The Only Good Indian

In the years from 1887, the United States Federal government began a process of assimilating the native Indians in the land to the American culture. This paper aims to describe the assimilation policy and the interrelation s between the slogan â€Å"Kill the Indian and Save the Man†, the film, â€Å"The Only Good Indian†, and the assimilation policy advocated by Captain Pratt.Advertising We will write a custom essay sample on The Only Good Indian specifically for you for only $16.05 $11/page Learn More The aspects of the assimilation policy can be approached from three perspectives, the film perspective, Captain Pratt’s perspective, and the slogan, â€Å"Kill the Indian, Save the Man†. The assimilation policy was a policy that aimed to completely kill the Indian culture and replace it with the American culture by taking the young children to American-style schools. In the movie, â€Å"The Only Good Indian†, the main cha racter is a young boy, Charlie; who is kidnapped from his family and taken to the Haskell Indian Industrial (Trade) School to be trained in the American culture. The school is depicted as a hell hole where the children are treated with disrespect and forced to abandon their culture, by being beaten, raped, and tortured. Therefore, the assimilation policy depicted in the school is one of torture and forced culture change. The use of Bram Stoker’s Dracula in the film is also used to depict the assimilation policy in a different way. Though the Americans argued that they were enlightening the children, the main character likens school administrators to the blood sucking vampire in the book by Bram Stoker. Therefore, the book is used to show the White people as a soul sucking people instead of the saviors of the Indian people. However, the children who were forced to assimilate the American culture were not fully accepted into the culture. This is depicted by the other main chara cter in the movie, Sam, who is a self made private investigator who brings Charlie  back when he escapes from the school. Sam is treated as a fugitive by the Americans and ends up being pursued together with Charlie. The assimilation policy described by Captain Pratt is one where the Native American culture is killed and replaced by the American culture. This relates to both the film theme and the slogan because they all described a situation where the Indian spirit is killed, and replaced by the American culture. This means that Captain Pratt’s assimilation policy encourages the forceful replacement of the Indian culture with the American culture by taking the Native American young to school and forcing them to learn the American culture. This essay on The Only Good Indian was written and submitted by user Conner Davidson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Quality Assurance and Software Testing Certifications

Quality Assurance and Software Testing Certifications When we think of IT (information technology) we tend to focus on development, network, and database issues. Its easy to forget that before sending work out to the user, there is a crucial middleman. That person or team is quality assurance (QA). QA comes in many forms, from the developer who tests her own code, to the testing gurus who work with automated testing tools. Many vendors and groups have recognized testing as an integral part of the development and maintenance process and have developed certifications to standardize and demonstrate knowledge of the QA process and testing tools. Vendors That Offer Testing Certifications Rational Empirix Vendor-Neutral Testing Certifications ISTQB Certified Tester, Foundation Level (CTFL) -   The Foundation Level qualification is aimed at professionals who need to demonstrate practical knowledge of the fundamental concepts of software testing. This includes people in roles such as test designers, test analysts, test engineers, test consultants, test managers, user acceptance testers and IT Professionals.The Foundation Level qualification is also appropriate for anyone who needs a basic understanding of software testing, such as project managers, quality managers, software development managers, business analysts, IT directors, and management consultants.Quality Improvement Associate Certification (CQIA)  -   The Certified Quality Improvement Associate has a basic knowledge of quality tools and their uses and is involved in quality improvement projects, but doesnt necessarily come from a traditional quality area.Certified Test Manager (CTM)  -   The CTM Certification was developed based on the Test Management Bod y of Knowledge (TMBOK) to fill the gap in the management skills required by test managers and test leads to effectively manage the test process, the test project and the test organization.   Certified Software Test Professional (CSTP)  -   CSTP is the short form for â€Å"Certified Software Test Professional. This was initiated by International Institute for Software Testing (IIST) in 1991, and so far has been successful in enhancing the career of thousands of aspirants by providing the professional skill set for software application testing. This certification program could be taken by any newcomer in the testing field as well as for the managers and leaders in the testing field.Six Sigma Black Belt Certification (CSSBB)  -   The Certified Six Sigma Black Belt is a professional who can explain Six Sigma philosophies and principles, including supporting systems and tools. A Black Belt should demonstrate team leadership, understand team dynamics and assign team member roles and responsibilities. Black Belts have a thorough understanding of all aspects of the DMAIC model in accordance with Six Sigma principles. They have basic knowledge of Lean enterprise concepts , are able to identify non-value-added elements and activities and are able to use specific tools. Certified Software Quality Analyst (CSQA) - Prove your level proficiency as a manager or advisor when it comes to IT principles and practices of quality assurance when you become Certified Software Quality Analyst certified. Although this list is short, the links above go to sites that offer more niche certifications for you to research. Those listed here are respected in IT and are a must-have for anyone considering an entry into the world of testing and Quality Assurance.

The Glass Menagerie, a Play by Tennessee Williams

The Glass Menagerie, a Play by Tennessee Williams The Glass Menagerie  play is a melancholy family drama written by Tennessee Williams. It was first performed on Broadway in 1945, meeting with astounding box-office success and a Drama Critics Circle Award. The Characters In the introduction of The Glass Menagerie, the playwright describes the personalities of the drama’s main characters. Amanda Wingfield: Mother of two adult children, Tom and Laura. â€Å"A little woman of great vitality clinging frantically to another time and place...†Ã¢â‚¬Å"Her life is paranoia†¦Ã¢â‚¬ Ã¢â‚¬Å"Her foolishness makes her unwittingly cruel†¦Ã¢â‚¬ Ã¢â‚¬Å"There is tenderness in her slight person†¦Ã¢â‚¬  Laura Wingfield: Six years out of high school. Incredibly shy and introverted. She fixates on her collection of glass figurines. She has â€Å"failed to establish contact with reality†¦Ã¢â‚¬ Ã¢â‚¬Å"A childhood illness has left her crippled, one leg slightly shorter than the other†¦Ã¢â‚¬ Ã¢â‚¬Å"She is like a piece of her own glass collection, too exquisitely fragile†¦Ã¢â‚¬  Tom Wingfield: The poetic, frustrated son who works at a mindless warehouse job, supporting his family after his father left home for good. He also serves as the play’s narrator. â€Å"His nature is not remorseless†¦Ã¢â‚¬ Ã¢â‚¬Å"To escape from a trap (his overbearing mother and crippled sister) he has to act without pity.† Jim O’Connor: The gentleman caller who has dinner with the Wingfields during the second part of the play. He is described as a â€Å"nice, ordinary young man.† Setting The entire play takes place in the Wingfield’s meager apartment, located next to an alley in St. Louis. When Tom begins narrating he draws the audience back to the 1930s. Plot Summary Mrs. Wingfield’s husband abandoned the family â€Å"a long time ago.† He sent a postcard from Mazatlan, Mexico that simply read: â€Å"Hello – and Good-bye!† With the absence of the father, their home has become emotionally and financially stagnant. Amanda clearly loves her children. However, she constantly reprimands her son about his personality, his fledgling job, and even his eating habits. Tom: I haven’t enjoyed one bite of this dinner because of your constant directions on how to eat it. It’s you that makes me rush through meals with your hawk-like attention to every bite I take. Even though Tom’s sister is painfully shy, Amanda expects Laura to be more outgoing. The mother, in contrast, is very sociable and reminisces about her days as a southern belle who once received seventeen gentlemen callers in a single day. Laura has no hopes or ambitions for her future. She quit her typing class because she was too shy to take the speed exam. Laura’s only apparent interest seems to be her old music records and her â€Å"glass menagerie,† a collection of animal figurines. Meanwhile, Tom is itching to leave the household and seek adventure in the wide-open world, instead of being held prisoner by his dependent family and a dead-end job. He often stays out late at night, claiming to go to the movies. (Whether or not he watches the movies or engages in some sort of covert activity is debatable). Amanda wants Tom to find a suitor for Laura. Tom scoffs at the idea at first, but by evening he informs his mother that a gentleman caller will be visiting the following night. Jim O’Connor, the potential suitor, went to high school with both Tom and Laura. During that time, Laura had a crush on the handsome young man. Before Jim visits, Amanda dresses in a beautiful gown, reminding herself of her once-glorious youth. When Jim arrives, Laura is petrified to see him again. She can barely answer the door. When she finally does, Jim shows no trace of remembrance. Out on the fire escape, Jim and Tom discuss their futures. Jim is taking a course on public speaking to become an executive. Tom reveals that he will soon be joining the merchant marines, thereby abandoning his mother and sister. In fact, he purposefully failed to pay the electricity bill in order to join the seaman’s union. During dinner, Laura – faint with shyness and anxiety – spends most of the time on the sofa, away from the others. Amanda, however, is having a wonderful time. The lights suddenly go out, but Tom never confesses the reason! By candlelight, Jim gently approaches the timid Laura. Gradually, she begins to open up to him. He is delighted to learn that they went to school together. He even remembers the nickname he gave to her: â€Å"Blue Roses.† Jim: Now I remember – you always came in late. Laura: Yes, it was so hard for me, getting upstairs. I had that brace on my leg – it clumped so loud! Jim: I never heard any clumping. Laura (wincing at the recollection): To me it sounded like thunder! Jim: Well, well, well. I never even noticed. Jim encourages her to be more self-confident. He even dances with her. Unfortunately, he bumps a table, knocking over a glass unicorn figurine. The horn breaks, making the figurine just like the rest of the horses. Surprisingly, Laura is able to laugh about the situation. She clearly likes Jim. Finally, he declares: Somebody needs to build your confidence up and make you proud instead of shy and turning away and- blushing- Somebody ought to- ought to- kiss you, Laura! They kiss. For a moment, the audience might be lured into thinking that everything will work out happily. For a moment, we can imagine: Jim and Laura falling in love.Amanda’s dreams for Laura’s security coming true.Tom finally escaping the â€Å"trap† of family obligations. Yet, a moment after the kiss, Jim backs away and decides, â€Å"I shouldn’t have done that.† He then reveals that he is engaged to a nice girl named Betty. When he explains that he will not be back to visit again, Laura bravely smiles. She offers him the broken figurine as a souvenir. After Jim leaves, Amanda scolds her son for bringing an already-spoken-for gentleman caller. As they fight, Tom exclaims: Tom: The more you shout about my selfishness to me the quicker I’ll go, and I won’t go to the movies! Then, Tom assumes the role of the narrator as he did in the play’s beginning. He explains to the audience how he soon left his family behind, running away just as his father did. He spent years traveling abroad, yet something still haunted him. He escaped the Wingfield household, but his dear sister Laura was always on his mind. The Final Lines Oh, Laura, Laura, I tried to leave you behind me, but I am more faithful than I intended to be! I reach for a cigarette, I cross the street, I run into the movies or a bar, I buy a drink, I speak to the nearest stranger- anything that can blow your candles out! For nowadays the world is lit by lightning! Blow out your candles, Laura – and so good-bye†¦

8 sentences Essay Example | Topics and Well Written Essays - 250 words - 1

8 sentences - Essay Example The message was educative and made the society aware of animals rights to ensure that they harmoniously with human beings (Sewell, 313). The book has changed the behavior of London Cabmen at the time of its publication since it made him aware of the significance of taking care of animals. It further taught him that, animals also feel pain, hence ought to be taken care of and treated humbly. Previously, the London Cabmen mistreated animals in general especially horses, but after launching of the book, a sense of care to animals was instilled in their minds. Lastly, the black beauty, led to the elimination of the bearing rein. Bearing rein is a piece of a hose track that is placed from a point on the horse’s back, goes towards the head to a bit. It was majorly used to carry human beings in cart or luggage and is currently known as over-check. The object was used to ensure that horse does not lower its head beyond a fixed point by inflicting pain. This was seen as animal torture and hence, forced to be eliminated from the society (Sewell,

Search Warrant Exceptions Essay Example | Topics and Well Written Essays - 500 words

Search Warrant Exceptions - Essay Example he US Supreme Court therefore, crafted several legal doctrines incorporated through several cases that guarantee that a person’s confession does not violate his rights enshrined in the Fifth (on self-incrimination) and Sixth Amendment (rights of the accused) of the Constitution (Brown 2001 p 151). To illustrate this, an instance of confession was culled from a leading US daily and discussed how it will likely impact on the concerned individual’s case, once it goes into trial. In the July 18, 2009 issue of The Washington Post, a news article entitled â€Å"Friends Shocked as Man Charged in Wife’s Murder† appeared. It narrated an incident which happened aboard the Carnival Elation cruise ship while it was on its way to Los Angeles after a five-day cruise. A woman was found dead in one of the cabins’ bathroom strangled and with blunt injuries in the head and torso. The FBI which intercepted the cruise ship while at sea was able to draw out a confession from the woman’s husband admitting that it was him who killed his wife using his bare hands. It turned out that the couple, who were married in 2003, was taking the luxurious five-day Mexican cruise to celebrate their 55th birthdays, only a few days apart from each other. The state in the event the case goes to court, should prove that the confession was valid and admissible in court to qualify its use against the husband. According to the book Criminal Investigation: Law and Practice, there are three tests to determine whether such confession is admissible in court: the due process or voluntariness test; the right to counsel test, and; the Fifth Amendment privilege against incrimination test. During the trial, the state must prove that the confession obtained from the husband was given without any coercion whatsoever otherwise the defense has the right to object to its admission and move for its suppression. Coercion here refers to either physical (Brown v Mississippi, 297 US 278 [1936]), emotional or

Fgm Human Rights Voilation Essay Example for Free

Fgm Human Rights Voilation Essay Practices are mostly carried out on young girls sometime between infancy and age 15, and occasionally on adult women. In Africa, about three million girls are at risk for FGM annually. An estimated 140 million girls and women worldwide are living with the consequences of FGM. In Africa, about 92 million girls age 10 years and above are estimated to have undergone FGM. The practice is most common in the western, eastern, and north-eastern regions of Africa, in some countries in Asia and the Middle East, and among migrants from these areas. FGM is recognized internationally as a violation of the human rights of girls and women. It reflects deep-rooted inequality between the sexes, and constitutes an intense form of discrimination against women. It is nearly always carried out on minors and is a violation of the rights of children. The practice also violates a persons rights to health, security and physical integrity, the right to be free from torture and cruel, inhuman or degrading treatment, and the right to life when the procedure results in death. The causes of female genital mutilation include a mix of cultural, religious and social factors within families and communities. Where FGM is a social convention, the social pressure to conform to what others do and have been doing is a strong motivation to perpetuate the practice. FGM is often considered a necessary part of raising a girl properly, and a way to prepare her for adulthood and marriage. FGM is often motivated by beliefs about what is considered proper sexual behaviour, linking procedures to premarital virginity and marital fidelity. FGM is in many communities believed to reduce a womans libido and therefore believed to help her resist illicit sexual acts. When a vaginal opening is covered or narrowed (type 3 above), the fear of the pain of opening it, and the fear that this will be found out, is expected to further discourage illicit sexual intercourse among women with this type of FGM. FGM is associated with cultural ideals of femininity and modesty, which include the notion that girls are â€Å"clean† and beautiful after removal of body parts that are considered male or unclean. Though no religious scripts prescribe the practice, practitioners often believe the practice has religious support. Religious leaders take varying positions with regard to FGM: some promote it, some consider it irrelevant to religion, and others contribute to its elimination. Local structures of power and authority, such as community leaders, religious leaders, circumcisers, and even some medical personnel can contribute to upholding the practice. In most societies, FGM is considered a cultural tradition, which is often used as an argument for its continuation. In some societies, recent adoption of the practice is linked to copying the traditions of neighbouring groups. Sometimes it has started as part of a wider religious or traditional revival movement. In some societies, FGM is practised by new groups when they move into areas where the local population practice FGM. In 1997, WHO issued a joint statement with the United Nations Children’s Fund (UNICEF) and the United Nations Population Fund (UNFPA) against the practice of FGM. A new statement, with wider United Nations support, was then issued in February 2008 to support increased advocacy for the abandonment of FGM. The 2008 statement documents evidence collected over the past decade about the practice. It highlights the increased recognition of the human rights and legal dimensions of the problem and provides data on the frequency and scope of FGM. It also summarizes research about why FGM continues, how to stop it, and its damaging effects on the health of women, girls and newborn babies. In 2010 WHO published a Global strategy to stop health care providers from performing female genital mutilation in collaboration with other key UN agencies and international organizations. Since 1997, great efforts have been made to counteract FGM, through research, work within communities, and changes in public policy. Progress at both international and local levels includes:wider international involvement to stop FGM;the development of international monitoring bodies and resolutions that condemn the practice;revised legal frameworks and growing political support to end FGM (this includes a law against FGM in 22 African countries, and in several states in two other countries, as well as 12 industrialized countries with migrant populations from FGM practicing countries);in most countries, the prevalence of FGM has decreased, and an increasing number of women and men in practising communities support ending its practice. Research shows that, if practising communities themselves decide to abandon FGM, the practice can be eliminated very rapidly. In 2008, the World Health Assembly passed a resolution (WHA61. 16) on the elimination of FGM, emphasizing the need for concerted action in all sectors health, education, finance, justice and womens affairs. WHO efforts to eliminate female genital mutilation focus on:advocacy: developing publications and advocacy tools for international, regional and local efforts to end FGM within a generation; research: generating knowledge about the causes and consequences of the practice, how to eliminate it, and how to care for those who have experienced FGM; guidance for health systems: developing training materials and guidelines for health professionals to help them treat and counsel women who have undergone procedures. WHO is particularly concerned about the increasing trend for medically trained personnel to perform FGM. WHO strongly urges health professionals not to perform such procedures.

The Effective Satire of Voltaires Candide :: Voltaire Candide Essays

The Effective Satire of Voltaire's Candide      Ã‚   In Candide, Voltaire sought to point out the fallacy of Gottfried Leibniz's theory of optimism and the hardships brought on by the resulting inaction toward the evils of the world. Voltaire's use of satire, and its techniques of exaggeration and contrast highlight the evil and brutality of war and the world in general when men are meekly accepting of their fate. Leibniz, a German philosopher and mathematician of Voltaire's time, developed the idea that the world they were living in at that time was "the best of all possible worlds." This systematic optimism shown by Leibniz is the philosophical system that believed everything already was for the best, no matter how terrible it seemed. In this satire, Voltaire showed the world full of natural disasters and brutality. Voltaire also used contrast in the personalities of the characters to convey the message that Leibniz's philosophy should not be dealt with any seriousness. Leibniz, sometimes regarded as a Stoic or Fatalist because his philosophies were based on the idea that everything in the world was determined by fate, theorized that God, having the ability to pick from an infinite number of worlds, chose this world, "the best of all possible worlds." Although Voltaire chose that simple quality of Leibniz's philosophy to satirize, Leibniz meant a little more than just that. Even though his p hilosophy stated that God chose "the best of all possible worlds," he also meant that God, being the perfection he is, chose the best world available to him, unfortunately it was a world containing evil. It seems as though Voltaire wanted to ridicule Leibniz's philosophy so much that he chose to satirize only the literal meaning and fatal acceptance of evil of Leibniz's philosophy.   To get his point across in Candide, Voltaire created the character Dr. Pangloss, an unconditional follower of Leibniz's philosophy. Voltaire shows this early in the novel by stating, "He proved admirably that there is no effect without a cause and that, in this best of all possible worlds....(16)" Pangloss goes on to say that everything had its purpose and things were made for the best. For example, the nose was created for the purpose of wearing spectacles (Voltaire 16). Because of his "great knowledge," Candide, at this point a very naive and impressionable youth, regards Pangloss as the greatest philosopher in the world, a reverence that will soon be contradicted by contact with reality (Frautschi 75).

Greek Influence on English Language

Indirect and direct borrowings Since the living Greek and English languages were not in direct contact until modern times, borrowings were necessarily indirect, coming either through Latin (through texts or various vernaculars), or from Ancient Greek texts, not the living language. Some Greek words were borrowed into  Latin  and its descendants, the  Romance languages. English often received these words from  French. Their phonetic and orthographic form has sometimes changed considerably.For instance,  place  was borrowed both by Old English and by French from Latin  platea, itself borrowed from Greek ( ) ‘broad (street)'; the Italian  piazza  and Spanish  plaza  have the same origin, and have been borrowed into English in parallel. The word  olive  comes through the  Romance  from the Latin word  oliva, which in turn comes from the Greek (elaiwa). [1][2]  A later Greek word,   (bouturon)[3]  becomes Latin  butyrum  and eventually Engl ish  butter. A large group of early borrowings, again transmitted first through Latin, then through various vernaculars, comes from Christian vocabulary:  bishop  < episkopos  Ã¢â‚¬Ëœoverseer'),  priest  < (presbyteros  Ã¢â‚¬Ëœelder'), and  church  <  ? (kyriakon). [4]  In some cases, the orthography of these words was later changed to reflect the Greek spelling:  e. g. quire  was respelled as  choir  in the 17th century. Many more words were borrowed by scholars writing in post-classical Latin. Some words were borrowed in essentially their original meaning, often transmitted through classical Latin:  physics,iambic,  eta,  necromancy. A few result from scribal errors:  encyclopedia  < ‘the circle of learning', not a compound in Greek;  acne  (skin condition) < erroneous lt; ‘high point, acme'. Others were borrowed unchanged as technical terms, but with specific, novel meanings:  telescope  < †˜far-seeing' refers to an  optical instrument for seeing far away;  phlogiston  < ‘burnt thing' is a supposed  fire-making potential. But by far the largest Greek contribution to English vocabulary is the huge number of scientific, medical, and technical  neologisms  that have been coined by  compounding Greek roots and affixesto produce novel words which never existed in the Greek language:  utopia  (1516, ‘not' + ‘place'),  zoology  (1669, ),  hydrodynamics  (1738, + ),  photography(1834, + ),  oocyte  (1895, + ),  helicobacter  (1989, + ). Such terms are coined in all the European languages, and spread to the others freely—including to Modern Greek. Traditionally, these coinages were constructed using only Greek morphemes,  e. g. metamathematics, but increasingly, Greek, Latin, and other morphemes are combined, as intelevision  (Greek – + Latin  vision),  metalinguistic  (Greek + Lati n  lingua  + Greek - + Greek - ), and  garbology  (English  garbage  + Greek - . These  hybrid words  were formerly considered to be ‘barbarisms'. Many Greek affixes such as  anti-  and  -ic  have become  productive  in English, combining with arbitrary English words:  antichoice,  Fascistic. Most learned borrowings and coinages follow the classical Latin  Romanization system, where ‘c' represents ? etc. , with a few exceptions:  eureka  (cf. heuristic),  kinetic  (cf. cinematography),krypton  (cf. cryptic). Some Greek words were borrowed through Arabic and then Romance:  alchemy  ( or ),  elixir  ( ),  alembic  ( ),  botargo  ( , and possibly  quintal  ( < Latincentenarium (pondus)). Curiously,  chemist  appears to be a  back-formation  from  alchemist. In the 19th and 20th centuries a few learned words and phrases were introduced using a more or less direct transliteration of Ancient Greek (r ather than the traditional Latin-based morphology and dropped inflectional endings),  e. g. nous  ( ),  hoi polloi  ( ). Some Greek words have given rise to  etymological doublets, being borrowed both through an organic, indirect route, and a learned, direct route into English:  anthem  and  antiphon  ( ,frantic  and  frenetic  ( ),  butter  and  butyr(ic)  ( ),  bishop  and  episcop(al)  ( ),  balm  and  balsam  ( , probably itself a borrowing from Semitic),  blame  and  blasphemy( ),  box  and  pyx(is)  ( ),  choir  and  chorus  ( ),  trivet  and  tripod  ( / -),  slander  and  scandal  ( ),  oil,  olive,  oleum, and  elaeo-  ( );  almond  and  amygdala( );  dram  and  drachma  ( );  paper  and  papyrus  ( );  carat  and  keratin  ( , -). [5][6] Finally, with the growth of tourism, some words reflecting modern Greek ulture have been borrowed into Englishà ¢â‚¬â€many of them originally borrowings into Greek themselves:  retsina,  souvlaki,taverna  (< Italian),  ouzo  (disputed etymology),  moussaka  (< Turkish < Arabic),  baklava  (< Turkish),  feta  (< Italian),  bouzouki  (< Turkish),  gyro  (the food, a calque of Turkish  doner). ————————————————- [edit]Greek as an intermediary Many words from the  Hebrew Bible  were transmitted to the western languages through the Greek of the  Septuagint, often without morphological regularization:  pharaoh  ( ),  seraphim( , ,  paradise  ( < Hebrew < Persian),  rabbi  ( ). ————————————————- [edit]The written form of Greek words in English Many Greek words, especially those borrowed through the liter ary tradition, are recognizable as such from their spelling. Already in Latin, there were specific conventions for borrowing Greek. So Greek  ? was written as ‘y',   as ‘? ‘,   as ‘? ‘,  ? as ‘ph', and  ? as ‘c'. These conventions (which originally reflected pronunciation) have carried over into English and other languages with historical orthography (like French).They make it possible to recognize words of Greek origin, and give hints as to their pronunciation and inflection. On the other hand, the spelling of some words was refashioned to reflect their etymology:  Middle English  caracter  became  character  in the 16th century. [7] The Ancient Greek diphthongs   and   may be spelled in three different ways in English: the digraphs  ae  and  oe; the ligatures  ? and  ? ; or the simple letter  e. Both the digraphs and ligatures are uncommon in American usage, but the digraphs remain common in British usag e. Examples are: encyclopaedia /encyclop? ia / encyclopedia, haemoglobin / h? moglobin / hemoglobin, oedema / ? dema / edema, Oedipus / ? dipus / Edipus (rare). The verbal ending  - is spelled  -ize  in American English and  -ise  or  -ize  in British English. In some cases, a word's spelling clearly shows its Greek origin. If it includes  ph  or includes  y  between consonants, it is very likely Greek. If it includes  rrh,  phth, or  chth; or starts with  hy-,  ps-,  pn-, or  chr-; or the rarer  pt-,  ct-,  chth-,  rh-,  x-,  sth-,  mn-,  tm-,  gn-  or  bd-, then it is Greek, with some exceptions:  gnat,  gnaw,  gneiss.One exception is  ptarmigan, which is from a  Gaelic  word, the  phaving been added by  false etymology. The word  trophy, though ultimately of Greek origin, did not have a  ? but a  ? in its Greek form, . ——————————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- [edit]Pronunciation In clusters such as  ps-,  pn-, or  gn-  which are not allowed by  English phonotactics, the usual English pronunciation drops the first consonant (e. g. psychology) at the start of a word; comparegnostic  [n? st? k] and  agnostic  [? gn? st? k]; there are a few exceptions:  tmesis  [tmi? s? s].Initial  x-  is pronounced  z. Ch  is pronounced like  k  rather than as in â€Å"church†:  e. g. character, chaos. Consecutive vowels are often pronounced separately rather than forming a single vowel sound or one of them becoming silent (e. g. â€Å"theatre†Ã‚  vs. â€Å"feat†). ————————————————- [edit]Inflectional endings and plurals Though many English words derived from Greek through the literary route drop the inflectional endings (tripod,  zoology,  pe ntagon) or use Latin endings (papyrus,  mausoleum), some preserve the Greek endings:  tetrahedron,  schema  (cf. cheme),  topos,  lexicon,  climax. In the case of Greek endings, the plurals sometimes follow the  Greek rules:  phenomenon, phenomena;  tetrahedron, tetrahedra;  crisis, crises;  hypothesis, hypotheses;  stigma, stigmata;  topos, topoi;  cyclops, cyclopes; but often do not:  colon, colons  not  *cola  (except for the  very rare technical term of rhetoric);pentathlon, pentathlons  not  *pentathla;  demon, demons  not  *demones;  climaxes, not  *climaces.Usage is mixed in some cases:  schema, schemas  or  schemata;  lexicon, lexicons  or  lexica;  helix, helixes  or  helices;  sphinx, sphinges  or  sphinxes;  clitoris, clitorises  or  clitorides. And there are misleading cases:  pentagon  comes from Greek  pentagonon, so its plural cannot be  *pentaga; it ispentagons  (Greek   / pentagona). (cf. Plurals from Latin and Greek) ————————————————- [edit]Verbs Few English verbs are derived from the corresponding Greek verbs; examples are  baptize  and  ostracize.However, the Greek verbal suffix  -ize  is productive in Latin, the Romance languages, and English: words like  metabolize, though composed of a Greek root and a Greek suffix, are modern compounds. ————————————————- [edit]Statistics The contribution of Greek to the English vocabulary can be quantified in two ways,  type  and  token  frequencies: type frequency is the proportion of distinct words; token frequency is the proportion of words in actual texts.Since most words of Greek origin are specialized technical and scientific coinages, the type frequency is conside rably higher than the token frequency. And the type frequency in a large word list will be larger than that in a small word list. In a typical English dictionary of 80,000 words, which corresponds very roughly to the vocabulary of an educated English speaker, about 5% of the words are borrowed from Greek directly, and about 25% indirectly (if we count modern coinages from Greek roots as Greek). citation needed] ————————————————- [edit]References 1. ^  This must have been an early borrowing, since the Latin  v  reflects a still-pronounced  digamma. The Greek word was in turn apparently borrowed from a pre-Indo-European  Mediterranean  substrate(see also  Greek substrate language), although the earliest attested form of it is the  Mycenaean Greek  e-ra-wa  (transliterated as â€Å"elava†), attested in  Linear B  syllabic script—see  e- ra-wa, Mycenaean (Linear b) – English Glossary 2.   Palaeolexicon, Word study tool of ancient languages 3. ^  Carl Darling Buck,  A Dictionary of Selected Synonyms in the Principal Indo-European Languages  ISBN 0-226-07937-6  notes that the word has the form of a compound + ‘cow-cheese', possibly a calque from Scythian, or possibly an adaptation of a native Scythian word 4. ^  church, on Oxford Dictionaries

Reasons for a Dysfunctional Family Essay

Reasons for in case of dysfunctional families/child abuse + neglect * Drugs/alcohol * Parents leaving kids to fend for themselves * Less belonging to churches + moral life lessons * Parent separation + divorce * Baby bonus may encourage people to have children for the wrong reasons What are the positive effects of a positive (good) self-esteem? ]Positive outlook Positive thoughts Good self-esteem level Good confidence Self Confidence 1. Self-confidence is the belief or feeling that a person has about themselves, which assists them to achieve in life. The development of self-confidence may be influenced by culture, environment, age, ability, life experiences, gender, parenting expectations. 2. The factors that may contribute to the positive or negative development is a poor outlook, poor body image, dysfunctional family. Your culture, environment, age, ability, life experiences, gender, parenting expectations. 3. The perceptions of femininity and masculinity on an individual’s development of self-confidence is strong gender classifications and stereotypes can make –girls in particular- feel less than boys. In some cultures, even in our own, females are pushed into a lesser mental state, not being able to achieve as much. 4. A) Achieves poor academics – negative B) Struggles to make friends – negative C) Takes on new challenges – positive D) Feels good about their achievements – positive Heredity 1. Heredity is the variation in individual growth and development is partly a result of heredity or genetic factors. Genes contribute to differences between males and females and between individuals of the same gender. They also contribute to the similarities between people. Accepting physical appearance and difference, along with other inherited traits, is an important part of development. Genes directly determine an individual’s hair, skin and eye colour, and certain health conditions. Heredity also has a strong influence on other individual characteristics, including height, weight, and even personality. Body shape is largely controlled by genetic characteristics and, although it may be altered by factors such as diet and exercise, it cannot be dramatically changed. 2. The factors that may impact positively or negatively on an individual’s development through heredity are: Positive – olive skin doesn’t blush, good health, tall, fast metabolism Negative – inherited disorders/illnesses, fair skin burn easily, very short, slow metabolism – prone to weight gain easily, drug/alcohol – negative traits (e.g. foetal alcohol syndrome), physical appearance that draws negative attention from peers, allergies (e.g. beestings, peanuts, grasses etc.) Environment Environment refers to the external (pressures) factors that influence an individual’s development. Environmental influences on individuals change as they move through their life cycle. Example – Baby is influenced by family, a child is influenced by child care/grandparents/carers, kid/teenager is influenced by peers and teachers at school. * Low socio-economic household * Unhappy/unsatisfied parents (angry household, lack of attention, child may be scapegoat, low esteem) * Loving, secure, stable household

Step-by-Step Guide to Getting a Job as a Recent Grad

Step-by-Step Guide to Getting a Job as a Recent Grad So you’ve just graduated, or you’re about to. Congratulations! All of your hard work and long hours are paying off in the form of that hard-won piece of paper. But victorious as this moment is, it’s a transitional one- celebration gives way to the realities of your new professional life. Namely, that you need a professional life. Now that you’ve achieved your goal of graduating, the next steps can seem a little murky, so we’d like to help guide you through your next steps on the way to your new (or new and improved) career. Step 1: Figure out your plan.If you’re one of those amazing people who has had a detailed, spreadsheet-ed life plan since seventh grade, this step is probably not for you. (Go directly to step 2!) If you’re like many of us, and have mostly vague/idealistic thoughts about what you want to do next, then now is the time to buckle down on that. Presumably you have some idea, having chosen a specific school, program, or major with your eventual career in mind. That’s your starting point.Think about what you want to do. If you have a specific job in mind, research current job opportunities, and ask yourself these questions:Is this an entry-level job, or does it require stepping-stone jobs first?Do I have the baseline skills necessary to perform this job?Once I get this job, what are the next two or three levels? What do I need to prepare for leveling up?If you have an industry in mind rather than a particular job, try these questions:Is there a particular industry niche I’m interested in?What are the top companies in the field, and what kinds of job openings do they have?Do I have the baseline skills that the job listings are seeking?Once I get a job in this field, what are the next two or three levels? What do I need to prepare for leveling up?The goal here is to come up with a five-year plan. It doesn’t have to be plotted down to the day, but should at least have general outli nes of what you hope to achieve in the first job or two of your new career. And realism is key here: going from junior employee to CEO in five years is not going to happen (sorry).Step 2: Start packaging yourself.Ideally, you’ve already got the bare bones of your resume in order from part-time or summer jobs, internships, or just general preparedness. If you haven’t been as on top of that as you’d like (for example, if you’ve been busy with exams and a goodbye tour of the campus watering holes), no worries. The best bet here is actually to start from scratch. If you have old resumes for reference and reminders about your experience, that’s great†¦but a surgical find-and-replace update of dates and responsibilities isn’t the best starting point for your new career.And don’t worry too much about the catch-22 that plagues many job seekers just out of college: how do you get job experience to get a job? The lack of direct experience is going to be unavoidable at some point, but the good news is that you do have experience, whether it’s in the form of internships, jobs that built skills like administrative work or customer service, or volunteer work. The most important part of your new resume is harnessing the best professional qualities you have in a format that works.Step 3: Build up (or clean up) your social media brand.The Facebook comments posted on your timeline by friends goofing off? The public Instagram account that features the party highlights of Spring Break? The Twitter feed where you try to provoke celebrities into RTing you? Those have no place in your job hunt. For personal accounts, make them private, or scrub them of stuff you really wouldn’t want a potential employer to see. (Rule of thumb: would you be okay with your grandmother seeing this?)After you’ve cleaned up your profiles, or made them private, start new accounts for your professional self. Pick a @handle that†™s based on your name. Instead of tweeting at celebrities, follow industry leaders or that guy who gave an awesome TED talk about productivity. Share articles about your field that you find interesting or informative. And always (ALWAYS) keep the tone professional. You can be witty or serious, and give opinions, but always be aware that anyone could be reading your posts. Don’t post anything you wouldn’t feel comfortable defending in a job interview.Your social media presence is crucial because more than ever, employers are using social media as their preferred methods for recruiting potential employees, or at least screening them.Courtesy of: onlinedegrees.comStep 4: Build your real world network.Social media is essential, but don’t neglect the web of people you know IRL who can help your career. Coming out of college, you have a crazy number of networking options. Your school or program likely has some kind of career development office that can link you up w ith mentors or current people in your target field. Your school also has alumni networks for you to tap into as well. And don’t forget professors and instructors- you have access real, live experts in your field, who may have valuable insight into what it’s like to work in the field, or connections of their own that they can refer to you.Right now, it’s important that you start taking advantage of those before you leave, get busy with real life, and lose touch with people. (That struggle is very real, trust me.) Put at least as much care into your fledgling professional network as you put into staying in touch with classmates and friends. Make those connections now, so that you’ll have them later. It’s a lot easier to maintain relationships than to try to go back after they’ve lapsed. It’ll be awkward if you pop back into someone’s life five years later, only to ask them for a LinkedIn recommendation. If you connect on LinkedIn or other networking sites now, you’re at least somewhat on each other’s radar in the future. You don’t have to have coffee with them every week, but staying connected online keeps your options open.Step 5: Get out and start looking.You can do this while you’re working on other things (like building your network), but if you start finding job opportunities, you’ll want your resume and professional social media presence to be in order first. From your research during your five-year-planning stage, you probably have a good idea of where to start searching for jobs. Online job sites are a great place to start, but if your industry has online hubs or job-matching sites, start haunting those too.Step 6: Practice your interview game.Even if you don’t have an interview lined up just yet, that’s no reason to slack on practicing for it. Things you can do in the meantime:If you have friends who are also on the job hunt, set up some time to grab coffee and practice asking each other interview questions.Work on your handshake grip: strong, but not Hulk-ish.When you brush your teeth in the morning and at night, practice your most winning â€Å"hire me† smile.Fix that hem on your interview suit, and make sure your interview outfit is dry-cleaned and ready to go in case you get an interview on short notice.Come up with real-life examples for each skill and bullet point on your resume.Don’t get discouraged if you feel like things aren’t happening quickly enough. The hard work you’re putting now is making you a better candidate, so when the right opportunity comes along, you’ll be ready to seize it. Congrats on all the great things you’ve achieved so far, and good luck on the journey that come next!

An Exploration of the Representation of Teenagers in Two British Films, Films Are History Boys and Kidulthood

The representation of teenagers can be very contrasting at times teenagers can be represented as a problem within society however they can be represented as the hope for society in terms of education. The representation of teenagers has changed throughout the 20th century, since the films of Elvis Presley and the Beatles in the 50’s and 60’s (15). The two films I chose are set in the 1980’s (History Boys) and modern day London (Kidulthood). History Boys is a based around Sheffield grammar school and Kidulthood is based in London, both released in 2006. Kidulthood is an example of rights of passage in teenagers, because its tagline is â€Å"Before Adulthood Comes Kidulthood†, meaning that there is some form of right of passage before you are a adult. One of the first representations of teenagers that is apparent within either films is the use of language within Kidulthood uses language such as â€Å"bruv†, â€Å"blud†, â€Å"mandem† â€Å"chatting†, â€Å"pussyhole†. When there is a dialogue with older characters such as Jay and Trife’s Mum an air of politeness towards the adult is emphasised and when it is between teenage character they speak in use of language. Whereas History boys the teenagers are very polite. They are represented in a negative manner within the film due to their language and speech towards others. In my film I want to show characters in a polite manner, because of History Boys’s aspects. The representation in both films of teenagers within a context of a school is quite contrasting. In History Boys the main emphasis for the teenagers in this setting is based upon and you are judged on the university you go too evident through their struggle to get places at Oxbridge. They strive for perfection with results. In terms of the playground setting everyone is equal, the younger years walk side by side with the higher years, and the higher years are very friendly with the teachers, therefore showing that teenagers are responsible and are shown in a positive attitude. Whereas, Kidulthood is a complete binary opposition to History Boy’s in terms of a school setting, the playground is dominated by elder years, and the only way you see younger years is that they run through the mise-en-scene because bullies such as Sam and others own the playground and others are continuously victimised within this setting. A key scene is when the bell rings and a teacher is instructing the students. Trife just squares up to him, therefore showing school has a lack of hierarchy and respect. This influences my campaign material, because I could use school as a negative experience with a character turning it positively with what they achieve. When you first watch the film there is suggestions that in â€Å"Kidulthoods Britain, our teenagers are reckless hedonists, living for their moment under a whirl of as much sex, coke, blowjobs, weed and booze as they can cram into their Oh my days! lives. Theyre having a laugh. However, look behind the blurred sheen of peer-pressure narcotics and I-fell-asleep-during-sex-ed relationships and youll find guns, baseball bats, muggings, booze and teen pregnancy. For these adolescents, you need to have a tragic experience to learn about the very notion of consequence. This therefore suggests that Kidulthood is a sweeping generalisation of life in London, I want to refle ct the positivity within London and turn all these issues into a positive manner for my character, that it is your thinking not the consequences. 3) A representations that most teenagers face in modern day Britain portrayed within Kidulthood, was that Jay, Trife and Moony went into a shop and they looked at hats and they were immediately judged on their appearance, shown by the secretary guard of the shop subtly watching them. They leave the shop, and the secretary guard chases them, because he thinks that Trife’s hat is stolen, but it eventually becomes the realisation due to a shop assistant sticking up for them, that he was already wearing it when entering the shop. This is a hugely key representation of teenagers, because sometimes teenagers are stereotyped and put into a group that is an unfair reflection on them as individuals, because of what the majority of adults understand from the media stereotypes and news stories. This would be included in my marketing campaign as a teenager’s right of passage who shrugs off negative stereotypes, and therefore earning a right of passage, because of the school they go to, they are immediately put into the crowd and they have to turn ideas about teens around. Comparatively, the representation of teenagers in History Boys consists of the idea that exams are the main priority in life, and going to a good university is the done thing due to having a class full of Oxbridge candidates and getting straights A’s in A levels and if you don’t you have failed, because the pupil who earned 1 A and 2 B’s was extremely disappointed with this. This representation of teenagers is that they are very one dimensional in terms of education and all they want is to enter the Uk’s conveyer belt to university and eventually employment. This would link in with my campaign material because this is my characters priority and contending with distractions from the society they are based and they are able to take oppurtunities given to them. (4) One of the hugely key representations of teenagers within Kidulthood, is that gun and knife crime are a normal way of life, and that sex is just a way of getting what you want, or as a tool as to what you want, such as the example of Becky’s sexual pursuits for drugs which is includes dragging Alicia along. She is also represented as being very vain, because when Alicia sticks up to the school bully all she is really worried about is the fact that her face might scarred, and she seems to be very selfish and doesn’t think of others at all. Therefore one of the many representations of teenagers is that sometimes they can be very vain, moody and selfish. My campaign material will show that teenagers can be selfless and not selfish. 2) Equally the lyrics of the songs incorporated within Kidulthood reflect the problems faced by, and in various stages within the film, such as the character Katie listening to lyrics that are reflecting her problems and issues from her perspective. The same goes for Trife, Moony and all the other characters in the film. The representation of teenagers is therefore that, they listen to lyrics which reflect and their life and therefore can feel empathy with. According to a article I found â€Å"Music is the voice of the youth and adds to the theme of the film (teenagers). The music helps to bring home the message of the youth. Music plays almost throughout the film, intensifying and giving. †(2) This is a suggestion the music can create meaning within a film. The music as part of my campaign material will reflect the style of the film. One of the main differences between the two films in terms of the representation of teenagers within both these films is that the usual representation from each director, because Menhaj Huda (Kidulthood) has directed films depicting teenage life, because he directed a drama called West 10 LDN, which is a drama depicting a teenager going through my trials and tribulations within their daily lives. He also revolutionised the industry for new directors in the late 90’s. Equally the distribution company of Kidulthood being revolver entertainment, this also depicts violence and sex as being part of every day lives. The films they distribute show that the emphasis of their films, because they are called â€Å"Young people Fucking†- about couples in romantic relationships and â€Å"Wassup Rockers†- which is about Guatemalan and El Salvadorian street gangs in Los Angeles, this shows the daily dog eat dog lives they lead. Noel Clarke also co wrote Kidulthood and he directed the sequel to it, so therefore these individuals understand the problems faced by teenagers today. Whereas the director and distribution company of History Boys has a completely different aspects life, because Nicholas Hynter two films that have been showing teenagers as hardworking and in a positive light. This is most explicit with examples such as Center Stage, which is about dancers enrolling in a professional ballet academy, and how they deal with these. Along with History Boys Hynter portrays teenagers to be much more than violent, sex obsessed youths. Even with the distribution company of Fox search light productions who’s repertoire includes distributing such film successes with it being used for indie films and British films such as Slumdog Millionaire, Bend it like Beckham and Juno. Some films such as thirteen and Napoleon Dynamite which portray teenagers in less positive aspects of teenage life. Therefore one of the main ways in which representation of teenagers are different is because of what sort of audience they would appeal to. I feel a positive representation should be applied, because the media today represents teenagers with such negativity. (6, 7, 8, 9,10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20) A review on Kidulthood states that â€Å"In Kidulthoods Britain, our teenagers are reckless hedonists, living for their moment under a whirl of as much sex, coke, blowjobs, weed and booze as they can cram into their Oh my days! lives. Theyre having a laugh. However, look behind the blurred sheen of peer-pressure narcotics and I-fell-asleep-during-sex-ed relationships and youll find guns, baseball bats, muggings, booze and teen pregnancy. For these adolescents, you need to have a tragic experience to learn about the very notion of consequence. †- This part of the review suggests that teenagers that live in London are shown to be quite pressured by peers, and has differed from previous films such as History boys. In my campaign material I want to challenge these stereotypes, through the ideas I bring across. (3) For any teenager, puberty makes a teenager’s mind quite confused in terms of sexuality and other issues. In History Boys, the idea of sexual confusion and homosexuality is represented as being quite prominent. This is shown by one of the Oxbridge applicants asking for advice from the new teacher called Irwin, and that homosexuality is becoming a confusing issue within teenage life in the 80’s. Dakin one of the students is extremely confident with his sexuality and life in general, because of his status within the group, because he is the object of the confusion. Therefore a representation of teenagers within History boys is about the many issues to do with sexuality such as homosexuality and other sexual issues within the context of puberty. I want to portray this as a problem for my character to deal with along with exams. (21) Conclusively, the representation of teenagers within the two British films Kidulthood and History Boys differ completely in terms of different representations of teenagers being depicted by their class, and therefore depending on their class how their life is lead and what issues arise as seen in these two films. I shall therefore challenge this problem. Bibliography 1. Kidulthood film and History boys film- Focus Films 2. www. academicdb. com/Mass_Communications_and_Documentation/ kidadulthoo d_review___How_are_teenagers_L137186. html – To understand what other students were discussing in terms of representation 3. http://www. totalfilm. com/reviews/cinema/kidulthood – understand what a prestigious film magazine thought about the film. 4. http://www. bbc. co. uk/films/2006/10/04/the_history_boys_2006_review. shtmlunderstand the context of the exams within the film. 5. http://www. c hannel4. com/film/reviews/film. jsp? id=156095 – To understand what a rival would say about the film but it was just for my own help rather than the essay. All the below were all to get a context for the film in terms of director and distribution companies in terms of representation of teenagers for both sides. 6. http://www. britfilms. com/britishfilms/directors/? id=C3BC981002c2a25B4CrRt2DF 93DE 7. http://en. wikipedia. org/wiki/Menhaj_Huda 8. http://en. wikipedia. org/wiki/Nicholas_Hytner 9. http://www. imdb. com/name/nm0405336/ 10. http://www. guardian. co. uk/stage/2003/mar/30/theatre. artsfeatures 11. http://en. wikipedia. org/wiki/West_10_LDN 12. http://www. imdb. com/name/nm0399630/ 13. http://www. myspace. com/13608234 14. http://en. ikipedia. org/wiki/Noel_Clarke 15. http://www. antiessays. com/free-essays/15181. html comparison of era of teen films. * 16. http://www. imdb. com/name/nm0164929/ 17. http://en. wikipedia. org/wiki/The_History_Boys_(film) 18. http://en . wikipedia. org/wiki/Fox_Searchlight_Pictures 19. http://en. wikipedia. org/wiki/Kidulthood 20. http://en. wikipedia. org/wiki/Revolver_Entertainment 21. http://www. oppapers. com/essays/History-Boys-Consider-Significance- Characterisation-Either/179335 To understand the representation of sexuality for the teenagers within the film. 1,858 words

GDP in China Essay Example | Topics and Well Written Essays - 750 words

GDP in China - Essay Example The national government of China too had acted out in a similar way to prove its worth over time, as the present discussion would reveal. Economic Growth of China The graphical depiction underneath is indicative of the economic fluctuations that the nation underwent during the last 10 years. It clearly shows how the nation had gone through fluctuations over time even though it had maintained a continued upward stride. However, the growth rate of GDP dipped down to its lowest during 2009-10, primarily due to the global financial shock which had hindered economic activities in many parts of the world. The primary cause behind China’s fast increase in growth rate had been its foreign trade policy of maintaining a positive current account balance. In other words, the nation complied to the export led growth strategy which is why it managed to accumulate a large volume of foreign exchange reserves. This factor alone led to a gradual appreciation in the rate of exchange of Renminbi against US dollars. The economic fluctuations which the nation underwent over time had hence, been basically the result of economic shocks arising in foreign nations, or to be precise, the Western economies which count for the highest demand for Chinese goods. Remedial measures and consequences GDP growth in China dipped down to its lowest between 2009 and 2010, when the Western economies had been the affected badly by the financial crisis. The prime reason behind this had been the high dependence of China upon its export revenues derived from the US and European economies. However, the national government of China soon framed policies which could recoup the nation from the looming crisis. The administration injected a sum of Renminbi 4 trillion within the nation in order to bail its various sectors out of the crisis. This infusion actually helped the nation’s industrial production to gain momentum once again and so did the rate of profit of the manufacturers. Furthermore, th e national government also decided to raise its total investment in fixed assets; to be precise, the growth in fixed asset investment during the first half of 2009 rose by 7.2 percentage points as against that exactly a year before. The government also took measures to accelerate the aggregate domestic demand in order to save the indigenous industrial houses. The sale of consumer products in the nation reached the level of 5,871.1 billion Yuan, which is found to be a growth of 16.6 percent after adjustment for price factors. However, though the national government framed policies to save the domestic economic environment, it had no hold over foreign operations, which is why it could not get over its deflating current account position. This resulted to a depleting foreign reserve position and thus, a depreciating rate of exchange. But, irrespective of its trade position, both the rural and urban populations of the nation experienced a slight increase in their per capita levels of inc ome. Moreover, the national government’s objective had been to bail out the nation out of any hints of recession. Thus, it implemented ways through which the flow of money within the nation could be maintained. The financial houses within the nation thus, invented ways to instigate people towards demanding more loans so as to keep the velocity of money within the nation high. The higher the money supply in an economy, higher will be the domestic