Creative Rebellion for the Twenty-First Century

Part I THE SOCIOLOGICAL PERSPECTIVE 1 Discovering Sociology What Is Sociology? Sociology and Critical Thinking The Development of Sociology Contemporary Sociology Looking to the Future: Sociology in the Twenty-First Century 2 Doing Sociology Globalization, Diversity, and Types of Knowledge Sociology and Scientific Knowledge Types of Research and Research Designs The Relationship between Theory and Methods Social Research and the Media Looking to the Future: Social Research in the Twenty-First Century Part II THE SOCIAL FRAMEWORK 3 Culture and Society What Is Culture? Components of Culture Ethnocentrism and Cultural Relativism Globalization and Cultural Diversity Sociological Approaches to Culture Looking to the Future: Culture in the Twenty-First Century 4 Socialization The Socialization Process Major Agents of Socialization: A Global View Socialization and the Life Course Desocialization and Resocialization Understanding Socialization: A Comparative Analysis Looking to the Future: Socialization in the Twenty-First Century 5 Social Interaction in Everyday Life Social Structure Social Interaction Sociological Approaches to Interaction in Everyday Life Looking to the Future: Social Interaction in the Twenty-First Century 6 Social Groups and Organizations Social Groups Formal Organizations Bureaucracies Media Organizations and Change Looking to the Future: Groups and Organizations in the Twenty-First Century Part III SOCIAL DIFFERENTIATION AND INEQUALITY 7 Deviance and Conformity Defining Deviance and Conformity: A Global View Popular Explanations for Deviance Sociological Analysis of Deviance and Conformity Deviance, Conformity, and Social Control Looking to the Future: Deviance and Conformity in the Twenty-First Century 8 Social Stratification and the USClass System Understanding Social Stratification Systems of Stratification Determining Social Class Ranking Social Classes in the United States Poverty: Media Images and Reality Social Class in the United States: Myth and Reality Perspectives on Social Stratification Looking to the Future: The US Class System in the Twenty-First Century 9 Global Stratification Globalization and Economic Development Global Stratification and Quality of Life Explaining Global Stratification Transnational Corporations: The Making of New Haves and Have-Nots Looking to the Future: Global Stratification in the Twenty-First Century 10 Race and Ethnicity Understanding Race and Ethnicity in a Global Society Prejudice Discrimination Dominant-Minority Group Relations Race and Ethnic Diversity in the United States Looking to the Future: Race and Ethnic Relations in the Twenty-First Century 11Sex and Gender Sex and Gender in a Global Society Explaining Gender Differences Sexism: Inequality Based on Sex and Gender Feminism: The Struggle for Gender Equality Looking to the Future: Sex and Gender in the Twenty-First Century 12 Age and the Elderly Gerontology: The Study of Aging Aging and Diversity: A Global Perspective Growing Old in American Society Sociological Explanations of the Aging Process Looking to the Future: The Graying of America in the Twenty-First Century Part IV SOCIAL INSTITUTIONS 13 Families What Is a Family? Family Diversity: A Global Portrait Sociological Approaches to the Family US Families: In the Life Course US Families: A Portrait of Social Diversity Looking to the Future: Families in the Twenty-First Century 14 Education Education in a Global Society The Role of Education: A Functionalist Perspective Education and Social Stratification: A Conflict Perspective Education and Everyday Life: An Interactionist View Contemporary Trends in American Education Looking to the Future: Education in the Twenty-First Century 15 Religion Defining Religion Global Religious Diversity The Social Organization of Religion Religion and Society: Three Perspectives Religious Movements in Focus Religion and the Media Religious Diversity in the United States Looking to the Future: Religion in the Twenty-First Century 16 Politics and War Power and Politics Types of Authority Politics and Influence Globalization and Political Systems Democracy: American Style War, Nuclear War, and Society Peace Organizations and Peace Movements Looking to the Future: Global Politics in the Twenty-First Century 17 The Economy and Work Sociology and the Study of the Economy The Global Economy The American Economy and Work Work as a Social Phenomenon Taking a Closer Look at the Economy and Work Looking to the Future: The Economy and Work in the Twenty-First Century 18 Health and Medicine Health and Sickness: A Global View Health and Sickness in the United States Medicine and Health Care: A Cross-Cultural View Medicine and Health Care in the United States Looking to the Future: Health and Medicine in the Twenty-First Century Part V SOCIAL CHANGE 19 Population, Urbanization, and Ecology Demography and Global Population Population Growth The Growth of Cities and Urbanization Urban Sociology and Human Ecology Human Ecology and the Environment Looking to the Future: Population, Urbanization, and Ecology in the Twenty-First Century 20 Social Change, Collective Behavior, and the Future What Is Social Change? Sociological Approaches to Social Change Collective Behavior Social Movements Looking to the Future: The Media, Social Change, and Life in the Twenty-First Century Glossary Bibliography Name Index Subject Index Photo Credits Text Credits

“Internet + Education” Strategy Under the Epidemic: Digitalization, Financialization and Integration

Sociology: Making Sense of the Social World

Strategies for designing an efficient insurance fertility benefit: a 21st century approach

Background and Aims: The world in the 21st century has undergone marked changes from the 20th century, especially in the advancement of digital technology. This makes our world noticeably borderless or narrower. This change has a huge impact on all sectors. Including administration in educational institutions in the new era educational administrators in the 21st century must therefore play an important role in setting directions, policies, and leading educational institutions to success. With outstanding characteristics such as high intellectual skills professionalism in management Having a creative mind, a good attitude, and a broad vision. This research has the following objectives: (1) Study the level of skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. (2) Compare the level of opinions of personnel on the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Classified by educational level, position, and work experience. (3) Study guidelines for developing the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Methodology: The sample group used in the research was 348 personnel under the Office of the Vocational Education Commission, Pathum Thani Province, in the academic year 2023, which were obtained by stratified random sampling. The research instrument consisted of a questionnaire that was a 5-level rating scale with an IOC value in the range of 0.80 - 1.00 and a confidence value of 0.88. In addition, a structured interview was used as a secondary tool to supplement additional information. For the statistics used in data analysis, such as frequency, percentage, mean, and standard deviation, T-test, F-test and pairwise difference test using Scheffe' method. Results: The results of the research found that (1) skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province overall, it was at the "high" level. When considering each aspect, it was found that the skills of school administrators in the 21st century were at the "high" level in every aspect. (2) Results of a comparative analysis of the skills of school administrators in the 21st century, classified by educational level, position, and work experience found that: 1) Skills of educational institution administrators according to educational level and position Overall, the differences were statistically significant at the .05 level. 2) Skills of school administrators according to work experience. Overall, they are not different. (3) Guidelines for developing the skills of school administrators in the 21st century. It was found that administrators organized workshops to provide teachers with knowledge and understanding about using the curriculum. As well as developing a competency-based teaching curriculum in collaboration with business establishments and outside agencies. There is also personnel development to create innovations, technology, and inventions for teaching and learning. Use technology to learn and there are adequate learning resources with information technology systems available Promote and support teachers and instructors to have knowledge and understanding and be able to follow measurement and evaluation regulations correctly. Conclusion: Skills of educational administrators in the 21st century. Administrators understand principles and concepts. management theory Able to apply and manage according to the situation effectively, able to manage resources efficiently, systematically and to maximum benefit.

The election of 1996 was the twenty-fifth, and last, of the twentieth century. America stood at a crossroads between what Henry R. Luce had once christened “the American century”1 and a new century about which many Americans were somewhat apprehensive. For President Clinton seeking reelection in that year the decisive question was whether to look back to the presumed glories of this American Century or to look forward with anticipation to the new century, less than four years away. The president decided on the latter approach and sought to portray this vision in terms of a bridge. Indeed, he would use the metaphor so often in his campaign speeches that he might have been in line for the Isambard Kingdom Brunel memorial award.2 Clinton’s acceptance speech at the Democratic Convention in Chicago in late August set the tone. Having depicted his opponent, the 73-year-old Republican senator Bob Dole, as wanting to build “a bridge to the past,” the president countered: But with all respect, we do not need to build a bridge to the past; we need to build a bridge to the future. And that is what I commit to you to do. So tonight, let us resolve to build that bridge to the twenty-first century … I ask all our fellow citizens to join me and to join you in building that bridge to the twenty-first century … I want to build a bridge to the twenty-first century in which we expand opportunity through education… I want to build a bridge to the twenty-first century in which we create a strong and growing economy … I want to build a bridge to the twenty-first century that ends the permanent underclass … I want to build a bridge to the twenty-first century where our children are not killing other children any more … I want to build a bridge to the twenty-first century with a strong American community… I want to build a bridge to the twenty-first century with a clean and safe environment… I want to build a bridge to the twenty-first century that makes sure we are still the nation with the strongest defense … My fellow Americans, let me say one last time, we can build our bridge to the twenty-first century if we build it together and if we’re willing to walk arm in arm across that bridge together.3

Objective: This study aims to determine the influence of blended learning and inquiry based learning on students' 21st-century thinking ability in learning in schools. Method. This research is a type of meta-analysis research. Data is obtained through the google scholar database; ScienceDirect, Wiley and ERIC. Obtained 26 articles analyzed. The research data was analyzed with the help of the JASP application by presenting the results of the heterogeneity, publication bias, effect size, funnel plot and forest plot test results. Results: The application of blended learning and inquiry-based learning models can improve students' 21st-century thinking skills compared to conventional models (g= 1.062; 95% CI 0.45; 0.93; p < 0.001) Analysis of moderator variables shows that the variation of models, education levels, subjects, and skills of the 21st century has a significant influence. These findings explain that blended learning and inqyiry based learning models are effectively used to improve students' 21st-century thinking skills in schools.. Novelty: Blended Learning and Inquiry-Based Learning, into a single meta-analysis framework that focuses on developing students' 21st century thinking skills. Not only does it measure the effectiveness of each model, but it also comprehensively evaluates the synergistic impact of the two on students' critical, creative, communication, and collaborative thinking aspects.

The purpose of this article is to analyze the nature of the symbol in a work of art. To achieve this goal, it is necessary to solve the following tasks: to study the theoretical foundations of the symbol, to consider this concept from different points of view, to determine the nature, signs of the symbol, to analyze the color symbolism in the lyrical texts of the authors of the XX – XXI centuries, using the example of yellow color. The object of research is the nature of the symbol, its role, and analysis in poetic texts of the XX – XXI centuries. He examines in detail such topics as: consideration of different points of view on the nature of the symbol; definition of the symbol, its properties in works of art; polyphony and dualism of the symbol; analysis and interpretation of color symbols in poetic texts of the XX – XXI centuries, using the example of yellow and its shades. The research is based on synthesizing, comparative methods, as well as on the analysis of a literary text with elements of comparative typological analysis. The scientific novelty lies in the fact that it analyzes the nature of the symbol in Russian poetry of the XX – XXI centuries on the basis of color symbols, namely yellow. The main conclusions of the study are: the symbol is closely related to the sign and the artistic image, but it is absolutely not identical to them, the symbol is multifaceted. The nature of the symbol is both dualistic and polyphonic. The dualism of the symbol lies in the fact that it consists of two components: material and spiritual. A material object, phenomenon, or condition hides an abstract concept that is not always related to the meaning of the object itself. The polyphony of a symbol consists in the fact that it can acquire a different sound and meaning in each artistic text, visual and expressive means help the reader to interpret a particular symbol. It can perform several functions in a work of art, and may have different meanings in each context.

The youth of the present generation are faced with issues that are beyond their control. These issues are as a result of the changing world. The present world of technology, the social media, and busy family life have created a gap between children and their parents, thereby making it difficult for the two parties to relate mutually. Incidentally, the church is not immune to the challenges bedeviling the contemporary world. One of the ways by which the church is negatively affected is in the aspect of mentoring. From the Apostles’ days, mentoring process has been an effective way of helping and developing young Christians. However, the gap created between the older members and the young people in the Church through the advance in technology and human communication is somewhat rendering mentoring of little or no effect for achievement of mission goals in the 21st century. To ensure the trend does not hinder this generation from transmitting the apostolic values, which the preceding generations earnestly fought to sustain and carefully handed down to the succeeding generations, to those coming behind them, particularly in the Seventh-day Adventist Church, Nigeria, something drastic must be done. It is against this backdrop this paper sets out to review the concept of mentoring in Christendom in the 21st Century from the perspective of the Seventh-Day Adventist Church in Nigeria. It therefore evaluates the extent the prevalent relationship realities between the older individuals and the youth have hindered productive mentoring processes and discouraged sustainable youth development in the church.

Whereas diplomacy in international relations still remain to be the use of negotiations and discussions in the daily interactions of states and non – state actors, the former takes precedence without a minimalist approach to what the former brings to diplomacy in the world system. The imperative of diplomacy has spread from its inception to the contemporary pitting its practicality with what the discipline ought to be. In this scenario, the traditionally big states seem to be cognizant that the ‘small states’ have a central place for proper global balance of power and to their success. This robust – dynamic nature of diplomacy creates crossroads of a kind in the 21 st Century. In this matrix, this paper would want to interrogate the central idea by; examining changes in diplomacy through to the 21 st Century, assess the systemic vis a vis practical attributes of diplomacy in global power play of the 21 st Century, and finally to establish possible strategies that ‘small states’ can take in their diplomacy in the 21 st Century. At the end of this discourse, the field of diplomacy will have been enriched by suggestions that diplomacy as a practice and a language among modern states is about what works – this being the reason for its constant change. The study will also underscore that ‘small state diplomacy’ is bound to re-ignite the Westphalian principle of equality of states in the 21 st Century despite size and other dispositional attributes of states. The exigency/flashpoint of the 21 st Century is its proneness to being an open field for practical purposes due to technology explosion. Keywords: Diplomacy, Practical Diplomacy, Small State Diplomacy, Global Power Play, Traditional Diplomacy, Modern Diplomacy, 21 st Century Diplomacy DOI: 10.7176/IAGS/83-04 Publication date: June 30 th 2020

Possible changes in the climate characteristics of the Northern Hemisphere in the 21st century are esti� mated using a climate model (developed at the Obukhov Institute of Atmospheric Physics (OIAP), Russian Acad� emy of Sciences) under different scenarios of variations in the atmospheric contents of greenhouse gases and aero� sols, including those formed at the OIAP on the basis of SRES emission scenarios (group I) and scenarios (group II) developed at the Moscow Power Engineering Institute (MPEI). Over the 21st century, the global annual mean warming at the surface amounts to 1.2-2.6°C under scenarios I and 0.9-1.2°C under scenarios II. For all scenarios II, starting from the 2060s, a decrease is observed in the rate of increase in the global mean annual nearsurface air temperature. The spatial structures of variations in the mean annual nearsurface air temperature in the 21st cen� tury, which have been obtained for both groups of scenarios (with smaller absolute values for scenarios II), are sim� ilar. Under scenarios I, within the extratropical latitudes, the mean annual surface air temperature increases by 3- 7°C in North America and by 3-5°C in Eurasia in the 21st century. Under scenarios II, the nearsurface air tem� perature increases by 2-4°C in North America and by 2-3°C in Eurasia. An increase in the total amount of pre� cipitation by the end of the 21st century is noted for both groups of scenarios; the most significant increase in the precipitation rate is noted for the land of the Northern Hemisphere. By the late 21st century, the total area of the nearsurface permafrost soils of the land of the Northern Hemisphere decreases to 3.9-9.5 10 6 km 2 for scenarios I and 9.7-11.0 × 10 6 km 2 for scenarios II. The decrease in the area of nearsurface permafrost soils by 2091-2100 (as compared to 2001-2010) amounts to approximately 65% for scenarios I and 40% for scenarios II. By the end of the 21st century, in regions of eastern Siberia, in which nearsurface permafrost soils are preserved, the charac� teristic depths of seasonal thawing amount to 0.5-2.5 m for scenarios I and 1-2 m for scenarios II. In western Sibe� ria, the depth of seasonal thawing amounts to 1-2 m under both scenarios I and II.

Reviewed by: Language in the twenty-first century: Selected papers of the millennial conferences of the Center for Research and Documentation on World Language Problems, held at the University of Hartford and Yale University ed. by Humphrey Tonkin and Timothy Reagan Janne Skaffari Language in the twenty-first century: Selected papers of the millennial conferences of the Center for Research and Documentation on World Language Problems, held at the University of Hartford and Yale University. Ed. by Humphrey Tonkin and Timothy Reagan. (Studies in world language problems 1.) Amsterdam: John Benjamins, 2003. Pp. 209. ISBN 1588113841. $59.95. Approximately half of the languages of the world are endangered, while the role of one language is growing more and more dominant. This volume highlights questions of linguistic diversity, English as a world language, foreign language teaching, and the linguistic consequences of globalization. Between the editors’ introduction and the conclusion by Kurt E. Müller, the book contains eleven papers (eight to twenty pages each), regrouped below. The shared bibliography has about four hundred entries. Several contributors acknowledge the possible roles of linguists in maintaining linguistic diversity, from the merely scholarly to the political (see the Ken Hale-Peter Ladefoged debate, Language 68, 1992). The description/advocacy dilemma is prominent in ‘The “business” of language endangerment: Saving languages or helping people keep them alive?’ by Luisa Maffi, who proposes an active but ethical role for researchers. Another recurring concern is the role of English in the world. In ‘Global English and the non-native speaker: Overcoming disadvantage’ Ulrich Ammon discusses the problems of nonnative speakers of English and suggests developing a nonlocalized, multinational variety of English to improve their status. In ‘Contexts and trends for English as a global language’, Paul Bruthiaux examines the possible future competitors of English, noting that Chinese especially may have considerable potential. Some of the papers explore language issues in selected geographical contexts: ‘Development of national languages and management of English in East and Southeast Asia’ by Björn H. Jernudd, ‘Equality, maintenance, globalization: Lessons from Canada’ by Jacques Maurais, and ‘Maintaining linguodiversity: Africa in the twenty-first century’ by Alamin M. Mazrui. In ‘Language and the future: Choices and constraints’, John Edwards reminds us that state languages are not always much safer than stateless ones. Mark Fettes calls for more global perspectives on language issues in ‘Interlingualism: A world-centric approach to language policy and planning’. Such an approach could be promoted in several ways, ranging from technological innovation to Esperantism. The last three papers focus on education. Teresa Pica’s ‘Language education in the twenty-first century: A newly informed perspective’ deals with new, classroom-based approaches to language teaching. In ‘Language and language education in the United States in the twenty-first century’, Timothy Reagan presents two scenarios for American language teaching: a strict English-only option vs. genuine multilingualism. Finally, the answer to Humphrey Tonkin’s title question ‘Why learn foreign languages? Thoughts for a new millennium’ includes such justifications as self-understanding, the acquisition of social skills, and freedom. This is an engaging and accessible book by language experts who are not exclusively linguists. As is typical in such collections, the papers vary in both approach and quality. While some present language-political speculations, others read more like research reports. The volume as a whole is thought-provoking and its concerns are relevant for anyone working with languages. Janne Skaffari University of Turku Copyright © 2006 Linguistic Society of America

ABSTRACTContrary to educational policy and research assumptions about an immanent ‘twenty-first century’ future, this article uses the concept of ‘sociotechnical imaginaries’ to trace how nonprofit actors in California invented and materialized distinctive visions of educational progress. Drawing on interview and ethnographic fieldnote data, I illustrate two contrasting sociotechnical visions: A Silicon Valley vision that aimed to reduce inequalities in test-based outcomes by disseminating ‘achievement technologies’; and an Oakland vision that aspired to address systemic environmental, economic and educational inequities using ‘civic technologies’. The diversity of these futures, and the distinctive kinds of digital technologies that co-produced these visions, trouble assumptions about ‘technology’ as an unquestioned good and problematize constructions of the ‘twenty-first century’ as an ostensibly shared, democratic future. I conclude by encouraging educational researchers to clarify a politics of the ‘twenty-first century’ and explore how ‘bounded imaginaries’, like those evident in the Oakland case, offer a potentially fruitful basis for reframing global education technology policies.

The emergence of the 4.0 industrial revolution requires university graduates to have 21st-century thinking skills that can support them to compete globally. However, the low 21st-century thinking skills of prospective teachers in the group of ways of thinking (critical thinking, problem-solving, and decision making) make the learning process should be able to train and develop these thinking skills. One way to train prospective teachers' 21st-century thinking skills is through the textbooks used in lectures. This study aims to develop textbooks based on socioscientific issues on the topic of Sustainable Development Goals (SDGs). This study used the RD research method with ADDIE design which is composed of 5 stages: Analyze, Design, Develop, Implement, and Evaluate. textbooks were applied at the implementation stage by involving second-semester prospective teachers who contract Environmental Knowledge courses. The instruments used in this study included textbook validation sheets and essay tests. The validation results were analyzed using descriptive analysis, while the essay test results were analyzed using SPSS. The results of the study showed that the socioscientific issues-based textbooks on the SDGs topic received a very good expert assessment and had met the standards of the appropriateness of the content, language, graphics, presentation, and socioscientific issues. Prospective teachers' 21st-century thinking skills in the group of the way of thinking also improved significantly after using socioscientific issues-based textbooks. These indicated that the textbooks which have been developed were effective in practicing the 21st-century thinking skills of prospective teachers.

The Nursing profession: tomorrow and beyond