A Brief History of the Chinese Yuan Currency

A Brief History of the Chinese Yuan Currency Literally translated as the peoples currency the renminbi (RMB) has been the currency of China for over 50 years. It is also known as the Chinese yuan (CNY) and by the symbol  ¥. For many years, the renminbi was pegged to the U.S. dollar. In 2005, it was officially unpegged and as of February 2017, had an exchange rate of 6.8 RMB to $1 U.S. dollar. The Renminbis Beginnings The renminbi was first issued on December 1, 1948, by the Chinese Communist Partys Peoples Bank of China. At that time, the CCP was deep into the civil war with the Chinese Nationalist Party, which had its own currency, and the first issuance of the renminbi was used to stabilize Communist-held areas which assisted in a CCP victory. After the defeat of the Nationalists in 1949, Chinas new government addressed the extreme inflation that plagued the old regime by streamlining its financial system and centralizing foreign exchange management. The Currencys Second Issue In 1955, the Peoples Bank of China, now Chinas central bank, issued its second series of the renminbi that replaced the first at a rate of one new RMB to 10,000 old RMB, which has remained unchanged since. A third series of RMB was issued in 1962 which used multi-color printing technology and used hand-engraved printing plates for the first time. In this period, the RMBs exchange value was unrealistically set with many western currencies which created a large underground market for foreign exchange transactions. With Chinas economic reforms in the 1980s, the RMB was devalued and became more easily traded, creating a more realistic exchange rate. In 1987, a fourth series of RMB was issued featuring a watermark, magnetic ink, and fluorescent ink. In 1999, a fifth series of RMB was issued, featuring Mao Zedong on all notes. Unpegging the Renminbi From 1997 to 2005, the Chinese government pegged the RMB to the United States currency at about 8.3 RMB per dollar, despite criticisms from the United States. On July 21, 2005, the Peoples Bank of China announced that it would lift the peg to the dollar and phase in a flexible mechanism of exchange rates. Following the announcement, the RMB was reevaluated to 8.1 RMB per dollar.

AS Level Sociology - Culture and Identity Families and Households Essay

AS Level Sociology - Culture and Identity Families and Households Wealth, Poverty and Welfare - Essay Example However the connection of income to consumption is not wholly simple. The lower class will use up greater fractions of their income on needs and the elite on wants, but the lower class also give excessively to charitable and religious groups (Haworth 2004). The equivalent of the overwhelming selection of products and services introduced in the late twentieth century is the condition that for a significant percentage of consumers some part of their spending is ‘discretionary’ (Haworth 2004). This discretion entails not only brand preferences, or one clothing style or form of diet or residential architecture rather than another. It reaches the entire notion of ‘lifestyle’ (Haworth 2004). Several families will be penny-wise and prudent, saving for their future; others will adopt a lifestyle that exceeds their means. Several families will continue buying things such as summer homes, home workshops, automobiles, and swimming pools—and other will buy experi ences such as participation in sports, concerts, plays, or operas. Veblen’s notion of ‘conspicuous consumption’ is very accurate at the turn of the 21st century (Haworth 2004), but not limited anymore to the ‘leisure classes’. ... Among the most significant concepts for categorising social life are those that assign social statutes or positions, or socially acknowledged classifications of individuals that denote position in structured social activity or social character (Ellemers, Spears & Doosje 2002). Aside from characterising and positioning individuals in social conditions, social divisions communicate identity or behavioural expectations. The latter are named roles by sociological classical role theory, a tradition applied by identity theory in social psychology (Ellemers et al. 2002). Hence, when individuals use social divisions to identify and acknowledge one another in social circumstances, they bring in role expectations for the behaviour of each other; if they use positions submissively to identify and categorise themselves, they create role expectations or purposes for their personal behaviour (Cote & Levine 2002). Perceived as self-conceptualisations, these reflexively employed positional labels ar e the emphasis of identity theorists, in which they are called ‘identities’ or ‘role-identities’ (Cote & Levine 2002). The theory of social identity in social psychology raises a comparable identity construct, but underlines identities on the basis of wide-ranging social classifications such as social class, ethnic status, and sex, instead of those related to job-related and other roles in the society’s social structure (Ellemers et al. 2002). In Mead’s and symbolic interactionism’s cognitive tradition, identity theorists define identities as â€Å"cognitive responses to oneself [or other] as an object [of consciousness]† (ibid, p. 49). From

Should racial profiling at U.S. borders target people of color to Essay

Should racial profiling at U.S. borders target people of color to exploit whites' fears - Essay Example Millions of Americans and non-Americans often are at a risk of becoming victims to racial profiling in the course of their life. Racial profiling refers to the law enforcement targeting a particular group of people based on their race, ethnic group or religion and linking this group of persons to a criminal incident (Judith 35). The U.S.A by becoming a multicultural, multiethical, and multireligious country, often becomes prone to incidents of racial profiling within its territory and its borders. Racial profiling at U.S border often targets people of color in order to exploit white’s fears.Every year, an overwhelming number of people in U.S become subjected to racial profiling. Racial profiling in U.S borders often affects Native Americans, American Muslims, Persian Americans, Arab Americans, Asian Americans, African Americans, Hispanic Americans, many immigrants and visitors. According to the 14th Amendment of the constitution of U.S. racial profiling is illegal and not acce pted in the American soil. Racial profiling often deprives citizens of their rights and send bad image of U.S.A to the rest of the world. Racial profiling often results to inequality in U.S.A. Racial profiling at the U.S border, as argued by some researchers, remains a means of exploiting white fears. Since the whites often regard them as superior in everything compared to the other races, they sometimes use the fear they get from them and commit racial profiling offenses at the U.S. border

Estray statutes Essay Example | Topics and Well Written Essays - 1000 words

Estray statutes - Essay Example The statute defines lost property and abandoned property, and provides procedures and remedies which prescribe the powers and duties of finders and owners of the property, and of relevant government employees. It provides for the disposition of lost property that remains unclaimed by the owner and by the finder. The statute exempts from its application limited types of property. Defined by these laws and regulations, a person taking up an estray has a qualified ownership in it, which becomes absolute if the owner fails to claim the animal within the statutory period. If the owner reclaims the estray, he is liable for reasonable costs of its upkeep. The use of an estray during the period of qualified ownership, other than for its own preservation or for the benefit of the owner, is not authorized. Some statutes limit the right to take up estrays to certain classes of persons, to certain seasons or places, or to animals requiring care. Like registering title, estray statutes discourage the theft of property. Like adverse-possession rules, estray statutes tend to clear the clouds from title and transfer property to productive use. Like adverse-possession rules, estray statutes also provide an incentive for owners to monitor their property. Estray statutes induce the dissemination of information and thus reduce the search costs of owners who lose their property (Wen, 2004). Statutory time limit is usually within one year (Baumer, 2003) as practiced in South Dakota. In Colorado however, this limit is good for five days only by animal control officer, unless claimed by the owner, the state board of stock inspection commissioners will keep the animal (Ord. 196, 1973). In Idaho, upon notice to the County Clerk within ten days, publish notification in a newspaper within twenty days and still unclaimed, the statutory limit will end within three months and the finder will become the owner. These notifications are necessary for the finder who fails to make a reasonable effort to return the property to its owner will be considered theft (Idaho Code 55-405). In Nebraska (Nebraska Brand Committee, 2006), Oklahoma (University of Vermont. 2001), and Minnesota (Office of Revisor of Statutes, 2006) the notification is only within seven days. In Minnesota, notification is also within ten days. If the finder failed to post the notice hence ignored the property rights o f the owner, he shall be charged double the amount of damages sustained by the owner thereby. In New Jersey, if the owner failed to reclaim it within 120 days "a. the owner of the premises where the property was found may claim title to buried or hidden lost property or to lost property which a trespasser found; b. the finder of the property may claim title to lost property in other cases." (New Jersey Law Revision Commission, n.d.) If the owner of the premises or the finder does not claim the lost property, marketable property shall be sold in which the net proceeds shall be deposited with the administrator of the Uniform Unclaimed Property Act (46:30B-1 to -109) in the Unclaimed Personal Property Trust Fund

Stereotypes is Jack Davis-No Sugar :: essays research papers

Stereotypes in Jack Davis-No Sugar. The characters in Jack Davis' play "No Sugar" are characters that fit colonial stereotypes (both Aboriginals and Whites) although they seem to be exaggerated. Contrasting characters reveal Ideological ideas and attitudes through things like language, often through conflict.40 The characters of White Australian descent tend to speak with pompous language, disguising their evil deeds behind kind phrases. The most obvious example of this is the character Mr. Neville. He states, with refined language, in (Act One Scene Two), that: †¦"if you provide the native the basic accoutrements of civilization, you’re halfway to civilizing him." This reveals a belief that Whites are unquestionably superior and that any previous Aboriginal civilization was irrelevant. The pompous statement of the Whites are juxta-posed against the more crude and blunt comments of Aboriginal characters .to show the audience the belief that whites are superior.103 The character of Mr. Neal seems like a cruel evil man which is the way the Aboriginals would probably have viewed Whites (he is a stereotype) Neal believes blacks are worthless, he lives by the words of J. Ernest Regan, that: "a little knowledge is a dangerous thing" (Act Four Scene Four), instead of trying to better Aboriginals and help them he is trying to suppress them and keep them ignorant so they will not turn into a threat to him or Whites in general. His wife Matron seems like a kind caring person, like a mother figure which is how the audience expects a Matron to be. Their conflicting beliefs (Matron promotes the idea of improving aboriginals, Mr Neal promotes ignorance and suppression) causes conflict Neal "I can’t see anything funny about this" Matron "I know you can’t" (Act two Scene Ten).143 Mr. Neal’s beliefs also conflict with the beliefs of Sister Eileen.† What do you mean that you don’t encourage natives to read?" Mr. Neal â€Å"That’s right" (Act four Scene four). She also disagrees on the methods he uses "the use of violence by your native policemen.....I’d prefer they came on their own free will" (Act four Scene four) Sister Eileen believes in improving the natives which is completely opposite to the belief held by Mr. Neal that natives should remain ignorant. Mr. Neal resents Sister Eileen’s input "bloody do-gooders" and threatens her when she speaks out "I could arrange a transfer for you to another settlement; perhaps Mulla Bulla on the edge of the Gibson Desert†. Stereotypes is Jack Davis-No Sugar :: essays research papers Stereotypes in Jack Davis-No Sugar. The characters in Jack Davis' play "No Sugar" are characters that fit colonial stereotypes (both Aboriginals and Whites) although they seem to be exaggerated. Contrasting characters reveal Ideological ideas and attitudes through things like language, often through conflict.40 The characters of White Australian descent tend to speak with pompous language, disguising their evil deeds behind kind phrases. The most obvious example of this is the character Mr. Neville. He states, with refined language, in (Act One Scene Two), that: †¦"if you provide the native the basic accoutrements of civilization, you’re halfway to civilizing him." This reveals a belief that Whites are unquestionably superior and that any previous Aboriginal civilization was irrelevant. The pompous statement of the Whites are juxta-posed against the more crude and blunt comments of Aboriginal characters .to show the audience the belief that whites are superior.103 The character of Mr. Neal seems like a cruel evil man which is the way the Aboriginals would probably have viewed Whites (he is a stereotype) Neal believes blacks are worthless, he lives by the words of J. Ernest Regan, that: "a little knowledge is a dangerous thing" (Act Four Scene Four), instead of trying to better Aboriginals and help them he is trying to suppress them and keep them ignorant so they will not turn into a threat to him or Whites in general. His wife Matron seems like a kind caring person, like a mother figure which is how the audience expects a Matron to be. Their conflicting beliefs (Matron promotes the idea of improving aboriginals, Mr Neal promotes ignorance and suppression) causes conflict Neal "I can’t see anything funny about this" Matron "I know you can’t" (Act two Scene Ten).143 Mr. Neal’s beliefs also conflict with the beliefs of Sister Eileen.† What do you mean that you don’t encourage natives to read?" Mr. Neal â€Å"That’s right" (Act four Scene four). She also disagrees on the methods he uses "the use of violence by your native policemen.....I’d prefer they came on their own free will" (Act four Scene four) Sister Eileen believes in improving the natives which is completely opposite to the belief held by Mr. Neal that natives should remain ignorant. Mr. Neal resents Sister Eileen’s input "bloody do-gooders" and threatens her when she speaks out "I could arrange a transfer for you to another settlement; perhaps Mulla Bulla on the edge of the Gibson Desert†.

Flexibility of Adapting Essay

Task 5 Given:â€Å"Curriculum guides allow you the flexibility of adapting your instruction to the individual learning needs of your students. . . . You will also want to remain flexible in choosing the level of behavioral complexity of your unit and lesson outcomes. For these decisions, the information you will need to match the complexity of your objectives to the needs of your learners will come from their in-class oral responses, practice exercises, performance assessments, homework, and tests. You will want to use these often to adjust the level of your instruction to your learners† (Borich, 2004, p. 130). View the video clip appropriate to your area of emphasis (see web links below).Elementary: â€Å"Content Area Reading† Secondary: â€Å"Memory† Note: Do not respond to any prompts or questions included in the video clips. If the video stops when a question appears, press the play symbol to resume the video. Task: A. After viewing the video, write responses to the prompts (1–2 paragraphs per prompt) using the Guided Reflection Protocol Form. To access the form, follow these instructions: †¢ Click on the Add/Edit Work button. †¢ Click on the Form tab. †¢ Answer the questions in the form. If you need additional space, include a Word attachment with your response. B. Review your state standards and select a lesson or lesson plan that includes a skill or concept appropriate to your area of emphasis. Write an essay (suggested length of 2–3 pages) in which you: 1. Describe how to adjust guided and independent practice for the skill or concept you selected in part B that is appropriate for: a. students experiencing difficulty understanding the skill or concept b. students progressing at a faster rate than average 2. Include five techniques appropriate for monitoring student performance in order to adjust interactive instruction. Note: These techniques should be based on an analysis of student performance during different phases of direct instruction (e.g., daily review and prerequisite checks, presentation of new concepts, guided practice, independent practice, periodic reviews). a. Identify which phase/stage of direct instruction matches each of your chosen monitoring techniques from part B2. i. Justify each of the pairings from part B2a. 3. Describe how you might adjust instruction using information gained from two of the monitoring techniques from part B2 to reteach, remediate, and/or accelerate student performance as feedback data directs. Note: Be sure your instructional adjustments address the needs of students experiencing difficulty as well as students progressing at a faster rate than average. Task 6 Introduction:Psychologists have long known that our interpretation, assimilation, and mastery of new learning is influenced by our existing mental sets, which are formed by our past and current experiences, learning, and interests. The current brain research on memory and learning is helping us to understand exactly how the brain works and how educators can best tap into the brain’s natural learning potential. Slavin (2006) writes: The human mind is a meaning maker. From the first microsecond you see, hear, taste, or feel something, you start a process of deciding what it is, how it relates to what you alre ady know, and whether it is important to keep in your mind or should be discarded. (p. 166) We not only assimilate new learning with our former understandings, but our very perception of what we consider reality is influenced by our learning, preconceived notions, and mental integrations of the past. While the notion of prerequisite skills in learning is a recognition that prior learning and experience can affect the current learning of new skills or concepts, the effect of the past often extends beyond classroom skills and concepts into a student’s total life.Review chapter 6 of Educational Psychology: Theory Into Practice to get a better understanding of what current brain research tells us about the importance of linking instruction to prior experiences or interests. Another resource that you will find useful as you work on this task is â€Å"Connecting Brain Research with Dimensions of Learning† (see web link below). Requirements:Write a brief essay (suggested length of 2 pages) in which you do the following: A. Explain how students’ past experiences, interests, and thought processes can influence the learning of current content area concepts. 1. Illustrate the link between past experiences, student interest, and present learning. 2. Discuss each of the following key principles of brain-based learning: †¢ importance of meaningful learning †¢ knowledge background †¢ levels of processing †¢ development of neural connections †¢ relevance†¢ activating prior knowledge (schema theory) B. Explain why consideration of past experiences, learning, and student interests should be an important part of lesson planning for the teacher. 1. Include specific examples from brain-based research to support your explanation. Task 7 Introduction: In this task, you will assess the adequacy of the lessons in terms of the attributes of curricular design. View the following videos. Teachscape Directions: 1. Select the title or topic of the video to be viewed from the list of web links provided at the bottom of this task. 2. Scroll down the left side bar to find the Topic of the video specified below. Click to open the folders and locate the tab labeled video. You may need to open various folders to identify the correct video folder located on the left side bar. 3. Click the triangle to begin the video.Note: Do not respond to any prompts or questions included in the video clips. Elementary and secondary program students should access the following video clips: Topic: Pre-Algebra: Pan Balance Equations Requirements: A. Write an essay in which you evaluate the lesson in terms of the following attributes of curricular design (1–2 paragraphs per attribute): 1. The lesson has a clear purpose that is transmitted during the lesson presentation. 2. The lesson refers to background knowledge and information from previous lessons. 3. The lesson has a clear delivery method(s) (e.g., direct instruction, indirect instruction, cooperative learning, inquiry, self-directed learning). 4. The lesson addresses a variety of learning styles and intelligences. 5. The lesson provides for assessment of student understanding. Task 8 Introduction:According to Alan Hofmeister and Margaret Lubke, â€Å"Pacing has two dimensions.† They say, One dimension, curriculum pacing, is concerned with the rate at which progress is made through the curriculum. The second dimension, lesson pacing, is concerned with the pace at which a teacher conducts individual lessons. One team of researchers summed up the importance of pacing as follows:Researchers have shown that most students, including low-achieving students, learn more when their lessons are conducted at a brisk pace, because more content gets covered by students. This assumes, of course, that the lesson is at a level of difficulty that permits a high rate of student success; material that is too difficult or presented poorly cannot be learned at any instructional pace [Wyne, Stuck, White, & Coop, 1986, p. 20]. (Hofmeister & Lubke, 1999, p. 19) Requirements: If you are enrolled in the Early Childhood Education program, focus your discussion on grades 1–3. If you are pursuing a K–8 teaching certification, focus your discussion on grades 5–8. If you plan to teach science, math, or social science at the secondary level, focus your discussion on grades 9–12. Write a brief essay (suggested length of 2–3 pages) in which you do the following: A. Explain the need for lesson pacing in a classroom. B. Explain how pacing differs for a class that includes English language learner (ELL) students from a class that does not include ELL students. C. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL students. D. When you use sources, include all in-text citations and references in APA format. Task 9 Inrtroduction:The analysis and evaluation of student work is an important component of your skills as a teacher. The development and use of tools to aid in your analysis and evaluation are tasks that should be applied in all areas of the curriculum.Find one of your state objectives that could be appropriately assessed by having students give oral and written presentations. For example, the objective â€Å"Compare cultures from different parts of the Eastern Hemisphere in terms of each of the following components: politics, society, the arts, nutrition, economics, and ethnicity† could be measured by having students give oral presentations and write reports on what they have learned about Eastern Hemisphere cultures.Requirements: A. Identify a state objective from one of the core content academic areas that can be measured through oral presentations and written reports. Note: Clearly identify the state from which the objective was taken, the grade level, and the subject. The obj ective must be focused on the core content area (i.e., science, math, social studies, history, geography, or another core content area) and not on an oral presentation or written report skill. B. Develop a rubric that could be used to assess the students’ oral presentations. Your rubric should include the following: 1. a scoring component that indicates at least three levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the students’ presentation (e.g., length of presentation, ability to answer questions, content level) C. Develop a rubric that could be used to assess the students’ written reports. Your rubric should include the following: 1. a scoring component  that indicates at least three levels of performance (e.g., the student met expectations, exceeded expectations, or was below expectations) 2. a scoring component that addresses at least three aspects of the student’s report (e.g., grammar and mechanics, inclusion of all required components, accuracy of content, length of report) Task 10 Introduction: The sample worksheet (see attachment below) was given to students in a math class to complete independently. The rubric used to assess the responses and a sampling of student answers and scores are also included. Requirements: A. Identify which students will need to be retaught the math content. B. Describe (suggested length of 2–3 paragraphs) two mathematical strengths for each student whose response indicates the need to reteach the math content. C. Briefly describe (suggested length of 2–3 paragraphs) two mathematical weaknesses for each student whose response indicates the need to reteach the math content.

Political Parties And The Democratic Party - 2072 Words

Marcus Gutierrez AP Government Mr. Misiow August 12, 2015 AP Government Essay Throughout U.S. history there have been two political parties who compete against each other, in order to run the nation. These political parties are known as the Republican Party, commonly known as the Grand Old Party, and the Democratic Party. Each party has a symbol of representation, in particular the elephant symbolizes the Republican Party. Thomas Nast created this symbol to portray that the Republicans are strong and dignified. The party was founded through antislavery activist and the members of the activists of the Whig Party in 1854. The Republicans believe in a more conservative society. Conservatism is the ideology that intends to maintain or restore what is established and traditional, and to minimize change. This means that Republicans want a free market capitalism, limited government, strong national defense, opposing regulation and labor unions, and they support socially conservative’s policies. On the other hand, the Democratic Party was created in 1828 and is considered the oldest political party in the United States of America. The donkey symbolizes that Democratic people are smart and brave. The Democrats believe in social liberalism society. Social liberalism is a political ideology that wants to find a balance between individual liberty and social justice. Through these beliefs come the ideas of universal health care, labor unions, social opportunities, consumerShow MoreRelatedPolitical Parties And The Democratic Party Essay1340 Words   |  6 PagesIntroduction: Originally political parties were seen as skeptical by our Founding Fathers and therefore opposed. However, today our government has political parties. 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They formedRead MorePolitical Parties : The Democratic Party954 Words   |  4 PagesKelly Kidwiler Table 3 Essay on political parties September 19, 2015 The Democratic Party today is facing many problems many of which, can be overcome. As the head of the Democratic Party I have solutions to the problems that we face as a party. The main obstacles that we face today include: increasing our voter turnout, attracting new millennial voters and securing the Latino vote in the upcoming election. If these issues are addressed we are on track to have a very successful election. TheRead MoreThe Political Party At The Democratic Party1264 Words   |  6 PagesInternet Assignment Political Party Research: 1. I am attracted to the Democratic Party. I took the political party quiz and answered the questions as honestly as I could. I found the questions to be very interesting and versatile. After viewing my results I looked into The Green Party some more. I am basically an environmentalist and believe taxes are affecting the lower classes and something needs to be done about it. I agreed with all of these issues. 2. The top 5 issues are jobs, families, healthRead MorePolitical Parties And Democratic Parties1358 Words   |  6 PagesThe political party is an organization of people who share similar ideas about the way the country should be governed. Political parties perform important tasks in government. In fact, â€Å"political parties select candidates and check the other party. Political parties also inform the public. Most importantly, they organize the government† (Political Parties, n.d.). 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This often results in the political gridlock that often characterize government businessRead MoreThe Political Positions Of The Democratic And Republican Parties Essay1620 Words   |  7 PagesThis comparison will be examining the differences between the policies and political positions of the Democratic and Republican parties on the major issues that or government is having such as the healthcare, the role of government, gun control, entitlements, immigration, taxes, abortion and gay rights and many other issues that or country is going throw. These two parties are the most powerful in America s political landscape but differ greatly in their philosophies and ideals. In which DemocratRead MoreThe Democratic Party Is One Of The Two Major Contemporary Political Parties1316 Words   |  6 PagesThe Democratic Party is one of the two major contemporary political parties in the United States, they believe in Equality, freedom of speech, clean environments they also support health care and women’s right to choose. If one was going to choose to run for the United States Senator there are many hurdles you have to go through before you even start the process of being nominated, organizing the campaigns and even mobilizing it to be heard. Becoming a senator like much of anything takes a good