Community Policing in Canada Essay - 908 Words

Community Policing in Canada Community policing is a relatively new model of service delivery that is employed by the majority of police forces across Canada. Community policing however, is not a â€Å"new† approach, it is more correctly a renewal or re-emergence of the old approach developed in Metropolitan London (Leighton Normandeau, p.21). The amendments to the current system are evident in Leighton Normandeau’s (1990) review of the future of community policing. The ideas behind the move to community policing was; â€Å"a vision in which the ultimate consumers of police services, the citizens themselves, have input into the setting of priorities by their local department and play an active role in dealing with crime and†¦show more content†¦al). An eye-opener that called for a serious re-evaluation of the current service became evident in a review of incoming calls, â€Å"in 1991, 60,000 calls to the police complaint line were abandoned by citizens prior to being answered. Many of these callers, in an attempt to contact the police, then called the 911 emergency line, tying up this emergency system (Griffiths et al., p.241)†. The re-evaluation of the service, lead to necessary changes and improvements being made, which resulted in the EPS adopting the model of community policing in their area. The success of implementing a program like this requires that both parties be well informed and well educated on the changes that will take place. One of the first steps is to market the concept of community policing both internally (within the department), as well as externally(within the community). Marketing community policing internally often involves collapsing the existing structures of authority that are in place as well as the specialization within the department. The case study mentioned that although the senior administrators in the department played a critical role in the reform, it was also necessary that line level officers be active participants in the process. After all, two important components of community policing are empowerment and ownership. Officers were given ownership of certain areas that wereShow MoreRelatedMulticulturalism Is The Fundamental Act That All Residents Are Equal1043 Words   |  5 Pagesfrom a different background of religion, caste, color, knowledge in one country. Canada is the multicultural country where different people from a different culture or ethnic living together. Canada’s official policy establishes the multiculturalism where Canada gives equal respect to all religion, racial and cultural background. Canada is the multicultural nation who receives immigrants from different cultures. Canada multiculturalism act is the fundamental act that all residents are equal. MulticulturalismRead MoreCommunity Policing And Public Security1415 Words   |  6 Pages Topic: Community Policing Name Affiliated institute â€Æ' In every corner of the world, security to the public has always been a concern. It is a responsibility of the government to provide security to its people. To ensure that there is a reliable security to the public, the government must streamline some approaches to security threats and effectively prevent or counter them. It is a common understanding that in most of the times in our lives, we happen to interact with the people who breakRead MorePolice Agencies Implement Community Policing, And Problem Oriented Policing Essay1357 Words   |  6 Pagesagencies implement community policing, and problem oriented policing? and if so do they work? In this paper, this paper will examine the two different styles of policing in a contemporary society. Community policing where the main emphasis is that the police and the community work together on issues, and problem-oriented policing where the police try and understand specific issues within the community. It will also examine several exampl es of different policing agencies in Canada, and what they implementRead MoreThe Impact Of Canadian Policing During The Nineteenth Century895 Words   |  4 Pagesof police work in Canada. A number of events have shaped Canadian policing, and in particular have shaped three different kinds. These are municipal, provincial, and federal police services. All these services had to start from somewhere. â€Å"In many respects, the emergence of Canadian policing during the nineteenth century closely mirrored the development of punishment and corrections† (Griffiths 2004). In the earliest days, policing in communities was carried out by community residents. Later, someRead MoreCrime And Crime : The Criminal Justice System Essay1520 Words   |  7 Pagesnot some criminal justice personnel adhere to proper administration of justice and rule of law. One such agent is police officers and the notion of policing. The notion or idea of policing and roles of police officers spark debate as to how policing is carried out not only within legal processes of the criminal justice system but also within community settings and environments. This paper argues that the criminal justice system manifests entities hinder effective administration of justice in criminalRead MoreTrends In Ala Essay1708 Words   |  7 PagesIntroduction The Province of Alberta has been moving towards more of a community based policing style. This style integrates the officers into society rather than a separate entity, allowing them to be more involved and have direct interaction with the citizens. Numerous trends and challenges have emerged in the recent years in Alberta, which continue to affect the way the police deal with the issues. In 2010, Frank Oberle, the Solicitor General, set out framework to guide police officers and otherRead MorePolicing : Proactive And Proactive Policing Essay758 Words   |  4 PagesPolicing is a huge contributor to maintaining peace and order in Canada. Without it, there would be huge amounts of violence and chaos in society. Different types of policing has been created and tested such as; reactive, preventive, and proactive policing. Proactive policing has proven to be the most effective type of policing in preventing and deterring crime. â€Å"Proactive policing is the practice of deterring crim inal activity by showing police presence and engaging the public to learn their concernsRead MoreAssignment #2 – Policing a Modern Society600 Words   |  3 Pages#2 – Policing a Modern Society Introduction Traditionally, policing has proven to have its limits. The arrests did not deter criminals, there was no impact on the crime rate, and policing was a very reactive practise. Obviously, something needed to change. With policing a modern society, there are a number of different techniques that can be displayed, and prove to be beneficial. However; in this essay I will attempt to showcase two very important, and alike styles; Problem oriented policing, andRead More Evolution of the Police Officer Essays1570 Words   |  7 Pagesserve and protect the people in their community. The earliest police force was established around the 1750’s. Although the first police force in the modern sense came to be over 250 years ago, the purpose they had is the same as today. As with the rest of the world advancing and progressing, the police force has advanced in many ways which have made them a more efficient and capable unit, in order to more fully accomplish their purpose of serving their co mmunity. In the next few paragraphs you willRead MoreCommunity Policing Is Defined As The System Of Allocating Police Officers Essay1063 Words   |  5 PagesJustice Capstone â€Æ' Community policing is defined as the system of allocating police officers to particular areas so that they become familiar with the local inhabitants. Many communities have at least one officer assigned to patrol their area and tend to the people living within the area. These community policing officers take notice of the area and learn the ins and outs of these neighborhoods and surrounding areas. The officer familiarizes themselves with the people in the community and builds a strong

Thematic Unit Guidelines Free Essays

†¢Have an attractive and informative â€Å"Title Page† and â€Å"Table of Contents†. Expectations for these and all other unit components are described below under â€Å"Thematic Unit Components†. Also, be sure to review the â€Å"Thematic Unit Assessment Rubric†. We will write a custom essay sample on Thematic Unit Guidelines or any similar topic only for you Order Now Do not use 3-ring binders or plastic sleeves please. †¢Integrate no more than three subject areas for which there are relevant content standards – one of these subject areas must involve mathematics or social studies education. Integrating both subject areas is preferable but not mandatory. Teach and assess a clearly defined theme or topic that will enable elementary students to meet their local school district curriculum standards or the Colorado Model Content Standards. Planning for Student Learning: Review your school district’s curriculum standards or Colorado Model Content Standards and think about what you want your students to learn, know and be able to do as a result of this unit. Begin gathering student and teacher resources and start thinking about how you will teach and assess students’ learning relative to the content standards you select. Ask yourself: †¢What do I need to learn myself in order to teach this unit well? †¢What kinds of resources will I need to teach this unit? †¢What types and genres of children’s literature are available? †¢Are there artifacts, simulations, songs, photographs, etc. I could use? †¢What human and material resources are available in my community? Thematic Unit Components Title Page and Table of Contents – The â€Å"Title Page† should feature the title of your unit, grade level(s), the semester you taught the unit, and your program – Elementary PTEP or Post Baccalaureate Licensure Program. Also include your name, your cooperating teacher’s name, and the name of the elementary school and school district in which you are student teaching. The â€Å"Table of Contents† should, at minimum, list each of the unit components described here under â€Å"Thematic Unit Components†. Assessment criteria for â€Å"Developing,† â€Å"Proficient,† and â€Å"Advanced† levels of performance for all unit components may be found on the â€Å"Thematic Unit Assessment Rubric†. Rationale Statement – Every Thematic Unit needs a convincing rationale. Rationale statements should be organized and presented in FOUR sections. Section 1: Introduction – Students and teachers need to know what will be learned as a result of participating in this unit. In this section, explain why your unit topic is an important one for young learners. Describe how students might use this knowledge â€Å"in the real world†. Section 2: Community, School, and Classroom Setting – Describe the community, school, and classroom where you are student teaching. Include information about the community, school, classroom setting, and characteristics of students that are important to consider when teaching this unit. For example, how many male / female students are in the class? How would you characterize students’ socioeconomic status? Will you be teaching students with special needs or students whose primary language is not English? Do you have any particular concerns about classroom management? Describe the physical setup of your classroom (a diagram might be helpful). What kinds of technologies are available and will you use of any of them to teach and assess student learning? Knowing and acting on this background information will help you develop, modify, and differentiate instruction and assessment that accommodates the full range of diversity in your students. The goal here is to individualize the teaching and learning process by designing lessons that challenge all students at an appropriate level of difficulty. Section 3: Meeting the Colorado Model Content Standards – Curriculum standards describe what students should learn, know, and be able to do as a result of participating in your unit. In this section, list all of the school district or Colorado Model Content Standards your unit addresses. Under each content standard write lesson objectives that describe how or what students will do to meet that particular standard. Remember that if you list a content standard then you are obligated to teach and assess students’ learning on that standard. Also, make sure that you are able to explain how particular lesson objectives enabled students to meet particular standards. You will need to address content standards three times in you unit. First, by listing them here in your rationale statement along with corresponding lesson objectives for each standard, a second time in each lesson plan or learning cycle, and a third time when writing your â€Å"evaluative essay† (which is described below). Here is a suggestion. Develop your lesson plans first, along with appropriate content standards and lesson objectives; next, write (cut and paste) the content standards and lesson objectives from lesson plans into your rationale statement. Finally, after you teach the unit, explain how students met the standards in your evaluative essay. Section 4: Assessing Student Learning – Describe how you will assess student learning relative to each content standard using preassessment, formative assessment, and summative assessment. A. For preassessment, describe the techniques you will use to find out what students already know or think they know about the unit topic. You will need to record and interpret preassessment scores for each individual student (using a pretest) as well as for the whole class (for example, using a KWL chart). Preassessment results are used to provide evidence of student learning gains at the end of the unit by comparing them with summative assessment results (using a posttest). Preassessment data can also be used to revise the unit before teaching it, for example, by changing some of the content or instructional strategies you use, to make more informed decisions about individualizing instruction, and to alter or modify how you will assess student learning. B. For formative assessment, describe the techniques you will use to facilitate students’ acquisition of knowledge and skills by providing constructive feedback that, at the same time, allows the teacher to keep track of students’ progress on a daily basis. This is the time when teachers are constantly â€Å"on their feet† monitoring the learning process, helping students learn new skills and knowledge, and making sure that they are â€Å"practicing perfectly† in order to apply new skills and knowledge effectively to real-world situations and make presentations to real audiences. C. For summative assessment, describe the techniques you will use to evaluate what students learned, in combination with preassessment and formative assessment results. All three forms of assessment should be designed to measure the knowledge, skills, and dispositions you claimed students would learn according to the standards. Remember that multiple assessments provide a much more complete and â€Å"fair† representation of what a student really knows and is able to do compared to any single or â€Å"one-shot† assessment. Be sure the three forms of assessments are aligned with the content standards and lesson objectives; in other words, be sure that you teach students to the standards and assess their learning in terms of the standards. Unit Goal – The unit goal should be derived from state and district curriculum standards; however, you should also be familiar with curriculum standards established by national professional organizations, for example, IRA (International Reading Association), NCTM (National Council of Teachers of Mathematics), NCSS (National Council for the Social Studies). The unit goal reflects the unit’s curriculum standards but should be stated in your own words. For example, the unit goal for a unit on Colorado History might state: â€Å"Students will understand how our state has grown and changed over time. From the period of early exploration to the present day, I want my fourth graders to become familiar with specific contributions made to the development of Colorado by its rich diversity of people and natural resources. † Lesson Plans – Use the Learning Cycle format for writing lesson plans and develop enough instruction for one full week of integrated teaching and learning: plan on teaching the unit for approximately five hours. For each lesson specify how you will determine what students already know about your lesson’s topic (preassessment), how you will monitor students’ progress in meeting content standards during the lesson (formative assessment), and how you will evaluate students’ work at the end of the lesson (summative assessment). Good assessment tells the teacher as much about the effectiveness of her or his own instruction as it does about what students learned and how they learned it. Keep this point in mind when writing your â€Å"evaluative† and â€Å"reflective† essays (described below). Possible Extension Activities – How can I help children extend, enrich, and elaborate upon the major understandings in this unit? What could students do to apply or â€Å"transfer† their learning to real-world problems and situations in ways that will make new knowledge more meaningful for them? List and briefly describe at least three possible extension activities – you do not need to design lesson plans for each extension. A simple one-paragraph description of each extension will suffice. Resources Used – Include all of the resources you used to teach this unit. You may organize your resources by indicating who they are most appropriate and/or by their type; for example, â€Å"Teacher Resources† might be listed separately from â€Å"Student Resources†. Internet Resources† (such as websites) might be listed separately from â€Å"Children’s Literature,† and videotapes, simulations, artifacts, museums, social agencies and guest speakers might also be listed under separate categories. Evaluative Essay – In the first of these two final essays, use all of the assessment data you collected from students to present a clear picture of their learning. Use tables to display and summarize quantitative data and always include examp les of several students’ work on various projects and assignments at several different levels of performance. Use narrative to explain quantitative results and what students learned. Present and explain your assessment results in ways that the reader can use to evaluate the extent to which your students met content standards. Hence, this essay should be written as a technical report consisting of both qualitative and quantitative evidence and analyses of student learning. The evaluative essay should present evidence of learning for each student in the class on each one of the unit’s curriculum standards. Summaries of whole-class learning (i. e. , what students learned as a class) should also be included. Reflective Essay – One major reason for planning, implementing, and evaluating this unit is to give you practice teaching and assessing student learning over time in a real elementary-school classroom. This work sample is a very authentic task for teachers. As you plan, teach, and assess students’ learning, you will be meeting many of the Performance Based Standards for Colorado Teachers. In this essay, describe and explain how planning, teaching, and assessing this unit enabled you to meet the Performance-Based Standards for Colorado Teachers that are listed on the â€Å"Thematic Unit Assessment Rubric† which follows. How to cite Thematic Unit Guidelines, Papers

A Raisin in the Sun the Younger Family free essay sample

A Raisin in the Sun Picture yourself as a member of the Younger family. You live in a small house, two bedrooms and a bathroom you share with other families. It’s hard to imagine 4 adults and l adolescent living in these conditions, but its how the Younger family lived. When the story begins the younger family is anticipating a huge insurance check from the passing of their grandpa. Living in a racist community, such as the south side of Chicago, affected the Younger family in how they made decisions, thought of people of their own race, and how they treated people of a different race. Living in a time of racism took its toll on the Younger family in how they made their choices. Because no one believed that colored people could do anything in America, the Younger family felt that they needed to prove that they could. In the eyes of Walter, the man of the house, once you received money you spent it. We will write a custom essay sample on A Raisin in the Sun: the Younger Family or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The people of Clybourne Park are worried about integration, so much that they are willing to payoff the Youngers to not move into their newly bought house. The fact that they would go that far just to keep the neighborhoods segregated doesn’t give white people a good image in the eyes of the Youngers. â€Å"[Beneatha] What they think we going to do – eat ‘em? [Ruth] No, honey, marry ‘em†. Though this quote may be true it is still racist. By saying this Ruth is assuming that the only reason they care so much to have the Youngers not living in there neighborhood is because they don’t want the races to marry. Another time that they are racist towards white people is when Linder tries to talk them out of them moving in to Clybourne Park. Though Linder is very rude, even when he first arrives they are rude just because he is a well dressed white man. The Younger family is very affected by racism. They made very poor decisions because they were treated poorly. Buy the end of the story there trouble only brought them closer together. Racism affected the younger family in the way they made choices, treated their race, and other races.

The nature of technological determinism Essay Example

The nature of technological determinism Paper Determinism means that things are destined to occur or linked by a divine plan. Philosophically the theory of Determinism states that present conditions are so by neccessity (1972, Popkin, Stroll Kelly). Technological determinism at its extreme believes technology drastically and directly transforms our society and way of living. That technology itself causes social change. Many sociologists disagree with these ideas as they denote the importance of the user, the person, the active and living society. How can technology itself be considered more influencial than those who have developed it? Socio-cultural determinists present technologies and media as entirely subordinate to thier developmental use (webref 1) Similarily Voluntarists promote the idea we choose to use these electronic media, they are simply our tools. Chandler discusses this idea of making the tools neutral within determinism. He argues all these tools and media lend themselves to the experience they were created for. For example a word processor is designed to aid writing, this fact itself suggests the user selects this tool to write because they relate to its function. In other words thier ideas about writing may be closley linked to the tool they use, although the tool itself is empty until something is written. He argues all media give shape to experience, and they do so in part through their selectivity. (web ref 3) We will write a custom essay sample on The nature of technological determinism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The nature of technological determinism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The nature of technological determinism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dertouzos (1998) reminds us although the information superhighway is global it does not mean there is not an element of cultural imperialism in this space. English and the ways we learn and select information is embedded into the current climate of the internet. Consider that even the way we understand images varies from culture to culture. As English dominates cyberspace could this be regarded as an aspect of technological determinism? Surely it must be as this reflects our society in the real world. Also consider the fact that it has been western countries who have embraced and nutured this technology. Our western societies still seem to cling to the old ideas of Modernism in many ways. Progress it would seem is now more than ever related to computer technologies. Progress itself is seen to lie within these multimedia domains. Of course technology can change our ways of living. Most of these fantastical technological developments however should be regarded as being achieved by the aide of the computer. Computer-aided design, computer-aided engineering, computer-aided manufacturing. All these developments still require the human element. The computer does not have a mind of its own, unlike in the pessimistic technological world of Bladerunner, it cannot choose its application, it is the human who selects how, if at all, the devices will be applied. I wonder if the only way of determining the true impact technology has on global society is to take it away. Say we do dispose of these technologies, what percentage of the global population will directly and immediately be affected in thier daily lives? Do the technological haves really greatly outnumber the have-nots ? Determinism relies on the premise events occurr out of neccessity but what about thoses peoples whose cultures and lives do not value technology as a neccessity? Is technology really a need or simply a choice? I believe the later.

Sample of an Analytical Essay on Fertilization Viability

Sample of an Analytical Essay on Fertilization ViabilityIn his book 'Analytical Essays: Principles and Essays' published by Sterling Publications, James Blayle advocates the use of a sample of an analytical essay on fetal viability. Blayle provides a sample essay that emphasizes a developmental perspective on pregnancy. The basic premise of the sample essay is that in the case of chromosomal abnormalities, diagnostic tests are not always the appropriate first step in providing an accurate diagnosis. Many problems can result from a wrong diagnosis and the sample highlights this critical aspect of the miscarriage risk from non-diagnostic testing.The sample discusses why some miscarriages have genetic or developmental origins and this is based on a statistical and non-diagnostic view of the problem. Blayle's approach to this is to emphasize that in the current debate on fetal viability tests many patients who experience miscarriages as a result of abnormal development are not always giv en an accurate diagnosis. In order to more accurately address the problem of non-diagnostic testing, Blayle emphasizes that a medical professional must be present when a test is administered in order to provide better information to the patient and their family.Blayle argues that in order to correct for the problem of non-diagnostic testing, it is essential that medical information be shared with patients and their families prior to any testing. He argues that the test should only be performed if it is needed. Also, tests such as ultrasound, CT scans, magnetic resonance imaging, and other tests that evaluate the growth of the fetus or the placenta should only be performed if these tests are a prerequisite for a diagnosis. This is required because patients may experience miscarriages as a result of growth abnormalities in the fetus.This brings up the question of how a test can be considered necessary if it is not necessarily useful. Blayle acknowledges that there are some situations in which tests are useful and some situations in which they are not, but he believes that it is important to include an informative diagnostic process. As a result, he has included a sample of an analytical essay on fetal viability to emphasize this point.Most patients undergoing diagnostic testing will have no idea that the test is not diagnostic and can be categorized as a binary decision making process that involves a scientific process of identifying a problem rather than as a clinical procedure that is intended to help the patient and their family. The sample suggests that the most important aspect of the test should be a discussion between the patient and their family about the possible results and the likely direction that they may take.Blayle asserts that this process should be taken very seriously and the case study illustrates this by outlining a scenario in which the family discusses options with their doctor. They discuss the possible results and the outcome of these tes ts with their doctor. In this case, the family is asked about their intention regarding a medical procedure or test.Finally, this sample demonstrates how important the decision to opt for a test or procedure related to fetal viability is and how important it is for patients to be involved in the process. Blayle outlines the importance of the patient's involvement in the evaluation process and the importance of their input in cases where they may face problems with diagnostic tests. This is an important and powerful argument for patients who may find themselves in the situation of miscarriage as a result of a non-diagnostic test.

buy custom Emerging Markets essay

buy custom Emerging Markets essay In emerging markets, there is a mixture of ownership of banks by the natives and the foreigners. Both the domestic and foreign-owned banks responded to the GFC in different ways that cannot be easily analyzed. Reports by the majority of central banks in nations that own both small and large shares of foreign banks showed that; there has been no main distinction between reactions of domestic owned and foreign-owned banks throughout the crisis. Both the domestic and foreign-owned took preventive measures to mitigate the risk associated with lending, and lowered their off-balance sheet dealings and in derivatives in the foreign exchange market. However, the crucial difference was that while the domestic banks increased household lending and kept secured loans unchanged the foreign-owned banks lowered household lending and increased secured loans. Another distinction was that local banks were concerned with attaining stable financial support in the retail market. This is by giving desirable deposit rates. In most of the countries where foreign-owned banks have a significant role in domestic financial transactions, the principal question was whether the foreign-owned banks took part in ensuring financial stability is maintained in the time of crisis. Experience varied e.g.inMexico some branches particularly those whose parents had problems reduced their lending faster than the others, and they were later followed by domestic banks. Most of the foreign banks in Mexico ended up lending their parent banks. While some parent, banks transferred loans to their subsidiaries in order to lower the leverage of the head office. Foreign subsidiaries also lowered their risk by being cautious on the trading activities they carried out in the foreign exchange markets. (Bordo Redish, 2011) Branch banking looked more desirable to host country as it facilitated transfer of technology and knowledge to the E.M.E.s. (I.M.F, 2011) Because of this crisis, the attention of E.M.E.s changed from financial stability. Subsidiaries have, therefore, become more desirable due to the possibility of controlling their assets more closely than branches. Some countries are, however, drifting away from foreign banks branches. Some like China prefer foreign banks to be in the form of branches this is mostly due to many activities in foreign bank branches. In conclusion, in most E.M.E.s where foreign-owned banks have minor roles in local financial activities the reactions of both the domestic and foreign banks were minor and mainly in the form of funding and lending. In emerging market economies where foreign banks are vital to the financial sector their reaction depended on how exposed the parent bank is the financial status of the subsidiaries, and the significance of subsidiaries to the parent institutions. (Bordo Redish, 2011) This made the banking system of Australia to be flexible at the time of the global financial crisis. This is particularly because there are only a few leading banks that carry around 75% of the banking sector. The banking system has only four key banks. This is as a result of slow growth of the other smaller banks that are dependent on securitization and have inadequate access to funding. These small banks are also acquired from time to time by the large banks. (Davis, 2011) Profitable banking sector in Australia also enabled it to cope with GFC. Banks in Australia had conventional lending practices, enhanced by the strong supervision by APRA. This facilitated high performance of these banks. Strict controls and regulations also ensured that the level of non-performing loans is low. (I.M.F, 2011) Australian banking system has capital that is higher than the regulatory minimums and is dominated by banks that are locally owned. These banks are the main players in the financial market. The four key ones and they are collectively large when compared to the banking system. (Davis, 2011) One weakness with Australia at the time of GFC was that two of its main hedge funds had fallen in July 2007. There were also the financial difficulties of the great security market which had just been floated. This led to the rise of credit spreads and worries in the banking sector. This was indicated by a rise in number of people willing to hold exchange settlement account balances. The financial system in Germany was relatively stable. This was because there was proper financial intermediation in the economy. Lending to customers was also at a low cost and this enabled most of the natives to get access to loan facilities. (I.M.F, 2011) Some of the weaknesses in Germany included; low profitability even when adjustments for risk have been made. This was partly due to poor regulation and supervision of the banking sector and this made Germany vulnerablee to the GFC. (I.M.F, 2011) There is also vulnerability to excessive political pressure which makes decision making not be purely on the interest of the economy. Before the GFC, both Australia and the emerging markets sourced their funding both locally and from foreigners. However, Australia had a well controlled banking system which controlled the funding while in the emerging markets, there were no controls, and they were, therefore, more prone to financial crisis from oversees. (Davis, 2011) After the GFC banks both in Australia and emerging market countries were faced by high cost of funding. When the global securitization markets were closed this hit the Australian security market badly and while local issuance went on for some time, ultimately local markets also failed. The banks that relied on international financing faced increased cost of funding. Banks emerging economies countries were also increasingly depending on foreign sources so as to finance the rising level of credit. This made them charge a higher cost to borrowers. (Jang, Sheridan, 2012) The worldwide economic slowdown together with uncertainties brought about the re-ratings of borrowers downwards and eventually the stock market collapsed globally, and this was indicated in the stock prices, in Australia. (Davis, 2011) In the beginning, of the GFC, before the Lehman Brothers failed in September 2008, the cost of borrowing was high and asset and equity prices were low. This led to problems in listed property and financial institutions. These companies could no longer sustain their complicated business models. In the emerging markets, the funding of banks had two main attributes, first there was slow growth in the domestic deposits than in lending, and secondly, banks in emerging markets were increasingly their dependency on oversees sources in order to be able to fund the increasing level of credit. Almost all emerging markets recorded negative growth in funding from oversees. (Davis, 2011) The main difference between Australia and the emerging markets is that after GFC Australia was able to cope with the crises. This is because its banking system was properly regulated and, therefore, was not adversely affected. The emerging economies, on the other hand, had poorly controlled banking systems, which highly depended on foreign banks. Therefore, they were not able to hedge against the risk associated with GFC. (Jang, Sheridan, 2012) Buy custom Emerging Markets essay

USS Minnesota (BB-22) in the Great White Fleet

USS Minnesota (BB-22) in the Great White Fleet USS Minnesota (BB-22) - Overview: Nation: United States Type: Battleship Shipyard: Newport News Shipbuilding Drydock Company Laid Down: October 27, 1903 Launched: April 8, 1905 Commissioned: March 9, 1907 Fate: Sold for scrap, 1924 USS Minnesota (BB-22) - Specifications Displacement: 16,000 tons Length: 456.3 ft. Beam: 76.9 ft. Draft: 24.5 ft. Speed: 18 knots Complement: 880 men Armament 4 Ãâ€" 12 in./45 cal guns8 Ãâ€" 8 in./45 cal guns12 Ãâ€" 7 in./45 cal guns20 Ãâ€" 3 in./50 cal guns12 Ãâ€" 3 pounders2 Ãâ€" 1 pounders4 Ãâ€" 21 in. torpedo tubes USS Minnesota (BB-22) - Design Construction: With construction beginning on the Virginia-class (USS Virginia, USS Nebraska, USS Georgia, USS , and USS ) of battleship in 1901, Secretary of the Navy John D. Long consulted the US Navys system of bureaus and boards for their input regarding the design of capital ships. While their thoughts centered on equipping the next class of battleships with four 12 guns, energetic debate continued over the types secondary armament. Following extensive discussions, it was decided to arm the new type with eight 8 guns placed in four waist turrets. These were to be supported by twelve rapid-fire 7 guns. Achieving a compromise with this armament, the new class pushed forward and on July 1, 1902 approval was received for construction of two battleships, USS Connecticut (BB-18) and USS (BB-19). Dubbed the Connecticut-class, this type would ultimately comprise six battleships. Laid down on October 27, 1903, work commenced on USS Minnesota at the Newport News Shipbuilding Drydock Company. Less than two years later, the battleship entered the water on April 8, 1905, with Rose Schaller, the daughter of a Minnesota state senator, acting as sponsor. Building continued for nearly two years before the ship entered commission on March 9, 1907, with Captain John Hubbard in command. Though the US Navys most modern type, the Connecticut-class was made obsolete that December when British Admiral Sir John Fisher introduced the all-big gun HMS Dreadnought. Departing Norfolk, Minnesota steamed north for a shakedown cruise off New England before returning the Chesapeake to take part in the Jamestown Exposition that April to September. USS Minnesota (BB-22) - Great White Fleet: In 1906, President Theodore Roosevelt became concerned about the US Navys lack of strength in the Pacific due to the increasing danger posed by Japan. To demonstrate to the Japanese that the United States could easily switch its main battle fleet to the Pacific, he directed that a world cruise of the countrys battleships be planned. Dubbed the Great White Fleet, Minnesota, still commanded by Hubbard, was directed to join the forces Third Division, Second Squadron. Both the flagship of the division and squadron, Minnesota embarked Rear Admiral Charles Thomas. Other elements of the division included the battleships USS Maine (BB-10), USS Missouri (BB-11), and USS Ohio (BB-12). Leaving from Hampton Roads on December 16, the fleet sailed south through the Atlantic and made visits to Trinidad and Rio de Janeiro before reaching Punta Arenas, Chile on February 1, 1908. Passing through the Straits of Magellan, the fleet cruised in review off Valparaiso, Chile before making a port call at Cal lao, Peru. Departing on February 29, Minnesota and the other battleships spent three weeks conducting gunnery practice off Mexico the following month. Making port at San Francisco on May 6, the fleet paused in California for a short time before turning west for Hawaii. Steering southwest, Minnesota and the fleet arrived at New Zealand and Australia in August. After enjoying festive and elaborate port calls, which included parties, sporting events, and parades, the fleet moved north to the Philippines, Japan, and China. Concluding goodwill visits in these countries, Minnesota and the fleet transited the Indian Ocean and passed through the Suez Canal. Arriving in the Mediterranean, the fleet divided to show the flag in numerous ports before rendezvousing at Gibraltar. Reunited, it crossed the Atlantic and reached Hampton Roads on February 22 where it was greeted by Roosevelt. With the cruise over, Minnesota entered the yard for an overhaul that saw a cage foremast installed. USS Minnesota (BB-22) - Later Service: Resuming duty with the Atlantic Fleet, Minnesota spent much of the next three years employed off the East Coast though it did make one visit to the English Channel. During this period, it received a cage mainmast. In early 1912, the battleship shifted south to Cuban waters and in June aided in protecting American interests on the island during an insurrection known as the Negro Rebellion. The following year, Minnesota moved to the Gulf of Mexico as tensions between the United States and Mexico increased. Though the battleship returned home that fall, it spent much of 1914 off Mexico. Making two deployments to the area, it helped support the US occupation of Veracruz. With the conclusion of operations in Mexico, Minnesota resumed routine activities off the East Coast. It continued in this duty until being moved to the Reserve Fleet in November 1916. USS Minnesota (BB-22) - World War I: With the US entry into World War I in April 1917, Minnesota returned to active duty. Assigned to Battleship Division 4 in the Chesapeake Bay, it commenced operations as an engineering and gunnery training ship. On September 29, 1918, while conducting training off Fenwick Island Light, Minnesota struck a mine which had been laid by a German submarine. Though no one on board was killed, the explosion caused substantial damage to the battleships starboard side. Turning north, Minnesota limped to Philadelphia where it underwent five months of repairs. Emerging from the yard on March 11, 1919, it joined the Cruiser and Transport Force. In this role, it completed three trips to Brest, France to help return American servicemen from Europe. Completing this duty, Minnesota spent the summers of 1920 and 1921 as a training ship for midshipmen from the US Naval Academy. With the end of the latter years training cruise, it moved into reserve before being decommissioned on December 1. Idle for the next three years, it was sold for scrap on January 23, 1924 in accordance with the Washington Naval Treaty. Selected Sources DANFS: USS Minnesota (BB-22)NHHC: USS Minnesota (BB-22)NavSource: USS Minnesota (BB-22)