Definition of Inflation

Definition or understanding of inflation many varieties that can be found in the economic literature. Various kinds of definitions occurs because the extent of the effect of inflation on the various sectors of the economy. And the close relationship between inflation and the wide variety of sectors of the economy spawned a variety of definitions and perceptions about inflation. However, in principle, there are still some views into one that inflation is a phenomenon and economic dilemma.Inflation is a condition that indicates the weakening of purchasing power, followed by the decline in the real value (intrinsic) a country's currency (Khalwaty, 2000 : 5)


Ehrenberg and Smith in Khalwaty (2000: 5) gives the definition of inflation, noting to do with the level of wages and unemployment, as follows:
“ The overall rate of wage inflation in the economy is the annual percentage rate of increase in some composite measures of hourly earnings in the economy. The construction of such an index is a considerable task because average hourly earning can change, even if the wage scales for every individual job remain constant. For example, if there is a shift the distribution of employment towards high-wage industries (such as construction) and away from low wage industries (such as retail trade), average hourly earnings will increase.”

Other opinions from Amancher and Ulbrich in Khalwaty (2000: 5-6), as follows:

“Inflation arises in the general, or average, level of prices. The measures of inflation is a price index. A price index measures changes in price level from year to year. The best-known measures is the Consumer Price Index (CPI). Consumer Price Index is a measure of the year to year increase in the price level based on the cost of a representative market basket of consumer goods.”

Byrns and Stone in Khalwaty (2000: 6) describes and gives the definition of inflation as follows:

“Most people view increase in any of the prices they pay for goods and services as inflationary. For the purpose of macroeconomic analysis, we are concerned with changes in the level of absolute prices because these represent inflation or deflation. Inflation occurs when the average level of prices rises while deflation occurs when prices fall on the average. An increase in the price of single goods is not necessarily inflationary.”

So inflation is a situation where an increase in the prices sharply that continuous in the time period long enough (Khalwaty, 2000: 6). In tune with the rising prices, the value of money fell sharply also proportional to the increase in these prices. The increase in prices is not merely because of the influence of technology, the properties of the goods or because of the influence when before the feast, but because of the effects of inflation, which generally take place in the long term.

Source : 
Khalwaty, Tajul. 2000. Inflasi dan Solusinya. Jakarta : PT. Gramedia Pustaka.

Translated by Google Translate

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Relative Clause

Relative Clauses
with a little information about appositive clauses

Relative Clause Defined

Relative clauses are subordinate clauses that attach to nouns.  Because they add information to a noun, some grammarians and ESL/EFL teachers call them adjective clauses. 
 
 

Examples of Sentences with Relative Clauses "Societies to Social Networks" Sociology: A Down-to-Earth Approach

  Relative Clause Structure To make a relative clause, we take a sentence, turn it into a subordinate clause, and attach that clause to a noun.  For this process to occur, the two sentences must share the same noun.  Look at the following two sentences.  What noun is shared by both sentences? 

#A1.  I read a book. #A2. The book explains the differences between clauses and phrases.

To use the second sentence as a relative clause, it has to be changed by adding the appropriate relative pronoun--who, whom, that, which, or whose--selected on the basis of a combination of meaning and syntax.  For example, whom is used to refer to people (or animals closely associated with people) and it must be the object of a verb or preposition. The relative pronoun serves two functions--it is a subordinating conjunction and it is a part of the syntax of the clause.  In this example, the relative pronoun that is added.  It is a connecting word--but it is also the subject of sentence #2 and of the new relative clause:

Relative clause:  that explains the differences between clauses and phrases
  New sentence: I read a book that explains the differences between clauses and phrases.

subject: I
verb: read
direct object: a book that explains the differences between clauses and phrases

In the following example, the internal structure of the relative clause is more complicated because the noun that is the focus of the clause is not the subject of the clause.  The relative pronoun is a connecting word and it is also the direct object 

#B1. I read a book.
#B2. I bought the book to help me prepare for class.

Relative clause process step 1--insert the relative pronoun:  I bought that to help me prepare for class
Relative clause process step 2--move the relative pronoun to the front of the clause: that I bought to help me prepare for class
Relative clause process step 3--attach the relative clause to its noun 

#B3: I read a book that I bought to help me prepare for class.

subject: I
verb: read
direct object: a book that I bought to help me prepare for class

Relative Clause Types Like wh-questions, relative clauses come in two major types:  (1) those that have the relative pronoun as the subject of the clause and (2) those that have the relative pronoun as something other than the subject of the clause (object or complement or object of a preposition). 
In addition, relative clauses can be added to nouns in just about any part of a sentence--at the beginning, in the middle, and at the end of sentences.  Let's analyze the location and type of relative clause in each of the following sentences:

#1. I bought a book that was highly recommended by my sister.
#2. I bought a book that my sister recommended.
#3. The book that is required for this workshop comes highly recommended.
#4. The book that my sister recommended was quite useful.

#1 I bought a book that was highly recommended by my sister.
Core sentence	I bought a book.
Sentence that became the relative clause	The book was highly recommended by my sister.
Relative Pronoun Function	subject of the relative clause
Location of the relative clause	it's at the end of the sentence--attached to the noun that's the direct object--part of the large noun phrase that is the direct object

 

#2 I bought a book that my sister recommended.
Core sentence	I bought a book.
Sentence that became the relative clause	My sister recommended the book.
Relative Pronoun Function	direct object of the relative clause
Location of the relative clause	it's at the end of the sentence--attached to the noun that's the direct object--part of the large noun phrase that is the direct object

 

#3 The book that is required for this workshop comes highly recommended.
Core sentence	The book comes highly recommended.
Sentence that became the relative clause	The book is required for this workshop.
Relative Pronoun Function	subject of the relative clause
Location of the relative clause	it's at the beginning of the sentence--attached to the noun that's the subject--part of the large noun phrase that is the subject of the sentence

 
 

#4 The book that my sister recommended was quite useful.
Core sentence	The book was quite useful.
Sentence that became the relative clause	My sister recommended the book.
Relative Pronoun Function	direct object of the relative clause
Location of the relative clause	it's at the beginning of the sentence--attached to the noun that's the subject--part of the large noun phrase that is the subject of the sentence

Restrictive vs. Non-restrictive Relative Pronouns Relative clauses are also classified depending on their relationship with the noun they modify.  A restrictive relative pronoun identifies its noun--and divides the world into categories.  Look at our book example: The book that my sister recommended was quite useful.  The relative clause points to a particular book--and also means that there are books that my sister did not recommend. 
A non-restrictive relative clause is used to give additional information about the noun but not to identify it or to create categories.  Look at this example:

The Longman Student Grammar of Spoken and Written English, which was published in 2002, is based on the Longman Grammar of Spoken and Written English.

The relative clause--which was published in 2002--gives additional information about the book but it doesn't say that there are two Student Grammars--one published in 2002 and another at some other date. 
Let's try this definition again by analyzing these two sentences.  How many groups of students is each sentence talking about?

1. The students who turned their papers in early went to a party. 2. The students, who want to teach ESL/EFL, try to get a lot of classroom experience.

What do you think?  #1--there are two groups of students.  Those who turned in their papers early and those who didn't. So, the relative clause in #1 is a restrictive relative clause.  #2--that's about all of the students. It's non-restrictive.  Notice that the old definition about non-restrictives adding unimportant information is not true.  It's even silly.  Why would you provide un-important information?!  A non-restrictive provides information that the writer wants you to have but it is attached to a noun that is already identified and doesn't need anything else to make you know which one you are talking about.
Probably for teaching purposes, the clearest examples of non-restrictive relative clauses are those that go with proper nouns:

Douglas Biber, who is a well-known corpus linguist, teaches at the University of Northern Arizona. At TESOL, I attended a lecture by Diane Larsen-Freeman, who is one of the co-authors of the Grammar Book.

Better examples for use in our ESL/EFL classes would be something from a textbook they are using like this example I found in my sociology source:

A classic example of an early woman sociologist is Harriet Martineau (1802-1876), who was born into a wealthy English family.

This non-restrictive relative clause gives important information that adds to our understanding of Harriet Martineau but is not needed to define who she was.
  Relative Pronoun Reduction Relative pronouns can sometimes be left out; they are understood but not given in the sentence as in the following examples:

I bought a book my sister recommended. The book my sister recommended was quite useful.

If the relative pronoun is the subject of its clause, then it must be kept.  Otherwise, the relative pronoun can generally be dropped.  In which of these sentences, can the relative pronoun be left out?  Where is it required?
 
 

#1. I bought a book that was highly recommended by my sister.	required, it's the subject of the relative clause
#2. I bought a book that my sister recommended.	not required, it's the direct object of the relative clause
#3. The book that is required for this workshop comes highly recommended.	required, it's the subject of the relative clause
#4. The book that my sister recommended was quite useful.	not required, it's the direct object of the relative clause

Relative Clauses & Prepositions Relative clause structure gets more complicated when a prepositional phrase is involved.  The basic problem is deciding what to do with the preposition--where does it go when the clause is put into the sentence.  Here's an example:
#1: At TESOL, I bought a book.
#2: I got new ideas about teaching from the book.

Relative clause creation step #1--insert the pronoun as the object of the preposition: I got new ideas about teaching from that Relative clause creation step #2--front the pronoun: but....what to front?  Where does the preposition go? Actually, you have two choices:

Choice #1: Leave the preposition at the end:  that I got new ideas about teaching from... At TESOL, I bought a book that I got new ideas about teaching grammar from.
Choice #2: Move the preposition with its object to the front.  But notice that if you use this approach, you cannot use that.  You have to use which. 
*At TESOL, I bought a book from that I got new ideas about teaching grammar.
At TESOL, I bought a book from which I got new ideas about teaching grammar.

As our students struggle with making this type of combination, you'll find students leaving the preposition out altogether:

*At TESOL, I bought a book that I got new ideas about teaching grammar.

Relative Clauses vs. Appositive Clauses Appositive clauses look a great deal like relative clauses.  Analyze the following examples: what kind of word is the clause attached to?  what is the original sentence that the clause was created from?
 

#1: appositive clause:  I like the idea that students can become independent learners.

1. The clause is attached to a noun--the idea. 2. The underlying sentence is: Students can become independent learners.

#2: relative clause:  Students who become independent learners can continue to learn after they leave our classes.

1. The clause is attached to a noun--students 2. The underlying sentence is: Students become independent learners.

Based on that analysis, how are these two subordinate clause types different? 

A relative clause includes in its internal structure the same noun that it attaches to.  The relative pronoun means the same thing as the noun that the clause is attached to; the relative pronoun has a grammatical role that combines being a connector with a role in the syntax of its clause. An appositive clause does not include the noun that it attaches to; the appositive clause is like a linking verb--or an equal sign:  the idea = students can become independent learners.  The connector that just connects the clause to the noun without playing any internal role in the clause.

Appositive clauses can be related to particulate verbs and their noun clause direct objects:

I believe that students can become independent learners. 
The belief that students can become independent learners is common among teachers. I know that students can become independent learners.
Our knowledge that students can become independent learners drives our work.
I feel that students can become independent learners.
My feeling that students can become independent learners is shared by many other teachers.

Grammarians and linguists refer to this process of changing a verb to a noun as nominalization.  Notice how the nominalized version has the same grammatical feature as the verb version--the noun clause of the verb version becomes the appositive clause of the noun version. When analyzing authentic samples, just be careful not to jump to the conclusion that every noun + that combination is a relative clause.  Nouns like idea, belief, thought, knowledge, and a few others are often followed by appositive clauses.
Test your knowledge by deciding which of these sentences has an appositive clause and which has a relative clause.

The idea that I shared with my students comes from many years of teaching experience. The idea that we must work together as a team guides our department's work.

Click here for my analysis.

Analyzing Authentic Examples At the beginning of this lecture, I listed some examples from the sociology textbook that I'm using for examples.  Here's that list again.  Try analyzing these: what's the core sentence?  What sentence was changed to make the relative clause?  What's the grammatical function of the relative pronoun in its clause?  Where in the sentence does the relative clause come? 
 
 

Examples of Sentences with Relative Clauses "Societies to Social Networks" Sociology: A Down-to-Earth Approach

References         Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Edinburgh Gate, Harlow, England: Pearson Education Limited.
        Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course.  (2nd ed.)  Boston: Heinle & Heinle. 


Article Source : http://www2.gsu.edu/~eslhpb/grammar/lecture_11/relative.html

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Business English 2 Assignment Part IV

Exercise 37 : Relative Clauses

1. The last record that was produced by this company became a gold record.
2. Checking accounts who require a minimum balance are very common now.
3. The professor to whom you spoke yesterday is not here today.
4. John, whose grades are the highest in the school, has received the scholarship.
5. Felipe bought a camera that has three lenses.
6. Frank is the man whom we are going to nominate for the office of treasurer.
7. The doctor is with a patient whose leg was broken in an accident.
8. Jane is the woman who is going to Chine next year.
9. Janet wants a typewriter who self-corrects.
10. This book that i found last week contains some useful information.
11. Mr. Bryant, whose team has lost the game, looks very sad.
12. James wrote an article that indicated thatt he disliked the president.
13. The director of teh program who graduated from Hardvard Univesrity is planning to retire next year.
14. This is the book that i have been looking for all the year.
15. Willian, whose brother is a lawyer, wants to become a judge.

Exercise 38 : Relative Clause Reduction

1. George is the man chosen to represent the commite at the convention.
2. All of the money accepted has already been released.
3. The papers on the table belong to Patricia.
4. The man brought to the police station confessed to the crime.
5. The girl drinking coffe is Mary Allen.
6. John's wife, a professor, has written several papers on this subject.
7. The man talking to the policemanis my uncle.
8. The book on the top shelf is the one that i need.
9. The number of students been counted is quite high.
10. Leo, Evans, a doctor, eats in this restaurant every day.

Exercise 39 : Subjunctive

1. The teacher demanded the student to leave the room.
2. It was urgent that he called immediately.
3. It was very important that we delayed discussion.
4. She intends to move that the commite suspends discussion on this issue.
5. The king decreed the new laws to take effect the following months.
6. I propose that you should stop this rally.
7. I advise you take the prerequisites before registering for this course.
8. His father prefers him to attend a deifferent university.
9. The faculty stipulated the rule to be abolished.
10. She urged us to find another alternative.

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Causative Verbs Article

Definition The causative verb is a common structure in English. It shows that somebody or something is indirectly responsible for an action. The subject doesn't perform the action it self, but causes someone or something else to do it instead. Pinker, (1988). 

Basic causative structures in English.
There are two basic causative structures. One is like an active, and the other is like a passive. 

1. Active causative verbs
   This structure is used when someone causes something to happen, or when a person causes another one to take an action. Consider:
   • Railway station security had everyone show their tickets.
   • The tutor made his students do an oral interpretation.
   • I had Bill fix the van. I had the van fixed.
    
2. Passive causative verbs
   This structure is used to talk about having something done by another person/thing. Consider following example:
   
   • Ahmed had his house repaired after the Forgan war on Gaza last year.
   • President Obama had his speech written by a very talented group of writers.
   • In both cases, the person (Ahmed and President Obama) arranged for something (repairing a house and writing a speech) to be done by a third person.

 The true causative is have, get, let, make, help

The Causative Verbs
-- Have --

We use this structure to talk about having something done by a third person. We want something to be done by somebody else.

Have is usually used for having something done by somebody who is naturally doing that job. For example, a mechanic, whose job is to repair cars, repairs your car or a hairdresser cuts your hair.

• I must have the mechanic check my car. 

• You should have your hair cut by a hairdresser.

---

Tense Change: We can change the tense of the have.

• I have my car washed every Sunday.
• I must have my car washed every Sunday.
• I will have my car washed every Sunday.
• She has her car washed every Sunday.
• I had my car washed every Sunday.
• I have had my car washed every Sunday.
• I can have my car washed every Sunday.
• I am going to have my car washed every Sunday.
• I should have my car washed every Sunday.
• and to use more tenses and modals is possible.
  

---

There are two forms of doing causative with "have", passive or active.

                                          Active Form

Have + somebody +  do (verb 1)  +  something

In active form, we use somebody and  base form of the verb (verb 1) after the verb "have".

• Mary had the nurse check her temperature.

• I must have the mechanic check my car. 

• We've had a web designer make our website.

• I have the cleaners wash the floor every day. 

• She will have Taner paint the house. 

• Please have your secretary fax me the letter.

---

                                             Passive  Form

Have + something + done (verb 3) +  (by someone)

In passive form, we use something and  past participle of the verb (verb 3) after the verb "have".

• Mary had her temperature checked by the nurse.

• I must have my car checked by the mechanic.
• We've had our website made by a web designer.
• I have the floor cleaned by the cleaners every day.
• She will have the house painted by Tom.
• Please have the letter faxed me by your secretary.

The Causative Verbs
-- Get --

We express the idea of somebody else to do something. We require something to be done by somebody else (by a third person).

Get is usually used for having something done by somebody whom you persuade or decieve. For example, you persuade  a friend to do your homework,or your sister to clean your room.

• She always gets her sister to clean her room.

• I'm going to get Tom to do my homework.

---

Tense Change: We can change the tense of the "get".

• I get my sister to wash my dirty clothes.

• I must get my sister to wash my dirty clothes.

• Do you get your  sister to wash your dirty clothes?

• Did you get your  sister to wash your dirty clothes?

• I will get my sister to wash my dirty clothes.

• She gets her sister to wash her dirty clothes.

• I got my sister to wash my dirty clothes.

• I have got my sister to wash my dirty clothes.

• I can get my sister to wash my dirty clothes

• I am going to get my sister to wash my dirty clothes.

• I should get my sister to wash my dirty clothes.

• and to use more tenses and modals is possible.
  

---

There are two forms of doing causative with "get", passive or active.

                                          Active Form

Get + somebody + to do (verb 1)  +  something

In active form, we use somebody and   infinitive form of the verb (to + verb) after the verb "have".

• She always gets her sister to clean her room.

• I'm going to get Tom to do my homework.

• I got my mother to iron my shirt.

• How can I get him to fix the watch. 

• Maria has got her landlord to change the door.

• Shall we get the children to tidy the room?

---

                                             Passive  Form

Get + something + done (verb 3) +  (by someone)

In passive form, we use something and  past participle of the verb (verb 3) after the verb "get".

• She always gets her room cleaned by her sister.

• I'm going to get my homework done by Tom.
• I got my shirt ironed by my mother.
• How can I get the watch fixed.
• Maria has got the door changed by her landlord.
• Shall we get the room tidied by the children?
  
  

The Causative Verbs
-- Let --

We use "let" causative verb to " allow somebody to do something". We give a permisson to somebody to do something. For example, you allow your son to go out at night, or the boss gives you a permission to leave work early.

• I never let my son go out at night. 

• The boss let me leave work early today.

---

Tense Change: We can change the tense of the have.

• She never lets me drive her car.

• Will you please let me use your camera?

• Did your father let you come with us?

• She has just let the kids play in the garden.

• I can let you go to the cinema if you do your homework.

• I may let you borrow my bike, but you must promise to bring it tomorrow.

• and to use more English tenses and modals is possible.
  

---

                                           Form

Let + somebody +  do (verb 1)  +  something

In the form, we use somebody and base form of the verb (verb 1) after the verb "let".  We don't use "to - infinitive".

Example Sentences:

• Teddy  never lets me    to     drive his new car.
• Will your parents let you go to the cinema?
• I think my boss will let me take the day off.
• He didn't let me use his camera.

• Has the teacher let you go home early?
  

*** The difference between "let" and "allow"

• The teacher didn't let the students use a pen.
  The teacher didn't allow the students to use a pen. (with "allow", we use "to" before the verb)
• My mother doesn't let me wear her skirt.
  My mother doesn't allow me to wear her skirt.

The Causative Verbs
-- make --

Make is used to force  somebody else to do something. We require something to be done by somebody else (by a third person) by using power, influence or authority.

Meaning 1

Make causative verb is usually used for having something done by somebody whom you force or influence. For example, a police officer stops your car,or your mother forces you to clean your room.

• The police officer made the man pull over.

• Her boss made her work on Saturday and Sunday.

Meaning 2
Also, Make causative verb means " to cause".

• The film made me cry a lot.

• Slow music makes me sleep.

• The birthday surprise made him forget his sadness.

---

Tense Change: We can change the tense of the "make".

• His father made him clean the car.

• My mother makes me cook at weekends.

• A police officer can make us stop.

• You should make your son clean his own room.

• The Commander has made soldiers et up early.

• Did the teacher make you do your homework?

• I think she will make you stay here all day.
  

• and to use more tenses and modals is possible.
  

---

There are two forms of doing causative with "make", passive or active.

                                          Active Form

Make + somebody +  do (verb 1)  +  something

In active form, we use somebody and   base form of the verb ( verb) after the verb "make". We don't use "to - infinitive".

• I made my daughter    to   do her homework last night.
• His illness has made him stay all day long.
• The teacher made me apologize for that rude behaviour.
• The police make the cars stop and check every day.
• I think the doctor will make my mother come and see him every five days.
• Did somebody make you wear that funny t-shirt?

---

                                             Passive  Form

Subject + was / were + done (verb 3) +  (by someone)

In passive form, we use was were and  past participle of the verb (verb 3) 

• I was made to cry a lot by the film.   (The film made me cry a lot.)

• Tom was made to laugh a lot by my son.  (My son made Tom laugh a lot.)

The soldiers were made to wait in the garden.

The Causative Verbs
-- help --

HELP = assist someone in doing something

Grammatical structure:

• HELP + PERSON + VERB (base form)
• HELP + PERSON + TO + VERB

After “help,” you can use “to” or not – both ways are correct. In general, the form without “to” is more common:

• He helped me carry the boxes.
• He helped me to carry the boxes.
• Reading before bed helps me relax.
• Reading before bed helps me to relax.

Source :
http://site.iugaza.edu.ps/wamer/files/2010/02/causative-verbs.ppt.
www.englishpedia.net/my-grammar/intermediate/causative/causatives-with-verb-have.html
www.englishpedia.net/my-grammar/intermediate/causative/get-causative-lesson.html
www.englishpedia.net/my-grammar/intermediate/causative/let-causatives-verbs.html
http://www.englishpedia.net/my-grammar/intermediate/causative/make-verb-as-causative.html
http://www.espressoenglish.net/causative-verbs-in-english-let-make-have-get-help/

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