Nearly from the start, cinema has registered, dramatized, and produced
images of migration and its attendant anxieties. Indeed, movies have
been fuelled by the movements of peoples thanks to the striking stories
and images these always engender. After glancing at two distinct efforts
in the 1960s in which cinema aimed to capture a mass phenomenon for a
mass audience (one from Classic Hollywood, the other from the periphery
of India), I will interrogate 21st-century strategies to come to terms with
what the art form’s limitations may be. Can cinema get its arms around
something so complex, multidimensional, and contested as migration?
Jia Zhangke’s success in bringing internal Chinese migration to light
may not be easily replicated by filmmakers in other nations faced with
migration issues that cluster at their borders. Perhaps other art forms are
naturally more capable in this regard. To isolate what cinema has done
best, however, I will draw attention to films set on the edges of Europe.
In the Learn By Doing Lab, STEM majors teach hands-on science to third- through eighth-grade students visiting the campus. Participants develop confidence in their ability to teach science and a more positive view of the teaching profession. Participants recognize that the experience builds 21st-century competencies.
Migration in the 21st century is one of the pre-eminent issues of our present historical moment, a phenomenon that has acquired new urgency with accelerating climate change, civil wars, and growing economic scarcities. Refugees and Migrants in Film, Art and Media consists of eleven essays that explore how artists have imaginatively engaged with this monumental human drama, examining a range of alternative modes of representation that provide striking new takes on the experiences of these precarious populations. Covering prominent art works by Ai Weiwei and Richard Mosse, and extending the spectrum of representation to refugee film workshops on the island of Lesvos as well as virtual reality installations of Alejandro G. Iñárritu and others, the chapters included here focus on the power of aesthetic engagement to illuminate the stories of refugees and migrants in ways that overturn journalistic clichés.
This book engages with new ways of understanding language that include other resources and practices and bring to the fore its messiness, unpredictability and interconnectedness. The chapters illustrate how a translingual and transcultural orientation to language can provide a point of entry to reimagining language education in the 21st century.
Even in modern Germany of the 21st century there is still homophobia and other intolerances towards different sexualities and genders. These are also evident in the presence of so-called conversion therapies, which are still offered although there are already legal efforts. Among those groups, the Bund katholischer Ärzte (Association of Catholic Doctors) is a unique curiosity. Although this group is no longer really active, it is currently moving into the German focus again due to criminal charges and reporting in the tabloid press. The aim of this publication is to bring the Bund katholischer Ärzte not only into a more scientific but also into a more international focus. Furthermore, it is an ideal example to show what strange effects homophobia can produce.
<p style="text-align: justify;">The purposes of this study were to explore factors and indicators of life and career skills and to develop a life and career skills in the 21st century test for undergraduate students. This research employed a mixed-method study adopting an exploratory design: instrument development model to generate research tools. This study was divided into two phases; Phase 1 was to explore factors and indicators of life and career skills in 21st century, by using a qualitative method to analyze relevant documents; Phase 2 was the development of a life and career skills in 21st century test by adopting a quantitative method to collect data from students studying in 12 universities of the north-eastern region of Thailand via the test. In the second phase, the data were analyzed by descriptive statistics and Confirmatory Factor Analysis (CFA) Results revealed that the skills consisted of 6 factors and 35 indicators, and the test comprised 105 items. The quality of the test has been examined by five expertise, the reliability of all test items is acceptable, and all 6 factors demonstrated good construct validity. Factor loadings of six factors were 0.7940 -1.7816. This study can be implemented to measure the life and career skills of undergraduate students in any university to obtain data for establishing a policy and plans for maximizing students’ potential to achieve their careers and a happy living in 21st century after their graduation.</p>