Incubator successes: Lessons learned from successful incubators towards the 21st century

2013 ◽  
pp. 155-167
Author(s):  
Hanadi Mubarak AL-Mubaraki ◽  
◽  
Michael Busler ◽  
Keyword(s):  
21St Century ◽  
Lessons Learned

K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

Selected Observations and Lessons Learned for 21st-Century Supports for Social Entrepreneurship and Social Enterprises

2020 ◽  
pp. 358-368
Author(s):  
Katharine Briar-Lawson ◽  
Paul Miesing ◽  
Blanca M. Ramos
Keyword(s):  
Economic Development ◽  
21St Century ◽  
Social Entrepreneurship ◽  
Social Protection ◽  
Well Being ◽  
Lessons Learned ◽  
Warning Signs ◽  
Social Enterprises ◽  
Future Research ◽  
Social And Economic Development

Key propositions and recommendations for support of social enterprises and entrepreneurship are presented in this chapter on “Selected Observations and Lessons Learned for 21st-Century Supports for Social Entrepreneurship and Social Enterprises.” These are derived from snapshots of developments in the nations and regions discussed in prior chapters. In addition, warning signs about these innovations are offered. Some recommend more social protection and social supports for social entrepreneurs. Others suggest more, not less, government intervention in support of sustainable social and economic development. Key domains for further exploration include the premises on which social enterprises and social entrepreneurship are built. In addition, more contextual understanding is needed, as well as a balancing of social and economic development for human well-being. Moreover, selected findings for social enterprises and their role in social inclusion and economic development are offered. Lessons learned are highlighted along with recommendations for future research.

scholarly journals Corporate Governance Principles and Sustainability

2017 ◽  
Vol 1 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Hugh Grove ◽  
Maclyn Clouse
Keyword(s):  
Corporate Governance ◽  
21St Century ◽  
Boards Of Directors ◽  
Financial Analysts ◽  
Accounting Standards ◽  
Lessons Learned ◽  
International Accounting Standards ◽  
Short Sellers ◽  
The U.S

With 21st century U.S. frauds destroying well over one trillion of market capitalization and now with Valeant’s 2016 market cap destruction of $86 billion, the question must again be asked: where were the gatekeepers (boards of directors, regulators, sell-side financial analysts, and auditors) to protect investors? Many of these frauds were caught only by short sellers, such as Jim Chanos (shorting Enron in 2000 and Valeant in 2014), Andrew Left (shorting Valeant in 2015), and buy-side financial analysts. Sir David Tweedy, the former chair of the International Accounting Standards Board, has commented: “The scandals that we have seen in recent years are often attributed to accounting although, in fact, I think the U.S. cases are corporate governance scandals involving fraud” (Tweedy, 2007). This paper is a case study using the Valeant $86 billion market cap destruction in 2016 to emphasize the timeless nature of such corporate governance scandals. This scandal was even larger than the infamous $78 billion market cap destruction scandal of Enron which occurred 15 years earlier in 2001. These scandals appear here to stay as the new normal so these gatekeepers should be doing everything they can to analyze the ongoing fraud problems. Accordingly, as a case study, this paper develops lessons learned from this $86 billion Valeant scandal to emphasize the importance of sustainable corporate governance principles as a pathway to avoid malpractices in the future.

scholarly journals Developing strategic plans for an aligned approach to 21st century skills integration

2021 ◽  
Author(s):  
Claire Scoular ◽  
Ian Teo
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Strategic Plan ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Education Systems ◽  
Knowledge Based ◽  
The Pacific ◽  
Innovation And Technology

This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.

Educating Teachers for the 21st Century: Lessons Learned

1999 ◽  
Vol 68 (3) ◽  
pp. 293 ◽  
Author(s):  
Freeman A. Hrabowski ◽  
Diane M. Lee ◽  
John S. Martello
Keyword(s):  
21St Century ◽  
Lessons Learned

scholarly journals The Role of Visual Inspection in the 21st Century

2017 ◽  
Vol 61 (1) ◽  
pp. 262-266 ◽  
Author(s):  
Judi E. See ◽  
Colin G. Drury ◽  
Ann Speed ◽  
Allison Williams ◽  
Negar Khalandi
Keyword(s):  
21St Century ◽  
Visual Inspection ◽  
Past Research ◽  
Vital Role ◽  
Automated Detection ◽  
Lessons Learned ◽  
The Past ◽  
Different Types ◽  
Inspection Process

Visual inspection research has a long history spanning the 20th century and continuing to the present day. Current efforts in multiple venues demonstrate that visual inspection continues to have a vital role for many different types of tasks in the 21st century. The nature of this role spans the range from traditional human visual inspection to fully automated detection of defects. Consequently, today’s practitioners must not only successfully identify and apply lessons learned from the past, but also explore new areas of research in order to derive solutions for modern day issues such as those presented by introducing automation during inspection. A key lesson from past research indicates that the factors that can degrade performance will persist today, unless care is taken to design the inspection process appropriately.

scholarly journals Pain psychology in the 21st century: lessons learned and moving forward

2020 ◽  
Vol 20 (2) ◽  
pp. 229-238 ◽  
Author(s):  
Ida K. Flink ◽  
Silje Reme ◽  
Henrik Børsting Jacobsen ◽  
Julia Glombiewski ◽  
Johan W.S. Vlaeyen ◽  
...  
Keyword(s):  
Health Care Providers ◽  
21St Century ◽  
State Of The Art ◽  
Experimental Studies ◽  
Theoretical Models ◽  
Lessons Learned ◽  
Medical Psychology ◽  
Psychology Research ◽  
Care Providers ◽  
Pain Psychology

AbstractBackground and aimsIn the spring of 2019, Professor Steven J. Linton, the founder of the Center for Health and Medical Psychology (CHAMP) at Örebro University, Sweden, formally retired. As a tribute to his scholarly work covering decades of influence and inspiration to the field of pain psychology, the research center organized a topical conference titled “Pain in the 21st century: Where do we come from and where are we going?”, which resulted in this state-of the-art synthesis. The aim of this declaration is to highlight lessons learned but not in the least is meant to inspire and guide our continued journey forward, developing pain psychology into the 21st century.MethodsSeveral collaborators of Professor Linton have summarized and reflected on the current state-of-the-art of pain psychology from the perspective of his input to the field, as well as on developments from the last years of advancements in pain psychology.ResultsThe topics have been divided into six themed sections covering the fear avoidance model, transdiagnostics, secondary prevention, risk- and protective factors, communication and contextual factors. The sections cover a broad spectrum, from basic experimental studies, integrating emotion and motivational theories into current theoretical models, to applied research on the effect of early interventions as well as sophisticated emotion-focused treatment models for pain patients with concurrent emotional ill-health.ConclusionsThere have been major advancements within pain psychology research during the last decades, moving the field towards a more comprehensive picture, taking emotional and motivational aspects into account to understand pain sufferers. Although psychologically informed interventions in general mainly focus on the individual, it has been put forward that pain management is highly influenced by the surrounding environment, including communication with health care providers, and the occupational and social context.ImplicationsProfessor Steven J. Linton has been at the forefront of pain psychology research during the last decades, and inspired by his work this journey will continue into the 21st century, with the ultimate goal of enhancing the understanding and treatment for all people suffering from persistent and disabling pain.

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