scholarly journals Advanced Composite Biomaterials

Materials ◽  
2021 ◽  
Vol 14 (3) ◽  
pp. 625
Author(s):  
Stefan Ioan Voicu ◽  
Marian Miculescu

“Biomaterials” is one of the most important fields of study in terms of its development in the 21st century [...]

2010 ◽  
Vol 45 (6) ◽  
pp. 777-796 ◽  
Author(s):  
Rodney K. M. Hopson ◽  
Uhuru Hotep ◽  
Dana L. Schneider ◽  
Ithamar Grace Turenne

This article provides an overview of current issues confronting educational leaders dedicated to the fundamentals, curriculum, pedagogy, and practices of African-centered education (ACE) and its evolving nature in the 21st century. By considering and situating African-centered leadership in the discussion of educational leadership generally, and within the expanding and prescient notions of leadership for social justice specifically, the article offers useful connections to educational leadership scholars and practitioners who straddle these interdisciplinary domains of scholarship and action as an opportunity to build from the emerging literature within the extant fields of study and to push urban educational leaders and practitioners to think more critically about the direction of ACE theory, practice, and praxis.


Author(s):  
Diana Spencer

What makes Alexander Great? His story has captured the imagination of authors, artists, philosophers, and politicians across more than two millennia. He has provided a point of convergence for religious and spiritual thinkers, he has been co-opted as a champion for gender and sexual openness, he represents a paradigm for would-be charismatic dictators (and their opponents), he gives us scientific imperialism and justification for conquistadorial dreaming, and he exemplifies the risks of cultural appropriation. To understand why Alexander resonates so widely across so many different fields of study, interest groups, and media, is an exercise in reception. This Alexander who has captured the imagination is triumphantly equivocal and it is in the plurality of traditions through which this complexity is expressed that his enduring “greatness” lies. The imaginary quality of Alexander is unsurprising because more profoundly than for any comparable individual from classical antiquity, his history is a product of reception from the start: every encounter with Alexander the Great is part of a conversation that depends substantially on accounts and narrative evidence from long after his death, and at the least at one remove from the historians who first and contemporaneously chronicled his life and achievements. These ancient traditions of Alexander are rooted in the contradictory and multifarious strands in which his achievements were retold and repurposed, even within his own lifetime. His rapid development as an ideological and cultural icon rather than as a purely historical character accelerated and amplified his significance far beyond that of the short-lived empire that he conquered. To trace all of these traditions and their significance, from antiquity to the 21st century, would be impossible. The aim here is to present a broad overview, focusing on Western reception but with citations and references enabling more detailed study of individual aspects and the Eastern traditions.


Author(s):  
Nurul Aryanti ◽  
Welly Ardiansyah ◽  
Murwani Ujihanti

Many researchers have claimed the success of the application of problem-based learning in many fields of study. This learning model is in line with the constructivist principles, in which students are in the centre of the learning process. Moreover, problem-based learning model provides the opportunity for students not only to develop their hard skills, but also soft skills. In addition, it also strives to help students become independent and self-regulated learners. This is one of the main advantages of applying the learning model. This article attempts to provide a short review of problem-based learning model in teaching writing. Furthermore, the discussion will also focus on the issue by looking at some explanation found in accounting for the needs of the learning model in the 21st century-language learning


Author(s):  
Aline Vézina

ABSTRACTDo men and women age differently? This is the question the authors attempt to answer. By borrowing from biological, psychobehavioural and sociohistoric fields of study, the authors address - from a differential angle - man/woman relationships, life expectancy, causes of morbidity and mortality, health status perception, psychological aging, life cycle events, and family relationships. This is an excellent, well-documented review of writings that elicit reflection on current and future aging at the dawn of the 21st century.


Neofilolog ◽  
1970 ◽  
pp. 87-100
Author(s):  
Anna Jaroszewska

Modern social and cultural transformations from the second half of the 20th century and the beginning of the 21st century gave a strong impulse to fundamental reforms of European education systems. The same transfor-mations could not be unnoticed by the representatives of fields of knowl-edge for whom the present reality has become both a challenge and an op-portunity for development. These fields include language education and geragogics, being basically different but in some circumstances similar dis-ciplines. This view is more frequently confirmed by the involvement of these fields of study in the common area of research, namely foreign lan-guage learning and teaching of senior citizens. This area seems to be impor-tant in social terms and to have a great research potential. A proposal of cooperation between language education and geragogics under a new spe-cialised sub-discipline, i.e. senior language education is worth noting. This article is an attempt to determine arguments supporting the proposed the-sis. The course of discussion has been focused on the Polish background.


2010 ◽  
Vol 09 (03) ◽  
pp. C01 ◽  
Author(s):  
Nico Pitrelli

This is an introduction to the essays from the Jcom commentary devoted to the statute and the future of research in science communication. The authors have a long experience in international research in this domain. In the past few years, they have all been committed to the production of collective works which are now the most important references for science communication research programmes in the next few years. What topics should science communication research focus on and why? What is its general purpose? What is its real degree of autonomy from other similar fields of study? In other words, is science communication its 'own' field? These are some of the questions addressed by the in-depth discussion in this Jcom issue, with the awareness that science communication is a young, brittle research field, looking for a shared map, but also one of the most stimulating places of the contemporary academic panorama.


2018 ◽  
Vol 3 (4) ◽  
pp. 61
Author(s):  
Silvia Blanca Irimiea

Paradigm changes have occurred in all disciplines and fields of study all the time. The range of variability or change which affected major research areas has also triggered changes in the linguistic research of humanities studies. In the 21st century the pace at which new paradigmatic changes or turns appear has accelerated, with the result that, currently, researchers cannot confine their work to a single approach but need to position themselves simultaneously in relation to a variety of older and more recent turns. Amid these shifts, the present study looks at interactional sociolinguistics and its survival in the 21st century and highlights the reasons why it has given way to other sub-branches of linguistics. Equally, the study seeks to anticipate the possible future of interactional sociolinguistics.


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