Money in the twenty-first century.

What implications do 21st century monetary innovations bring for holdings of central bank money and standards of value? Emerging technologies such as cybercash, e-cash, and smart cards can be expected to reduce demand for central bank money, but the theoretical framework for monetary policy has not changed. The authors stress three points in this paper: 1) money innovations tend to reduce the demand for central bank money, but it remains to be seen whether the predictability of that demand, and thus the reliability of monetary policy, will decline in the coming century; 2) in principle, monetary authorities can continue to determine the price level as long as final settlement of tax and other obligations takes place using central bank liabilities; and 3) the viability of competing currencies and standards of value is gaining steam as a lively field of research.Money ; Payment systems ; Smart cards

Pedagogy undergraduates’ perception on twenty-first century skills

Teachers head up their students to the bright future, their role is indispensable, especially in the 21st century, which expects them to be energetic and flexible to apply knowledge to the daily life and carrier task. Examining the perception on 21st century skills teaching of pedagogy teacher-to-be undergraduates - plays a vital role in identifying deficits in teachers’ professional development; as well as organizing training programs to enhance their knowledge and skills. To the best of our knowledge, no study to date has examined pedagogy undergraduates’ perception in Vietnam. This study aimed at examining Vietnamese undergraduates' perception on teaching the 21st century skills. Our crosssectional study used the 21st Century Skills Teaching Scale. Descriptive analysis and ANOVA were performed in this research. The results showed that: (1) Vietnamese pedagogy students had a high level of perception on teaching the 21st century skills; (2) there was no gender difference in their perception; and (3) there was no significant difference in their perception regard to their school years and (4) there was significant difference between those having joined soft skill courses at their university and those having not joined anyone

The Twenty-First Century Councillor – Lessons from the Literature

The 21st Century Councillor research builds on the successful 21st Century Public Servant project (2013) and the University of Birmingham Policy Commission (2011) into the Future of Local Public Services. These projects saw a significant amount of interest from practitioners, identifying the need to pay attention to the changing roles undertaken by public servants, and the associated support and developmental requirements. During 2016 we have undertaken research into the 21st Century Councillor. North West Employers the Employers’ Organisation for the 41 local authorities in the North West of England) is supporting the work by facilitating access to elected councillors and organising regional events at hich findings will be shared. We are also undertaking fieldwork in other regions, and sharing the emerging findings with councillors in other regions, and with the LGA-SOLACE-PPMA 21st Century Public Servant steering group to ensure that the themes have resonance outside of particular regional contexts. This literature review is designed as a companion piece to the full project report in which we share analysis of the new empirical findings. Both documents are available from the project blog: http://21stcenturypublicservant.wordpress.com/

Technology Integration in Tennessee Twenty-first Century Classrooms

In the study, the population of educators in 21st Century Classrooms across the State of Tennessee was surveyed to determine teachers\u27 satisfaction with 21st Century program implementation and associated changes in instructional practices. During fall 1998, six hundred of the 4,800 21st century classroom teachers were surveyed using the Technology Use Questionnaire. Three hundred two completed surveys were returned. Frequency rates and percentages were calculated for each of the 33 questions and the 8 demographic items. The questions were grouped into 7 subscales: Administration, Teacher Training, Implementation, Integration, Use on the Job, Use at Home and Instructional Change. Correlation analysis determined that at the.05 alpha level there were significant relationships between 5 subscales (Administration, Teacher Training, Implementation of the Technology Plan, Integration, and Use on the Job) and Instructional Change. Conversely, there was no significant relationship between the demographic data and instructional change. In general, teachers were unsatisfied with the implementation of the Master Plan for the 21st Century program and had made only moderate instructional changes. The correlation data supported previous research citing teacher training, use on the job, inclusion in future planning, administrative support as impacting instructional change

Twenty-first century skills development in rural school learners

The aim of this study is to explore the relationship between connected learning environments and rural learners' development of 21st century skills. The driving question for the research is, "what is the impact of introducing a technology supported connected learning environment on rural learners' development of 21st century skills?" The need arises out of the undesirable state of education in South African public schools, particularly in poor, rural and marginalised areas. The literature shows that the learning environments in these contexts are stuck with an old education system that needs radical reinvention for the 21st century. The connected learning framework is used as a model for learning and a reference for design of the intervention that is employed. The study uses a qualitative and experimental approach for data collection, using semi-structured interviews, focus groups and data collected through a social media platform. The results show that connected learning is a possible approach to education in rural contexts, with learners showing evidence of 21st century skills development over the period of the study. Theoretical insights generated include the mechanisms with which connected learning environments promote 21st century skills development. The study also generated helpful insights for organisations and practitioners wanting to introduce modern learning environments in rural schools in South Africa

Twenty-First-Century Changes in U.S. Regional Heavy Precipitation Frequency Based on Resolved Atmospheric Patterns

Precipitation-gauge observations and atmospheric reanalysis are combined to develop an analogue method for detecting heavy precipitation events based on prevailing large-scale atmospheric conditions. Combinations of atmospheric variables for circulation (geopotential height and wind vector) and moisture (surface specific humidity, column and up to 500-hPa precipitable water) are examined to construct analogue schemes for the winter [December-February (DJF)] of the "Pacific Coast California" (PCCA) region and the summer [June-August (JJA)] of the Midwestern United States (MWST). The detection diagnostics of analogue schemes are calibrated with 1979-2005 and validated with 2006-14 NASA Modern-Era Retrospective Analysis for Research and Applications (MERRA). All analogue schemes are found to significantly improve upon MERRA precipitation in characterizing the occurrence and interannual variations of observed heavy precipitation events in the MWST. When evaluated with the late twentieth-century climate model simulations from phase 5 of the Coupled Model Intercomparison Project (CMIP5), all analogue schemes produce model medians of heavy precipitation frequency that are more consistent with observations and have smaller intermodel discrepancies than model-based precipitation. Under the representative concentration pathways (RCP) 4.5 and 8.5 scenarios, the CMIP5-based analogue schemes produce trends in heavy precipitation occurrence through the twenty-first century that are consistent with model-based precipitation, but with smaller intermodel disparity. The median trends in heavy precipitation frequency are positive for DJF over PCCA but are slightly negative for JJA over MWST. Overall, the analyses highlight the potential of the analogue as a powerful diagnostic tool for model deficiencies and its complementarity to an evaluation of heavy precipitation frequency based on model precipitation alone.National Science Foundation (U.S.) (MacroSystems Biology Program Grant NSF-AES EF#1137306)United States. Department of Energy (Integrated Framework for Climate Change Assessment DE-FG02-94ER61937)National Science Foundation (U.S.) (NSF-AGS-1552195)United States. National Aeronautics and Space Administration (Energy and Water Cycle Study Research Announcement NNH07ZDA001N

Dear Jacques ... Lecoq in the twenty first century

This essay considers Jacques Lecoq's influence almost 20 years after his death. Arguing that Lecoq's pedagogy is largely as relevant today as it was when he was still alive, the author speculates whether Lecoq would have welcomed developments in the use of digital technology within live performance. The essay proposes that much of Lecoq's teaching with its emphasis on play, complicite, invention, imagination and the creative actor remains relevant to contemporary developments in site-specific, immersive and postdramatic theatre. The essay is constructed in the form of a posthumous letter to Jacques Lecoq

The Twenty-First Century Law Library

On November 6, 2008, the J. Michael Goodson Law Library at the Duke University School of Law held a number of events in celebration of its newly renovated and expanded space. This is an edited version of the program, "The 21st Century Law Library: A Conversation," that was held as part of that celebration. The conversation explores the role of the academic law library in legal education in an increasingly digital environment

Nonmetropolitan Population Trends: Twenty-first Century Updates

Population trends in the nonmetropolitan counties of the United States continue to be erratic. This study used 2008 population estimates to make comparisons of 2000-2008 population changes with those of the decades of the 1980s and 1990s. Findings showed that population changes during the early years of the 21st century were more reminiscent of the 1980s than the 1990s, as overall population growth was minimal and the number of counties losing population exceeded the number of counties with population growth. It appears that the first decade of the 21st century can be labeled as the “Rural Rebound Reversal” decade. The variable with the strongest relationship to population growth was a natural amenity scale. Throughout the study period, counties with more extensive amenity resources were much more likely to have population growth than counties lacking such amenity resources. Counties with more extensive urban influence also have more positive trends than other counties. The implications of these findings are discussed