Michael A. Carrier
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780195342581
- eISBN:
- 9780199867035
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195342581.003.0001
- Subject:
- Law, Intellectual Property, IT, and Media Law
This chapter focuses on innovation. It begins by defining innovation and describing its stages and subjects. It then examines factors that affect innovation such as government funding, education, and ...
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This chapter focuses on innovation. It begins by defining innovation and describing its stages and subjects. It then examines factors that affect innovation such as government funding, education, and tax policy. It offers examples of innovation, reveals different types, and highlights the difficulties of measuring it. The chapter concludes by surveying the literature that explores the link between innovation and economic growth.Less
This chapter focuses on innovation. It begins by defining innovation and describing its stages and subjects. It then examines factors that affect innovation such as government funding, education, and tax policy. It offers examples of innovation, reveals different types, and highlights the difficulties of measuring it. The chapter concludes by surveying the literature that explores the link between innovation and economic growth.
Delia Davin and Barbara Harriss-White (eds)
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780197265673
- eISBN:
- 9780191771903
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265673.001.0001
- Subject:
- Society and Culture, Asian Studies
China and India, the world’s most populous countries, have rapidly developing economies that are shaping world politics in the 21st century. They are often compared in terms of lagged outcomes and ...
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China and India, the world’s most populous countries, have rapidly developing economies that are shaping world politics in the 21st century. They are often compared in terms of lagged outcomes and contrasted trajectories. The present volume aims to examine more closely their commonalities as well as differences. In sections covering domestic economy, international economy, demography, migration and labour, and the environment, paired chapters examine each country. Probing behind the obvious contrasts, the essays disclose important ways in which the two countries are alike in facing the problems produced in large, formerly agrarian societies by rapid economic development and interaction with the global economy.Less
China and India, the world’s most populous countries, have rapidly developing economies that are shaping world politics in the 21st century. They are often compared in terms of lagged outcomes and contrasted trajectories. The present volume aims to examine more closely their commonalities as well as differences. In sections covering domestic economy, international economy, demography, migration and labour, and the environment, paired chapters examine each country. Probing behind the obvious contrasts, the essays disclose important ways in which the two countries are alike in facing the problems produced in large, formerly agrarian societies by rapid economic development and interaction with the global economy.
Mia de Kuijper
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195171631
- eISBN:
- 9780199871353
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195171631.003.0017
- Subject:
- Economics and Finance, Macro- and Monetary Economics
Chapter 16 contains the operating instructions for implementation of the second of the Four Rules
Chapter 16 contains the operating instructions for implementation of the second of the Four Rules
Mia de Kuijper
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195171631
- eISBN:
- 9780199871353
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195171631.003.0009
- Subject:
- Economics and Finance, Macro- and Monetary Economics
A nexus of focused companies glued together by power relationships will replace vertical integration as the prevailing archetype for the firm. This chapter proposes a new theory of the firm and a new ...
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A nexus of focused companies glued together by power relationships will replace vertical integration as the prevailing archetype for the firm. This chapter proposes a new theory of the firm and a new approach to industrial organization that is more comprehensive than that of previous authors. The chapter reviews previous research, e.g., Limits of the Organization by Kenneth Arrow; Markets and Hierarchies by Oliver Williamson; Co-opetition by B. Nalebuff.Less
A nexus of focused companies glued together by power relationships will replace vertical integration as the prevailing archetype for the firm. This chapter proposes a new theory of the firm and a new approach to industrial organization that is more comprehensive than that of previous authors. The chapter reviews previous research, e.g., Limits of the Organization by Kenneth Arrow; Markets and Hierarchies by Oliver Williamson; Co-opetition by B. Nalebuff.
Martin Halliwell and Catherine Morley
- Published in print:
- 2008
- Published Online:
- September 2012
- ISBN:
- 9780748626014
- eISBN:
- 9780748670673
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748626014.003.0001
- Subject:
- Society and Culture, Cultural Studies
The introduction traces the changing patterns of American thought and culture in its transition into the early twenty-first century, looking particularly at two perceived turning points: the ...
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The introduction traces the changing patterns of American thought and culture in its transition into the early twenty-first century, looking particularly at two perceived turning points: the political swing back towards the right represented by the election of George W. Bush in November 2000 and the attacks of 11 September 2001. Considering whether the early events of the new century represented a rupture or continuity with the closing years of the twentieth century, the authors, Martin Halliwell and Catherine Morley, go on to discuss ideas of nationhood, the transnational, and the ideological and geographical reconfiguration of the United States with reference to historical figures like Randolph Bourne and contemporary commentators such as Janice Radway, Thomas Friedman and Samuel Huntington. All eighteen of the contributing chapters are introduced in overview in order to remap the United States in the early century and to reassess the nation’s place within world affairs.Less
The introduction traces the changing patterns of American thought and culture in its transition into the early twenty-first century, looking particularly at two perceived turning points: the political swing back towards the right represented by the election of George W. Bush in November 2000 and the attacks of 11 September 2001. Considering whether the early events of the new century represented a rupture or continuity with the closing years of the twentieth century, the authors, Martin Halliwell and Catherine Morley, go on to discuss ideas of nationhood, the transnational, and the ideological and geographical reconfiguration of the United States with reference to historical figures like Randolph Bourne and contemporary commentators such as Janice Radway, Thomas Friedman and Samuel Huntington. All eighteen of the contributing chapters are introduced in overview in order to remap the United States in the early century and to reassess the nation’s place within world affairs.
Ruth Cruickshank
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780199571758
- eISBN:
- 9780191721793
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199571758.003.0007
- Subject:
- Literature, 20th-century Literature and Modernism, European Literature
Noting their prescience regarding 9/11 and the 21st‐century crisis of global capitalism, the Conclusion shows how the texts analysed afford critical purchase on the global market, and on French ...
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Noting their prescience regarding 9/11 and the 21st‐century crisis of global capitalism, the Conclusion shows how the texts analysed afford critical purchase on the global market, and on French co‐implication in it. It argues that by exploring the enduring potential of the turning point, Angot, Echenoz, Houellebecq, and Redonnet evidence an implicit commitment to literary agency. The conclusion then identifies how these writers intersect and diverge in reflecting, perpetuating, and challenging the misogyny and symbolic violence of the mass media and global market. Fin de millénaire prose fiction is established as both problematic and problematizing, inviting and begging the question of how literature may challenge dominant discourses and represent or shape the future. The aesthetics of crisis of fin de millénaire prose fictions, then, demonstrate both the need to intervene in political and ethical questions and the enduring agency — critical and creative—of literature.Less
Noting their prescience regarding 9/11 and the 21st‐century crisis of global capitalism, the Conclusion shows how the texts analysed afford critical purchase on the global market, and on French co‐implication in it. It argues that by exploring the enduring potential of the turning point, Angot, Echenoz, Houellebecq, and Redonnet evidence an implicit commitment to literary agency. The conclusion then identifies how these writers intersect and diverge in reflecting, perpetuating, and challenging the misogyny and symbolic violence of the mass media and global market. Fin de millénaire prose fiction is established as both problematic and problematizing, inviting and begging the question of how literature may challenge dominant discourses and represent or shape the future. The aesthetics of crisis of fin de millénaire prose fictions, then, demonstrate both the need to intervene in political and ethical questions and the enduring agency — critical and creative—of literature.
Jeffrey P. Koplan and Stephen B. Thacker
- Published in print:
- 2006
- Published Online:
- September 2009
- ISBN:
- 9780195150698
- eISBN:
- 9780199865185
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195150698.003.22
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
In the 21st century, trends in demographics, climate, globalization, and technology will alter the social fabric of the United States and the world with tremendous implications for health. To ...
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In the 21st century, trends in demographics, climate, globalization, and technology will alter the social fabric of the United States and the world with tremendous implications for health. To position the nation for the century ahead, the country's medical, scientific, and public health leaders must devote attention and resources to at least ten tasks: 1) develop a rational and equitable approach to public health and clinical care; 2) eliminate health disparities among racial and ethnic populations; 3) focus on child development; 4) meet demands of an aging population; 5) modify lifestyles including eating and physical activity; 6) protect the environment; 7) respond to emerging infectious pathogens; 8) promote mental health; 9) prevent violence; and 10) harness new science and technology to benefit health. In the 21st century, the causes of morbidity and mortality are likely to change; public health institutions must identify and anticipate these changes through excellent science and effective practice.Less
In the 21st century, trends in demographics, climate, globalization, and technology will alter the social fabric of the United States and the world with tremendous implications for health. To position the nation for the century ahead, the country's medical, scientific, and public health leaders must devote attention and resources to at least ten tasks: 1) develop a rational and equitable approach to public health and clinical care; 2) eliminate health disparities among racial and ethnic populations; 3) focus on child development; 4) meet demands of an aging population; 5) modify lifestyles including eating and physical activity; 6) protect the environment; 7) respond to emerging infectious pathogens; 8) promote mental health; 9) prevent violence; and 10) harness new science and technology to benefit health. In the 21st century, the causes of morbidity and mortality are likely to change; public health institutions must identify and anticipate these changes through excellent science and effective practice.
Edward Zigler, Katherine Marsland, and Heather Lord
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300122336
- eISBN:
- 9780300156263
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300122336.003.0006
- Subject:
- Political Science, American Politics
This chapter examines four types of child care arrangements for preschoolers: full-day child care settings (including centers, family child care providers, relatives, and babysitters); private ...
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This chapter examines four types of child care arrangements for preschoolers: full-day child care settings (including centers, family child care providers, relatives, and babysitters); private preschools; state-funded preschools operating in forty states; and Head Start. It assesses the ability of each type of arrangement to meet the often competing demands of being a service for working parents and being a developmental context for young children. It concludes with policy recommendations to resolve the child care challenges of preschoolers, with specific attention to the potential of the School of the 21st Century program.Less
This chapter examines four types of child care arrangements for preschoolers: full-day child care settings (including centers, family child care providers, relatives, and babysitters); private preschools; state-funded preschools operating in forty states; and Head Start. It assesses the ability of each type of arrangement to meet the often competing demands of being a service for working parents and being a developmental context for young children. It concludes with policy recommendations to resolve the child care challenges of preschoolers, with specific attention to the potential of the School of the 21st Century program.
Carol Acton and Jane Potter
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719090363
- eISBN:
- 9781781708965
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719090363.001.0001
- Subject:
- History, Military History
Working in a World of Hurt uncovers and analyses the range of responses to psychological trauma by male and female medical personnel in wartime in the 20th and early 21st centuries. Until now, ...
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Working in a World of Hurt uncovers and analyses the range of responses to psychological trauma by male and female medical personnel in wartime in the 20th and early 21st centuries. Until now, academic and popular studies have focused on the trauma experienced by soldiers and civilians, saying very little about the mental strain endured by their healers. Acton & Potter seek to understand the subjective experiences of British, American and Canadian doctors, nurses, and other medical workers by studying personal accounts contained in letters, diaries and memoirs, both published and unpublished, and in weblogs. Offering an interdisciplinary understanding across a large chronological sweep of both the medical experience and the literary history of war, Working a World of Hurt demonstrates that while these narratives are testaments to the suffering of combatants, they also bear witness to the trauma of the healers themselves whose responses range from psychological and physical breakdown to stoical resilience and pride in their efforts to assuage the wounds of war.Less
Working in a World of Hurt uncovers and analyses the range of responses to psychological trauma by male and female medical personnel in wartime in the 20th and early 21st centuries. Until now, academic and popular studies have focused on the trauma experienced by soldiers and civilians, saying very little about the mental strain endured by their healers. Acton & Potter seek to understand the subjective experiences of British, American and Canadian doctors, nurses, and other medical workers by studying personal accounts contained in letters, diaries and memoirs, both published and unpublished, and in weblogs. Offering an interdisciplinary understanding across a large chronological sweep of both the medical experience and the literary history of war, Working a World of Hurt demonstrates that while these narratives are testaments to the suffering of combatants, they also bear witness to the trauma of the healers themselves whose responses range from psychological and physical breakdown to stoical resilience and pride in their efforts to assuage the wounds of war.
Jack Martin and Ann-Marie McLellan
- Published in print:
- 2013
- Published Online:
- January 2013
- ISBN:
- 9780199913671
- eISBN:
- 9780199315949
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199913671.003.0008
- Subject:
- Psychology, Social Psychology
This chapter examines how psychological conceptions of selfhood seem to have changed many students during the second half of the twentieth century. Four concerns—referred to as individualism, ...
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This chapter examines how psychological conceptions of selfhood seem to have changed many students during the second half of the twentieth century. Four concerns—referred to as individualism, psychological interiorism (psychologism), reductionism, and manipulation (misleading conceptions and language about the measurement, research, and interventions of educational psychologists during the last half of the twentieth century are considered in depth. It is argued that such heavily psychologized descriptions and practices of the self helped to constitute new ways of being students. An idealized amalgam of these new forms is presented: the “triple E” student (expressive, enterprising, and entitled). This student as now assumed in school curricula and classroom settings is discussed in detail, especially as related to the phenomena of enterprise education and 21st-century skills.Less
This chapter examines how psychological conceptions of selfhood seem to have changed many students during the second half of the twentieth century. Four concerns—referred to as individualism, psychological interiorism (psychologism), reductionism, and manipulation (misleading conceptions and language about the measurement, research, and interventions of educational psychologists during the last half of the twentieth century are considered in depth. It is argued that such heavily psychologized descriptions and practices of the self helped to constitute new ways of being students. An idealized amalgam of these new forms is presented: the “triple E” student (expressive, enterprising, and entitled). This student as now assumed in school curricula and classroom settings is discussed in detail, especially as related to the phenomena of enterprise education and 21st-century skills.
Josh Lerner
- Published in print:
- 2014
- Published Online:
- August 2016
- ISBN:
- 9780801456657
- eISBN:
- 9780801456060
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801456657.003.0001
- Subject:
- Political Science, Democratization
This chapter discusses how US citizens love democracy in theory but hate it in practice. The problem is not with democracy as a concept. In practice, invitations into public life often amount to ...
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This chapter discusses how US citizens love democracy in theory but hate it in practice. The problem is not with democracy as a concept. In practice, invitations into public life often amount to little more than clicking on an online petition. What people need are better opportunities to participate in ways that are personal, effective, and engaging. The chapter explains how democracy is not a static concept. Recently, visionaries have developed new ways to engage the public, including 21st Century Town Meetings, Citizens' Initiative Reviews of ballot measures, and Deliberative Polls that yield more informed public opinions across the globe.Less
This chapter discusses how US citizens love democracy in theory but hate it in practice. The problem is not with democracy as a concept. In practice, invitations into public life often amount to little more than clicking on an online petition. What people need are better opportunities to participate in ways that are personal, effective, and engaging. The chapter explains how democracy is not a static concept. Recently, visionaries have developed new ways to engage the public, including 21st Century Town Meetings, Citizens' Initiative Reviews of ballot measures, and Deliberative Polls that yield more informed public opinions across the globe.
Jamake Highwater
- Published in print:
- 1997
- Published Online:
- October 2011
- ISBN:
- 9780195112054
- eISBN:
- 9780199853083
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195112054.003.0006
- Subject:
- Music, Dance
As the new century starts at the time when dance achieved the rites of the ancient ancestry, something ever new and ever old has emerged. Because of the birth of new innovative ways of dancing, dance ...
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As the new century starts at the time when dance achieved the rites of the ancient ancestry, something ever new and ever old has emerged. Because of the birth of new innovative ways of dancing, dance was still able to win a large, popular audience; a new rebellion began among the young. This was also the time when, some of the most innovative choreographers and artist in the 1980s and 1990s managed to show the junction where inner and outer lives meet. Using dance, music, speech, song, and the visual arts to great theatrical effect, this change begs important questions about the spiritual experiences of African-American artists whose work has always ben highly devoted to the expression of a highly personal religious faith.Less
As the new century starts at the time when dance achieved the rites of the ancient ancestry, something ever new and ever old has emerged. Because of the birth of new innovative ways of dancing, dance was still able to win a large, popular audience; a new rebellion began among the young. This was also the time when, some of the most innovative choreographers and artist in the 1980s and 1990s managed to show the junction where inner and outer lives meet. Using dance, music, speech, song, and the visual arts to great theatrical effect, this change begs important questions about the spiritual experiences of African-American artists whose work has always ben highly devoted to the expression of a highly personal religious faith.
Ryan Whorton, Alex Casillas, Frederick L. Oswald, and Amy Shaw
- Published in print:
- 2017
- Published Online:
- June 2017
- ISBN:
- 9780199373222
- eISBN:
- 9780190675769
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199373222.003.0003
- Subject:
- Psychology, Social Psychology
This chapter is based on the proposition that three major forces, taken together, have fundamentally changed the nature of work in the 21st century. These three forces are technology, the rise of the ...
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This chapter is based on the proposition that three major forces, taken together, have fundamentally changed the nature of work in the 21st century. These three forces are technology, the rise of the service economy, and globalization, and they drive organizations to seek employees who possess what are called 21st century skills. After reviewing the essential features of what generally defines a skill, this chapter focuses on discussing nine 21st century skills centered around these three driving forces: leadership, customer service, teamwork, safety, creativity, critical thinking, metacognition and self-regulation, cross-cultural knowledge and competence, and ethics and integrity. The chapter concludes with implications for education and training of the 21st century workforce.Less
This chapter is based on the proposition that three major forces, taken together, have fundamentally changed the nature of work in the 21st century. These three forces are technology, the rise of the service economy, and globalization, and they drive organizations to seek employees who possess what are called 21st century skills. After reviewing the essential features of what generally defines a skill, this chapter focuses on discussing nine 21st century skills centered around these three driving forces: leadership, customer service, teamwork, safety, creativity, critical thinking, metacognition and self-regulation, cross-cultural knowledge and competence, and ethics and integrity. The chapter concludes with implications for education and training of the 21st century workforce.
Jeremy Burrus, Krista Mattern, Bobby D. Naemi, and Richard D. Roberts
- Published in print:
- 2017
- Published Online:
- June 2017
- ISBN:
- 9780199373222
- eISBN:
- 9780190675769
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199373222.001.0001
- Subject:
- Psychology, Social Psychology
The face of the workforce is rapidly changing. Technological advances mean that jobs previously serving as major drivers of the world’s economy are now fully automated. Furthermore, the ...
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The face of the workforce is rapidly changing. Technological advances mean that jobs previously serving as major drivers of the world’s economy are now fully automated. Furthermore, the automatization of many common work activities means that those currently entering the workforce require a different set of skills than those entering the workforce of the 20th century. As such, there is a need to redefine what it means to be “ready to work.” This has led to a major reboot, with new research, applied, and policy questions: How do we define and measure work readiness? How should we prepare students for the workforce? And how can we bridge gaps between college and workforce readiness? A key to reconsidering workforce readiness is placing greater emphasis on measuring and developing noncognitive or “21st century” skills, such as teamwork, creativity, and persistence, and focusing more attention on fostering activities that engage, prepare, and advance students for the future. This volume brings together some of the world’s cutting-edge workforce readiness researchers from the fields of industrial/organizational, educational, and personality psychology to tackle these disparate issues. It concludes with a summary of what has been learned and a set of recommendations for educators, researchers, and policymakers to move the field forward. These recommendations represent a crucial first step to “building better students,” who will truly be ready to work.Less
The face of the workforce is rapidly changing. Technological advances mean that jobs previously serving as major drivers of the world’s economy are now fully automated. Furthermore, the automatization of many common work activities means that those currently entering the workforce require a different set of skills than those entering the workforce of the 20th century. As such, there is a need to redefine what it means to be “ready to work.” This has led to a major reboot, with new research, applied, and policy questions: How do we define and measure work readiness? How should we prepare students for the workforce? And how can we bridge gaps between college and workforce readiness? A key to reconsidering workforce readiness is placing greater emphasis on measuring and developing noncognitive or “21st century” skills, such as teamwork, creativity, and persistence, and focusing more attention on fostering activities that engage, prepare, and advance students for the future. This volume brings together some of the world’s cutting-edge workforce readiness researchers from the fields of industrial/organizational, educational, and personality psychology to tackle these disparate issues. It concludes with a summary of what has been learned and a set of recommendations for educators, researchers, and policymakers to move the field forward. These recommendations represent a crucial first step to “building better students,” who will truly be ready to work.
Dario Azzellini
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781447327226
- eISBN:
- 9781447327240
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447327226.003.0012
- Subject:
- Political Science, Public Policy
The chapter critically analyses the different efforts in Venezuela to support and build a solidarity, social, popular and communal economy as part of what is defined as goal of a societal ...
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The chapter critically analyses the different efforts in Venezuela to support and build a solidarity, social, popular and communal economy as part of what is defined as goal of a societal transformation toward a so-called ‘21st century socialism.’ It presents different initiatives from below as well as the state’s reaction and initiatives. The range of initiatives and models of collective ownership and production ranges from workers’ participation in state companies to workers’ control and the construction of a communal economy self-managed by the communities based on direct democracy. The chapter also points out the tension between the officially declared policy supporting self-management and workers’ control and the far more contradictory and conflictive reality of the relationship between state and self-management.Less
The chapter critically analyses the different efforts in Venezuela to support and build a solidarity, social, popular and communal economy as part of what is defined as goal of a societal transformation toward a so-called ‘21st century socialism.’ It presents different initiatives from below as well as the state’s reaction and initiatives. The range of initiatives and models of collective ownership and production ranges from workers’ participation in state companies to workers’ control and the construction of a communal economy self-managed by the communities based on direct democracy. The chapter also points out the tension between the officially declared policy supporting self-management and workers’ control and the far more contradictory and conflictive reality of the relationship between state and self-management.
Harry Knoors and Marc Marschark
- Published in print:
- 2015
- Published Online:
- November 2015
- ISBN:
- 9780190215194
- eISBN:
- 9780190254841
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190215194.003.0001
- Subject:
- Psychology, Social Psychology
Deaf students should not be viewed simply as hearing students who cannot hear. Based on reviews of the evidence base, there are weaknesses and gaps in deaf education; educational interventions based ...
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Deaf students should not be viewed simply as hearing students who cannot hear. Based on reviews of the evidence base, there are weaknesses and gaps in deaf education; educational interventions based on solid evidence from research and practice are needed. This chapter discusses globalization and informatization, the ways these forces are changing the world that current and future deaf students will live in, and the consequences for education in general and for deaf students in particular. The discussion is premised on the heterogeneity of deaf learners, the relatively low number of such learners, and the changes that deaf education faces in trying to adapt to changes in the population of deaf learners and the societal context. Despite considerable progress, intensified international collaboration is needed to create a global evidence base for successful education of deaf students in this 21st century.Less
Deaf students should not be viewed simply as hearing students who cannot hear. Based on reviews of the evidence base, there are weaknesses and gaps in deaf education; educational interventions based on solid evidence from research and practice are needed. This chapter discusses globalization and informatization, the ways these forces are changing the world that current and future deaf students will live in, and the consequences for education in general and for deaf students in particular. The discussion is premised on the heterogeneity of deaf learners, the relatively low number of such learners, and the changes that deaf education faces in trying to adapt to changes in the population of deaf learners and the societal context. Despite considerable progress, intensified international collaboration is needed to create a global evidence base for successful education of deaf students in this 21st century.
Edward F. Zigler, Jim Hinson, and Jennifer Walker
- Published in print:
- 2014
- Published Online:
- June 2014
- ISBN:
- 9780199897841
- eISBN:
- 9780190217686
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199897841.003.0009
- Subject:
- Psychology, Developmental Psychology
Chapter 9 details how the Independence School District helps special needs children and children dealing with trauma and, also, how the District addresses post-annexation student population grown in ...
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Chapter 9 details how the Independence School District helps special needs children and children dealing with trauma and, also, how the District addresses post-annexation student population grown in Western Independence neighborhoods. It reveals how the District aligns programming so that any child in early education receives the same level of care, the same level of instruction and availability of services, regardless of situation or school location. Importantly, this final chapter summarizes major School of the 21st Century concepts revealed in previous chapters and related lessons learned. Dr. Hinson explains why, in his opinion, the Independence community today relies on the District for civic leadership. He asserts “It is our duty to provide that leadership by implementing the best programs and services that we can offer while utilizing the best resources we can find to do so, always motivated by our desires to cultivate our school children’s personal growth and success.”Less
Chapter 9 details how the Independence School District helps special needs children and children dealing with trauma and, also, how the District addresses post-annexation student population grown in Western Independence neighborhoods. It reveals how the District aligns programming so that any child in early education receives the same level of care, the same level of instruction and availability of services, regardless of situation or school location. Importantly, this final chapter summarizes major School of the 21st Century concepts revealed in previous chapters and related lessons learned. Dr. Hinson explains why, in his opinion, the Independence community today relies on the District for civic leadership. He asserts “It is our duty to provide that leadership by implementing the best programs and services that we can offer while utilizing the best resources we can find to do so, always motivated by our desires to cultivate our school children’s personal growth and success.”
Joanne Westwood
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9781447321859
- eISBN:
- 9781447321880
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447321859.003.0007
- Subject:
- Social Work, Research and Evaluation
This chapter explores the ways in which late nineteenth century campaigning organisations publicised the issue of child trafficking. Continuities can be identified in the way the issue of child ...
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This chapter explores the ways in which late nineteenth century campaigning organisations publicised the issue of child trafficking. Continuities can be identified in the way the issue of child trafficking was discussed in the media then, and, as is the case today, with reports of ‘trafficking’ that tend to adopt sensationalist exaggerated tones. Previously melodramatic themes were evidenced in the social purity campaigning activities, serialised style and pseudo-factual story-telling to convey to an unsuspecting public the tragic situations of victims, through emotional appeals and righteous indignation. Similar tactics are characteristic of contemporary child trafficking policy and media discourses.Less
This chapter explores the ways in which late nineteenth century campaigning organisations publicised the issue of child trafficking. Continuities can be identified in the way the issue of child trafficking was discussed in the media then, and, as is the case today, with reports of ‘trafficking’ that tend to adopt sensationalist exaggerated tones. Previously melodramatic themes were evidenced in the social purity campaigning activities, serialised style and pseudo-factual story-telling to convey to an unsuspecting public the tragic situations of victims, through emotional appeals and righteous indignation. Similar tactics are characteristic of contemporary child trafficking policy and media discourses.
Robert J. Thompson
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780199969784
- eISBN:
- 9780199395538
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199969784.003.0001
- Subject:
- Psychology, Social Psychology
In response to the callfor a reconsideration of the purposes of higher education, this chapter argues that responsiveness to societal needs is one source of guidance for formulating an institution’s ...
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In response to the callfor a reconsideration of the purposes of higher education, this chapter argues that responsiveness to societal needs is one source of guidance for formulating an institution’s purposes. It is also argued that the major societal needs of the 21st century are for individuals who have the intellectual and personal capabilities to constructively engage political, ethnic, and religious differences. Meeting these societal needs requires a transformation in both the purposes and practices of higher education. The current need for transformation is situated in the context of previous transformations in higher education, including secularization, post-secularization, the move to general education, and recent efforts to reform undergraduate education, particularly at research universitiesLess
In response to the callfor a reconsideration of the purposes of higher education, this chapter argues that responsiveness to societal needs is one source of guidance for formulating an institution’s purposes. It is also argued that the major societal needs of the 21st century are for individuals who have the intellectual and personal capabilities to constructively engage political, ethnic, and religious differences. Meeting these societal needs requires a transformation in both the purposes and practices of higher education. The current need for transformation is situated in the context of previous transformations in higher education, including secularization, post-secularization, the move to general education, and recent efforts to reform undergraduate education, particularly at research universities
Casey Clabough
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780813041735
- eISBN:
- 9780813043944
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813041735.003.0006
- Subject:
- Literature, 20th-century and Contemporary Literature
This chapter functions as a concluding microcosm—a subregion, if you will—of this section on region and place. In addition to bringing to light some deserving 21st century writers this book otherwise ...
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This chapter functions as a concluding microcosm—a subregion, if you will—of this section on region and place. In addition to bringing to light some deserving 21st century writers this book otherwise would not address, the compressed book review format of these pieces forces my interpretive hand in places, demanding I make judgments and declarations which likely would remain more nuanced and considered in the more leisurely, extended essay context. Each review also reflects, to varying extents, the literary landscape during the particular year in which its book appeared.Less
This chapter functions as a concluding microcosm—a subregion, if you will—of this section on region and place. In addition to bringing to light some deserving 21st century writers this book otherwise would not address, the compressed book review format of these pieces forces my interpretive hand in places, demanding I make judgments and declarations which likely would remain more nuanced and considered in the more leisurely, extended essay context. Each review also reflects, to varying extents, the literary landscape during the particular year in which its book appeared.
