Chinas Managed Float Essay Example for Free

Chinas Managed Float Essay The  RMB  is  unlikely  to  be  floated  freely  in  the  near  term  as  the  countrys  economyfaces  internal  difficulties  during  its  reform  drive  and  external  uncertainties  of  the  globaleconomy,  the  report  quoted  Xia  Bin,  a  member  of  the  monetary  policy  committee  of  thePeoples  Bank  of  China  (PBOC),  or  the  central  bank,  as  saying. To  create  a  relatively  stable  exchange  rate  formation  environment,  the  governmenthas  to  gradually  open  its  capital  market,  so  the  RMB  can  not  go  global  too  soon,China  moved  to  shift  from  a  conventional  dollar  peg  system  to  a  managed  floatingexchange  rate  system  in  2005,  which  means  the  central  bank  now  does  not  link  theyuan  only  to  the  U. S. dollar. Chinas  RMB  go  global  drive  requires  totally  free  exchange  of  the  yuan,  which  meansthe  regulation  of  capital  accounts  should  be  fully  opened,  and  that  exchange  rates  willbe  largely  determined  by  the  demand  and  supply  in  both  domestic  and  global  markets. But  the  country  can  not  handle  this  at  its  current  stage  of  economic  development,  Xiasaid. Xia  suggested  that  the  government  should  well  coordinate  policies  concerning  theexchange  rate,  capital  management  and  reform  while  matching  the  reform  of  itsexchange  rate  policy  with  that  of  capital  management  during  the  RMBs  regionalizationprocess.

People With Substance Abuse Problems

People With Substance Abuse Problems Why People Develop Problems with Substances   Psychological and sociological theories as to why people develop problems with substances and their application vary; some theories relate to genetics others to the environment. Most Theories focus on particular features of the rate of drug use: Illicit drugs, Alcoholism, Addiction, The drug experience-how and why people use them, Individuals, Society, Career. Social learning is just one of the theories that try to explain the use of substance misuse. A degree of difference is found in societys attitudes and behaviours. Learning depends on priority, intensity, time and involves practice, motivation, attitude, and meaning. (Edwin Sutherland 1939). Thinking about different theories on behaviour can help us to understand why and how some people have substance problems, for example, Behavioral theories: behavioural psychology or behaviourism is based on all behaviours being learned through conditioning. Cognitive theories:focus on internal thoughts such as motivation, attention, decision making and problem solving. Developmental theories: think about learning, development and growth. Humanistic theories: look at human beings being basicaly good. Personality theories: looks at the behaviours, thoughts and feelings that make each person an individual. Social psycology theories: focus on explaining social behaviours. (Psychologist World) Applying these theories can assist in understanding why some people depend on substances while others do not. Looking at society as a whole does not give a clear picture as to why some people develop substance dependency. If you look at different areas of society you start to see deprived areas, poverty, unemployment, peer pressure, boredom or pressures from work, family history or a pre-disposition to substance problems as well as the environment that a person is brought up in could influence someones substance dependency. If a child is born to a mother that is dependant on drugs or alcohol then the child may be born with a predisposition to that specific dependency, if a child is raised in an area where drugs and alcohol are freely available then they could be pressured by peers to consume the available substances. This is seen commonly among teenagers when they start to experiment with new things and where peer pressure to be the same as everyone else can entice a young person to start taking a substance to please or maintain relationships with peers. This can lead to long term dependency that can continue into adult hood especially if the child has a predisposition to substances or has an addictive tendency, causing the cycle to continue. Societys attitude towards alcohol problems has been largely accepted as the Scottish way of life according to the 2004 Scottish social attitudes survey carried out by the Scottish government. Cultural Attitudes Every person in Scotland has a part to play in reviewing their attitudes and behaviours, and contributing to the debate about how we collectively address these problems. (Carolyn Churchill, 2010) Alcohol problems are estimated to cost Scotland around  £3.56 billion per year in NHS, social work, police, emergency services, and the wider economic and human costs. Alcohol misuse not only affects the health and wellbeing of individual drinkers, but also have a major impact on family relationships, the wider communities as well as society as a whole. (Alcohol Focus Scotland) Through using these services society is trying to reduce the amount of substance abuse within Scotland. This is however an uphill struggle and until attitudes change it will be left to the medical profession, police and emergency services and the social work department to fire fight the problems within the Scottish communities. Social justice is concerned with equality of justice, not just in the courts, but in society as a whole. This idea stresses that people have to have equal rights and opportunities from the poorest to the wealthiest in society deserve equal chances and opportunities. New legislation may assist the problem however it is the attitude of the individual that will ultimately start to change the attitude of society as a whole. Criminal Justice law changed in 2010 this gave courts more flexibility in the way they were able to sentence people that passed through the courts. This now allows courts to look at ways of reparation without using short term imprisonments. Statutory Orders are those non-custodial sentencing options available to all Sheriff Courts in Scotland. This allows greater choice of sentance for the sherriff. Using Social Enquiry Reports, Community Service Orders, Probation Orders (including those with a requirement of unpaid work), Probation Orders with a Requirement of Unpaid Work, Supervised Attendance Orders, Drug Treatment and Testing Orders, Restriction of Liberty Orders, Statutory Throughcare, Voluntary Assistance and the Throughcare Addiction Service, Home Circumstances Reports, Diversion from Prosecution and Bail Information, the sheriff can now look at the crime and the persons background and apply a decision/sentence that is proportionate to the crime. (Criminal Justice Act 2010) Safer and stronger communities are at the heart of Scottish Government policy. Communities that people are proud to belong to, where they feel safe and have confidence that justice and fairness will prevail, where people take responsibility for each other and for their own actions. (People and the Law) Youth justice is closely connected to Getting it Right for Every Child which underpins the principals of agencies involved with young people. Getting It Right For Every Child is the Governments policy for addressing the needs of all children and it provides the framework within which public agencies can work better together with a focus on improving outcomes for children. Building the capacity of families and communities to engage in activities that support children is central to this approach. The Early Years and Early Intervention Framework being developed jointly by the Scottish Government and CoSLA will ensure a strong focus on what needs to be done to ensure that all children, including the most vulnerable, get the best start in life. (The Road to Recovery) Youth justice is about intervening at an appropriate time with a plan and a good framework for the intervention. Multi agency co-operation is needed for this to work effectively using a range of procedures and practices dealing with young people who are putting themselves and/or others at risk or offending. Scotlands childrens hearing system was initiated by a change to the Social Work (Scotland) Act 1968 and is now part of the Children (Scotland) Act 1995 and is at the heart of youth justice. Since its introduction children under the age of 16 are only considered for prosecution in an adult court if the crime they have committed is deemed to be very serious such as murder. The hearing system deals with children and young people who are in need of care and protection as well as those who have displayed offending behaviours. Youth justice traditionally worked with children from the age of 8 to 16 but has recognised the need to start preventative work with younger children to support them in the transition from children to adults in a more positive way. In recognising this youth justice introduced several preventative measures including restorative justice in schools, safer school partnership, and positive activities for young people, targeted youth support and targeted mental health in schools. The government also introduced the Youth Justice Re-investment Pathfinder Initiative this allows local authorities to act as Pathfinders to develop ways locally of reducing offending and re-offending without a custodial sentence. Assessing, Planning and Intervention Getting It Right for Every Child (GIRFEC) is a good place to start when assessing the needs of children and their families. GIRFEC takes a holistic view of the child GIRFEC has an integrated, common approach to gathering information about a childs well-being. It uses three tools, the Well-being Indicators: identify record and share concerns, and take action as appropriate My World Triangle: Triangle helps practitioners gather relevant information to look at the strengths and pressures affecting a child and their family. The triangle is deliberately offered from the childs view to reinforce the Getting it right for every child principle that children should always be kept at the centre. The Resilience Matrix: help organise and analyse information. All children can be: Confident Individuals, Effective Contributors, Responsible Citizens and Successful Learners. To achieve this all children need to be Safe, Healthy, Active, Nurtured, Achieving, Respected and Responsible and Included. These are known as the wellbeing indicators and are remembered by the acronym S.H.A.N.A.R.I. (GIRFEC) Doing a GIRFEC assessment takes a multi agency view where social work, health and education professionals have a part to play in the assessment process. An assessment should be appropriate, proportionate and timely, once an assessment is done a more holistic picture about the needs of the children and the family has been obtained allowing the practitioner to plan a course of action for the children and family. Through careful planning strategies and interventions can be put into place to allow the children and family to move forward. All interventions and strategies need to be consensual so the whole family need to be involved in the planning and decisions made to ensure their commitment to the action plan. Intervention strategies will vary depending on the family and the problems they are facing. Using evidence based practice the best relevant information based on the best practices in the field of social work, health and education will achieve the most desirable outcome for the fam ily, this also allows for the assessment and intervention to be transparent and informed. The Key Capabilities document has four headings which together form the Key Capabilities in Child Care and Protection: Effective Communication, The Scottish Social Services Council (SSSC) codes of practice describe communicating as being done in an appropriate, open, accurate and straightforward way. Knowledge and Understanding, this includes keeping up to date with relevant legislation, being accountable, using professional judgment and knowledge based social work practice, working effectively as a professional. Professional Confidence and Competence include, carrying out duties accountably, using professional judgment and knowledge based social work practice. Values and Ethical Practice, Work at all times within the professional codes of practice, ethical principles and service standards that underpin high quality social work practice, by applying these to any assessments or interventions it is possible for the practitioner to take an non-judgemental and anti discriminatory approach to the clients and there issues. Assessment of the Key Issues Affecting this Family Dean has already been involved in a previous incident involving alcohol where he had assaulted Sandra and her brother in front of the children while he was under the influence of alcohol. Dean has been working with the social worker in an attempt to rectify his relationship with Sandra. Through getting drunk and losing control he has committed a serious offence Dean needs help with his problematic drinking, aggression and anger management as his actions will have a lasting effect on the children and Sandra. Resilience varies from child to child some children do not develop any problems either as children or adults. Families being together in harmony and good social networks are just two of the ways a child builds their resilience however the issues faced by Nathan and Jordan are numerous, they may have to take on responsibilities far beyond their years which effects their education and peer relationships, they may suffer physical and psychological health issues, domestic violence and child abuse, there are concerns regarding anti social behaviour increasing the risk of aggression towards others, hyperactivity or conduct disorders, emotional and attachment disorders and neglect. Building resilience in this situation will need a good level of self esteem, confidence and self efficiency as well as the ability to adjust to change and problem solving skills. There are implications for the childrens safety and welfare which may become a child protection issue. Dean and Sandra are in crisis which would imply that a short piece of intervention work could be used to rectify this situation. Working with Dean and Sandra on new skills to avoid this type of situation and setting achievable goals and supporting them they should be able to continue to work on their relationship as they were before this incident happened. As a longer term intervention such as Cognitive Behavioural Therapy could be a useful tool in this situation, by getting Dean to think about his own thoughts, emotions, physical feelings and actions may assist Dean at looking at his behaviours thoughts and feelings differently and try to take a more positive look at how he can deal with similar situations in the future. This is about getting Dean to view situations in a more positive way therefore being able to handle the situation in a more positive way. This work is not a quick fix for Deans behaviours and he needs to want to take part for it to work. Sandra should be included in part of this therapy as she seems to be one of the objects of Deans anger as does Sandras brother. (PSYCH) Dean would also benefit from working with people who have experience in substance related problems such as his GP or a voluntary group. Dean would have to be in agreement with these strategies for them to work. Giving Dean options allows him to take charge of the situation and enables him to move forward at a pace he is comfortable with. If Dean is working voluntarily towards resolving his alcohol, anger and aggression issues it may help his assault case when it goes to court. The impact on the family will be minimized if dean and Sandra are working together to tackle this situation and work through the problems they are now facing as a family unit supporting each other and the children to a mutually beneficial outcome for the family and wider society. Words 2274 Case Study The role of the social worker in criminal justice From 1 February 2011 a Social Enquiry Report will be called a Criminal Justice Social Work Report. When a sheriff or judge wants to know more about an accused persons background, they will ask for a Criminal Justice Social Work Report. If a person is likely to be going to jail for the first time, the court must have a report. The report provides the court with the information needed to decide the most appropriate way to deal with offender. A Criminal Justice Social Work Report is written by a social worker, who contacts you by letter and asks you to attend an interview. The social worker will ask for information about your, current circumstances, personal and social history, previous offences, and current or previous supervision. At the end of the interview the social worker will explain to you what sentencing options are available to the court.

Pel?: Edson Arantes do Nascimento :: essays research papers fc

Pelà © was born on October 23, 1940. He was born in the small Brazilian town of Trà ªs Coracones (Tres Coratsoin, translated it means ‘Three Hearts’) in the state of Sà £o Paulo. His birth name is Edson Arantes do Nascimento. His father was Dondinho, another excellent soccer player. His birth name Joà £o Ramos do Nascimento. Pelà ©Ã¢â‚¬â„¢s father had been a great soccer player before Pelà © was born. Pelà ©Ã¢â‚¬â„¢s father had to retire prematurely. During a game, he was slide tackled and sustained serious career-ending injury to the knee. Instead of playing the sport he loved, he had to resort to scrubbing floors to support his family. As a result, Pelà ©Ã¢â‚¬â„¢s mother was greatly opposed to Pelà © playing soccer. However, after Pelà © was born, the family moved to Bauru, another city in Sà £o Paulo. He played soccer in the field behind his house. He used Coca-Cola cans to mark the sidelines and goalposts. The ball was made of rags and socks. His father gave him valuable tips during these sessions. After a while, as he played more and more, Pelà © was starting to master the sport. While these sessions were going on, Pelà ©Ã¢â‚¬â„¢s career was off to a running start. He played for the local youth team, Bauru AC. His coach was a man named Waldemar de Brito. He had been another great player in Brazilian soccer history. Brito taught Pelà © the bicycle kick. That is a trick that Pelà © would use very many times to score many goals. When the ball was in the air, he would turn his back, then jump into the air horizontally, then kick the ball. Pelà © played for Bauru AC until 1956. He was fifteen years old. He left home to play for Santos FC in the city of Sà £o Paulo. He ended up playing for Santos for most of his career. Santos was the most successful and widely recognized team worldwide. When he was seventeen, in 1958, he was selected to play in the World Cup for Brazil. He played for the Brazilian national team, in competitions and exhibitions, from 1958 until 1974. In Sweden in World Cup 1958, he scored six goals. These included a hat trick in the semi finals, and two in the final. Brazil easily took the Cup home. Pelà © had his quietest years in 1959, 1960, and 1961. In 1962, Brazil won their second World Cup in a row. Santos won a club championship under the guidance the best soccer player ever, Pelà ©.

A Comparison of Self-Acceptance in Beloved, Secrets and Lies, and Cuckoos Nest :: comparison compare contrast essays

Self-Acceptance in Beloved, Secrets and Lies, and the Cuckoo's Nest  Ã‚      â€Å"Self†-one of the words most commonly used, yet hardly ever defined. According to the Random House Dictionary of the English Language, the term self refers to a) a person’s nature, character, etc. in the sense of â€Å"his/her better self†, or b) a person or thing referred to with respect to complete individuality, e.g. one’s own self. To clarify the term self in regard to how an individual perceives himself/herself, I would like to make a distinction between the term â€Å"ego† and self.   Ã‚  Ã‚   Generally, ego is defined as â€Å"the part of the psychic apparatus that experiences the outside world and thus mediates between the primitive drives of the id and the demands of the social and physical environment† (1). I believe that the term ego has been slightly modified throughout the past few decades and now also functions as a synonym for self-importance. The ego is reflected within the capital spelling of the word I, referring to myself, as a separation from aspects of the human psyche that we do not include into our identification of ourselves. It is the ego that makes us feel connected to our name, to our families, and to our accomplishments in life, especially if they have provided us with social respect (and even disrespect, as I will explain later throughout my essay). In pressurizing situations, it is the ego that makes sure that we have the self-esteem to continue, confirming us that we are different from anybody else and that we have the individua l qualities and abilities to do anything we choose.   Ã‚  Ã‚   The self, on the other hand, is in my opinion what we really are, our nature/ character, not necessarily who we perceive ourselves to be. The self is based on a sense of understanding that every individual is on a journey; a lifelong experience. I believe that the self allows ourselves to feel compassion with ourselves no matter what we are going through in life, because we do not need to prove or accomplish something to be entitled to live. Connecting this with the definition given in the Random House Dictionary, stating that self describes a person’s nature, I believe that a strong sense of self is based on acceptance. This implies acceptance of ourselves at any given moment, and acceptance of the fact that all of our past experiences were necessary to bring us where we are right now.

XFL Excitment Or Excuse :: essays research papers

XFL: Excitement or Excuse   Ã‚  Ã‚  Ã‚  Ã‚  Football is something as American as apple pie. It is thought of as gritty, physical, and all around fun just as most Americans like to be thought of. For decades the NFL has dominated the world of football. However, Vince McMahon, the founder of the WWF, has introduced a new and controversial professional football league called the XFL. Much of the controversy is about whether the XFL is a force to be reckoned with or just another of McMahon’s clever marketing ploys. Although the XFL’s survival has been questioned by many, it promises to be a league full of the smash-mouth, trash-talking, fan-oriented football every fan deserves.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, the league will succeed because it has been geared towards the fans from the beginning. In contrast, the NFL only seems to care about its premadonna, million dollar superstars. Chuck Miller, a columnist for Football Digest, points out the perfect timing for the league. It starts up right after the Super Bowl and ends right before the basketball and hockey postseasons (58). The XFL has implemented many new rules to increase the excitement of the game. No fair catches, no kicking for PATs, and no â€Å"safety† rules to protect the quarterback are just a few of the rules changed in hopes of creating a faster more competitive game. Secondly, there are cameras and microphones everywhere, including on the benches, in the huddles, and all over the field. This will give the fans a new and different perspective than the average NFL game. The locker rooms at half time, a referee’s huddle, and even a player’s brutal taunts to the opposing t eam which are usually off limits to the average fan add to the thrill and emotion of an XFL game. Also, the price of an average XFL ticket is around a reasonable twenty-five dollars. These cheap tickets to a new and certainly exciting professional football league have many people believing this is truly fan-based entertainment.   Ã‚  Ã‚  Ã‚  Ã‚  Another reason the XFL will survive and prosper is its business savvy. Vice McMahon, who established himself as the owner and founder of the WWF, has proved to be a marketing genius. In a 50-50 partnership with NBC, who pumped in 50 million dollars and marketing muscle, Vince is targeting 13-24 year old males for his new football league.This target audience of 13-24 year old males just happens to be the same target audience of his WWF, which should make cross promotions a breeze (Efferon 31).

21st Century Education Essay

We want stronger relationships with their teachers, with each other and with their communities locally, provincially, nationally and globally We want teachers to know how we learn, to take into account what we understand and what we misunderstand and use this knowledge as a starting place to guide our continued learning. We want to be able to work with others in the classroom, online and in our community. We want to be able to pick up our information anywhere, anytime We want indepth learning. We need feedback in time to help us learn and in time do something about it. This literary masterpiece has the best description of the students/learners of the 21st century. They have so many conditions and aspirations with regards to their learning process. This will also help the teachers of the 21st century to be ready and bear with these conditions of the leaners. TREATING MY STUDENTS I treat each of my students equally, giving them a chance to take responsibility for their own learning, express themselves, and learn at their own pace. I also encourage them to do collaboratively that can promote not only teamwork, but also healthy competition. I believe my biggest innovation is giving students a chance to show their abilities and to work in collaboration in a technology-integrated and cultural learning environment. I will also consider their individual learning styles. The following are some tips that should be consider in treating our students in a nice and good way. Let students choose their rewards. Create a list of acceptable rewards for excellent performance, either for individual students or the class as a whole, and let your students communally decide how they want to be rewarded. This will help make sure that the reward is an actual incentive, rather than just something you’ve pushed on them that doesn’t motivate them to work harder. Don’t see failure, see opportunity. When a student has made a mistake, don’t portray it that way. Don’t see it as a failure and don’t let them see it as a failure. Show them that it is a learning experience, a way for them to see how incorrect results are achieved. Let them try again and gently show them how to do it correctly. Remember, don’t say â€Å"wrong†. Say â€Å"close† or â€Å"good try†. Remember that a skill learned through trial and error will be much stronger than one which a student may simply get right on accident or through m eans they don’t fully understand. Make them feel unique and needed. Acknowledge and appreciate each student individually, for the qualities which make them unique and wonderful human beings. Encourage those qualities. You should also make each student feel like they have something to offer and contribute. This will raise their confidence and help them to find their proper path in life. Recognize their efforts. Even if students make only occasional, small efforts, those efforts need to be acknowledged and appreciated. Tell them when they’ve done a good job, individually, and mean it. Don’t be patronizing, be appreciative. If they’ve worked particularly hard, reward them. Give respect. It is extremely important to respect your students. It doesn’t matter if they’re graduate students working on a doctoral thesis or kindergartners: treat them like intelligent, capable human beings. Respect that they have ideas, emotions, and lives that extend beyond your classroom. Treat them with dignity and they will extend the same t o you. TEACHING MY STUDENTS â€Å"One can’t believe impossible things.† â€Å"I daresay you haven’t had much practice,† said the Queen. â€Å"When I was your age I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.† Lewis Carroll, Alice’s Adventures in Wonderland Your Assignment, Should You Choose to Accept It . . . Like Alice, many educators, policy makers and even the general public respond resoundingly with â€Å"That’s impossible!† when challenged to adopt a new paradigm of education for the 21st century. Most people today adhere to a paradigm of education that is strictly 19th century. But, like the Queen, a growing number of educators are believing in and accomplishing â€Å"the impossible†. Scott McLeod, in his blog, Dangerously Irrelevant, recently reminded us of a line from Mission Impossible, and we must apply that challenge to all of society. â€Å"Your assignment, should you choose to accept it† is to take education truly into the 21st century. It is not enough to say that we are already living there. Technically it is the 21st century, but our schools are not there, and our challenge now is to reinvent schools for the 21st century – for the sake of our children, our students and the welfare of our world. Making such a paradigm shift is not easy. After all, when any of us thinks of education, we usually think of what we knew as school – the way it has always been. That is how parents, policy makers, politicians and many students think of school. But we have to make the paradigm shift to 21st century education. So what is 21st century education? It is bold. It breaks the mold. It is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities. Fortunately, there is a growing body of research supporting an increasing number of 21st century schools. We have living proof, inspiring examples to follow, in schools across the United States. These schools vary, but are united in the fundamentals of 21st century education – see Critical Attributes of 21st Century Education and Multiple Literacies for the 21st Century. Scott McLeod has issued the challenge of creating a plan to get us from â€Å"here† to â€Å"there†. I feel that its about time that someone address’s the issues that face many students in the 21st century. The 21st century is a great place; a dynamic place that is evolving to the point where no one can predict what the world will be like in the years to come. Technology drives our planet and everyday we are getting closer and closer to finding the solutions to many of life’s problems. Society itself is changing in the sense that there is no longer one road to success. The opportunities that are out there make it possible for the everyday individual to make a difference in his community with nothing more than the laptop in his book back and the diligence to make his dreams possible. The success of these individuals is largely due to the connectivity and will of the everyday man. The Internet is an open network where people share information that they feel would make life easier, information that would break down the walls that stand in our way. The issue being with all this information and students in the 21st century is that we are still living in the good old days. Our schools train us to pass but not to excel. Things like funding prevent schools from exploring fields that are revolutionizing our world. Our students are the ones who pay the price for living in a world that believes we can live in a world that ignores the changes being made. That in good time our students will learn to adapt to the changes and handle it all on their own. But that isn’t the case. We are fighting two battles that are constantly racing to the top: one that promotes the simple life and the other that promotes change. Both sides have their pros and both sides have their cons. But something needs to be done. We have to find a way to teach our students the fundamentals while preparing them for a world that is driven by technology. Purpose and collaboration is all it will take to provide our students with the direction needed to be successf ul in the 21st century. It’s hard to believe but experiences is key to teaching students in the 21st century. As adults we can understand what these students are going through. We know what it feels like to be a student at that age and the adversities they face. Therefore wouldn’t it make more sense to teach these students not to make the same mistakes we made as students. To teach them how to confront the challenges we once faced and what to do differently when that time comes. But in a world where money restricts what we are able to accomplish, it seems almost impossible to do this. Funding prevents the everyday school from promoting classes in fields that are revolutionizing our world. Funding stops our schools from having up to date materials. And funding is what will cripple the world we live in. An efficient solution must be found that eliminate the dollar sign that stands in the way of these schools, in the way of these students. Technology is one solution to this problem. The main purpose of technology is to invent something that provides a new or better way of doing something; something that is cost efficient and provides room for expansion. These are the tools we should be equipping our students with. It would provide them with the same education they are getting from the textbooks they are so used to. The books will continue to exist but will no longer be the only resource our students are exposed to. The logic behind teaching students with technology in the 21st century is that technology appeals more to students in a world driven by technology. The average student knows what a computer is, is part of a social network of some sort, and has used technology to help them do something in their everyday lives. It would thus make perfect sense to use what they use so much as a teaching tool. Technology isn’t just entertaining; it’s also educational. Hundreds of tutorials are out there and everyday new and better programs are being created. The people themselves who make these programs made them with the sole purpose of provide an easier, better way of doing something. They are inventors, engineers, and they’re also teachers. They’re people who saw a problem and found a solution. These are the type of people we should be motivating our students to be like. We should be teaching our student not to accept things the way they are but the way they should be. Purpose is another crucial element when it comes to teaching students in the 21st century. The tools being used will have no effect if there is no purpose behind their use. Teaching in the 21st century is thus a dynamic process. There isn’t a simple answer in terms of how to teach in the 21st century. It requires creativity and resourcefulness not found in the simple lifestyle we are teaching our students to live in. The purpose behind teaching in the 21st century would be to find easier, more dynamic ways of teaching students with higher goals and expectations. Motivating students to be the best they can be and showing them how to work towards that goal. That things such as money, fear, and doubts shouldn’t be the reason to do the minimum but should instead remind us that as a student in the 21st century you should be well rounded and resourceful; ready to take whatever life throws at you. As a student in the 21st century you have to remember that you do not stand alone; that collaboration is a key and very powerful element in this idea of teaching students in the 21st century with technology. As a driving force the possibilities are endless. The community aspect and project-based learning that comes with teaching in the 21st century is what will provide the huge turnout in students who excel not only in the classroom, but also in life. Collaboration is what makes this window of opportunity possible. It teaches students how to work together and provides them with real world experience. Collaboration helps a student see that the life isn’t all about survival of the fittest but establishing connections and using the connectivity available to produce results and motivate change. This is what makes teaching in the 21st century with technology different from through the simple life and the belief that passing is more important than excelling. Neither idea is perfect. At the end of the day it all comes down to the students. The information we provide and the influence we are able to make is what will ultimately decide what our students are able to accomplish. The use of technology and the implication of 21st century skills in a world driven by technology is what open windows of opportunities to students all across the globe. Students in the 21st century are well aware of the adversities they face; so aware that they would fear taking a chance and pursing fields where they might not measure up. Our schools push this idea forward instead of persuading students to pursue these illustrious careers. What students in the 21st century need is direction and change. We need real world experience that proves to that there is a way and that accepting things the way they are is accepting defeat. If you want to see the future of education, don’t watch children in the average classroom. Watch children play a video game. You’ll see them engaged, excited, interacting, and learning—even if it’s only about how to get to the next level of the game. Because of their immersion in this computerized world, children absorb information differently from their parents. Instead of following information passively from beginning to end—as people tend to do with television shows, newspapers, and books—children interact with the new technologies. Schools now have an opportunity to apply the information technologies that are so effective outside the classroom for educational purposes. Taking advantage of these new technologies will require profound changes in the roles of teachers, students, and schools. Instead of being the repository of knowledge, teachers will be guides who help students to navigate through electronically accessible information. They will use the new technologies to build networks with each other, with parents and students, with academic and industrial experts, and with other professionals. Turning opportunity into reality requires four important changes: Industry must develop educational devices from comparatively low-price game hardware and software, thereby dramatically lowering the costs of educational technology. Communities and government should include technological change when setting the agenda for systemic change in education. Software-makers must tie the content of their products to quality information and to the national education standards as they are implemented. Teachers must receive extensive training in how to use emerging information technologies. Computers will not solve all the problems of education; many difficult issues will remain. But the new information technologies provide an unprecedented opportunity to reexamine how we educate our children.

Preparing a Budget Request Essay

As the chief of police for a midsized city of 75,000 residents, my crime is lower in the downtown area than in other parts of the city because of the population growth I need total of three new police officers even though I currently have 30 uniformed officers and 12 support staffs. I have a request to the city council about hiring three more new police officers but I need to address two robust justifications for hiring new police officers. The two justifications for hiring new police officers is the ability to multitask the demands of their job which may vary throughout the day as well as the extensive paperwork that come with the job must be completed on time. Another is the leadership skill which involves the officer being about to communicate with individuals while in the public eye as well as good judgment when it comes to solving a case of issue at hand and increasing the presence of police officers in the downtown area as well as catching up population growth. (Projections, 20 12) Police officers must be able to enforce the laws so that the criminal convicted of the crime or evidence can be bought before court to testify or judge as fit by the judge during a trial. Some officers depending on the job may be in certain area to prevent crime as well as patrol and give out traffic tickets where it is due, even direct traffic. The police officer must be an U.S. citizen and of good character to get the job position, but must be able to pass the written test after completing high school with some work experience. The three police officers would also need some college training if not they will be encouraged to take some college courses in police work to get a better understanding about the job that they are about to do involving protecting the people as well. As the chief of police I am requesting the workload to increase with the addition of four police officers which would result in an increase seven percent from 2013 to 2020 but slower than the average for all occupations. Most people that are interested in police work understand that it is challenging and offers an opportunity to serve their communities, but a person with college training in police science or military experience even both has a better chance at getting the job. The police officer would be working shift work which is necessary because protection must be provided around the clock, yet with the three police officer being new it would be a requirement to work weekends, holidays, and nights even off duty as security for restaurants, retail stores, and other establishments. (Projections, 2012) I have known that there was a need developing for more police officers because the budget increase over the few years and the workload increasing with more violent acts needing be stop such as the reports of more and more people being kill by traffic accidents while driving down the wrong road or walking. Yes, the manager was briefed on the growing workload because he is the one needed to maximize their effectiveness and concentrating the police attention on hot spots that generate disproportionate amount crime in certain areas which allow the police officers to understand where they are most needed in order to protect the economy as well as enforcing the law to bring down crime. (Justice) As for the police officer funding dealing with the budgeting there is a planning of federal strategies involving the recipients of individual funding to appear to keep their funded positions past the expiration of the grants. The reason for this is to make sure the police officers know that they still have their grants to support them as well as making sure that they would understand upon recruitment there would be no problem in the law enforcement with the grants that promote innovative strategies and use of technology and civilians to maximize efficiency could become increasingly important to practitioners. Hiring them will impact not only our present security situation but will also impact the future economic and social prospects of our fair city. We understand that requesting new hires at a time like this appears to be counter-productive as this would mean more expenses for the city. But if the city does not invest in this particular urgent need now, things can only go downhill. The measure that can hopefully impact local psychology and economic outlook as, once the security issue is fixed, the downtown area can now be marketed as among the most secure places to live in and do business in our State. As the scope and sequence of budgeting in terms of sources of revenues, purpose of government expenditures, budget cycles, budget preparation, and debt administration all involve the grants that are benefitted. According to police officials, grant money was one of the most important factors contributing to growth in many police agencies and slowing staffing reductions in others. Federal money for law enforcement can help increase police presence on the street relatively quickly, lessen the immediate costs of staff expansion, or even cover the costs of new technology that could increase police efficiency. However, police officials should also consider non-funded costs that may be associated with grants, such as the costs of training and equipping new officers, and of retaining officers. References Justice, U. D. (n.d.). Hiring and Keeping Police Officers. Retrieved from www.ncjr.gov/pdffiles1/nij/202289.pdf. Projections, O. o. (2012, March 29). U.S. Bureau of Labor Statistics. Retrieved from www.bls.gov/ooh.