The need to develop 21st-century competencies has received global recognition, but instructional methods have not been reformed to include the teaching of these skills. Multiple frameworks include creativity, critical thinking, communication, and collaboration as the foundational competencies. Complexities of planning curriculum and delivering instruction to develop the foundational competencies requires professional training. However, despite training, instructional practice can be impacted by barriers caused by personal views of teachers, economic constraints, access to resources, social challenges, pandemic, overwhelming pace of global shifts, and other influences. With digitalization entering the field of education, it is unclear if technology has helped in removing or eliminating the barriers or has, itself, become another obstruction in integrating the competencies. Gaining an educator's perspective is essential to understanding the barriers as well as solutions to mitigate the impediments through innovative instructional methods being practiced across the globe via digital or non-digital platforms. The need for original contributions from educators exists in this area of barriers to 21st-century education and the role of digitalization. The Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization discusses teaching the 21st-century competencies, namely critical thinking, creativity, collaboration, and communication. This book presents both the problems or gaps causing barriers and brings forth practical solutions, digital and non-digital, to meet the educational shifts. The chapters will determine the specific barriers that exist, whether political, social, economic, or technological, to integrating competencies and the methods or strategies that can eliminate these barriers through compatible instructional approaches. Additionally, the chapters provide knowledge on the impacts of digitalization in general on teaching and learning and how digital innovations are either beneficial to removing impediments for students or rather causing obstructions in integrating the four competencies. This book is ideally intended for educators and administrators working directly with students, educational researchers, educational software developers, policymakers, teachers, practitioners, and students interested in how 21st-century competencies can be taught while facing the impacts of digitalization on education.

This issue of Psychiatric Clinics, guest edited by Dr. Jay Shore, will explore the topic of Integrating Technology into 21st Century Psychiatry, including discussion of telemedicine, social media, and other technologies. This issue is one of four issues each year selected by our series Consulting Editor, Dr. Harsh Trivedi. Topics covered in this volume will include: Review and implementation of self-help and automated tools in mental health care; Managing establishment of patient-provider relationship across modalities and regulatory environments; Establishing Telemental Heath Services from conceptualization to powering up; Assessing cognition outside of the clinic; Clinical lesson from virtual house calls in mental health; Patient portals and electronic health record-based capture of patient-reported outcomes in mental health settings; A history and review of interactive computerized mental health programs; Child and Adolescent Telepsychiatry Education and Training; Intended and Unintended Consequence in the Digital Age of Psychiatry; Recommendations for utilizing Clinical Video Teleconferencing (CVT) with patients at high-risk for suicide, among other topics.

Seminar paper from the year 2009 in the subject Film Science, grade: 1,7, Free University of Berlin (John-F.-Kennedy-Institut), language: English, abstract: The Original Series (hereafter TOS) of Star Trek, created by Gene Roddenberry, has been around for a whopping 43 years now. Despite a lack of initial success, TOS had four other series following it as well as now eleven feature films. TOS was the corner stone of the Star Trek universe. The interest behind this paper is the political and ideological subtext of Star Trek in 2009, as well as the commercial grounds behind it. Wasn't Star Trek dead after Kirk died and fewer and fewer people watched the adventures of Capt. Picard's crew on the big screen3? What makes this American utopian science fiction so appealing to audiences throughout the world? Why is it necessary to adapt and reinvent a brand from the sixties? How did they do it and what changed the original vision and concept from Gene Roddenberry over time? Star Trek has always incorporated traditional American key conceptual values and myths. How does that translate into the 21st century? How can audiences, new to the concept of Star Trek, relate to it while at the same time getting the entire exposition needed to emotionally partake in this universe? To answer at least some of these questions, I will give a short summary on the history of the franchise and narrative, as well as the mythological and genre implications. Later the plot of Star Trek will be laid out briefly as I analyze, in a more detailed manner, several aspects and narrative devices of the film in regard to its 1960s predecessor. Unfortunately the analysis of the new Star Trek movie will have to be without the original script written by Robert Orci and Alex Kurtzman, which is still not available, neither online nor elsewhere. Apart from that, it can be stated that the film was crafted very much after the final script version since the WGA went on strike right after the script was finished in

DIVFrom the former president of one of America's leading universities comes a comprehensive analysis of the challenges and opportunities facing higher education in America as we enter the twenty-first century. In A University for the Twenty-first Century, James J. Duderstadt discusses the array of powerful economic, social, and technological forces that are driving the rapid and profound change in American social institutions and universities in particular. /divDIVChange has always characterized the university as it has sought to preserve and propagate the intellectual achievements, the cultures, and the values of our civilization. However, the capacity of the university to change, through a process characterized by reflection, reaction, and consensus, simply may not be sufficient to allow the university to control its own destiny. Not only will social and technical change be a challenge to the American university, Duderstadt says, it will be the watchword for the years ahead. And with change will come unprecedented opportunities for those universities with the vision, the wisdom, and the courage to lead in the twenty-first century. The real question raised by this book is not whether higher education will be transformed, but rather how . . . and by whom. /divDIVJames J. Duderstadt is President Emeritus and University Professor of Science and Engineering, University of Michigan. /div

This is a theoretical and practical guide on how to undertake and navigate advanced research in the arts, humanities and social sciences.

One of America's greatest challenges is to reverse the steep decline of the intellectual performance of its young men. The dramatic increase in violent acts and the downward spiral of high stakes testing in our schools has confirmed that many of our young men have lost hope or simply given up. Reconnecting, Redirecting, and Redefining 21st Century Males identifies the physical, emotional, and psychological adjustments many boys have been forced to navigate alone during their most vulnerable, formative years and provides adjustments that adults must make to assist them in these transitions.

Discover how award-winning schools advance students′ learning through technology! How can a school best use technology for teaching and learning? This inspiring book profiles eight visionary schools that are achievers in how they approach technology. In this companion to Leading 21st Century Schools, Lynne Schrum and Barbara Levin offer insights direct from principals, teachers, superintendents, and others involved in implementing technology in K-12 environments. Readers will find a step-by-step guide to building a 21st century school, complete with resource directories and study group questions. This book will provide evidence-based strategies for: Becoming a school culture that embraces technology and 21st century skills Creating a 21st century classroom, including new instructional approaches and professional development opportunities Selecting the right technology plan, infrastructure, and devices for your school Managing costs through funding and budget strategies Measuring progress through effective use of data Learn from 21st century schools in action and develop your own path to integrating technology within your school! "If I were a leader moving my school or district toward a digital age environment, I would want two things: a conversation with people who had done it to learn what worked and what didn′t, and a real review of the literature. This book supplies a deep dose of both. Even a brief dive offers nuggets of applicable information for leaders." —Hall Davidson, Senior Director of Global Learning Initiatives Discovery Education "Schrum and Levin not only look at the growing research, but look deeply at successful schools that are utilizing 21st century tools and what factors influence their success. This book contributes significantly to the necessary skills of tomorrow′s leaders." —Chip Kimball, Superintendent Lake Washington School District

From teen dating to public displays of affection, from the "fishing girls" and "big moneys" that wander discos in search of romance to the changing shape of sex in the Chinese city, this is a book like no other. James Farrer immerses himself in the vibrant nightlife of Shanghai, draws on individual and group interviews with Chinese youth, as well as recent changes in popular media, and considers how sexual culture has changed in China since its shift to a more market-based economy. More and more men and women in China these days are having sex before marriage, creating a new youth sex culture based on romance, leisure, and free choice. The Chinese themselves describe these changes as an "opening up" in response to foreign influences and increased Westernization. Farrer explores these changes by tracing the basic elements in talk about sex and sexuality in Shanghai. He then shows how Chinese youth act out the sometimes-contradictory meanings of sex in the new market society. For Farrer, sexuality is a lens through which we can see how China imagines and understands itself in the wake of increased globalization. Through personal storytelling, neighborhood gossip, and games of seduction, young men and women in Shanghai balance pragmatism with romance, lust with love, and seriousness with play, collectively constructing and individually coping with a new culture based on market principles. With its provocative glimpse into the sex lives of young Chinese, then, Opening Up offers something even greater: a thoughtful consideration of China as it continues to develop into an economic superpower.

Placing the UK in a global context, this book engages with the emerging international debate on the future of education in the 21st century. It examines the post-pandemic paradigm shift in educational practice in countries around the world and presents international case studies of emerging future practice. However, while it embraces the global context and the mega-forces therein, it is specifically focused on the challenges for education in England today and the potential strategies for moving forward to the all-inclusive, personalised, smarter and lifelong learning needed for tomorrow. In doing so, it explores how the new curriculum models, new approaches to pedagogy and new educational technology, such as AI and even robotics, might help to transform education in England, help “level-up” learning and help younger generations cope not only with the future as we know it but also the future that we don’t. This book will appeal to policymakers, students and scholars interested in the sociology of education, education policy, international education, international development and future studies, as well as those with a general interest in Education in the future.