scholarly journals Soft Skills and Positive Attitude : Science of Bridging Gap

2019 ◽  
Vol 9 (2) ◽  
pp. 1301-1304
Keyword(s):  
Positive Attitude ◽  
Soft Skills ◽  
Real Life ◽  
Negative Attitude ◽  
First Century ◽  
Job Placement ◽  
The Real ◽  
Hard Skills ◽  
Twenty First Century ◽  
Twenty First Century Skills

Soft skills are those essential traits and expertise that must be acquired by every person to be successful in life. These abilities, traits or skills are also most popularly called people’s skills and in recent times, also known as twenty first century skills. It is proven that the hard skills or the academic or professional qualifications maybe an inevitable component of any kind of employment or job placement but the success of a person depends upon the soft skills he has. Research has shown that attitude of the pupils and development or enhancement of these skills is correlated. The attitude is different in each individual and therefore the real life application of these skills is also varied. The study undertaken endeavours to find out the correlation between the positive attitude and negative attitude of the students towards soft skills and the real life application of it.

scholarly journals Fiction Strengthens Research: A Review of Patricia Leavy's Fiction as Research Practice: Short Stories, Novellas, and Novels

2014 ◽  
Author(s):  
Richard Rogers
Keyword(s):  
Qualitative Research ◽  
Short Stories ◽  
Visual Art ◽  
Real Life ◽  
First Century ◽  
Research Practice ◽  
Research Writing ◽  
Arts Based Research ◽  
Twenty First Century ◽  
Twenty First Century Skills

Arts-based research (ABR) is a form of qualitative research that includes genres such as poetry, music, theatrical scripts, visual art, novels, and short stories. Fiction-based research is one type of ABR that utilizes the strength of fiction to connect with readers and to portray real life and genuine human experiences. The author, Patricia Leavy, wrote a text that thoroughly explains the meaning and evaluation of fiction-based research. In addition, she provides exemplar pieces and uses her eight criteria to assess the research. Lastly, the text explains why fiction is an important pedagogy to use with students. Twenty-first century skills and love of research, writing, and reading are important components to fiction-based research.

Great Poets Do Not Die: Maggie Gee’s Virginia Woolf in Manhattan (2014) As Metaphor For Contemporary Biofiction

2020 ◽  
pp. 399-411
Author(s):  
Bethany Layne
Keyword(s):  
New York ◽  
Recent Work ◽  
Virginia Woolf ◽  
Ethical Issues ◽  
Real Life ◽  
First Century ◽  
Keynote Address ◽  
The Real ◽  
Michael Cunningham ◽  
Twenty First Century

This chapter takes as its subject Maggie Gee’s novel Virginia Woolf in Manhattan (2014), which imagines what might transpire if Woolf were to be resurrected in twenty-first-century New York. She is conjured by the fictitious novelist Angela Lamb, who is visiting the Berg Collection in preparation for a keynote address at an international Woolf conference. As a contemporary novelist who recalls her subject to life, lends her clothing and helps her to sign her name, Angela is symbolic of the real-life novelists who recreated Woolf in their own image and reinterpreted her works in line with their respective versions. The chapter thus contends that Gee’s recent manifestation of Woolf-inspired biofiction may be read successfully as an extended metaphor for the twenty-year-old subgenre. This originated with Sigrid Nunez (1998) and Michael Cunningham (1998) and extends to recent work by Priya Parmar (2014) and Norah Vincent (2015). The chapter first examines issues of content, focusing on Gee’s presentation of Woolf’s suicide and sexuality. The discussion is then expanded to think critically about Woolf-inspired biofiction as a subgenre, particularly the ethical issues attendant on its invasion of the subject’s privacy.

The Role of Education Colleges in Yemeni Universities to Develop Twenty-First Century Skills among Students

2021 ◽  
Vol 14 (47) ◽  
pp. 103-130
Author(s):  
عبد الغني أحمد علي الحاوري ◽  
محمد عبد الله حسن حميد
Keyword(s):  
Creative Thinking ◽  
Effective Communication ◽  
First Century ◽  
Self Management ◽  
Colleges Of Education ◽  
Use Of Technology ◽  
Study Results ◽  
Twenty First Century ◽  
Twenty First Century Skills

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah.  The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention.  The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology. Keywords: role, education college, skills, twenty-first century, Yemeni universities.

Assessment Instruments for Twenty-First Century Skills

2016 ◽  
pp. 163-192 ◽  
Author(s):  
Samuel Kai Wah Chu ◽  
Rebecca B. Reynolds ◽  
Nicole J. Tavares ◽  
Michele Notari ◽  
Celina Wing Yi Lee
Keyword(s):  
First Century ◽  
Assessment Instruments ◽  
Twenty First Century ◽  
Twenty First Century Skills

Towards a Paradigm Shift in Education Practice: Developing Twenty-First Century Skills with Design Thinking

2012 ◽  
pp. 71-94 ◽  
Author(s):  
Christine Noweski ◽  
Andrea Scheer ◽  
Nadja Büttner ◽  
Julia von Thienen ◽  
Johannes Erdmann ◽  
...  
Keyword(s):  
Paradigm Shift ◽  
Design Thinking ◽  
First Century ◽  
Education Practice ◽  
Twenty First Century ◽  
Twenty First Century Skills

Black Diasporic Gothic

2019 ◽  
pp. 289-303
Author(s):  
Maisha Wester
Keyword(s):  
Nineteenth Century ◽  
Cultural History ◽  
African Diaspora ◽  
Black Writers ◽  
Knowledge Systems ◽  
First Century ◽  
The Real ◽  
Twenty First Century

Black Diasporic Gothic can trace its origins back to the nineteenth century at the height of the Gothic’s appearance, when many black writers began to appropriate the genre to describe the real horrors of existence within racially oppressive and enslaving societies. However, many twenty-first-century Black Gothic texts suggest that modifying traditional Gothic monsters is not enough to create subversive work.Rather modern texts such as Jeremy Love’s Baypu (2009-10), Helen Oyeyimi’sWhite is for Witching (2009) and Jordan Peele’s Get Out (2017) force Western readers out of their region and tradition entirely by introducing monsters from the African Diaspora, creatures recording the horror of physical and cultural theft even as they demand recognition of a pre-encounter cultural history. In each text, marginalised characters are able to recognise, define and combat monstrous assailants primarily because they exist outside of dominant ideological systems. Thus twenty-first century Black Gothic texts posit the existence of radically alternative, and ultimately liberating, knowledge systems within marginalised locations.

Marry Me?

Love, Inc. ◽  
2019 ◽  
pp. 83-112
Author(s):  
Laurie Essig
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
First Century ◽  
Financial Resources ◽  
The Real ◽  
Early Twentieth Century ◽  
Real Change ◽  
History Of ◽  
Twenty First Century ◽  
Diamond Ring

Getting engaged now requires more emotional and financial resources than ever before. Here Essig traces the history of engagements from the birth of companionate marriages in the nineteenth century to the invention of rituals like the bended knee and fetish items like the diamond ring in the early twentieth century. But the real change happened at the beginning of the twenty-first century, as engagements became “spectacular,” requiring not just highly staged events but also highly produced videos and images that could then be disseminated to the larger world.

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