Twenty First Century Africa Towards a New Vision of Self-Sustainable Development

1993 ◽  
Vol 36 (3) ◽  
pp. 130
Author(s):  
K. P. Moseley ◽  
Ann Seidman ◽  
Frederick Anang
Keyword(s):  
Sustainable Development ◽  
First Century ◽  
Twenty First Century ◽  
New Vision

Shared Media Histories in the British Isles: Irish-Language Media, 1900–2018

2020 ◽  
pp. 333-355
Author(s):  
Regina Uí Chollatáin
Keyword(s):  
Twentieth Century ◽  
Public Discourse ◽  
English Language ◽  
First Century ◽  
Reading Public ◽  
Irish Language ◽  
Community Journalism ◽  
Professional Recognition ◽  
Twenty First Century ◽  
New Vision

This analysis of content, forums, and writing styles in the Irish language press spans the creation of an Irish reading public in the Irish Revival and Revolutionary period to the literary advances in the mid-twentieth century and the challenges of journalism in a minority language in twenty-first century Ireland. The first Irish language newspaper An Claidheamh Soluis (1899-1932) created a forum for public discourse and literature. Professional recognition aided high standard journalistic practices while provincial periodicals, An Lóchrann (1907), An Crann (1916), An Stoc (1917) and An Branar (1919) also brought new vision to an embryonic Irish language press. Despite a minority reading public, the Irish language print press carved its niche during the twentieth century and the English language press was a valuable ally in creating a modern Irish literature. Transnational journalism re-emerged in the 1980s with Domhnall Mac Amhlaigh’s columns from Liverpool published in the Irish Times. Foinse (1996) and Lá (1980) demonstrate that professional and community journalism had come of age by the end of the twentieth century. A necessary change of direction ensured that online journals, Beo.ie, Nósmag and Gaelscéal flagged a new era in twenty-first century Irish language journalism providing international dimensions.

scholarly journals Challenges of Mathematics in Economic Development in the Twenty-First Century: Implications for Tertiary Education

2020 ◽  
pp. 20-25
Author(s):  
Marcel P. Agah
Keyword(s):  
Sustainable Development ◽  
Tertiary Education ◽  
First Century ◽  
Technological Advancement ◽  
Mathematics Students ◽  
Economic Prosperity ◽  
Twenty First Century ◽  
The Right ◽  
Technological World

This paper examines the vital importance and significance of Mathematics to the culture of the modern Technological world with particular reference to the role of Mathematics for the achievements of the Economic Goals in the twenty-first century. It takes account of the curriculum, pedagogy of teaching, enrolment and teaching facilities. Besides, suggestions for the improvement of the situation to enable mathematics and mathematicians meet up the challenges of our economic goals are made. It concludes by stressing for a more relevant Mathematics and a greater exposure of Mathematics students to the application of the discipline such that they can contribute more meaningfully to the development of our-nation. Nigeria like all other nations aspires towards technological advancement and economic prosperity in order to attain sustainable development in the twenty-first century. Such aspiration can only materialize when the right education is made available to lay the foundation for the manpower that will steer the country forward.

scholarly journals The Modern Periphery-Making Machine in the Early Twenty-First Century

2020 ◽  
Vol 65 (3) ◽  
pp. 507-518
Author(s):  
Alberto Alonso-Fradejas
Keyword(s):  
Sustainable Development ◽  
Well Being ◽  
First Century ◽  
Careful Examination ◽  
Development Models ◽  
Technological Differences ◽  
Early Twenty ◽  
Twenty First Century ◽  
Environmentally Sound ◽  
Business As Usual

AbstractCultural, discursive, and technological differences notwithstanding, the peripheralization effects of plantation agriculture-based development pathways seem to be as vibrant today as during the height of the modern era's imperialism. This, at least, is what Bosma suggests, and I fully agree with him. The plantation, that modern labour-expelling periphery-making machine, is alive and kicking hard amid convergent socioecological crises nowadays. And this is an analytically but also politically salient phenomenon. Most often, development models which rely on predatory extractivism not only leave the majority of the population behind the well-being bandwagon, thereby turning a deaf ear to the pledge of the 2030 Agenda for Sustainable Development to “leave no one behind”; they also erode the ecological base, socioeconomic fabric, and institutions that enable more just and environmentally sound life projects to blossom. Thus, the careful examination of the complex and generative interplay between the model and intensity of resource extractivism and the broader political economy, as developed by Bosma in The Making of a Periphery, calls into question any non-transformative climate stewardship and sustainable development efforts, like the “business as usual” one represented by the flex crops and commodities complexes of the twenty-first century.

scholarly journals Empfehlungen zur Förderung einer performativen Lehr-, Lern- und Forschungskultur an Hochschulen

2018 ◽  
Vol XII (2) ◽  
pp. 47-51
Author(s):  
Bärbel Jogschies ◽  
Manfred Schewe ◽  
Anke Stöver-Blahak
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
First Century ◽  
Development Goals ◽  
Twenty First Century ◽  
Lehre Und Forschung

The twenty-first century is the century of the performative.1 Claire Colebrook (2018) Eine performative Lehr-, Lern- und Forschungskultur kann überall dort entstehen, wo die Fachwissenschaft bzw. Fachdidaktik in einen konstruktiven Dialog mit den performativen Künsten eintritt. Die Herausforderungen des 21. Jahrhunderts (vgl. die Sustainable Development Goals der UN)2 erfordern kreative Lösungen. Kreativität wird aber bislang an Hochschulen nicht ausreichend gefördert, eine künstlerisch orientierte Neuausrichtung in Lehre und Forschung ist dringend erforderlich. Bereits auf den UNESCO-Weltkongressen Lissabon 2006 und Seoul 20103 wurde dazu aufgerufen, die Rolle der Künste in der Bildung zu stärken. Allerdings hält sich die Umsetzung dieser Empfehlungen bisher sehr in Grenzen. Kognitionswissenschaftliche Studien belegen die tiefere und langfristige Verankerung von Inhalten durch die Verwendung performativer Lehr- und Lernformen4. Sie führen zu besseren und kreativeren Studienergebnissen, die Studierenden identifizieren sich stärker mit ihrem Studium, das allgemeine Engagement innerhalb der Hochschulen steigt, die Abbruchquoten sinken, die universitäre Ausbildung gewinnt an Komplexität und Praxisnähe und die Absolventen und Absolventinnen haben bessere Vermittlungschancen. Auf dem 6. Scenario Forum Symposium am 21. und 22. September 2018 in Hannover unter dem Titel Universitäten auf dem Wege zu einer performativen Lehr-, Lern- und Forschungskultur? verständigten sich die teilnehmenden Hochschullehrenden darüber, was unter einer performativen Lehr-, ...

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