Science.gov

Sample records for 21st century aviation

  1. Aviation Security Force Assistance: A 21st Century Imperative

    DTIC Science & Technology

    2012-03-22

    narrative to address the “irregular” challenges proliferating into the 21st century. Much of the focus was directly related to building the capacity of...a holistic narrative for AvSFA, has developed a different perspective on their roles and missions relative to aviation in SFA. The Joint Force as a...mission with the Honduran Air Force in January and February 2012, exercised the comprehensive components of nascent Air Force general purpose forces

  2. Revolutionary Propulsion Systems for 21st Century Aviation

    NASA Technical Reports Server (NTRS)

    Sehra, Arun K.; Shin, Jaiwon

    2003-01-01

    The air transportation for the new millennium will require revolutionary solutions to meeting public demand for improving safety, reliability, environmental compatibility, and affordability. NASA's vision for 21st Century Aircraft is to develop propulsion systems that are intelligent, virtually inaudible (outside the airport boundaries), and have near zero harmful emissions (CO2 and Knox). This vision includes intelligent engines that will be capable of adapting to changing internal and external conditions to optimally accomplish the mission with minimal human intervention. The distributed vectored propulsion will replace two to four wing mounted or fuselage mounted engines by a large number of small, mini, or micro engines, and the electric drive propulsion based on fuel cell power will generate electric power, which in turn will drive propulsors to produce the desired thrust. Such a system will completely eliminate the harmful emissions. This paper reviews future propulsion and power concepts that are currently under development at NASA Glenn Research Center.

  3. Novel Propulsion and Power Concepts for 21st Century Aviation

    NASA Technical Reports Server (NTRS)

    Sehra, Arun K.

    2003-01-01

    The air transportation for the new millennium will require revolutionary solutions to meeting public demand for improving safety, reliability, environmental compatibility, and affordability. NASA s vision for 21st Century Aircraft is to develop propulsion systems that are intelligent, virtually inaudible (outside the airport boundaries), and have near zero harmful emissions (CO2 and NO(x)). This vision includes intelligent engines that will be capable of adapting to changing internal and external conditions to optimally accomplish the mission with minimal human intervention. The distributed vectored propulsion will replace two to four wing mounted or fuselage mounted engines by a large number of small, mini, or micro engines. And the electric drive propulsion based on fuel cell power will generate electric power, which in turn will drive propulsors to produce the desired thrust. Such a system will completely eliminate the harmful emissions.

  4. Propulsion and power for 21st century aviation

    NASA Astrophysics Data System (ADS)

    Sehra, Arun K.; Whitlow, Woodrow

    2004-05-01

    Air transportation in the new millennium will require revolutionary solutions to meet public demand for improving safety, reliability, environmental compatibility, and affordability. NASA's vision for 21st century aircraft is to develop propulsion systems that are intelligent, highly efficient, virtually inaudible (outside airport boundaries), and have near zero harmful emissions (CO 2 and NO x). This vision includes intelligent engines capable of adapting to changing internal and external conditions to optimally accomplish missions with either minimal or no human intervention. Distributed vectored propulsion will replace current two to four wing mounted and fuselage mounted engine configurations with a large number of small, mini, or micro engines. Other innovative concepts, such as the pulse detonation engine (PDE), which potentially can replace conventional gas turbine engines, also are reviewed. It is envisioned that a hydrogen economy will drive the propulsion system revolution towards the ultimate goal of silent aircrafts with zero harmful emissions. Finally, it is envisioned that electric drive propulsion based on fuel cell power will generate electric power, which in turn will drive propulsors to produce the desired thrust. This paper reviews future propulsion and power concepts that are under development at the National Aeronautics and Space Administration's (NASA) John H. Glenn Research Center at Lewis Field, Cleveland, Ohio, USA.

  5. 21st Century Scholars

    ERIC Educational Resources Information Center

    Clark, Terrence

    2009-01-01

    Bethpage Union Free School District in New York is a high-performing district by almost any current accountability measure. Yet administrators and teachers worried that they were not doing enough to prepare their students as critical thinkers for the 21st century. Inspired by the curriculum framework of the Partnership for 21st Century Skills, the…

  6. 21st Century Scholars

    ERIC Educational Resources Information Center

    Clark, Terrence

    2009-01-01

    Bethpage Union Free School District in New York is a high-performing district by almost any current accountability measure. Yet administrators and teachers worried that they were not doing enough to prepare their students as critical thinkers for the 21st century. Inspired by the curriculum framework of the Partnership for 21st Century Skills, the…

  7. Identifying 21st Century Capabilities

    ERIC Educational Resources Information Center

    Stevens, Robert

    2012-01-01

    What are the capabilities necessary to meet 21st century challenges? Much of the literature on 21st century skills focuses on skills necessary to meet those challenges associated with future work in a globalised world. The result is a limited characterisation of those capabilities necessary to address 21st century social, health and particularly…

  8. 21st Century Skills Map

    ERIC Educational Resources Information Center

    Partnership for 21st Century Skills, 2011

    2011-01-01

    The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations representing the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the essential…

  9. Mid-21st century chemical forcing of climate by the civil aviation sector

    NASA Astrophysics Data System (ADS)

    Unger, Nadine; Zhao, Yupu; Dang, Hongyan

    2013-02-01

    Abstract Strong growth in the civil <span class="hlt">aviation</span> sector will accelerate in the future. Here, we confront the future net chemical (ozone, methane, sulfate, nitrate, black carbon, and water vapor) global climate impact of <span class="hlt">aviation</span> at 2050 for three novel plausible scenarios constructed at the Volpe National Transportation Center using the U.S. Federal <span class="hlt">Aviation</span> Administration (FAA) <span class="hlt">Aviation</span> Environmental Design Tool (AEDT). The <span class="hlt">aviation</span> net chemical climate impact is cooling in all cases and increases from -10 ± 4 mW m-2 in the contemporary climate up to -69 ± 21 mW m-2 by 2050. Future improvements in fuel efficiency provide the opportunity to reduce <span class="hlt">aviation</span>'s net chemical climate impact by ~50% relative to a baseline scenario of unconstrained growth. On the 20 year time horizon, the cooling net <span class="hlt">aviation</span> chemical climate impact masks the <span class="hlt">aviation</span> CO2 global warming by up to 50-100% in the contemporary and future atmospheres.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AGUFM.A42A..01F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AGUFM.A42A..01F"><span><span class="hlt">Aviation</span> and Global Climate Change in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> (Invited)</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fahey, D. W.</p> <p>2009-12-01</p> <p><span class="hlt">Aviation</span> is a singularly valuable resource in the world community that has grown significantly over the past decades despite world-changing events. <span class="hlt">Aviation</span> emissions contribute to the radiative forcing (RF) of climate. Of importance are emissions of carbon dioxide (CO2), nitrogen oxides (NOx), aerosols and their precursors (soot and sulphate), and increased cloudiness in the form of persistent linear contrails and induced-cirrus cloudiness. In 2005, <span class="hlt">aviation</span> operations contributed about 2.5% of anthropogenic CO2 emissions and represented 3-5% of total anthropogenic forcing. Large uncertainties remain in <span class="hlt">aviation</span> climate forcings, namely the O3 and CH4 changes that occur in response to NOx emissions and <span class="hlt">aviation</span> induced cirrus cloudiness. The lack of physical process models and adequate observational data for <span class="hlt">aviation</span>-induced cirrus effects limit confidence in quantifying their RF contribution. Future scenarios of <span class="hlt">aviation</span> emissions for 2050 that are consistent with IPCC scenarios show an increase in fuel usage by factors of 2.7 to 3.9 over 2000. Simplified calculations of total <span class="hlt">aviation</span> RF in 2050 show increases by factors of 3.0 to 4.0 over the 2000 value, representing 4%-4.7% of total RF (excluding induced cirrus). An examination of a range of future technological options shows that substantive reductions in <span class="hlt">aviation</span> fuel usage are possible only with the introduction of radical technologies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED448788.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED448788.pdf"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learner.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sheppard, Beverly</p> <p></p> <p>The profound changes of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are transforming America into what must become a learning society. Never before have museums, libraries and the whole of the non-formal sector of educational institutions faced such challenges and opportunities. The demand is great for fresh and innovative thinking to construct a bold, new learning network…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=linda&pg=2&id=EJ873634','ERIC'); return false;" href="http://eric.ed.gov/?q=linda&pg=2&id=EJ873634"><span>Toward <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Supports</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Umphrey, Jan</p> <p>2010-01-01</p> <p>This article presents an interview with Linda Darling-Hammond, Charles Ducommun Professor of Education at Stanford University, director of the Stanford Center for Opportunity Policy and Education, and codirector of the school redesign network at Stanford. In this interview, Darling-Hammond describes the term "<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills" and shares her…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA436592','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA436592"><span>Army <span class="hlt">Aviation</span>: A Critical Member of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Joint Team</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2005-05-13</p> <p>at th operational and tactical level. This threat does not contain an enemy order of battle, marchin he open, with large target arrays that can be...for more adaptive force packaging methodology " (Lambeth, 3). As a result of Task Force Hawk, many lessons were learned in terms of training...capability is needed. From lessons learned in current operations, JTF commanders need a more robust <span class="hlt">aviation</span> capability. As discussed, the cut is</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19910012842','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19910012842"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> propulsion</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Haloulakos, V. E.; Boehmer, C.</p> <p>1990-01-01</p> <p>The prediction of future space travel in the next millennium starts by examining the past and extrapolating into the far future. Goals for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> include expanded space travel and establishment of permanent manned outposts, and representation of Lunar and Mars outposts as the most immediate future in space. Nuclear stage design/program considerations; launch considerations for manned Mars missions; and far future propulsion schemes are outlined.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=3&id=EJ855078','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=3&id=EJ855078"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Movement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnson, Paige</p> <p>2009-01-01</p> <p>Since 2002, the Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills has been the leading advocacy organization in the United States focused on infusing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills into education. Its "Framework for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning," the result of a consensus among hundreds of stakeholders, describes the skills, knowledge, and expertise students need to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25626242','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25626242"><span>Teaching health in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Halbert, Lee-Ann</p> <p>2015-01-01</p> <p>School nurses have a broad scope of practice, including direct clinical care, as well as teaching health lessons. Students in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> require educators who understand the current global needs of these learners. Effective health teaching meets these <span class="hlt">21</span><span class="hlt">st-century</span> needs. This article presents a background of <span class="hlt">21</span><span class="hlt">st-century</span> learning, with specific recommendations for teaching this generation of students.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=forwards&pg=3&id=EJ1143173','ERIC'); return false;" href="https://eric.ed.gov/?q=forwards&pg=3&id=EJ1143173"><span>Looking Inward to <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Pedagogy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Doerksen, Rose</p> <p>2016-01-01</p> <p>Through the lens of a student, this Note from the Field responds to a historical research project which engages pre-service teachers in critical citizenship and social imagination. Looking inward facilitates a personal learning experience of identity that is applied to learning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. When <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> pre-service teacher education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED391236.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED391236.pdf"><span>Preparing Students for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Uchida, Donna; And Others</p> <p></p> <p>As the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> approaches, many educators are debating the role of education in meeting students' and the economy's needs. This booklet describes the results of a modified Delphi study that asked a panel of 55 experts from education, business, and government how to best prepare students for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. During the course of three survey…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1094407.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1094407.pdf"><span>Pedagogical Implementation of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jacobson-Lundeberg, Vera</p> <p>2016-01-01</p> <p>This paper examines students' perceptions of how intentionally taught <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills have transformed their lives. Personal development education (PDE) encompasses interpersonal and interaction skills that are required for students to function and succeed in global-oriented <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> colleges and careers. The Common Core State Standards…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519498.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519498.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map: World Languages</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2011</p> <p>2011-01-01</p> <p>This <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills has issued this map for the core subject of World Languages. [Funding for this paper was provided by EF Education.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li class="active"><span>1</span></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_1 --> <div id="page_2" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active"><span>2</span></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="21"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519500.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519500.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map: The Arts</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dean, Colleen; Ebert, Christie M. Lynch; McGreevy-Nichols, Susan; Quinn, Betsy; Sabol, F. Robert; Schmid, Dale; Shauck, R. Barry; Shuler, Scott C.</p> <p>2010-01-01</p> <p>This <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills has issued this map for the core subject of the Arts.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519501.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519501.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map: Geography</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2009</p> <p>2009-01-01</p> <p>This <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills has issued this map for the core subject of Geography.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519499.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519499.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map: Science</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2008</p> <p>2008-01-01</p> <p>This <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills has issued this map for the core subject of Science.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519502.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519502.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map: English</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2008</p> <p>2008-01-01</p> <p>This <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills has issued this map for the core subject of English.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19135879','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19135879"><span>Science diplomacy in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fedoroff, Nina V</p> <p>2009-01-09</p> <p>Science diplomacy is the use of scientific collaborations among nations to address the common problems facing <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span> humanity and to build constructive international partnerships. There are many ways that scientists can contribute to this process.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16521838','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16521838"><span>Fossil fuels in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lincoln, Stephen F</p> <p>2005-12-01</p> <p>An overview of the importance of fossil fuels in supplying the energy requirements of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, their future supply, and the impact of their use on global climate is presented. Current and potential alternative energy sources are considered. It is concluded that even with substantial increases in energy derived from other sources, fossil fuels will remain a major energy source for much of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> and the sequestration of CO2 will be an increasingly important requirement.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA394630','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA394630"><span><span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">Century</span> Trucks and Telematics</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2001-05-29</p> <p>are more … • Fuel Efficient • Cleaner • Safer • Affordable A tactical vehicle fleet that is also... • Easier to support • Survives in the battle space...1 Committed to Excellence <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Trucks and Telematics Mr. Paul Skalny NAC Associate Director Report Documentation Page Report Date 29May2001...Report Type N/A Dates Covered (from... to) - Title and Subtitle <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Trucks and Telematics Contract Number Grant Number Program Element</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=economy+AND+education&pg=6&id=EJ935425','ERIC'); return false;" href="https://eric.ed.gov/?q=economy+AND+education&pg=6&id=EJ935425"><span>The <span class="hlt">21</span><span class="hlt">st-Century</span> Learning Environment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kennedy, Mike</p> <p>2011-01-01</p> <p>Step into a classroom in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, and the odds are it won't look all that different from one in the 20th <span class="hlt">century</span>. One decade into the 2000s, many schools and universities have been frustrated in their efforts to upgrade their facilities and resources because of shrinking budgets. But even with the ailing economy, some education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Shrinking&pg=3&id=EJ935425','ERIC'); return false;" href="http://eric.ed.gov/?q=Shrinking&pg=3&id=EJ935425"><span>The <span class="hlt">21</span><span class="hlt">st-Century</span> Learning Environment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kennedy, Mike</p> <p>2011-01-01</p> <p>Step into a classroom in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, and the odds are it won't look all that different from one in the 20th <span class="hlt">century</span>. One decade into the 2000s, many schools and universities have been frustrated in their efforts to upgrade their facilities and resources because of shrinking budgets. But even with the ailing economy, some education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/1454278','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/1454278"><span>Nursing theory: the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Randell, B P</p> <p>1992-01-01</p> <p>On September 21, 1990, at the University of California, Los Angeles, Neuropsychiatric Institute and Hospital, six nurse theorists participated in a panel discussion on theory development for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The theorists included Dorothy Johnson, Betty Neuman, Dorothea E. Orem, Rosemarie Rizzo Parse, Martha E. Rogers and Callista Roy. The panel provided the participants the opportunity to speculate on the course for future development of nursing knowledge. Three questions were posed to the panel relating to the development of their models, the direction nursing theory will take in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, and current research emerging from the extant theories. The panel also addressed questions from the audience.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=down+AND+21&pg=5&id=EJ967557','ERIC'); return false;" href="https://eric.ed.gov/?q=down+AND+21&pg=5&id=EJ967557"><span>Transcendent Schools for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Monberg, Greg; Kacan, George; Bannourah, Riyad</p> <p>2011-01-01</p> <p>Amidst the debate over funding cuts, an increased focus on teacher effectiveness, and the move toward e-learning, many question the importance of quality educational facilities. But an examination of developmental and psychological theory suggests that exceptional schools have an exciting and crucial role to play in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> education. So,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Locke%2c+AND+John&pg=6&id=EJ853062','ERIC'); return false;" href="https://eric.ed.gov/?q=Locke%2c+AND+John&pg=6&id=EJ853062"><span>Creating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Li, Phan P.; Locke, John; Nair, Prakash; Bunting, Andrew</p> <p>2005-01-01</p> <p>What is involved in creating learning environments for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>? How can school facilities serve as tools for teaching and meet the needs of students in the future? What components are required to design effective schools, and how does architecture relate to the purposes of schooling? These are some of the questions addressed at the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED522778.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED522778.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Environment Models</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>State Educational Technology Directors Association, 2011</p> <p>2011-01-01</p> <p>This report provides short descriptions of systemic approaches for American Recovery and Reinvestment Act funding including: (1) <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Classroom; (2) Comprehensive Professional Development; (3) Statewide Longitudinal Data Systems; (4) Formative Assessment; (5) Digital Content; (6) Virtual Learning; and (7) Learning Management Systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=reality+AND+therapy&id=ED446301','ERIC'); return false;" href="http://eric.ed.gov/?q=reality+AND+therapy&id=ED446301"><span>Reality Therapy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wubbolding, Robert E.</p> <p></p> <p>This book serves as a comprehensive and practical guide to reality therapy, and extends its principles and practices beyond the initial descriptions. A central theme of this edition is that reality therapy is a method inherently designed for the exigencies of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. It contains 22 types of self-evaluations counselors can use to shorten…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28693677','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28693677"><span>Directed panspermia: a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> perspective.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sleator, Roy D; Smith, Niall</p> <p>2017-05-01</p> <p>Applying <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> technology to the design and development of a hypothetical extra-terrestrial colonisation programme, we reimagine 'directed panspermia' from the perspective of Crick and Orgel's 'technological society', 44 years after the publication of their original landmark paper.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=biological+AND+networks&pg=6&id=EJ721520','ERIC'); return false;" href="http://eric.ed.gov/?q=biological+AND+networks&pg=6&id=EJ721520"><span>Developing Leaders for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Phillips, John L.</p> <p>2005-01-01</p> <p>This article describes the Leadership Development for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Linking Research, Academics and Extension program that began in June 2005. This 12-month program, designed to explore different models of leadership, develop peer networks, and enhance skills and knowledge in leadership competencies, is specifically for land grand educators…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=globalism&pg=5&id=ED457549','ERIC'); return false;" href="https://eric.ed.gov/?q=globalism&pg=5&id=ED457549"><span>American Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wishnietsky, Dan H.</p> <p></p> <p>This book examines American education at the turn of the new millennium. It reviews its history and suggests, in broad terms, where it may be headed in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Topics considered include a brief survey of the education "scene" today, the notion of a global village and ramifications for a global curriculum, technology related to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=societal+AND+culture+AND+public+AND+relations&id=ED457549','ERIC'); return false;" href="http://eric.ed.gov/?q=societal+AND+culture+AND+public+AND+relations&id=ED457549"><span>American Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wishnietsky, Dan H.</p> <p></p> <p>This book examines American education at the turn of the new millennium. It reviews its history and suggests, in broad terms, where it may be headed in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Topics considered include a brief survey of the education "scene" today, the notion of a global village and ramifications for a global curriculum, technology related to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=space&id=EJ1137516','ERIC'); return false;" href="https://eric.ed.gov/?q=space&id=EJ1137516"><span>Affinity Spaces and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gee, James Paul</p> <p>2017-01-01</p> <p>This article discusses video games as "attractors" to "affinity spaces." It argues that affinity spaces are key sites today where people teach and learn <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> skills. While affinity spaces are proliferating on the Internet as interest-and-passion-driven sites devoted to a common set of endeavors, they are not new, just…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=229963&keyword=hecht&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=229963&keyword=hecht&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Transportation fuels for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>As we enter the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, policymakers face complex decisions regarding options for meeting the demand for transportation fuels. There is now a broad scientific consensus that the burning of fossil fuels has been contributing to climate change, and the transportation sector i...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active"><span>2</span></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_2 --> <div id="page_3" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="41"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=john+locke&pg=7&id=EJ853062','ERIC'); return false;" href="http://eric.ed.gov/?q=john+locke&pg=7&id=EJ853062"><span>Creating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Li, Phan P.; Locke, John; Nair, Prakash; Bunting, Andrew</p> <p>2005-01-01</p> <p>What is involved in creating learning environments for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>? How can school facilities serve as tools for teaching and meet the needs of students in the future? What components are required to design effective schools, and how does architecture relate to the purposes of schooling? These are some of the questions addressed at the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=biological+AND+networks&pg=7&id=EJ721520','ERIC'); return false;" href="https://eric.ed.gov/?q=biological+AND+networks&pg=7&id=EJ721520"><span>Developing Leaders for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Phillips, John L.</p> <p>2005-01-01</p> <p>This article describes the Leadership Development for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Linking Research, Academics and Extension program that began in June 2005. This 12-month program, designed to explore different models of leadership, develop peer networks, and enhance skills and knowledge in leadership competencies, is specifically for land grand educators…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+funds&pg=2&id=EJ1019440','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+funds&pg=2&id=EJ1019440"><span>Psychological Science in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cacioppo, John T.</p> <p>2013-01-01</p> <p>Science is constantly changing. If one hopes to keep pace with advances in science, one cannot simply repeat what one has done in the past, whether deciding how to invest limited research funds, searching to replace a retiring colleague, or teaching introductory psychology. Psychological science in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is more central and integrated…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED452851.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED452851.pdf"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Information Environment.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Badger, Rod</p> <p></p> <p>This paper on the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> information environment begins with a section that discusses the impact of e-commerce over the next ten years. The second section addresses government focus areas, including ensuring a telecommunications infrastructure, developing the IT (information technology) industry, promoting innovation and entrepreneurship,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=service+AND+robots&pg=3&id=ED248084','ERIC'); return false;" href="http://eric.ed.gov/?q=service+AND+robots&pg=3&id=ED248084"><span>Computerized Farm of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McGrann, James M.</p> <p></p> <p>Advancement in computer technology comes at a time when agriculture is in transition from a production-oriented to a business-oriented activity and will require new skills and knowledge if farmers are to be prepared for the future. Electronic technology applications on <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> commercial farms and ranches will include farm decision support…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reality+AND+therapy&id=ED446301','ERIC'); return false;" href="https://eric.ed.gov/?q=reality+AND+therapy&id=ED446301"><span>Reality Therapy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wubbolding, Robert E.</p> <p></p> <p>This book serves as a comprehensive and practical guide to reality therapy, and extends its principles and practices beyond the initial descriptions. A central theme of this edition is that reality therapy is a method inherently designed for the exigencies of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. It contains 22 types of self-evaluations counselors can use to shorten…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Global+AND+problems&pg=2&id=EJ1047756','ERIC'); return false;" href="http://eric.ed.gov/?q=Global+AND+problems&pg=2&id=EJ1047756"><span>Creativity in <span class="hlt">21</span><span class="hlt">st-Century</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Newton, Lynn D.; Newton, Douglas P.</p> <p>2014-01-01</p> <p>The 2006 UNESCO conference "Building Creative Competencies for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>" had international participants and a global reach. The Director-General's proclamation that "Creativity is our hope" captured the essence of the proceedings and participants saw the focus on creativity as offering solutions to global problems.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED397796.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED397796.pdf"><span>Lifelong Learning for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Goodnight, Ron</p> <p></p> <p>The Lifelong Learning Center for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> was proposed to provide personal renewal and technical training for employees at a major United States automotive manufacturing company when it implemented a new, computer-based Computer Numerical Controlled (CNC) machining, robotics, and high technology facility. The employees needed training for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=magnet+AND+core&id=EJ736600','ERIC'); return false;" href="http://eric.ed.gov/?q=magnet+AND+core&id=EJ736600"><span>A Vision of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bottoms, Gene</p> <p>2006-01-01</p> <p>The new vision for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is reflected in ACTE's recent position paper on strengthening the American high school through career and technical education. Teachers and administrators are encouraged to continue raising students' academic achievements and their high school completion rates. However, the way the American high school is…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=thomas+AND+aquinas&pg=2&id=EJ474736','ERIC'); return false;" href="http://eric.ed.gov/?q=thomas+AND+aquinas&pg=2&id=EJ474736"><span>Soaring into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Burke, John</p> <p>1993-01-01</p> <p>Describes the implementation of ideas from the National Congress on Catholic Schools for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> at Saint Thomas Aquinas School in the South Bronx. Discusses Catholic identity, school spirit, social change, and school development with respect to the school's long-range planning for success in an economically depressed neighborhood. (MAB)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=eye+AND+problems+AND+articles&pg=2&id=EJ1047756','ERIC'); return false;" href="https://eric.ed.gov/?q=eye+AND+problems+AND+articles&pg=2&id=EJ1047756"><span>Creativity in <span class="hlt">21</span><span class="hlt">st-Century</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Newton, Lynn D.; Newton, Douglas P.</p> <p>2014-01-01</p> <p>The 2006 UNESCO conference "Building Creative Competencies for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>" had international participants and a global reach. The Director-General's proclamation that "Creativity is our hope" captured the essence of the proceedings and participants saw the focus on creativity as offering solutions to global problems.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Korea+AND+exchange&pg=3&id=EJ853426','ERIC'); return false;" href="https://eric.ed.gov/?q=Korea+AND+exchange&pg=3&id=EJ853426"><span>Creating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stuebing, Susan</p> <p>2004-01-01</p> <p>The seminar on "Creating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Environments" was organized by the United Kingdom's Department for Education and Skills (DfES) and the OECD Program on Educational Building (PEB). The seminar was posed as a networked learning experience with professionals from throughout the world presenting their accomplishments and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1126768.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1126768.pdf"><span>Learning Analytics for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Competencies</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Buckingham Shum, Simon; Crick, Ruth Deakin</p> <p>2016-01-01</p> <p>Many educational institutions are shifting their teaching and learning towards equipping students with knowledge, skills, and dispositions that prepare them for lifelong learning, in a complex and uncertain world. These have been termed "<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> competencies." Learning analytics (LA) approaches in general offer different kinds of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED507729.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED507729.pdf"><span>Museums, Libraries, and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Institute of Museum and Library Services, 2009</p> <p>2009-01-01</p> <p>This paper describes a project that underscores the critical role of this nation's museums and libraries in helping citizens build such <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills as information, communications and technology literacy, critical thinking, problem solving, creativity, civic literacy, and global awareness. Recognizing that every individual requires these…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=3&id=ED571079','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=3&id=ED571079"><span>CTE Alignment with <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Drysielski, Robert</p> <p>2015-01-01</p> <p>Career and technical education generally has focused on helping people to understand the relationship between education and work to acquire employment skills. There is a need for action to ensure that the programs being offered in Career and Technical Education (CTE) align with the needs of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> workforce. This research will attempted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=229963&keyword=magazine&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=78814604&CFTOKEN=32062958','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=229963&keyword=magazine&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=78814604&CFTOKEN=32062958"><span>Transportation fuels for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>As we enter the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, policymakers face complex decisions regarding options for meeting the demand for transportation fuels. There is now a broad scientific consensus that the burning of fossil fuels has been contributing to climate change, and the transportation sector i...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=budget+AND+participatory&pg=2&id=EJ844047','ERIC'); return false;" href="http://eric.ed.gov/?q=budget+AND+participatory&pg=2&id=EJ844047"><span>Faculty Development for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Diaz, Veronica; Garrett, P. B.; Kinley, Edward R.; Moore, John F.; Schwartz, Celeste M.; Kohrman, Pat</p> <p>2009-01-01</p> <p>In the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, colleges and universities need to consider faculty development programs in the same way that they view academic programs for their Net Gen and Millennial students. In other words, successful faculty development programs should include mentoring, delivery in a variety of on-campus and off-campus formats (face-to-face, blended,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4569807','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4569807"><span>Gallbladder Cancer in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kanthan, Rani; Senger, Jenna-Lynn; Ahmed, Shahid; Kanthan, Selliah Chandra</p> <p>2015-01-01</p> <p>Gallbladder cancer (GBC) is an uncommon disease in the majority of the world despite being the most common and aggressive malignancy of the biliary tree. Early diagnosis is essential for improved prognosis; however, indolent and nonspecific clinical presentations with a paucity of pathognomonic/predictive radiological features often preclude accurate identification of GBC at an early stage. As such, GBC remains a highly lethal disease, with only 10% of all patients presenting at a stage amenable to surgical resection. Among this select population, continued improvements in survival during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are attributable to aggressive radical surgery with improved surgical techniques. This paper reviews the current available literature of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> on PubMed and Medline to provide a detailed summary of the epidemiology and risk factors, pathogenesis, clinical presentation, radiology, pathology, management, and prognosis of GBC. PMID:26421012</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=dumb&id=EJ888045','ERIC'); return false;" href="http://eric.ed.gov/?q=dumb&id=EJ888045"><span>Who Will the <span class="hlt">21</span><span class="hlt">st-Century</span> Learners Be?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dweck, Carol</p> <p>2009-01-01</p> <p>In the "Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner," the American Association of School Librarians (AASL) describes the skills, dispositions, responsibilities, and self-assessment strategies that are necessary for a <span class="hlt">21</span><span class="hlt">st-century</span> learner. However, as wonderful as AASL's <span class="hlt">21</span><span class="hlt">st-century</span> goals sound, they will fall on deaf ears because students who have a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19910063390&hterms=High+capabilities&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DHigh%2Bcapabilities','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19910063390&hterms=High+capabilities&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3DHigh%2Bcapabilities"><span>High energy astrophysics <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> workshop 'Space Capabilities in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>'. [NASA programs</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Rhome, Robert C.</p> <p>1990-01-01</p> <p>An overview of 20th-<span class="hlt">century</span> NASA accomplishments and of the infrastructure and technology that NASA plans to have in place in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is presented. Attention is given to the Great Observatories Program, AXAF, the Space Infrared Telescope Facility, the Cosmic Background Explorer, the Small Explorers Program, the Large Area Modular Array of Reflectors, and the X-Ray Background Survey Spectrometer. Also discussed are earth-to-orbit communication links, transportation in the 1990s, the evolution of the space infrastructure, and the Space Station Freedom. Consideration is given to the possibilities of the <span class="hlt">21</span><span class="hlt">st-century</span> infrastructure, with emphasis on exploration on Mars and the moon. Topics addressed include telecommunications, navigation, information management, and <span class="hlt">21</span><span class="hlt">st-century</span> space science.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active"><span>3</span></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_3 --> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1919','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1919"><span>Managing Reliability in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Dellin, T.A.</p> <p>1998-11-23</p> <p>The rapid pace of change at Ike end of the 20th <span class="hlt">Century</span> should continue unabated well into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. The driver will be the marketplace imperative of "faster, better, cheaper." This imperative has already stimulated a revolution-in-engineering in design and manufacturing. In contrast, to date, reliability engineering has not undergone a similar level of change. It is critical that we implement a corresponding revolution-in-reliability-engineering as we enter the new millennium. If we are still using 20th <span class="hlt">Century</span> reliability approaches in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, then reliability issues will be the limiting factor in faster, better, and cheaper. At the heart of this reliability revolution will be a science-based approach to reliability engineering. Science-based reliability will enable building-in reliability, application-specific products, virtual qualification, and predictive maintenance. The purpose of this paper is to stimulate a dialogue on the future of reliability engineering. We will try to gaze into the crystal ball and predict some key issues that will drive reliability programs in the new millennium. In the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, we will demand more of our reliability programs. We will need the ability to make accurate reliability predictions that will enable optimizing cost, performance and time-to-market to meet the needs of every market segment. We will require that all of these new capabilities be in place prior to the stint of a product development cycle. The management of reliability programs will be driven by quantifiable metrics of value added to the organization business objectives.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519460.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519460.pdf"><span>Assessment: A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Implementation Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2009</p> <p>2009-01-01</p> <p>To succeed in college, career and life in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills initiatives. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> Century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519422.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519422.pdf"><span>Curriculum and Instruction: A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Implementation Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2009</p> <p>2009-01-01</p> <p>To succeed in college, career and life in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills initiatives. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> Century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519427.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519427.pdf"><span>Standards: A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Implementation Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2009</p> <p>2009-01-01</p> <p>To succeed in college, career and life in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills initiatives. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> Century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519459.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519459.pdf"><span>Professional Development: A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Implementation Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2009</p> <p>2009-01-01</p> <p>To succeed in college, career and life in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills initiatives. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> Century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519461.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519461.pdf"><span>Learning Environments: A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Implementation Guide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Partnership for 21st Century Skills, 2009</p> <p>2009-01-01</p> <p>To succeed in college, career and life in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills initiatives. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> Century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22462278','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22462278"><span>Health law in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Beran, Roy</p> <p>2010-06-01</p> <p>Law and health operate within different models affecting health law. Ageing and changed dynamics focuses health law on chronic illness, resource allocation, mobility and driving. Swine Flu mandates health law to manage epidemiology, international travel and disease virulence. Population changes, doctors' numbers and remuneration, health insurance and demographics restrict healthcare access, impacting on health law. Genetic interpretation allows discrimination against undiagnosed people with genetic propensity to diseases, necessitating legal protection. E-medicine, telemedicine, record privacy and professional standards are relevant to health law. Issues concerning health law in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> were reviewed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/654011','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/654011"><span>Federal laboratories for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Gover, J.; Huray, P.G.</p> <p>1998-04-01</p> <p>Federal laboratories have successfully filled many roles for the public; however, as the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> nears it is time to rethink and reevaluate how Federal laboratories can better support the public and identify new roles for this class of publicly-owned institutions. The productivity of the Federal laboratory system can be increased by making use of public outcome metrics, by benchmarking laboratories, by deploying innovative new governance models, by partnerships of Federal laboratories with universities and companies, and by accelerating the transition of federal laboratories and the agencies that own them into learning organizations. The authors must learn how government-owned laboratories in other countries serve their public. Taiwan`s government laboratory, Industrial Technology Research Institute, has been particularly successful in promoting economic growth. It is time to stop operating Federal laboratories as monopoly institutions; therefore, competition between Federal laboratories must be promoted. Additionally, Federal laboratories capable of addressing emerging <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> public problems must be identified and given the challenge of serving the public in innovative new ways. Increased investment in case studies of particular programs at Federal laboratories and research on the public utility of a system of Federal laboratories could lead to increased productivity of laboratories. Elimination of risk-averse Federal laboratory and agency bureaucracies would also have dramatic impact on the productivity of the Federal laboratory system. Appropriately used, the US Federal laboratory system offers the US an innovative advantage over other nations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3048573','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3048573"><span>Nursing heroism in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>'</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2011-01-01</p> <p>Background The Vivian Bullwinkel Oration honours the life and work of an extraordinary nurse. Given her story and that of her World War II colleagues, the topic of nursing heroism in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> could not be more germane. Discussion Is heroism a legitimate part of nursing, or are nurses simply 'just doing their job' even when facing extreme personal danger? In this paper I explore the place and relevance of heroism in contemporary nursing. I propose that nursing heroism deserves a broader appreciation and that within the term lie many hidden, 'unsung' or 'unrecorded' heroisms. I also challenge the critiques of heroism that would condemn it as part of a 'militarisation' of nursing. Finally, I argue that nursing needs to be more open in celebrating our heroes and the transformative power of nursing achievements. Summary The language of heroism may sound quaint by <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> standards but nursing heroism is alive and well in the best of our contemporary nursing ethos and practice. PMID:21324152</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&id=EJ1003128','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&id=EJ1003128"><span>Learning <span class="hlt">21</span><span class="hlt">st-Century</span> Skills Requires, <span class="hlt">21</span><span class="hlt">st-Century</span> Teaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Saavedra, Anna Rosefsky; Opfer, V. Darleen</p> <p>2012-01-01</p> <p>For students to learn <span class="hlt">21</span><span class="hlt">st-century</span> skills, we will have to teach them differently than we have in the past. The outdated, transmission model, through which teachers transmit factual knowledge to students via lectures and textbooks, remains the dominant approach to compulsory education in much of the world, yet it is not the most effective way to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11215174','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11215174"><span>[Building bridges toward the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sasaki, M</p> <p>2000-10-01</p> <p>Just as Rome was not built in a day, there are few great inventions and discoveries that can be made overnight. There are always historical circumstances behind them. Laboratory Automation is not an exception. With the end of World War II in 1945 as a turning point, a large volume of American medicine was introduced all over Japan, and clinical laboratory testing which was imported at the same time has taken root and matured. As a result, we can now carry out prompt and fully automated laboratory testing second to none at many hospital laboratories. In this paper, I recall the development and summarize the expansion by focusing on clinical laboratory automation as it has developed in the latter half of the 20th <span class="hlt">century</span> in Japan. I would feel amply rewarded for my efforts if this paper proved helpful to the young generation. The clinical laboratory of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> rests on their shoulders.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9875187','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9875187"><span>Snake oil for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bigby, M</p> <p>1998-12-01</p> <p>Dermatology has been associated with quackery for at least a <span class="hlt">century</span>. The dictionary defines a quack as "a pretender to medical knowledge or skill; ignorantly or falsely pretending to cure." The term quack is derived from quacksalver, or one who quacks like a duck in promoting his salves. Quacksalvers hacked many potions, including snake oil, with claims that it cured everything from dermatitis to rheumatism. With the current promulgation of skin "products" and their promotion and even sale by dermatologists, and the use of treatments of no proven efficacy, this association between dermatology and quackery is set to continue well into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The list of offending treatments includes silicone gel sheets and onion extract cream (Mederma) for keloids, alpha-hydroxy acid creams and peels, topical ascorbic acid and phytonadione, "laser resurfacing," and cimetidine for warts, to name only a few.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19780025437','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19780025437"><span>Engineering in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Mccarthy, J. F., Jr.</p> <p>1978-01-01</p> <p>Reasonable evolutionary trends in federal outlays for aerospace research and development predict a continuing decline in real resources (1970 dollars) until the mid eighties, and a growth thereafter to the 1970 level by 2000, still well below the 1966 peak. Employment levels will parallel this trend with no shortage of available personnel foreseen. These trends characterize a maturing industry. Shifts in outlook toward the economic use of resources, rather than minimum risk at any cost, and toward missions aligned with societal needs and broad national goals will accompany these trends. These shifts in outlook will arise in part in academia, and will, in turn, influence engineering education. By 2000, space technology will have achieved major advances in the management of information, in space transportation, in space structures, and in energy. The economics of space systems must be the primary consideration if the space program foreseen for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is to become an actuality.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27390228','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27390228"><span>Motivating Students in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sedden, Mandy L; Clark, Kevin R</p> <p>2016-07-01</p> <p>To examine instructors' and students' perspectives on motivation in the classroom and clinical environments and to explore instructional strategies educators can use to motivate college students in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Articles selected for this review were from peer-reviewed journals and scholarly sources that emphasized student and educator perspectives on motivation and instructional strategies to increase student motivation. Understanding how college students are motivated can help educators engage students in lessons and activities, ultimately improving the students' academic performance. Students exhibit increased motivation in classes when educators have high expectations, conduct an open-atmosphere classroom, and use multidimensional teaching strategies. Instructional styles such as connecting with students, creating an interactive classroom, and guiding and reminding students improved student motivation. Radiologic science educators must be mindful of how college students are motivated and use various instructional strategies to increase students' motivation in the classroom and clinical setting. ©2016 American Society of Radiologic Technologists.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26710571','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26710571"><span>Effective Leadership in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jones, Jacqueline</p> <p>2015-01-01</p> <p>Leaders know how to achieve goals and inspire people along the way. While the terms and definitions may change with the times, it is important to understand the skills and abilities needed to lead in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Most effective leaders have one element in common, and that is they are able to keep their teams engaged. If team members are not engaged, they may very well leave the organization. With four generations in the workplace, leaders must adapt and modify their leadership style in order to maintain employee engagement. The ability to lead effectively is based on a number of skills, including communication, motivation, vision, modeling, demonstrating empathy, confidence, persistence, and integrity.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26203983','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26203983"><span>Antiparasitic DNA vaccines in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wedrychowicz, Halina</p> <p>2015-06-01</p> <p>Demands for effective vaccines to control parasitic diseases of humans and livestock have been recently exacerbated by the development of resistance of most pathogenic parasites to anti-parasitic drugs. Novel genomic and proteomic technologies have provided opportunities for the discovery and improvement of DNA vaccines which are relatively easy as well as cheap to fabricate and stable at room temperatures. However, their main limitation is rather poor immunogenicity, which makes it necessary to couple the antigens with adjuvant molecules. This paper review recent advances in the development of DNA vaccines to some pathogenic protozoa and helminths. Numerous studies were conducted over the past 14 years of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, employing various administration techniques, adjuvants and new immunogenic antigens to increase efficacy of DNA vaccines. Unfortunately, the results have not been rewarding. Further research is necessary using more extensive combinations of antigens; alternate delivery systems and more efficient adjuvants based on knowledge of the immunomodulatory capacities of parasitic protozoa and helminths.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10327714','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10327714"><span>Food safety in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Käferstein, F; Abdussalam, M</p> <p>1999-01-01</p> <p>The global importance of food safety is not fully appreciated by many public health authorities despite a constant increase in the prevalence of foodborne illness. Numerous devastating outbreaks of salmonellosis, cholera, enterohaemorrhagic Escherichia coli infections, hepatitis A and other diseases have occurred in both industrialized and developing countries. In addition, many of the re-emerging or newly recognized pathogens are foodborne or have the potential of being transmitted by food and/or drinking water. More foodborne pathogens can be expected because of changing production methods, processes, practices and habits. During the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, foodborne diseases can be expected to increase, especially in developing countries, in part because of environmental and demographic changes. These vary from climatic changes, changes in microbial and other ecological systems, to decreasing freshwater supplies. However, an even greater challenge to food safety will come from changes resulting directly in degradation of sanitation and the immediate human environment. These include the increased age of human populations, unplanned urbanization and migration and mass production of food due to population growth and changed food habits. Mass tourism and the huge international trade in food and feed is causing food and feedborne pathogens to spread transnationally. As new toxic agents are identified and new toxic effects recognized, the health and trade consequences of toxic chemicals in food will also have global implications. Meeting the huge challenge of food safety in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will require the application of new methods to identify, monitor and assess foodborne hazards. Both traditional and new technologies for assuring food safety should be improved and fully exploited. This needs to be done through legislative measures where suitable, but with much greater reliance on voluntary compliance and education of consumers and professional food handlers. This will</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2557642','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2557642"><span>Food safety in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Käferstein, F.; Abdussalam, M.</p> <p>1999-01-01</p> <p>The global importance of food safety is not fully appreciated by many public health authorities despite a constant increase in the prevalence of foodborne illness. Numerous devastating outbreaks of salmonellosis, cholera, enterohaemorrhagic Escherichia coli infections, hepatitis A and other diseases have occurred in both industrialized and developing countries. In addition, many of the re-emerging or newly recognized pathogens are foodborne or have the potential of being transmitted by food and/or drinking water. More foodborne pathogens can be expected because of changing production methods, processes, practices and habits. During the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, foodborne diseases can be expected to increase, especially in developing countries, in part because of environmental and demographic changes. These vary from climatic changes, changes in microbial and other ecological systems, to decreasing freshwater supplies. However, an even greater challenge to food safety will come from changes resulting directly in degradation of sanitation and the immediate human environment. These include the increased age of human populations, unplanned urbanization and migration and mass production of food due to population growth and changed food habits. Mass tourism and the huge international trade in food and feed is causing food and feedborne pathogens to spread transnationally. As new toxic agents are identified and new toxic effects recognized, the health and trade consequences of toxic chemicals in food will also have global implications. Meeting the huge challenge of food safety in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will require the application of new methods to identify, monitor and assess foodborne hazards. Both traditional and new technologies for assuring food safety should be improved and fully exploited. This needs to be done through legislative measures where suitable, but with much greater reliance on voluntary compliance and education of consumers and professional food handlers. This will</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20000120453','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20000120453"><span><span class="hlt">21</span><span class="hlt">st</span> Space Simulation Conference: The Future of Space Simulation Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Stecher, Joseph L., III (Compiler)</p> <p>2000-01-01</p> <p>The Institute of Environmental Sciences and Technology's Twenty-first Space Simulation Conference, "The Future of Space Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>" provided participants with a forum to acquire and exchange information on the state-of-the-art in space simulation, test technology, atomic oxygen, programs/system testing, dynamics testing, contamination, and materials. The papers presented at this conference and the resulting discussions carried out the conference theme "The Future of Space Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>."</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/935768','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/935768"><span>Science for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Not Available</p> <p>2004-07-01</p> <p>The Federal government plays a key role in supporting the country's science infrastructure, a national treasure, and scientific research, an investment in our future. Scientific discoveries transform the way we think about our universe and ourselves, from the vastness of space to molecular-level biology. In innovations such as drugs derived through biotechnology and new communications technologies we see constant evidence of the power of science to improve lives and address national challenges. We had not yet learned to fly at the dawn of the 20th <span class="hlt">century</span>, and could not have imagined the amazing 20th <span class="hlt">century</span> inventions that we now take for granted. As we move into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, we eagerly anticipate new insights, discoveries, and technologies that will inspire and enrich us for many decades to come. This report presents the critical responsibilities of our Federal science enterprise and the actions taken by the Federal research agencies, through the National Science and Technology Council, to align our programs with scientific opportunity and with national needs. The many examples show how our science enterprise has responded to the President's priorities for homeland and national security, economic growth, health research, and the environment. In addition, we show how the science agencies work together to set priorities; coordinate related research programs; leverage investments to promote discovery, translate science into national benefits, and sustain the national research enterprise; and promote excellence in math and science education and work force development.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active"><span>4</span></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_4 --> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10387910','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10387910"><span>Leadership for a healthy <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p></p> <p>1999-01-01</p> <p>Every economic institution finds itself caught on the horns of a dilemma: Competing sets of values strike a conflict between social good and economic wealth, regardless of whether organizations articulate it. The struggle in U.S. health care, however, is both more acute and poignant. On the one hand, ethical and cultural values require societal commitments to the well-being of the individual. Who among us would want to refuse help to someone sick or injured? On the other hand, market forces require an economic accounting of health care. Social trends emphasize a mission to provide care for all, while managed care promotes the industry's fidelity to a balanced ledger. U.S. health care is thus defined by paradox. The nation spends more than $1.3 trillion annually on health care--a national line-item larger than the economies of all other nations except two (Germany and Japan). A new study by the Health Care Financing Administration warns that health care spending may nearly double to $2.1 trillion by 2007. Yet the industry is perceived to be too "resource-constrained" to assure health care services for all citizens. This poses a key question: Are there too few resources, or are we simply not allocating them in the best ways possible? Health care's "double bottom line"--social and economic accountability--typifies the social and economic milieu of health care as the final pages turn on the 20th <span class="hlt">Century</span>. And, it is this duality that forms the underlying theme for the landmark study--Leadership for a Healthy <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>--conducted over the course of the past year by Arthur Andersen and The Healthcare Forum Foundation, with primary research support from DYG, Inc. and Baruch Lev, professor at the Stern School of Business, New York University. The study was designed to investigate a new economic model emerging in the information economy and its impact on health care; the evolving values of consumers in relation to business, health and health care; and the values of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24803000','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24803000"><span>Vaccines for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Delany, Isabel; Rappuoli, Rino; De Gregorio, Ennio</p> <p>2014-06-01</p> <p>In the last <span class="hlt">century</span>, vaccination has been the most effective medical intervention to reduce death and morbidity caused by infectious diseases. It is believed that vaccines save at least 2-3 million lives per year worldwide. Smallpox has been eradicated and polio has almost disappeared worldwide through global vaccine campaigns. Most of the viral and bacterial infections that traditionally affected children have been drastically reduced thanks to national immunization programs in developed countries. However, many diseases are not yet preventable by vaccination, and vaccines have not been fully exploited for target populations such as elderly and pregnant women. This review focuses on the state of the art of recent clinical trials of vaccines for major unmet medical needs such as HIV, malaria, TB, and cancer. In addition, we describe the innovative technologies currently used in vaccine research and development including adjuvants, vectors, nucleic acid vaccines, and structure-based antigen design. The hope is that thanks to these technologies, more diseases will be addressed in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> by novel preventative and therapeutic vaccines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20070009874&hterms=great+accelerator&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dgreat%2Baccelerator','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20070009874&hterms=great+accelerator&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dgreat%2Baccelerator"><span>Challenges in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Physics</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Wilson, Thomas L.</p> <p>2007-01-01</p> <p>We are truly fortunate to live in one of the great epochs of human discovery, a time when science is providing new visions and understanding about ourselves and the world in which we live. At last, we are beginning to explore the Universe itself. One particularly exciting area of advancement is high-energy physics where several existing concepts will be put to the test. A brief survey will be given of accomplishments in 20th <span class="hlt">Century</span> physics. These include relativity and quantum physics which have produced breakthroughs in cosmology, astrophysics, and high-energy particle physics. The current situation is then assessed, combining the last 100 years of progress with new <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> challenges about unification and where to go next. Finally, the future is upon us. The next frontier in experimental high-energy physics, the Large Hadron Collider (LHC) at CERN in Geneva, is scheduled to begin coming online this year (2007). The potential for the LHC to address several of the significant problems in physics today will be discussed, as this great accelerator examines the predictions of the Standard Model of particle physics and even cosmology. New physics and new science will surely emerge and a better vision of the world will unfold.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20070009874&hterms=understanding+physics&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dunderstanding%2Bphysics','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20070009874&hterms=understanding+physics&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dunderstanding%2Bphysics"><span>Challenges in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Physics</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Wilson, Thomas L.</p> <p>2007-01-01</p> <p>We are truly fortunate to live in one of the great epochs of human discovery, a time when science is providing new visions and understanding about ourselves and the world in which we live. At last, we are beginning to explore the Universe itself. One particularly exciting area of advancement is high-energy physics where several existing concepts will be put to the test. A brief survey will be given of accomplishments in 20th <span class="hlt">Century</span> physics. These include relativity and quantum physics which have produced breakthroughs in cosmology, astrophysics, and high-energy particle physics. The current situation is then assessed, combining the last 100 years of progress with new <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> challenges about unification and where to go next. Finally, the future is upon us. The next frontier in experimental high-energy physics, the Large Hadron Collider (LHC) at CERN in Geneva, is scheduled to begin coming online this year (2007). The potential for the LHC to address several of the significant problems in physics today will be discussed, as this great accelerator examines the predictions of the Standard Model of particle physics and even cosmology. New physics and new science will surely emerge and a better vision of the world will unfold.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11273009','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11273009"><span>Pharmacognosy in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Douglas Kinghorn, A</p> <p>2001-02-01</p> <p>The term pharmacognosy as a constituent scientific discipline of pharmacy has been in use for nearly 200 years, and it refers to studies on natural product drugs. During the last half of the 20th <span class="hlt">century</span>, pharmacognosy evolved from being a descriptive botanical subject to one having a more chemical and biological focus. At the beginning of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, pharmacognosy teaching in academic pharmacy institutions has been given new relevance, as a result of the explosive growth in the use of herbal remedies (phytomedicines) in modern pharmacy practice, particularly in western Europe and North America. In turn, pharmacognosy research areas are continuing to expand, and now include aspects of cell and molecular biology in relation to natural products, ethnobotany and phytotherapy, in addition to the more traditional analytical method development and phytochemistry. Examples are provided in this review of promising bioactive compounds obtained in two multidisciplinary natural product drug discovery projects, aimed at the elucidation of new plant-derived cancer chemotherapeutic agents and novel cancer chemopreventives, respectively. The systematic study of herbal remedies offers pharmacognosy groups an attractive new area of research, ranging from investigating the biologically active principles of phytomedicines and their mode of action and potential drug interactions, to quality control, and involvement in clinical trials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4203350','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4203350"><span>Vaccines for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Delany, Isabel; Rappuoli, Rino; De Gregorio, Ennio</p> <p>2014-01-01</p> <p>In the last <span class="hlt">century</span>, vaccination has been the most effective medical intervention to reduce death and morbidity caused by infectious diseases. It is believed that vaccines save at least 2–3 million lives per year worldwide. Smallpox has been eradicated and polio has almost disappeared worldwide through global vaccine campaigns. Most of the viral and bacterial infections that traditionally affected children have been drastically reduced thanks to national immunization programs in developed countries. However, many diseases are not yet preventable by vaccination, and vaccines have not been fully exploited for target populations such as elderly and pregnant women. This review focuses on the state of the art of recent clinical trials of vaccines for major unmet medical needs such as HIV, malaria, TB, and cancer. In addition, we describe the innovative technologies currently used in vaccine research and development including adjuvants, vectors, nucleic acid vaccines, and structure-based antigen design. The hope is that thanks to these technologies, more diseases will be addressed in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> by novel preventative and therapeutic vaccines. PMID:24803000</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1149146.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1149146.pdf"><span>Smart Social Networking: <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Teaching and Learning Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Boholano, Helen B.</p> <p>2017-01-01</p> <p>Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> highlights globalization and internationalization. Pre-service teachers in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are technology savvy. To effectively engage and teach generation Z students, preservice teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teuyiyui+OR+Cheap+AND+goods+OR+Johne884&id=EJ868030','ERIC'); return false;" href="https://eric.ed.gov/?q=teuyiyui+OR+Cheap+AND+goods+OR+Johne884&id=EJ868030"><span>Motives of <span class="hlt">21</span><span class="hlt">st-Century</span>-Skills Group Questioned</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sawchuk, Stephen</p> <p>2009-01-01</p> <p>Depending on whom one asks, "<span class="hlt">21</span><span class="hlt">st-century</span> skills" can mean different things: technology literacy, the ability to analyze and apply knowledge, a knack for working effectively with colleagues in teams. In what is probably its most visible form for educators, though, the term refers to the work of the Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills, the Tucson,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Wagner&pg=6&id=ED547593','ERIC'); return false;" href="https://eric.ed.gov/?q=Wagner&pg=6&id=ED547593"><span>Preparing Students for the Future--<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Velez, Alejandra</p> <p>2012-01-01</p> <p>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> economy is driven by information and communication technologies (ICT). This change has made innovation, manufacturing and production of products and services, rather than manufacturing of material goods, the driving force of economies of leading countries (Wagner, 2008). Due to this shift, today's <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> society and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=336415','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=336415"><span>Incorporating New Technologies for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Toxicity ...</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Presentation at the GlobalChem conference in Washington, DC on Incorporating New Technologies for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Toxicity Testing and Risk Assessment Presentation at the GlobalChem conference in Washington, DC on Incorporating New Technologies for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Toxicity Testing and Risk Assessment</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=situational+AND+analysis&pg=5&id=ED550453','ERIC'); return false;" href="https://eric.ed.gov/?q=situational+AND+analysis&pg=5&id=ED550453"><span>Fostering Higher Order Critical Thinking in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Taft, Mary Miller</p> <p>2012-01-01</p> <p>Teachers working with increasingly diverse student populations are expected, for the first time in American history, to bring all students to high levels of proficiency. American graduates must compete with graduates from other nations, given the realities of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> global economy. American teachers must possess <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=career+AND+development+AND+children&pg=5&id=EJ1067432','ERIC'); return false;" href="http://eric.ed.gov/?q=career+AND+development+AND+children&pg=5&id=EJ1067432"><span>Assessing Transition Skills in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara; Alverson, Charlotte Y.</p> <p>2015-01-01</p> <p>As a result of the demanding <span class="hlt">21</span><span class="hlt">st-century</span> workforce, local education agencies are beginning to refocus and retool to ensure students with disabilities have the knowledge and skills to be productive adults and attain positive postschool outcomes. The skills <span class="hlt">21</span><span class="hlt">st-century</span> transition assessments address are relevant to teachers and students given the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&id=EJ901240','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&id=EJ901240"><span>Investigating Projective Identity Trajectories for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hung, David; Jamaludin, Azilawati; Chen, Der-Thanq</p> <p>2010-01-01</p> <p>In this article, the authors discuss the importance of studying identity in the context of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning. Identity is an evolving trajectory that is always in-flux or changing. In a fast changing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, educators are recognizing the significance of identity work, in particular projective identity, as individuals participate in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=product+AND+innovation+AND+charter&id=ED547593','ERIC'); return false;" href="http://eric.ed.gov/?q=product+AND+innovation+AND+charter&id=ED547593"><span>Preparing Students for the Future--<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Velez, Alejandra</p> <p>2012-01-01</p> <p>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> economy is driven by information and communication technologies (ICT). This change has made innovation, manufacturing and production of products and services, rather than manufacturing of material goods, the driving force of economies of leading countries (Wagner, 2008). Due to this shift, today's <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> society and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=android&pg=5&id=EJ968853','ERIC'); return false;" href="http://eric.ed.gov/?q=android&pg=5&id=EJ968853"><span>Rebuilding the LMS for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Demski, Jennifer</p> <p>2012-01-01</p> <p>Finally--12 years into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>--higher ed classrooms are turning into incubators for the kind of learning environment that curriculum and instructional technology experts have advocated for years. Yet a key question remains: Can legacy learning management systems (LMSs) be dragged into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> as part of this new educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=4life&pg=3&id=ED509423','ERIC'); return false;" href="http://eric.ed.gov/?q=4life&pg=3&id=ED509423"><span>Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner in Action</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>American Association of School Librarians (NJ3), 2009</p> <p>2009-01-01</p> <p>How are AASL's (American Association of School Librarians) new learning standards, the "Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner," incorporated into the school library media program? This publication from AASL takes an in-depth look at the strands of the "Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner" and the indicators within those strands. It also…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=deep+AND+web+AND+technologies&pg=6&id=ED550453','ERIC'); return false;" href="http://eric.ed.gov/?q=deep+AND+web+AND+technologies&pg=6&id=ED550453"><span>Fostering Higher Order Critical Thinking in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Taft, Mary Miller</p> <p>2012-01-01</p> <p>Teachers working with increasingly diverse student populations are expected, for the first time in American history, to bring all students to high levels of proficiency. American graduates must compete with graduates from other nations, given the realities of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> global economy. American teachers must possess <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=critical+AND+thinking+AND+job&pg=5&id=ED523774','ERIC'); return false;" href="http://eric.ed.gov/?q=critical+AND+thinking+AND+job&pg=5&id=ED523774"><span>Teaching <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: An ASCD Action Tool</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beers, Sue</p> <p>2011-01-01</p> <p>Any school interested in preparing students for learning and working in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> academic and job settings needs this resource to explain to teachers the new skills students need and provide teachers with tools to teach and reinforce these skills. Based on the work of the Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills, this action tool defines what…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=android&pg=6&id=EJ968853','ERIC'); return false;" href="https://eric.ed.gov/?q=android&pg=6&id=EJ968853"><span>Rebuilding the LMS for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Demski, Jennifer</p> <p>2012-01-01</p> <p>Finally--12 years into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>--higher ed classrooms are turning into incubators for the kind of learning environment that curriculum and instructional technology experts have advocated for years. Yet a key question remains: Can legacy learning management systems (LMSs) be dragged into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> as part of this new educational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=summarizing+AND+strategy&pg=4&id=ED539069','ERIC'); return false;" href="http://eric.ed.gov/?q=summarizing+AND+strategy&pg=4&id=ED539069"><span>Teaching & Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills. The Classroom Strategies Series</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marzano, Robert J.; Heflebower, Tammy</p> <p>2012-01-01</p> <p>As the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> unfolds, the pace of change in the world is accelerating. Teachers and administrators must lead the cultural shift required to ensure their students can survive and thrive in the changing world. In Teaching & Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills the authors present a model of instruction and assessment based on a combination of…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active"><span>5</span></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_5 --> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&id=EJ1067432','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&id=EJ1067432"><span>Assessing Transition Skills in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara; Alverson, Charlotte Y.</p> <p>2015-01-01</p> <p>As a result of the demanding <span class="hlt">21</span><span class="hlt">st-century</span> workforce, local education agencies are beginning to refocus and retool to ensure students with disabilities have the knowledge and skills to be productive adults and attain positive postschool outcomes. The skills <span class="hlt">21</span><span class="hlt">st-century</span> transition assessments address are relevant to teachers and students given the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=5&id=ED539069','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=5&id=ED539069"><span>Teaching & Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills. The Classroom Strategies Series</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marzano, Robert J.; Heflebower, Tammy</p> <p>2012-01-01</p> <p>As the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> unfolds, the pace of change in the world is accelerating. Teachers and administrators must lead the cultural shift required to ensure their students can survive and thrive in the changing world. In Teaching & Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills the authors present a model of instruction and assessment based on a combination of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=4&id=ED523774','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=4&id=ED523774"><span>Teaching <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: An ASCD Action Tool</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beers, Sue</p> <p>2011-01-01</p> <p>Any school interested in preparing students for learning and working in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> academic and job settings needs this resource to explain to teachers the new skills students need and provide teachers with tools to teach and reinforce these skills. Based on the work of the Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills, this action tool defines what…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21499954','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21499954"><span>Hospital cleaning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dancer, S J</p> <p>2011-12-01</p> <p>More evidence is emerging on the importance of the clinical environment in encouraging hospital infection. This review considers the role of cleaning as an effective means to control infection. It describes the location of pathogen reservoirs and methods for evaluating hospitals' cleanliness. Novel biocides, antimicrobial coatings and equipment are available, many of which have not been assessed against patient outcome. Cleaning practices should be tailored to clinical risk, given the wide-ranging surfaces, equipment and building design. There is confusion between nursing and domestic personnel over the allocation of cleaning responsibilities and neither may receive sufficient training and/or time to complete their duties. Since less labourious practices for dirt removal are always attractive, there is a danger that traditional cleaning methods are forgotten or ignored. Few studies have examined detergent-based regimens or modelled these against infection risk for different patient categories. Fear of infection encourages the use of powerful disinfectants for the elimination of real or imagined pathogens in hospitals. Not only do these agents offer false assurance against contamination, their disinfection potential cannot be achieved without the prior removal of organic soil. Detergent-based cleaning is cheaper than using disinfectants and much less toxic. Hospital cleaning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> deserves further investigation for routine and outbreak practices.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10947874','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10947874"><span>Medical ethics in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Parker, M; Hope, T</p> <p>2000-07-01</p> <p>To foresee how medical ethics may develop in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. We have looked into our crystal ball to see what factors are likely to drive medical ethics over the next few decades. We have given examples of how such factors might affect specific issues. Those factors that we identified as likely to shape the future of medical ethics are: Globalization: Medical ethics is likely to have to grapple increasingly with ethical issues arising from the huge discrepancies in the level of health care available in different countries. Increase in longevity: We predict that there will be, at least amongst the richer nations, a significant increase in life expectancy. This will result in issues of resource allocation becoming increasingly problematic within medicine. Child enhancement: Developments in genetics combined with control of reproduction will make it possible to select our children for a broad range of characteristics. There are optimistic and pessimistic predictions as to how such power will be used. In either case, this area will be an important focus of concern in medical ethics. The biological determination of behaviour: Genetic research will lead to an increasing sense that undesirable behaviour is genetically determined. This will lead to a re-examination of such concepts as criminal responsibility. Therapeutic research and clinical practice: We predict that an increasing amount of clinical practice will be within the setting of clinical trials. The ethics of therapeutic research and clinical practice will need to be brought within a coherent framework.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20811099','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20811099"><span>Biofabrication: a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> manufacturing paradigm.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mironov, V; Trusk, T; Kasyanov, V; Little, S; Swaja, R; Markwald, R</p> <p>2009-06-01</p> <p>Biofabrication can be defined as the production of complex living and non-living biological products from raw materials such as living cells, molecules, extracellular matrices, and biomaterials. Cell and developmental biology, biomaterials science, and mechanical engineering are the main disciplines contributing to the emergence of biofabrication technology. The industrial potential of biofabrication technology is far beyond the traditional medically oriented tissue engineering and organ printing and, in the short term, it is essential for developing potentially highly predictive human cell- and tissue-based technologies for drug discovery, drug toxicity, environmental toxicology assays, and complex in vitro models of human development and diseases. In the long term, biofabrication can also contribute to the development of novel biotechnologies for sustainable energy production in the future biofuel industry and dramatically transform traditional animal-based agriculture by inventing 'animal-free' food, leather, and fur products. Thus, the broad spectrum of potential applications and rapidly growing arsenal of biofabrication methods strongly suggests that biofabrication can become a dominant technological platform and new paradigm for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> manufacturing. The main objectives of this review are defining biofabrication, outlining the most essential disciplines critical for emergence of this field, analysis of the evolving arsenal of biofabrication technologies and their potential practical applications, as well as a discussion of the common challenges being faced by biofabrication technologies, and the necessary conditions for the development of a global biofabrication research community and commercially successful biofabrication industry.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFM.V12A..02K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFM.V12A..02K"><span>Lithium Resources for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kesler, S.; Gruber, P.; Medina, P.; Keolian, G.; Everson, M. P.; Wallington, T.</p> <p>2011-12-01</p> <p>Lithium is an important industrial compound and the principal component of high energy-density batteries. Because it is the lightest solid element, these batteries are widely used in consumer electronics and are expected to be the basis for battery electric vehicles (BEVs), hybrid electric vehicles (HEVs) and plug-in hybrid electric vehicles (PHEVs) for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. In view of the large incremental demand for lithium that will result from expanded use of various types of EVs, long-term estimates of lithium demand and supply are advisable. For GDP growth rates of 2 to 3% and battery recycling rates of 90 to 100%, total demand for lithium for all markets is expected to be a maximum of 19.6 million tonnes through 2100. This includes 3.2 million tonnes for industrial compounds, 3.6 million tonnes for consumer electronics, and 12.8 million tonnes for EVs. Lithium-bearing mineral deposits that might supply this demand contain an estimated resource of approximately 39 million tonnes, although many of these deposits have not been adequately evaluated. These lithium-bearing mineral deposits are of two main types, non-marine playa-brine deposits and igneous deposits. Playa-brine deposits have the greatest immediate resource potential (estimated at 66% of global resources) and include the Salar de Atacama (Chile), the source of almost half of current world lithium production, as well as Zabuye (China/Tibet) and Hombre Muerto (Argentina). Additional important playa-brine lithium resources include Rincon (Argentina), Qaidam (China), Silver Peak (USA) and Uyuni (Bolivia), which together account for about 35% of the estimated global lithium resource. Information on the size and continuity of brine-bearing aquifers in many of these deposits is limited, and differences in chemical composition of brines from deposit to deposit require different extraction processes and yield different product mixes of lithium, boron, potassium and other elements. Numerous other brines in playas</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006APS..MAR.R7005S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006APS..MAR.R7005S"><span>Genome Evolution in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Shapiro, James</p> <p>2006-03-01</p> <p>Assume no previous theories about genetics and evolution. What conclusions would we draw from molecular data (e.g. genome sequences)? We start from basic principles of cellular information processing: cells behave cognitively using signal transduction networks; signal transduction involves weak noncovalent interactions; allosteric properties of biomolecules; multivalent storage of information in DNA sequences and nucleoprotein complexes; inertness of naked DNA. Genome informatics thus requires formation of nucleoprotein complexes. Complex formation requires generic repeated signals in the DNA; repetition also permits cooperativity to stabilize weak interactions. DNA is a functional structural component of nucleoprotein complexes, not a passive data tape. Specificity in DNA nucleoprotein complex formation involves combining multiple generic signals and/or sequence recognition by small RNAs. Novel combinations of generic signals and coding sequences arise in genomes by iteration and rearrangement. Cells possess natural genetic engineering functions that actively restructure DNA molecules. These internal DNA remodeling functions act cognitively in response to internal and external inputs. They operate non-randomly with respect to (1) the types of new structures produced and (2) the regions of the genome modified. Whole genome sequence data increasingly documents the historical role of natural genetic engineering in evolutionary changes. Basic principles of cellular molecular biology and DNA function lead to a complex interactive systems view of genome organization. This view incorporates different DNA components found in sequenced genomes. Regulated cellular natural genetic engineering functions permit genomes to serve as Read-Write information storage systems, not just Read-Only memories subject to accidental change. These <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> conclusions are most compatible with a systems engineering view of the evolutionary process.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27510612','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27510612"><span>Pediatrics in <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">Century</span> and Beyond.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Singh, Meharban</p> <p>2016-11-01</p> <p>Pediatrics is a dynamic discipline and there is awareness and hope for actualizing outstanding achievements in the field of child health in <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span> and beyond. Improved lifestyle and quality of children's health is likely to reduce the burden of adult diseases and enhance longevity because seeds of most adult diseases are sown in childhood. Identification and decoding of human genome is expected to revolutionize the practice of pediatrics. The day is not far off when a patient will walk into doctor's chamber with an electronic or digital health history on a CD or palmtop and a decoded genomic constitution. There will be reduced burden of genetic diseases because of selective abortions of "defective" fetuses and replacement of "bad" genes with "good" ones by genetic engineering. Availability of totipotent stem cells and developments in transplant technology are likely to revolutionize the management of a variety of hematologic cancers and life-threatening genetic disorders. The possibility of producing flawless designer babies by advances in assisted reproductive technologies (ARTs) is likely to be mired by several ethical and legal issues.The availability of newer vaccines by recombinant technology for emerging infective and for non-infective lifestyle diseases is likely to improve survival and quality of life. There is going to be a greater focus on the "patient" having the disease rather than "disease" per se by practicing holistic pediatrics by effective utilization of alternative or complementary strategies for health care. Due to advances in technology, pediatrics may get further dehumanized. A true healer cannot simply rely on technology; there must be a spiritual bond between the patient and the physician by exploiting the concept of psycho-neuro-immunology and body-mind interactions. In the years to come, physicians are likely to play "god" but medicine can't achieve immortality because anything born must die in accordance with nature's recycling</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=2&id=EJ1026322','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=2&id=EJ1026322"><span>Decolonizing Aboriginal Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Munroe, Elizabeth Ann; Lunney-Borden, Lisa; Murray-Orr, Anne; Toney, Denise; Meader, Jane</p> <p>2013-01-01</p> <p>Concerned by the need to decolonize education for Aboriginal students, the authors explore philosophies of Indigenous ways of knowing and those of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning movement. In their efforts to propose a way forward with Aboriginal education, the authors inquire into harmonies between Aboriginal knowledges and tenets of <span class="hlt">21</span><span class="hlt">st</span> century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=harmony&pg=5&id=EJ1026322','ERIC'); return false;" href="http://eric.ed.gov/?q=harmony&pg=5&id=EJ1026322"><span>Decolonizing Aboriginal Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Munroe, Elizabeth Ann; Lunney-Borden, Lisa; Murray-Orr, Anne; Toney, Denise; Meader, Jane</p> <p>2013-01-01</p> <p>Concerned by the need to decolonize education for Aboriginal students, the authors explore philosophies of Indigenous ways of knowing and those of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning movement. In their efforts to propose a way forward with Aboriginal education, the authors inquire into harmonies between Aboriginal knowledges and tenets of <span class="hlt">21</span><span class="hlt">st</span> century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70037489','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70037489"><span>Comparative endocrinology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Denver, R.J.; Hopkins, P.M.; McCormick, S.D.; Propper, C.R.; Riddiford, L.; Sower, S.A.; Wingfield, J.C.</p> <p>2009-01-01</p> <p> responses to the environment. A major challenge for life scientists in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is to understand how a changing environment impacts all life on earth. A full understanding of the capabilities of organisms to respond to environmental variation, and the resilience of organisms challenged by environmental changes and extremes, is necessary for understanding the impact of pollution and climatic change on the viability of populations. Comparative endocrinologists have a key role to play in these efforts.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFMED13C0784M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFMED13C0784M"><span>Geoscience and the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workforce</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Manduca, C. A.; Bralower, T. J.; Blockstein, D.; Keane, C. M.; Kirk, K. B.; Schejbal, D.; Wilson, C. E.</p> <p>2013-12-01</p> <p>Geoscience knowledge and skills play new roles in the workforce as our society addresses the challenges of living safely and sustainably on Earth. As a result, we expect a wider range of future career opportunities for students with education in the geosciences and related fields. A workshop offered by the InTeGrate STEP Center on 'Geoscience and the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workforce' brought together representatives from 24 programs with a substantial geoscience component, representatives from different employment sectors, and workforce scholars to explore the intersections between geoscience education and employment. As has been reported elsewhere, employment in energy, environmental and extractive sectors for geoscientists with core geology, quantitative and communication skills is expected to be robust over the next decade as demand for resources grow and a significant part of the current workforce retires. Relatively little is known about employment opportunities in emerging areas such as green energy or sustainability consulting. Employers at the workshop from all sectors are seeking the combination of strong technical, quantitative, communication, time management, and critical thinking skills. The specific technical skills are highly specific to the employer and employment needs. Thus there is not a single answer to the question 'What skills make a student employable?'. Employers at this workshop emphasized the value of data analysis, quantitative, and problem solving skills over broad awareness of policy issues. Employers value the ability to articulate an appropriate, effective, creative solution to problems. Employers are also very interested in enthusiasm and drive. Participants felt that the learning outcomes that their programs have in place were in line with the needs expressed by employers. Preparing students for the workforce requires attention to professional skills, as well as to the skills needed to identify career pathways and land a job. This critical</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA207348','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA207348"><span>Armored Battle Groups in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1989-03-31</p> <p>ARMORED BATTLE GROUPS IN THE <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> BY LIEUTENANT COLONEL WENDELL D. KOT )STIRUMtN STATE9M A: Approved fer public releft. distribution is izulatated...RECIPIENT’S CATALOG NUMBER 4. TITLE (’ Subtitle) 5. TYPE OF REPORT & PERIOD COVERED ARMORED BATTLE GROUPS IN THE <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> i Individual Study Project 6...alternative to today’s heavy division force structure - Armored Battle Groups is examined. The Armored Battle Group organization devel- oped in the paper</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/589282','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/589282"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> jobs initiative - building the foundations for a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> economy. Executive summary</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p></p> <p>1995-11-01</p> <p>This document summarizes the principal findings, conclusions, and recommendations of the first year of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Jobs Initiative. Launched by leaders of the the 15-county {open_quotes}Resource Valley,{close_quotes} the Jobs Initiative is an action-oriented strategic plan that responds to the region`s most pressing economic challenges. Department of Energy funds have supported the initiative and Tennessee`s Resource Valley, the region`s premier marketing and promotion organization, has spearheaded the project. Consulting assistance has been provided by a team lead by DRI/McGraw-Hill`s Economic Competitiveness Group and IC{sup 2}, Dr. George Kozmetsky`s organization affiliated with the University of Texas at Austin. The consultants have developed several reports and other materials that may be of interest to the reader.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFM.H21J1213N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFM.H21J1213N"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Water Conservation Principles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Narayanan, M.</p> <p>2013-12-01</p> <p>This is an encore presentation of what was presented at the 2012 AGU International Conference. It was entitled: 'The Importance of Water Conservation in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.' The poster presentation, however, has been redesigned and reorganized with new, revised perspectives. The importance of water conservation principles has been emphasized. The population of United States has more than doubled over the past 50 years. The need for water however, has tripled. The EPA estimates that more than 36 states face water shortage during the forthcoming years. The EPA has prepared a plan for achieving environmental and energy performance. This will be coupled with leadership and accountability. Carbon neutrality is also of prime importance. The objective is to focus on six important, essential areas. 1. Efficient use of already available energy resources. 2. Intelligent water consumption and focusing on water conservation. 3. Expand the use of renewable energy resources. 4. Explore innovative transportation systems and methodologies. 5. Change building codes and promote high performance sustainable buildings. 6. Focus on developing creative environment management systems. Greenhouse gases such as carbon dioxide occur naturally in the atmosphere. Carbon dioxide is also emitted to the atmosphere through a variety of natural processes and also some human activities. However, fluorinated gases are emitted to the atmosphere solely through human activities, because they are created by humans. It is very important to observe that water conservation is probably the most cost-effective way to reduce our demand for water. Furthermore, it is certainly environmentally justifiable. The Environmental Protection Agency has a plan called E2PLAN. It is EPA's plan for achieving energy and environmental performance, leadership, accountability, and carbon neutrality. In June 2011, the EPA published a comprehensive, multi-year planning document called Strategic Sustainability Performance Plan. The</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Art+AND+Magic&pg=3&id=EJ699598','ERIC'); return false;" href="http://eric.ed.gov/?q=Art+AND+Magic&pg=3&id=EJ699598"><span>Dance Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Global Perspective</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gilbert, Anne Green</p> <p>2005-01-01</p> <p>Margaret H'Doubler brought the magic of dance to the 20th <span class="hlt">century</span>, yet the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> has yet to find a person to rekindle the same public desire for dance education. Consequently, the future of dance education in the next <span class="hlt">century</span> is hard to predict. Based on an informal survey of fellow advisory board members of Dance and the Child…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Keeton&pg=4&id=EJ575945','ERIC'); return false;" href="http://eric.ed.gov/?q=Keeton&pg=4&id=EJ575945"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> American Student: An Attempted Sighting.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keeton, Morris T.</p> <p>1998-01-01</p> <p>Portrays <span class="hlt">21</span><span class="hlt">st-century</span> American students as being more diverse in ethnicity, age, culture, prior education, and proficiency in computer and technology use. Asserts that future learners will take the lead in managing their own learning, unlike the traditional college students of the 20th <span class="hlt">century</span>. (VWC)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/6061484','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/6061484"><span>Martian weather and climate in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Zurek, R.W.</p> <p>1990-01-01</p> <p>The historical interest in the weather and climate of Mars and current understanding of aspects of the present climate are addressed. Scientific research into the weather and climate of Mars in the next <span class="hlt">century</span> is examined. The impact of the Martian weather of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> on humans that may then be inhabiting the planet is considered. 8 refs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=7&id=ED550621','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=7&id=ED550621"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Readiness Skills for Career and Technical Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bennett, Tyrone L.</p> <p>2012-01-01</p> <p>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> has embraced the technological age by storm and has approached us quicker than most have expected, leaving many still stuck in the 20th <span class="hlt">century</span>. Technical careers require very skilled workers and their education has sprung as a strong vehicle all over the country but still most of our employed citizens, especially the youth, have…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23822576','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23822576"><span>[Prolegomenon of the Czech pharmacognosy: <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Opletal, Lubomír</p> <p>2013-04-01</p> <p>The paper analyzes the basic features of the development of pharmacognosy as the oldest profile subject of pharmacy primarily in Europe during the 20th <span class="hlt">century</span>. Historical consequences of its development are declared, which should create the basis for its embedment, new content and tasks in Czech pharmacy of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, especially in education at Czech universities.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED510276.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED510276.pdf"><span>Global Trends in Language Learning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Eaton, Sarah Elaine</p> <p>2010-01-01</p> <p>Today's language classroom is vastly different from that of the mid- to late 20th <span class="hlt">century</span>. The study is a meta-analysis of recent research which provided the means to identify current and emerging trends in the field. Informed by this research, some identified trends that are shaping the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> language classroom are outdated practices such…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27035154','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27035154"><span>Informing <span class="hlt">21</span><span class="hlt">st-Century</span> Risk Assessments with <span class="hlt">21</span><span class="hlt">st-Century</span> Science.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Birnbaum, Linda S; Burke, Thomas A; Jones, James J</p> <p>2016-04-01</p> <p>Understanding and preventing adverse impacts from chemicals in the environment is fundamental to protecting public health, and chemical risk assessments are used to inform public health decisions in the United States and around the world. Traditional chemical risk assessments focus on health effects of environmental contaminants on a chemical-by-chemical basis, largely based on data from animal models using exposures that are typically higher than those experienced by humans. Results from environmental epidemiology studies sometimes show effects that are not observed in animal studies at human exposure levels that are lower than those used in animal studies. In addition, new approaches such as Toxicology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> (Tox21) and exposure forecasting (ExpoCast) are generating mechanistic data that provide broad coverage of chemical space, chemical mixtures, and potential associated health outcomes, along with improved exposure estimates. It is becoming clear that risk assessments in the future will need to use the full range of available mechanistic, animal, and human data to integrate multiple types of data and to consider nontraditional health outcomes and end points. This perspective was developed at the "Strengthening the Scientific Basis of Chemical Safety Assessments" workshop, which was cosponsored by the U.S. Environmental Protection Agency and the National Institute of Environmental Health Sciences, where gaps between the emerging science and traditional chemical risk assessments were explored, and approaches for bridging the gaps were considered.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA482137','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA482137"><span>A Cooperative Strategy for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Seapower - Then What?</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2008-03-11</p> <p>Strategy’s reason for existence is to make this logical argument and answer the question “Why seapower?” What is the influence of Mahan on A Cooperative...St ra te gy R es ea rc h Pr oj ec t A COOPERATIVE STRATEGY FOR <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> SEAPOWER – THEN WHAT ? BY COMMANDER TIM DAY United States...TITLE AND SUBTITLE A Cooperative Strategy for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Seapower- Then What ? 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20080015866','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20080015866"><span>[NASA] in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Horn, Thomas J.</p> <p>2006-01-01</p> <p>This viewgraph presentation reviews the NASA programs in support of Aeronautical and Space research. This research involves imagining the future of air travel. There are three major Aeronautics technology programs: (1) Fundamental Aeronautics, (2) <span class="hlt">Aviation</span> Safety and (3) Airspace Systems. The aim of exploring the depths of the universe through earth based and space based assets. Other Space programs include the plans for exploration of the moon and Mars.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&id=ED575197','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&id=ED575197"><span>Reliability and Validity of Michigan School Libraries for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Measurement Benchmarks</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Floyd, Natosha N.</p> <p>2016-01-01</p> <p>The purpose of this study was to examine the psychometric properties of the Michigan School Libraries for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Measurement Benchmarks (SL21). The instrument consists of 19 items with three subscales: Building the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Environment Subscale, Teaching for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Subscale, and Leading the Way to <span class="hlt">21</span><span class="hlt">st</span> Century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20040110378','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20040110378"><span>Transformations in Air Transportation Systems For the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Holmes, Bruce J.</p> <p>2004-01-01</p> <p>Globally, our transportation systems face increasingly discomforting realities: certain of the legacy air and ground infrastructures of the 20th <span class="hlt">century</span> will not satisfy our <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> mobility needs. The consequence of inaction is diminished quality of life and economic opportunity for those nations unable to transform from the 20th to <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> systems. Clearly, new thinking is required regarding business models that cater to consumers value of time, airspace architectures that enable those new business models, and technology strategies for innovating at the system-of-networks level. This lecture proposes a structured way of thinking about transformation from the legacy systems of the 20th <span class="hlt">century</span> toward new systems for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The comparison and contrast between the legacy systems of the 20th <span class="hlt">century</span> and the transformed systems of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> provides insights into the structure of transformation of air transportation. Where the legacy systems tend to be analog (versus digital), centralized (versus distributed), and scheduled (versus on-demand) for example, transformed <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> systems become capable of scalability through technological, business, and policy innovations. Where air mobility in our legacy systems of the 20th <span class="hlt">century</span> brought economic opportunity and quality of life to large service markets, transformed air mobility of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> becomes more equitable available to ever-thinner and widely distributed populations. Several technological developments in the traditional aircraft disciplines as well as in communication, navigation, surveillance and information systems create new foundations for <span class="hlt">21</span><span class="hlt">st</span> thinking about air transportation. One of the technological developments of importance arises from complexity science and modern network theory. Scale-free (i.e., scalable) networks represent a promising concept space for modeling airspace system architectures, and for assessing network performance in terms of robustness</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA413536','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA413536"><span>Training Ranges in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2007-11-02</p> <p>warfighting tactical principles established during the early 19th <span class="hlt">Century</span>. In making training as real as possible, in the spirit of “Train As We Fight...few use restrictions. Early on, installations were established in rural areas, but, during the last <span class="hlt">century</span>, the population exploded, and some...CMTC), Hohenfels Training Area ( HTA ), Germany; and the Joint Readiness Training Center, Fort Polk, Louisiana. o MCTCs focus on brigade task force</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED472598.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED472598.pdf"><span>Business Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Missouri State Dept. of Elementary and Secondary Education, Jefferson City. Div. of Vocational and Adult Education.</p> <p></p> <p>Each year, the Policies Commission for Business and Economic Education develops statements regarding business education. The following are among the commission's guidelines regarding planning the business education curriculum for the new <span class="hlt">century</span>: (1) making business education an integral and equal partner within schools' educational communities…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=75868&keyword=patent&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=91086730&CFTOKEN=14832625','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=75868&keyword=patent&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=91086730&CFTOKEN=14832625"><span><span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> MOLD ANALYSIS IN FOOD</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Traditionally, the indoor air community has relied on mold analysis performed by either microscopic observations or the culturing of molds on various media to assess indoor air quality. These techniques were developed in the 19th <span class="hlt">century</span> and are very laborious and time consumin...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Academic+AND+freedom&pg=7&id=EJ1070646','ERIC'); return false;" href="https://eric.ed.gov/?q=Academic+AND+freedom&pg=7&id=EJ1070646"><span>Academic Freedom in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tierney, William G.; Lechuga, Vicente M.</p> <p>2005-01-01</p> <p>Throughout the 20th <span class="hlt">century</span>, academic freedom was a foundational value for the academy in the United States. The concept of academic freedom pertains to the right of faculty to enjoy considerable autonomy in their research and teaching. The assumption that drives academic freedom is that the country benefits when faculty are able to search for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=75868&keyword=food+AND+go&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=75868&keyword=food+AND+go&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span><span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> MOLD ANALYSIS IN FOOD</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>Traditionally, the indoor air community has relied on mold analysis performed by either microscopic observations or the culturing of molds on various media to assess indoor air quality. These techniques were developed in the 19th <span class="hlt">century</span> and are very laborious and time consumin...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=maslow+AND+hierarchy+AND+needs&pg=6&id=EJ293740','ERIC'); return false;" href="https://eric.ed.gov/?q=maslow+AND+hierarchy+AND+needs&pg=6&id=EJ293740"><span>Curriculum for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pratt, David</p> <p>1983-01-01</p> <p>Urges reconsideration of educational ends. Suggests eight curriculum principles that can help Canadian schools move into the next <span class="hlt">century</span>. Explains six educational needs roughly based on Maslow's hierarchy (aesthetic needs, need for meaning, self-actualization, self-concept, social needs, need for survival) and relates them to curriculum…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=team+AND+advantage&id=EJ874144','ERIC'); return false;" href="https://eric.ed.gov/?q=team+AND+advantage&id=EJ874144"><span>Building Guided Inquiry Teams for <span class="hlt">21</span><span class="hlt">st-Century</span> Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kuhlthau, Carol C.; Maniotes, Leslie K.</p> <p>2010-01-01</p> <p>How can students learn to think for themselves, make good decisions, develop expertise, and become lifelong learners in a rapidly changing information environment? How can students learn, create, and find meaning from multiple sources of information? These are fundamental questions facing educators in designing schools for <span class="hlt">21</span><span class="hlt">st-century</span> learners.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=news+AND+channels&pg=6&id=EJ975531','ERIC'); return false;" href="http://eric.ed.gov/?q=news+AND+channels&pg=6&id=EJ975531"><span>Technology Integration for the "New" <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learner</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blair, Nancye</p> <p>2012-01-01</p> <p>A dramatic shift is sweeping through the schools. Third graders texting on their cell phones. Kindergarteners who can navigate an iPod Touch better than educators can. Middle schoolers who already have an Internet following on their blog or YouTube channel. These are not the same <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learners people came to know over the first decade of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Robertson&pg=7&id=EJ642074','ERIC'); return false;" href="http://eric.ed.gov/?q=Robertson&pg=7&id=EJ642074"><span>Grandma Moses in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Learning from Exhibitions.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnson, Mark M.</p> <p>2001-01-01</p> <p>Provides background information on the life and career of Grandma Moses who was born as Anna Mary Robertson and painted in the style of folk or naive art. Addresses the art exhibition entitled "Grandma Moses in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>" that explores the recurring themes in her artwork. (CMK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=90s&pg=3&id=EJ960461','ERIC'); return false;" href="https://eric.ed.gov/?q=90s&pg=3&id=EJ960461"><span>Basic Selection Tools: <span class="hlt">21</span><span class="hlt">st-Century</span> Style</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Howard, Jody K.</p> <p>2011-01-01</p> <p>Selecting materials for school libraries has always been a challenging task, but it has become much more complicated in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. A school librarian at a junior high in the late 1990s could allot a certain portion of her budget for reference books, the general circulating collection, a few audiovisual materials, and newspapers and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=new&pg=4&id=EJ1026423','ERIC'); return false;" href="http://eric.ed.gov/?q=new&pg=4&id=EJ1026423"><span>A New Leadership Paradigm for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Woodland, Calvin; Parsons, Michael H.</p> <p>2013-01-01</p> <p>Leadership in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will require new insights and a new paradigm. With nearly 100 years of combined experience in community college teaching and administration, the authors of this chapter blend theory and experience into a design for engaging the "new normal."</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=209846&keyword=ontology&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=209846&keyword=ontology&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>Biologically Relevant Exposure Science for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Toxicity Testing</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>High visibility efforts in toxicity testing and computational toxicology including the recent NRC report, Toxicity Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: a Vision and Strategy (NRC, 2007), raise important research questions and opportunities for the field of exposure science. The authors ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=new&pg=5&id=EJ1026423','ERIC'); return false;" href="https://eric.ed.gov/?q=new&pg=5&id=EJ1026423"><span>A New Leadership Paradigm for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Woodland, Calvin; Parsons, Michael H.</p> <p>2013-01-01</p> <p>Leadership in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will require new insights and a new paradigm. With nearly 100 years of combined experience in community college teaching and administration, the authors of this chapter blend theory and experience into a design for engaging the "new normal."</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=red+AND+shift&pg=2&id=EJ831327','ERIC'); return false;" href="http://eric.ed.gov/?q=red+AND+shift&pg=2&id=EJ831327"><span>Backers of "<span class="hlt">21</span><span class="hlt">st-Century</span> Skills" Take Flak</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sawchuk, Stephen</p> <p>2009-01-01</p> <p>The phrase "<span class="hlt">21</span><span class="hlt">st-century</span> skills" is everywhere in education policy discussions these days, from faculty lounges to the highest echelons of the U.S. education system. Broadly speaking, it refers to a push for schools to teach critical-thinking, analytical, and technology skills, in addition to the "soft skills" of creativity, collaboration, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=China&pg=7&id=EJ1029408','ERIC'); return false;" href="https://eric.ed.gov/?q=China&pg=7&id=EJ1029408"><span>Understanding China's Curriculum Reform for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Law, Wing-Wah</p> <p>2014-01-01</p> <p>This article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Nagel&pg=4&id=EJ817695','ERIC'); return false;" href="https://eric.ed.gov/?q=Nagel&pg=4&id=EJ817695"><span>Geography: The "Essential" Skill for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nagel, Paul</p> <p>2008-01-01</p> <p>As people head further into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, they are living in a constantly changing and interdependent world. As such, students need a global awareness that includes familiarity with different cultures, beliefs, and lifestyles in order to understand and address global issues. Geography can help students understand these issues. In this article,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=millennials&pg=3&id=EJ995926','ERIC'); return false;" href="http://eric.ed.gov/?q=millennials&pg=3&id=EJ995926"><span>Essentials for Engaged <span class="hlt">21</span><span class="hlt">st-Century</span> Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jones, Virginia R.</p> <p>2012-01-01</p> <p>The Millennial Generation is a subject of paramount interest for <span class="hlt">21</span><span class="hlt">st-century</span> educators. It is a generation unlike its predecessors, with some stating it is the most intelligent consumer generation in history. Experts in the fields of neurobiology and psychology have found that Millennial brains may actually be "physically different" because of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=fresh+AND+graduate+AND+problem&id=EJ933583','ERIC'); return false;" href="https://eric.ed.gov/?q=fresh+AND+graduate+AND+problem&id=EJ933583"><span>Curriculum Development: Producing "Geographers" for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whalley, W. Brian; Saunders, Angharad; Lewis, Robin A.; Buenemann, Michaela; Sutton, Paul C.</p> <p>2011-01-01</p> <p>We take a fresh look at geography curricula and their appropriateness to the demands of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of "supercomplexity". Geography curricula, by their nature, are varied and multiple, with different countries often privileging different…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1215302','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1215302"><span>Transforming Power Systems; <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Power Partnership</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p></p> <p>2015-05-20</p> <p>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Power Partnership - a multilateral effort of the Clean Energy Ministerial - serves as a platform for public-private collaboration to advance integrated solutions for the large-scale deployment of renewable energy in combination with deep energy ef?ciency and smart grid solutions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=global+AND+warning&id=EJ1007085','ERIC'); return false;" href="https://eric.ed.gov/?q=global+AND+warning&id=EJ1007085"><span>Implementing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Literacies in First-Year Composition</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Froehlich, Maggie Gordon; Froehlich, Peter Alan</p> <p>2013-01-01</p> <p>In November 2008, the National Council of Teachers of English published "The NCTE Definition of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Literacies" (21CL); its objectives include using technology, producing and analyzing multimedia texts, accessing and evaluating complex research sources, building relationships to enable collaboration, considering the diversity of a global…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=humanities&id=EJ1026411','ERIC'); return false;" href="https://eric.ed.gov/?q=humanities&id=EJ1026411"><span>A <span class="hlt">21</span><span class="hlt">st-Century</span> Humanities for the Community College</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alford, Barry; Elden, Lucia</p> <p>2013-01-01</p> <p>This essay examines not only the role the humanities play in the community college curriculum but also how our approach to and understanding of the humanities must change. The defense of a <span class="hlt">21</span><span class="hlt">st-century</span> humanities has to begin in the experience of our students and not in the traditional canons of our disciplines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Christianity&pg=7&id=ED519052','ERIC'); return false;" href="https://eric.ed.gov/?q=Christianity&pg=7&id=ED519052"><span>Emerging: Negotiating Identity in a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> American Seminary</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shafer, Peter W.</p> <p>2010-01-01</p> <p>"Emerging: Negotiating Identity in a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> American Seminary" is an ethnographic investigation involving a diverse group of students as they experience their first year of graduate-level theological education at a Protestant seminary in the United States. The study analyzes the observations and student interviews that form the core of the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED453763.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED453763.pdf"><span>Transforming Postsecondary Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Briefing Papers.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Education Commission of the States, Denver, CO.</p> <p></p> <p>These briefing papers focus on key roles and issues postsecondary education will face in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Together they are intended to stimulate debate and discussion and to encourage alternative perspectives and thoughtful actions. This collection is meant to be the opening of a necessary public conversation. The papers are: (1) "Help…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=retailing+AND+research+AND+papers&id=EJ1049531','ERIC'); return false;" href="https://eric.ed.gov/?q=retailing+AND+research+AND+papers&id=EJ1049531"><span>Developing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Process Skills through Project Design</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yoo, Jeong-Ju; MacDonald, Nora M.</p> <p>2014-01-01</p> <p>The goal of this paper is to illustrate how the promotion of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> process skills can be used to enhance student learning and workplace skill development: thinking, problem solving, collaboration, communication, leadership, and management. As an illustrative case, fashion merchandising and design students conducted research for a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1079755.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1079755.pdf"><span>E-Classroom of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Information Gaps</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Oluwatumbi, Oso Senny</p> <p>2015-01-01</p> <p>The introduction of technology into the classroom has revolutionized teaching and learning process. The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning environment creates exciting learning for students to collaborate and learn at their own pace making them active participants in learning process. The teacher is no-longer a dictator, pouring knowledge into passive learners…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22Arts+and+society%22&id=EJ913620','ERIC'); return false;" href="http://eric.ed.gov/?q=%22Arts+and+society%22&id=EJ913620"><span>New Challenges in <span class="hlt">21</span><span class="hlt">st-Century</span> Dance Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kassing, Gayle</p> <p>2010-01-01</p> <p>To become competent in today's society, individuals need multiliteracies. The <span class="hlt">21</span><span class="hlt">st-century</span> dancer needs to be an artist, choreographer, educator, and researcher who can meet challenges and make an impact within the profession, as well as across education, the arts, and society. As dance professionals assess how to utilize their resources better…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=209846&keyword=translation&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=78686689&CFTOKEN=61658149','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=209846&keyword=translation&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=78686689&CFTOKEN=61658149"><span>Biologically Relevant Exposure Science for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Toxicity Testing</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>High visibility efforts in toxicity testing and computational toxicology including the recent NRC report, Toxicity Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: a Vision and Strategy (NRC, 2007), raise important research questions and opportunities for the field of exposure science. The authors ...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=denver+AND+colorado&pg=4&id=EJ837435','ERIC'); return false;" href="http://eric.ed.gov/?q=denver+AND+colorado&pg=4&id=EJ837435"><span>Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner in Action</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coatney, Sharon</p> <p>2009-01-01</p> <p>The new "Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner IN ACTION", presented like a colorful flowchart, was previewed without fanfare at the annual Midwinter meeting of the American Library Association in Denver, Colorado, in January (American Library Association 2009). This new publication does a good job in further defining the student…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1072653.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1072653.pdf"><span>Economies of eLearning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kasraie, Noah; Kasraie, Esrafill</p> <p>2010-01-01</p> <p>The Internet and advancements in the field of information technology have opened up unprecedented opportunities for every citizen to succeed in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Higher education has been utilizing the new technology by offering web-based education. Many universities today offer online classes and even online degrees using eLearning. But how can…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=vargas&pg=5&id=ED281760','ERIC'); return false;" href="http://eric.ed.gov/?q=vargas&pg=5&id=ED281760"><span>Toward the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> in Mathematics Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>O'Brien, Thomas C., Ed.</p> <p></p> <p>In an effort to prepare students for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, this book provides ideas and suggestions for educators on critical areas in mathematics education. A series of articles is presented on content changes, instructional strategies, and the role of computers. These articles include: (1) "Status of Computers" (John Ellsworth); (2) "New Topics for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=web-site&pg=2&id=EJ921662','ERIC'); return false;" href="https://eric.ed.gov/?q=web-site&pg=2&id=EJ921662"><span>Developing Classroom Web Sites for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tingen, Jennifer; Philbeck, Lauren; Holcomb, Lori B.</p> <p>2011-01-01</p> <p>Classroom Web sites have the potential to support and enhance student learning by targeting <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills, such as collaboration among teachers, students, parents, and other teachers, media literacy, and interpersonal and self-directional skills, as well as thinking and problem-solving skills. Web 2.0 tools such as blogs, vokis, and podcasts…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED446281.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED446281.pdf"><span>Engineering Education for Leadership in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wirasinghe, Chan</p> <p></p> <p>The engineering profession and, consequently, the education process for engineers must respond to several new realities in order to be successful in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Some aspects of the new reality that are relevant to engineering education are as follows: the globalization of commerce; the information revolution; innovations in technology; the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED535739.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED535739.pdf"><span>Cyber Portfolio: The Innovative Menu for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Technology</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Robles, Ava Clare Marie O.</p> <p>2012-01-01</p> <p>Cyber portfolio is a valuable innovative menu for teachers who seek out strategies or methods to integrate technology into their lessons. This paper presents a straightforward preparation on how to innovate a menu that addresses the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills blended with higher order thinking skills, multiple intelligence, technology and multimedia.…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=geographer&pg=4&id=EJ933583','ERIC'); return false;" href="http://eric.ed.gov/?q=geographer&pg=4&id=EJ933583"><span>Curriculum Development: Producing "Geographers" for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whalley, W. Brian; Saunders, Angharad; Lewis, Robin A.; Buenemann, Michaela; Sutton, Paul C.</p> <p>2011-01-01</p> <p>We take a fresh look at geography curricula and their appropriateness to the demands of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. We reflect on the purpose, content and relevance of undergraduate geography curricula in an age of "supercomplexity". Geography curricula, by their nature, are varied and multiple, with different countries often privileging different…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=quadrant+AND+system&id=EJ1139108','ERIC'); return false;" href="https://eric.ed.gov/?q=quadrant+AND+system&id=EJ1139108"><span>Designing Blended Learning Interventions for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Student</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Eagleton, Saramarie</p> <p>2017-01-01</p> <p>The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=forecasting+AND+business&pg=6&id=ED321359','ERIC'); return false;" href="https://eric.ed.gov/?q=forecasting+AND+business&pg=6&id=ED321359"><span>School Business Management in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Association of School Business Officials International, Reston, VA.</p> <p></p> <p>As society's fundamental characteristics change, schools and school leaders must be prepared to modify the educational enterprise to meet the new and unique needs of adults and youngsters in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. To anticipate and control change, the school business manager must be able to project future trends, issues, and challenges. In this volume,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Taoism&id=EJ953639','ERIC'); return false;" href="https://eric.ed.gov/?q=Taoism&id=EJ953639"><span>Servant Leadership: Guiding Extension Programs in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Astroth, Kirk A.; Goodwin, Jeff; Hodnett, Frank</p> <p>2011-01-01</p> <p>A new set of leadership skills is required for Extension administrators for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Past models and theories are reviewed and discussed. The old "power" model of leadership is no longer relevant. A relatively new model called "Servant Leadership" is reviewed and explained. Seven key practices of servant leadership are outlined, and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1101720.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1101720.pdf"><span>Reviewing Web Searching in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seyedarabi, Faezeh</p> <p>2012-01-01</p> <p>In this paper, the government's initiatives and policies for improving schools in the UK are highlighted to be the main drive for the Internet use of teachers and online resources in their classroom teaching. The aim of this review is to outline Web searching as an important part of education and society in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Hence, in order to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ881324.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ881324.pdf"><span>Cyberbullying and Sexting: Technology Abuses of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Siegle, Del</p> <p>2010-01-01</p> <p>Many young people cannot remember a time before Instant Messaging (IM), cell phone text messaging, video conferencing, blogging, e-mailing, and MySpace and Facebook postings existed. Thanks to the ubiquitous nature of technology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, digital natives are accustomed to seeing, and being seen, on a scale that was unimaginable by their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED539384.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED539384.pdf"><span>A Parent's Guide to <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>George Lucas Educational Foundation, 2012</p> <p>2012-01-01</p> <p>Step-by-step, schools from the elementary through high school levels are making the transition to <span class="hlt">21</span><span class="hlt">st-century</span> learning. Some have crossed the threshold almost entirely. In today's progressive classrooms, yesterday's rows of quiet listeners have given way to small groups of active learners, thoroughly engaged in discussions and explorations. And…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=find+AND+your&pg=5&id=ED534291','ERIC'); return false;" href="https://eric.ed.gov/?q=find+AND+your&pg=5&id=ED534291"><span>Evidence-Based Strategies for Leading <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schrum, Lynne; Levin, Barbara B.</p> <p>2012-01-01</p> <p>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 <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Schools," Lynne Schrum and Barbara Levin offer insights direct from principals, teachers, superintendents, and others involved in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED330920.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED330920.pdf"><span>Career Development: Preparing for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hanson, Robert, Ed.; And Others</p> <p></p> <p>The articles in this monograph deal with various aspects of career development and the difficulties youth will have in making decisions that will propel them into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Included are an introduction by Garry Walz, a foreword by Robert Hanson, and these articles: (1) "The Changing Face of the Workplace: 1986-2000" (Kenneth B. Hoyt); (2)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=geographies+AND+innovation&pg=5&id=EJ817696','ERIC'); return false;" href="http://eric.ed.gov/?q=geographies+AND+innovation&pg=5&id=EJ817696"><span>Economic and Financial Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schug, Mark; Lopus, Jane</p> <p>2008-01-01</p> <p>The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills places an important emphasis on fundamental social science subjects including history, geography, government and civics, and economics as well as a stress on other important subjects such as English, foreign languages, arts, and science in the school curriculum. It has also identified what it calls 21st…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bayer&pg=5&id=EJ707438','ERIC'); return false;" href="http://eric.ed.gov/?q=bayer&pg=5&id=EJ707438"><span>The Role of Educators in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Staley, Lynn; Bayer, Eileen</p> <p>2004-01-01</p> <p>This brief article reports on selective presentations from the January, 2004, conference, "Poverty, Partnerships and Peace: The Role of Educators in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>," sponsored by the Committee on Teaching about the United Nations. Topics covered include the importance of teaching girls in Afghanistan and the connection between poverty…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Economics+AND+Business&pg=7&id=EJ817696','ERIC'); return false;" href="https://eric.ed.gov/?q=Economics+AND+Business&pg=7&id=EJ817696"><span>Economic and Financial Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schug, Mark; Lopus, Jane</p> <p>2008-01-01</p> <p>The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills places an important emphasis on fundamental social science subjects including history, geography, government and civics, and economics as well as a stress on other important subjects such as English, foreign languages, arts, and science in the school curriculum. It has also identified what it calls 21st…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED379976.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED379976.pdf"><span>Higher Education Staff Development: Directions for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barnes, Jennifer; And Others</p> <p></p> <p>This collection of 13 papers offers an international perspective on future directions of staff development at colleges and universities, focusing on academic staff development, higher education teaching networks, and managerial and human resource development. Papers are: (1) "Higher Education Staff Development for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Directions…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=4&id=EJ1006719','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=4&id=EJ1006719"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning and Progressive Education: An Intersection</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Little, Tom</p> <p>2013-01-01</p> <p>The seminal tenets of progressive education bear a striking resemblance to the newly fashionable principles associated with with a new movement known as "<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Education". This article traces the development of progressive education principles, starting with the founding of the Progressive Education Association, and shows their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=3&id=EJ1107417','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=3&id=EJ1107417"><span>Technology Enhanced Formative Assessment for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios; Yang, Lan; Mukama, Evode; Warusavitarana, Amali; Dona, Kulari Lokuge; Eichhorn, Koos; Fluck, Andrew; Huang, Ronghuai; Bridges, Susan; Lu, Jiingyan; Ren, Youqun; Gui, Xiaoqing; Deneen, Christopher C.; San Diego, Jonathan; Gibson, David C.</p> <p>2016-01-01</p> <p>This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The group…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=awareness+AND+natural+AND+disasters&pg=4&id=EJ817695','ERIC'); return false;" href="http://eric.ed.gov/?q=awareness+AND+natural+AND+disasters&pg=4&id=EJ817695"><span>Geography: The "Essential" Skill for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nagel, Paul</p> <p>2008-01-01</p> <p>As people head further into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, they are living in a constantly changing and interdependent world. As such, students need a global awareness that includes familiarity with different cultures, beliefs, and lifestyles in order to understand and address global issues. Geography can help students understand these issues. In this article,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Humans+AND+planet&pg=6&id=EJ498541','ERIC'); return false;" href="http://eric.ed.gov/?q=Humans+AND+planet&pg=6&id=EJ498541"><span>Preparing for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: The EFG Experiment.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Barker, Joel A.</p> <p>1994-01-01</p> <p>An EFG school seeks to prepare students for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> by assuming that education is a pathway to be climbed and that curriculum must be connected to the real world. It develops competencies in three domains: (1) ecological, the relationship between humans and the planet; (2) futures, humans' relationship with time; and (3) global,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22solar+energy%22+AND+%22industry%22&pg=4&id=ED282324','ERIC'); return false;" href="https://eric.ed.gov/?q=%22solar+energy%22+AND+%22industry%22&pg=4&id=ED282324"><span>Facility Planning for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Technology, Industry, and Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hill, Franklin</p> <p></p> <p>When the Orange County School Board (Orlando, Florida) decided to build a new high school, they recognized Central Florida's high technology emphasis as a special challenge. The new facility needed to meet present instructional demands while being flexible enough to incorporate <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> technologies. The final result is a new $30 million high…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1098146.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1098146.pdf"><span>Adventurous Lives: Teacher Qualities for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Faulkner, Julie; Latham, Gloria</p> <p>2016-01-01</p> <p>What kinds of teachers are needed for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learners? While there is recognition that curriculum content, classroom practices and learning environments must alter, there is less attention focussed on the teachers' dispositions for negotiating uncertainty. In this paper, the authors turn their attention to the importance of teachers' lives…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=familiar+AND+planning&pg=5&id=EJ921669','ERIC'); return false;" href="http://eric.ed.gov/?q=familiar+AND+planning&pg=5&id=EJ921669"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: Prepare Students for the Future</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Larson, Lotta C.; Miller, Teresa Northern</p> <p>2011-01-01</p> <p>Skills students will need for the society in which they will work and live shouldn't be thought of as "one more thing to teach," but rather training integrated across all curricula. This article takes a look at <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills and how these skills directly impact teaching and learning. Classroom teachers need to be familiar with these skills…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED442971.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED442971.pdf"><span>A Nation of Opportunity: Building America's <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workforce.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>National Alliance of Business, Inc., Washington, DC.</p> <p></p> <p>Advances in information technology (IT) are reshaping the U.S. labor market. The demand for workers who can read and understand complex material, think analytically, and use technology efficiently will continue to increase. Congress established the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workforce Commission to assess current and future demand for IT workers and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=china&pg=5&id=EJ1029408','ERIC'); return false;" href="http://eric.ed.gov/?q=china&pg=5&id=EJ1029408"><span>Understanding China's Curriculum Reform for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Law, Wing-Wah</p> <p>2014-01-01</p> <p>This article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Stereotypical+AND+movements&pg=2&id=EJ911552','ERIC'); return false;" href="https://eric.ed.gov/?q=Stereotypical+AND+movements&pg=2&id=EJ911552"><span>Teaching Elocution in the <span class="hlt">21</span><span class="hlt">st-Century</span> Communication Classroom</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Munsell, Jason</p> <p>2011-01-01</p> <p>Teaching about elocution in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> classroom has the potential to aid students in learning about not only strategic rhetorical delivery, but also rhetorical empowerment. Normative, stereotypical gender roles still constrain women's performances in the public sphere. Thus elocution informs present day classrooms in at least a couple of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=bangkok&id=EJ1107417','ERIC'); return false;" href="http://eric.ed.gov/?q=bangkok&id=EJ1107417"><span>Technology Enhanced Formative Assessment for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Spector, J. Michael; Ifenthaler, Dirk; Sampson, Demetrios; Yang, Lan; Mukama, Evode; Warusavitarana, Amali; Dona, Kulari Lokuge; Eichhorn, Koos; Fluck, Andrew; Huang, Ronghuai; Bridges, Susan; Lu, Jiingyan; Ren, Youqun; Gui, Xiaoqing; Deneen, Christopher C.; San Diego, Jonathan; Gibson, David C.</p> <p>2016-01-01</p> <p>This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The group…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=industry&pg=5&id=EJ1119454','ERIC'); return false;" href="https://eric.ed.gov/?q=industry&pg=5&id=EJ1119454"><span>Special Focus: Preparing Students for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workplace</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Papadourakis, Giorgos M.</p> <p>2016-01-01</p> <p>The Special Focus in this issue of "Industry and Higher Education" comprises three papers that address practical approaches to the critical challenge of preparing students adequately for employment and career development in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> workplace. The papers, refereed, extended and revised for publication in the journal originate…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=orlando+AND+study+AND+case&pg=3&id=ED362141','ERIC'); return false;" href="https://eric.ed.gov/?q=orlando+AND+study+AND+case&pg=3&id=ED362141"><span>Higher Education in International Perspective - Toward the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Morsy, Zaghloul, Ed.; Altbach, Philip G.</p> <p></p> <p>This book presents a collection of essays dealing with key issues and trends facing the future of higher education on the international level as the world moves into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Essays and their authors are as follows: "The Idea of the University: Changing Roles, Current Crisis and Future Challenges" (Torsten Husen); "Patterns…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Bears&pg=6&id=EJ1006719','ERIC'); return false;" href="http://eric.ed.gov/?q=Bears&pg=6&id=EJ1006719"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning and Progressive Education: An Intersection</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Little, Tom</p> <p>2013-01-01</p> <p>The seminal tenets of progressive education bear a striking resemblance to the newly fashionable principles associated with with a new movement known as "<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Education". This article traces the development of progressive education principles, starting with the founding of the Progressive Education Association, and shows their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=critique+AND+christianity&id=ED519052','ERIC'); return false;" href="http://eric.ed.gov/?q=critique+AND+christianity&id=ED519052"><span>Emerging: Negotiating Identity in a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> American Seminary</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shafer, Peter W.</p> <p>2010-01-01</p> <p>"Emerging: Negotiating Identity in a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> American Seminary" is an ethnographic investigation involving a diverse group of students as they experience their first year of graduate-level theological education at a Protestant seminary in the United States. The study analyzes the observations and student interviews that form the core of the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=consumer+AND+psychology&pg=3&id=EJ995926','ERIC'); return false;" href="https://eric.ed.gov/?q=consumer+AND+psychology&pg=3&id=EJ995926"><span>Essentials for Engaged <span class="hlt">21</span><span class="hlt">st-Century</span> Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jones, Virginia R.</p> <p>2012-01-01</p> <p>The Millennial Generation is a subject of paramount interest for <span class="hlt">21</span><span class="hlt">st-century</span> educators. It is a generation unlike its predecessors, with some stating it is the most intelligent consumer generation in history. Experts in the fields of neurobiology and psychology have found that Millennial brains may actually be "physically different" because of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=paper&pg=5&id=EJ1119454','ERIC'); return false;" href="http://eric.ed.gov/?q=paper&pg=5&id=EJ1119454"><span>Special Focus: Preparing Students for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workplace</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Papadourakis, Giorgos M.</p> <p>2016-01-01</p> <p>The Special Focus in this issue of "Industry and Higher Education" comprises three papers that address practical approaches to the critical challenge of preparing students adequately for employment and career development in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> workplace. The papers, refereed, extended and revised for publication in the journal originate…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/200','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/200"><span>Preparing to Manage Wilderness in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Patrick C. Reed</p> <p>1990-01-01</p> <p>The notion of preparing to manage wilderness in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> is an intriguing one to consider. It certainly would be presumptuous to state with any confidence what the future holds in store for the National Wilderness Preservation System (NWPS) over the course of the next 100 years--indeed whether it will survive in a manageable or even recognizable state. Such...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=%22Walt+Disney+World%22&id=ED282324','ERIC'); return false;" href="http://eric.ed.gov/?q=%22Walt+Disney+World%22&id=ED282324"><span>Facility Planning for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Technology, Industry, and Education.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hill, Franklin</p> <p></p> <p>When the Orange County School Board (Orlando, Florida) decided to build a new high school, they recognized Central Florida's high technology emphasis as a special challenge. The new facility needed to meet present instructional demands while being flexible enough to incorporate <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> technologies. The final result is a new $30 million high…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=defense&pg=2&id=EJ1026411','ERIC'); return false;" href="http://eric.ed.gov/?q=defense&pg=2&id=EJ1026411"><span>A <span class="hlt">21</span><span class="hlt">st-Century</span> Humanities for the Community College</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alford, Barry; Elden, Lucia</p> <p>2013-01-01</p> <p>This essay examines not only the role the humanities play in the community college curriculum but also how our approach to and understanding of the humanities must change. The defense of a <span class="hlt">21</span><span class="hlt">st-century</span> humanities has to begin in the experience of our students and not in the traditional canons of our disciplines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=STEPP&pg=2&id=ED408418','ERIC'); return false;" href="https://eric.ed.gov/?q=STEPP&pg=2&id=ED408418"><span>Building the New Workplace for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Looking Ahead, 1996</p> <p>1996-01-01</p> <p>This serial issue, which is devoted to the challenges that recent changes in the U.S. workplace pose for society and labor-management relations, contains nine papers focusing on the following aspects of building a new workplace for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>: historical and current perspectives; workforce and workplace changes; education and training of the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/41980','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/41980"><span>Watershed management in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: National perspectives</span></a></p> <p><a target="_blank" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>Carolyn Adams; Tom Noonan; Bruce Newton</p> <p>2000-01-01</p> <p>Watersheds will continue to be planning management units of choice during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Historic precedent, contemporary beliefs, regulation, and broad institutional support have insured their future. Whether their use will result in more sustainable systems depends on keeping natural resource issues a high national priority, balancing competition for consumptive...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=gadgets&pg=5&id=EJ768446','ERIC'); return false;" href="http://eric.ed.gov/?q=gadgets&pg=5&id=EJ768446"><span>Parenting in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Return to Community</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bogan, Yolanda K. H.</p> <p>2004-01-01</p> <p>Parents are potentially the most influential individuals in children's lives. The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> parent has to compete, however, with multiple sources of information, both human and nonhuman, (e.g. children's peers, non-familial adults, TV, technology gadgets, Internet) in shaping the minds, values, and beliefs of children. In the absence of a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=song&pg=5&id=EJ1020570','ERIC'); return false;" href="https://eric.ed.gov/?q=song&pg=5&id=EJ1020570"><span>Teaching with Autoharps in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Birnie, Rebecca A.</p> <p>2014-01-01</p> <p>The excitement of playing an instrument is one of the greatest motivating forces in teaching general music to students. The autoharp, which may be long forgotten in the general music classrooms of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, is an ideal instrument to "re-introduce" to students. The teaching of a traditional folk instrument provides advantages for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED519336.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED519336.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Knowledge and Skills in Educator Preparation</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Greenhill, Valerie</p> <p>2010-01-01</p> <p>The purpose of this paper is to create the foundation for ongoing dialogue around how <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> knowledge and skills can be appropriately embedded in educator preparation, and to guide the development of resources and services to support educator programs. This paper aims to: (1) Develop a blueprint for building the models, tools, resource…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Enterprise+AND+Risk+AND+management&pg=5&id=ED321359','ERIC'); return false;" href="http://eric.ed.gov/?q=Enterprise+AND+Risk+AND+management&pg=5&id=ED321359"><span>School Business Management in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Association of School Business Officials International, Reston, VA.</p> <p></p> <p>As society's fundamental characteristics change, schools and school leaders must be prepared to modify the educational enterprise to meet the new and unique needs of adults and youngsters in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. To anticipate and control change, the school business manager must be able to project future trends, issues, and challenges. In this volume,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=definition+AND+internet&pg=3&id=EJ1007085','ERIC'); return false;" href="http://eric.ed.gov/?q=definition+AND+internet&pg=3&id=EJ1007085"><span>Implementing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Literacies in First-Year Composition</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Froehlich, Maggie Gordon; Froehlich, Peter Alan</p> <p>2013-01-01</p> <p>In November 2008, the National Council of Teachers of English published "The NCTE Definition of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Literacies" (21CL); its objectives include using technology, producing and analyzing multimedia texts, accessing and evaluating complex research sources, building relationships to enable collaboration, considering the diversity of a global…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Mathematical+AND+modeling&pg=2&id=EJ1105702','ERIC'); return false;" href="http://eric.ed.gov/?q=Mathematical+AND+modeling&pg=2&id=EJ1105702"><span>Model Eliciting Activities: Fostering <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stohlmann, Micah</p> <p>2013-01-01</p> <p>Real world mathematical modeling activities can develop needed and valuable <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills. The knowledge and skills to become adept at mathematical modeling need to develop over time and students in the elementary grades should have experiences with mathematical modeling. For this to occur elementary teachers need to have positive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=american+AND+library+AND+association&pg=3&id=EJ837435','ERIC'); return false;" href="https://eric.ed.gov/?q=american+AND+library+AND+association&pg=3&id=EJ837435"><span>Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner in Action</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Coatney, Sharon</p> <p>2009-01-01</p> <p>The new "Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner IN ACTION", presented like a colorful flowchart, was previewed without fanfare at the annual Midwinter meeting of the American Library Association in Denver, Colorado, in January (American Library Association 2009). This new publication does a good job in further defining the student…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Global+AND+problems&pg=5&id=EJ944164','ERIC'); return false;" href="http://eric.ed.gov/?q=Global+AND+problems&pg=5&id=EJ944164"><span>Five Ideas for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Math Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gasser, Kenneth W.</p> <p>2011-01-01</p> <p>This article draws on the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Movement and the successful teaching practices of Asian schools in order to provide five suggestions that secondary math teachers can incorporate into their classrooms in order to promote the skill set necessary for an ever-changing global economy. Problem-based instruction, student-led solutions, risk…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=music+AND+students+AND+performance&id=EJ1020570','ERIC'); return false;" href="http://eric.ed.gov/?q=music+AND+students+AND+performance&id=EJ1020570"><span>Teaching with Autoharps in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Birnie, Rebecca A.</p> <p>2014-01-01</p> <p>The excitement of playing an instrument is one of the greatest motivating forces in teaching general music to students. The autoharp, which may be long forgotten in the general music classrooms of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, is an ideal instrument to "re-introduce" to students. The teaching of a traditional folk instrument provides advantages for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Soul&pg=4&id=EJ848611','ERIC'); return false;" href="http://eric.ed.gov/?q=Soul&pg=4&id=EJ848611"><span>Rediscovering Substance of Soul in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Middle Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tyson, Tim</p> <p>2009-01-01</p> <p>Middle schools take on a higher purpose by making every effort to empower all of their students to attain their highest potential. This article rediscovers the "substance of soul" in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> middle schools. The author stresses that returning to one's substance of soul goes beyond merely revisiting what educators truly value and then…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=considerations+AND+21st-century+AND+disciplinary+AND+policy+AND+practice+AND+joshua+AND+m.+AND+englehart&id=EJ1045484','ERIC'); return false;" href="http://eric.ed.gov/?q=considerations+AND+21st-century+AND+disciplinary+AND+policy+AND+practice+AND+joshua+AND+m.+AND+englehart&id=EJ1045484"><span>Considerations for <span class="hlt">21</span><span class="hlt">st-Century</span> Disciplinary Policy and Practice</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Englehart, Joshua M.</p> <p>2014-01-01</p> <p>While the conceiving of <span class="hlt">21</span><span class="hlt">st-century</span> schools has rightly included much discussion on curriculum and instruction, changing demands and conditions also present necessary changes in the way that student behavior is managed. A review of the literature on student discipline over the past decade reveals three particular issues that warrant attention in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=retail+AND+store&id=EJ1049531','ERIC'); return false;" href="http://eric.ed.gov/?q=retail+AND+store&id=EJ1049531"><span>Developing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Process Skills through Project Design</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yoo, Jeong-Ju; MacDonald, Nora M.</p> <p>2014-01-01</p> <p>The goal of this paper is to illustrate how the promotion of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> process skills can be used to enhance student learning and workplace skill development: thinking, problem solving, collaboration, communication, leadership, and management. As an illustrative case, fashion merchandising and design students conducted research for a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=theories+AND+challenged&pg=5&id=EJ953639','ERIC'); return false;" href="http://eric.ed.gov/?q=theories+AND+challenged&pg=5&id=EJ953639"><span>Servant Leadership: Guiding Extension Programs in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Astroth, Kirk A.; Goodwin, Jeff; Hodnett, Frank</p> <p>2011-01-01</p> <p>A new set of leadership skills is required for Extension administrators for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Past models and theories are reviewed and discussed. The old "power" model of leadership is no longer relevant. A relatively new model called "Servant Leadership" is reviewed and explained. Seven key practices of servant leadership are outlined, and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1095769.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1095769.pdf"><span>Defining Postsecondary Degrees in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Goldberg, Kenneth I.; Guffey, James; Oliverio, Ponzio</p> <p>2016-01-01</p> <p>The competition for jobs in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=red+AND+shift&pg=2&id=EJ831327','ERIC'); return false;" href="https://eric.ed.gov/?q=red+AND+shift&pg=2&id=EJ831327"><span>Backers of "<span class="hlt">21</span><span class="hlt">st-Century</span> Skills" Take Flak</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sawchuk, Stephen</p> <p>2009-01-01</p> <p>The phrase "<span class="hlt">21</span><span class="hlt">st-century</span> skills" is everywhere in education policy discussions these days, from faculty lounges to the highest echelons of the U.S. education system. Broadly speaking, it refers to a push for schools to teach critical-thinking, analytical, and technology skills, in addition to the "soft skills" of creativity, collaboration, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=2&id=EJ921669','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=2&id=EJ921669"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: Prepare Students for the Future</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Larson, Lotta C.; Miller, Teresa Northern</p> <p>2011-01-01</p> <p>Skills students will need for the society in which they will work and live shouldn't be thought of as "one more thing to teach," but rather training integrated across all curricula. This article takes a look at <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills and how these skills directly impact teaching and learning. Classroom teachers need to be familiar with these skills…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=7&id=EJ1105702','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=7&id=EJ1105702"><span>Model Eliciting Activities: Fostering <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Stohlmann, Micah</p> <p>2013-01-01</p> <p>Real world mathematical modeling activities can develop needed and valuable <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills. The knowledge and skills to become adept at mathematical modeling need to develop over time and students in the elementary grades should have experiences with mathematical modeling. For this to occur elementary teachers need to have positive…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009APS..PSF.Q2001R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009APS..PSF.Q2001R"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills and the Physics Classroom</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rigeman, Sally; Bruecken, Peter</p> <p>2009-11-01</p> <p>What content knowledge and skills will today's physics students need to acquire to be successful employees in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>? How can today's physics classrooms prepare students for collaboration in a global work environment? What kind of instruction can engage physics students in learning that supports these demands? Attend this session to find out what motivates today's Net Generation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=team+AND+work+AND+advantages&id=EJ874144','ERIC'); return false;" href="http://eric.ed.gov/?q=team+AND+work+AND+advantages&id=EJ874144"><span>Building Guided Inquiry Teams for <span class="hlt">21</span><span class="hlt">st-Century</span> Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kuhlthau, Carol C.; Maniotes, Leslie K.</p> <p>2010-01-01</p> <p>How can students learn to think for themselves, make good decisions, develop expertise, and become lifelong learners in a rapidly changing information environment? How can students learn, create, and find meaning from multiple sources of information? These are fundamental questions facing educators in designing schools for <span class="hlt">21</span><span class="hlt">st-century</span> learners.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED562163.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED562163.pdf"><span>Fostering <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills through Game Design and Development</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Garvey, Gregory P.</p> <p>2015-01-01</p> <p>This reflection paper argues that the design and development of digital games teach essential <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills. Intrinsic to application and game development is design thinking. Design thinking requires iterative development, which demands creativity, critical thinking and problem solving. Students are engaged through learning by doing in both…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=site+AND+web&pg=2&id=EJ921662','ERIC'); return false;" href="http://eric.ed.gov/?q=site+AND+web&pg=2&id=EJ921662"><span>Developing Classroom Web Sites for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tingen, Jennifer; Philbeck, Lauren; Holcomb, Lori B.</p> <p>2011-01-01</p> <p>Classroom Web sites have the potential to support and enhance student learning by targeting <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills, such as collaboration among teachers, students, parents, and other teachers, media literacy, and interpersonal and self-directional skills, as well as thinking and problem-solving skills. Web 2.0 tools such as blogs, vokis, and podcasts…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15535023','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15535023"><span>Biomedical education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Russell, John H; Stahl, Philip D; Stephenson, Jason; Whelan, Alison</p> <p>2004-01-01</p> <p>The extraordinary discoveries of 20th <span class="hlt">century</span> medicine and technology have created a scientific renaissance. This explosion of new knowledge and the tantalizing potential it holds for altering the course of human health and disease will change the practice of medicine and require the education of a new generation of translational/clinical scientists and physician-scientists as well as an accelerated evolution of the teaching paradigms for the training of physicians.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10789085','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10789085"><span>[Plica polonica in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Friedli, A; Pierriard-Wolfensberger, J; Harms, M</p> <p>2000-03-01</p> <p>We describe a young man presenting with dreadlocks. There are remarkable similarities with the so called plica polonica, that historically had been treated with long courses of mercury. Apparently very important in the 18th <span class="hlt">century</span>, the interest for this hair-disorder appears to be lost in specialized medical literature. In contrast dreadlocks, a recent hairstyle are frequently encountered. Lack of other sources various websites provide dermatologists with answers to questions regarding complications. Fortunately a simply haircut is today treatment enough.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1130630','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1130630"><span>Flexibility in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Power Systems</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Cochran, J.; Miller, M.; Zinaman, O.; Milligan, M.; Arent, D.; Palmintier, B.; O'Malley, M.; Mueller, S.; Lannoye, E.; Tuohy, A.; Kujala, B.; Sommer, M.; Holttinen, H.; Kiviluoma, J.; Soonee, S. K.</p> <p>2014-05-01</p> <p>Flexibility of operation--the ability of a power system to respond to change in demand and supply--is a characteristic of all power systems. Flexibility is especially prized in twenty-first <span class="hlt">century</span> power systems, with higher levels of grid-connected variable renewable energy (primarily, wind and solar). This paper summarizes the analytic frameworks that have emerged to measure this characteristic and distills key principles of flexibility for policy makers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014DDA....4530503K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014DDA....4530503K"><span>Celestial Navigation in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kaplan, George H.</p> <p>2014-05-01</p> <p>Despite the ubiquity of GPS receivers in modern life for both timekeeping and geolocation, other forms of navigation remain important because of the weakness of the GPS signals (and those from similar sat-nav systems) and the ease with which they can be jammed. GPS jammers are available for sale on the Internet. The defense and civil <span class="hlt">aviation</span> communities are particularly concerned about “GPS denial”, whether intentional or accidental, during critical operations.Automated star trackers for navigation have been available since the 1950s. Modern compact observing systems, operating in the far-red and near-IR bands, can detect useful numbers of stars even in the daytime at sea level. A capability to measure the directions of stars relative to some local set of coordinate axes is advantageous for many types of vehicles, whether on the ground, at sea, in the air, or in space, because it provides a direct connection to the inertial reference system represented by current star catalogs. Such a capability can yield precise absolute orientation information not available in any other way. Automated celestial observing systems can be effectively coupled to inertial navigation systems (INS), providing “truth” data for constraining the drift in the INS navigation solution, even if stellar observations are not continuously available due to weather. However, obtaining precise latitude and longitude from stellar observations alone, on a moving platform, remains a challenge, because it requires a determination of the direction to the center of the Earth, i.e., the gravity vertical. General relativity tells us that on-board (“lab”) measurements cannot separate the acceleration of gravity from the acceleration of the platform. Various schemes for overcoming this fundamental problem have been used in the past, at low accuracy, and better ones have been proposed for modern applications. This paper will review some recent developments in this rapidly advancing field.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20140010053','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20140010053"><span>Global Warming and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Drying</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Cook, Benjamin I.; Smerdun, Jason E.; Seager, Richard; Coats, Sloan</p> <p>2014-01-01</p> <p>Global warming is expected to increase the frequency and intensity of droughts in the twenty-first <span class="hlt">century</span>, but the relative contributions from changes in moisture supply (precipitation) versus evaporative demand (potential evapotranspiration; PET) have not been comprehensively assessed. Using output from a suite of general circulation model (GCM) simulations from phase 5 of the Coupled Model Intercomparison Project, projected twentyfirst <span class="hlt">century</span> drying and wetting trends are investigated using two offline indices of surface moisture balance: the Palmer Drought Severity Index (PDSI) and the Standardized Precipitation Evapotranspiration Index (SPEI). PDSI and SPEI projections using precipitation and Penman- Monteith based PET changes from the GCMs generally agree, showing robust cross-model drying in western North America, Central America, the Mediterranean, southern Africa, and the Amazon and robust wetting occurring in the Northern Hemisphere high latitudes and east Africa (PDSI only). The SPEI is more sensitive to PET changes than the PDSI, especially in arid regions such as the Sahara and Middle East. Regional drying and wetting patterns largely mirror the spatially heterogeneous response of precipitation in the models, although drying in the PDSI and SPEI calculations extends beyond the regions of reduced precipitation. This expansion of drying areas is attributed to globally widespread increases in PET, caused by increases in surface net radiation and the vapor pressure deficit. Increased PET not only intensifies drying in areas where precipitation is already reduced, it also drives areas into drought that would otherwise experience little drying or even wetting from precipitation trends alone. This PET amplification effect is largest in the Northern Hemisphere mid-latitudes, and is especially pronounced in western North America, Europe, and southeast China. Compared to PDSI projections using precipitation changes only, the projections incorporating both</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2550859','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2550859"><span>Tropical medicine for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>De Cock, K. M.; Lucas, S. B.; Mabey, D.; Parry, E.</p> <p>1995-01-01</p> <p>The specialty of tropical medicine originated from the needs of the colonial era and is removed from many of the health care requirements of tropical countries today. Tropical medicine concentrates on parasitic diseases of warm climates, although other infections and diseases related to poverty rather than climate dominate medicine in developing countries challenged by population pressure, civil strife, and migration. In the new <span class="hlt">century</span>, tropical medicine would best be absorbed into the specialty of infectious diseases, which should incorporate parasitic diseases, travel medicine, and sexually transmitted diseases. Pressing questions for health care and research in developing countries concern the provision of appropriate services for problems such as HIV/AIDS, tuberculosis, sexually transmitted diseases, and injuries. The question of how to provide appropriate clinical care in resource poor settings for the major causes of morbidity and premature mortality has been neglected by donors, academic institutions, and traditional tropical medicine. Images p861-a PMID:7580497</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19910025592&hterms=field+biology&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dfield%2Bbiology','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19910025592&hterms=field+biology&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dfield%2Bbiology"><span>Space Biology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Halstead, Thora W.; Krauss, Robert W.</p> <p>1990-01-01</p> <p>Space Biology is poised to make significant contributions to science in the next <span class="hlt">century</span>. A carefully crafted, but largely ground-based, program in the United States has evolved major questions that require answers through experiments in space. Science, scientists, and the new long-term spacecrafts designed by NASA will be available for the first time to mount a serious Space Biology effort. The scientific challenge is of such importance that success will provide countless benefits to biologically dependent areas such as medicine, food, and commerce in the decades ahead. The international community is rapidly expanding its role in this field. The United States should generate the resources that will allow progress in Space Biology to match the recognized progress made in aeronautics and the other space sciences.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hughes&pg=7&id=ED568237','ERIC'); return false;" href="https://eric.ed.gov/?q=hughes&pg=7&id=ED568237"><span>Creating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Classrooms: What District Level Instructional Leaders Know about Leading <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Arrington, Jeff Daniel</p> <p>2014-01-01</p> <p>Common Core standards and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> instruction are topics at the forefront of current educational literature (Greenstein, 2012; Long, 2012; Sheninger & Larkin, 2012; Wilson, 2006). Though Common Core standards may provide a foundation for the literacy and numeracy that has been identified in preparation for college and career, even Common…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=garrett&pg=2&id=ED568237','ERIC'); return false;" href="http://eric.ed.gov/?q=garrett&pg=2&id=ED568237"><span>Creating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Classrooms: What District Level Instructional Leaders Know about Leading <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Arrington, Jeff Daniel</p> <p>2014-01-01</p> <p>Common Core standards and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> instruction are topics at the forefront of current educational literature (Greenstein, 2012; Long, 2012; Sheninger & Larkin, 2012; Wilson, 2006). Though Common Core standards may provide a foundation for the literacy and numeracy that has been identified in preparation for college and career, even Common…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=automation&pg=4&id=ED525899','ERIC'); return false;" href="http://eric.ed.gov/?q=automation&pg=4&id=ED525899"><span>Literacy Is "Not" Enough: <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Fluencies for the Digital Age. The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Fluency Series</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crockett, Lee; Jukes, Ian; Churches, Andrew</p> <p>2011-01-01</p> <p>Educating students to traditional literacy standards is no longer enough. If students are to thrive in their academic and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> careers, then independent and creative thinking hold the highest currency. The authors explain in detail how to add these new components of literacy: (1) Solution Fluency; (2) Information Fluency; (3) Creativity…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Automation&pg=4&id=ED525899','ERIC'); return false;" href="https://eric.ed.gov/?q=Automation&pg=4&id=ED525899"><span>Literacy Is "Not" Enough: <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Fluencies for the Digital Age. The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Fluency Series</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crockett, Lee; Jukes, Ian; Churches, Andrew</p> <p>2011-01-01</p> <p>Educating students to traditional literacy standards is no longer enough. If students are to thrive in their academic and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> careers, then independent and creative thinking hold the highest currency. The authors explain in detail how to add these new components of literacy: (1) Solution Fluency; (2) Information Fluency; (3) Creativity…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28444189','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28444189"><span>Environmental Enrichment in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Coleman, Kristine; Novak, Melinda A</p> <p>2017-04-21</p> <p>More than a quarter of a <span class="hlt">century</span> has elapsed since the Animal Welfare Act mandated that research facilities develop and follow a plan to promote the psychological well-being of captive primates. Since passage of this law, considerable effort and resources have been directed to designing environmental enrichment strategies in an effort to improve animal welfare. These plans typically consist of environmental enrichment and socialization efforts. While environmental enhancement has undergone a great deal of improvement in the past 25 years, it should be viewed as a continual work in progress, which takes advantage of emergent and future technologies. In this review, we discuss the objectives of the environmental enhancement plan along with relevant outcome measures, as well as ongoing challenges, costs, and benefits. We then review various enrichment strategies and assess their efficacy in meeting goals and objectives. Finally, we look forward to consider what the future might hold for environmental enrichment of nonhuman primates used in research. © The Author 2017. Published by Oxford University Press on behalf of the Institute for Laboratory Animal Research. All rights reserved. For permissions, please email: journals.permissions@oup.com.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3687212','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3687212"><span>Epidemiology of Stuttering: <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Advances</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Yairi, Ehud; Ambrose, Nicoline</p> <p>2012-01-01</p> <p>Epidemiological advances in stuttering during the current <span class="hlt">century</span> are reviewed within the perspectives of past knowledge. The review is organized in six sections: (a) onset (b) incidence (c) prevalence (d) developmental paths, (e) genetics and (f) subtypes. It is concluded that: (1) most of the risk for stuttering onset is over by age 5, earlier than has been previously thought, with a male-to-female ratio near onset smaller than what has been thought, (2) there are indications that the lifespan incidence in the general population may be higher than the 5% commonly cited in past work, (3) the average prevalence over the lifespan may be lower than the commonly held 1%, (4) the effects of race, ethnicity, culture, bilingualism, and socioeconomic status on the incidence/prevalence of stuttering remain uncertain, (5) longitudinal, as well as incidence and prevalence studies support high levels of natural recovery from stuttering, (6) advances in biological genetic research have brought within reach the identification of candidate genes that contribute to stuttering in the population at large, (7) subtype-differentiation has attracted growing interest, with most of the accumulated evidence supporting a distinction between persistent and recovered subtypes. PMID:23773662</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9204602','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9204602"><span>Infectious diseases in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kumate, J</p> <p>1997-01-01</p> <p>Infecto-contagious diseases in the twenty-first <span class="hlt">century</span> with respect to precedent will see themselves deprived of smallpox, dracunculiasis and very probably of paralyzing poliomyelitis. Vaccination-preventable diseases, such as measles, whooping cough, diphtheria, tetanus, rabies, some forms of meningitis, yellow fever and episodes of disseminated tuberculosis will greatly diminish in their rates of morbi-lethality; the elimination of some, and the eradication of measles, are expected. Other diseases such as diarrhea (including cholera), geo-helminthiasis, some severe respiratory tract infections and the majority of vector-transmitted infectious diseases will decrease due to improvements in potable water services, drainage, sanitary food control, living quarters, and individual and community anti-vector action. Leprosy, onchocerciasis and several parasitoses will be controlled by the available antimicrobial drugs. Infectious diseases will continue to be an important health problem due to: Reduction in the immunocompetence resulting from the aging of the population, chemotherapies necessary for neoplasms, and autoimmune pathology and the survival of persons with primary immunodeficiencies; lifestyles prone to infectious pathology, such as mega-city urbanization, children in day care centers, industrialized foods, intravenous drug addiction, sexual liberation, global commerce, and tourism; antibiotic-multiresistant microbial flora; environmental disturbances as a result of global warming, deforestation, the settling of virgin areas, dams, the large-scale use of pesticides, fertilizers and antimicrobials, and natural/social disasters generators of poverty, violence and deprivation will result in emergence or re-emergence of infectious diseases already controlled in the past.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA514119','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA514119"><span>The Role of Airpower in Irregular Warfare for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2009-12-01</p> <p>You have been an awesome mother to our three children and hold the family together through everything. For all of the proofreading papers and... paper focuses on the role that airpower will play in irregular warfare during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Recommendations include developing a robust <span class="hlt">aviation</span> IW...Unconventional Warfare (UW) and Counterinsurgency (COIN), are the heart of IW and are currently the most prevalent forms of IW. Thus, this paper will focus</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002AGUSM.U22A..06K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002AGUSM.U22A..06K"><span>Glaciers in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Himalayan Geopolitics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kargel, J. S.; Wessels, R.; Kieffer, H. H.</p> <p>2002-05-01</p> <p>Glaciers are ablating rapidly the world over. Nowhere are the rates of retreat and downwasting greater than in the Hindu Kush-Himalaya (HKH) region. It is estimated that over the next <span class="hlt">century</span>, 40,000 square kilometers of present glacier area in the HKH region will become ice free. Most of this area is in major valleys and the lowest glaciated mountain passes. The existence and characteristics of glaciers have security impacts, and rapidly changing HKH glaciers have broad strategic implications: (1) Glaciers supply much of the fresh water and hydroelectric power in South and Central Asia, and so glaciers are valuable resources. (2) Shared economic interests in water, hydroelectricity, flood hazards, and habitat preservation are a force for common cause and reasoned international relations. (3) Glaciers and their high mountains generally pose a natural barrier tending to isolate people. Historically, they have hindered trade and intercultural exchanges and have protected against aggression. This has further promoted an independent spirit of the region's many ethnic groups. (4) Although glaciers are generally incompatible with human development and habitation, many of the HKH region's glaciers and their mountains have become sanctuaries and transit routes for militants. Siachen Glacier in Kashmir has for 17 years been "the world's highest battlefield," with tens of thousands of troops deployed on both sides of the India/Pakistan line of control. In 1999, that conflict threatened to trigger all-out warfare, and perhaps nuclear warfare. Other recent terrorist and military action has taken place on glaciers in Kyrgyzstan and Tajikistan. As terrorists are forced from easily controlled territories, many may tend to migrate toward the highest ground, where definitive encounters may take place in severe alpine glacial environments. This should be a major concern in Nepali security planning, where an Army offensive is attempting to reign in an increasingly robust and brutal</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23773662','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23773662"><span>Epidemiology of stuttering: <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> advances.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yairi, Ehud; Ambrose, Nicoline</p> <p>2013-06-01</p> <p>Epidemiological advances in stuttering during the current <span class="hlt">century</span> are reviewed within the perspectives of past knowledge. The review is organized in six sections: (a) onset, (b) incidence, (c) prevalence, (d) developmental paths, (e) genetics and (f) subtypes. It is concluded that: (1) most of the risk for stuttering onset is over by age 5, earlier than has been previously thought, with a male-to-female ratio near onset smaller than what has been thought, (2) there are indications that the lifespan incidence in the general population may be higher than the 5% commonly cited in past work, (3) the average prevalence over the lifespan may be lower than the commonly held 1%, (4) the effects of race, ethnicity, culture, bilingualism, and socioeconomic status on the incidence/prevalence of stuttering remain uncertain, (5) longitudinal, as well as incidence and prevalence studies support high levels of natural recovery from stuttering, (6) advances in biological genetic research have brought within reach the identification of candidate genes that contribute to stuttering in the population at large, (7) subtype-differentiation has attracted growing interest, with most of the accumulated evidence supporting a distinction between persistent and recovered subtypes. Readers will be exposed to a summary presentation of the most recent data concerning basic epidemiological factors in stuttering. Most of these factors also pertain to children's risks for experiencing stuttering onset, as well as risks for persistency. The article also aims to increase awareness of the implications of the information to research, and professional preparation that meets the epidemiology of the disorder. Copyright © 2012 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19627042','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19627042"><span>[The complexity of medical organizations in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Afek, Arnon; Meilik, Ahuva; Rotstein, Zeev</p> <p>2009-02-01</p> <p>Our conception of medicine in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> is different from the way it was conceived in the 20th <span class="hlt">Century</span>, and parallel to that, and medical organizations have changed and become more complex. These changes demand transition in traditional thought patterns and perception of the medical system as a "Complex Adaptive System" (CAS). In this article, the authors describe medical organizations as macro systems comprised of micro systems. They present a model of a Complex Adaptive System that permits us to address the challenges that face medical systems in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Management actions can no longer be based on a linear thought pattern and solutions such as "Planning-Study-Action". Action must be innovative and based on the advantages latent in micro systems, as an effective way to realize the macro system mission. In hospitals, for example, a clinical department consisting of the physician and medical staff, certainly a focal point of clinical knowledge and skill, can advance the quality of medicine, and the service and performance of the entire organization. But this is with the stipulation that synchronization is maintained between the micro system and macro system, which ensured that the organization function will serve the goals and vision of the hospital, while still contending with the challenges and competitive environment of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27575735','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27575735"><span>Fundamental wheat stripe rust research in the <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Schwessinger, Benjamin</p> <p>2017-03-01</p> <p>Contents 1625 I. 1625 II. 1626 III. 1626 IV. 1626 V. 1628 VI. 1629 VII. 1629 1630 References 1630 SUMMARY: In the <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span>, the wheat stripe rust fungus has evolved to be the largest biotic limitation to global wheat production. New pathogen genotypes are more aggressive and able to infect previously resistant wheat varieties, leading to rapid pathogen migration across and between continents. We now know the full life cycle, microevolutionary relationships and past migration routes on a global scale. Current sequencing technologies have provided the first fungal draft genomes and simplified plant resistance gene cloning. Yet, we know nothing about the molecular and microevolutionary mechanisms that facilitate the infection process and cause new devastating pathogen races. These are the questions that need to be addressed by exploiting the synergies between novel <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span> biology tools and decades of dedicated pathology work.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5100668','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5100668"><span>The neural crest migrating into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bronner, Marianne E.; Simões-Costa, Marcos</p> <p>2016-01-01</p> <p>From the initial discovery of the neural crest over 150 years ago to the seminal studies of Le Douarin and colleagues in the latter part of the 20th <span class="hlt">century</span>, understanding of the neural crest has moved from the descriptive to the experimental. Now, in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, neural crest research has migrated into the genomic age. Here we reflect upon the major advances in neural crest biology and the open questions that will continue to make research on this incredible vertebrate cell type an important subject in developmental biology for the <span class="hlt">century</span> to come. PMID:26970616</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA615292','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA615292"><span>A Cooperative Strategy for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Seapower</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2015-03-01</p> <p>burden, to Washington Headquarters Services , Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington...STRATEGY FOR <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> SEAPOWER, MARCH 2015 [i] America’s Sea Services —the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence...America’s leadership role in the world requires our Nation’s Sea Services to return to our maritime strategy on occasion and reassess our approach to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/10107656','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/10107656"><span>DOE pollution prevention in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Proceedings</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Not Available</p> <p>1996-12-31</p> <p>This CD-ROM contains the proceedings from the DOE Pollution Prevention in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Conference XII held July 9-11, 1996. Topics included model facilities, federal and NEPA stakeholders, microchemistry, source 4 solvents and reduction, education and outreach planning, return on investment, energy management, decontamination and decommissioning, planning and regulations, environmental restoration, solid waste, recycling, affirmative procurement in the executive branch, construction and demolition, international and ISO 14000, and poster sessions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/397166','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/397166"><span>DOE pollution prevention in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p></p> <p>1996-10-01</p> <p>This document presents abstracts of the topics covered in the DOE Pollution Prevention in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> conference held July 9-11, 1996. These topics include: model facilities; Federal/NEPA/stake- holders; microchemistry; solvents and reduction; education and outreach; return on investments; energy management; decontamination and decommissioning; planning and regulations; environmental restoration; recycling; affirmative procurement in the executive branch; construction and demolition; materials exchange; and ISO 2000.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1992SPRMD..11..251A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1992SPRMD..11..251A"><span>Energy in ASEAN: An outlook into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Arismunandar, A.; Dupuis, P.</p> <p></p> <p>The Association of Southeast Asian Nations (ASEAN) was formed in Bangkok in 1967 by five countries: Indonesia, Malaysia, the Philippines, Singapore, and Thailand. A sixth nation, recently independent Brunei Darussalam, joined the association in 1984. The story on enery in the ASEAN is presented. The topics covered include the following: energy resources; energy demand versus elasticity; how to cope with energy demand; and an outlook into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA477020','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA477020"><span>Developing Strategic Leaders for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2008-02-01</p> <p>globally. Clearly the attack on the World Trade Center and subsequent conflicts in both Iraq and Afghanistan changed forever how Americans think...11), were a watershed in American history. The scope and focus of American national security policy changed forever in a few hours. America fought...economic, as well as military. These events of the first decade of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> have changed how Americans must think about viii “national</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26773620','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26773620"><span>Epidemiologic trends of leprosy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Schreuder, Pieter A M; Noto, Salvatore; Richardus, Jan Hendrik</p> <p>2016-01-01</p> <p>Major gaps still exist in the knowledge about leprosy, particularly with regard to how it spreads. Leprosy epidemiology remains complicated due to the specific characteristics of Mycobacterium leprae. To describe epidemiologic trends for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, the first part of this paper gives an overview of the epidemiology of leprosy, followed by past trends and the present situation of new-case detection as a proxy of the incidence. The third part, regarding predicted epidemiologic trends for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, elaborates on the main topic of this paper. With limited diagnostic tools to detect infection with M leprae, other methods are necessary to estimate trends in incidence and transmission. A computer program has been developed for modeling the transmission and control of leprosy (SIMLEP). The effect of failure to sustain early case detection beyond 2005 on leprosy incidence and case detection is shown. Important unanswered questions are whether the incubation period is contagious and how rapid close contacts of leprosy patients are infected. As long as such key questions remain unanswered, it will be difficult to estimate the impact of control strategies on the transmission of M leprae on resulting disease incidence. In the meantime we can expect that the global new-case detection trends will stay more or less stable or only decrease slightly for many years to come. There is a need of new preventive interventions to change this situation and reduce the incidence of leprosy in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Copyright © 2016 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014cosp...40E1546K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014cosp...40E1546K"><span>How <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> droughts affect food and environmental security</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kogan, Felix</p> <p></p> <p>The first 13th years of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> has begun with a series of widespread, long and intensive droughts around the world. Extreme and severe-to-extreme intensity droughts covered 2-6% and 7-16% of the world land, respectively, affecting environment, economies and humans. These droughts reduced agricultural production, leading to food shortages, human health deterioration, poverty, regional disturbances, population migration and death. This presentation is a travelogue of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> global and regional droughts during the warmest years of the past 100 years. These droughts were identified and monitored with the NOAA operational space technology, called Vegetation Health (VH), which has the longest period of observation and provide good data quality. The VH method was used for assessment of vegetation condition or health, including drought early detection and monitoring. The VH method is based on operational satellites data estimating both land surface greenness (NDVI) and thermal conditions. The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> droughts in the USA, Russia, Australia Argentina, Brazil, China, India and other principal grain producing countries were intensive, long, covered large areas and caused huge losses in agricultural production, which affected food and environmental security and led to food riots in some countries. This presentation investigate how droughts affect food and environmental security, if they can be detected earlier, how to monitor their area, intensity, duration and impacts and also their dynamics during the climate warming era with satellite-based vegetation health technology.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=green+AND+computing&pg=4&id=EJ1076448','ERIC'); return false;" href="https://eric.ed.gov/?q=green+AND+computing&pg=4&id=EJ1076448"><span>Examining the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Classroom: Developing an Innovation Configuration Map</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Donovan, Loretta; Green, Tim D.; Mason, Candice</p> <p>2014-01-01</p> <p>Despite it being the second decade of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, there still exists a range of definitions of what a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning environment is. This can be troublesome for teacher educators as we strive to prepare teachers for environments we can't clearly describe. In order to describe a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning environment, we developed an IC Map…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Pareja&id=EJ969718','ERIC'); return false;" href="https://eric.ed.gov/?q=Pareja&id=EJ969718"><span>A Comparative Analysis of International Frameworks for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Competences: Implications for National Curriculum Policies</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Voogt, Joke; Roblin, Natalie Pareja</p> <p>2012-01-01</p> <p>National curricula need to change drastically to comply with the competences needed for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. In this paper eight frameworks describing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> competences were analysed. A comprehensive search for information about <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> competences was conducted across the official websites of the selected frameworks, resulting in 32…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2013-02-01/pdf/2013-02175.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2013-02-01/pdf/2013-02175.pdf"><span>78 FR 7387 - Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture; Renewal</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2013-02-01</p> <p>...; ] DEPARTMENT OF AGRICULTURE Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture; Renewal AGENCY: Agricultural Research Service, USDA. ACTION: Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture... Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture (AC21). The Secretary of Agriculture has determined...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=pareja&id=EJ969718','ERIC'); return false;" href="http://eric.ed.gov/?q=pareja&id=EJ969718"><span>A Comparative Analysis of International Frameworks for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Competences: Implications for National Curriculum Policies</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Voogt, Joke; Roblin, Natalie Pareja</p> <p>2012-01-01</p> <p>National curricula need to change drastically to comply with the competences needed for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. In this paper eight frameworks describing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> competences were analysed. A comprehensive search for information about <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> competences was conducted across the official websites of the selected frameworks, resulting in 32…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Tim+Mason&id=EJ1076448','ERIC'); return false;" href="http://eric.ed.gov/?q=Tim+Mason&id=EJ1076448"><span>Examining the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Classroom: Developing an Innovation Configuration Map</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Donovan, Loretta; Green, Tim D.; Mason, Candice</p> <p>2014-01-01</p> <p>Despite it being the second decade of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, there still exists a range of definitions of what a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning environment is. This can be troublesome for teacher educators as we strive to prepare teachers for environments we can't clearly describe. In order to describe a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learning environment, we developed an IC Map…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&id=ED553072','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&id=ED553072"><span>A Case Study of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills in High Achieving Elementary Schools in Pennsylvania</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Egnor, Gregory P.</p> <p>2013-01-01</p> <p>This study examines if practices that advocate for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills are in conflict with the mandates of NCLB. Interviews with influential school leaders of high achieving elementary schools focused on collecting data about <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills. This study was designed to (a) Determine if <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills are addressed in high achieving…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=2&id=ED521582','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=2&id=ED521582"><span>The Role of the School District toward Preparing Students for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Aguilar-Torres, Gloria</p> <p>2010-01-01</p> <p>This dissertation reflects the outcomes of a small school district that is successfully incorporating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills with the demands set forth by our current educational policy, No Child Left Behind. Considerations regarding globalization, future work force and work skills, definition of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills, supporting <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA543398','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA543398"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Senior Leader Education: Ubiquitous Open Access Learning Environment</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2011-02-22</p> <p>skills for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> learner : Critical Thinking and Problem Solving, Collaboration across Networks and Leading by Influence, Agility and...Imagination. 4 <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Education changes the teacher or classroom-centric environment to a learner -centric environment. The skills describing the...<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> learner are critical thinking and problem solving, agility and adaptability, taking the initiative and entrepreneurial style</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=elementary+AND+school&pg=3&id=ED553072','ERIC'); return false;" href="http://eric.ed.gov/?q=elementary+AND+school&pg=3&id=ED553072"><span>A Case Study of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills in High Achieving Elementary Schools in Pennsylvania</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Egnor, Gregory P.</p> <p>2013-01-01</p> <p>This study examines if practices that advocate for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills are in conflict with the mandates of NCLB. Interviews with influential school leaders of high achieving elementary schools focused on collecting data about <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills. This study was designed to (a) Determine if <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills are addressed in high achieving…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=335277','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=335277"><span>Risk Assessment in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> - Conference Abstract ...</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>For the past ~50 years, risk assessment depended almost exclusively on animal testing for hazard identification and dose-response assessment. Originally sound and effective, with increasing dependence on chemical tools and the number of chemicals in commerce, this traditional approach is no longer sufficient. This presentation provides an update on current progress in achieving the goals outlined in the NAS reports: “Toxicology Testing in the <span class="hlt">21</span><span class="hlt">st</span> Century”, “Exposure Science in the <span class="hlt">21</span><span class="hlt">st</span> Century”, and most recently, “Using <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Science to Improve Risk-Related Evaluations.” The presentation highlights many of the advances lead by the EPA. Topics covered include the evolution of the mode of action concept into the chemically agnostic, adverse outcome pathway (AOP), a systems-based data framework that facilitates integration of modifiable factors (e.g., genetic variation, life stages), and an understanding of networks, and mixtures. Further, the EDSP pivot is used to illustrate how AOPs drive development of predictive models for risk assessment based on assembly of high throughput assays representing AOP key elements. The birth of computational exposure science, capable of large-scale predictive exposure models, is reviewed. Although still in its infancy, development of non-targeted analysis to begin addressing the exposome is presented, as is the systems-based AEP that integrates exposure, toxicokinetics and AOPs into a comprehensive framework</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=335277&showcriteria=2&fed_org_id=111&timstype=presentation&datebeginpublishedpresented=02/22/2012&dateendpublishedpresented=02/22/2017&sortby=pubdateyear','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=335277&showcriteria=2&fed_org_id=111&timstype=presentation&datebeginpublishedpresented=02/22/2012&dateendpublishedpresented=02/22/2017&sortby=pubdateyear"><span>Risk Assessment in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> - Conference Abstract ...</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>For the past ~50 years, risk assessment depended almost exclusively on animal testing for hazard identification and dose-response assessment. Originally sound and effective, with increasing dependence on chemical tools and the number of chemicals in commerce, this traditional approach is no longer sufficient. This presentation provides an update on current progress in achieving the goals outlined in the NAS reports: “Toxicology Testing in the <span class="hlt">21</span><span class="hlt">st</span> Century”, “Exposure Science in the <span class="hlt">21</span><span class="hlt">st</span> Century”, and most recently, “Using <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Science to Improve Risk-Related Evaluations.” The presentation highlights many of the advances lead by the EPA. Topics covered include the evolution of the mode of action concept into the chemically agnostic, adverse outcome pathway (AOP), a systems-based data framework that facilitates integration of modifiable factors (e.g., genetic variation, life stages), and an understanding of networks, and mixtures. Further, the EDSP pivot is used to illustrate how AOPs drive development of predictive models for risk assessment based on assembly of high throughput assays representing AOP key elements. The birth of computational exposure science, capable of large-scale predictive exposure models, is reviewed. Although still in its infancy, development of non-targeted analysis to begin addressing the exposome is presented, as is the systems-based AEP that integrates exposure, toxicokinetics and AOPs into a comprehensive framework</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016NHESS..16.1999D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016NHESS..16.1999D"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> decline in damaging European windstorms</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dawkins, Laura C.; Stephenson, David B.; Lockwood, Julia F.; Maisey, Paul E.</p> <p>2016-08-01</p> <p>A decline in damaging European windstorms has led to a reduction in insured losses in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. This decline is explored by identifying a damaging windstorm characteristic and investigating how and why this characteristic has changed in recent years. This novel exploration is based on 6103 high-resolution model-generated historical footprints (1979-2014), representing the whole European domain. The footprint of a windstorm is defined as the maximum wind gust speed to occur at a set of spatial locations over the duration of the storm. The area of the footprint exceeding 20 ms-1 over land, A20, is shown to be a good predictor of windstorm damage. This damaging characteristic has decreased in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, due to a statistically significant decrease in the relative frequency of windstorms exceeding 20 ms-1 in north-western Europe, although an increase is observed in southern Europe. This is explained by a decrease in the quantiles of the footprint wind gust speed distribution above approximately 18 ms-1 at locations in this region. In addition, an increased variability in the number of windstorm events is observed in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Much of the change in A20 is explained by the North Atlantic Oscillation (NAO). The correlation between winter total A20 and winter-averaged mean sea-level pressure resembles the NAO pattern, shifted eastwards over Europe, and a strong positive relationship (correlation of 0.715) exists between winter total A20 and winter-averaged NAO. The shifted correlation pattern, however, suggests that other modes of variability may also play a role in the variation in windstorm losses.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20000074249&hterms=global+warming+causes&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dglobal%2Bwarming%2Bcauses','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20000074249&hterms=global+warming+causes&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D30%26Ntt%3Dglobal%2Bwarming%2Bcauses"><span>Global Warming in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: An Alternate Scenario</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hansen, James E.</p> <p>2000-01-01</p> <p>Evidence on a broad range of time scales, from Proterozoic to the most recent periods, shows that the Earth's climate responds sensitively to global forcings. In the past few decades the Earth's surface has warmed rapidly, apparently in response to increasing anthropogenic greenhouse gases in the atmosphere. The conventional view is that the current global warming rate will continue or accelerate in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. I will describe an alternate scenario that would slow the rate of global warming and reduce the danger of dramatic climate change. But reliable prediction of future climate change requires improved knowledge of the carbon cycle and global observations that allow interpretation of ongoing climate change.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA530193','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA530193"><span>Dinosaur or Phoenix: Nuclear Bombers in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2010-04-12</p> <p>REPORT DATE 02-04-10 2. REPORT TYPE Master’s Thesis 3. DATES COVERED 31-07-09 to 16-06-10 4. TITLE AND SUBTITLE Dinosaur or Phoenix: Nuclear...WARFIGHTING SCHOOL DINOSAUR OR PHOENIX: NUCLEAR BOMBERS IN THE <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> by John W. Morehead Colonel, United States Air Force A paper...can argue Secretary Gates’ decision to halt development of a follow-on bomber indicates the DOD views nuclear bombers as dinosaurs no longer needed as</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1172923','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1172923"><span>Mexico and the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Power Partnership (Fact Sheet)</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Not Available</p> <p>2015-02-01</p> <p>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Power Partnership's program in Mexico (21CPP Mexico) is one initiative of the Clean Energy Ministerial, carried out in cooperation with government and local stakeholders, drawing upon an international community of power system expertise. The overall goal of this program is to support Mexico's power system transformation by accelerating the transition to a reliable, financially robust, and low-carbon system. 21CPP Mexico activities focus on achieving positive outcomes for all participants, especially addressing critical questions and challenges facing policymakers, regulators, and system operators. In support of this goal, 21CPP Mexico taps into deep networks of expertise and professional connections.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12515233','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12515233"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> rural nursing: Navajo Traditional and Western medicine.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>O'Brien, Barbara L; Anslow, Rosemary M; Begay, Wanda; Sister Benvinda A Pereira; Sullivan, Mary Pat</p> <p>2002-01-01</p> <p>Past experiences enhance the future. Health care providers gaining expertise in creative thinking, traditional medicine, spirituality, and cultural sensitivity is an essential requirement for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> health care. We must stay mindful that poverty, isolation, and rural living may create new forms of social exclusion because of lack of communication and rapidly changing technology. Conversely, sensory overload resulting from a faster paced lifestyle and rapid enhancements in technology may cause increased tension and stress. This article reviews successes that may offer the reader ideas on coping with the provision of health care services in such a volatile changing environment, while honoring tradition and cultural competency.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA469647','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA469647"><span>Understanding NETCOM and Its Role in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2007-03-30</p> <p>information dominance goals that directly support transformation efforts. This project examines the reasons why NETCOM/9th ASC was created, reviews its unique organizational structure and mission, and outlines its role in the Army’s overarching transformation in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Although the research reveals that NETCOM/9th ASC’s strategic plans and objectives are nested to support the Army’s transformation efforts, the lack of Army senior leader familiarity with this organization could put at risk some of the programs that support the implementation of its</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20000074249&hterms=global+warming&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dglobal%2Bwarming','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20000074249&hterms=global+warming&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3Dglobal%2Bwarming"><span>Global Warming in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: An Alternate Scenario</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hansen, James E.</p> <p>2000-01-01</p> <p>Evidence on a broad range of time scales, from Proterozoic to the most recent periods, shows that the Earth's climate responds sensitively to global forcings. In the past few decades the Earth's surface has warmed rapidly, apparently in response to increasing anthropogenic greenhouse gases in the atmosphere. The conventional view is that the current global warming rate will continue or accelerate in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. I will describe an alternate scenario that would slow the rate of global warming and reduce the danger of dramatic climate change. But reliable prediction of future climate change requires improved knowledge of the carbon cycle and global observations that allow interpretation of ongoing climate change.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18020777','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18020777"><span>Trauma, change, and psychological health in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Miller, Thomas W</p> <p>2007-11-01</p> <p>The impact of stressful life events on health has been the object of inquiry for decades. Health care professionals have studied how stressful life events may precipitate or contribute to the onset of illness. Traumatic events and experiences can profoundly affect physical and psychological well-being, which in turn may predispose an individual to greater resilience or greater vulnerability to life stresses. Examined herein is the relationship between life stresses--including social stressors, political stressors, and environmental stressors--and the critical health related issues that psychologists need to prepare for in both the science and the practice of psychology over the next decade and during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19930026639&hterms=planets+able+human+life&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dplanets%2Bable%2Bhuman%2Blife','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19930026639&hterms=planets+able+human+life&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3Dplanets%2Bable%2Bhuman%2Blife"><span>The space life sciences strategy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Nicogossian, Arnauld E.; Gaiser, Karen K.</p> <p>1992-01-01</p> <p>In the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, NASA's long-term strategy for the exploration of the solar system will combine the assurance of human health and performance for long periods in space with investigations aimed at searching for traces of life on other planets and acquiring fundamental scientific knowledge of life processes. Implementation of this strategy will involve a variety of disciplines including radiation health, life support, human factors, space physiology and countermeasures, medical care, environmental health, and exobiology. It will use both ground-based and flight research opportunities such as those found in current ongoing programs, on Spacelab and unmanned biosatellite flights, and during Space Station Freedom missions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA297080','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA297080"><span>China’s Air Force Enters the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>1995-01-01</p> <p>CHINA’S AIR FORCE ENTERS TH E <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> KENNETH W ALLEN GLENN KRÜMEL JONATHAN D. POLLACK P»T«BTOON~ STATEMENT X | ÄBpicrce< i ioi...references. ISBN 0-8330-1648-2 (all;, paper) 1. China. Chung-kuo jen min chieh fang chiin. K’ungchiin. 2. Air power—China. I ...Accesion For NTIS CRA& I DTIC TAB Unannounced Justification By Distribution / i D D Availability Codes Dist M Avail and/or Special</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27873426','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27873426"><span>Developing a pragmatic medical curriculum for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Evans, Nicholas R; Warne, Ben; Wood, Diana F</p> <p>2016-12-01</p> <p>Medical education within a hospital setting presents both opportunities and challenges. The range of educational experiences on offer is often vast, though may be lost in the overworked and convoluted environment of a tertiary centre. As our learners are increasingly consumed by the literal and figurative labyrinths of hospitals and electronic learning logs, are we failing to train them in the skills they need to deliver <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> health care? In response to this problem we propose a FARCICAL approach: Fostering A Relevant Curriculum that Is Closer to Actual Life. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19900026550&hterms=Adult+education&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3DAdult%2Beducation','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19900026550&hterms=Adult+education&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D90%26Ntt%3DAdult%2Beducation"><span>Scientific Literacy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> (SL-21)</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Brown, Robert W.</p> <p>1989-01-01</p> <p>A proposal called, 'Scientific Literacy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> (SL-21)', has been introduced, suggesting ways in which NASA may work to increase scientific literacy in the U.S. The future need for an adequate supply of scientists and engineers for the space program is discussed. The principles of the SL-21 proposal are outlined. The program would emphasize education in the fields of space technologies and earth and planetary sciences. The educational elements of the proposal for teachers, students, universities, and the general adult population are described.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2571446','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2571446"><span>Dental Education: Trends and Assumptions for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sinkford, Jeanne C.</p> <p>1987-01-01</p> <p>Dental educational institutions, as components of university systems, must develop strategic plans for program development, resource allocation, evaluation, and continued financial support. This dynamic process will be accomplished in a competitive academic arena where program excellence and program relevance are key issues in the game of survival. This article focuses on issues and trends that form the basis for planning assumptions and initiatives into the next decade and into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. This is our challenge, this is our mission if we are to be catalysts for change in the future. PMID:3560255</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28343835','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28343835"><span>Cancer Screening and Early Detection in the <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Loud, Jennifer T; Murphy, Jeanne</p> <p>2017-05-01</p> <p>To review the trends in and principles of cancer screening and early detection. Journal articles, United States Preventive Services Task Force (USPSTF) publications, professional organization position statements, and evidence-based summaries. Cancer screening has contributed to decreasing the morbidity and mortality of cancer. Efforts to improve the selection of candidates for cancer screening, to understand the biological basis of carcinogenesis, and the development of new technologies for cancer screening will allow for improvements in cancer screening over time. Nurses are well-positioned to lead the implementation of cancer screening recommendations in the <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span> through their practice, research, educational efforts, and advocacy. Published by Elsevier Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19900026550&hterms=Scientific+Work&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DScientific%2BWork','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19900026550&hterms=Scientific+Work&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D40%26Ntt%3DScientific%2BWork"><span>Scientific Literacy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> (SL-21)</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Brown, Robert W.</p> <p>1989-01-01</p> <p>A proposal called, 'Scientific Literacy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> (SL-21)', has been introduced, suggesting ways in which NASA may work to increase scientific literacy in the U.S. The future need for an adequate supply of scientists and engineers for the space program is discussed. The principles of the SL-21 proposal are outlined. The program would emphasize education in the fields of space technologies and earth and planetary sciences. The educational elements of the proposal for teachers, students, universities, and the general adult population are described.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/15000086','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/15000086"><span>Buildings for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, Fall 2001</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Not Available</p> <p>2001-10-01</p> <p>The Buildings for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> newsletter is produced by the Office of Building Technology, State and Community Programs and contains information on building programs, events, products, and initiatives, with a focus on energy efficiency and renewable energy. The fall issue includes information on weatherization, Boise's geothermal heating system, the BTS Core Databook, the Solar Decathlon, a Rebuild America partnership, the BigHorn Home Improvement Center, AIA's Top Ten Buildings, a sub-CFL procurement program, the U.S. investment in energy efficient research, new efficiency standards, PNNL's building software, and a calendar of meetings and conferences.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001SPIE.4424...51Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001SPIE.4424...51Y"><span>Prospect of laser fusion in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yamanaka, Chiyoe</p> <p>2001-04-01</p> <p>The Inertial Confinement Fusion has remarkably developed in these 30 years. In the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> we can scope the fusion energy for the civil use. After the cold war era, the value of ICF has shifted from the defense demand to the peaceful applications year by ear. The MJ laser systems are under construction expecting the ignition. However there are many problems in science and technology. The alternative way to use a PW short pule laser is aiming the fast ignition. On the way to the goal, we should contribute the various applications of high power lasers such as laboratory astrophysics, x-ray lasers, laser induced thunder and so on.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10824570','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10824570"><span>[Media for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>--towards human communication media].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harashima, H</p> <p>2000-05-01</p> <p>Today, with the approach of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, attention is focused on multi-media communications combining computer, visual and audio technologies. This article discusses the communication media target and the technological problems constituting the nucleus of multi-media. The communication media is becoming an environment from which no one can escape. Since the media has such a great power, what is needed now is not to predict the future technologies, but to estimate the future world and take to responsibility for future environments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19840051226&hterms=power+military&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dpower%2Bmilitary','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19840051226&hterms=power+military&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dpower%2Bmilitary"><span>Space power technology into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Faymon, K. A.; Fordyce, J. S.</p> <p>1984-01-01</p> <p>This paper discusses the space power systems of the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The focus is on those capabilities which are anticipated to evolve from today's state-of-the-art and the technology development programs presently in place or planned for the remainder of the <span class="hlt">century</span>. The power system technologies considered include solar thermal, nuclear, radioisotope, photovoltaic, thermionic, thermoelectric, and dynamic conversion systems such as the Brayton and Stirling cycles. Energy storage technologies considered include nickel hydrogen biopolar batteries, advanced high energy rechargeable batteries, regenerative fuel cells, and advanced primary batteries. The present state-of-the-art of these space power and energy technologies is discussed along with their projections, trends and goals. A speculative future mission model is postulated which includes manned orbiting space stations, manned lunar bases, unmanned earth orbital and interplanetary spacecraft, manned interplanetary missions, military applications, and earth to space and space to space transportation systems. The various space power/energy system technologies anticipated to be operational by the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are matched to these missions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19840018678','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19840018678"><span>Space power technology into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Faymon, K. A.; Fordyce, J. S.</p> <p>1983-01-01</p> <p>The space power systems of the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are discussed. The capabilities which are anticipated to evolve from today's state of the art and the technology development programs presently in place or planned for the remainder of the <span class="hlt">century</span> are emphasized. The power system technologies considered include: solar thermal, nuclear, radioisotope, photovoltaic, thermionic, thermoelectric, and dynamic conversion systems such as the Brayton and Stirling cycles. Energy storage technologies considered include: nickel hydrogen biopolar batteries, advanced high energy rechargeable batteries, regenerative fuel cells, and advanced primary batteries. The present state of the art of these space power and energy technologies is discussed along with their projections, trends and goals. A speculative future mission model is postulated which includes manned orbiting space stations, manned lunar bases, unmanned Earth orbital and interplanetary spacecraft, manned interplanetary missions, military applications, and Earth to space and space to space transportation systems. The various space power/energy system technologies which are anticipated to be operational by the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are matched to these missions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11013537','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11013537"><span>The nurse executive: challenges for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fedoruk, M; Pincombe, J</p> <p>2000-01-01</p> <p>The aim of this paper is to examine the challenges facing the nurse executive in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> by questioning the traditional attributions of leadership to the nurse executive role. Historically, the leadership role in nursing has been assumed by the nurse executive. The predominantly female character of nursing, however, has ensured that demonstrations of leadership amongst nurses have been infrequent and compatible with prevailing male-defined ideologies. Examples of this include career restructuring and educational reforms in Australia. This paper found that the apparent lack of leadership in nursing was able to be traced back to early management theories which categorized leadership as a function of management. If nurses are to assume leadership positions in the health care system of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, nurse leaders will have to let go of traditional managerial practices and behaviours. In the emerging health care system of the new <span class="hlt">century</span>, nurse executive practices will focus on achieving change rather than predictability in organizational outcomes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/6130089','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/6130089"><span>Space power technology into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Faymon, K.A.; Fordyce, J.S.</p> <p>1984-01-01</p> <p>This paper discusses the space power systems of the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The focus is on those capabilities which are anticipated to evolve from today's state-of-the-art and the technology development programs presently in place or planned for the remainder of the <span class="hlt">century</span>. The power system technologies considered include solar thermal, nuclear, radioisotope, photovoltaic, thermionic, thermoelectric, and dynamic conversion systems such as the Brayton and Stirling cycles. Energy storage technologies considered include nickel hydrogen biopolar batteries, advanced high energy rechargeable batteries, regenerative fuel cells, and advanced primary batteries. The present state-of-the-art of these space power and energy technologies is discussed along with their projections, trends and goals. A speculative future mission model is postulated which includes manned orbiting space stations, manned lunar bases, unmanned earth orbital and interplanetary spacecraft, manned interplanetary missions, military applications, and earth to space and space to space transportation systems. The various space power/energy system technologies anticipated to be operational by the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are matched to these missions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1494912','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1494912"><span>American Internal Medicine in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Huddle, Thomas S; Centor, Robert; Heudebert, Gustavo R</p> <p>2003-01-01</p> <p>American internal medicine suffers a confusion of identity as we enter the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The subspecialties prosper, although unevenly, and retain varying degrees of connection to their internal medicine roots. General internal medicine, identified with primary care since the 1970s, retains an affinity for its traditional consultant-generalist ideal even as primary care further displaces that ideal. We discuss the origins and importance of the consultant-generalist ideal of internal medicine as exemplified by Osler, and its continued appeal in spite of the predominant role played by clinical science and accompanying subspecialism in determining the academic leadership of American internal medicine since the 1920s. Organizing departmental clinical work along subspecialty lines diminished the importance of the consultant-generalist ideal in academic departments of medicine after 1950. General internists, when they joined the divisions of general internal medicine that appeared in departments of medicine in the 1970s, could sometimes emulate Osler in practicing a general medicine of complexity, but often found themselves in a more limited role doing primary care. As we enter the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, managed care threatens what remains of the Oslerian ideal, both in departments of medicine and in clinical practice. Twenty-first <span class="hlt">century</span> American internists will have to adjust their conditions of work should they continue to aspire to practice Oslerian internal medicine. PMID:12950486</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/589287','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/589287"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> jobs initiative - building the foundations for a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> economy. Final main report</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p></p> <p>1995-11-01</p> <p>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Jobs Initiative has been launched in the context of new realities in Washington, D.C., rapid restructuring of the US economy and accelerating changes in the makeup of the East Tennessee economy driven by these and other external economic forces. Continuing downward pressure on Federal budgets for programs that support three key institutions in the region - DOE`s Oak Ridge complex, the Tennessee Valley Authority and research programs of the University of Tennessee - are especially threatening to the region. With a large part of its economy dependent on Federal spending, the area is at risk of troublesome impacts that could ripple out from the Oak Ridge and Knoxville home of these institutions throughout the entire 15-county {open_quotes}Resource Valley.{close_quotes} As these economic forces play out in the region`s economy, important questions arise. How will East Tennessee {open_quotes}earn its living{close_quotes} in the future if the Federal government role in the economy shrinks? What kind of new industries will be formed to replace those at risk due to Federal cutbacks and economic restructuring? Where will the jobs come from for the next generation of job seekers? These are among the questions driving the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Jobs Initiative, an action-oriented program designed and implemented by local leaders in response to the economic challenges facing East Tennessee. Fortunately, the region`s economy is strong today. Unemployment is at near record lows in most counties. Moreover, leaders are increasingly aware of the threats on the horizon and are already moving to action. And the impacts from the forces at work on the economy will probably come slowly, over the next decade or so. Based on economic research and input from local leaders knowledgeable about the economy, the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Jobs Initiative has set forth a strategic economic development plan for the region.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..1612494G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..1612494G"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Climate Change in the European Alps</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gobiet, Andreas; Kotlarski, Sven; Stoffel, Markus; Heinrich, Georg; Rajczak, Jan; Beniston, Martin</p> <p>2014-05-01</p> <p>The Alps are particularly sensitive to global warming and warmed twice as much as the global average in the recent past. In addition, the Alps and its surroundings are a densly populated areas where society is affected by climate change in many ways, which calls for reliable estimates of future climate change. However, the complex Alpine region poses considerable challenges to climate models, which translate to uncertainties in future climate projections. Against this background, the present study reviews the state-of-knowledge about <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> climate change in the Alps based on existing literature and additional analyses. It will be demonstrated that considerable and accelerating changes are not only to be expected with regard to temperature, but also precipitation, global radiation, relative humidity, and closely related impacts like floods, droughts, snow cover, and natural hazards will be effected by global warming. Under the A1B emission scenario, about 0.25 °C warming per decade until the mid of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> and accelerated 0.36 °C warming per decade in the second half of the <span class="hlt">century</span> is expected. Warming will most probably be associated with changes in the seasonality of precipitation, global radiation, and relative humidity. More intense precipitation extremes and flooding potential are particularly expected in the colder part of the year. The conditions of currently record breaking warm or hot winter or summer seasons, respectively, may become normal at the end of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, and there is indication for droughts to become more severe in the future. Snow cover is expected to drastically decrease below 1500 - 2000 m and natural hazards related to glacier and permafrost retreat are expected to become more frequent. Such changes in climatic variables and related quantities will have considerable impact on ecosystems and society and will challenge their adaptive capabilities. Acknowledgements: This study has been initiated and is partly funded by</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2836002','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2836002"><span>Mobile DNA and evolution in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2010-01-01</p> <p>Scientific history has had a profound effect on the theories of evolution. At the beginning of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, molecular cell biology has revealed a dense structure of information-processing networks that use the genome as an interactive read-write (RW) memory system rather than an organism blueprint. Genome sequencing has documented the importance of mobile DNA activities and major genome restructuring events at key junctures in evolution: exon shuffling, changes in cis-regulatory sites, horizontal transfer, cell fusions and whole genome doublings (WGDs). The natural genetic engineering functions that mediate genome restructuring are activated by multiple stimuli, in particular by events similar to those found in the DNA record: microbial infection and interspecific hybridization leading to the formation of allotetraploids. These molecular genetic discoveries, plus a consideration of how mobile DNA rearrangements increase the efficiency of generating functional genomic novelties, make it possible to formulate a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> view of interactive evolutionary processes. This view integrates contemporary knowledge of the molecular basis of genetic change, major genome events in evolution, and stimuli that activate DNA restructuring with classical cytogenetic understanding about the role of hybridization in species diversification. PMID:20226073</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23462917','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23462917"><span>Transforming epidemiology for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> medicine and public health.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Khoury, Muin J; Lam, Tram Kim; Ioannidis, John P A; Hartge, Patricia; Spitz, Margaret R; Buring, Julie E; Chanock, Stephen J; Croyle, Robert T; Goddard, Katrina A; Ginsburg, Geoffrey S; Herceg, Zdenko; Hiatt, Robert A; Hoover, Robert N; Hunter, David J; Kramer, Barnet S; Lauer, Michael S; Meyerhardt, Jeffrey A; Olopade, Olufunmilayo I; Palmer, Julie R; Sellers, Thomas A; Seminara, Daniela; Ransohoff, David F; Rebbeck, Timothy R; Tourassi, Georgia; Winn, Deborah M; Zauber, Ann; Schully, Sheri D</p> <p>2013-04-01</p> <p>In 2012, the National Cancer Institute (NCI) engaged the scientific community to provide a vision for cancer epidemiology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Eight overarching thematic recommendations, with proposed corresponding actions for consideration by funding agencies, professional societies, and the research community emerged from the collective intellectual discourse. The themes are (i) extending the reach of epidemiology beyond discovery and etiologic research to include multilevel analysis, intervention evaluation, implementation, and outcomes research; (ii) transforming the practice of epidemiology by moving toward more access and sharing of protocols, data, metadata, and specimens to foster collaboration, to ensure reproducibility and replication, and accelerate translation; (iii) expanding cohort studies to collect exposure, clinical, and other information across the life course and examining multiple health-related endpoints; (iv) developing and validating reliable methods and technologies to quantify exposures and outcomes on a massive scale, and to assess concomitantly the role of multiple factors in complex diseases; (v) integrating "big data" science into the practice of epidemiology; (vi) expanding knowledge integration to drive research, policy, and practice; (vii) transforming training of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> epidemiologists to address interdisciplinary and translational research; and (viii) optimizing the use of resources and infrastructure for epidemiologic studies. These recommendations can transform cancer epidemiology and the field of epidemiology, in general, by enhancing transparency, interdisciplinary collaboration, and strategic applications of new technologies. They should lay a strong scientific foundation for accelerated translation of scientific discoveries into individual and population health benefits.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19290997','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19290997"><span>Digital pathology: a tool for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> neuropathology.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Guzman, Miguel; Judkins, Alexander R</p> <p>2009-04-01</p> <p>Digital pathology represents an electronic environment for performing pathologic analysis and managing the information associated with this activity. The technology to create and support digital pathology has largely developed over the last decade. The use of digital pathology tools is essential to adapt and lead in the rapidly changing environment of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> neuropathology. The utility of digital pathology has already been demonstrated by pathologists in several areas including consensus reviews, quality assurance (Q/A), tissue microarrays (TMAs), education and proficiency testing. These utilities notwithstanding, interface issues, storage and image formatting all present challenges to the integration of digital pathology into the neuropathology work environment. With continued technologic improvements, as well as the introduction of fluorescent side scanning and multispectral detection, future developments in digital pathology offer the promise of adding powerful analytic tools to the pathology work environment. The integration of digital pathology with biorepositories offers particular promise for neuropathologists engaged in tissue banking. The utilization of these tools will be essential for neuropathologists to continue as leaders in diagnostics, translational research and basic science in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/1088148','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/1088148"><span>Transforming Epidemiology for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Medicine and Public Health</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Khoury, Muin J; Lam, Tram Kim; Ioannidis, John; Hartge, Patricia; Spitz, Margaret R.; Buring, Julie E.; Chanock, Stephen J.; Tourassi, Georgia; Zauber, Ann; Schully, Sheri D</p> <p>2013-01-01</p> <p>n 2012, the National Cancer Institute (NCI) engaged the scientific community to provide a vision for cancer epidemiology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Eight overarching thematic recommendations, with proposed corresponding actions for consideration by funding agencies, professional societies, and the research community emerged from the collective intellectual discourse. The themes are (i) extending the reach of epidemiology beyond discovery and etiologic research to include multilevel analysis, intervention evaluation, implementation, and outcomes research; (ii) transforming the practice of epidemiology by moving toward more access and sharing of protocols, data, metadata, and specimens to foster collaboration, to ensure reproducibility and replication, and accelerate translation; (iii) expanding cohort studies to collect exposure, clinical, and other information across the life course and examining multiple health-related endpoints; (iv) developing and validating reliable methods and technologies to quantify exposures and outcomes on a massive scale, and to assess concomitantly the role of multiple factors in complex diseases; (v) integrating big data science into the practice of epidemiology; (vi) expanding knowledge integration to drive research, policy, and practice; (vii) transforming training of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> epidemiologists to address interdisciplinary and translational research; and (viii) optimizing the use of resources and infrastructure for epidemiologic studies. These recommendations can transform cancer epidemiology and the field of epidemiology, in general, by enhancing transparency, interdisciplinary collaboration, and strategic applications of new technologies. They should lay a strong scientific foundation for accelerated translation of scientific discoveries into individual and population health benefits.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFM.H23L..04A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFM.H23L..04A"><span>Rethinking Global Water Governance for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ajami, N. K.; Cooley, H.</p> <p>2012-12-01</p> <p>Growing pressure on the world's water resources is having major impacts on our social and economic well-being. According to the United Nations, today, at least 1.1 billion people do not have access to clean drinking water. Pressures on water resources are likely to continue to worsen in response to decaying and crumbling infrastructure, continued population growth, climate change, degradation of water quality, and other challenges. If these challenges are not addressed, they pose future risks for many countries around the world, making it urgent that efforts are made to understand both the nature of the problems and the possible solutions that can effectively reduce the associated risks. There is growing understanding of the need to rethink governance to meet the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> water challenges. More and more water problems extend over traditional national boundaries and to the global community and the types and numbers of organizations addressing water issues are large and growing. Economic globalization and transnational organizations and activities point to the need for improving coordination and integration on addressing water issues, which are increasingly tied to food and energy security, trade, global climate change, and other international policies. We will present some of the key limitations of global water governance institutions and provide recommendations for improving these institutions to address <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> global water challenges more effectively.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3625652','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3625652"><span>Transforming Epidemiology for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Medicine and Public Health</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Khoury, Muin J.; Lam, Tram Kim; Ioannidis, John P.A.; Hartge, Patricia; Spitz, Margaret R.; Buring, Julie E.; Chanock, Stephen J.; Croyle, Robert T.; Goddard, Katrina A.; Ginsburg, Geoffrey S.; Herceg, Zdenko; Hiatt, Robert A.; Hoover, Robert N.; Hunter, David J.; Kramer, Barnet S.; Lauer, Michael S.; Meyerhardt, Jeffrey A.; Olopade, Olufunmilayo I.; Palmer, Julie R.; Sellers, Thomas A.; Seminara, Daniela; Ransohoff, David F.; Rebbeck, Timothy R.; Tourassi, Georgia; Winn, Deborah M.; Zauber, Ann; Schully, Sheri D.</p> <p>2013-01-01</p> <p>In 2012, the National Cancer Institute (NCI) engaged the scientific community to provide a vision for cancer epidemiology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Eight overarching thematic recommendations, with proposed corresponding actions for consideration by funding agencies, professional societies, and the research community emerged from the collective intellectual discourse. The themes are (i) extending the reach of epidemiology beyond discovery and etiologic research to include multilevel analysis, intervention evaluation, implementation, and outcomes research; (ii) transforming the practice of epidemiology by moving towards more access and sharing of protocols, data, metadata, and specimens to foster collaboration, to ensure reproducibility and replication, and accelerate translation; (iii) expanding cohort studies to collect exposure, clinical and other information across the life course and examining multiple health-related endpoints; (iv) developing and validating reliable methods and technologies to quantify exposures and outcomes on a massive scale, and to assess concomitantly the role of multiple factors in complex diseases; (v) integrating “big data” science into the practice of epidemiology; (vi) expanding knowledge integration to drive research, policy and practice; (vii) transforming training of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> epidemiologists to address interdisciplinary and translational research; and (viii) optimizing the use of resources and infrastructure for epidemiologic studies. These recommendations can transform cancer epidemiology and the field of epidemiology in general, by enhancing transparency, interdisciplinary collaboration, and strategic applications of new technologies. They should lay a strong scientific foundation for accelerated translation of scientific discoveries into individual and population health benefits. PMID:23462917</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25126206','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25126206"><span>Creating a <span class="hlt">21</span><span class="hlt">st-century</span> intelligent health system.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Newt, Gingrich; Nancy, Desmond</p> <p>2008-02-01</p> <p>In most areas of life, Americans enjoy the ease and convenience offered by advances in technology, communications, and transportation. Every day we experience the <span class="hlt">21</span><span class="hlt">st-century</span> model of America, which is one of effectiveness, accuracy, speed, flexibility, efficiency, lower cost, more choices, and greater achievement. We can shop online, compare prices for goods and services, and when decisions need to be made, we have access to a wide array of information sources to assist in making those decisions. In short, Americans enjoy great latitude in our power to determine what is best for us. This is not, however, the case when it comes to health and healthcare. In our current healthcare system, individuals are dependent on a structure that has resisted the natural progress and modernization achieved by market-oriented, <span class="hlt">21</span><span class="hlt">st-century</span> industries. The information age has been leaving health behind. Although it is the nature of a science- and technology-based entrepreneurial free market to provide more choices of higher quality at lower cost, in the healthcare sector, prices continue to rise, quality is inconsistent, and individuals lack the information, incentives, and power to make choices.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28002109','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28002109"><span>Neonatal Bacterial Conjunctivitis in Korea in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pak, Kang Yeun; Kim, Sung Il; Lee, Jong Soo</p> <p>2017-04-01</p> <p>To investigate the microbial cause and antibiotic susceptibility of neonatal bacterial conjunctivitis in Korean patients in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. We retrospectively reviewed the medical records of patients diagnosed with neonatal bacterial conjunctivitis between January 2000 and December 2015. We recorded the organism, antibiotic susceptibility, and antibiotics used. A total of 82 neonates were included in the study (53 males and 29 females), with a mean age of 17.5 ± 7.1 days. The most commonly isolated organisms were Staphylococcus aureus (43 cases, 52.4%), coagulase-negative staphylococci (11 cases, 13.4%), Staphylococcus epidermidis (11 cases, 13.4%), Serratia marcescens (4 cases, 4.9%), Pseudomonas aeruginosa (4 cases, 4.9%), and Enterobacter cloacae (3 cases, 3.7%). We found no cases of Neisseria gonorrhoeae or Chlamydia trachomatis infection. Resistance to methicillin (83.7%), macrolide (81.4%), and aminoglycoside (23.3%) was observed in patients with S. aureus infection. Conjunctivitis that did not improve with erythromycin or tobramycin generally improved with the additional use of tosufloxacin. The prevalence of neonatal gonococcal or chlamydial conjunctivitis has decreased in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. However, methicillin-resistant S. aureus has been increasing, but these cases are responsive to tosufloxacin.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016JSEdT..25..284J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016JSEdT..25..284J"><span>Identifying <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> STEM Competencies Using Workplace Data</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jang, Hyewon</p> <p>2016-04-01</p> <p>Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM disciplines and ask whether frameworks for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills and engineering education cover all of important STEM competencies. In this study, we identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor. Our analysis of the importance of 109 skills, types of knowledge and work activities, revealed 18 skills, seven categories of knowledge, and 27 work activities important for STEM workers. We investigate the perspectives of STEM and non-STEM job incumbents, comparing the importance of each skill, knowledge, and work activity for the two groups. We aimed to condense dimensions of the 52 key areas by categorizing them according to the Katz and Kahn (1978) framework and testing for inter-rater reliability. Our findings show frameworks for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills and engineering education do not encompass all important STEM competencies. Implications for STEM education programs are discussed, including how they can bridge gaps between education and important workplace competencies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011DokES.438..681V','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011DokES.438..681V"><span>Paleoanalogues of global warming in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Velichko, A. A.; Borisova, O. K.</p> <p>2011-05-01</p> <p>On the basis of landscape-climatic reconstructions for warming periods in the past, likely scenarios of future global warming have been developed for various warming levels that might be reached during the current <span class="hlt">century</span>. The paleoanalogue of global warming by 0.7-1°C is the Holocene climatic optimum (5.5-6 ka B.P.) and that by 1.7-2°C is the last interglacial optimum (about 125 ka B.P.). The complex analysis concerning response of the principal ecosystem components to the expected warming signifies that there will not be any shifts of vegetation zones during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>; reconstruction will touch only the internal structure of vegetable associations and broadening of interzonal ecotones.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMGC11A1016C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMGC11A1016C"><span>Heat stress and societal impacts in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Coffel, E.; Horton, R. M.; de Sherbinin, A. M.</p> <p>2015-12-01</p> <p>Heat is the number-one weather related killer in the US and around the world. As a result of rising temperatures and steady or slightly rising levels of specific humidity, heat stress is projected to become increasingly severe. Here we show that heat stress as measured by two common indices -- the heat index and the wet-bulb temperature -- is projected to rapidly and dramatically increase, and that by mid-<span class="hlt">century</span> crippling summertime conditions are possible across some of the most densely populated regions of the planet. Many of these regions are places where cooling infrastructure is scarce, adaptive capacity is low, and populations are rapidly rising. We find that by the end of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, the habitability of some regions of the planet may be questionable due to heat stress alone, and in many other regions severe impacts to human health, infrastructure, agriculture, and economic performance will create significant societal stress and necessitate rapid adaptation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED569909.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED569909.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Centers: A Descriptive Evaluation for 2014-2015</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>White, Larry J.; Hammer, Patricia Cahape; Whisman, Andy</p> <p>2015-01-01</p> <p>This evaluation study provides information about the implementation and outcomes of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Centers (<span class="hlt">21</span><span class="hlt">st</span> CCLC) program in West Virginia, from September 2014 through May 2015. The report draws on information from online surveys of 23 directors of <span class="hlt">21</span><span class="hlt">st</span> CCLC programs and from school teachers for 929 of the 11,299…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/15013469','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/15013469"><span>Energy Technologies for the Markets of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Schock, R</p> <p>2001-10-01</p> <p>Energy is the fuel of economic development. Yet, this is lost on the over 2 billion people in the world without access to commercial energy, most in rural areas. Meeting their needs, along with the growing needs of the population already with access, provides very large markets for energy and energy services. Studies have repeatedly shown that technology is the single most important historical driver for productivity growth. Technology is also at the heart of the goals spelled out in the World Energy Council's Statement 2000 [l]: accessibility of reliable and affordable modern energy services for all the world's inhabitants; availability of high-quality reliable delivered energy; and acceptability of energy resources produced and used in harmony with the local, regional, and global environment. With this in mind, the World Energy Council (WEC) at the time of the 17th Congress in Houston decided to identify and examine some of the energy technologies that might sustain the world in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. This effort would examine steps that might be taken to ensure that these new technologies are available to the marketplace, and what role governments and industry might play to ensure this availability. The WEC launched a major study in 1999, Energy Technologies for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, conducted by a study group composed of international energy experts [2]. The first part of the study examined trends in public and private research, development, and demonstration (RD&D) spending over the past 15 years to determine what has been happening with the resource base for future development. Improvements in energy technologies are attained through active RD&D performed now, in advance of their implementation. Energy RD&D also provides insurance against potential impacts such as climate change, oil price shocks, and disruptions in the energy distribution system [3]. This part of the study sought to answer the questions: What is the current situation with respect to energy RD&D and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1991aiaa.meetQ....C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1991aiaa.meetQ....C"><span>Countdown to the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> in planetary exploration</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Casani, John R.</p> <p>1991-01-01</p> <p>The '90s promise to be an exciting decade for planetary exploration, providing a steady stream of challenges and discoveries stretching well into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Four major planetary missions - Voyager, Magellan, Galileo, and Ulysses - are already in flight, while the Mars Observer, Comet Rendezvous/Asteroid Flyby, and Cassini missions are well along in their design, development, test, and evaluation phases and will launch in the early to mid-'90s. Studies continue for new missions such as Lunar Observer, Solar Probe, and Mars Environmental Survey, as well as for the space Exploration Initiative. Issues common to many of these missions - current and future - include budgetary concerns, launch vehicles, longer lifecycles, international cooperation, new technology developments, and multimission operations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19950010353','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19950010353"><span>Space medicine research: Needs for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Pepper, L. J.</p> <p>1992-01-01</p> <p>Space medicine research in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will continue to focus on the four major areas including: (1) expansion of the current incomplete knowledge base of clinical and subclinical physiological changes due to microgravity; (2) development of countermeasures to extend the capabilities of the human performance envelope in extended duration flights; (3) development of novel methods for delivering all aspects of a comprehensive health care system in extreme remote conditions: and (4) further research and application of systems for biological materials processing. New space transportation vehicles will place unique physiologic and human factors demands on the human system, while providing better access to platforms for materials processing. Success in meeting the demands in each of the noted research areas will require an extensive, interactive team approach. Personnel from the medical research,operational, developmental, and basic science communities will be essential to success.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19920013420','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19920013420"><span>Quo vadimus? The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> and multimedia</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Kuhn, Allan D.</p> <p>1991-01-01</p> <p>The concept is related of computer driven multimedia to the NASA Scientific and Technical Information Program (STIP). Multimedia is defined here as computer integration and output of text, animation, audio, video, and graphics. Multimedia is the stage of computer based information that allows access to experience. The concepts are also drawn in of hypermedia, intermedia, interactive multimedia, hypertext, imaging, cyberspace, and virtual reality. Examples of these technology developments are given for NASA, private industry, and academia. Examples of concurrent technology developments and implementations are given to show how these technologies, along with multimedia, have put us at the threshold of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The STI Program sees multimedia as an opportunity for revolutionizing the way STI is managed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5216254','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5216254"><span>Reimagining Human Research Protections for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Science</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bietz, Matthew; Bae, Deborah; Bigby, Barbara; Devereaux, Mary; Fowler, James; Waldo, Ann; Weibel, Nadir; Patrick, Kevin; Klemmer, Scott; Melichar, Lori</p> <p>2016-01-01</p> <p>Background Evolving research practices and new forms of research enabled by technological advances require a redesigned research oversight system that respects and protects human research participants. Objective Our objective was to generate creative ideas for redesigning our current human research oversight system. Methods A total of 11 researchers and institutional review board (IRB) professionals participated in a January 2015 design thinking workshop to develop ideas for redesigning the IRB system. Results Ideas in 5 major domains were generated. The areas of focus were (1) improving the consent form and process, (2) empowering researchers to protect their participants, (3) creating a system to learn from mistakes, (4) improving IRB efficiency, and (5) facilitating review of research that leverages technological advances. Conclusions We describe the impetus for and results of a design thinking workshop to reimagine a human research protections system that is responsive to <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> science. PMID:28007687</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19990068008&hterms=george+martin&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAuthor-Name%26N%3D0%26No%3D10%26Ntt%3Dgeorge%2Br%2Br%2Bmartin','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19990068008&hterms=george+martin&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAuthor-Name%26N%3D0%26No%3D10%26Ntt%3Dgeorge%2Br%2Br%2Bmartin"><span>Space Transportation Options for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Houts, Michael G.; Schmidt, George R.; Gerrish, Harold P.; Martin, James J.</p> <p>1999-01-01</p> <p>Advanced space transportation options may eventually enable rapid, affordable access to any point in the solar system. Advanced propulsion systems with energy densities several orders of magnitude greater than state-of-the art systems may be available in the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span>. These propulsion systems include systems based on fission, fusion, antimatter annihilation and other advanced processes. Other transportation options propose using in-situ resources to enable rapid, affordable access to any point in the solar system using more conventional propulsion technologies. This presentation will summarize select space transportation options of current interest to NASA MSFC's Space Propulsion Branch, present progress being made towards developing each of the options, and discuss obstacles that must be overcome before any of the options can be implemented.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015ARep...59..542P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015ARep...59..542P"><span>Statistical radio astronomy of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Pariiskii, Yu. N.; Berlin, A. B.; Bursov, N. N.; Nizhel'skii, N. A.; Semenova, T. A.; Temirova, A. V.; Tsybulev, P. G.</p> <p>2015-06-01</p> <p>The exponential development of radio-astronomy methods (sensitivity, resolution, depth of surveys, etc) has led to the need for new methods aimed at distinguishing weak signals in the midst of numerous background signals, as has long been the case for radio astronomy at meter wavelengths. Centimeter-wavelength data accumulated with existing radio telescopes (such as the RATAN-600 reflector—the largest radio telescope in Russia) are presented, and expected problems for major new radio telescopes of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, such as the Square Kilometer Array, are discussed. The effectiveness of using certain tested methods to derive astrophysically important results through reasonable statistical processing of large datasets is shown. In experiments conducted with RATAN-600, these methods lead to an enhancement in sensitivity by an order of magnitude compared with the sensitivity of a resolving element.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27481371','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27481371"><span>Changes to postgraduate medical education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Patel, Mehool</p> <p>2016-08-01</p> <p>Medicine is a constantly evolving profession, especially with the advent of rapid advances in the scientific base that underpins this vocation. In order to ensure that training in medicine is contemporary with the continuous evolution of the profession, there has been a multitude of changes to postgraduate medical education, particularly in the UK. This article aims to provide an overview of relevant key changes to postgraduate medical education in the UK during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, including changes to the structure, governance and commissioning of medical education, effects of European Working Time Directive on training, recent recommendations in the Future Hospital Commission report and Shape of training report, and recent requirements for accreditation of medical education trainers. Many of these recommendations will require complex discussions often at organisational levels, hopefully with some realistic and pragmatic solutions for implementation. © 2016 Royal College of Physicians.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22556249','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22556249"><span><span class="hlt">21</span><span class="hlt">st-century</span> evolution of Greenland outlet glacier velocities.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Moon, T; Joughin, I; Smith, B; Howat, I</p> <p>2012-05-04</p> <p>Earlier observations on several of Greenland's outlet glaciers, starting near the turn of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, indicated rapid (annual-scale) and large (>100%) increases in glacier velocity. Combining data from several satellites, we produce a decade-long (2000 to 2010) record documenting the ongoing velocity evolution of nearly all (200+) of Greenland's major outlet glaciers, revealing complex spatial and temporal patterns. Changes on fast-flow marine-terminating glaciers contrast with steady velocities on ice-shelf-terminating glaciers and slow speeds on land-terminating glaciers. Regionally, glaciers in the northwest accelerated steadily, with more variability in the southeast and relatively steady flow elsewhere. Intraregional variability shows a complex response to regional and local forcing. Observed acceleration indicates that sea level rise from Greenland may fall well below proposed upper bounds.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19990068008&hterms=Martin+George&qs=N%3D0%26Ntk%3DAuthor-Name%26Ntx%3Dmode%2Bmatchall%26Ntt%3DMartin%252C%2BGeorge%2BR%2BR','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19990068008&hterms=Martin+George&qs=N%3D0%26Ntk%3DAuthor-Name%26Ntx%3Dmode%2Bmatchall%26Ntt%3DMartin%252C%2BGeorge%2BR%2BR"><span>Space Transportation Options for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Houts, Michael G.; Schmidt, George R.; Gerrish, Harold P.; Martin, James J.</p> <p>1999-01-01</p> <p>Advanced space transportation options may eventually enable rapid, affordable access to any point in the solar system. Advanced propulsion systems with energy densities several orders of magnitude greater than state-of-the art systems may be available in the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span>. These propulsion systems include systems based on fission, fusion, antimatter annihilation and other advanced processes. Other transportation options propose using in-situ resources to enable rapid, affordable access to any point in the solar system using more conventional propulsion technologies. This presentation will summarize select space transportation options of current interest to NASA MSFC's Space Propulsion Branch, present progress being made towards developing each of the options, and discuss obstacles that must be overcome before any of the options can be implemented.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10765255','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10765255"><span>Partnership 2000: a journey to the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hepner, L F; Hopkins, L G</p> <p>2000-01-01</p> <p>Building partnerships is a valuable strategy for achieving success in forming a strong foundation for nursing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The demands of the changing health care environment require that managers and staff change the context in which patient care delivery is accomplished. Managers must be willing to unleash the power of the human capital of staff nurses. Staff nurses must be willing to take a seat at the table and share the leadership role with their manager. Both must engage in building an environment that facilitates continued learning, establishes effective relationships with other health care team members and patients, creates an environment that attracts and retains professional nursing staff, expects professional development from one another, and realizes that collective accountability can be achieved through sharing the leadership.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24182371','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24182371"><span>The good doctor: professionalism in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tsou, Amy Y; Creutzfeldt, Claire J; Gordon, James M</p> <p>2013-01-01</p> <p>Medical professionalism faces distinctive challenges in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. In this chapter, we review the history of professionalism, address specific challenges physicians face today, and provide an overview of efforts to address these issues, including behavioral and virtue ethics approaches. First, we discuss core features professions share and the development of codes of medical ethics that guide the practice of western medicine. Second, we address challenges related to the doctor-patient relationship, continuity of care, cultural competence, conflicts of interest, and the regulation of quality of care through maintenance of certification. We then explore three cultural trajectories that have deeply influenced medical practice: the technologic imperative, physicians' collective neglect of structural factors impacting medicine, and the rise of commercialism. Finally, we describe efforts to address these challenges, focusing on the Physician Charter developed by the American Board of Internal Medicine and widely endorsed by medical boards and societies internationally. © 2013 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28377434','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28377434"><span>Designing blended learning interventions for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> student.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Eagleton, Saramarie</p> <p>2017-06-01</p> <p>The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for physiology. The aim of the model is to encourage methodical development of learning interventions, while the purpose is to provide conceptual and communication tools that can be used to develop appropriate operational learning interventions. A whole brain approach that encourages challenging the four quadrants is encouraged. The main arguments of the model are to first determine the learning task requirements, as these will inform the design and development of learning interventions to facilitate learning and the assessment thereof. Delivery of the content is based on a blended approach. Copyright © 2017 the American Physiological Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19990064109&hterms=century+art&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dcentury%2Bart','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19990064109&hterms=century+art&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dcentury%2Bart"><span>Space Transportation Options for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Houts, Michael G.</p> <p>1999-01-01</p> <p>Advanced space transportation options may eventually enable rapid, affordable access to any point in the solar system. Advanced propulsion systems with energy densities several orders of magnitude greater than state-of-the art systems may be available in the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span>. These propulsion systems include systems based on fission, fusion, antimatter annihilation, and other advanced processes. Other transportation options propose using in-situ resources to enable rapid, affordable access to any point in the solar system using more conventional propulsion technologies. This presentation will. summarize select space transportation options of current interest to NASA Marshall Space Flight Center's Propulsion Research Center, present progress being made towards developing each of the options, and discuss obstacles that must be overcome before any of the options can be implemented.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002LPB....20....5Y','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002LPB....20....5Y"><span>The prospect of laser fusion in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Yamanaka, Chiyoe</p> <p>2002-01-01</p> <p>Inertial confinement fusion (ICF) has developed remarkably in the last 30 years. In the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, we can expect fusion energy for civilian use. After the cold war era, the value of ICF has shifted from defense demands to peaceful applications. The megajoule laser systems are under construction expecting the development of spark ignition. However there are many problems to solve in science and technology. One alternative way is to use a petawatt short-pulse laser aiming for fast ignition. On the way to the final goal, we would like to contribute for various applications of high power lasers such as laboratory astrophysics, X-ray lasers, laser-induced lightning as well as laser processing.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11537564','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11537564"><span>The space life sciences strategy for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nicogossian, A E; Gaiser, K K</p> <p>1992-06-01</p> <p>In the past, space life sciences has focused on gaining an understanding of physiological tolerance to spaceflight, but, for the last 10 years, the focus has evolved to include issues relevant to extended duration missions. In the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, NASA's long-term strategy for the exploration of the solar system will combine the assurance of human health and performance for long periods in space with investigations aimed at searching for traces of life on other planets and acquiring fundamental scientific knowledge of life processes. Implementation of this strategy will involve a variety of disciplines including radiation health, life support, human factors, space physiology and countermeasures, medical care, environmental health, and exobiology. It will use both ground-based and flight research opportunities such as those found in current on-going programs, on Spacelab and unmanned biosatellite flights, and during Space Station Freedom missions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011PhPro..20..319R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011PhPro..20..319R"><span>The Death of Rocket Science in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Robertson, Glen A.; Webb, Darryl W.</p> <p></p> <p>As we enter the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, the lack of a space propulsion science discipline - involving the development of new emerging physical theories and models - within the bounds of Rocket Science forbids any rapid development of ideas and concepts toward new frontiers in spaceflight and implies a stagnate death in the advancement of Rocket Science as a whole. Specifically, the conventional disciplines in Rocket Science lacks foresight into the physics of acceleration to include the nature of gravity and inertia, which is foremost needed for the progression of spaceflight. In this paper is discussed various topics toward the understanding that space propulsion science is not a major player in Rocket Science, but must become so, if Rocket Science is to evolve the necessary new frontiers needed for future space exploration.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28851021','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28851021"><span>Skin Findings of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Movie Characters.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ishida, Yoshihiro; Lin, Erica; Otsuka, Atsushi; Kabashima, Kenji</p> <p>2017-08-29</p> <p>In a recent article "Dermatologic Features of Classic Movie Villains", the authors found that dermatological findings, such as alopecia and scars, are associated with villainous characters in movies(1) . Their work suggested that dermatological diseases are used as convenient cues to imply the internal moral degeneracy of movie villains. There is a concern that such depiction of dermatological diseases in movies may facilitate the prejudice against dermatological diseases. However, the study is based on the "AFI's top 100 movie heroes and villains of all time" list, which contains only one movie released in the <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span>. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21302661','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21302661"><span>Vascular access on the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> military battlefield.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hulse, E J; Thomas, G O R</p> <p>2010-12-01</p> <p>Timely and appropriate access to the vascular circulation is critical in the management of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> battlefield trauma. It allows the administration of emergency drugs, analgesics and rapid replacement of blood volume. Methods used to gain access can include; the cannulation of peripheral and central veins, venous cut-down and intraosseus devices. This article reviews the current literature on the benefits and complications of each vascular access method. We conclude that intraosseus devices are best for quick access to the circulation, with central venous access via the subclavian route for large volume resuscitation and low complication rates. Military clinicians involved with the care of trauma patients either in Role 2 and 3 or as part of the medical emergency response team (MERT), must have the skill set to use these vascular access techniques by incorporating them into their core medical training.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001SPIE.4367..164M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001SPIE.4367..164M"><span>Distributed collaborative environments for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> modeling and simulation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>McQuay, William K.</p> <p>2001-09-01</p> <p>Distributed collaboration is an emerging technology that will significantly change how modeling and simulation is employed in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> organizations. Modeling and simulation (M&S) is already an integral part of how many organizations conduct business and, in the future, will continue to spread throughout government and industry enterprises and across many domains from research and development to logistics to training to operations. This paper reviews research that is focusing on the open standards agent-based framework, product and process modeling, structural architecture, and the integration technologies - the glue to integrate the software components. A distributed collaborative environment is the underlying infrastructure that makes communication between diverse simulations and other assets possible and manages the overall flow of a simulation based experiment. The AFRL Collaborative Environment concept will foster a major cultural change in how the acquisition, training, and operational communities employ M&S.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mental+AND+retardation+AND+review&pg=5&id=EJ609719','ERIC'); return false;" href="https://eric.ed.gov/?q=mental+AND+retardation+AND+review&pg=5&id=EJ609719"><span>Mental Retardation in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Introduction to the Special Issue.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wehmeyer, Michael; Patton, James R.</p> <p>2000-01-01</p> <p>The introductory article to this special issue on mental retardation in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> first reviews changes in the 20th <span class="hlt">century</span> that affected people with mental retardation and then provides an overview of the following six articles, all taken from the recent book, "Mental Retardation in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>," edited by the authors of this article.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=jews&pg=4&id=EJ988547','ERIC'); return false;" href="https://eric.ed.gov/?q=jews&pg=4&id=EJ988547"><span>The Challenge of Ethical Liberalism to Jewish Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alexander, Hanan</p> <p>2012-01-01</p> <p>This article presents the author's response to "Reinventing Jewish Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>" by Jonathan Woocher. The author agrees with Jonathan Woocher that American Jewish education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> requires change no less comprehensive than that initiated by Samson Benderly and his students around a <span class="hlt">century</span> ago, and that this should…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=present+AND+value+AND+relevance&pg=5&id=EJ988547','ERIC'); return false;" href="http://eric.ed.gov/?q=present+AND+value+AND+relevance&pg=5&id=EJ988547"><span>The Challenge of Ethical Liberalism to Jewish Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Alexander, Hanan</p> <p>2012-01-01</p> <p>This article presents the author's response to "Reinventing Jewish Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>" by Jonathan Woocher. The author agrees with Jonathan Woocher that American Jewish education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> requires change no less comprehensive than that initiated by Samson Benderly and his students around a <span class="hlt">century</span> ago, and that this should…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017EGUGA..1918855A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017EGUGA..1918855A"><span>Arctic Ocean Pathways in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Aksenov, Yevgeny; van Gennip, Simon J.; Kelly, Stephen J.; Popova, Ekaterina E.; Yool, Andrew</p> <p>2017-04-01</p> <p>In the last three decades, changes in the Arctic environment have been occurring at an increasing rate. The opening up of large areas of previously sea ice-covered ocean affects the marine environment with potential impacts on Arctic ecosystems, including through changes in Arctic access, industries and societies. Changes to sea ice and surface winds result in large-scale shifts in ocean circulation and oceanic pathways. This study presents a high-resolution analysis of the projected ocean circulation and pathways of the Arctic water masses across the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The analysis is based on an eddy-permitting high-resolution global simulation of the ocean general circulation model NEMO (Nucleus for European Modelling of the Ocean) at the 1/4-degree horizontal resolution. The atmospheric forcing is from HadGEM2-ES model output from IPCC Assessment Report 5 (AR5) simulations performed for Coupled Model Intercomparison Project 5 (CMIP5), and follow the Representative Concentration Pathway 8.5 (RCP8.5) scenario. During the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> the AO experiences a significant warming, with sea surface temperature increased by in excess of 4 deg. C. Annual mean Arctic sea ice thickness drops to less than 0.5m, and the Arctic Ocean is ice-free in summer from the mid-<span class="hlt">century</span>. We use an off-line tracer technique to investigate Arctic pathways of the Atlantic and Pacific waters (AW and PW respectively) under this future climate. The AW tracers have been released in the eastern Fram Strait and in the western Barents Sea, whereas the PW tracer has been seeded in the Bering Strait. In the second half of the <span class="hlt">century</span> the upper 1000 m ocean circulation shows a reduction in the eastward AW flow along the continental slopes towards the Makarov and Canada basins and a deviation of the PW flow away from the Beaufort Sea towards the Siberian coast. Strengthening of Arctic boundary current and intensification of the cyclonic gyre in the Nansen basin of the Arctic Ocean is accompanied by</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/15004855','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/15004855"><span>Civilian Power from Space in the Early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Hyde, R; Ishikawa, M; Wood, L</p> <p>2003-06-01</p> <p>If power beamed from space is to be become widely used on Earth in the first half of the <span class="hlt">21</span><span class="hlt">St</span> <span class="hlt">century</span>, several thus-far-persistent impediments must be obviated, including threshold effects and problematic aspects of cost, availability, reliability, hazards and environmental impacts. We sketch a generally-applicable route to doing so, noting key enabling technologies and practical features. Likely-essential features of any successful strategy include vigorous, systematic leveraging of all intrinsic features of space-derived power, e.g., addressing marginal, high-value-added markets for electric power in space- and time-agile manners to conveniently provide power-upon-demand, and incrementally ''wedging'' into ever-larger markets with ever more cost-efficient generations and scales of technology. We suggest that no prudent strategic plan will rely upon large-scale, long-term public subsidies--fiscal, regulatory, etc.--with their attendant ''sovereign risks'' and interminable delays, and that plan-essential governmental support likely will be limited to early feasibility demonstrations, provision of threshold technologies and a rational, competition-neutral licensing environment. If salient realities are uniformly respected and accessible technologies are intelligently leveraged, electricity derived from space-sourced power-beams may come into significant civilian use during the latter part of the first quarter of this <span class="hlt">century</span>, and may become widely used by the half-<span class="hlt">century</span> point.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/470951','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/470951"><span>Food and agriculture in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Reddy, K.R.; Hodges, H.F.; McKinion, J.M.</p> <p>1996-12-31</p> <p>Agriculturalists in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will be farming crops in different climates than today. Atmospheric CO{sub 2} will likely exceed 700 {micro}l l{sup {minus}1} by the latter half of the next <span class="hlt">century</span>, and the mean global temperature has been predicted to be 1.5 to 5.9 C higher than today. Further, the incidence of extreme weather events within a growing season has been predicated to increase. Extreme-weather events often limit crop yields even in today`s environment; e.g., a late spring may severely limit a citrus or winter wheat crop. Agricultural productivity is extremely sensitive to changes projected in the environment, particularly where crops are produced in marginal areas. The authors conducted several studies in which plants were grown in controlled environments with natural radiation levels. Carbon dioxide, water, temperature, and nutrients were each varied independently while the other factors were maintained at nearly optimum conditions. Photosynthesis, transpiration, growth and rate of development were measured. At nearly optimum temperature (26 to 28 C), doubling today`s atmospheric CO{sub 2} concentration results in about 50% increase in biomass production with only trivial changes in the ratio of vegetative to fruit or grain production. However, fruit or grain production is drastically reduced at above-optimum temperatures. The authors examined long-term climatology data from four areas in the US Cotton Belt and a maritime climate, Maros, Indonesia.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10117133','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10117133"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> innovators. Interview by Joe Flower.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Newbold, P; Linton, P</p> <p>1992-01-01</p> <p>Last spring, The Healthcare Forum and 3M together announced the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Innovator Awards. They hoped to spotlight examples of the most forward-thinking organizations in American healthcare--organizations that could demonstrate readiness for the next <span class="hlt">century</span> through the process of rebuilding their systems and structures. THF and 3M were looking for models for success with: (1) an organizational vision for the future, (2) an integrated planning process which reflected that vision, and (3) a measurable future benefit to the communities they served. The call elicited responses from more than 40 organizations across the country. THF and 3M were overwhelmed by both their range and quality. Choosing was difficult. But last September two winners were unveiled at the THF-3M Visionary Leadership conference in Hilton Head, South Carolina. Memorial Hospital and Health System of South Bend, Indiana, took the large, urban, regional, and national award for its progress in the long, tough process of revisioning itself according to a strategic concept CEO Phil Newbold calls "Quality Through People." The small, rural, and suburban prize went to Yavapai Regional Medical Center in Prescott, Arizona, where CEO Pat Linton is attempting to shape a "Total Healing Environment." We asked Joe Flower to visit both sites and send back an eyewitness report on what makes these two progressive organizations models for healthcare in the '90s and beyond.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/1027822','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/1027822"><span>Persisting cold extremes under <span class="hlt">21</span><span class="hlt">st-century</span> warming scenarios</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Kodra, Evan A; Steinhaeuser, Karsten J K; Ganguly, Auroop R</p> <p>2011-01-01</p> <p>Analyses of climate model simulations and observations reveal that extreme cold events are likely to persist across each land-continent even under <span class="hlt">21</span><span class="hlt">st-century</span> warming scenarios. The grid-based intensity, duration and frequency of cold extreme events are calculated annually through three indices: the coldest annual consecutive three-day average of daily maximum temperature, the annual maximum of consecutive frost days, and the total number of frost days. Nine global climate models forced with a moderate greenhouse-gas emissions scenario compares the indices over 2091 2100 versus 1991 2000. The credibility of model-simulated cold extremes is evaluated through both bias scores relative to reanalysis data in the past and multi-model agreement in the future. The number of times the value of each annual index in 2091 2100 exceeds the decadal average of the corresponding index in 1991 2000 is counted. The results indicate that intensity and duration of grid-based cold extremes, when viewed as a global total, will often be as severe as current typical conditions in many regions, but the corresponding frequency does not show this persistence. While the models agree on the projected persistence of cold extremes in terms of global counts, regionally, inter-model variability and disparity in model performance tends to dominate. Our findings suggest that, despite a general warming trend, regional preparedness for extreme cold events cannot be compromised even towards the end of the <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011AGUFMED13A0798O','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011AGUFMED13A0798O"><span>Girltalk: Energy, Climate and Water in the <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Olson, H. C.; Osborne, V.; Bush, R.; Bauer, S.; Bourgeois, E.; Brownlee, D.; Clark, C.; Ellins, K. K.; Hempel-Medina, D.; Hernandez, A.; Hovorka, S. D.; Olson, J. E.; Romanak, K.; Smyth, R. C.; Tinker, S.; Torres-Verdin, C.; Williams, I. P.</p> <p>2011-12-01</p> <p>In preparation for Earth Science Week, The University of Texas at Austin, Striker Communications and Ursuline Academy of Dallas partnered on a GirlTalk event ("Energy, Climate and Water in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>") to create a two-day (Fri-Sat), community science symposium and open house on critical issues surrounding energy, water and climate. On Friday, over 800 high school girls and 100 teachers from Ursuline participated in hands-on activities (led by faculty, researchers and graduate students from UT Austin and professionals from the surrounding Dallas community), films and discussions, plenary sessions and an expert panel discussion. An opening talk by Dr. Hilary Olson on "Energy, Water and Climate in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Critical Issues for the Global Community" began the day. A series of hands-on activities, and science and technology films with discussion followed. Each girl had an individualized, modular schedule for the day, completing four of the over twenty modules offered. During lunch, Dr. Scott Tinker, Director of the Bureau of Economic Geology, presented a compelling talk on "Time, Technology and Transition", and afterwards girls attended another round of hands-on activities in the afternoon. The day ended with a panel discussion where girls could submit questions to the various participants from the day's activities. The exciting experience of a full day of GirlTalk led many high school girls to volunteer for the middle school event on the following morning (Sat.), when 150 middle school girls and their mentors (parents, teachers) attended a community-wide public event to learn about the energy, water and climate nexus. "Breakfast with a Pro" was hosted by the various professionals. Girls and their mentors enjoyed breakfast and discussion about topics and careers in the earth sciences and engineering with presenters, followed by an informal discussion with a panel of professionals. Next, girls and their mentors were each given a pre-assigned individual</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED423941.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED423941.pdf"><span>California Community Colleges Family and Consumer Sciences: A Plan for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Update, 1998.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mount San Antonio Coll., Walnut, CA.</p> <p></p> <p>This update of the 1998 Plan for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> was designed to augment the California Community College Family and Consumer Sciences in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> packet, produced in 1996. It summarizes a variety of activities, products and events that have taken place over the past two years, and suggests resources and contacts for learning more about…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ889143.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ889143.pdf"><span>"<span class="hlt">21</span><span class="hlt">st-Century</span>" Skills: Not New, but a Worthy Challenge</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rotherham, Andrew J.; Willingham, Daniel T.</p> <p>2010-01-01</p> <p>A growing number of business leaders, politicians, and educators are united around the idea that students need "<span class="hlt">21</span><span class="hlt">st-century</span> skills" to be successful today. It's exciting to believe that one lives in times that are so revolutionary that they demand new and different abilities. But in fact, the skills students need in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are not new.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=welty&pg=2&id=ED442988','ERIC'); return false;" href="https://eric.ed.gov/?q=welty&pg=2&id=ED442988"><span>Technology Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Collection of Essays. 49th Yearbook, 2000.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, G. Eugene, Ed.</p> <p></p> <p>These 38 essays in 4 units are directed toward the future of technology education. Unit I: Evolving into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> has one essay, entitled "The Past Defines the Paths to be Taken" (Jerry Streichler). Essays 2-18, in Unit II: Exemplary Practices for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, are "Developing a Curriculum Process" (Bryan Albrecht);…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=athletic+AND+training+AND+profession&pg=7&id=EJ546694','ERIC'); return false;" href="https://eric.ed.gov/?q=athletic+AND+training+AND+profession&pg=7&id=EJ546694"><span>The <span class="hlt">21</span><span class="hlt">st-Century</span> College Student: Implications for Athletic Training Education Programs.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, Malissa; Buxton, Barton</p> <p>1997-01-01</p> <p>Discusses impending demographic changes in the <span class="hlt">21</span><span class="hlt">st-century</span> college-student population, addressing implications for athletic training education programs and the profession. The paper discusses multicultural diversification and nontraditional student status, noting that <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> higher education must offer multicultural training, flexible…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Climate+AND+change+AND+review&pg=3&id=EJ1106174','ERIC'); return false;" href="https://eric.ed.gov/?q=Climate+AND+change+AND+review&pg=3&id=EJ1106174"><span>Aiming Talent Development toward Creative Eminence in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C.</p> <p>2016-01-01</p> <p>Much has been written about the social and scientific problems that face the world in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, including climate change and economic inequality. In this context, the development of talented individuals who can tackle these problems is most important. In this article, the authors discuss the implications of <span class="hlt">21</span><span class="hlt">st-century</span> challenges for the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=core+AND+competencies+OR+freelancers&pg=4&id=EJ1026607','ERIC'); return false;" href="https://eric.ed.gov/?q=core+AND+competencies+OR+freelancers&pg=4&id=EJ1026607"><span>Challenges to Learning and Schooling in the Digital Networked World of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Voogt, J.; Erstad, O.; Dede, C.; Mishra, P.</p> <p>2013-01-01</p> <p>This article elaborates on the competencies, often referred to as <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> competencies, that are needed to be able to live in and contribute to our current (and future) society. We begin by describing, analysing and reflecting on international frameworks describing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> competencies, giving special attention to digital literacy as one…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=architectural+AND+design&pg=7&id=ED558267','ERIC'); return false;" href="https://eric.ed.gov/?q=architectural+AND+design&pg=7&id=ED558267"><span>Inquiring into Professional Development in a Newly Designed <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wolkenhauer, Rachel</p> <p>2013-01-01</p> <p>Prevalent new paradigms are emphasizing the need for more powerful learning opportunities that meet the needs of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learners. One way to change education to better meet the needs of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is to reimagine school architecture. The purpose of this research was to study the ways practitioner inquiry can serve as a mechanism for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=communication+AND+Digital&pg=5&id=ED534306','ERIC'); return false;" href="http://eric.ed.gov/?q=communication+AND+Digital&pg=5&id=ED534306"><span>Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: A Guide to Evaluating Mastery and Authentic Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Greenstein, Laura</p> <p>2012-01-01</p> <p>The Common Core State Standards clearly define the skills students need for success in college and the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills using authentic…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Climate+AND+Change+AND+environment&pg=5&id=EJ1106174','ERIC'); return false;" href="http://eric.ed.gov/?q=Climate+AND+Change+AND+environment&pg=5&id=EJ1106174"><span>Aiming Talent Development toward Creative Eminence in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C.</p> <p>2016-01-01</p> <p>Much has been written about the social and scientific problems that face the world in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, including climate change and economic inequality. In this context, the development of talented individuals who can tackle these problems is most important. In this article, the authors discuss the implications of <span class="hlt">21</span><span class="hlt">st-century</span> challenges for the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=social+AND+construction&pg=7&id=EJ951271','ERIC'); return false;" href="http://eric.ed.gov/?q=social+AND+construction&pg=7&id=EJ951271"><span>Virtual Constructions: Developing a Teacher Voice in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Casey, Heather</p> <p>2011-01-01</p> <p>This article explores the development of teacher identity in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The simple way to describe this discussion of identity is that it is complex. In an attempt to unpack this complexity, this article begins with a discussion of definitions of teacher identity; then links that discussion to the literature on how <span class="hlt">21</span><span class="hlt">st-century</span> web 2.0…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-02-24/pdf/2012-4349.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-02-24/pdf/2012-4349.pdf"><span>77 FR 11064 - Notice of the Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture Meeting</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-02-24</p> <p>... Agricultural Research Service Notice of the Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture... Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture (AC21). DATES: The meeting dates are March 5-6, 2012..., 2012. The AC21 consists of members representing the biotechnology industry, the organic food industry...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-08-06/pdf/2012-19113.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-08-06/pdf/2012-19113.pdf"><span>77 FR 46681 - Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture; Notice of Meeting</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-08-06</p> <p>...; ] DEPARTMENT OF AGRICULTURE Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture; Notice of Meeting... meeting of the Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture (AC21). DATES: The meeting... the biotechnology industry, the organic food industry, farming communities, the seed industry, food...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-05-07/pdf/2012-10264.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-05-07/pdf/2012-10264.pdf"><span>77 FR 26725 - Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture Meeting</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-05-07</p> <p>...; ] DEPARTMENT OF AGRICULTURE Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture Meeting AGENCY... Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture (AC21). DATES: The meeting dates are May 29-30, 2012, 8:30 a.m. to 5... consists of members representing the biotechnology industry, the organic food industry, farming communities...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2011-08-09/pdf/2011-20121.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2011-08-09/pdf/2011-20121.pdf"><span>76 FR 48797 - Notice of the Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture Meeting</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2011-08-09</p> <p>... Agricultural Research Service Notice of the Advisory Committee on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture... on Biotechnology and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Agriculture (AC21). DATES: August 30-31, 2011. ADDRESSES: Rooms... consists of members representing the biotechnology industry, the organic food industry, farming communities...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED557191.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED557191.pdf"><span>Teaching <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Competencies: Lessons from Crescent Girls' School in Singapore</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Trinidad, Gucci; Patel, Deepa; Shear, Linda; Goh, Peishi; Quek, Yin Kang; Tan, Chen Kee</p> <p>2013-01-01</p> <p>This paper presents case studies of two teachers at Crescent Girl's School (an all-girls high school in Singapore) who implemented strategies learned through a teacher professional development program called <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning Design (21CLD). Policymakers often state requirements for teachers to focus on <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> (21C) competencies without…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=microsoft+AND+corporation&id=ED545850','ERIC'); return false;" href="http://eric.ed.gov/?q=microsoft+AND+corporation&id=ED545850"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Development: Learning in Digital Communities--Technology and Collaboration</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Short, Barbara J.</p> <p>2012-01-01</p> <p>This study examines some aspects of student performance in the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span> skills of Information and Communication (ICT) Literacy and collaboration. In this project, extant data from the Assessment and Teaching for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills project (ATC21S) will be examined. ATC21S is a collaborative effort among educational agencies in six countries,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=assembly+AND+line&pg=3&id=ED527994','ERIC'); return false;" href="https://eric.ed.gov/?q=assembly+AND+line&pg=3&id=ED527994"><span>High School Principals' Rating of Success in Implementation of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sam, Sonn</p> <p>2011-01-01</p> <p>The purpose of this quantitative study was to investigate how Rhode Island high school principals rate success in implementing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills in their schools. Secondly, this study investigated how high school principals rate the influence of implementing of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills in curriculum and instruction in their schools. The high…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=learning+AND+law&pg=6&id=EJ817703','ERIC'); return false;" href="http://eric.ed.gov/?q=learning+AND+law&pg=6&id=EJ817703"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning: Law-Related Education in South Tucson</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Golston, Syd</p> <p>2008-01-01</p> <p>This article describes the Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills. This Arizona high school magnet law program offers the ideal <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> education--one that teaches skills through core subjects and interdisciplinary themes, uses innovative learning methods, and emphasizes higher order thinking skills. Students agree that the program has helped…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=4&id=EJ860981','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=4&id=EJ860981"><span>Leap of Faith: Take the Plunge into a <span class="hlt">21</span><span class="hlt">st-Century</span> Conception of Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zmuda, Allison</p> <p>2009-01-01</p> <p>A <span class="hlt">21</span><span class="hlt">st-century</span> conception of learning is much more than adopting new skills and integrating them into the curriculum or purchasing new technologies and placing them in classrooms--it is the fundamental shift from a teacher-centered learning environment to a student-centered one. Being an educator in a <span class="hlt">21</span><span class="hlt">st-century</span> learning environment is a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=problem+AND+solving+AND+skill+AND+workplace&pg=2&id=ED534306','ERIC'); return false;" href="https://eric.ed.gov/?q=problem+AND+solving+AND+skill+AND+workplace&pg=2&id=ED534306"><span>Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: A Guide to Evaluating Mastery and Authentic Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Greenstein, Laura</p> <p>2012-01-01</p> <p>The Common Core State Standards clearly define the skills students need for success in college and the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills using authentic…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=assembly+AND+line&pg=3&id=ED527994','ERIC'); return false;" href="http://eric.ed.gov/?q=assembly+AND+line&pg=3&id=ED527994"><span>High School Principals' Rating of Success in Implementation of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sam, Sonn</p> <p>2011-01-01</p> <p>The purpose of this quantitative study was to investigate how Rhode Island high school principals rate success in implementing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills in their schools. Secondly, this study investigated how high school principals rate the influence of implementing of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills in curriculum and instruction in their schools. The high…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=analysis+AND+notebook&pg=5&id=ED545850','ERIC'); return false;" href="https://eric.ed.gov/?q=analysis+AND+notebook&pg=5&id=ED545850"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills Development: Learning in Digital Communities--Technology and Collaboration</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Short, Barbara J.</p> <p>2012-01-01</p> <p>This study examines some aspects of student performance in the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span> skills of Information and Communication (ICT) Literacy and collaboration. In this project, extant data from the Assessment and Teaching for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills project (ATC21S) will be examined. ATC21S is a collaborative effort among educational agencies in six countries,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=intelligent+AND+people&pg=4&id=EJ848612','ERIC'); return false;" href="http://eric.ed.gov/?q=intelligent+AND+people&pg=4&id=EJ848612"><span>Middle Schools Preparing Young People for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Life and Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kay, Ken</p> <p>2009-01-01</p> <p>In this article, the author describes how middle schools can prepare young people for the challenges and opportunities of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Integrating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills deliberately and systematically into middle school education will empower educators to accomplish many of the elusive goals they have tried to reach for years. Twenty-first…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=fluid+AND+mechanics&pg=7&id=ED442988','ERIC'); return false;" href="http://eric.ed.gov/?q=fluid+AND+mechanics&pg=7&id=ED442988"><span>Technology Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Collection of Essays. 49th Yearbook, 2000.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, G. Eugene, Ed.</p> <p></p> <p>These 38 essays in 4 units are directed toward the future of technology education. Unit I: Evolving into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> has one essay, entitled "The Past Defines the Paths to be Taken" (Jerry Streichler). Essays 2-18, in Unit II: Exemplary Practices for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, are "Developing a Curriculum Process" (Bryan Albrecht);…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=kinesiology&pg=2&id=EJ1033976','ERIC'); return false;" href="https://eric.ed.gov/?q=kinesiology&pg=2&id=EJ1033976"><span>Kinesiology Faculty for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Steping into the Future</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>DePauw, Karen P.</p> <p>2014-01-01</p> <p>Kinesiology faculty for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> was one of the featured strands of the 2014 NAKHE Collaborative Congress: "STEPS into the future: Exploring opportunities and facing the challenges for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>." Following a brief introduction delegates were assigned to discussion groups with conversations focused around six…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=creativity&pg=4&id=EJ1107143','ERIC'); return false;" href="https://eric.ed.gov/?q=creativity&pg=4&id=EJ1107143"><span>Infusing Creativity and Technology in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Education: A Systemic View for Change</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Henriksen, Danah; Mishra, Punya; Fisser, Petra</p> <p>2016-01-01</p> <p>In this article, we explore creativity alongside educational technology, as fundamental constructs of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> education. Creativity has become increasingly important, as one of the most important and noted skills for success in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. We offer a definition of creativity; and draw upon a systems model of creativity, to suggest…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Harvey%2c+AND+William&pg=3&id=ED470836','ERIC'); return false;" href="http://eric.ed.gov/?q=Harvey%2c+AND+William&pg=3&id=ED470836"><span>Rethinking Management Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Research in Management Education and Development.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wankel, Charles, Ed.; DeFillippi, Robert, Ed.</p> <p></p> <p>This book series focuses on trends in theory and practice likely to influence <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> management education. This first volume examines a series of innovative and distinctive approaches to rethinking management education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Part 1 of the collection, "Rethinking What We Teach," contains: (1) "Development of Political Skill"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=David+AND+harvey&pg=2&id=ED470836','ERIC'); return false;" href="https://eric.ed.gov/?q=David+AND+harvey&pg=2&id=ED470836"><span>Rethinking Management Education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Research in Management Education and Development.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wankel, Charles, Ed.; DeFillippi, Robert, Ed.</p> <p></p> <p>This book series focuses on trends in theory and practice likely to influence <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> management education. This first volume examines a series of innovative and distinctive approaches to rethinking management education for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Part 1 of the collection, "Rethinking What We Teach," contains: (1) "Development of Political Skill"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=infusion&id=EJ1107143','ERIC'); return false;" href="http://eric.ed.gov/?q=infusion&id=EJ1107143"><span>Infusing Creativity and Technology in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Education: A Systemic View for Change</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Henriksen, Danah; Mishra, Punya; Fisser, Petra</p> <p>2016-01-01</p> <p>In this article, we explore creativity alongside educational technology, as fundamental constructs of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> education. Creativity has become increasingly important, as one of the most important and noted skills for success in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. We offer a definition of creativity; and draw upon a systems model of creativity, to suggest…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=product+AND+design+AND+space&pg=5&id=ED558267','ERIC'); return false;" href="http://eric.ed.gov/?q=product+AND+design+AND+space&pg=5&id=ED558267"><span>Inquiring into Professional Development in a Newly Designed <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wolkenhauer, Rachel</p> <p>2013-01-01</p> <p>Prevalent new paradigms are emphasizing the need for more powerful learning opportunities that meet the needs of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learners. One way to change education to better meet the needs of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> is to reimagine school architecture. The purpose of this research was to study the ways practitioner inquiry can serve as a mechanism for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1137667.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1137667.pdf"><span>Exploring the Influence of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills in a Dual Language Program: A Case Study</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Heinrichs, Christine R.</p> <p>2016-01-01</p> <p>Preparing students as <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> learners is a key reform in education. The Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills developed a framework that identifies outcomes needed for successful implementation of rigorous standards. The Dual Language (DL) program was identified as a structure for reform with systems and practices which can be used to prepare…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=4&id=EJ848612','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century+AND+work&pg=4&id=EJ848612"><span>Middle Schools Preparing Young People for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Life and Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kay, Ken</p> <p>2009-01-01</p> <p>In this article, the author describes how middle schools can prepare young people for the challenges and opportunities of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Integrating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills deliberately and systematically into middle school education will empower educators to accomplish many of the elusive goals they have tried to reach for years. Twenty-first…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=shy+AND+students&pg=5&id=EJ817703','ERIC'); return false;" href="https://eric.ed.gov/?q=shy+AND+students&pg=5&id=EJ817703"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning: Law-Related Education in South Tucson</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Golston, Syd</p> <p>2008-01-01</p> <p>This article describes the Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills. This Arizona high school magnet law program offers the ideal <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> education--one that teaches skills through core subjects and interdisciplinary themes, uses innovative learning methods, and emphasizes higher order thinking skills. Students agree that the program has helped…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2002SPIE.4588..201G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2002SPIE.4588..201G"><span>Optics education: a blueprint for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gaines Walker, Janice M.; Biggs, Jason; Gibbons, Aimee; Putnam, Gloria G.; Nally, T. L.; Shoop, Barry L.</p> <p>2002-05-01</p> <p>In latter 2001, SPIE - The International Society for Optical Engineering and the Optical Society of America (OSA) will hold a series of three workshops to develop a long-range plan for impacting formal science education in optics in the U.S. The National Science Foundation, with matching support from the societies and industry participants, is funding these workshops. This paper will report out on the workshop results. The stated goal of the workshops is the creation of A Blueprint for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. This Blueprint will include an analysis of short and long-term needs in optics education, an assessment of resources and capacities of the optics community to meet these needs, and development of an action plan for a more visible and viable national optics education program. The workshops will be held between July and November 2001 in varying locations around the U.S. Participants in the workshops will include members of OSA and SPIE, and a variety of experts in informal, youth, and minority science education. The workshops will be independently evaluated for their effectiveness in meeting the stated goals of the workshops.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26201169','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26201169"><span>Cyberbullying: a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Health Care Phenomenon.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Carter, Jemica M; Wilson, Feleta L</p> <p>2015-01-01</p> <p>This study examined bullying and cyberbullying prevalence among 367 adolescents 10 to 18 years of age who were attending schools and community organizations in suburban and urban neighborhoods in the Midwest United States. The correlational design investigated adolescents' daily use of technology that could be used to cyberbully peers, such as cell phones, computers, email, and the Internet. Results showed that 30% of participants had been bullied during school, and 17% had been cyberbullied, with online social networking sites the most common media employed (68%). The majority of participants owned or had access to computers (92%), email accounts (88%), social networking accounts (e.g., Facebook or MySpace) (82%), and cell phones (79%). Daily technology use included an average of two hours on a computer and a median of 71 text messages per day. Logistic regression analysis revealed no significant differences in bullying or cyberbullying prevalence based on location (urban or suburban) or demographic characteristics. Given the substantial presence of cyberbullying and the increase in technology use among adolescents in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, nurses need knowledge of the phenomenon to plan assessments in clinical practice. Early identification and assessment of cyberbullying victims and perpetrators, and development and implementation of effective interventions are needed to reduce this form of bullying among adolescents.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25070414','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25070414"><span>Risk assessment in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>: roadmap and matrix.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Embry, Michelle R; Bachman, Ammie N; Bell, David R; Boobis, Alan R; Cohen, Samuel M; Dellarco, Michael; Dewhurst, Ian C; Doerrer, Nancy G; Hines, Ronald N; Moretto, Angelo; Pastoor, Timothy P; Phillips, Richard D; Rowlands, J Craig; Tanir, Jennifer Y; Wolf, Douglas C; Doe, John E</p> <p>2014-08-01</p> <p>Abstract The RISK21 integrated evaluation strategy is a problem formulation-based exposure-driven risk assessment roadmap that takes advantage of existing information to graphically represent the intersection of exposure and toxicity data on a highly visual matrix. This paper describes in detail the process for using the roadmap and matrix. The purpose of this methodology is to optimize the use of prior information and testing resources (animals, time, facilities, and personnel) to efficiently and transparently reach a risk and/or safety determination. Based on the particular problem, exposure and toxicity data should have sufficient precision to make such a decision. Estimates of exposure and toxicity, bounded by variability and/or uncertainty, are plotted on the X- and Y-axes of the RISK21 matrix, respectively. The resulting intersection is a highly visual representation of estimated risk. Decisions can then be made to increase precision in the exposure or toxicity estimates or declare that the available information is sufficient. RISK21 represents a step forward in the goal to introduce new methodologies into <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> risk assessment. Indeed, because of its transparent and visual process, RISK21 has the potential to widen the scope of risk communication beyond those with technical expertise.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26999123','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26999123"><span>Biosurfactants: Multifunctional Biomolecules of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Santos, Danyelle Khadydja F; Rufino, Raquel D; Luna, Juliana M; Santos, Valdemir A; Sarubbo, Leonie A</p> <p>2016-03-18</p> <p>In the era of global industrialisation, the exploration of natural resources has served as a source of experimentation for science and advanced technologies, giving rise to the manufacturing of products with high aggregate value in the world market, such as biosurfactants. Biosurfactants are amphiphilic microbial molecules with hydrophilic and hydrophobic moieties that partition at liquid/liquid, liquid/gas or liquid/solid interfaces. Such characteristics allow these biomolecules to play a key role in emulsification, foam formation, detergency and dispersal, which are desirable qualities in different industries. Biosurfactant production is considered one of the key technologies for development in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Besides exerting a strong positive impact on the main global problems, biosurfactant production has considerable importance to the implantation of sustainable industrial processes, such as the use of renewable resources and "green" products. Biodegradability and low toxicity have led to the intensification of scientific studies on a wide range of industrial applications for biosurfactants in the field of bioremediation as well as the petroleum, food processing, health, chemical, agricultural and cosmetic industries. In this paper, we offer an extensive review regarding knowledge accumulated over the years and advances achieved in the incorporation of biomolecules in different industries.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28541278','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28541278"><span>Sharing data under the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Cures Act.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Majumder, Mary A; Guerrini, Christi J; Bollinger, Juli M; Cook-Deegan, Robert; McGuire, Amy L</p> <p>2017-05-25</p> <p>On 13 December 2016, President Obama signed the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Cures Act ("the Act") into law. Many of its provisions support the creation of an "Information Commons," an ecosystem of separate but interconnected initiatives that facilitate open and responsible sharing of genomic and other data for research and clinical purposes. For example, the Act supports the National Institutes of Health in mandating data sharing, provides funding and guidance for the large national cohort program now known as All of Us, expresses congressional support for a global pediatric study network, and strengthens patient access to health information. The Act also addresses potential barriers to data sharing. For example, it makes the issuance of certificates of confidentiality automatic for federally funded research involving "identifiable, sensitive" information and strengthens the associated protections. At the same time, the Act exacerbates or neglects several challenges, for example, increasing complexity by adding a new definition of "identifiable" and failing to address the financial sustainability of data sharing and the scope of commercialization. In sum, the Act is a positive step, yet there is still much work to be done before the goals of broad data sharing and utilization can be achieved.GENETICS in MEDICINE advance online publication, 25 May 2017; doi:10.1038/gim.2017.59.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=326970','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=326970"><span>Risk Assessment in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> | Science Inventory | US ...</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>For the past ~50 years, risk assessment depended almost exclusively on animal testing for hazard identification and dose-response assessment. Originally sound and effective, with increasing dependence on chemical tools and the number of chemicals in commerce, this traditional approach is no longer adequate. This presentation provides an update on current progress in achieving the goals outlined in the NAS report on Toxicology Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, highlighting many of the advances lead by the EPA. Topics covered include the evolution of the mode of action framework into a chemically agnostic, adverse outcome pathway (AOP), a systems-based data framework that facilitates integration of modifiable factors (e.g., genetic variation, life stages), and an understanding of networks, and mixtures. Further, the EDSP pivot is used to illustrate how AOPs drive development of predictive models for risk assessment based on assembly of high throughput assays representing AOP key elements. The birth of computational exposure science, capable of large-scale predictive exposure models, is reviewed. Although still in its infancy, development of non-targeted analysis to begin addressing exposome also is presented. Finally, the systems-based AEP is described that integrates exposure, toxicokinetics and AOPs into a comprehensive framework. For the past ~50 years, risk assessment depended almost exclusively on animal testing for hazard identification and dose-response as</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28569300','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28569300"><span>Opportunities for natural products in <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span> antibiotic discovery.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wright, Gerard D</p> <p>2017-07-01</p> <p>Natural products and their derivatives are mainstays of our antibiotic drugs, but they are increasingly in peril. The combination of widespread multidrug resistance in once susceptible bacterial pathogens, disenchantment with natural products as sources of new drugs, lack of success using synthetic compounds and target-based discovery methods, along with shifting economic and regulatory issues, conspire to move investment in research and development away from the antibiotics arena. The result is a growing crisis in antibiotic drug discovery that threatens modern medicine. <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span> natural product research is perfectly positioned to fill the antibiotic discovery gap and bring new drug candidates to the clinic. Innovations in genomics and techniques to explore new sources of antimicrobial chemical matter are revealing new chemistry. Increasing appreciation of the value of narrow-spectrum drugs and re-examination of once discarded chemical scaffolds coupled with synthetic biology methods to generate new compounds and improve yields offer new strategies to revitalize once moribund natural product programs. The increasing awareness that the combination of antibiotics with adjuvants, non-antibiotic compounds that overcome resistance and enhance drug activity, can rescue older chemical scaffolds, and concepts such as blocking pathogen virulence present orthogonal strategies to traditional antibiotics. In all these areas, natural products offer chemical matter, shaped by natural selection, that is privileged in this therapeutic area. Natural product research is poised to regain prominence in delivering new drugs to solve the antibiotic crisis.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/5179803','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/5179803"><span>Stratospheric ozone in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: The chlorofluorocarbon problem</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Rowland, F.S. )</p> <p>1991-04-01</p> <p>Ozone (O{sub 3}) exists in a dynamic equilibrium in the stratosphere, balanced between formation by solar ultraviolet photolysis ({lambda} < 242 nm) of molecular O{sub 2} (O + O{sub 2} {yields} O{sub 3}) and destruction by various chemical processes including several chain reaction sequences triggered by HO{sub x}, NO{sub x}, and ClO{sub x} radicals. The ozone dissipates over Antarctica by November through northward mixing, only to begin reappearing in late August of the following year. Substantial ozone losses have also appeared, although not as spectacularly as over Antarctica, in the Northern Hemisphere's temperate and polar regions. The primary cause for the Antarctic ozone loss, and the probable cause for the northern losses, is the increasing concentration in the stratosphere of anthropogenic chlorine, especially chlorine released by solar UV photolysis from chlorofluorocarbon (CFC) compounds such as CCl{sub 2}F{sub 2} (CFC-12), CCl{sub 3}F (CFC-11) and CCl{sub 2}FCClF{sub 2} (CFC-113). Because these molecules have average atmospheric lifetimes of many decades, excess anthropogenic chlorine will persist in the stratosphere for comparable time periods, and the Antarctic ozone hole will be an important atmospheric phenomenon throughout the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28092219','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28092219"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Cures Act: pharmacoeconomic boon or bane?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mendoza, Roger Lee</p> <p>2017-04-01</p> <p>Barriers to entry in healthcare markets constitute one of the overriding concerns of health economists. The recent enactment of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Cures Act in the United States reduces statutory entry barriers to the discovery, development, testing, and licensing of drugs and medical devices. Drug and device makers also see the burdensome and time-consuming requirements of the Food and Drug Administration?s approval process as key barriers to lowering the costs of their products, considering it takes a decade of research amounting to $1 billion just to bring a single drug to the market. Along with novel opportunities for medical product innovation and faster treatment of diseases, the expedited approval process carries with it contentious challenges involving the safety, efficacy and value of drugs and devices. The ensuing trade-offs and unintended consequences of such a regulatory game-changer bring to the fore one of the most enduring debates between medicine and economics: Whether - or to what extent - cost and efficiency factors affect clinical inquiry into possible solutions to human illnesses. The practical and theoretical contributions of pharmacoeconomics should enlighten contemporary and future issues and discussions surrounding the implementation of this landmark legislation. After all, despite its undeniably good intent and far-reaching significance, no law can ever be perfect.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27819246','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27819246"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> pharmacovigilance: efforts, roles, and responsibilities.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pitts, Peter J; Louet, Hervé Le; Moride, Yola; Conti, Rena M</p> <p>2016-11-01</p> <p>In an era when the number of expedited and conditional review pathways for newly available brand-name drugs and biosimilar medicines to treat serious and life-threatening diseases is increasing, defining pharmacovigilance has never been more crucial. <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> pharmacovigilance is not merely about uncovering, reporting, and addressing adverse events associated with already approved and marketed agents, but can be described as the systematic monitoring of the process of pre-market review and post-market surveillance, which includes the use of medicines in everyday practice. Pharmacovigilance identifies previously unrecognised adverse events or changes in the patterns of these effects, the quality and adequacy of drug supply, and should ensure effective communication with the public, health-care professionals, and patients about the optimum safety and effective use of medicines. In this paper, the first in a Series of three about drug safety in oncology, we discuss evolving challenges in the purview, roles, and responsibilities of the US Food and Drug Administration and the European Medicines Agency with respect to pharmacovigilance efforts, with a special emphasis on oncology treatment. Copyright © 2016 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26168280','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26168280"><span>Toxicity testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> beyond environmental chemicals.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rovida, Costanza; Asakura, Shoji; Daneshian, Mardas; Hofman-Huether, Hana; Leist, Marcel; Meunier, Leo; Reif, David; Rossi, Anna; Schmutz, Markus; Valentin, Jean-Pierre; Zurlo, Joanne; Hartung, Thomas</p> <p>2015-01-01</p> <p>After the publication of the report titled Toxicity Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> - A Vision and a Strategy, many initiatives started to foster a major paradigm shift for toxicity testing - from apical endpoints in animal-based tests to mechanistic endpoints through delineation of pathways of toxicity (PoT) in human cell based systems. The US EPA has funded an important project to develop new high throughput technologies based on human cell based in vitro technologies. These methods are currently being incorporated into the chemical risk assessment process. In the pharmaceutical industry, the efficacy and toxicity of new drugs are evaluated during preclinical investigations that include drug metabolism, pharmacokinetics, pharmacodynamics and safety toxicology studies. The results of these studies are analyzed and extrapolated to predict efficacy and potential adverse effects in humans. However, due to the high failure rate of drugs during the clinical phases, a new approach for a more predictive assessment of drugs both in terms of efficacy and adverse effects is getting urgent. The food industry faces the challenge of assessing novel foods and food ingredients for the general population, while using animal safety testing for extrapolation purposes is often of limited relevance. The question is whether the latest paradigm shift proposed by the Tox21c report for chemicals may provide a useful tool to improve the risk assessment approach also for drugs and food ingredients.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4813256','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4813256"><span>Biosurfactants: Multifunctional Biomolecules of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Santos, Danyelle Khadydja F.; Rufino, Raquel D.; Luna, Juliana M.; Santos, Valdemir A.; Sarubbo, Leonie A.</p> <p>2016-01-01</p> <p>In the era of global industrialisation, the exploration of natural resources has served as a source of experimentation for science and advanced technologies, giving rise to the manufacturing of products with high aggregate value in the world market, such as biosurfactants. Biosurfactants are amphiphilic microbial molecules with hydrophilic and hydrophobic moieties that partition at liquid/liquid, liquid/gas or liquid/solid interfaces. Such characteristics allow these biomolecules to play a key role in emulsification, foam formation, detergency and dispersal, which are desirable qualities in different industries. Biosurfactant production is considered one of the key technologies for development in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Besides exerting a strong positive impact on the main global problems, biosurfactant production has considerable importance to the implantation of sustainable industrial processes, such as the use of renewable resources and “green” products. Biodegradability and low toxicity have led to the intensification of scientific studies on a wide range of industrial applications for biosurfactants in the field of bioremediation as well as the petroleum, food processing, health, chemical, agricultural and cosmetic industries. In this paper, we offer an extensive review regarding knowledge accumulated over the years and advances achieved in the incorporation of biomolecules in different industries. PMID:26999123</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=330947&sitype=pr&fed_org_id=111&datebeginpublishedpresented=03/01/2016&dateendpublishedpresented=03/01/2017','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=330947&sitype=pr&fed_org_id=111&datebeginpublishedpresented=03/01/2016&dateendpublishedpresented=03/01/2017"><span>A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Update on Neurotoxicity Risk Assessment ...</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>In 1998, EPA published Guidelines for Neurotoxicity Risk Assessment as the basis for interpreting neurotoxicity results. At that time, the focus was on traditional toxicity testing and human clinical /epidemiological data. More recently, a change in approach to toxicity testing was proposed in “A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Update on Neurotoxicity Risk Assessment “ (NRC, 2007), stating that traditional toxicity testing was too slow and expensive to develop information on the potential toxicity of the large number of untested chemicals already used in commerce. In addition, new technologies have compounded the problem as new materials, such as engineered nanomaterials, are introduced at a rate exceeding traditional testing capacity. There is currently much effort to develop higher throughput neurotoxicity testing capabilities, especially for developmental neurotoxicity, but there is no general consensus regarding how alternative testing data should be interpreted for neurotoxicity risk assessment. The dependence of critical functions, such as learning, memory or sensory perception, on the operation of integrated neural systems makes the interpretation of data from simple test assays particularly difficult. The concept of Adverse Outcome Pathways (AOP), in which molecular initiating events (MIE) trigger a sequence of steps leading to an adverse outcome, may provide a conceptual framework in which simple alternative testing data indicative of MIEs can be used to predict neur</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20100003384','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20100003384"><span>Langley Ground Facilities and Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Ambur, Damodar R.; Kegelman, Jerome T.; Kilgore, William A.</p> <p>2010-01-01</p> <p>A strategic approach for retaining and more efficiently operating the essential Langley Ground Testing Facilities in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> is presented. This effort takes advantage of the previously completed and ongoing studies at the Agency and National levels. This integrated approach takes into consideration the overall decline in test business base within the nation and reduced utilization in each of the Langley facilities with capabilities to test in the subsonic, transonic, supersonic, and hypersonic speed regimes. The strategy accounts for capability needs to meet the Agency programmatic requirements and strategic goals and to execute test activities in the most efficient and flexible facility operating structure. The structure currently being implemented at Langley offers agility to right-size our capability and capacity from a national perspective, to accommodate the dynamic nature of the testing needs, and will address the influence of existing and emerging analytical tools for design. The paradigm for testing in the retained facilities is to efficiently and reliably provide more accurate and high-quality test results at an affordable cost to support design information needs for flight regimes where the computational capability is not adequate and to verify and validate the existing and emerging computational tools. Each of the above goals are planned to be achieved, keeping in mind the increasing small industry customer base engaged in developing unpiloted aerial vehicles and commercial space transportation systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=330947&sitype=pr&fed_org_id=111&datebeginpublishedpresented=08/03/2016&dateendpublishedpresented=08/03/2017','PESTICIDES'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?direntryid=330947&sitype=pr&fed_org_id=111&datebeginpublishedpresented=08/03/2016&dateendpublishedpresented=08/03/2017"><span>A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Update on Neurotoxicity Risk Assessment ...</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>In 1998, EPA published Guidelines for Neurotoxicity Risk Assessment as the basis for interpreting neurotoxicity results. At that time, the focus was on traditional toxicity testing and human clinical /epidemiological data. More recently, a change in approach to toxicity testing was proposed in “A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Update on Neurotoxicity Risk Assessment “ (NRC, 2007), stating that traditional toxicity testing was too slow and expensive to develop information on the potential toxicity of the large number of untested chemicals already used in commerce. In addition, new technologies have compounded the problem as new materials, such as engineered nanomaterials, are introduced at a rate exceeding traditional testing capacity. There is currently much effort to develop higher throughput neurotoxicity testing capabilities, especially for developmental neurotoxicity, but there is no general consensus regarding how alternative testing data should be interpreted for neurotoxicity risk assessment. The dependence of critical functions, such as learning, memory or sensory perception, on the operation of integrated neural systems makes the interpretation of data from simple test assays particularly difficult. The concept of Adverse Outcome Pathways (AOP), in which molecular initiating events (MIE) trigger a sequence of steps leading to an adverse outcome, may provide a conceptual framework in which simple alternative testing data indicative of MIEs can be used to predict neur</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25070413','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25070413"><span>A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> roadmap for human health risk assessment.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pastoor, Timothy P; Bachman, Ammie N; Bell, David R; Cohen, Samuel M; Dellarco, Michael; Dewhurst, Ian C; Doe, John E; Doerrer, Nancy G; Embry, Michelle R; Hines, Ronald N; Moretto, Angelo; Phillips, Richard D; Rowlands, J Craig; Tanir, Jennifer Y; Wolf, Douglas C; Boobis, Alan R</p> <p>2014-08-01</p> <p>The Health and Environmental Sciences Institute (HESI)-coordinated Risk Assessment in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> (RISK21) project was initiated to develop a scientific, transparent, and efficient approach to the evolving world of human health risk assessment, and involved over 120 participants from 12 countries, 15 government institutions, 20 universities, 2 non-governmental organizations, and 12 corporations. This paper provides a brief overview of the tiered RISK21 framework called the roadmap and risk visualization matrix, and articulates the core principles derived by RISK21 participants that guided its development. Subsequent papers describe the roadmap and matrix in greater detail. RISK21 principles include focusing on problem formulation, utilizing existing information, starting with exposure assessment (rather than toxicity), and using a tiered process for data development. Bringing estimates of exposure and toxicity together on a two-dimensional matrix provides a clear rendition of human safety and risk. The value of the roadmap is its capacity to chronicle the stepwise acquisition of scientific information and display it in a clear and concise fashion. Furthermore, the tiered approach and transparent display of information will contribute to greater efficiencies by calling for data only as needed (enough precision to make a decision), thus conserving animals and other resources.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/1017088','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/1017088"><span>Science and Technology in Global <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Societies</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Atkinson, George H.</p> <p>2008-10-08</p> <p>Many of the most significant geopolitical policy and security issues facing both developed and developing nations in the increasingly global societies of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> are directly connected with the remarkably rapid and profound scientific achievements of our time. The urgency of addressing immediate needs must be balanced with the patience to accurately identify and incorporate those emerging and 'at-the-horizon' S and T advances into longer-term governmental planning, not only in the formulation of policy, but as critically, in its implementation. The fostering of safe, secure, and prosperous 'knowledge-based societies' is increasingly related directly to the success a government has in meeting these responsibilities. By launching the new Institute on Science for Global Policy (ISGP) at the University of California, an effort is underway to significantly expand opportunities that foster continuous dialogue, critical debates and even constructive disagreement (without attribution) concerning S and T-related policy decisions between international government officials and distinguished members of the global S and T community. Governmental, civil society, and selected private sector organizations worldwide are participating and supporting the ISGP programs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2004SPIE.5166..197M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2004SPIE.5166..197M"><span>Large mirror actuators in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Mulvihill, Maureen L.; Ealey, Mark A.</p> <p>2004-02-01</p> <p>Xinetics has been investigating ferroelectric actuator materials to meet the greater amplitude and higher bandwidth operation for the large mirror actuators of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. This class of actuators features precision displacement control in terms of set-point accuracy and resolution, exhibits excellent dynamic response in terms of bandwidth and temporal response and feature thermal stability in terms of low power dissipation and low thermal expansion. High strain single crystal Pb(Mg1/3Nb2/3)O3-PbTiO3 (PMN-PT) actuators exhibit strains 3 times greater than the current ferroelectric PMN-based ceramic formulation. In addition, the lower dielectric constant of the single crystal material enables increased bandwidth operation. The major limitation to bringing single crystal multilayer devices to production levels is assembly cost and high operating voltages. A new technology in which the grains in the ceramic material are oriented Nanotextured Ceramics - offers a technology to achieve near single crystal performance in a low cost, low voltage cofired multilayer actuator device. In this paper, we will discuss Xinetics" solid state actuator development from randomly oriented ceramic to single crystal oriented materials.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3592659','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3592659"><span>Undergraduate Neuroscience Education: Blueprints for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Wiertelak, Eric P.; Ramirez, Julio J.</p> <p>2008-01-01</p> <p>Paralleling the explosive growth of neuroscientific knowledge over the last two decades, numerous institutions from liberal arts colleges to research universities have either implemented or begun exploring the possibility of implementing undergraduate programs in neuroscience. In 1995, Faculty for Undergraduate Neuroscience (FUN) partnered with Project Kaleidoscope (PKAL) to offer a workshop exploring how undergraduate neuroscience education should proceed. Four blueprints were created to provide direction to the burgeoning interest in developing programs in undergraduate neuroscience education: 1) Neuroscience nested in psychology; 2) Neuroscience nested in biology; 3) Neuroscience as a minor; and 4) Neuroscience as a major. In 2005, FUN again partnered with PKAL to revisit the blueprints in order to align the blueprints with modern pedagogical philosophy and technology. The original four blueprints were modified and updated. One particularly exciting outgrowth of the 2005 workshop was the introduction of a fifth curricular blueprint that strongly emphasizes the integration of the humanities and social sciences into neuroscience: Neuroscience Studies. Because of the interdisciplinary nature of neuroscience, an education in neuroscience will prepare the next generation of students to think critically, synthetically, and creatively as they confront the problems facing humanity in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. PMID:23493318</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19790037264&hterms=information+technology+job&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dinformation%2Btechnology%2Bjob','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19790037264&hterms=information+technology+job&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3Dinformation%2Btechnology%2Bjob"><span>Engineering in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. [aerospace technology prospects</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Mccarthy, J. F., Jr.</p> <p>1978-01-01</p> <p>A description is presented of the nature of the aerospace technology system that might be expected by the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> from a reasonable evolution of the current resources and capabilities. An aerospace employment outlook is provided. The years 1977 and 1978 seem to be marking the beginning of a period of stability and moderate growth in the aerospace industry. Aerospace research and development employment increased to 70,000 in 1977 and is now occupying a near-constant 18% share of the total research and development work force. The changing job environment is considered along with the future of aerospace education. It is found that one trend is toward a more interdisciplinary education. Most trend setters in engineering education recognize that the really challenging engineering problems invariably require the judicious exercise of several disciplines for their solution. Some future trends in aerospace technology are discussed. By the year 2000 space technology will have achieved major advances in four areas, including management of information, transportation, space structures, and energy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9198224','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9198224"><span>Vascular gene therapy in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Clowes, A W</p> <p>1997-07-01</p> <p>The technology of gene transfer has developed rapidly and has been applied successfully as pharmacological therapy in animal models of human vascular disease. Human vascular gene therapy has not become a reality although clinical trials are starting. In the next <span class="hlt">century</span>, gene therapy will find its place in the vascular physicians' armamentarium as new pharmacological targets are defined and new vectors devised for gene transfer. Vascular gene therapy, the use of gene transfer to treat diseases of the vascular system, excites the imagination and captures the public's attention because it promises at a single step almost magically to cure the previously uncurable. The goal has been elusive although the promise remains. What can we look forward to in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>? Will the dream ever be realized or is it a fantasy that will always be out of reach? The sceptics argue that research into pharmacology continues to provide us with powerful drugs for the treatment of vascular disease. Why bother with gene transfer? Could not the same goals be achieved by more conventional means? These questions demand answers and adequate justification. In developing the response, we gain a clear understanding of the potential of gene therapy and thereby define a better set of objectives. Gene therapy in broad terms covers somatic cell and germ line gene therapy. Genetic manipulation of the germ line leads to the development of transgenic animals with specific genes that have been deleted or overexpressed; these animals are useful for the study of gene function. Their organs might also be of use for transplantation into humans. For example, transgenic pigs are being developed for this purpose(1). Although the study of transgenic animals and the field of germ line gene therapy are of great importance for vascular biology, they will not be covered here. This review will address vascular somatic gene therapy and will attempt to focus on potential targets, progress made in the last decade</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/5377428','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/5377428"><span>Global perspective on energy. [Projecting into <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Anderson, T.D.</p> <p>1980-04-11</p> <p>The technological world of today finds us with a population of over 4 billion with a doubling time of 30 to 40 years. Even with the rapid introduction of effective fertility control, the momentum of population - a phenomenon caused by a population age structure biased toward the young - will carry us to a population of 12 to 16 billion in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. With fixed land resources, the energy inputs to support the increased population will be several tims the present world energy consumption. How does this conclusion square with the notion that we are running out of energy. Are the billions of new people doomed to malnutrition and disease because we cannot provide the energy needed to support them. Answering in the negative, the author says: (1) proved reserves of conventional energy resources are substantial and the prospects of adding to these reserves are good; (2) unconventional resources of oil, gas, and uranium are many times larger than our present conventional reserves; and (3) nuclear fisson energy alone could support the world for several <span class="hlt">centuries</span>. Even though the general energy picture is bright, the outlook for the less developed countries is not, he feels. To exploit the energy sources of the future requires large capital investments - something that only the developed countries can manage. One of the major contributions the developed countries can make to those that are less fortunate is to take the pressure off oil so as to stabilize the price and supply situation. In this regard, the US is in an excellent position to take the lead.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20050205803&hterms=Butterfly&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3DButterfly','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20050205803&hterms=Butterfly&qs=N%3D0%26Ntk%3DAll%26Ntx%3Dmode%2Bmatchall%26Ntt%3DButterfly"><span>Maunder's Butterfly Diagram in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Hathaway, David H.</p> <p>2005-01-01</p> <p>E. Walter Maunder created his first "Butterfly Diagram" showing the equatorward drift of the sunspot latitudes over the course of each of two solar cycles in 1903. This diagram was constructed from data obtained through the Royal Greenwich Observatory (RGO) starting in 1874. The RGO continued to acquire data up until 1976. Fortunately, the US Air Force (USAF) and the US National Oceanic and Atmospheric Administration (NOAA) have continued to acquire similar data since that time. This combined RGO/USAF/NOAA dataset on sunspot group positions and areas now extends virtually unbroken from the 19th <span class="hlt">century</span> to the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The data represented in the Butterfly Diagram contain a wealth of information about solar activity and the solar cycle. Solar activity (as represented by the sunspots) appears at mid-latitudes at the start of each cycle. The bands of activity spread in each hemisphere and then drift toward the equator as the cycle progresses. Although the equator itself tends to be avoided, the spread of activity reaches the equator at about the time of cycle maximum. The cycles overlap at minimum with old cycle spots appearing near the equator while new cycle spots emerge in the mid-latitudes. Large amplitude cycles tend to have activity starting at higher latitudes with the activity spreading to higher latitudes as well. Large amplitude cycles also tend to be preceded by earlier cycles with faster drift rates. These drift rates may be tied to the Sun s meridional circulation - a component in many dynamo theories for the origin of the sunspot cycle. The Butterfly Diagram must be reproduced in any successful dynamo model for the Sun.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2268732','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2268732"><span>Human Hookworm Infection in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Brooker, Simon; Bethony, Jeffrey; Hotez, Peter J.</p> <p>2008-01-01</p> <p>The scientific study of human hookworm infection began at the dawn of the twentieth <span class="hlt">century</span>. In recent years, there have been dramatic improvements in our understanding of many aspects of this globally widespread parasite. This article reviews recent advances in our understanding in the biology, immunology, epidemiology, public health significance and control of hookworm, and to look forward to the study of this important parasite in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Advances in molecular biology has lead to the identification of a variety of new molecules from hookworms, which have importance either in the molecular pathogenesis of hookworm infection or in the host-parasite relationship; some are also promising vaccine targets. At present, relatively little is known about the immune responses to hookworm infection, although it has recently been speculated that hookworm and other helminths may modulate specific immune responses to other pathogens and vaccines. Our epidemiological understanding of hookworm has improved through the development of mathematical models of transmission dynamics, which coupled with decades of field research across mutliple epidemiological settings, have shown that certain population characteristics can now be recognised as common to the epidemiology, population biology and control of hookworm and other helminth species. Recent recognition of the subtle, but significant, impact of hookworm on health and education, together with the simplicity, safety, low cost, and efficacy of chemotherapy has spurred international efforts to control the morbidity due to infection. Large-scale treatment programmes are currently underway, supported by health education and integrated with the provision of improved water and sanitation. There are also efforts underway to develop novel anthelmintic drugs and anti-hookworm vaccines. PMID:15603764</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15603764','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15603764"><span>Human hookworm infection in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brooker, Simon; Bethony, Jeffrey; Hotez, Peter J</p> <p>2004-01-01</p> <p>The scientific study of human hookworm infection began at the dawn of the twentieth <span class="hlt">century</span>. In recent years, there have been dramatic improvements in our understanding of many aspects of this globally widespread parasite. This chapter reviews recent advances in our understanding in the biology, immunology, epidemiology, public health significance and control of hookworm, and to look forward to the study of this important parasite in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Advances in molecular biology has lead to the identification of a variety of new molecules from hookworms, which have importance either in the molecular pathogenesis of hookworm infection or in the host-parasite relationship; some are also promising vaccine targets. At present, relatively little is known about the immune responses to hookworm infection, although it has recently been speculated that hookworm and other helminths may modulate specific immune responses to other pathogens and vaccines. Our epidemiological understanding of hookworm has improved through the development of mathematical models of transmission dynamics, which coupled with decades of field research across multiple epidemiological settings, have shown that certain population characteristics can now be recognised as common to the epidemiology, population biology and control of hookworm and other helminth species. Recent recognition of the subtle, but significant, impact of hookworm on health and education, together with the simplicity, safety, low cost and efficacy of chemotherapy has spurred international efforts to control the morbidity due to infection. Large-scale treatment programmes are currently underway, ideally supported by health education and integrated with the provision of improved water and sanitation. There are also on-going efforts to develop novel anthelmintic drugs and anti-hookworm vaccines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25878456','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25878456"><span>Health sector reforms for <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span> healthcare.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shankar, Darshan</p> <p>2015-01-01</p> <p>The form of the public health system in India is a three tiered pyramid-like structure consisting primary, secondary, and tertiary healthcare services. The content of India's health system is mono-cultural and based on western bio-medicine. Authors discuss need for health sector reforms in the wake of the fact that despite huge investment, the public health system is not delivering. Today, 70% of the population pays out of pocket for even primary healthcare. Innovation is the need of the hour. The Indian government has recognized eight systems of healthcare viz., Allopathy, Ayurveda, Siddha, Swa-rigpa, Unani, Naturopathy, Homeopathy, and Yoga. Allopathy receives 97% of the national health budget, and 3% is divided amongst the remaining seven systems. At present, skewed funding and poor integration denies the public of advantage of synergy and innovations arising out of the richness of India's Medical Heritage. Health seeking behavior studies reveal that 40-70% of the population exercise pluralistic choices and seek health services for different needs, from different systems. For emergency and surgery, Allopathy is the first choice but for chronic and common ailments and for prevention and wellness help from the other seven systems is sought. Integrative healthcare appears to be the future framework for healthcare in the <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">century</span>. A long-term strategy involving radical changes in medical education, research, clinical practice, public health and the legal and regulatory framework is needed, to innovate India's public health system and make it both integrative and participatory. India can be a world leader in the new emerging field of "integrative healthcare" because we have over the last <span class="hlt">century</span> or so assimilated and achieved a reasonable degree of competence in bio-medical and life sciences and we possess an incredibly rich and varied medical heritage of our own.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=flexible+AND+work+AND+time&pg=3&id=EJ963119','ERIC'); return false;" href="https://eric.ed.gov/?q=flexible+AND+work+AND+time&pg=3&id=EJ963119"><span>A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Library in a 20th <span class="hlt">Century</span> Space</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Graboyes, Alanna S.</p> <p>2012-01-01</p> <p>The library at George C. Marshall High School in Fairfax County, Virginia, needed an update to better meet the needs of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> students. A major renovation was in the works, but head librarian Graboyes wanted to do something to make the library useful and appealing for current students. With careful budgeting and donations of time and money,…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=book+AND+costs&pg=3&id=EJ963119','ERIC'); return false;" href="http://eric.ed.gov/?q=book+AND+costs&pg=3&id=EJ963119"><span>A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Library in a 20th <span class="hlt">Century</span> Space</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Graboyes, Alanna S.</p> <p>2012-01-01</p> <p>The library at George C. Marshall High School in Fairfax County, Virginia, needed an update to better meet the needs of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> students. A major renovation was in the works, but head librarian Graboyes wanted to do something to make the library useful and appealing for current students. With careful budgeting and donations of time and money,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMEP22A..08L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMEP22A..08L"><span>Projecting <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> coastal cliff retreat in Southern California</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Limber, P. W.; Barnard, P.; Erikson, L. H.; Vitousek, S.</p> <p>2016-12-01</p> <p>In California, sea level is expected to rise over 1 m by 2100, with extreme projections approaching 3 m. Sea level rise (SLR) increases the frequency, severity, and duration of wave impacts on coastal cliffs, potentially accelerating cliff retreat rates. To assess the future risk to cliff-top infrastructure, densely populated Southern California cities like Los Angeles and San Diego require estimates of coastal retreat over long time (multi-decadal) and large spatial (>100 km) scales. We developed a suite of eight coastal cliff retreat models, ranging in complexity from empirical 1-D representations of cliff response to wave impacts to more intricate 2-D process-based models integrated with artificial neural networks. The ensemble produces a comprehensive estimate of time-averaged coastal cliff retreat with uncertainty, is applicable to different geological environments, and is flexible in application depending on processing power, available data, and/or available time (e.g. if processing power and time are limited, the fast 1-D models can be used as a `rapid assessment' tool). Global-to-local nested wave models provided the hindcasts (1980-2010) and forecasts (2010-2100) used to force the models, and waves were applied in combination with eight SLR scenarios ranging from 0.25 m to 2 m. In the more detailed models, tides, non-tidal residuals, and storm surge were included for the hindcast and forecast periods. For model calibration, a new automated cliff edge extraction routine was used to estimate historical cliff retreat rates from LiDAR data. Initial model application to Southern California suggests that 1 m of SLR during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will cause cliff retreat rates to increase on average by over 50% relative to historical rates. Model results also demonstrate how small-scale, episodic cliff failure events can coalesce through time into spatially uniform, long-term cliff retreat signals.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11198679','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11198679"><span>Occupational health in the USA in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Felton, J S</p> <p>2000-09-01</p> <p>Comparable to the confusion encountered in the birth of the machine age is the perplexing reconfiguration of the United States' health care system. Paralleling the advances in medicine have been the divesting mergers and downsizing of industry, coupled with globalization, which have released millions of long-time workers. The labour contingent is changing, with the addition of great numbers of women and immigrant workers, and the manufacturing economy has become one of service and information. Serving the occupational health (OH) needs of such a force have been the professional societies of physicians, nurses, and industrial hygienists, with their members providing care in a broad variety of facilities. It is possible that a national organization, including all these disciplines, would have a greater voice in the protection of workers' health. Immediate leadership of an occupational health service (OHS) can be rotated among the disciplines, so that competition for primacy among the professionals would end. The new workforce demands culture sensitivity among OH personnel and polylingual capabilities may be demanded in the future. Management skills will be required of all in OH, and greater participation of employees in OH policy will characterize the decades ahead. Nearly neglected up to now, occupational mental health programming will be required to meet the real needs of workers, and to counter the move to outsource OH services, where little patient contact results. Behavioural safety, total quality management, and application of the rapidly developing technologies in health care will define the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> efforts in OH. Remaining issues, such as violence, telecommuting injuries, the inclusion of alternative medicine, and women's health, among others, will see carry-over for resolution into the year 2000.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11067572','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11067572"><span>Health promotion for older Americans in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Minkler, M; Schauffler, H; Clements-Nolle, K</p> <p>2000-01-01</p> <p> physical environment, and the social environment should be identified and tested, and their potential for replication explored, as we work toward a more comprehensive approach to improving the health of older Americans in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015AGUFMGC11G1099M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015AGUFMGC11G1099M"><span>Improved Projections of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Trans-Arctic Shipping</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Melia, N.; Haines, K.; Hawkins, E.</p> <p>2015-12-01</p> <p>Climate models unanimously project a decline in the extent and thickness of Arctic sea ice as the climate warms, but at differing rates. Projecting the timing of an ice-free Arctic is a topic that has received considerable scientific and public attention. An ice-free Arctic opens up the potential for shorter global trade routes through the Arctic Ocean and there has already been a sharp increase in the number of transits along Russia's Northern Sea Route with escorts from nuclear powered icebreakers.Here we present results on the future of trans-Arctic shipping using bias corrected sea ice thickness projections, utilising the CMIP5 multi-model ensemble and considering multiple emission scenarios. We find that for 'Open Water' vessels (normal ocean going vessels that possess no specific ice strengthening), unaided trans-Arctic shipping is likely to become feasible in the next couple of decades. We find that the North West Passage will open approximately a decade later than the Northern Sea Route. Initially however, both routes exhibit marked inter-annual variability in accessibility which we quantify. The hypothesised trans-polar sea route through international waters via the North Pole will start to become navigable by 2050. Towards the latter period of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, normal ocean going vessels will be able to transit their choice of any of these routes for at least six months of any given year under the RCP 8.5 high future emissions scenario and four months for the lower RCP 4.5 emissions scenario. These findings suggest that further increases in global temperature could transform the Arctic into a global transport hub.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/6863528','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/6863528"><span>National coal resource assessment: A <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> perspective</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Gluskoter, H. )</p> <p>1996-01-01</p> <p>In 1994, coal production in the United States reached an all-time high of slightly more than 1 billion short tons and, at the current rate of production, 1995 will continue the upward trend of coal production and utilization that began 33 years ago. Previous assessments make it clear that the nation will not soon deplete its total coal resource. Therefore, the current assessment of the nation's coal resources recently begun by the U.S. Geological Survey will not attempt to sum the total U.S. coal endowment, but rather will identify and characterize the coal beds and coal zones that are expected to provide the bulk of the nation's coal-derived energy during the first quarter of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> and, likely, well beyond. For purposes of this study, the nation has been divided into regions. The more important coal beds or zones of each region will be identified, their distributions will be mapped, and all available information as to resource parameters will be indicated. Special emphasis will be given to coal quality parameters in considering the nature of the resource, principally calorific value, ash yield, and sulfur content. Chemical elements of concern in coal utilization and those of environmental concern will also be delineated wherever there are sufficient data to do so. All data will be stored in digital form, and products will be made available in digital form to whatever extent is possible. The success of the National Coal Resource Assessment will depend, in large part, upon the degree and quality of cooperation that we are able to establish with the state geological surveys and the coal producers in the major coal-producing states. The final products of this cycle of the National Coal Resource Assessment are scheduled for completion in 1999.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=wow&id=EJ935594','ERIC'); return false;" href="http://eric.ed.gov/?q=wow&id=EJ935594"><span>Navigating Massively Multiplayer Online Games: Evaluating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills for Learning within Virtual Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCreery, Michael P.; Schrader, P. G.; Krach, S. Kathleen</p> <p>2011-01-01</p> <p>There is a substantial and growing interest in immersive virtual spaces as contexts for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with <span class="hlt">21</span><span class="hlt">st</span> century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=remodeling&pg=6&id=EJ599327','ERIC'); return false;" href="http://eric.ed.gov/?q=remodeling&pg=6&id=EJ599327"><span>Beyond the Traditional Brick Box: Designing School for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>NEA Today, 2000</p> <p>2000-01-01</p> <p>Presents observations on what changes and design considerations may evolve as schools move into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Questions addressed include remodeling existing schools to meet <span class="hlt">21</span><span class="hlt">st</span> needs, the community's role in the redesign process, the difficulty of designing by committee, and financing alternatives for poorer school districts who want to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED546619.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED546619.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Afterschool Alliance, 2014</p> <p>2014-01-01</p> <p>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Centers (<span class="hlt">21</span><span class="hlt">st</span> CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=59599&keyword=mercury+AND+compound&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=90750284&CFTOKEN=12033257','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=59599&keyword=mercury+AND+compound&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=90750284&CFTOKEN=12033257"><span>ENVIRONMENTAL SCIENCES IN THE <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span>: PARADIGMS, OPPORTUNITIES, AND CHALLENGES</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>In: Environmental Sciences in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Paradigms, Opportunities, and Challenges: Abstract Book: SETAC <span class="hlt">21</span><span class="hlt">st</span> Annual Meeting, 12-16 November 2000, Nashville, TN.. Society of Environmental Toxicology and Chemistry, Pensacola, FL. Pp. p. 180.<br><br>Bioavailability and rates...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=6&id=EJ935594','ERIC'); return false;" href="https://eric.ed.gov/?q=skill+AND+21st+AND+century&pg=6&id=EJ935594"><span>Navigating Massively Multiplayer Online Games: Evaluating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills for Learning within Virtual Environments</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McCreery, Michael P.; Schrader, P. G.; Krach, S. Kathleen</p> <p>2011-01-01</p> <p>There is a substantial and growing interest in immersive virtual spaces as contexts for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills like problem solving, communication, and collaboration. However, little consideration has been given to the ways in which users become proficient in these environments or what types of target behaviors are associated with <span class="hlt">21</span><span class="hlt">st</span> century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509511.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509511.pdf"><span>Using Technology in Helping Students Achieve <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: A Pilot Study</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Silvernail, David L.; Small, Dorothy; Walker, Leanne; Wilson, Richard L.; Wintle, Sarah E.</p> <p>2008-01-01</p> <p>As everyone enters the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> there is a great deal of discussion in business and education circles alike about the type of skills the youth will need to survive and thrive in this <span class="hlt">century</span>. At the same time, there is little known today about the level of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> skills students currently have. In part this is because, as a nation,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..1713579L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..1713579L"><span>Global peat erosion risk assessment for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Li, Pengfei; Irvine, Brian; Holden, Joseph</p> <p>2015-04-01</p> <p>Many peatlands across the world are suffering from degradation and erosion exacerbated by human influences. Blanket peat erosion has adverse impacts on terrestrial and aquatic habitats, reservoir capacity and water quality, and also leads to accelerated carbon release. Bioclimatic modelling suggests that some areas, which are currently suitable for active peat growth, may be no longer under a climate supporting the accumulation of peat by the end of the <span class="hlt">century</span>. Peat erosion in these marginal regions is thus more likely. A recently developed blanket peat erosion model, PESERA-PEAT, was established through significantly modifying the grid version of the Pan-European Soil Erosion Assessment model (PESERA-GRID) to explicitly include the freeze-thaw and desiccation processes, which appear to be the crucial drivers of peat erosion, and typical land management practices in blanket peatlands such as artificial drainage, grazing and managed burning. Freeze-thaw and desiccation are estimated based on climate (i.e. temperature) and soil moisture conditions. Land management practices interact with hydrology, erosion and vegetation growth via their influence on vegetation cover, biomass and soil moisture condition. The model has been demonstrated to be robust for blanket peat erosion modelling with riverine sediment flux data in the UK. In this paper, the PESERA-PEAT model is applied to investigate the impact of environmental change on the blanket peat erosion at a global scale. Climatic scenarios to the end of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> were derived, as part of the QUEST-GSI initiative, from the outputs of seven global climate models: CGCM3 and CCCMA (Canada); CSIRO Mark III (Australia); IPSL (France); ECHAM5 (Germany); CCSM (US National Centre for Atmospheric Research (NCAR)); HadCM3 and HadGEM1 (UK). Land management practice such as artificial drainage is considered to examine if it is possible to buffer the impact of climate change on erosion through managing blanket peatlands in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teamwork+AND+workplace&pg=6&id=ED554571','ERIC'); return false;" href="https://eric.ed.gov/?q=teamwork+AND+workplace&pg=6&id=ED554571"><span>Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: Summary of a Workshop</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Koenig, Judith Anderson</p> <p>2011-01-01</p> <p>The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "<span class="hlt">21</span><span class="hlt">st</span> century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=salinger&id=ED554571','ERIC'); return false;" href="http://eric.ed.gov/?q=salinger&id=ED554571"><span>Assessing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills: Summary of a Workshop</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Koenig, Judith Anderson</p> <p>2011-01-01</p> <p>The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "<span class="hlt">21</span><span class="hlt">st</span> century…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUOSPC34B2182G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUOSPC34B2182G"><span>Assessing the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> shift of ENSO variability</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Guan, C.; McPhaden, M. J.</p> <p>2016-02-01</p> <p>Sea surface temperature (SST) variability associated with El Niño and the Southern Oscillation (ENSO) intensified in the central Pacific Ocean but weakened in the eastern Pacific at the beginning of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Here, we use a heat variance budget (HVB) analysis in the Niño3 (5°S-5°N, 150°W-90°W) and Niño4 (5°S-5°N, 160°E-150°W ) regions to quantify the relative contributions of various dynamical and thermodynamical feedbacks to this shift in ENSO variability. Each HVB term is calculated separately over the 1980-1999 and 2000-2010 time periods based on seven ocean reanalysis datasets. We find that in the 2000s, the decrease of Niño3 variability is mostly due to the reduced positive thermocline feedback (TCF) and the increase in the Niño4 region is due mainly to an increase in the positive zonal advective feedback (ZAF). This shift in the relative importance of key positive feedbacks leads to more frequent and greater amplitude central Pacific (CP) El Niño events during 2000s relative to the 1980-90s, which were dominated by eastern Pacific (EP) events. These results confirm those of a previous study using a different methodology based on the Bjerknes stability index. We also use the HVB to examine the important role of negative TCF and ZAF feedbacks in ENSO phase transitions. We find that with the shift of maximum ENSO variability to the central Pacific in the 2000s, the ZAF becomes more effective during the transition phases of the ENSO cycle than the TCF, which dominated in the 1980s and 1990s. This result is consistent with previous studies that suggested recharge and discharge of heat in the equatorial band is less effective in controlling ENSO transitions for CP vs EP events.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10349522','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10349522"><span>Pediatric hospitals' and physician strategies for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Thompson, J W; Chesney, R W; Stocks, R M; Shmerling, J; Herron, P</p> <p>1999-05-01</p> <p> hospitals in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, serving the role of physician extenders, if not physician substitutes. To ensure their own survival, physicians must develop their own strategic plans as have the hospitals in which they practice. Optimally they should embrace those activities that parallel their hospital's efforts such as Quality Improvement (CQI, Benchmarking), cost containment, and practice mergers.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012AGUFM.H23I..08A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012AGUFM.H23I..08A"><span>Hydroclimatic Extremes and Cholera Dynamics in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Akanda, A. S.; Jutla, A. S.; Islam, S.</p> <p>2012-12-01</p> <p>Cholera, an acute water-borne diarrheal illness, has reemerged as a significant health threat across much of the developing world. Despite major advances in the ecological and the microbiological understanding of the causative agent, V. cholerae, the role of the underlying climatic and environmental processes in propagating transmission is not adequately understood. Recent findings suggest a more prominent role of hydroclimatic extremes - droughts and floods - on the unique dual cholera peaks in the Bengal Delta region of South Asia, the native homeland of cholera. Increasing water scarcity and abundance, and coastal sea-level rise, influenced by changing climate patterns and large-scale climatic phenomena, is likely to adversely impact cholera transmission in South Asia. We focus on understanding how associated changes in macro-scale conditions in this region will impact micro-scale processes related to cholera in coming decades. We use the PRECIS Regional Climate Model over the Ganges-Brahmaputra-Meghna (GBM) basin region to simulate detailed high resolution projections of climate patterns for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Precipitation outputs are analyzed for the 1980-2040 period to identify the trends and changes in hydroclimatic extremes and potential impacts on cholera dynamics over the next three decades (2010-2040), in relation to the cholera surveillance operations over the past three decades (1980-2010). We find that an increased number of extreme precipitation events with prolonged dry periods in the Ganges basin region will likely adversely affect dry season cholera outbreaks. Increased monsoon precipitation volumes in the Brahmaputra basin catchments are likely to cause record floods and subsequently trigger large epidemics in downstream areas. Our results provide new insight by identifying the changes in the two distinctly different, pre and post monsoon, cholera transmission mechanisms related to large-scale climatic controls that prevail in the region. A</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..1713950A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..1713950A"><span>Predicting the Arctic Ocean Environment in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Aksenov, Yevgeny; Popova, Ekaterina; Yool, Andrew; Nurser, George</p> <p>2015-04-01</p> <p>Recent environmental changes in the Arctic have clearly demonstrated that climate change is faster and more vigorously in the Polar Regions than anywhere else. Significantly, change in the Arctic Ocean (AO) environment presents a variety of impacts, from ecological to social-economic and political. Mitigation of this change and adaptation to it requires detailed and robust environmental predictions. Here we present a detailed projection of ocean circulation and sea ice from the present until 2099, based on an eddy-permitting high-resolution global simulation of the NEMO ¼ degree ocean model. The model is forced at the surface with HadGEM2-ES atmosphere model output from the UK Met. Office IPCC Assessment Report 5 (AR5) Representative Concentration Pathways 8.5 (RCP8.5) scenario. The HadGEM2-ES simulations span 1860-2099 and are one of an ensemble of runs performed for the Coupled Model Intercomparison Project 5 (CMIP5) and IPCC AR5. Between 2000-2009 and 2090-2099 the AO experiences a significant warming, with sea surface temperature increasing on average by about 4° C, particularly in the Barents and Kara Seas, and in the Greenland Sea and Hudson Bay. By the end of the simulation, Arctic sea ice has an average annual thickness of less than 10 cm in the central AO, and less than 0.5 m in the East-Siberian Sea and Canadian Archipelago, and disappears entirely during the Arctic summer. In summer, opening of large areas of the Arctic Ocean to the wind and surface waves leads to the Arctic pack ice cover evolving into the Marginal Ice Zone (MIZ). In winter, sea ice persists until the 2030s; then it sharply declines and disappears from the Central Arctic Ocean by the end of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, with MIZ provinces remaining in winter along the Siberian, Alaskan coasts and in the Canadian Arctic Archipelago. Analysis of the AO circulation reveals evidence of (i) the reversal of the Arctic boundary currents in the Canadian Basin, from a weak cyclonic current in 2040-2049 to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014BGD....1116703M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014BGD....1116703M"><span>Oceanic N2O emissions in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Martinez-Rey, J.; Bopp, L.; Gehlen, M.; Tagliabue, A.; Gruber, N.</p> <p>2014-12-01</p> <p>The ocean is a substantial source of nitrous oxide (N2O) to the atmosphere, but little is known on how this flux might change in the future. Here, we investigate the potential evolution of marine N2O emissions in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> in response to anthropogenic climate change using the global ocean biogeochemical model NEMO-PISCES. We implemented two different parameterizations of N2O production, which differ primarily at low oxygen (O2) conditions. When forced with output from a climate model simulation run under the business-as-usual high CO2 concentration scenario (RCP8.5), our simulations suggest a decrease of 4 to 12% in N2O emissions from 2005 to 2100, i.e., a reduction from 4.03/3.71 to 3.54/3.56 Tg N yr-1 depending on the parameterization. The emissions decrease strongly in the western basins of the Pacific and Atlantic oceans, while they tend to increase above the Oxygen Minimum Zones (OMZs), i.e., in the Eastern Tropical Pacific and in the northern Indian Ocean. The reduction in N2O emissions is caused on the one hand by weakened nitrification as a consequence of reduced primary and export production, and on the other hand by stronger vertical stratification, which reduces the transport of N2O from the ocean interior to the ocean surface. The higher emissions over the OMZ are linked to an expansion of these zones under global warming, which leads to increased N2O production associated primarily with denitrification. From the perspective of a global climate system, the averaged feedback strength associated with the projected decrease in oceanic N2O emissions amounts to around -0.009 W m-2 K-1, which is comparable to the potential increase from terrestrial N2O sources. However, the assesment for a compensation between the terrestrial and marine feedbacks calls for an improved representation of N2O production terms in fully coupled next generation of Earth System Models.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18159469','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18159469"><span>Food safety and foodborne disease in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> homes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Scott, Elizabeth</p> <p>2003-09-01</p> <p>Over the past decade there has been a growing recognition of the involvement of the home in several public health and hygiene issues. Perhaps the best understood of these issues is the role of the home in the transmission and acquisition of foodborne disease. The incidence of foodborne disease is increasing globally. Although foodborne disease data collection systems often miss the mass of home-based outbreaks of sporadic infection, it is now accepted that many cases of foodborne illness occur as a result of improper food handling and preparation by consumers in their own kitchens. Some of the most compelling evidence has come from the international data on Salmonella species and Campylobacter species infections.By its very nature, the home is a multifunctional setting and this directly impacts upon the need for better food safety in the home. In particular, the growing population of elderly and other immnocompromised individuals living at home who are likely to be more vulnerable to the impact of foodborne disease is an important aspect to consider. In addition, some developed nations are currently undergoing a dramatic shift in healthcare delivery, resulting in millions of patients nursed at home. Other aspects of the home that are unique in terms of food safety are the use of the home as a daycare centre for preschool age children, the presence of domestic animals in the home and the use of the domestic kitchen for small-scale commercial catering operations. At the global level, domestic food safety issues for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> include the continued globalization of the food supply, the impact of international travel and tourism, and the impact of foodborne disease on developing nations.A number of countries have launched national campaigns to reduce the burden of foodborne disease, including alerting consumers to the need to practice food safety at home. Home hygiene practice and consumer hygiene products are being refined and targeted to areas of risk</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013AGUFM.A41K..02D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013AGUFM.A41K..02D"><span>Stratospheric Ozone Predictions For The Late <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Douglass, A. R.; Olsen, M. A.; Stolarski, R. S.; Strahan, S. E.; Oman, L.</p> <p>2013-12-01</p> <p>Simulations of ozone evolution from 1960 until ~2100 from chemistry climate models (CCMs) that participated in CCMVal-2 are broadly consistent in that stratospheric ozone increases as chlorofluorcarbons decrease and the stratosphere cools (which affects the rate of temperature dependent loss processes), however, details of the projections vary significantly. Differences in the ozone response to specified changes in chlorine containing source gases dominate during the first half of the integrations. For example, from 1980 to 2000, chlorine change is by far the most important cause of ozone change, and the CCMs produce changes in the 60S-60N average column ozone that range between -3 DU and -17 DU. In the second half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> climate change is primarily responsible for ozone change. By 2080 the CCMs produce changes in the 60S-60N average upper stratospheric ozone column that range from 4 DU to 10 DU. The CCM range of differences is due to differences in both composition and upper stratospheric temperature. Ozone loss processes each have their own temperature sensitivity, and the net sensitivity of ozone to temperature change in each CCM depends on the relative importance of each loss process; this depends on the composition and temperature for the baseline atmosphere. In the lower stratosphere, climate change affects ozone evolution through changes in photochemical reaction rates due to stratospheric cooling and through circulation differences affecting transport of ozone and other trace gases. These are not separable using an approach such as multiple linear regression because changes in circulation and temperature have the same time dependence after accounting for contributions due to chlorine change. Recent attention has focused on similarity of the CCMs in that all predict a speed-up of the Brewer Dobson circulation. However, differences in the magnitude of the speed-up, differences in horizontal mixing and differences in the photochemical response to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1216145','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1216145"><span>Roadmap and technical white papers for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> truck partnership</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>None, None</p> <p>2006-12-01</p> <p><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Truck Partnership will support the development and implementation of technologies that will cut fuel use and emissions and enhance safety, affordability, and performance of trucks and buses.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=water+AND+food&pg=7&id=EJ592216','ERIC'); return false;" href="https://eric.ed.gov/?q=water+AND+food&pg=7&id=EJ592216"><span>The Keepers of the Key: Development Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crease, Skid</p> <p>1999-01-01</p> <p>Discusses the role of development education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Awareness of the global interconnectedness of issues of water, food, health, education, and wealth is broadening the scope of development education to include a closer look at home. (CCM)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=water+AND+issues+AND+global&pg=4&id=EJ592216','ERIC'); return false;" href="http://eric.ed.gov/?q=water+AND+issues+AND+global&pg=4&id=EJ592216"><span>The Keepers of the Key: Development Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crease, Skid</p> <p>1999-01-01</p> <p>Discusses the role of development education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Awareness of the global interconnectedness of issues of water, food, health, education, and wealth is broadening the scope of development education to include a closer look at home. (CCM)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/1244311','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/1244311"><span>Five Forces of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Innovation Strategy: Insights for Leaders</span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Arent, Douglas J.; Pless, Jacquelyn; Statwick, Patricia</p> <p>2016-03-01</p> <p>Understanding these dynamics informs <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> innovation strategies that government and business leaders rely upon to address modern technological, social, environmental, and demographic realities. This Research Highlight previews JISEA's continuing work on innovation strategy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1319236','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1319236"><span>The <span class="hlt">21</span><span class="hlt">st-Century</span> College Student: Implications for Athletic Training Education Programs</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Martin, Malissa; Buxton, Barton</p> <p>1997-01-01</p> <p>Objective: With the onset of the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span> and increasing student diversity, institutions of higher education must become more attuned to the challenges, concerns, and needs of students entering the professions of athletic training and sports medicine. This review discusses the characteristics of the <span class="hlt">21</span><span class="hlt">st-century</span> college student. Data Sources: The sources for this information were courses of study in the authors' doctoral programs from 1980 to 1994. Data Synthesis: In the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span>, students of increasingly diverse ages, races, cultures, ethnicities, and classes will enter the professions of athletic training and sports medicine. Institutions of higher education that recognize the needs of their nontraditional students will be better able to serve these students. Conclusions/Recommendations: To effectively serve the <span class="hlt">21</span><span class="hlt">st-century</span> student, institutions of higher education must provide multicultural training, flexible schedules, accelerated programs, and learning experiences that are both practical and tangible. PMID:16558433</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008nrao.pres...11.','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008nrao.pres...11."><span>Very Large Array Retooling for <span class="hlt">21</span><span class="hlt">st-Century</span> Science</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p></p> <p>2008-02-01</p> <p>An international project to make the world's most productive ground-based telescope 10 times more capable has reached its halfway mark and is on schedule to provide astronomers with an extremely powerful new tool for exploring the Universe. The National Science Foundation's Very Large Array (VLA) radio telescope now has half of its giant, 230-ton dish antennas converted to use new, state-of-the-art digital electronics to replace analog equipment that has served since the facility's construction during the 1970s. VLA and Radio Galaxy VLA Antennas Getting Modern Electronics To Meet New Scientific Challenges CREDIT: NRAO/AUI/NSF Click on image for more information, higher-resolution files "We're taking a facility that has made landmark discoveries in astronomy for three decades and making it 10 times more powerful, at a cost that's a fraction of its total value, by replacing outdated technology with modern equipment," said Mark McKinnon, project manager for the Expanded VLA (EVLA). Rick Perley, EVLA project scientist, added: "When completed in 2012, the EVLA will be 10 times more sensitive, cover more frequencies, and provide far greater analysis capabilities than the current VLA. In addition, it will be much simpler to use, making its power available to a wider range of scientists." The EVLA will give scientists new power and flexibility to meet the numerous challenges of <span class="hlt">21</span><span class="hlt">st-Century</span> astrophysics. The increased sensitivity will reveal the earliest epochs of galaxy formation, back to within a billion years of the Big Bang, or 93 percent of the look-back time to the beginning of the Universe. It will have the resolution to peer deep into the dustiest star-forming clouds, imaging protoplanetary disks around young stars on scales approaching that of the formation of terrestrial planets. The EVLA will provide unique capabilities to study magnetic fields in the Universe, to image regions near massive black holes, and to systematically track changes in transient objects</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/AD1003527','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/AD1003527"><span>Designing Composite Resins in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Ending the End Group Fallacy</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2015-09-30</p> <p>Briefing Charts 3. DATES COVERED (From - To) 16 Sept 2015 – 30 Sept 2015 4. TITLE AND SUBTITLE Designing Composite Resins in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>...for public release; distribution is unlimited. Integrity  Service  Excellence Designing Composite Resins in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Ending the “End...The “End Group” Fallacy • New Approaches to Composite Resin Design • Examples: Payoffs and Cautions Acknowledgements: Air Force Research</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED502860.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED502860.pdf"><span>General Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Report of the University of California Commission on General Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Center for Studies in Higher Education, 2007</p> <p>2007-01-01</p> <p>In this report, the Commission on General Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>--a panel of University of California faculty and administrators--issues a call for renewed attention to general education in research universities, highlighting specific reforms for University of California campuses. In addition to analyzing the historical, institutional, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=changing+AND+workplace&pg=4&id=ED567546','ERIC'); return false;" href="https://eric.ed.gov/?q=changing+AND+workplace&pg=4&id=ED567546"><span>Teaching in a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Educational Context: A Case Study to Explore the Alignment between Vision, Instruction and the Needs of a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workplace</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lendis, Evagkelia Irene</p> <p>2014-01-01</p> <p>The purpose of this qualitative case study was to investigate how one secondary school, known for its high quality educational program, is infusing the pedagogical elements that are conducive for a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> education. The administration's vision along with teacher interviews and classroom observations were used to understand if the school was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014EGUGA..16.6545L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014EGUGA..16.6545L"><span>Acidification of the Mediterranean Sea during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Le Vu, Briac; Palmieri, Julien; Orr, James C.; Dutay, Jean Claude; Sevault, Florence</p> <p>2014-05-01</p> <p>We modeled the carbon cycle in the Mediterranean Sea to study how its changes due to climate change and rising levels of atmospheric CO2 may differ from those typical of the global ocean. More specifically, we coupled offline an ocean biogeochemical model (PISCES) to a regional eddy-permitting model of the Mediterranean Sea (NEMO-MED8, 1/8° nominal horizonal resolution) using forcing from coupled regional climate model simulations of which the ocean circulation component was identical. Here we describe the simulated changes in pH and the associated carbonate system during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Separate simulations were made with climate forcing for a hindcast (1965-2008) and for the future (2000-2100). For the former, climate and CO2 forcings were based on observations; for the latter, both climate and CO2 were driven by the IPCC SRES-A2 scenario. Our hindcast simulation over the period 1965-2008 allowed us to evaluate the model and assess recent variability of the carbonate system. In our future simulation, we used separate tracers to distinguish (1) the change due to climate change and the increase in atmospheric CO2 (from 370 to 800 ppm) and (2) the change due only to climate change (holding atmospheric CO2 to the year-2000 level of 370 ppm). By difference, we isolated the geochemical effect (anthropogenic CO2 perturbation). The hindcast simulation demonstrates that the model captures the amplitude and phase of the annual cycle of temperature, pCO2 and pH, in agreement with data from the DYFAMED station. That seasonal variability of surface pCO2 is everywhere driven by variations in temperature. These results lends support that the model is able to quantify the acidification of the Mediterranean Sea during the industrial period and for the future. However, they do not constrain the model's simulated effects of future climate change on ocean circulation and ocean biology, both of which in turn influence the carbon cycle. Similar to estimates for the global ocean</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20110016160&hterms=driving&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Ddriving','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20110016160&hterms=driving&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D10%26Ntt%3Ddriving"><span>Multimodel Assessment of the Factors Driving Stratospheric Ozone Evolution over the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Oman, L. D.; Plummer, D. A.; Waugh, D. W.; Austin, J.; Scinocca, J. F.; Douglass, A. R.; Salawitch, R. J.; Canty, T.; Akiyoshi, H.; Bekki, S.; Braesicke, P.; Butchart, N.; Chipperfield, M. P.; Cugnet, D.; Dhomse, S.; Eyring, V.; Frith, S.; Hardiman, S. C.; Kinnison, D. E.; Lamarque, J.-F.; Mancini, E.; Marchand, M.; Michou, M.; Morgenstern, O.; Nakamura, T.</p> <p>2010-01-01</p> <p>The evolution of stratospheric ozone from 1960 to 2100 is examined in simulations from 14 chemistry-climate models, driven by prescribed levels of halogens and greenhouse gases. There is general agreement among the models that total column ozone reached a minimum around year 2000 at all latitudes, projected to be followed by an increase over the first half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. In the second half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, ozone is projected to continue increasing, level off, or even decrease depending on the latitude. Separation into partial columns above and below 20 hPa reveals that these latitudinal differences are almost completely caused by differences in the model projections of ozone in the lower stratosphere. At all latitudes, upper stratospheric ozone increases throughout the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> and is projected to return to 1960 levels well before the end of the <span class="hlt">century</span>, although there is a spread among models in the dates that ozone returns to specific historical values. We find decreasing halogens and declining upper atmospheric temperatures, driven by increasing greenhouse gases, contribute almost equally to increases in upper stratospheric ozone. In the tropical lower stratosphere, an increase in upwelling causes a steady decrease in ozone through the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, and total column ozone does not return to 1960 levels in most of the models. In contrast, lower stratospheric and total column ozone in middle and high latitudes increases during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, returning to 1960 levels well before the end of the <span class="hlt">century</span> in most models.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20110016160&hterms=austin&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAuthor-Name%26N%3D0%26No%3D40%26Ntt%3Daustin','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20110016160&hterms=austin&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAuthor-Name%26N%3D0%26No%3D40%26Ntt%3Daustin"><span>Multimodel Assessment of the Factors Driving Stratospheric Ozone Evolution over the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Oman, L. D.; Plummer, D. A.; Waugh, D. W.; Austin, J.; Scinocca, J. F.; Douglass, A. R.; Salawitch, R. J.; Canty, T.; Akiyoshi, H.; Bekki, S.; <a style="text-decoration: none; " href="javascript:void(0); " onClick="displayelement('author_20110016160'); toggleEditAbsImage('author_20110016160_show'); toggleEditAbsImage('author_20110016160_hide'); "> <img style="display:inline; width:12px; height:12px; " src="images/arrow-up.gif" width="12" height="12" border="0" alt="hide" id="author_20110016160_show"> <img style="width:12px; height:12px; display:none; " src="images/arrow-down.gif" width="12" height="12" border="0" alt="hide" id="author_20110016160_hide"></p> <p>2010-01-01</p> <p>The evolution of stratospheric ozone from 1960 to 2100 is examined in simulations from 14 chemistry-climate models, driven by prescribed levels of halogens and greenhouse gases. There is general agreement among the models that total column ozone reached a minimum around year 2000 at all latitudes, projected to be followed by an increase over the first half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. In the second half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, ozone is projected to continue increasing, level off, or even decrease depending on the latitude. Separation into partial columns above and below 20 hPa reveals that these latitudinal differences are almost completely caused by differences in the model projections of ozone in the lower stratosphere. At all latitudes, upper stratospheric ozone increases throughout the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> and is projected to return to 1960 levels well before the end of the <span class="hlt">century</span>, although there is a spread among models in the dates that ozone returns to specific historical values. We find decreasing halogens and declining upper atmospheric temperatures, driven by increasing greenhouse gases, contribute almost equally to increases in upper stratospheric ozone. In the tropical lower stratosphere, an increase in upwelling causes a steady decrease in ozone through the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, and total column ozone does not return to 1960 levels in most of the models. In contrast, lower stratospheric and total column ozone in middle and high latitudes increases during the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, returning to 1960 levels well before the end of the <span class="hlt">century</span> in most models.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT.......129B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT.......129B"><span>Inquiry-based science: Preparing human capital for the <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span> and beyond</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Boyd, Yolanda F.</p> <p></p> <p>High school students need to graduate with <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also <span class="hlt">21</span> <span class="hlt">st</span> <span class="hlt">century</span> skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills? This study found that <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20010122718&hterms=system+Urban&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3DThe%2Bsystem%2BUrban','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20010122718&hterms=system+Urban&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D60%26Ntt%3DThe%2Bsystem%2BUrban"><span>Development of a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Small Aircraft Transportation System</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bowen, Brent D.; Holmes, Bruce J.; Hansen, Frederick</p> <p>2000-01-01</p> <p>The National Aeronautics and Space Administration (NASA), U.S. Department of Transportation, Federal <span class="hlt">Aviation</span> Administration, industry stakeholders, and academia, have joined forces to pursue the NASA National General <span class="hlt">Aviation</span> Roadmap leading to a Small Aircraft Transportation System (SATS). This strategic undertaking has a 25-year goal to bring the next-generation technologies and improve travel between remote communities and transportation centers in urban areas by utilizing the nation's 5,400 public use general <span class="hlt">aviation</span> airports. To facilitate this initiative, a comprehensive upgrade of public infrastructure must be planned, coordinated, and implemented within the framework of the national air transportation system. The Nebraska NASA EPSCoR Program has proposed to deliver research support in key public infrastructure areas in coordination with the General <span class="hlt">Aviation</span> Program Office at the NASA Langley Research Center. Ultimately, SATS may permit tripling <span class="hlt">aviation</span> system throughput capacity by tapping the underutilized general <span class="hlt">aviation</span> facilities to achieve the national goal of doorstep-to-destination travel at four times the speed of highways for the nation's suburban, rural, and remote communities.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20010122718&hterms=Bowen&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3DJ.%2BBowen','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20010122718&hterms=Bowen&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D20%26Ntt%3DJ.%2BBowen"><span>Development of a <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Small Aircraft Transportation System</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bowen, Brent D.; Holmes, Bruce J.; Hansen, Frederick</p> <p>2000-01-01</p> <p>The National Aeronautics and Space Administration (NASA), U.S. Department of Transportation, Federal <span class="hlt">Aviation</span> Administration, industry stakeholders, and academia, have joined forces to pursue the NASA National General <span class="hlt">Aviation</span> Roadmap leading to a Small Aircraft Transportation System (SATS). This strategic undertaking has a 25-year goal to bring the next-generation technologies and improve travel between remote communities and transportation centers in urban areas by utilizing the nation's 5,400 public use general <span class="hlt">aviation</span> airports. To facilitate this initiative, a comprehensive upgrade of public infrastructure must be planned, coordinated, and implemented within the framework of the national air transportation system. The Nebraska NASA EPSCoR Program has proposed to deliver research support in key public infrastructure areas in coordination with the General <span class="hlt">Aviation</span> Program Office at the NASA Langley Research Center. Ultimately, SATS may permit tripling <span class="hlt">aviation</span> system throughput capacity by tapping the underutilized general <span class="hlt">aviation</span> facilities to achieve the national goal of doorstep-to-destination travel at four times the speed of highways for the nation's suburban, rural, and remote communities.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012EOSTr..93U.424B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012EOSTr..93U.424B"><span>Hotter days and droughts to continue through the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Bhattacharya, Atreyee</p> <p>2012-10-01</p> <p>As heat waves become more frequent and droughts cause famines and drive up food prices, climate policies will need to account for changes in extremes in temperature and precipitation, as global mean temperatures continue to rise through the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Using HadGEM2, a new ocean-atmosphere coupled climate model, Caesar and Lowe investigated the effects of different greenhouse gas emissions scenarios on maximum and minimum air temperatures as well as on the amounts of rainfall in different parts of the world. The authors compared two scenarios through the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, the first one with an aggressive mitigation scenario, in which global emissions begin to decrease in the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> and reach nearly zero by 2100; the second scenario had no mitigation. The researchers' results show that extreme temperatures would scale with increasing mean temperature, at least until the middle of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>: As air temperatures increase, countries across the globe would experience hotter days and an increasing number of heat waves, even with aggressive mitigation. However, mitigation may provide some amelioration, particularly through the second half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>; the northern midlatitudes would benefit most from mitigation measures, although northern South America and parts of the United States, Africa, and Asia could also avoid large increases in extreme temperature maxima by following similar mitigation policies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=incentives+AND+reward&pg=6&id=ED522090','ERIC'); return false;" href="https://eric.ed.gov/?q=incentives+AND+reward&pg=6&id=ED522090"><span>An Analysis of Directors' Views on Educational Technology Professional Development in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Center Programs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bradshaw, L. Daniele</p> <p>2010-01-01</p> <p>The purpose of this study was to examine directors' views on the current state and needs of 2009-2010 North Carolina <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Center (<span class="hlt">21</span><span class="hlt">st</span> CCLC) afterschool educational technology professional development (ETPD). The population for this study involved the 2009-2010 North Carolina <span class="hlt">21</span><span class="hlt">st</span> CCLC directors. In a mixed methods study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=rehabilitation&pg=4&id=EJ922807','ERIC'); return false;" href="http://eric.ed.gov/?q=rehabilitation&pg=4&id=EJ922807"><span>Critical Thinking Skills for Rehabilitation Professionals in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha</p> <p>2010-01-01</p> <p>Critical thinking (CT) is an essential tool for rehabilitation professionals in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Well developed CT skills are indicated for rehabilitation professionals in the new <span class="hlt">century</span> to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=communication+AND+Digital&pg=6&id=EJ1123003','ERIC'); return false;" href="http://eric.ed.gov/?q=communication+AND+Digital&pg=6&id=EJ1123003"><span>What We Educators Get Wrong about <span class="hlt">21</span><span class="hlt">st-Century</span> Learning: Results of a Survey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mishra, Punya; Mehta, Rohit</p> <p>2017-01-01</p> <p>Twenty-first-<span class="hlt">century</span> learning and how it differs from prior conceptions of learning have received significant attention lately. Kereluik, Mishra, Fahnoe, and Terry (2013) offered a synthesis of multiple expert frameworks and perspectives on <span class="hlt">21</span><span class="hlt">st-century</span> learning, summarizing them in nine forms of knowledge (under three broad categories:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&id=EJ1123003','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&id=EJ1123003"><span>What We Educators Get Wrong about <span class="hlt">21</span><span class="hlt">st-Century</span> Learning: Results of a Survey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mishra, Punya; Mehta, Rohit</p> <p>2017-01-01</p> <p>Twenty-first-<span class="hlt">century</span> learning and how it differs from prior conceptions of learning have received significant attention lately. Kereluik, Mishra, Fahnoe, and Terry (2013) offered a synthesis of multiple expert frameworks and perspectives on <span class="hlt">21</span><span class="hlt">st-century</span> learning, summarizing them in nine forms of knowledge (under three broad categories:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Racism+AND+physical+AND+health&pg=2&id=ED347126','ERIC'); return false;" href="http://eric.ed.gov/?q=Racism+AND+physical+AND+health&pg=2&id=ED347126"><span>Multicultural Education Is Essential for the Academic Success of Schools in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Duhon-Sells, Rose</p> <p></p> <p>A multicultural thrust should be the key element in restructuring American education in preparation for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Demographic trends indicate that European Americans will be outnumbered by other racial and ethnic groups in the next <span class="hlt">century</span>. Consequently, new educational techniques and content need to be developed and infused into school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=customer+AND+service+AND+skill&pg=3&id=EJ922807','ERIC'); return false;" href="https://eric.ed.gov/?q=customer+AND+service+AND+skill&pg=3&id=EJ922807"><span>Critical Thinking Skills for Rehabilitation Professionals in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Allen N.; King, Eric S.; Pitt, Jenelle S.; Getachew, Almaz; Shamburger, Aisha</p> <p>2010-01-01</p> <p>Critical thinking (CT) is an essential tool for rehabilitation professionals in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Well developed CT skills are indicated for rehabilitation professionals in the new <span class="hlt">century</span> to promote continuous quality improvement of the service delivery system. Such improvement will occur as rehabilitation professionals learn to routinely…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24118276','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24118276"><span>Gentian violet: a 19th <span class="hlt">century</span> drug re-emerges in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Maley, Alexander M; Arbiser, Jack L</p> <p>2013-12-01</p> <p>Gentian violet (GV) has a long and varied history as a medicinal agent. Historically used as an antibacterial and antifungal, recent reports have shown its utility as an antitypranosomal, antiviral and anti-angiogenic agent. The objective of this article is to summarize evidence regarding the efficacy and safety of GV use in dermatology. Recent discoveries have found novel targets of GV, namely NADPH oxidase in mammalian cells and thioredoxin reductase 2 in bacterial, fungal and parasitic cells. These discoveries have expanded the use of GV in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Given that GV is well tolerated, effective and inexpensive, its use in dermatology is predicted to increase.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20098955','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20098955"><span>Potential damage to modern building materials from <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> air pollution.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brimblecombe, Peter; Grossi, Carlota Maria</p> <p>2010-01-21</p> <p>The evolution of damage to building materials has been estimated for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, with a particular focus on aluminum, zinc, copper, plastic, paint, and rubber in urban areas. We set idealized air pollution and climates to represent London and Prague across the period 1950-2100. Environmental parameters were used to estimate future recession, corrosion, and loss of properties through published damage or dose-response functions. The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> seems to provide a less aggressive environment for stone and metals than recent times. Improvements in air quality are the most relevant drivers for this amelioration. Changes in climate predicted for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> do not alter this picture. On the other hand, polymeric materials, plastic, paint, and rubber might show slightly increased rates of degradation, to some extent the result of enhanced oxidant concentrations, but also the possibility of contributions from more solar radiation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.osti.gov/scitech/servlets/purl/10192204','SCIGOV-STC'); return false;" href="http://www.osti.gov/scitech/servlets/purl/10192204"><span>Microtechnology: The key to the technical challenges of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Ceglio, N.M.</p> <p>1993-08-01</p> <p>Through the ages each culture and civilization has expressed its values and world view in the form of monuments derived from its most advanced and valued technologies. From pyramids to cathedrals, skyscrapers and moon rockets, our technology has enabled us to leave our mark on the landscape and in the minds of our people. In the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, the compelling technology will be that of the micro-world, enabling the fabrication of structures with features smaller than the wavelengths of light. Such structures will allow use to monitor and control electrical, chemical, and optical phenomena in ways never before imagined. As in the past we will continue to create monuments, but the technological monuments of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will likely be viewed through a microscope. This report provides a discussion of microtechnology in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AIPC.1868e0024M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AIPC.1868e0024M"><span>Science, technology, engineering, mathematics (STEM) as mathematics learning approach in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Milaturrahmah, Naila; Mardiyana, Pramudya, Ikrar</p> <p>2017-08-01</p> <p>This <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> demands competent human resources in science, technology, engineering design and mathematics so that education is expected to integrate the four disciplines. This paper aims to describe the importance of STEM as mathematics learning approach in Indonesia in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. This paper uses a descriptive analysis research method, and the method reveals that STEM education growing in developed countries today can be a framework for innovation mathematics in Indonesia in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. STEM education integrate understanding of science, math skills, and the available technology with the ability to perform engineering design process. Implementation of mathematics learning with STEM approach makes graduates trained in using of mathematics knowledge that they have to create innovative products that are able to solve the problems that exist in society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21814077','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21814077"><span>A look at cultural psychiatry in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ruiz, Pedro</p> <p>2011-08-01</p> <p>Cultural psychiatry, as a subspecialty of psychiatry and thus medicine, has grown steadily and extensively in the 20th <span class="hlt">century</span>, especially during the second part of this <span class="hlt">century</span>. In this article, we look at the origins of cultural psychiatry; at its history through the <span class="hlt">centuries</span>; at its role in the clinical, educational, and research domains; at its significance in today's conceptualization of the fields of psychiatry and mental health; and at its future perspectives within the realms of both medicine and psychiatry.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA445343','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA445343"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Policing: The Institutionalization of Homeland Security in Local Law Enforcement Organizations</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2006-03-01</p> <p>hard to identify before they act, and hard to track down afterwards.”27 One example of a “lone wolf” operation is Timothy McVeigh’s bombing of the...1534. 76 Warren E. Leary , “Devising <span class="hlt">21</span><span class="hlt">st-Century</span> Escape Routes for Creative Exits,” New York Times, October 9, 2001, F4 . 45 organization should...University Press, 1992. 53 Lacqueur, Walter. Terrorism. Boston, MA: Little Brown and Company, 1977. Leary , Warren E. “Devising <span class="hlt">21</span><span class="hlt">st-Century</span> Escape</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9253671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9253671"><span>Family planning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>: perspective of the International Planned Parenthood Federation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brueggemann, I</p> <p>1997-07-01</p> <p>Many women still die as a result of pregnancy or childbirth and yet there are an increasing number of women who wish to regulate their fertility and space or limit their child-bearing. This paper, outlining some success stories, elucidates the family planning challenges and identifies key messages to indicate the role that IPPF can play in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Issues such as advocacy for sexual and reproductive health and rights, increased male participation, serving the interests of marginalized groups, appropriate technology, quality of care and cooperation between various partners, all need to be addressed to improve sexual and reproductive health including family planning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Outer+AND+space&pg=5&id=EJ229594','ERIC'); return false;" href="http://eric.ed.gov/?q=Outer+AND+space&pg=5&id=EJ229594"><span>The Worker's Life in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abbott, William L.</p> <p>1979-01-01</p> <p>What will life be like for occupational education graduates in the next <span class="hlt">century</span>? This article offers a provocative look at the life of James Jones, a hypothetical twenty-first-<span class="hlt">century</span> worker whose horizons extend to outer space and inner consciousness. (CT)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Welch&pg=6&id=EJ844745','ERIC'); return false;" href="http://eric.ed.gov/?q=Welch&pg=6&id=EJ844745"><span>What Is a University in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Denman, Brian D.</p> <p>2005-01-01</p> <p>The term "university" has a longstanding history, yet its definition remains highly contentious at the turn of the <span class="hlt">century</span>. According to conventional scholarship, the first university initially appeared as far back as the 12th <span class="hlt">century</span> with the formation of the University of Paris and the University of Bologna (circa 1150 AD). Other scholars,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=18&id=EJ1039123','ERIC'); return false;" href="http://eric.ed.gov/?q=18&id=EJ1039123"><span>Campus Activism in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Historical Framing</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Broadhurst, Christopher J.</p> <p>2014-01-01</p> <p>This chapter frames campus activism by introducing the historical movements that have been important for higher education since the 18th <span class="hlt">century</span> to the present and exploring the connections and shared characteristics among these various movements.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22the+twenty-first+century%22&id=EJ936899','ERIC'); return false;" href="https://eric.ed.gov/?q=%22the+twenty-first+century%22&id=EJ936899"><span>RSA Opening Minds: A Curriculum for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Candy, Sara</p> <p>2011-01-01</p> <p>This article discusses the RSA Opening Minds competence framework, an innovative curriculum to meet the needs of young people as future employees, lifelong learners and as citizens of the twenty-first <span class="hlt">century</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=MOVEMENTS&id=EJ1039123','ERIC'); return false;" href="https://eric.ed.gov/?q=MOVEMENTS&id=EJ1039123"><span>Campus Activism in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Historical Framing</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Broadhurst, Christopher J.</p> <p>2014-01-01</p> <p>This chapter frames campus activism by introducing the historical movements that have been important for higher education since the 18th <span class="hlt">century</span> to the present and exploring the connections and shared characteristics among these various movements.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AAS...22941201T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AAS...22941201T"><span>The <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: The <span class="hlt">Century</span> of Biology on Earth and Beyond</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Tarter, Jill C.; SETI Team</p> <p>2017-01-01</p> <p>In a bold 2004 paper, Craig Venter and Daniel Cohen* claimed that whereas the 20th <span class="hlt">century</span> had been the <span class="hlt">Century</span> of Physics (Special and General Relativity, Quantum Mechanics, Big Bang Cosmology, Dark Matter and Dark Energy, the Standard Model of Particle Physics…) the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> would be the <span class="hlt">century</span> of biology. They outlined the fantastic potential of genomic research to define the current <span class="hlt">century</span>. Wondrous as these predictions were, and as rapidly as they have played out and over-delivered during this past decade, these predictions were too parochial. This <span class="hlt">century</span> will permit us the first opportunities to study biology beyond Earth; biology as we don’t yet know it, and biology that we have exported off the surface of our planet.The technologies needed for discovering biology beyond Earth are different depending on whether you are searching for microbes or mathematicians, and depending on whether you are searching in-situ or remotely. In many cases the necessary technologies do not yet exist, but like genomics, they will probably develop more rapidly, and in more ways, than anyone of us can now imagine. The developing toolkit of the astronomers (stellar, planetary, and exoplanetary) will be shaped and improved as a result of this focus for at least the rest of this <span class="hlt">century</span>.* New Perspectives Quarterly, Vol 21, pp. 73-77, 2004</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3003012','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3003012"><span>Future dryness in the southwest US and the hydrology of the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Cayan, Daniel R.; Das, Tapash; Pierce, David W.; Barnett, Tim P.; Tyree, Mary; Gershunov, Alexander</p> <p>2010-01-01</p> <p>Recently the Southwest has experienced a spate of dryness, which presents a challenge to the sustainability of current water use by human and natural systems in the region. In the Colorado River Basin, the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought has been the most extreme in over a <span class="hlt">century</span> of Colorado River flows, and might occur in any given <span class="hlt">century</span> with probability of only 60%. However, hydrological model runs from downscaled Intergovernmental Panel on Climate Change Fourth Assessment climate change simulations suggest that the region is likely to become drier and experience more severe droughts than this. In the latter half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> the models produced considerably greater drought activity, particularly in the Colorado River Basin, as judged from soil moisture anomalies and other hydrological measures. As in the historical record, most of the simulated extreme droughts build up and persist over many years. Durations of depleted soil moisture over the historical record ranged from 4 to 10 years, but in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> simulations, some of the dry events persisted for 12 years or more. Summers during the observed early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought were remarkably warm, a feature also evident in many simulated droughts of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. These severe future droughts are aggravated by enhanced, globally warmed temperatures that reduce spring snowpack and late spring and summer soil moisture. As the climate continues to warm and soil moisture deficits accumulate beyond historical levels, the model simulations suggest that sustaining water supplies in parts of the Southwest will be a challenge. PMID:21149687</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://pubs.er.usgs.gov/publication/70037566','USGSPUBS'); return false;" href="http://pubs.er.usgs.gov/publication/70037566"><span>Future dryness in the Southwest US and the hydrology of the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought</span></a></p> <p><a target="_blank" href="http://pubs.er.usgs.gov/pubs/index.jsp?view=adv">USGS Publications Warehouse</a></p> <p>Cayan, D.R.; Das, T.; Pierce, D.W.; Barnett, T.P.; Tyree, Mary; Gershunova, A.</p> <p>2010-01-01</p> <p>Recently the Southwest has experienced a spate of dryness, which presents a challenge to the sustainability of current water use by human and natural systems in the region. In the Colorado River Basin, the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought has been the most extreme in over a <span class="hlt">century</span> of Colorado River flows, and might occur in any given <span class="hlt">century</span> with probability of only 60%. However, hydrological model runs from downscaled Intergovernmental Panel on Climate Change Fourth Assessment climate change simulations suggest that the region is likely to become drier and experience more severe droughts than this. In the latter half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> the models produced considerably greater drought activity, particularly in the Colorado River Basin, as judged from soil moisture anomalies and other hydrological measures. As in the historical record, most of the simulated extreme droughts build up and persist over many years. Durations of depleted soil moisture over the historical record ranged from 4 to 10 years, but in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> simulations, some of the dry events persisted for 12 years or more. Summers during the observed early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought were remarkably warm, a feature also evident in many simulated droughts of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. These severe future droughts are aggravated by enhanced, globally warmed temperatures that reduce spring snowpack and late spring and summer soil moisture. As the climate continues to warm and soil moisture deficits accumulate beyond historical levels, the model simulations suggest that sustaining water supplies in parts of the Southwest will be a challenge.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21149687','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21149687"><span>Future dryness in the southwest US and the hydrology of the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cayan, Daniel R; Das, Tapash; Pierce, David W; Barnett, Tim P; Tyree, Mary; Gershunov, Alexander</p> <p>2010-12-14</p> <p>Recently the Southwest has experienced a spate of dryness, which presents a challenge to the sustainability of current water use by human and natural systems in the region. In the Colorado River Basin, the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought has been the most extreme in over a <span class="hlt">century</span> of Colorado River flows, and might occur in any given <span class="hlt">century</span> with probability of only 60%. However, hydrological model runs from downscaled Intergovernmental Panel on Climate Change Fourth Assessment climate change simulations suggest that the region is likely to become drier and experience more severe droughts than this. In the latter half of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> the models produced considerably greater drought activity, particularly in the Colorado River Basin, as judged from soil moisture anomalies and other hydrological measures. As in the historical record, most of the simulated extreme droughts build up and persist over many years. Durations of depleted soil moisture over the historical record ranged from 4 to 10 years, but in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> simulations, some of the dry events persisted for 12 years or more. Summers during the observed early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought were remarkably warm, a feature also evident in many simulated droughts of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. These severe future droughts are aggravated by enhanced, globally warmed temperatures that reduce spring snowpack and late spring and summer soil moisture. As the climate continues to warm and soil moisture deficits accumulate beyond historical levels, the model simulations suggest that sustaining water supplies in parts of the Southwest will be a challenge.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=HISTORY+AND+LIBRARIES&pg=5&id=EJ891780','ERIC'); return false;" href="https://eric.ed.gov/?q=HISTORY+AND+LIBRARIES&pg=5&id=EJ891780"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Readers' Aids: Past History and Future Directions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Michael M.</p> <p>2008-01-01</p> <p>This article provides a brief history of the development of library subject guides (often referred to as pathfinders) from the late 1800s to the present. During this period, subject guides have changed both their focus and format. The needs of academic institutions at the turn of the 20th <span class="hlt">century</span> were very different than they are today, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25181778','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25181778"><span>The art of human anatomy: Renaissance to <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Van Hee, Robrecht; Wells, F C; Ballestriero, Roberta; Richardson, Ruth; Mazzarello, Paolo; Cani, Valentina; Catani, Marco</p> <p>2014-01-01</p> <p>This session examines the relationship between the art and science of anatomy from the time of Vesalius to the present with particular emphasis on the role of the medical artist and the changing nature of anatomical illustration over the last five <span class="hlt">centuries</span>. Pivotal changes in the art of anatomy will be examined including the evolution of media and brain imaging from Golgi to Geschwind.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=6&id=EJ1111531','ERIC'); return false;" href="https://eric.ed.gov/?q=21st+AND+century+AND+learning&pg=6&id=EJ1111531"><span>School Autonomy and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning: The Canadian Context</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Newton, Paul; da Costa, Jose</p> <p>2016-01-01</p> <p>Purpose: The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first <span class="hlt">century</span> learning in Canadian provinces. Design/methodology/approach: This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1000648.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1000648.pdf"><span>Demographics and Lifelong Learning Institutes in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Shinagel, Michael</p> <p>2012-01-01</p> <p>Throughout the twentieth <span class="hlt">century</span> the population of the United States, as indeed the rest of the world, was growing older. Since 1900 the percentage of Americans 65 years of age and older has more than tripled (from 4 percent in 1900 to 13 percent in 2009), and the number has increased from 3 million to 40 million. "Between 2010 and 2050, the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ868978.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ868978.pdf"><span>Sustainability: The Next <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Workplace Skill</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Konopnicki, Patrick</p> <p>2009-01-01</p> <p>At Virginia Beach City Public Schools (VBCPS), the three pillars of sustainability--environmental, economical and social--are very much on the minds of educators and administrators. It is so much that the school system has selected sustainability as one of its 21-<span class="hlt">century</span> skills--one that all 68,751 students in the system must learn. This selection…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/scitech/biblio/6991498','SCIGOV-STC'); return false;" href="https://www.osti.gov/scitech/biblio/6991498"><span>America's future: Transition to the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.osti.gov/scitech">SciTech Connect</a></p> <p>Boyer, W.H.</p> <p>1984-01-01</p> <p>The last several <span class="hlt">centuries</span> have led humanity to believe that each succeeding generation can expect to live better than did the previous generation. But this is no longer true, and, to survive, the human species must successfully face four impending crises: overpopulation, the destruction of the biosphere, the end of cheap and available energy, and the threat of thermonuclear holocaust.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED290887.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED290887.pdf"><span>Workforce 2000: Work and Workers for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnston, William B.; And Others</p> <p></p> <p>Four key trends will shape the American labor force in the final years of the 20th <span class="hlt">century</span>. The American economy should grow at a relatively healthy pace. Despite its international comeback, however, U.S. manufacturing constitutes a much smaller share of the economy in the year 2000 than it does today. The work force will grow slowly, becoming…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=19860065527&hterms=changes+social&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dchanges%2Bsocial','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=19860065527&hterms=changes+social&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D50%26Ntt%3Dchanges%2Bsocial"><span>Space Station in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> - A social perspective</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Bluth, B. J.</p> <p>1986-01-01</p> <p>A human factors and sociological consideration of Space Station crew facilities and interactions is presented which attempts to place the experiences of astronaut communities in the larger context of late 20th <span class="hlt">century</span> industrial, economic, and cultural trends. Attention is given to the relationship of Space Station communities to 'Information Society' - related historical developments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=autonomy&id=EJ1111531','ERIC'); return false;" href="http://eric.ed.gov/?q=autonomy&id=EJ1111531"><span>School Autonomy and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning: The Canadian Context</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Newton, Paul; da Costa, Jose</p> <p>2016-01-01</p> <p>Purpose: The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first <span class="hlt">century</span> learning in Canadian provinces. Design/methodology/approach: This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED327249.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED327249.pdf"><span>2020 Vision: The EICCD Moves into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Blong, John T.; Friedel, Janice N.</p> <p></p> <p>In 1989, the Eastern Iowa Community College District (EICCD) undertook a project to develop a collective image of what the community college should be in the coming <span class="hlt">century</span>. The reasons for seeking this "shared vision" were to create institutional focus, foster commitment, build communication, and reaffirm the college's mission and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=library+AND+important&pg=6&id=EJ891780','ERIC'); return false;" href="http://eric.ed.gov/?q=library+AND+important&pg=6&id=EJ891780"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Readers' Aids: Past History and Future Directions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Michael M.</p> <p>2008-01-01</p> <p>This article provides a brief history of the development of library subject guides (often referred to as pathfinders) from the late 1800s to the present. During this period, subject guides have changed both their focus and format. The needs of academic institutions at the turn of the 20th <span class="hlt">century</span> were very different than they are today, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED540609.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED540609.pdf"><span>Student Teaching Abroad: An Experience for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Landerholm, Elizabeth; Chacko, Jacob B.</p> <p>2013-01-01</p> <p>Twenty first <span class="hlt">century</span> teachers need to be proficient in technology, skilled as reflective practitioners, and able to reflect on diversity in a myriad of ways: learning styles, special needs, cultural differences, racial differences, developmentally appropriate differences, teaching styles, and personality differences of children, teachers, parents,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Network+AND+Build&pg=3&id=ED530398','ERIC'); return false;" href="http://eric.ed.gov/?q=Network+AND+Build&pg=3&id=ED530398"><span>Project-Based Learning: Differentiating Instruction for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bender, William N.</p> <p>2012-01-01</p> <p>Project-based learning has emerged as one of today's most effective instructional practices. In PBL, students confront real-world issues and problems, collaborate to create solutions, and present their results. This exciting new book describes how PBL fosters <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills and innovative thinking. The author provides instructional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=educational+AND+standards+AND+american&pg=2&id=EJ792715','ERIC'); return false;" href="http://eric.ed.gov/?q=educational+AND+standards+AND+american&pg=2&id=EJ792715"><span>Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner: Comparisons with NETS and State Standards</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pappas, Marjorie</p> <p>2008-01-01</p> <p>The American Association of School Librarians (AASL) and the International Society for Technology in Education (ISTE) have both recently launched new standards. These are known as the "AASL Standards for the <span class="hlt">21</span><span class="hlt">st-Century</span> Learner" and "The National Educational Technology Standards for Students: The Next Generation" (NETS). The standards from each…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=investment+AND+Africa&pg=3&id=EJ923550','ERIC'); return false;" href="http://eric.ed.gov/?q=investment+AND+Africa&pg=3&id=EJ923550"><span>Information and Communications Technologies Support for <span class="hlt">21</span><span class="hlt">st-Century</span> Teaching: An International Analysis</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rutkowski, David; Rutkowski, Leslie; Sparks, Jason</p> <p>2011-01-01</p> <p>Beginning in the 1990s, national educational policies around the world have mandated massive investments in information and communications technologies (ICT) to transform teaching and learning in ways appropriate for developing "<span class="hlt">21</span><span class="hlt">st-century</span> skills." Recent research indicates significant success in bringing teachers and students into contact with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA589235','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA589235"><span>Fighting With One Arm Behind Our Back: Cultural Capability in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2013-03-01</p> <p>Brunner, “Relationship Building in a Cross-Cultural Setting: The Importance of Intercultural Competence ” (Ph.D. diss., Kansas State University...force for its <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> mission. 15. SUBJECT TERMS Cultural Awareness, Cross-Cultural Competence , Professional Education, Afghanistan and Iraq... Competence , Professional Education, Afghanistan and Iraq lessons Classification: Unclassified After a decade of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1127647.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1127647.pdf"><span>Webquest 2.0: Best Practices for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Levin-Goldberg, Jennifer</p> <p>2014-01-01</p> <p>Over the last decade, WebQuests have grown in popularity in educational environments. In order to effectively implement a WebQuest in the classroom, best pedagogical practices must be employed; however, these best WebQuest practices should reflect the exigent <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills students need to be successful, productive members of the global…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA545494','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA545494"><span>The Fallacy of Leadership Removal Strategies in <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Counterinsurgency</span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2011-06-18</p> <p>Member Signature: __________________________ Joanne M. Fish, CAPT, USN Director, Joint Advanced Warfighting School ABSTRACT This...ADDRESS(ES) Joint Force Staff College Joint Advanced Warfighting School 7800 Hampton Blvd Norfolk, VA 23511-1702 8. PERFORMING ORGANIZATION REPORT... SCHOOL THE FALLACY OF LEADERSHIP REMOVAL STRATEGIES IN <span class="hlt">21</span><span class="hlt">ST</span> <span class="hlt">CENTURY</span> COUNTERINSURGENCY by Brett R. Hauenstein Lt Col, USAF THE</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=soft+AND+skills+AND+workplace&pg=3&id=EJ790424','ERIC'); return false;" href="https://eric.ed.gov/?q=soft+AND+skills+AND+workplace&pg=3&id=EJ790424"><span>Learning the Real-World Skills of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Joyce, Patricia</p> <p>2008-01-01</p> <p>This article describes a summer internship program at South Houston High School which utilizes an innovative curriculum to teach students <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills alongside core academics. Using the Transitions career education curriculum--a comprehensive curriculum created by ASCL Educational Services to fulfill Chicago Public Schools' need for soft…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Quantitative+AND+Analysis+AND+definition&pg=2&id=ED565917','ERIC'); return false;" href="http://eric.ed.gov/?q=Quantitative+AND+Analysis+AND+definition&pg=2&id=ED565917"><span>A Study of California Public School District Superintendents and Their Implementation of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gittisriboongul, Patrick</p> <p>2013-01-01</p> <p>The purpose of this study was to identify the strategies, practices, and leadership skills utilized by California superintendents in implementing <span class="hlt">21</span><span class="hlt">st-century</span> skills in their respective districts. A mixed-methods design was used, combining qualitative and quantitative analysis. Quantitative data from 37 California superintendents were collected…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=China+AND+government+AND+incentives&id=ED460052','ERIC'); return false;" href="https://eric.ed.gov/?q=China+AND+government+AND+incentives&id=ED460052"><span>China and the Knowledge Economy: Seizing the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. WBI Development Studies.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dahlman, Carl J.; Aubert, Jean-Eric</p> <p></p> <p>For a large part of the last two millennia, China was the world's largest and most advanced economy. Then it missed the Industrial Revolution and stagnated. Only after opening to the outside world in 1979 was China's economic performance again impressive. At the turn of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, China faces daunting internal challenges compounded by the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=transdisciplinary&pg=3&id=EJ1009024','ERIC'); return false;" href="http://eric.ed.gov/?q=transdisciplinary&pg=3&id=EJ1009024"><span>SLA for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Disciplinary Progress, Transdisciplinary Relevance, and the Bi/Multilingual Turn</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ortega, Lourdes</p> <p>2013-01-01</p> <p>The goals of this article are to appraise second language acquisition's (SLA) disciplinary progress over the last 15 years and to reflect on transdisciplinary relevance as the field has completed 40 years of existence and moves forward into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. I first identify four trends that demonstrate vibrant disciplinary progress in SLA. I then…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=health+AND+medicine&pg=3&id=EJ885695','ERIC'); return false;" href="https://eric.ed.gov/?q=health+AND+medicine&pg=3&id=EJ885695"><span>Curricular Adaptations in Inpatient Child Psychiatry for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: The Flexner Model Revisited</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bell, Cathy K.; Guerrero, Anthony; Matsu, Courtenay; Takeshita, Junji; Haning, William; Schultz, Karen</p> <p>2010-01-01</p> <p>Objective: The authors describe curricular modifications created in response to the changing culture of medical education, health care systems, academic medicine, and generational differences. The authors propose a model child psychiatry inpatient curriculum that is sustainable within a community teaching hospital in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Methods: The…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=high+AND+school+AND+drop+AND+out&pg=4&id=ED513504','ERIC'); return false;" href="https://eric.ed.gov/?q=high+AND+school+AND+drop+AND+out&pg=4&id=ED513504"><span>Knowledge and Understanding of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills through Educator Externships: Programs in Southern New England</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gibson-Cayouette, Lizann R.</p> <p>2010-01-01</p> <p>An acute shortage of a competent, highly-skilled workforce faces the United States workplace. Studies and reports from 1983 to present, repeatedly state that the education system in the United States must change to prepare the emergent workforce for success in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> global challenges of both post-secondary education and the workplace.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ942994.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ942994.pdf"><span><span class="hlt">21</span><span class="hlt">st-Century</span> Priorities for Leadership Education and Prospective School Leaders</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mullen, Carol A.</p> <p>2010-01-01</p> <p>What are the major priorities for preparing educational leaders for their work in school communities? Clues to this question are nestled within higher education curricula. Prevalent <span class="hlt">21</span><span class="hlt">st-century</span> priorities that governing standards specify, such as innovation, assessment, distributed leadership, and technology, must be vigorously shaped into social…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=milton&pg=2&id=ED529031','ERIC'); return false;" href="http://eric.ed.gov/?q=milton&pg=2&id=ED529031"><span>From Digital Natives to Digital Wisdom: Hopeful Essays for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Prensky, Marc</p> <p>2012-01-01</p> <p>What can you learn on a cell phone? Almost anything! How does that concept fit with our traditional system of education? It doesn't. Best-selling author and futurist Marc Prensky's book of essays challenges educators to "reboot" and make the changes necessary to prepare students for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> careers. His "bottom-up" vision is based on…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=urban+AND+green+AND+space&pg=2&id=EJ854468','ERIC'); return false;" href="https://eric.ed.gov/?q=urban+AND+green+AND+space&pg=2&id=EJ854468"><span>"Holding Environments": Creating Spaces to Support Children's Environmental Learning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Malone, Karen</p> <p>2004-01-01</p> <p>For many children across the globe, whether in low or high income nations, growing up in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> will mean living in overcrowded, unsafe and polluted environments which provide limited opportunity for natural play and environmental learning. Yet Agenda 21, the Habitat Agenda and the United Nations Convention on the Rights of the Child…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=singularity&pg=4&id=EJ793051','ERIC'); return false;" href="http://eric.ed.gov/?q=singularity&pg=4&id=EJ793051"><span>"What Have the Humanities to Offer <span class="hlt">21</span><span class="hlt">st-Century</span> Europe?": Reflections of a Note Taker</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Parker, Jan</p> <p>2008-01-01</p> <p>The Humanities have much to offer <span class="hlt">21</span><span class="hlt">st-century</span> Europe, in terms of both method and issues which may complement and correct those of Science and Social Science. These include, for instance, humanities' generation of plural narratives and plural explanations, of attention to singularity and complexity, and to others' sensibilities and ways of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED509508.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED509508.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Teaching and Learning: An Assessment of Student Website Evaluation Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pinkham, Caroline; Wintle, Sarah E.; Silvernail, David L.</p> <p>2008-01-01</p> <p>Over the past 20 years, the amount of information available to students via the Internet has increased dramatically. Access for students to technological resources used to locate information on the Internet has likewise increased. As a result, teachers are now being asked to teach students important <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills, including the ability to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=portals&id=EJ1114235','ERIC'); return false;" href="https://eric.ed.gov/?q=portals&id=EJ1114235"><span>BIOMIND Portal for Developing <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills and Overcoming Students' Misconception in Biology Subject</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vebrianto, Rian; Rery, Radjawaly Usman; Osman, Kamisah</p> <p>2016-01-01</p> <p>This research was conducted to investigate the effectiveness of BIOMIND portal in enhancing students' <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills and overcoming their misconceptions in Biology subject. 118 Indonesian high school students were involved in this quasi-experimental study. The experimental group underwent learning experiences using BIOMIND portal whereas the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ice+AND+cores&id=EJ926441','ERIC'); return false;" href="https://eric.ed.gov/?q=ice+AND+cores&id=EJ926441"><span>Race to the Future: Integrating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills into Science Instruction</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Duran, Emilio; Yaussy, Daniel; Yaussy, Leslie</p> <p>2011-01-01</p> <p>Race to the Future is an exciting and dynamic activity modeled after the reality television show "The Amazing Race." It exemplifies how <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills can be incorporated into core subject instruction and at the same time positively enhance student engagement. In this activity, students work quickly and cooperatively with their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1126867.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1126867.pdf"><span>Revealing Opportunities for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning: An Approach to Interpreting User Trace Log Data</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, Caitlin K.; Nacu, Denise; Pinkard, Nichole</p> <p>2016-01-01</p> <p>Online environments can cultivate what have been referred to as <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills and capabilities, as youth contribute, pursue, share, and interact around work and ideas. Such environments also hold great potential for addressing digital divides related to the development of such skills by connecting youth in areas with fewer resources and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED569701.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED569701.pdf"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Centers: A Descriptive Evaluation for 2013-2014</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hammer, Patricia Cahape; White, Larry J.</p> <p>2015-01-01</p> <p>This evaluation study provides descriptive information about the implementation and outcomes of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Community Learning Centers (CCLC) program in West Virginia, from September 2013 through May 2014. The report draws on information from online surveys of directors of 27 CCLC programs and from school teachers for 2,117 of the 11,432…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=technology+AND+innovation&pg=7&id=EJ1005856','ERIC'); return false;" href="http://eric.ed.gov/?q=technology+AND+innovation&pg=7&id=EJ1005856"><span>Distance Learning in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> University: Key Issues for Leaders and Faculty</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Amirault, Ray J.</p> <p>2012-01-01</p> <p>The changes precipitated by today's computer-based technologies are perhaps no more keenly felt than in the field of education, where technological innovation signals fundamental transformations in the manner in which educational programs will be delivered to <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> students. Online learning is providing higher education institutions with an…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=icebergs&pg=5&id=EJ490934','ERIC'); return false;" href="https://eric.ed.gov/?q=icebergs&pg=5&id=EJ490934"><span>Rethinking and Retooling for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: A Must for Administrators.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Colon, Robert J.</p> <p>1994-01-01</p> <p>The principal's role must change to meet the challenges of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Administrative thinking must shift from efficiency to effectiveness. This article presents an Iceberg Model to enable the administrator to become an instructional leader by building a knowledge base, developing a philosophy and vision, and modifying observable behavior.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=innovation+AND+review&pg=3&id=EJ943997','ERIC'); return false;" href="https://eric.ed.gov/?q=innovation+AND+review&pg=3&id=EJ943997"><span>The Practice of Psychiatry in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Challenges for Psychiatric Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yager, Joel</p> <p>2011-01-01</p> <p>Objective: To consider how shifting scientific, technological, social, and financial pressures are likely to significantly alter psychiatric practice, careers, and education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, this article reviews trends and innovations likely to have an effect on tomorrow's psychiatrists and their educators. Results: The psychiatric profession…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Wagner&pg=6&id=ED565917','ERIC'); return false;" href="https://eric.ed.gov/?q=Wagner&pg=6&id=ED565917"><span>A Study of California Public School District Superintendents and Their Implementation of <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gittisriboongul, Patrick</p> <p>2013-01-01</p> <p>The purpose of this study was to identify the strategies, practices, and leadership skills utilized by California superintendents in implementing <span class="hlt">21</span><span class="hlt">st-century</span> skills in their respective districts. A mixed-methods design was used, combining qualitative and quantitative analysis. Quantitative data from 37 California superintendents were collected…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED383056.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED383056.pdf"><span>School Facilities: America's Schools Not Designed or Equipped for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. Report to Congressional Requesters.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>General Accounting Office, Washington, DC. Health, Education, and Human Services Div.</p> <p></p> <p>This document presents findings of a General Accounting Office study that examined the extent to which America's schools have the physical capacity to support learning into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Specifically, it looked at facilities requirements, environmental conditions, educational technologies, and facility infrastructure. Data were collected…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1043020.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1043020.pdf"><span>Transforming Pedagogies: Integrating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills and Web 2.0 Technology</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tucker, Shelia Y.</p> <p>2014-01-01</p> <p>According to (P21), Partnership for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills (n.d.), unless the gap is bridged between how students learn and how they live, today's education system will face irrelevance. The way people work and live has been transformed by demographic, economic, political, technological, and informational forces. Schools must adapt to these…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27308191','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27308191"><span>Virtual Issue: Carbohydrates in the <span class="hlt">21</span>(<span class="hlt">st</span>) <span class="hlt">Century</span>: Synthesis and Applications.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fairbanks, Antony J</p> <p>2015-12-01</p> <p>Creative with carbohydrates! This Virtual Issue on Carbohydrates in the <span class="hlt">21</span> (<span class="hlt">st</span>) <span class="hlt">Century</span>: Synthesis and Applications highlights current research in the carbohydrate field in which synthesis underpins the development of novel applications of sugar-based materials in medicine, diagnostics, and as antiinfectives.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=blueprint+AND+reading+AND+basics&pg=7&id=ED303909','ERIC'); return false;" href="http://eric.ed.gov/?q=blueprint+AND+reading+AND+basics&pg=7&id=ED303909"><span>Investing in Florida's Future: Goals of Education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Edwards, Claudia</p> <p></p> <p>This document builds upon the work of the short-range planning committee of the Florida Educational Leaders Forum, "A Proposal to Enhance Educational Excellence in Florida Education Through the 1990s," by providing a blueprint to extend educational planning into the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The goals of Florida's educational system for the 21st…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=career+AND+adaptability&pg=6&id=EJ943997','ERIC'); return false;" href="http://eric.ed.gov/?q=career+AND+adaptability&pg=6&id=EJ943997"><span>The Practice of Psychiatry in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>: Challenges for Psychiatric Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yager, Joel</p> <p>2011-01-01</p> <p>Objective: To consider how shifting scientific, technological, social, and financial pressures are likely to significantly alter psychiatric practice, careers, and education in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>, this article reviews trends and innovations likely to have an effect on tomorrow's psychiatrists and their educators. Results: The psychiatric profession…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=skills+AND+success%3a+AND+personal+AND+development+AND+planning&pg=3&id=ED394042','ERIC'); return false;" href="http://eric.ed.gov/?q=skills+AND+success%3a+AND+personal+AND+development+AND+planning&pg=3&id=ED394042"><span>Job Skills for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. A Guide for Students.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jones, Lawrence K.</p> <p></p> <p>This guide, which is intended for middle and high school students, explains how job skills are the key to success in the work force and provides a strategy for developing the various types of skills needed for work in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. The following topics are discussed in the guide's five chapters: role of skills as the keys to success (the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=202645&keyword=tice&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=89789545&CFTOKEN=57150995','EPA-EIMS'); return false;" href="http://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=202645&keyword=tice&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50&CFID=89789545&CFTOKEN=57150995"><span>Tox21: Putting a Lens on the Vision of Toxicity Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>In response to the release of the NRC report on "Toxicity Testing in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>, a Vision and Strategy" (NRC, 2007), two NIH institutes and EPA formed a collaboration (Tox21) to 1) identify mechanisms of chemically induced biological activity, 2) prioritize chemicals for mo...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1077108.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1077108.pdf"><span>Technological Readiness of the UAE Higher Education Institutions for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Al Blooshi, Asma; Ezziane, Zoheir</p> <p>2013-01-01</p> <p>Educational institutions are considered as main indicator of a nation's competitiveness and the excellence of implementing their goals and objectives increase a nation's sense of competitiveness. Thus, it is important to receive a progress report showing how close the educational institutions are in accomplishing the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> visions and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Budget+AND+deficit&id=EJ880336','ERIC'); return false;" href="http://eric.ed.gov/?q=Budget+AND+deficit&id=EJ880336"><span>Challenges Facing Hispanic-Serving Institutions in the First Decade of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>de los Santos, Alfredo G., Jr.; Cuamea, Karina Michelle</p> <p>2010-01-01</p> <p>In 2007, the presidents and chancellors of Hispanic-serving institutions identified 5 challenges that their institutions will face as the end of the first decade of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> approaches. Almost 8 of 10 respondents listed lack of funding as the most important challenge. The 2nd most important issue was the poor academic preparedness of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.fs.usda.gov/treesearch/pubs/41984','TREESEARCH'); return false;" href="https://www.fs.usda.gov/treesearch/pubs/41984"><span>Watershed management in the United States in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.fs.usda.gov/treesearch/">Treesearch</a></p> <p>David B. Thorud; George W. Brown; Brian J. Boyle; Clare M. Ryan</p> <p>2000-01-01</p> <p>Views of watershed management in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> are presented in terms of concept, status, progress and future of watershed planning. The watershed as a unit will increasingly be the basis of planning because the concept is widely understood, many state and federal laws require such a focus, and watersheds are a logical entity for monitoring purposes. Impediments to...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=ils&pg=5&id=EJ1032994','ERIC'); return false;" href="http://eric.ed.gov/?q=ils&pg=5&id=EJ1032994"><span>Weather, Climate, Web 2.0: <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Students Speak Climate Science Well</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sundberg, Cheryl White; Kennedy, Teresa; Odell, Michael R. L.</p> <p>2013-01-01</p> <p>Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED449930.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED449930.pdf"><span>National Statement of Principles and Standards for More Culturally Inclusive Schooling in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ministerial Council on Education, Employment, Training and Youth Affairs, Carlton South (Australia).</p> <p></p> <p>At a March 2000 meeting, Australia's state, territory, and commonwealth ministers of education committed to a set of principles and standards for more culturally inclusive schooling in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Building on a range of policy statements developed over the last decade, these principles and standards are described in terms of social justice…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Critical+AND+creative+AND+thinking&pg=2&id=ED545497','ERIC'); return false;" href="http://eric.ed.gov/?q=Critical+AND+creative+AND+thinking&pg=2&id=ED545497"><span>The Development of Critical and Creative Thinking Skills for <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Missett, Tracy C.</p> <p>2012-01-01</p> <p>This dissertation is comprised of three independently conducted studies, linked by investigation into the development of thinking skills deemed necessary for the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span>. While educators and policy makers advocate teaching students creative and critical thinking skills to address an increasingly global and complex world, they simultaneously…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Emilio&pg=4&id=EJ926441','ERIC'); return false;" href="http://eric.ed.gov/?q=Emilio&pg=4&id=EJ926441"><span>Race to the Future: Integrating <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Skills into Science Instruction</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Duran, Emilio; Yaussy, Daniel; Yaussy, Leslie</p> <p>2011-01-01</p> <p>Race to the Future is an exciting and dynamic activity modeled after the reality television show "The Amazing Race." It exemplifies how <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills can be incorporated into core subject instruction and at the same time positively enhance student engagement. In this activity, students work quickly and cooperatively with their…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Summer+AND+internships&pg=2&id=EJ790424','ERIC'); return false;" href="http://eric.ed.gov/?q=Summer+AND+internships&pg=2&id=EJ790424"><span>Learning the Real-World Skills of the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Joyce, Patricia</p> <p>2008-01-01</p> <p>This article describes a summer internship program at South Houston High School which utilizes an innovative curriculum to teach students <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills alongside core academics. Using the Transitions career education curriculum--a comprehensive curriculum created by ASCL Educational Services to fulfill Chicago Public Schools' need for soft…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.ars.usda.gov/research/publications/publication/?seqNo115=290887','TEKTRAN'); return false;" href="http://www.ars.usda.gov/research/publications/publication/?seqNo115=290887"><span>Functional response of U.S. grasslands to the early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought</span></a></p> <p><a target="_blank" href="https://www.ars.usda.gov/research/publications/find-a-publication/">USDA-ARS?s Scientific Manuscript database</a></p> <p></p> <p></p> <p>Grasslands across the United States play a key role in regional livelihood and national food security. Yet, it is still unclear how this important resource will respond to the regional drying and warming predicted with climate change. The early <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> drought in the southwestern U.S. resulte...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1000212.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1000212.pdf"><span>Meeting the Tests of Time: Small States in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baldacchino, Godfrey</p> <p>2012-01-01</p> <p>The analytic category of "small states" remains problematic in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. Its legitimacy as a rigorous conceptual category continues to be debated; even as small states assume a strident visibility on the world stage because of climate change negotiations. This paper reviews the scepticism that hovers around the small state concept, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=Portrait&pg=5&id=EJ989977','ERIC'); return false;" href="http://eric.ed.gov/?q=Portrait&pg=5&id=EJ989977"><span>Life Design: A Paradigm for Career Intervention in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Savickas, Mark L.</p> <p>2012-01-01</p> <p>A new paradigm is implicit within the constructivist and narrative methods for career intervention that have emerged in the <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span>. This article makes that general pattern explicit by abstracting its key elements from the specific instances that substantiate the new conceptual model. The paradigm for life design interventions constructs…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=variables+AND+Research&pg=7&id=EJ1098120','ERIC'); return false;" href="http://eric.ed.gov/?q=variables+AND+Research&pg=7&id=EJ1098120"><span>Successfully Promoting <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Online Research Skills: Interventions in 5th-Grade Classrooms</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kingsley, Tara L.; Cassady, Jerrell C.; Tancock, Susan M.</p> <p>2015-01-01</p> <p>This quantitative study was developed to explore the ability to impact elementary student <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n = 418) to a 12-week intervention or control…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=skills+AND+technical&pg=7&id=EJ875354','ERIC'); return false;" href="http://eric.ed.gov/?q=skills+AND+technical&pg=7&id=EJ875354"><span><span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> Paradigms for Pre-Service Teacher Technology Preparation</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lambert, Judy; Gong, Yi</p> <p>2010-01-01</p> <p>This study investigated major course changes in 11 sections of a stand-alone educational technology course redesigned around <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skill sets as opposed to technical skill development. Conducted in the fall of 2007 and spring 2008 with a random sample of 100 pre-service teachers, independent and paired sample t tests and correlational…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=cafe&pg=5&id=EJ907738','ERIC'); return false;" href="http://eric.ed.gov/?q=cafe&pg=5&id=EJ907738"><span>Teaching <span class="hlt">21</span><span class="hlt">st-Century</span> Art Education in a "Virtual" Age: Art Cafe at Second Life</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lu, Lilly</p> <p>2010-01-01</p> <p>The emerging three-dimensional (3D) virtual world (VW) technology offers great potential for teaching contemporary digital art and growing digital visual culture in <span class="hlt">21</span><span class="hlt">st-century</span> art education. Such online virtual worlds are built and conceptualized based on information visualization and visual metaphors. Recently, an increasing number of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED427437.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED427437.pdf"><span>From the "Springfield Development Program" to the "<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> School Administrator Skills (SAS) Program."</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bradshaw, Lynn; Buckner, Kermit</p> <p></p> <p>This paper discusses the use of simulations in the professional development of school leaders. It compares two National Association of Secondary School Principal (NASSP) programs: the "Springfield Development Program" and the "<span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">Century</span> School Administrator Skills Program" (SAS) and identifies the characteristics of SAS that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://eric.ed.gov/?q=engagement+AND+media&pg=6&id=EJ839849','ERIC'); return false;" href="http://eric.ed.gov/?q=engagement+AND+media&pg=6&id=EJ839849"><span>English-Language Learners, Fan Communities, and <span class="hlt">21</span><span class="hlt">st-Century</span> Skills</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Black, Rebecca W.</p> <p>2009-01-01</p> <p>This article draws from literature on language, literacy studies, and <span class="hlt">21</span><span class="hlt">st</span> <span class="hlt">century</span> skills to explore how English-language learning (ELL) youths, through their engagement with digital technologies and popular media, are developing the sort of proficiencies that have been identified as crucial to effective participation in an increasingly globalized…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <center> <div class="footer-extlink text-muted"><small>Some links on this page may take you to non-federal websites. 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