scholarly journals Age model of fertility in Vojvodina at the beginning of the 21st century

2014 ◽  
pp. 481-489
Author(s):  
Radmila Veljovic ◽  
Dragana Paunovic

This paper presents an outlook on fertility trends of the population of Vojvodina in the first decade of the 21st century, a period that includes the results of the previous two Censuses held in 2002 and 2011. The main concern is identifying determinants of this development process and the dynamics regarding the age model of fertility as well as the way it is manifested in Vojvodina. Methodology of this research relies on evaluating age specific rates, determining its fluctuations and shifts in order to establish the course of the change. Census of 2002 and Census of 2011 provide useful data to complete fertility analyses. Total fertility rates also show the tendency of continuous decline therefore representing the shifts in the age model of fertility. After the devastating 1990s marked by wars and sanctions, the transitional processes were initiated at the turn of the millennium, leading to a change in socio-economic environment. Along with constant economic crisis and accompanying poverty, this situation strongly influenced reproductive behaviour of women and their attitude toward childbearing in general. The trend of late childbearing and a raise of women?s mean age at first birth continued.

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita

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.


2018 ◽  
pp. 67-86
Author(s):  
Luca Salvati ◽  
Ilaria Zambon

Being more sensitive to economic fluctuations, childbearing postponement increased during the second demographic transition and was accompanied by a moderate decline in the number of children per woman and the progressive rise of mother’s age at first birth. Under the hypothesis that recessions have a marked influence on population dynamics, the present study investigates spatial changes in mother’s age at birth in Greece with the aim to assess the differential impact of economic crisis along the urban-rural gradient. The percent composition of births by mother's age class – considered a gross indicator of fertility under a changing socioeconomic context – was studied at 4 spatial scales (the whole country, administrative regions, prefectures and metropolitan areas or specific economic districts) over an economic cycle from expansion to recession (1980–2016). While stimulating childbearing postponement observed since the early 1980s, empirical results of this study indicate that the 2007 recession was quite neutral on fertility trends in Greece, consolidating the traditional divide between urban and rural areas.


2020 ◽  
Author(s):  
Kate Hirschman ◽  
Bronwyn Wood

  The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of digitally-agile and self-driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs on-going critique if we want critical, informed citizens in our democracy.


2015 ◽  
Vol 36 ◽  
pp. 109-134

At the and of the 20th century and at turn of the 21st century low and very low fertility is one of the key demographic and policy chalanges in all European countries. The concept of the second demographic transition has relevance for explaining the ongoing changes in fertility patterns across Europe. The widespread transition from high to low fertility was strongly pronounced in Bosnia and Herzegovina. Among others, one of the purposes of this paper is to supplement the ongoing debate about the `true`nature of the income - fertility and urbanization – fertility nexus with evidence from panel dataset of 109 municipalities in Bosnia and Herzegovina. Since the early 1990s there has been a marked shift in circumstances for reproductive behaviour in Bosnia and Herzegovina reflecting a move from a satisfactory and a more or less stable socio-economic and living environment to more impoverished living conditions with regard to each segment of life. The principal changes in fertility trends occuring in Bosnia and Herzegovina was in focus. The analysis presented here are based on statistical data from population censuses, more recent estimates from official sources and via fieldwork.


2017 ◽  
Vol 5 (2) ◽  
pp. 77
Author(s):  
Bambang Warsita

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.


2019 ◽  
Vol LXXV (75) ◽  
pp. 165-177
Author(s):  
Jerzy Tomaszczyk

The purpose of the study was to gauge the extent to which early 21st-century general Polish, spoken and written, was saturated with English lexical material. English lexical loans extracted from an over 58-hour recording of everyday conversational Polish were analysed with the use of the NKJP corpus tools (nkjp.pl). The findings are broadly consistent with the results of previous, micro-corpus-based research in that English lexical influence on the turn-of-the-millennium Polish appears to have been much less extensive than is commonly believed. Streszczenie Zapożyczenia angielskie z ponad 58 godzin polskich rozmów codziennych poddano analizie korpusowej (nkjp.pl) w celu ustalenia stopnia nasycenia anglicyzmami polszczyzny ogólnej w odmianie mówionej i pisanej. Wyniki są zgodne z ustaleniami wcześniejszych badań, w których korzystano z mikro-korpusów: anglicyzmów w polszczyźnie ogólnej przełomu tysiącleci było znacznie mniej niż się często sadzi.


Classics ◽  
2012 ◽  
Author(s):  
Sophie Mills

Euripides is one of the great Athenian tragedians whose dramatic output has survived, if only partially, into the modern era. His contemporary, the comic writer Aristophanes, mocks him for technically flawed and intellectually subversive plays, and it may be significant that, as compared with Aeschylus’s thirteen and Sophocles’ eighteen, he won only five first prizes at the Dionysiac competitions: for an unknown play in 441 bce, for Hippolytus (428 bce), and posthumously for the trilogy that included The Bacchae and Iphigenia in Aulis. However, since he competed regularly at the Dionysia, one can hardly call him unpopular with the Athenians, who, like many people in the early 21st century, must sometimes have enjoyed provocative art. See pages 52–94 in Euripides and the Tragic Tradition (Michelini 1987), cited under Dramatic Structure and Technique and Electra/Elektra: Scholarship. His reputation for problematic and flawed plays, which has had a huge influence on modern Euripidean criticism, dogged him even as early as Aristophanes and Aristotle and lasted until well into the 20th century for two main reasons. First, August Wilhelm von Schlegel and Friedrich von Schlegel considered Sophocles’ plays the perfect tragedies in their thematic clarity and “unity”: see Behler 1986 (cited under Later Critical Reputation) in the journal Greek, Roman, and Byzantine Studies. The diversity of mood and shifts in tone that characterize Euripidean tragedy, especially those plays without conventionally “tragic” endings, put him at a disadvantage within these standards. Second, whereas only a highly select seven plays each by Aeschylus and Sophocles survive, eighteen tragedies and one satyr play ascribed to Euripides have come down to us out of a total of ninety-two. Some, such as Hippolytus, Medea, and The Bacchae, have always been admired, partly because they conform more closely to a supposedly Sophoclean “unity,” but with almost three times as many plays as the other two tragedians, his extant work inevitably seems more uneven in technique and theme, and plays such as the Children of Heracles and Suppliants have received general disapprobation. Some later tragedies, such as Iphigenia in Tauris, Ion, and Helen, baffled earlier critics: how are they tragedies when their plots are fantastical and their endings happy? Criticism since the early 1970s has, however, come to appreciate Euripides on his own terms, reevaluating their centrifugal quality as integral to successful Euripidean rather than failed Sophoclean drama and redefining what tragedy can be to encompass Euripides’ contribution. Moreover, his abiding fascination with controversial questions—social equality, the morality of war, nature versus nurture—and apparent interest in psychology have made him a favorite with modern audiences.


2019 ◽  
Vol 8 (3) ◽  
pp. 100 ◽  
Author(s):  
Anne Nassauer ◽  
Nicolas M. Legewie

Since the turn of the millennium researchers have access to an ever-increasing pool of novel types of video recordings. People use camcorders, mobile phone cameras, and even drones to film and photograph social life, and many public spaces are under video surveillance. More and more sociologists, psychologists, education researchers, and criminologists rely on such visuals to observe and analyze social life as it happens. Based on qualitative or quantitative techniques, scholars trace situations or events step-by-step to explain a social process or outcome. Recently, a methodological framework has been formulated under the label Video Data Analysis (VDA) to provide a reference point for scholars across disciplines. Our paper aims to further contribute to this effort by detailing important issues and potential challenges along the VDA research process. The paper briefly introduces VDA and the value of 21st century visuals for understanding social phenomena. It then reflects on important issues and potential challenges in five steps of conducting VDA, and formulate guidelines on how to conduct a VDA: From setting up the research, to choosing data sources, assessing their validity, to analyzing the data and presenting the findings. These reflections aim to further methodological foundations for studying situational dynamics with 21st century video data.


2006 ◽  
Vol 103 (30) ◽  
pp. 11217-11222 ◽  
Author(s):  
M. A. White ◽  
N. S. Diffenbaugh ◽  
G. V. Jones ◽  
J. S. Pal ◽  
F. Giorgi

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita

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.


Sign in / Sign up

Export Citation Format

Share Document