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Clinical relevance: The scientific foundations for clinical contact lens practice are rooted in the ophthalmic literature. This analysis of contact lens papers celebrates contemporary research achievements in the contact lens field.Background: This work aims to assemble contact lens-related publication metrics so as to identify the most impactful papers published so far this century, as well the top countries, authors, institutions and journals.Methods: A search was undertaken of the titles of papers on the Scopus database to identify contact lens-related articles published this century. The ten most highly cited papers were determined from the total list of 4,164 papers found. Rank-order lists by count were assembled for the 'top 25' in each of four categories: authors, institutions, countries and journals. A 20-year subject-specific contact lens h-index (hCL-20-index) was derived for each author, institution, country and journal to serve as a measure of impact in the field. The top 10 constituents (of the top 25) of each category were ranked by hCL-20-index and tabulated for consideration.Results: The most highly cited paper this century is entitled 'Soft contact lens polymers: An evolution', by Nicholson and Vogt. Lyndon Jones is the most impactful author, with a hCL-20-index of 32. The University of New South Wales (Australia) produces the most impactful contact lens-related papers, and the United States is the most highly-ranked country. Optometry and Vision Science is the most impactful journal in the contact lens field.Conclusions: Contact lens materials and lens-associated keratitis are topics of high interest in the contemporary contact lens literature, with an emerging interest in orthokeratology for myopia control and glucose monitoring. Impactful 21st century authors, institutions, countries and journals are identified. Optometry is revealed as the leading profession in relation to the publication of impactful contact lens-related papers. [ABSTRACT FROM AUTHOR]

This paper investigates how conceptions of 'diversity' and 'equity' in U.S. education have become amenable to global neoliberal economic educational discourses that rest on competitive global market demands. The argument outlined in this paper suggests that the approach and knowledge about and for democracy and social justice education, particularly in prominent multicultural education scholarship and practice, is increasingly commodified and risks being embedded in market rationalities. Further, this paper tries to point out the possible dangers of surrendering the goal and scope of multicultural education to neoliberal educational principals, which increasingly mirror a human capital model of society and individual subjectivity. The paper seeks to illustrate how the discourse of neoliberal multiculturalism dictates a commercial and competitive sense of social justice which also further facilitates the repression of political difference—particularly for populations that do not identify with neoliberal educational reforms—while administering mechanisms of social control through neoliberal processes of subjectification. [ABSTRACT FROM AUTHOR]

This paper explores of the current state of blended and online learning opportunities throughout the K-12 world in the United States today. The examination is predicated upon the potential of electronically-mediated learning (e-learning) to effectively prepare students for the demands of 21st Century citizenship because of the affordances of non-traditional learning environments, created by and supported through the blended or online experience, which, in theory, inherently support the growth of critical thinking and a personalized educational experience. Findings include three themes: a call for greater clarity of what is encompassed and/or possible within each modality, a lack of large-scale data for informing decision making and practice, and a great need for professional development that goes beyond training on any isolated skill or understanding but instead focuses on an in-depth reconceptualization of pedagogy and the reality of being a modern, impactful teacher. [ABSTRACT FROM AUTHOR]

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The article focuses on the ethical conflicts in the 21st century university in the U.S. It states that the university is the central part of the western culture as well as the center of controversy, empowerment and dialogue that withstood the violent disturbance of the modern generations. It highlights the unparalleled shifts in higher education both in curricula and the methods of engaging the students within a global context.