Готові списки джерел за темами / Abstract 21st century

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Добірка наукової літератури з теми "Abstract 21st century"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Abstract 21st century"

HELLER, S. R. "ChemInform Abstract: Chemical Information in the 21st Century." ChemInform 24, no. 17 (August 20, 2010): no. http://dx.doi.org/10.1002/chin.199317312.

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GRYAZNOV, V. M. "ChemInform Abstract: Membrane Catalysts of the 21st Century." ChemInform 26, no. 44 (August 17, 2010): no. http://dx.doi.org/10.1002/chin.199544292.

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HALPERN, D. F. "ChemInform Abstract: Volatile Anesthetics for the 21st Century." ChemInform 26, no. 1 (August 18, 2010): no. http://dx.doi.org/10.1002/chin.199501308.

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AVENT, A. G., P. R. BIRKETT, C. CHRISTIDES, J. D. CRANE, A. D. DARWISH, P. B. HITCHCOCK, H. W. KROTO, et al. "ChemInform Abstract: The Fullerenes - Precursors for 21st Century Materials." ChemInform 25, no. 52 (August 18, 2010): no. http://dx.doi.org/10.1002/chin.199452317.

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Hoffmann, R. W. "ChemInform Abstract: Streamlining Organic Synthesis for the 21st Century." ChemInform 43, no. 41 (September 13, 2012): no. http://dx.doi.org/10.1002/chin.201241229.

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Beardsley, Diana S. "ITP in the 21st Century." Hematology 2006, no. 1 (January 1, 2006): 402–7. http://dx.doi.org/10.1182/asheducation-2006.1.402.

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Abstract Immune (or idiopathic) thrombocytopenic purpura (ITP) is commonly encountered by the practicing hematologist. Clinical management decisions have traditionally been guided by individual training and past experience. Input from the literature has been more from observational reports of case series than from scientific results of hypothesis-driven research. Practice guidelines and several surveys of clinical hematology practice have highlighted important questions in the field, and in the past 5 to 10 years both clinical and laboratory investigations have produced valuable new information. Thrombopoietin levels are normal or only slightly increased in ITP, and stimulation of thrombopoiesis appears to be a promising new therapeutic approach in clinical trials. Chronic, refractory ITP in children or adults remains a challenge for the hematologist. It is this group that has the greatest risk of serious bleeding, particularly among the elderly. The anti-B–cell monoclonal antibody, anti-CD20, has shown benefit in phase I/II clinical trials in patients who had failed a number of previous therapeutic modalities. The standard for clinical research into therapy for ITP has become evidence-based medicine, and more prospective, randomized clinical trials are being completed by multi-institutional study groups.

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Joselyn, Jo Ann, Alik Ismail-Zadeh, Tom Beer, Harsh Gupta, Masaru Kono, Uri Shamir, Michael Sideris, and Kathryn Whaler. "IUGG in the 21st century." History of Geo- and Space Sciences 10, no. 1 (April 16, 2019): 73–95. http://dx.doi.org/10.5194/hgss-10-73-2019.

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Abstract. The International Union of Geodesy and Geophysics (IUGG) has vigorously responded to a number of the natural, scientific, and technological challenges and driving forces that have marked the 21st century thus far. This paper reviews the actions of the Union that were precipitated by disasters caused by natural hazard events, climatic and environmental changes, and important scientific advances, as well as the opportunities to support International Years and other cooperative programs. This period has also given rise to a number of structural changes within the Union. IUGG added an eighth association, the International Association of Cryospheric Sciences, and inaugurated the new categories of affiliate and honorary memberships, introduced new grants, science education, and recognition programs, and formed new Union commissions on climatic and environmental change, data and information, planetary sciences, and a working group on history. Electronic communication was welcomed as a cultural norm. Overall, the development of the scientific landscape in the 21st century and a healthy future for the Union requires emphasis on fundamental Earth and space sciences as well as on transdisciplinary science to resolve urgent problems of society. IUGG will continue to evolve throughout the coming decades in step with the changing world of science and its international organizations, by responding to challenging problems as they arise.

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Lucas, Charles E. "21st Century Approach to Splenic Injury." Panamerican Journal of Trauma, Critical Care & Emergency Surgery 2, no. 3 (2013): 116–25. http://dx.doi.org/10.5005/jp-journals-10030-1072.

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ABSTRACT Recent trends of splenic injury management in the 21st century emphasizes nonoperative treatment in children and adults. The clinician must base his treatment on clinical criteria on hemodynamic stability and associated injuries. The risk of overwhelming post-splenectomy sepsis is very low and should not influence the decision to operate, if the clinical condition demands it. How to cite this article Lucas CE. 21st Century Approach to Splenic Injury. J Trauma Critical Care Emerg Surg 2013;2(3): 116-125.

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Tatsi, Christina, and Konstantinos Panagos. "The violent crime in the 21st century." Social Cohesion and Development 12, no. 1 (February 13, 2018): 73. http://dx.doi.org/10.12681/scad.15946.

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CARAIVAN, LUIZA. "21st Century South African Science Fiction." Gender Studies 13, no. 1 (December 1, 2014): 93–105. http://dx.doi.org/10.1515/genst-2015-0007.

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Abstract The paper analyses some aspects of South African science fiction, starting with its beginnings in the 1920s and focusing on some 21st century writings. Thus Lauren Beukes’ novels Moxyland (2008) and Zoo City (2010) are taken into consideration in order to present new trends in South African literature and the way science fiction has been marked by Apartheid. The second South African science fiction writer whose writings are examined is Henrietta Rose-Innes (with her novel Nineveh, published in 2011) as this consolidates women's presence in the SF world.

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Дисертації з теми "Abstract 21st century"

Merkley, John. "Transitions : multi-media abstract sculpture." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1305451.

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The first objective of this creative project was to create seven Non-figurative, abstract, multi-media (wood, metals, clay, concrete, glass) sculptures that attempted to express some of the feelings experienced during transitions in life. The second objective was to explore the continuum of abstract sculptural art: from art being simply aesthetically stimulating compositions to art that emphasizes meaning or purpose first, and being aesthetically pleasing or stimulating second.
Department of Art

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Farber, Jeffrey W. "Natural interactions : a commentary on our relationship with nature." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1391229.

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The objective of this creative project is to develop a series of paintings in oil on canvas that focus on the issue of mankind's crumbling relationship with the natural world. The paintings will be produced through a process that begins with an intuitive abstract approach and will later develop layered representational imagery. My technique of painting involves initially choosing and mixing colors without regard to the finished painting, allowing the subconscious to determine the direction that the painting will take. Upon completion of the under painting, I begin creating stencils and layering imagery that provoke thought concerning nature and our place in it. This collection of paintings is representative of the process I have developed through a wide variety of influences, and is a means of communicating my concern for the ever dwindling natural environment and our connection to it.
Department of Art

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Heymans, Simone. "Habitual transience : orientation and disorientation within non-places." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013141.

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This mini-thesis is a supporting document to the exhibition titled via: a phenomenological site-specific series of intermedia interventions and installations at the 1820 Settlers National Monument in Grahamstown. This mini-thesis examines ways in which one negotiates the movement of the self and interactions with others within the non-place. Non-places are ‘habitually transient’ spaces for passage, communication and consumption, often viewed from highways, vehicles, hotels, petrol stations, airports and supermarkets. Characteristic of these generic and somewhat homogenous spaces is the paradox of material excess and concurrent psychological lack where a feeling of disorientation and disconnection is established due to the excesses of Supermodernity: excess of the individual, time and space. The non-place is a contested space as it does not hold enough significance to be regarded as a place and yet, despite its banality, is necessary – and in many ways a privilege – in everyday living. I explore the concept of non-places in relation to the intricate notions of space and place, and draw on empirical research as a means to interrogate how one perceives the phenomenological qualities of one’s surroundings. I discuss the implications of the multiplication of the non-place in relation to globalisation, time–space compression, site-specific art and absentmindedness, as theoretical themes which underpin the practical component of my research. In addition, I situate my artistic practice in relation to other contemporary artists dealing with the non-place as a theme, and critically engage with the multi-disciplinary and sensory installations and video pieces of Belgian artist Hans Op de Beeck.

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Messina, Philip. "Establishing 21st Century Expressionisim." 2014. http://scholarworks.gsu.edu/art_design_theses/148.

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Within my thesis I propose to establish the existence of what I call 21st century expressionism. This genre of art is an extension of the movement that began in 20th century post-war America. 21st century expressionists create works that are intended to promote emotional responses within the viewer. “The term ``expressionism'' can be used to describe various art forms but, in its broadest sense, it is used to describe any art that raises subjective feelings above objective observations. Its aim is to reflect the artists’ state of mind rather than the reality of the external world”. Lee Krasner and Tony Smith, represent prime examples of 20th century expressionists and, Etsuko Ishikawa and Beth Cavener Stichter represent artists of 21st century expressionism.

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Coats, Elizabeth. "Organic growth and form in abstract painting." Phd thesis, 2012. http://hdl.handle.net/1885/151306.

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This doctorate explores 'Organic Growth and Form in Abstract Painting', as the focus of my studio-based research, and which has resulted in two significant series of paintings, Organica and Streaming. The accompanying exegesis addresses experiences that are realized within the studio practice, and complements the two series of paintings. In the exegesis I describe the innovative and distinctive painting processes I have developed, and explain my motivation for working this way. I cite the writing of the philosopher of science, Henri Bortoft, in particular his description of 'active' seeing, which I suggest can be understood as a kind of modeling of my processes of making the Organica and Streaming paintings. Key to my research has been an investigation into the work of the early Russian avant-garde artist, musician, theorist and teacher, Mikhail Matyushin, who promoted an 'organic' vision of painting during the early years of modernist experimentation, insisting that perception cannot be separated from the body's inherent connection with nature. I discuss how the artists in the Organic studio, led by Matyushin, tested their sensitivity to perceptual and sensory experience with controlled experiments. Philosophically, they considered their findings to be congenial with the latest scientific discoveries of their time. Although my paintings are constructed very differently from those of Matyushin, my approach to perception and interpretation in painting is in sympathy with his thinking. The constructive and perceptual approach I have taken to both series of paintings has been directly influenced by immersion in natural environments. My exegesis provides a detailed account of this working process: how I work with geometric templates for the coordination of colours, and my systematic approach to their application, leading to uncontrived 'organic' extensions in the detail. I discuss my interest in the implicit knowledge garnered through perception of colours and the connective fabric underlying surface appearances in nature. I argue that these observations are generative resources for painting, and emphasise the fact that our sensory and thinking bodies are also part of nature. - provided by Candidate.

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Cardoso, Leonardo de. "Visual music : an ethnography of an experimental art in Los Angeles." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1228.

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This report focuses on social networks surrounding visual music, a sub-field of audiovisual experimental art in which hearing and seeing intersect, often through the music-oriented manipulation of abstract imagery and audio-visual synchronization. The discussion evolves from my fieldwork in Los Angeles, where I interacted with artists, archivists, publishers, institutions, software developers, and scholars. Taking into account Howard Becker's notion of art world, Pierre Bourdieu's ideas of cultural and economic capitals, and Bruno Latour's actor-network theory, I try to understand how these groups have been trying to establish visual music-networks. Although elements of visual music have been present in various media and artistic trends (color organs, abstract films, VJing-DJing, etc.), the field's history and premises are still little known, in part because the very term 'visual music' is a contested one. Due to its entertainment/cultural industries, Los Angeles is a place where multiple processes of high tech differentiation coexist; since the 1930s the city's technocultural environment (from film production to academic programs on computer animation) has lured artists interested in visual music. Not surprisingly, the city holds the only two institutions directly related to visual music in the country. I navigate through this field by considering some intersections between science, art, and technology.
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Книги з теми "Abstract 21st century"

Er shi yi shi ji Zhongguo xian dai shui mo yi shu jia: Liu Zijian = Chinese artist in the 21st century, Liuzijian. Wuhan Shi: Hubei mei shu chu ban she, 2002.

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Helms, Michael von. Michael von Helms: Painted dialogue. Albuquerque, NM: Fresco Fine Art Publications, 2007.

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Luanne, McKinnon Electra, ed. Michael von Helms: Painted dialogue. Albuquerque, N.M: Fresco Fine Art Publications, 2006.

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Centre national d'art et de culture Georges Pompidou (Paris), ed. Cy Twombly: [exposition, Paris - Centre national d'art et de culture Georges Pompidou, 30 novembre - 24 avril 2017]. Paris: Éditions du Centre Pompidou, 2016.

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Gary, Indiana, ed. To whom it may concern. London: Violette Editions, 2011.

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Calif.) International Catecholamine Symposium (10th 2012 Pacific Grove. Catecholamine research in the 21st century: Abstracts and graphical abstracts, 10th International Catecholamine Symposium, 2012. Amsterdam: Elsevier/AP, Academic Press is an imprint of Elsevier, 2013.

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International Congress of Anthropological and Ethnological Sciences (14th 1998 College of William and Mary). The 21st century: The century of anthropolgy : [program and abstracts] : the 14th International Congress of Anthropological and Ethnological Sciences, July 26-August 1, 1998, hosted by the College of William and Mary. [S.l.]: International Union of Anthropological and Ethnological Sciences, 1998.

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Workshop, on Health and Medicine (2002 University of California Irvine CA). Health and medicine: Challenges for the chemical sciences in the 21st century. Washington, D.C: National Academies Press, 2004.

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Sabaragamuwa University. Internatinal Symposium Secretariat, ed. " The issues and challenges of the 21st century": 10th anniversary International Symposium, 4th-8th July 2006 : abstracts. Belihuloya: Sabaragamuwa University, Internatinal Symposium Secretariat, 2006.

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International Conference on Emerging Population Issues in the Asia-Pacific Region: Challenges for the 21st Century (2006 International Institute for Population Sciences, Mumbai). International Conference on Emerging Population Issues in the Asia-Pacific Region, Challenges for the 21st Century: Programme and abstracts. Mumbai: International Institute for Population Sciences, 2006.

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Частини книг з теми "Abstract 21st century"

Warwick-Booth, Louise, and Simon Rowlands. "Policies for health in the 21st century." In Health promotion: global principles and practice, 75–105. 2nd ed. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245332.0003.

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Abstract This book chapter seeks to: (i) Comment on the state of academic health promotion; (ii) explain the differences between health policy, social policy and health in all policy; (iii) explore the policy process; (iv) introduce key ideas from the policy analysis literature; (v) show how ideology affects policy making; and (vi) discuss the role of advocacy within health promotion.

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Warwick-Booth, Louise, and Simon Rowlands. "Policies for health in the 21st century." In Health promotion: global principles and practice, 75–105. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245332.0075.

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Sauer, Tilman. "Modeling Parallel Transport." In Model and Mathematics: From the 19th to the 21st Century, 203–20. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97833-4_5.

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AbstractIn 1918, the Dutch geometer Jan Arnoldus Schouten used plaster models of standard curved surfaces to illustrate a novel geometric concept of the geodesic transport of reference frames in curved spaces. This paper discusses Schouten’s use of material modeling in the context of an emerging abstract geometric concept of parallel transport.

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Rajandiran, Durgesh. "Singapore’s Teacher Education Model for the 21st Century (TE21)." In Implementing Deeper Learning and 21st Education Reforms, 59–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_3.

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Abstract Singapore introduced the Teacher Education Model for the 21st Century (TE21) in 2009 as a framework to propose a set of 21st century competencies that Singaporean teachers should be equipped with. The introduction of TE21 catalyzed the reform of existing programs and the implementation of new initiatives in initial teacher preparation programs and lifelong teacher professional development. This chapter first examines the local and international driving forces that led to the conceptualization of TE21 since Singapore’s independence. Then, the recommendations of TE21 are scrutinized along with the implementation of two new initiatives in the initial teacher preparation program. The findings are twofold. First, we find that Singapore has extensively performed a comparative review of global 21st century recommendations over four decades to customize an education system for their local context. Second, by synthesizing information sourced from interviews, government documents, and quantitative data, we find that the progress towards developing a cadre of 21st century teachers and producing holistic students in Singapore is largely successful. However, students are found to be at the receiving end of a generational cultural clash between them and their parents’ beliefs about the core of education.

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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade, 465–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.

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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.

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Epple, Moritz. "‘Analogies,’ ‘Interpretations,’ ‘Images,’ ‘Systems,’ and ‘Models’: Some Remarks on the History of Abstract Representation in the Sciences Since the Nineteenth Century." In Model and Mathematics: From the 19th to the 21st Century, 279–307. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97833-4_9.

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Reimers, Fernando M. "In Search of a Twenty-First Century Education Renaissance after a Global Pandemic." In Implementing Deeper Learning and 21st Education Reforms, 1–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_1.

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Abstract The COVID-19 Pandemic renewed interest on the question of what goals should be pursued by schools in a world rapidly changing and uncertain. As education leaders developed strategies to continue to educate during the Pandemic, through alternative education arrangements necessitated by the closure of schools, the question of re-prioritizing curriculum became essential. In addition, the anticipated disruptions and impacts that the Pandemic would cause brought the question of what capacities matter to the fore. This chapter reviews the history of mass education and examines the role of the United Nations and other international organizations advocating for schools to educate the whole child and to cultivate the breath of skills essential to advance individual freedoms and social improvement. The chapter makes the case that the aspiration to cultivate a broad range of competencies is not only necessary to meet the growing demands of civic and economic participation, but also critical to close opportunity gaps. The development of a science of implementation of system level reform to educate the whole child is fundamental to close the growing gap between more ambitious aspirations for schools and the learning opportunities that most children experience and that are at the root of their low levels of knowledge and skills as demonstrated in international comparative assessments. Implementation strategies need to take into account the stage of institutional development of the education system, and align the components and sequence of the reform to the existing capacities and structures, while using the reform to help the system advance towards more complex forms of organization that enable it to achieve more ambitious goals. The chapter makes the case for examining the implementation of large scale reforms in countries at varied stages of educational development in order to overcome the limitations of the current knowledge base that relies excessively on the study of a narrow range of countries at similar levels of development, many of them with stagnant or declining performance of their students in international assessments of knowledge and skills. Effective implementation requires also coherence across the various levels of governance of the education system and good communication and collaboration across a wide spectrum of stakeholders. Such communication can be facilitated by a good theory of mind of how others view reform. A reform can be viewed through five alternative frameworks: cultural, psychological, professional, institutional and political, or through a combination of those, and each reform is based on elements reflecting one or several of those frames. Understanding these frames, can help better understand how others view change, thus facilitating communication and the development of a shared theory of change. The chapter concludes describing the methods of this study and introducing the six large scale reforms examined in the book.

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Borrelli, Arianna. "The Great Yogurt Project: Models and Symmetry Principles in Early Particle Physics." In Model and Mathematics: From the 19th to the 21st Century, 221–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97833-4_6.

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AbstractAccording to the received view of the development of particle physics, mathematics, and more specifically group theory, provided the key which, between the late 1950s and the early 1960s, allowed scientists to achieve both a deeper physical understanding and an empirically successful modeling of particle phenomena. Indeed, a posteriori it has even been suggested that just by looking at diagrams of observed particle properties (see Fig. 1) one could have recognized in them the structures of specific groups (see Fig. 2). However, a closer look at theoretical practices of the 1950s and early 1960s reveals a tension between the employment of advanced mathematical tools and the “modeling” of observation, if the term “model” is understood as a construction allowing for the fitting and predicting of phenomena. As we shall see, the most empirically successful schemes, such as the “Gell-Mann and Nishijima model” or the “eightfold way”, were mathematically very simple, made no use of group-theoretical notions and for quite a time resisted all attempts to transform them into more refined mathematical constructs. Indeed, the theorists who proposed them had little or no interest in abstract approaches to mathematical practice. On the other hand, there were a number of particle theorists who did care about and employ group-theoretical notions, yet not primarily as tools to fit phenomena, but rather as a guide to uncover the fundamental principles of particle interactions. Moreover, these theorists did not regard all groups as epistemically equivalent, and instead clearly preferred those transformations related to space-time invariances over all others. These authors also often made a distinction between purely descriptive “models” and the “theories” they were (unsuccessfully) trying to build and which in their opinion would provide a deeper understanding of nature. Nonetheless, they expected their “theories”, too, to be empirically successful in describing observation, and thus to also function as “models”. In this sense, like their less mathematically-inclined colleagues, they also saw no clear-cut distinction between “modeling” and “theorizing” particle phenomena. In my paper I will discuss the development of these theoretical practices between the 1950s and the early 1960s as examples of the complex relationship between mathematics and the conceptualization of physical phenomena, arguing that, at least in this case, no general statements are possible on the relationship of mathematics and models. At that time, very different mathematical practices coexisted and the epistemic attitudes of physicists towards theoretical constructs could depend both on the assumptions and goals of the individual authors and on the specific mathematical methods and concepts linked to the constructs.

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Islas, Paul Moch, Anne K. Calef, and Cristina Aparicio. "2013 Mexico’s Education Reform: A Multi-dimensional Analysis." In Implementing Deeper Learning and 21st Education Reforms, 79–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_4.

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Abstract The 2013 education reform to Mexico’s education system had two main goals, one explicit, to improve the quality of education and one implicit, to reassert federal authority over the education sector. Beginning with institutional and political mechanisms that introduced evaluations to the teaching profession, the reform sought a shift in Mexican educational culture. This chapter will begin by analyzing Mexico in international and domestic contexts to understand the urgency of the reform. It will then use Reimers (2020b and 2020c) five perspectives on education change to analyze the reform and evaluate the sequence in which it was implemented. The chapter concludes by outlining the results of the reform to date and summarizing the relationship between the five perspectives. Ultimately, we argue that the initial deprioritization of technical aspects, including pedagogical and curricular ones, stymied the cultural shift towards an educational model grounded in twenty-first century competencies that the reform sought. When coupled with a limited political cycle and uneven implementation at a state level, the reform’s sequence left little time for full implementation of its more pedagogical aspects, such as the new education model, and ultimately faced dramatic reprisal from the new presidential administration.

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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms, 129–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.

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Тези доповідей конференцій з теми "Abstract 21st century"

"Performance Measures for the 21st Century [Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4053.

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Aim/Purpose: Contemporary organizations and business models challenge traditional performance measures. Some of these measures may not be relevant, and all of them may not be appropriate for measuring some of the critical factors that organizations should focus on in the current business environment. Background: This research-in-progress examines the relevance of traditional performance measures, and uses an interdisciplinary approach for identifying effective known as well as new measures, which reflect the important issues for contemporary organizations. The issue is examined from multiple perspectives, including financial and cost accounting, operations management, strategy, and social responsibility. Methodology: This research-in-progress is based on mixed methods, which include conceptual theoretical analysis of alternative performance measures, as well as quantitative analysis of secondary data, such as financial statement reports. Contribution: The study is expected to identify the most relevant performance measures that organizations should focus on. Furthermore, it will suggest new performance measures that will reflect contemporary technological developments as well as global social values. Findings: The expected findings are to identify which known performance measures are still relevant and which ones might be misleading, and to suggest new performance measures. Recommendations for Practitioners: The findings of this study may enable organizations improve their performance by measuring the important factors that predict their ongoing success. Recommendation for Researchers: Researchers should consider an interdisciplinary approach for identifying effective performance measures. Impact on Society: Improved performance measures would enable extended value creation by organizations, which would increase the wealth of society at large. Future Research: As new business models emerge, it would be worthwhile to continue the evaluation of the relevance of traditional performance measures, as well as the effectiveness of new ones.

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Nakamura, Yusuke. "Human genome analysis and medicine in the 21st century (abstract only)." In the fourth annual international conference. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/332306.332557.

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Hait, William N. "Abstract IA-12: Oncology drug discovery and development in the 21st century." In Abstracts: First AACR International Conference on Frontiers in Basic Cancer Research--Oct 8–11, 2009; Boston MA. American Association for Cancer Research, 2009. http://dx.doi.org/10.1158/0008-5472.fbcr09-ia-12.

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Fukuda, Shuichi. "What Is Needed for Teamworking in the 21st Century." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-1172.

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Abstract How teamworking would play an important role in the 21st century and what are needed to realize it are discussed in this paper. It is pointed out that for teamworking in the 21st century, the identification and coordination of a strategic goal between different people with different background are the prerequisite for realizing true collaboration. And to share a strategic goal, images will play very important roles so that a methodology toward image based design must be developed and established.

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Thompson, Analise, Fady Chaban, Tony Strathman, and David Gönczi. "Welcome to the 21st Century for Project Managers." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205942-ms.

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Abstract If the O&G industry adopted new mail technology at the same rate it adopts project management technologies, it would still be using the Pony Express. Risk aversion and resistance to change are two of the main reasons for project failure across the industry. The industry still solves problems by throwing a bunch of human resources at the issue. The more people in the room the better the solution will be, right? In the 21st century, project management needs be based on the interaction of technology with human behavior. The objective of this paper is to introduce the industry to project management in the 21st century. In today's ever-changing global economy, the definition of success is just as fluid, and project management must be agile enough to deal with this. Finding something that works and then sticking to it for decades will no longer suffice. Modern technology companies take a unique approach to major project management which continually polls for changes and empowers individual employees to use their own best judgement while maintaining coordination with their fellows. An examination of this approach can provide helpful insight into optimizing the use of available resources, human or otherwise. Today's top technologies make it easy for individual team members to continuously update and record the progression of the project, and helps employees work toward better solutions rather than limiting themselves to the original requirements and company protocol. Employees are empowered to look for solutions, think out of the box and outside of what is currently available in-house. In the 21st century, the solution to problems is not a complex spreadsheet shared on SharePoint, it's an elegant integration of technology that optimizes human performance as shown in this case study.

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Rothman, Johanna. "Metrics and Software Project Management for the 21st Century." In ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium collocated with the ASME 1995 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/edm1995-0850.

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Abstract There is general agreement among the experts and practitioners that a crisis exists in Software Engineering. This crisis is in the area of software quality and schedules. How do we better predict product development progress on an ongoing basis? The quick answer is that all project managers need to know these things: • What are the requirements for functionality, cost, and schedule? • Do I have sufficient resources to meet those requirements? • Am I on target to meet those requirements? These questions are particularly critical for companies who produce complex software, such as real-time or process control products. There are ways to ensure that the requirements of schedule, functionality, and cost are met during project development. This paper will discuss project management activities, possible development process, and predictive measurements for project tracking and prediction for complex software products.

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Koenig, Daniel T. "The Role of the Engineer in 21st Century Industry." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/ts-23401.

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Abstract 1. What you think of as the traditional role of the engineer in Industry no longer exists. 2. Engineers no longer occupy purely technical positions. 3. There are more engineers in traditionally nontechnical positions than in structured Design, Mfg. Engineering, and R&D positions. 4. These facts are not discipline specific, but true across the board for all types of Engineering. 5. This means that how we prepare engineers for their first jobs and how we continue to learn, or as Dick Golstein says, how we engage in life long learning is undergoing radical change. 6. The fact is engineers in industry are pragmatic technically trained business persons, not technologists or scientist and we need to recognize that basic truth. 7. Now, with this as the state of the engineers position in industry, I’d like to discuss the changing nature of the strategy of operations that the engineer has to contend with and the education needs to support that strategy.

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Dong, Janet, and Janak Dave. "Experiential Learning for Engineering Technology Students in 21st Century." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37457.

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Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. This model shows how theory, concrete experience, reflection and active experimentation can be brought together to produce richer learning than any of these elements can on its own. The College of Engineering and Applied Science did not implement the Kolb model fully due to insufficient resources. Therefore, only the first two of the four stages were used. Many avenues of concrete experiential learning exist for the students in the engineering technology programs at the University of Cincinnati, such as co-op, service learning, global study programs, field projects, academic research, etc. This paper gives a description of the experiential learning of students at the University of Cincinnati in the areas of global study, honors program and undergraduate research. Two faculty members in Mechanical Engineering Technology from the College of Engineering and Applied Science were involved in these experiences. Their experiences, along with student reflections, are discussed in the paper.

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Detiveaux, Joey, and Jack Stanford. "A Revolutionary Advanced Displacement System for the Challenges in the 21st Century." In SPE Annual Technical Conference and Exhibition. SPE, 2022. http://dx.doi.org/10.2118/210471-ms.

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Abstract Following the 2010 Macondo Prospect oil spill in the Gulf of Mexico, the more stringent regulations for offshore oil and gas operations required an entirely new approach to wellbore cleanout ahead of the completion phase. With all previous practices and chemistries effectively ended, the task was to develop a new, reliable, sufficiently dense, environmentally friendly, clear-brine displacement system that would address the challenges of cleaning out aqueous- and non-aqueous-based drilling fluids as well as perform in the elevated pressures and temperatures of ultra-deepwater operations in the Gulf of Mexico, Brazil, and West Africa.

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Worster, Shawn. "Waste to Energy in the 21st Century: Getting New Projects/Expansions off the Ground — Key Ingredients to a Successful Action Plan (Abstract)." In 13th Annual North American Waste-to-Energy Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/nawtec13-3147.

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These are critical times for users and vendors of waste-to energy technologies in the US. Many of the existing long term contracts entered into during the early to mid 80’s are nearing their end. Communities are facing the need to decide what to do with that portion of their waste stream remaining after they reduce, reuse and recycle. That effort includes determining the role that waste-to-energy will play in their 21st Century integrated solid waste management program and the nature of the contractual relationships that will define how it is managed.

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