as flexible, comfortable places to work alone as well as collaboratively with colleagues, friends, classmates, and instructors. These same patrons often require the assistance of information specialists to navigate a library’s increasingly large array of online resources. The paper aims to discuss these issues. Design/methodology/approach – This paper provides historical context and reviews recent trends in the area in the area of learning and study spaces in academic libraries. It also cites the successful information commons at the author’s home institution, Loyola University Chicago, examining its first six years of operation and projecting changes in its next half decade. Findings – The past 15 plus years have seen a major shift in philosophy in the USA and in other parts of the globe in terms of the importance of “library as space” in enhancing the role of the college and university library. As a result, academic institutions, at the urging of librarians, have created spaces known as information commons, learning commons, research commons, etc. in response to user needs for access to technology, group work, social interaction, and knowledge creation. Originality/value – The information commons in all its forms has not been static, indeed it has matured, adapting over time to changing technologies, patron needs, and pedagogies.

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Mulyana, Ajeng Tina. "Model Pengembangan Bahan Ajar Bahasa Indonesia sebagai Mata Kuliah Wajib Umum (MKWU) Berbasis Paradigma Pembelajaran Abad Ke-21 pada Aspek Career and Life Skills (CLS)". Jurnal Inovasi Pendidikan MH Thamrin 2, n.º 2 (12 de setembro de 2019): 43–54. http://dx.doi.org/10.37012/jipmht.v2i2.42.

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Preparing students to be skilled in work in the 21st century and able to connect a skill in 21st century teaching/Partnership for Teaching 21st Century Skill (P21) this articulates that students are expected to become successful individual citizens in working in the 21st. The pedagogic goes from traditional core skill to teaching paradigms of the 21st century. This 21st century paradigm is indispensable to ensure that at graduation students must be able to prepare themselves for work and other skills most in demand in the 21st century, namely career and life skills (CLS). This study aims to produce appropriate Indonesian language teaching materials with student learning needs in the 21st century. The research method used is development research (R D). This research will find and develop language teaching materials consisting of aspects of skills; listening, speaking, reading and writing, and linguistic aspects; such as grammar, vocabulary, language awareness, and language for cultural togetherness, and combining career and life skills (CLS) aspects consisting of leadership, initiative, flexibility, accountability, adaptation, social and cross-cultural skills, productivity and efficiency. Conclusion: (i) the content of Indonesian language teaching materials must adjust to the times, (ii) the teaching materials used today still have deficiencies in the aspects of content, and supporting completeness. Research suggestions: (i) teaching materials must be able to provide learning experiences and have an impact on graduates in their careers and lives, (ii) this research can be used as a reference in conducting development research.

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Hans, V. Basil, e Shawna Jill Crasta. "DIGITALIZATION IN THE 21st CENTURY". Journal of Global Economy 15, n.º 1 (2 de abril de 2019): 12–23. http://dx.doi.org/10.1956/jge.v15i1.524.

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World is changing at dizzying speed. The Internet is not only fascinating buy is also rapidly affecting our work and life. How do we prepare students for jobs that have not yet been created, for technologies that have not yet been invented? It has been estimated that our current skill sets would last only â€œthe next decade or twoâ€. Knowledge is no longer limited to set theories or single idea or linear thinking. What is required is the capacity to think across disciplines, connect ideas and â€œconstruct informationâ€. The distinguishing fact from fiction is essential in our digital age and requires, â€œthe capacity of young people to see the world through different perspectives, appreciate different ideas, and be open to different culturesâ€. Information for tomorrow has to be for transformation. Hence â€œlearn, unlearn, and relearnâ€ is the modern mantra of education. In countries like India, where illiteracy and lack of education are still haunting is it possible to achieve digital empowerment and inclusive growth? Is digital disruption cost-effective? How to overcome technophobia? These are some of the research questions that this paper tries to address based on theoretical and empirical data. This paper explores ways and means of digitally empowering marginalised communities living in socio-economic backwardness and poverty. Our finding is that digitalization per se is a complex programme and evolves with the perception and participation of the stakeholders. It suggests blending of technological and human approaches that strengthen the enabling and evaluatory mechanisms of digital empowerment. Keywords: Digitalization, empowerment, growth, India, information

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Rogers, Jackie Krasas, e Catherine Hakim. "Work-Lifestyle Choices in the 21st Century: Preference Theory". Contemporary Sociology 31, n.º 2 (março de 2002): 154. http://dx.doi.org/10.2307/3089487.

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Nydegger, Rudy, e Colby Enides. "The Psychology Of Work: Changes In The 21st Century". International Business & Economics Research Journal (IBER) 16, n.º 3 (30 de junho de 2017): 197–208. http://dx.doi.org/10.19030/iber.v16i3.9993.

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Work is something common to all of humanity and it always has been. Throughout human history there have been many major revolutions in the world of work that have changed how people work and the types of things that they produce. The Agricultural Revolution changed how people produced and used food and changed how and where they lived. Similarly, when humans started producing pottery and metal tools and weapons there were additional changes in work and what kinds of things people did to support and protect themselves. The Industrial Revolution resulted in significant changes in the nature of work, but also where people worked and lived and they kinds of products they were now able to produce. More recently, the Information Revolution has also dramatically changed the nature of work and what people do while at work.This paper will review the nature of work and look at this topic as an important part of the psychology of humans and how work has changed over the centuries and millennia and what it looks like today. By work we mean, “A purposeful activity that is intended to facilitate survival, comfort, protection of the society, and self-fulfillment.” In addition to examining the history and evolution of work, this paper examines the functional nature of work and how that has changed and evolved as well. In addition, the motivational basis of work will be examined and the various reasons why people work will also be explored as well. One of the principal foci of this paper will be a thorough examination of how work is changing in the 21st century and looking at how globalization and technology have changed the world of work and the psychological importance of work today.

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Allan, Blake A., Kelsey L. Autin e Kerrie G. Wilkins-Yel. "Precarious work in the 21st century: A psychological perspective". Journal of Vocational Behavior 126 (abril de 2021): 103491. http://dx.doi.org/10.1016/j.jvb.2020.103491.

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Masuoka, Toshio. "Missionary Work of the 21st Century Science and Technology". FIBER 57, n.º 1 (2001): P.20. http://dx.doi.org/10.2115/fiber.57.p_20.

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Watson, David, e Janice West. "The Report of the 21st Century Social Work Review". Public Policy and Administration 23, n.º 3 (julho de 2008): 302–18. http://dx.doi.org/10.1177/0952076708089978.

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Blunsdon, Betsy. "Book Review: Work-Life Balance in the 21st Century". Journal of Industrial Relations 48, n.º 5 (novembro de 2006): 711–13. http://dx.doi.org/10.1177/0022185606070116.

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Osborne-Leute, Victoria, Marianne Pugatch e Valerie Hruschak. "Social work: Addressing substance use in the 21st century". Substance Abuse 40, n.º 4 (2 de outubro de 2019): 435–40. http://dx.doi.org/10.1080/08897077.2019.1690090.

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Gomez, Louis M., e Kimberley Gomez. "Reading for Learning: Literacy Supports for 21st-Century Work". Phi Delta Kappan 89, n.º 3 (novembro de 2007): 224–28. http://dx.doi.org/10.1177/003172170708900313.

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Wise, Sarah. "Book Review: Work-Life Balance in the 21st Century". Work, Employment and Society 20, n.º 3 (setembro de 2006): 610–11. http://dx.doi.org/10.1177/0950017006066899.

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Romero, Margarida. "Work, Games and Lifelong Learning in the 21st Century". Procedia - Social and Behavioral Sciences 174 (fevereiro de 2015): 115–21. http://dx.doi.org/10.1016/j.sbspro.2015.01.634.

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Hare, Isadora. "Regulating School Social Work Practice into the 21st Century". Children & Schools 18, n.º 4 (outubro de 1996): 250–58. http://dx.doi.org/10.1093/cs/18.4.250.

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Ayala, Jessica, Julie Drolet, Amy Fulton, Jennifer Hewson, Lorraine Letkemann, Myra Baynton, Grace Elliott et al. "RESTRUCTURING SOCIAL WORK FIELD EDUCATION IN 21ST CENTURY CANADA". Canadian Social Work Review 35, n.º 2 (3 de abril de 2019): 45–65. http://dx.doi.org/10.7202/1058479ar.

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Social work field education in Canada is in a state of crisis. For over two decades field education has faced increasing challenges and barriers within neoliberal contexts in higher education and the health and social services sector. These challenges have been magnified by an unprecedented growth in social work education programs and student enrolments, which has increased demand for field placements to an unsustainable level. Although some strategies for restructuring social work field education have been developed, to date little work has been done to formally identify, evaluate, and share information about these strategies across Canadian social work education programs. This article explores the current state of crisis from a solution-focused lens and describes three inter-related strategies to address critical problems with current models, practices, and processes. The strategies are presented as a Sustainability Model for Field Education. The results of a two-year study that sought to identify alternative delivery mechanisms for social work field education and promote sharing of information across social work education programs are discussed. A key recommendation is to restructure and move away from a crisis management approach by implementing strategies for enhancing the sustainability of field education.

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Parrish, Richard. "Lecture 3—Measuring Pharmacy’s Work in the 21st Century". Pharmacy 6, n.º 3 (4 de julho de 2018): 63. http://dx.doi.org/10.3390/pharmacy6030063.

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Puttick, K. "'21st Century Welfare' and the Wage-Work-Welfare Bargain". Industrial Law Journal 41, n.º 1 (1 de março de 2012): 122–31. http://dx.doi.org/10.1093/indlaw/dws007.

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Mudu, Pierpaolo. "Dies-non: refusal of work in the 21st century". Gender, Place & Culture 25, n.º 9 (2 de setembro de 2018): 1329–48. http://dx.doi.org/10.1080/0966369x.2018.1551780.

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