Several considerations regarding the online consumer in the 21st century – a theoretical approach

In nowadays' informational society, both the rapid pace development of technology and Internet's heavy influence on everyday's life brought along new characteristics to the 21st century consumer. Accordingly, in this little e-s dominated world, it comes as no surprise that the booming business on the new virtual market, the Internet, triggered the appearance of a new consumer, the online consumer, by far more informed, open to progress and selective. Along with the shifts of the traditional consumer' traits, this aim of this article is to emphasize, on a theoretical basis, the rising importance of the online consumer in the 21st century, and point out its main hallmarks and consumer behavior habits. With Generation Y, not only thriving in the digital era but also prevailing as the most active online shopper, the profile of the 21 st century consumer is defined by a clearly new and enhanced perspective.informational society, Internet, online consumer's behavior, online consumer.

Hitting Refresh: Regulating internet speech in the 21st century

By the mid-1990s, the internet had taken new form outside of its original military applications and became commercially available at an unprecedented rate. Western democracies recognized that such a new frontier, therefore, necessitated regulation. Their shared goal was to restrict objectionable content while simultaneously creating a pathway for this nascent industry to blossom. With this in mind, both the U.S. and European Union enacted linearly different and mutually exclusive regulatory regimes to govern “online intermediaries,” or sites like Facebook and Twitter that merely host the speech of their users. The E.U. enacted aggressive content removal statutes, while the U.S. offered nearly blanket immunity to these sites in the hope that the marketplace of ideas would dilute objectionable content. Using the U.S. and Germany as case studies, this thesis argues that, twenty years later, neither pathway emerged particularly victorious in their quest to curb the dissemination of radicalizing content. I find that the failure under the German preemptive framework derives from a contradictory monitoring obligation and lack of oversight by the European Commission on the state. Conversely, I find that the failure under the American deregulatory framework is rooted in a contradictory allocation of jurisdiction and a lack of oversight by the state upon intermediaries. By scrutinizing the incentive structures of both countries’ regulatory regimes, this thesis challenges the way Western democracies conceptualized and continue to conceptualize the internet and points out how neither extreme has responsively moderated internet speech

Classroom Management: How Important is Authentic Assessment of 21st Century Skills in Biology Education Students?

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills

Internet Advertising : the new frontier in marketing for the 21st Century

http://deepblue.lib.umich.edu/bitstream/2027.42/96906/1/MBA_KleinF_1998Final.pd

Making of an Entrepreneurial University in the 21st Century - Global Universities as a Role Model

This paper looks at what it takes to make a university entrepreneurial in the 21st century, especially with the global trend of Entrepreneurship Education.  Universities need to be entrepreneurial so as to churn out graduates who will create, rather than seek jobs.  The high rate of unemployment globally, calls for this.  The paper focuses on the concept of and economic perspective of Entrepreneurship and Entrepreneurship Education as well as portraying universities as role model in teaching entrepreneurship in the 21st century. The paper finally suggested establishment of Entrepreneurship Centre in each university, fully equipped with resources; internet connectivity and a globally friendly delivery system and assessment for the teaching of Entrepreneurship Education in universities. Keywords: Entrepreneurship Education, Entrepreneurial University, 21st Century, Global universities, Entrepreneurship concepts, Economic perspective, Entrepreneurship Centre, Internet connectivity, Self-employment, Delivery system and assessment

Socio-Economic Mechanisms to Coordinate the Internet of Services: The Simulation Environment SimIS

Visions of 21st century information systems show highly specialized digital services and resources, which interact continuously and with a global reach. Especially with the emergence of technologies, such as the semantic web or software agents, intelligent services within these settings can be implemented, automatically communicating and negotiating over the Internet about digital resources without human intervention. Such environments will eventually realize the vision of an open and global Internet of Services (IoS). In this paper we present an agent-based simulation model and toolkit for the IoS: 'SimIS - Simulating an Internet of Services'. Employing SimIS, distributed management mechanisms and protocols can be investigated in a simulated IoS environment before their actual deployment.Multi-Agent Simulation, Internet, Simulation Tools

ACUTA Journal of Telecommunications in Higher Education

In This Issue Supporting the Technology Enabled Classroom RUNet 2000 Design and Implementation Gourmet Dining in a Fast-Food World: Change and Challenge in 21st Century Telecommunications Organizing the Technology Leadership Function for Universities in the 21st Century Campus Reengineering at the University of Mississippi Supporting Academic Services One-to-One Deny Internet Access? When? Why? How? Institutional Excellence Award: Indiana University Bill D. Morris Award: Ruth Michalecki Columns Intervie

Implementation of 21st Century Learning in Elementary School

This study describes the perceptions and implementation of 21st century learning in elementary schools. This study uses a descriptive qualitative research method. This research is in the form of field research, namely research conducted in real life to find out the specifics and reality of what happened during society at one time—data collection techniques used in this study using observation, interviews, and documentation. The sample used in this study was 25 people, consisting of 5 school principals and 20 madrasah teachers from three provinces, namely Banten, Jakarta and West Java. The results of teacher perceptions of 21st century learning in elementary schools show that as many as 5 people or 20% of respondents said they knew 21st century learning from internet sources, 7 people or 28% said they knew 21st century learning from teacher training, 8 people or 32% knew about learning 21st century from seminars or workshops, 4 people or 16% of respondents from discussions with colleagues, and 1 person or 4% obtained from scientific journals. While implementing 21st century learning in elementary schools is included in the very good category, this can be seen from 96% of teachers who have implemented 21st century learning. Good perceptions of the learning skills possessed by respondents are continuous with the selection of learning models they use, such as problem-based learning, discovery learning, project-based learning, cooperative learning, and direct learning

‘Cavemen in an era of speed-of-light technology’ : historical and contemporary perspectives on communication within prisons

Many prisoners believe that the restricted access they have to computer-mediated communcation (CMC) technologies and, in particular, the almost total absence of computers and Internet access in prisons is a form of censure that renders them second-class citizens in the Information Age. This article examines contemporary rationales and historial precedents for denying prisoners the means to communicate (both with each other and with those outside the prison) and argues that the prevention of communication, a pivotal feature of the Victorian and Edwardian prison regime, represents a significant continuity in the experience of prison life in the 21st Century

Pedagogical and learning strategies for promoting internet information literacy in Singapore secondary school students

Internet information literacy has the potential to open the whole world of knowledge to easy access and use. Computer literacy and Internet readiness alone do not empower the learner to capitalise on the use of the Internet to acquire useful knowledge. Without information literacy, the learner would be overwhelmed not only by the information overload but also by being confronted with the amount of unreliable information posted on the Internet. Therefore this paper looks at how the Internet age might influence the ways that students learn and how to capitalise on it to prepare those students for the digital world of today and how to be empowered for the future challenges of the increasing complexities of tomorrow. The findings indicate that the integration of discipline-specific Internet information literacy into the curriculum is essential before we can enhance student learning using the Internet for resource-based learning. It is also to equip them with relevant information management skills and the ability to learn independently. These are fundamental skills required to become emerging lifelong learners in the midst of an information explosion so as to be able to meet the challenges of the 21st century and the knowledge economy