Smartphones, Social Networks, and Fake News: Institutional Economics Approach to Decision Making in the Twenty-First Century

2021 ◽  
Vol 55 (2) ◽  
pp. 342-348
Author(s):  
Felipe Almeida ◽  
Valéria Mortari
Keyword(s):  
Decision Making ◽  
Social Networks ◽  
Institutional Economics ◽  
First Century ◽  
Fake News ◽  
Twenty First Century

Introduction

2020 ◽  
pp. 1-14
Author(s):  
Linda Steiner
Keyword(s):  
Decision Making ◽  
News Coverage ◽  
First Century ◽  
Sources Of Information ◽  
The Face ◽  
Twenty First Century ◽  
Unknown Case

The introduction explains the crucial significance and “agency” of various media to the debates over the vote and to suffragists and antisuffragists, arguing that print newspapers and magazines are not merely sources of information about the movement, although this is largely how news coverage has been treated by historians and rhetorical scholars. The introduction uses a relatively unknown case of a Missouri suffrage paper to exemplify suffragist experiences, illustrating both their strategic creativity in the face of money problems and their decision making regarding when to abandon their suffrage organ. Then, a twenty-first-century website named for one of the earliest suffrage periodicals is used to show the contemporary postfeminist depoliticization of suffrage politics. In the end, suffragists’ flexibility and adaptability, their willingness to experiment, and their openness to working with an array of reform-minded partners were probably all crucial to their eventual victory.

Identifying Group Processes and Affect in Learners

Gamification ◽  
2015 ◽  
pp. 1479-1505
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

Why is everything old new again? Revisiting debates about the form and function of research in educational administration

2020 ◽  
Vol 58 (3) ◽  
pp. 341-356
Author(s):  
Robert Donmoyer
Keyword(s):  
Decision Making ◽  
Twentieth Century ◽  
Educational Research ◽  
Research Methods ◽  
Educational Administration ◽  
First Century ◽  
Policy And Practice ◽  
Content Type ◽  
Historical Essay ◽  
Twenty First Century

PurposeThis paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at the start of the twenty-first century was not really “new wine in new bottles” but, rather, a continuation of the so-called paradigm wars about, ultimately, unresolvable methodological and epistemological issues that occurred during the twentieth century; (2) to suggest a way members of the educational administration field might transcend, or at least circumvent, time-consuming and distracting battles about unresolvable methodological and epistemological issues in the future while keeping their focus on issues of practice.Design/methodology/approachThis is a quasi-historical essay that uses influential literature during the historical periods focused on as evidence to support the essay's arguments.FindingsThe paper demonstrates that twentieth century philosophical disagreements about research methods and the role that educational research can play in policy and practice decision making were not resolved but, rather, were largely reenacted during the first decade of the twenty-first century, again without a resolution. The paper proposes a way that administrators, policymakers and researchers can manage this situation and still use research to make policy and practice decisions.Practical implicationsThe paper suggests a new role for both school administrators and policymakers to play. If administrators/policymakers play this role successfully, all types of research can inform decision making about policy and practice, and researchers can concentrate on doing their research rather than engaging in unresolvable philosophical disputes.Originality/valueAlthough a great deal has been written about the twentieth century's theory movement and paradigm wars and the twenty-first century's so-called science wars, the link between these phenomena has not been discussed in the literature. In addition, there have been few attempts to articulate an operational strategy for managing unresolvable philosophical disputes about research methods and the role that research can play in decision making. This paper tackles both matters.

Networking

2019 ◽  
pp. 275-302
Author(s):  
Mª del Carmen De la Calle-Durán
Keyword(s):  
Social Networks ◽  
Network Planning ◽  
First Century ◽  
Contact Networks ◽  
Dynamic Setting ◽  
Different Types ◽  
Twenty First Century ◽  
Key Aspects ◽  
Key Techniques

Within an ever-changing and dynamic setting, managers need to develop new skills to enable them to swiftly respond to changes in the environment. One of the skills required of twenty-first century managers and entrepreneurs is the ability to create and maintain contact networks. Nevertheless, networking is not achieved simply by knowing its key techniques. It requires time, effort, and a great deal of practice. Accordingly, following an analysis of the concept of networking and its different types, this chapter addresses the key aspects for creating and upholding them: the principles of networking, its main obstacles, and the techniques used to facilitate it, such as social networks, visibility and exposure events, and mentoring. A further contribution involves the planning of networking to ensure its specific goals are met. Good network planning will ensure the more efficient achievement of networking skills, experiences, and resources.

Identifying Group Processes and Affect in Learners

2014 ◽  
pp. 175-210 ◽  
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

6. Parliament: The Best of Times, the Worst of Times?

2019 ◽  
pp. 157-187
Author(s):  
Philip Norton
Keyword(s):  
Decision Making ◽  
Twentieth Century ◽  
First Century ◽  
House Of Commons ◽  
The Public ◽  
The People ◽  
Twenty First Century ◽  
Over Time

Parliament fulfils functions that are long-standing, but its relationship to government has changed over time. It has been criticized for weakness in scrutinizing legislation, holding government to account, and voicing the concerns of the people. Despite changes in both Houses in the twentieth century, the criticisms have persisted and in some areas Parliament has seen a constriction in its scope for decision-making. The twenty-first century has seen significant steps that have strengthened both Houses in carrying out their functions, the House of Commons in particular acquiring new powers. Members of both Houses have proved willing to challenge government. It remains a policy-influencing legislature, but a stronger one than in the preceding century. While strengthening its position in relation to the executive, it has faced major challenges in its relationship to the public. It has seen a greater openness in contact with citizens, but has had to contend with popular dissatisfaction and declining levels of trust.

12. Tribunals

2018 ◽  
Author(s):  
Timothy Endicott
Keyword(s):  
Complex System ◽  
Decision Making ◽  
First Century ◽  
Political Asylum ◽  
Public Authorities ◽  
Competing Interests ◽  
The Law ◽  
Twenty First Century ◽  
New System

Panels, committees, tribunals, referees, adjudicators, commissioners, and other public authorities decide many thousands of disputes each year over (for example) entitlement to benefits, or tax liability, or political asylum, or the detention of a patient in a secure hospital. The massive array of agencies reflects the great variety of benefits and burdens that twenty-first-century government assigns to people. The array had no overall organization until 2007, when Parliament transformed it into a complex system. This chapter explains the benefits of integrating these decision-making agencies in the new system. The law needs to tailor their structure, processes, and decision-making techniques to the variety of purposes they serve. And the law needs to achieve proportionate process, by reconciling competing interests in legalism and informality in tribunal processes.

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