Undergraduate Preparedness and Partnerships to Enhance Diversity in Kinesiology

2013 ◽  
Vol 2 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Rosalind Chonise Gregory-Bass ◽  
Richard H. Williams ◽  
Bridget A. Peters ◽  
Asherah N. Blount
Keyword(s):  
Best Practices ◽  
Undergraduate Students ◽  
21St Century ◽  
Academic Support ◽  
Academic Mission ◽  
Historical Perspectives ◽  
Diversity And Inclusion ◽  
The Future ◽  
Inclusion And Diversity

Diversity and inclusion in Kinesiology is needed to ensure the future professionals of tomorrow engage in recognizing the shared fabric of science and inquiry. Initiatives targeting inclusion and diversity have shown promise in bridging the existing gap. Vital to this process is the role of faculty, administrators and students in providing academic support and paracurricular exposure to the field of Kinesiology. Historical perspectives and knowledge of best practices shape the conversation regarding innovative 21st century options deemed necessary for meeting this challenge. Our review describes programs that strengthen the preparedness of undergraduate students. In addition, we outline existing strategies leading to effective partnerships between undergraduate and graduate institutions. Diversity and inclusion are integral to the achievement of excellence and enhance each institution's ability to accomplish its academic mission and to serve its constituents.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

ARAH POLITIK PENDIDIKAN ISLAM INDONESIA ABAD KE 21

ISLAMIKA ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 46-53
Author(s):  
M. Asep Rahmatullah ◽  
Siti Munawati ◽  
Sugih Suryagalih
Keyword(s):  
21St Century ◽  
Islamic Education ◽  
The Political ◽  
Science Majors ◽  
Indonesian Government ◽  
Open World ◽  
The World ◽  
The Future

Abstarct The Political Direction of Islamic Education In the 21st century, history has noted that Islamic education in Indonesia has taken root since the entry of Islam into the archipelago, that Islamic education is perfectly upright and perfect is inseparable from the role of the sultans, scholars, and Muslims continues to try to carry out the study of science majors , discussion, writing in the context of jihad fi sabillilah tafaqohu fiddien for the glory of Islam. It is also supported by Islamic political policies that are very beneficial for the interests of the world of Islamic education. Since the destruction of the Caliphate of the Ottoman Turkish Islamic government and the destruction of the Islamic kingdoms in Indonesia and the world. Then the condition of Islamic education experienced ups and downs and the lack of support from the Indonesian government. Therefore, after Indonesia's independence and the increasingly open world of globalization and modernization, it is necessary to look for ideas and ideal forms that are integrally holistic for the world of Islamic education. As well as being able to influence the policies of the Indonesian government and master the political policies of 21st century Islamic education for the future of Indonesian Muslims.Abstark Arah Politik Pendidikan Islam Abad ke 21, sejarah telah mencatat bahwa pendidikan Islam di Indonesia telah mengakar dari sejak masuknya Islam ke nusantara, pendidikan Islam tegak secara sempurna dan paripurna tidak lepas dari peranan para sultan, ulama, dan kaum muslimin yang terus berupaya melakukan kajian majlis ilmu, diskusi, menulis serta aktif dalam gerakan dakwah dan jihad fi sabillilah untuk kejayaan islam. Setelah menancapkan kekuasaan Islam, maka sistem pendidikan islam di topang oleh kebijakan politik Islam yang sangat menguntungkan bagi kepentingan dunia pendidikan Islam. Sejak kehancuran kekhalifahan pemerintahan Islam turki utsmani dan kehancuran kerajan-kerajaan Islam di Indonesia dan dunia. Maka kondisi pendidikan Islam mengalami pasang surut kemunduran dan kurangnya dukungan pemerintah Indonesia. Oleh karena itu, setelah Indonesia merdeka dan semakin terbukanya dunia globalisasi dan modernisasi, maka perlu mencari ide, dan format yang ideal secara integralistik holistik untuk dunia pendidikan Islam. Serta dapat mempengaruhi kebijakan pemerintah Indonesia dan menguasai kebijakan politik pendidikan Islam abad ke 21 untuk masa depan umat Islam bangsa Indonesia.

ENVIRONMENTAL IMPACT ASSESSMENT TEACHING AT THE UNIVERSITY OF SÃO PAULO: EVOLVING APPROACHES TO DIFFERENT NEEDS

2010 ◽  
Vol 12 (03) ◽  
pp. 245-262 ◽  
Author(s):  
LUIS E. SÁNCHEZ
Keyword(s):  
Environmental Impact ◽  
Best Practices ◽  
Impact Assessment ◽  
Environmental Impact Assessment ◽  
Undergraduate Students ◽  
Assessment Practice ◽  
Graduate Course ◽  
Socially Responsible ◽  
The University

This paper documents the experience of teaching environmental impact assessment (EIA) to undergraduate students at Escola Politécnica, an engineering school in Brazil, where EIA was first introduced as a graduate course in 1990, evolving to be taught as an undergraduate course. Learning objectives, course contents and teaching approaches are described. The courses have always sought to prevent a "legal trap" in teaching EIA, i.e. shaping the contents and the approach upon the applicable legal requirements, as it is assumed that, ultimately, EIA is not practiced because of laws, but because society calls for environmentally and socially responsible decision-making. Given the limited literature on EIA education, the paper also hopes to stimulate further reflection and debate on the role of teaching in enhancing environmental assessment practice and in improving its effectiveness and disseminating best practices.

scholarly journals Introduction

2021 ◽  
pp. 7-11
Author(s):  
Stefan Feuser ◽  
Stephanie Merten ◽  
Katharina Wesselmann
Keyword(s):  
Best Practices ◽  
Digital Media ◽  
21St Century ◽  
Digital Age ◽  
Ancient History ◽  
International Conference ◽  
Classical Archaeology ◽  
The Future

The papers and videos presented here are the result of the international conference 'Teaching Classics in the Digital Age' held online on the 15 and 16 June 2020. As digital media provide new possibilities for teaching and outreach in Classics, the conference 'Teaching Classics in the Digital Age' aimed at presenting current approaches to digital teaching and sharing best practices by bringing together different projects and practitioners from all fields of Classics (including Classical Archaeology, Greek and Latin Studies and Ancient History). Furthermore, it aimed at starting a discussion about principles, problems and the future of teaching Classics in the 21st century within and beyond its single fields.

scholarly journals REFLECTIONS ON WAGAR ' S WORLD PARTY

1996 ◽  
pp. 54-58
Author(s):  
Albert Bergesen
Keyword(s):  
21St Century ◽  
Social Relations ◽  
State Power ◽  
Human History ◽  
Political Thinking ◽  
Progressive Politics ◽  
Real Socialism ◽  
The Future ◽  
Collapse Of Communism

Our task is to reflect upon Wagar's idea of a world party. In case such reflections are affected by the recent historical situation of the collapse of communism/existing socialism in 1989 and the implications this has for visions of progressive politics going into the 21st century. This event colors most political thinking, although for many the response has been that existing socialism was not real socialism, or that existing socialism was but the Stalinist deformation that, if avoided in the future, the 1917 project could again be resumed and human history and social relations remade anew. I don't see it that way. What existing socialism stood for in terms of the role of a vanguard party taking state power for the larger good is, now after the fall, I think off the board as a realistic program that can be sold to anyone.

scholarly journals HR and Ethics. A relationship that is work in progress

2021 ◽  
Author(s):  
◽  
Saloni Pandey
Keyword(s):  
Best Practices ◽  
Role Conflict ◽  
Business Strategy ◽  
Structured Interviews ◽  
Line Managers ◽  
Business World ◽  
The Future ◽  
Generational Changes ◽  
Ethical Stance

<p>In this ever-changing business world, the role of HR has become significantly imperative due to the increasing focus on aligning people of the organisation with the overall business strategy, particularly in an era when unethical behaviour is not tolerated. However, considering the complexity of the HR profession, it has been questioned what the role of HR is. With the changing future of work, this question has become more prevalent considering the influence of factors such as globalisation, automation and generational changes. Various scholars have claimed that HR professionals should be undertaking four distinct roles of administrative expert, strategic business partner, change agent and employee champion, which consequently leads to a role-conflict for HR professionals, hence influencing their decision-making within organisations, particularly in ethical situations. Using Ulrich (1997) model as a benchmark, this thesis aims to explore the relationship between HR and ethics, focusing on the role-conflict that HR professionals experience in organisations, along with the best practices they use to cope with the role-conflict in ethical situations and the influence of these best practices on the future of HR.  Employing a qualitative method approach, this study uses in-depth semi-structured interviews with top-tier HR professionals working in organisations who are continually striving to build their ethical stance. The sample of this study was particularly important, as it was crucial to choose HR professionals who would make strong subject matter experts and provide rich and in-depth perspectives with regards to working in HR. The findings indicate that though there is a visibility and recognition of role-conflict within the profession, it wasn’t regarded as a strong issue compared to what was reflected in the literature. Furthermore, support from the organisation leaders and a strong organisation culture along with following a fair, and consistent process allows for the role-conflict to be diminished, particularly in an ethical situation. The thesis also found that the profession is increasingly becoming more strategic, with the operational HR duties delegated to the line managers, and hence illustrating the emergence of two new roles of ‘mentor’ and ‘analyst’.  The study contributes to the existing literature by proposing a new model for the HR profession by considering the various roles they are required to undertake and the significance for all the roles to work concurrently with each other for HR to truly succeed. Several implications such as re-training and a creation of an independent body for HR professionals, along with a strong organisational culture that allows HR to thrive, and the recognition of them gaining a seat at the management table are discussed, followed by an overall conclusion of what the future of the HR profession is.</p>

scholarly journals An Overview of Future Scenarios: Where Are We Going With English?

2021 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
Ersilia Incelli
Keyword(s):  
21St Century ◽  
English Language ◽  
Future Scenarios ◽  
Lingua Franca ◽  
The World ◽  
The Future

This contribution aims to present an overview of future predictions about the evolution and status of the English language, in particular as a global lingua franca. The paper considers recent events such as Brexit and the emergence of new economic powers, and the fact that other widely spoken languages could compete with the hegemonic longevity of English as a lingua franca. Although English will certainly remain globally dominant for a large part of the 21st century, new geopolitical landscapes may influence the role of English both in Europe and in the world. This overview is not exhaustive in reporting all the variables in the debate, but it wishes to examine the main issues of concern in the future standing of English. 

scholarly journals The Future of Software Engineering: Where Will Machine Learning, Agile, and Virtualization Take Us Next?

2021 ◽  
pp. 222-230
Author(s):  
Dennis Mancl ◽  
Steven D. Fraser
Keyword(s):  
Machine Learning ◽  
Software Engineering ◽  
Network Security ◽  
Best Practices ◽  
21St Century ◽  
Global Development ◽  
The Future ◽  
Security Algorithm ◽  
Independent Consultant

AbstractSoftware has become the lifeblood of the 21st century, enabling a broad range of commercial, medical, educational, agricultural, and government applications. These applications are designed and deployed through a variety of software best practices. With the onset of the COVID-19 pandemic, developers have embraced virtualization (remote working) and a variety of strategies to manage the complexity of global development on multiple platforms. However, evolving hazards such as network security, algorithm bias, and the combination of careless developers and deliberate attacks continue to be a challenge. An XP2021 panel organized and chaired by Steven Fraser debated the future of software engineering and related topics such education, ethics, and tools. The panel featured Anita Carleton (CMU’s SEI), Priya Marsonia (Cognizant), Bertrand Meyer (SIT, Eiffel Software), Landon Noll (Independent Consultant), and Kati Vilkki (Reaktor).

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 77
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

scholarly journals Convergence between 21st Century Skills and Entrepreneurship Education in Higher Education Institutes

2020 ◽  
Vol 9 (1) ◽  
pp. 218 ◽  
Author(s):  
Abdul Ghafar
Keyword(s):  
Social Relationships ◽  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
New Ventures ◽  
A Priori ◽  
Entrepreneurship Education ◽  
Social Constructionist ◽  
Further Development

The aim of this study is to explore the extent to which 21st century skills assume “a priori” as an integral part of entrepreneurship education with the intent of producing graduates who are not just primarily driven to start new ventures but also empowered and enabled to create entrepreneurial impact within organizations. In elucidating this argument the author undertook social constructionist approach, in order to develop an empirical understanding of the role of entrepreneurship education in developing 21st century skills from the perspective and experiences of undergraduate students majoring in Innovation & Entrepreneurship undergraduate program. Findings of this study suggest that teaching detailed and nuanced industry knowledge is arguably beyond the scope of entrepreneurship education systems, but to an extent, it is of paramount importance that students are exposed to the organic industry knowledge through interaction and experiential experiences. Within such interaction, the development of convergent 21st century skills such as social relationships, leadership, creativity and critical thinking further nurture entrepreneurial intents among students. In so doing, this study provides avenues for further development of entrepreneurship education, particularly the integration of 21st century skills. 

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