THE GRAMMAR TRANSLATION AND THE DIRECT METHODS

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INTRODUCTION

First of all I want to give a brief history of what language teaching was through the nineteenth century where reading comprehension and writing instead of speaking and listening were in fashion ; just following the classical languages as a model to be followed.

Very few schools taught foreign languages, and in general the learning of foreign languages was more in a private way. It was only by 100 that most secondary schools incorporated one or more of their major European languages.Order Custom Essay on THE GRAMMAR TRANSLATION AND THE DIRECT METHODS

By the middle of the century many European countries came into closer and more frequent commercial relations, so it was created the necessity to learn foreign languages according to practical needs and interests.

Due to all these, some teachers, specially from Germany and France, began to think on how to create methods that could help to learn foreign languages in the easiest way.

As market among European countries improved, writers like Ahn and Ollendorff, had an enormous success with their books, unless they were not used in schools because they were too easy and too practical.

The demand for utilitarian language teaching increased specially in Germany, and textbooks and methods by Germans got into use.

This approach to foreign language teaching, became known as the Grammar Translation Method in which the immediate aim was for the student to apply the given rules by means of appropriate exercises in order to translate sentences in a mechanical way.

There were some leading exponents like J. Seidenstucker. K. Plotz, H. Ollendorff, J. Meidinger, etc. Grammar Translation dominated European and foreign language teaching from 1840s to the 140s, and in a certain way it continues to be widely used in some parts of the world today.

As this method created frustration in students, in the mid and late 1th century opposition to the Grammar Translation Method developed, and foundations for new ways of teaching languages raised with the name of the Reform Movement.

This movement created a demand for oral proficiency, so some specialists turned their attention to the way modern languages were taught in secondary schools.

France was well represented with writers like Jacotot, Marcel, and Gouin ; England was represented by Prendergast whose ideas, based on children's observations, were later developed in the 0th century by men like Palmer and West.

Parallel to the reformers' ideas, was an interests in developing principles for language teaching in a naturalistic way and all this led to the development of what was known as the Direct Method, which became widely known in the United States through its use by Sauveur and M. Berlitz in commercial language schools.

This method required teachers who were native speakers and it was largely dependent on the teacher's skill, rather than on a textbook.

THE GRAMMAR TRANSLATION METHOD

This method was called the grammar school method, because it was developed for use in secondary school.

The method did not attempt to teach languages by grammar and translation, its real motivation was reformist ; due to that the traditional scholastic approach of the time was individual, and had been to acquire a reading knowledge of foreign languages by studying classical grammar and applying it to the interpretation of texts in new languages with the use of a dictionary.

As these were self-study methods, that were not appropriate for group-teaching, the grammar-translation method, was an attempt to adapt these traditions to the requirements of schools but preserving the framework of grammar and translation due that they were already familiar to both teachers and students from their classical studies.

Its principal aim was to make language learning easier by the replacement of the traditional texts by sentences that could make grammar easier and clearer.

Grammar-translation textbooks were graded and presented new grammar points in organized sequence and with appropriate examples and sentences that were simpler than the traditional books from reputable authors.

The principal characteristics of the Grammar-Translation Method were

1-The goal was to learn a language in order to read its literature or benefit from mental discipline.

-Reading and writing were major focus.

-Vocabulary based on the reading texts.

4-The sentence is the basic unit of teaching and language practice.

5-Students are expected to attain high standards in translation due

to moral value and increasing written examinations.

6-The students' native language is the medium of instruction.

7-Grammar is taught deductively.

(Richard & Rodgers. 186. Pag. )

There were some contrasts between patterns of change in England and Germany, partly because Germany was considered the model of advanced educational thought at the time due to its state-run system, and England, trying to bring some order into the chaos of middle class education and maintaining academic standards, as well as trying to avoid state involvement in anything like the Prussian model, established in 1850 a system of public examinations controlled by the universities in order to lever modern languages on to the secondary curriculum so as to determine both the content of the language and the methodological principles of the teacher responsible for preparing children to take them.

Approaches were made to Oxford in 1857 and then to Cambridge, establishing a system known as Oxford and Cambridge Local Examinations in 158, working in separate ways.

Later on, Cambridge established the Overseas Examinations in the 1860s, that eventually led to a famous world-wide service. The Locals increased the status of both modern languages and English by including them on the curriculum alongside de classical languages.

There was a split among the universities and the 'great" schools Eaton and Harrow creating a separate examinations board ; due to that, the schools complained that the universities did not teach modern subjects ; so modern languages and English lost academic prestige though their association with the Locals and social prestige by their exclusion from the 'best' schools ; hence the universities came round to the notion of instituting modern language degrees, requiring in this way academic respectability from the modern languages and from the late 1th century reformers who put much attention to the universities and the examination system. (Howatt A.P. 184)

Sweet and Widgery alleged that present methods need a change and stated that reform had to come from above, from the university system.

All this forced modern language teachers and text book writers to ape the methods of the classics. French has to be made as demanding as Latin, and German as intellectually disciplined as Greek.

Germany was more open to reforming influences, and one reason was the structure of its state-run education system. French was included as a compulsory subject but English was optional and rarely taught.

The industrialization of the second half of the 1th century created a new class of language learner, one that had not followed an academic grammar school education and therefore could not be expected to learn foreign languages by traditional methods.

A new approach was needed to suit this particular circumstances and it eventually emerged in the form of ' direct' methods which required no knowledge of grammar at all.

Ahn and Ollendoff included grammar in their courses but in a rationed way of about one or two new rules per lesson, reason which explains why some teachers and reviewers considered them lightweight with lack of improvement and in the need of improvement. (Howatt. A. P . 184)

Toward the mid -1th century Europeans demanded for oral proficiency in foreign languages. Initially this created a market of conversation and phrase books intended for private study, but teaching specialists turned their attention to the way modern languages were taught in secondary schools.

The Frenchman C. Marcel (17- 186) referred to child language learning, as a model for language teaching ; proposed that reading be taught before other skills and propose to locate language teaching within a broader educational framework. The Englishman T. Prendergast (1806-1886) was one of the first to record the observation that children use contextual and situational cues to interpret utterances and that they use memorized phrases and routines in speaking. (Richards & Rodgers. 186). He proposed that learners be taught the most basic structural patterns occurring in the language.

The Frenchman F. Gouin (181- 186) developed an approach to teaching a foreign language based on his observations of children's use of language. (Richards & Rodgers 186). His method used situations and themes as ways of organizing and presenting oral language.

All these specialists were writing at the time when there were no organizational structure in the language teaching profession in the form of professional associations journals and conferences to enable new ideas to develop into an educational movement.(Richard & Rodgers. 186. Pag.6)

In 186 was founded the International Phonetic Association and its International Phonetic Alphabet. One of its goals was to improve the teaching of modern languages.

It advocated

1-The study of spoken language.

-Phonetic training in order to establish good pronunciation habits.

-The use of conversation text and dialogues.

4-An inductive approach to the teaching of grammar.

5-Establishing associations with the target language rather than with

the mother tongue. . (Richards & Rodgers. Pag. 7)

Vietor and Sweet and other reformers shared many beliefs about basic approaches to teaching, but differed considerably in the specific procedures

Parallel to the ideas put forward by members of the reform movement was an interest in developing principles for language teaching out of naturalistic principles of language learning that were termed Natural Methods and that led to the development of the Direct Method.

THE DIRECT METHOD.

Attempts have been made to make second language learning more like first language learning ; one of them was Montaigne in the 16th century who described how his father trained his servants in order to speak in Latin to him so that he could learn Latin in the natural way. In the 1th century was L. Sauveur(186-107) who employed questions as a way of presenting and eliciting language in the target language. He argued that foreign language could be taught without translation or the use of the learner's native tongue.

According to the German F. Franke, a language could be best taught by using it actively in the classroom. Teachers must encourage direct and spontaneous use of the foreign language in the classroom. (Richards & Rodgers. Pag. )

These principles provided the foundations of the Direct Method, which is the most widely known of the natural methods.

It was introduced and officially approved in France and Germany at the turn of the century and became widely known in the United States through its use by Sauveur and Maximilian Berlitz in successful commercial language schools.

In general it stood for the following principles

-Classroom instruction in the target language.

-Only everyday vocabulary and sentences.

-Oral communication in a graded progression.

-Grammar taught inductively.

-New teaching points introduced orally.

-Concrete vocabulary through demonstrations and the abstract through association of ideas.

-Speech and listening comprehension.

-Correct pronunciation and grammar. (Richards & Rodgers. Pag. 10)

This method was quite successful in private language schools of the Berlitz chain. The use of native speaking teachers was the norm ; its method was difficult to implement in public secondary school education. It lacked a rigorous basis in applied linguistic theory so it was criticized by the proponents of the Reform Movement.

Teachers were required to great lengths to avoid using the native language, when sometimes a simple explanation in the student's native tongue would have been more efficient to comprehension.

By 10 this method in noncommercial schools in Europe declined. In France and Germany was modified through introduction of some grammar aspects. A study held in 1 concluded that no single method could guarantee successful results.

PHYCHOLOGICAL AND SOCIOLOGICAL ASPECTS

It is well known that since interest in the learning of modern languages began, specialists and linguists are always trying to find ways on how to learn a second language in the most effective and easiest way ; methods, theories and methodologies are everyday being tried in order to facilitate this matter that has different grades of difficulty in each learner, but from my own point of view, it is a matter that we as teachers and researchers must work with, trying to give our best, so as to help the increasing number of learners that are and are going to be under our responsibility and the confidence that they have of our work with them and their achievements.

I also consider that in some way we are still using the Grammar-Translation Method in schools, specially when the large number of students in the classroom is the matter, and the Direct Method as well, when the school's philosophy is to speak only English, ignoring our own teaching methodologies.

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Year following the war of 1812

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The years following the War of 181, also known as the "Era of Good Feelings," was considered as a time of exceptional growth and development in the United States, but it may be considered a time of evolution in American nationalism. The war of 181 was a very problematic war. States did not do their duties. The commanders and leaders were also not informed or supplied enough to keep up with the war. But what happened during this time and after is something better then victory. The war wasn't just about Britain holding land and impressing American sailors into their navy. It was also a second war for independence. It was the first war for America as a united country, and it was a small new nation against a large European empire. For the first time, we were united, not a fight for our homes and freedom, but for ideals.(The Awakening of American Nationalism, AAN).

The war of 181 began a long time before war was declared. It began right after the war of Independence. The British were not to happy that we broke away from their empire, and they soon figured out that many revolts were because we had fought and won. They taxed our merchants, and attacked our ships, but they messed up when they began to impress our sailors into their navy. They claimed that these people had "deserted" the royal navy and should be taken back. They may have been right a few times, but it has been proven that many innocent people were forced to be in the royal navy.

On June , 1807, the English frigate Leopard attacked the United States frigate Chesapeake, and took from her certain of her sailors who, the Leopard's captain claimed, were British citizens. (John K. Mahon, The War of 181) This is what made us want to go to war. Many citizens wanted war, but Jefferson, thought that there would be problems going to war with Britain, so he tried to calm the public. Congress began to prepare for war, by authorizing the construction of 0 war ships.

France and Britain, Europe's two most powerful nations, had battled almost non-stop since 17, and their war affected American trade. Hostilities began during the French Revolution (178-17), when England joined other European nations in an unsuccessful attempt to restore the French monarchy, and then continued as Britain led the efforts to stop French expansion under Napoleon I. American presidents from Washington to Madison tried to keep the United States impartial during these conflicts, but both France and Britain flagrantly disregarded the rights of neutral countries (War of 181).

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For the Americans, the problem was Britain's impressment, or the seizure of American sailors for service in the British navy. The British government claimed that it only seized subjects sailed with Americans to avoid wartime service in their own navy. the British seized anyone not just their own people, they also impressed a bunch of United States citizens,

The problem of impressment got bigger after an incident between the American naval frigate Chesapeake and a British ship, the Leopard. In June 1807 the Leopards crew demanded to board and search the Chesapeake only a few miles off the American coast and for British deserters. The Chesapeake's commander, James Barron, refused, and the Leopard opened fire. American sailors were killed and wounded during the attack, and the Chesapeake surrendered. The British then sent a party aboard and dragged four sailors from the ship. After the attack, Jefferson ordered British warships to leave American waters and demanded them to stop the impressment of American sailors. The British did make some apologies and restitution for the Chesapeake-Leopard incident, but continued to claim the right to seize American ships and inspect them for deserters. (War of 181)

Despite the problems, the U.S. Navy finally won some fights at sea, making up for some of the loses on land. A strong American squadron under Commodore John Rodgers made a sweep through the Atlantic ocean after the declaration of war. They only found one enemy ship, which escaped, but later in the year three U.S. warships were more successful.

The War of 181 was a victory. On February 0 President Madison sent a message to Congress about the treaty of peace. He congratulated the nation for the end of the war waged with the success which is the natural result of the wisdom of the legislative councils, of the patriotism of the people, of the public spirit of the militia, and of the valor of the military and naval forces of the country.

The Battle of New Orleans was fought after the two sides signed the peace treaty, it was the war's most famous battle. The navy was popular for many years after the battle, but the outcome of the Battle of Lake Champlain did not get recognized for another generation.

The principal gain for the United States was a renewed self-confidence and faith in the ability of its military to defend the nation's freedom and honor. (In the Midst of Perpetual Fetes The Making of American Nationalism,) Although no one came away from the war victorious, America saw the War of 181 as the success of the democracy. The War of 181 proved to the country that it could now protect itself from foreign threats

Many people felt a good about the country at this time. They had fought against one of the strongest empires of Europe and pretty much defeated them. They did not win, but they did not lose either. They had enough energy to get the job done, then afterwards they did not try to build a better military to start in another conflict. Nothing had been lost, but nationalism had been gained. Americans saw this time as a time for their economy to grow, and to build their own empire.

But our country showed something that was never seen before, unity. This was the first war that everyone had fought as an American. They were the first generation after the revolution that had never seen combat. Thats why so many mistakes were made, but it was also why the United States was for the first time in its history, fought together. Though some of the states like Massachusetts decided not to fight for the federal government unless their state was invaded, they still fought when they were needed.

The war debt did not matter to most of the people. Though it did put America in a billion-dollar debt, with the exploding market it would be paid off in no time. Americans wanted to build a better nation, and most were together in trying to do that. They realized that being divided made them weak during wartime and no way to win. But they also realized that they did not want to become a world power. America went into complete isolation and did not come out of it until after the Spanish-American war.

Americans began to move west during this time. They did not want to be kept in their small towns. They wanted their own farm large enough to make them rich. More problems were made with the Indians. Many of the Indians did not want to be moved away from their land. Most were forced off, either by federal troops or just by the amount of people that were moving to there land.

We did not have many possessions overseas, and we did not want to conquer any established nation. We were an empire for democracy and an empire of wealth. There has been many empires come and go, fail and succeed. But no one has ever had the merchants make the empire. No one had seen a democracy build such a vast empire of traders and merchants since the time of Rome. Truly, this was an accomplishment to be proud of. (This Sacred Trust American Nationality.)

It is impossible to deny that the war of 181 had a lot of impacts on our nation. The nation grew and changed in a way that most Americans back then could not even think of. Weather they liked it or not, they all were alike in one way or another. The United States had changed into a better country; it could no longer be denied its goals. People had become proud of the nation, and that was the most important step in keeping together. If no one believed in a nation, how could it survive?

Commager, Henry Steele. Jefferson, Nationalism, and the Enlightenment. New

York G. Braziller, 175.

George Dangerfield. The Awakening of American Nationalism; New York, Harper and Row, Copywrite 165.

John K. Mahon. The War of 181; New York, Da Capo Press,. Copywrite 17.

Nagel, Paul C. This Sacred Trust American Nationality, 178-188. New

York Oxford University Press, 171.

Waldstreicher, David. In the Midst of Perpetual Fetes The Making of

American Nationalism, 1776-180. Chapel Hill University of North Carolina

Press, 17.

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Why Alfred Hitchcok's "Psycho" shook the world

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Why Alfred Hitchcock's "Psycho" shook the world

Alfred Hitchcock's "Psycho" is a film that "changed the world" first screened on 16th June, 160, in New York City, it achieved an immediate success. People queued for very many hours to see "Psycho's" first showings. Their enthusiastic word of mouth recommendations gave the film instant and positive publicity.

Alfred Hitchcock introduced new subjects into the film industry, which before "Psycho" had been avoided by filmmakers under government censorship and pressure. "Psycho" stretched many film boundaries and heavily influences today's film industry. For instance, "Psycho" used black humour so manipulating many millions who watched and continued watching "Psycho" into fear and loathing, which the horror movies that Boris Karloff starred in could not equal. Boris Karloff's mummy as a figure of fear does not begin to compare with Norman Bates. Thus "Psycho" marks a significant development in movies which entertained audiences by scaring them - and so changed the world.

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I think the fact that Norman Bates, at first sight, seems normal, unlike the old horror movies' mummies, monsters, mad scientists and vampires, makes Norman's warped cruelty seem so wrong and horrible. But, at the same time Norman's weird mentality seems to reflect aspects of today's dangerous, violent world in ways beyond the reach of the early 0th century horror movies. These films have been spoofed in the "Rocky Horror Show" and "Scary Movie" but I don't think filmmakers would find it quite so easy to spoof "Psycho". The world has not yet changed so much that filmmakers might lightly guy or ridicule Norman Bates.

"Psycho" breaks taboos since Norman's mother features as a force for evil not good her effect on his character lasts beyond death. Her corpse lies in state in a perfectly organised room. And, when Norman kills Marion Crane and Milton Abrogast he does so dressed as his mother. This frightening image of a frantic and murderous mother contrasts with wholesome comforting American mother figures that audiences expected. This feature, too, altered the world.

The dead Mrs Bates creates a frightening image of a woman controlling a male (her son Norman) even beyond the grave. I see Marion not only as an independent woman who has the courage and determination to rob her employer but also one so enterprising as to escape into the unknown with the money. In pre- "Psycho" movies men rather than women committed crime. Seeing women from this point of view represents a significant change. Ironically, I think Hitchcock intended audiences to view Mrs Bates, as she seemed in Norman's thoughts, regarding the beautiful Marion as a rival for Norman's affections. The fact that Norman does not plunder Marion's belongings, he carelessly chucks the money out, underscores the fact that Norman murdered Marion for very unusual, uncanny motives. This psychological delving not only justifies the movie's title but takes audiences into depths of the human mind not previously achieved; so, Hitchcock changed the world of movies for ever through "Psycho's" success.

Hitchcock achieved these revolutionary effects by using very clever techniques. For instance music heightens tension particularly in Norman's killing of Marion. Comparison of the effects created by this scene without sound track and with the music, produced very strong contrasts. I noticed the build up of tension in my classmates' reactions to the scene with music, compared to the much less suspenseful atmosphere when we watched the scene without the sound track. Clever camera work, especially involving mirrors such as when Marion packs her bags, examines the money in the car lot's lavatory and especially when she checks in to the Bates' Motel makes the audience imagine Marion's murder in the shower room with its savage image of flashing knives and the frenzied screaming and the thick slowly flowing blood must have made millions of stomachs sink in terror. Such intense audience reaction showed how "Psycho" changed the world.

I thoroughly enjoyed deconstructing "Psycho" particularly because such analysis made me understand reasons for my reactions as well as appreciating Alfred Hitchcock's artistry as a significant film director.

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Money

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Money

Money was one arguably the most important invention for development to take place. Money has been independently invented at one time or another in each important civilization in the history of the world. There is also remarkable similarity in how the concept of money has evolved in different times in history and in different parts of the world.

Historically, money has usually gone through four stages. In the first stage, money is made of a rare material, and the value of the money is determined by the amount of the material it contains. In the second stage, money is made of another material, such as paper, with no inherent value but can be exchanged into the physical stuff. In the third stage, money cannot be exchanged into anything physical, but its value is determined by law or custom. In the fourth and last stage, inflation increases to the point that money becomes virtually worthless.

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Physical Money

Physical money has historically come into existence to facilitate trade. In most cases some form of metallic money has been used, but there are also other examples, where shells, or even large stones (on an isolated island) have been used as money. Oil has been proposed by the great Soros. Gold and silver has been used in most of world, but other metals have occasionally been used. Bronze was the basis of the monetary system in early Roman times. Copper has also been used at times, for example in Spain and Sweden. In many cases, combinations have been used, with fixed exchange rates between different metals. Those fixed exchange rates have usually broken down as the relative value of the metals has moved due to changes in supply or demand.

Coins are the basis of almost every metallic monetary system. A coin in a physical money system is a piece of metal with a stamp. The stamp is a guarantee that the metallic weight and content is right. It also makes all coins of the same sort equal. This may not seem like such a big deal today, but it once was a very important invention. Previously, metals had to be weighed in order to determine their value, and that made trade more difficult. In most cases, by the way, coins in metallic standards were named after the weight of metal they contained.

A consequence of the invention of money was that it introduced a unit of account. This was important to facilitate credit. Once money was generally accepted, credit institutions soon developed, that allowed people to borrow against real estate or other properties. The evolution of credit is something that has gone hand in hand with the evolution of money.

Bank Notes and Fractional Reserve Systems

The origin of banking was a place where you could leave your coins for safekeeping or lend it for interest. In exchange you would get an IOU. These IOUs became standardized and non-personal and would circulate much like an alternative currency. The borrowers soon discovered that as the IOUs circulated, they were not all redeemed. Thus it was not necessary to keep enough specie (i.e. coins) to be able to pay all outstanding debt. In some cases, the issuer of the IOUs where originally governments, but usually they where private banks or trading houses.

The system of IOUs often evolved into formal paper bills, that could be redeemed into physical metal. In different times and places, the evolvement of paper money has been different. In certain cases, the IOU stage has been skipped entirely while in other, it has lasted for a long time.

One of the most important consequences of the introduction of bank notes backed by physical money is that it made it possible to drastically increase the supply of money. This facilitated increasing amounts of credit. As long as money had been made of physical metal, the amount of money was limited by the amount of metal in circulation. In the long run, the amount of metal available for coins could change with new discoveries and with changing amounts of metal used for other purposes, but for the short term, the amount of money available was virtually fixed. However, the demand for money would change making the value of money fluctuate.

The classic example of changing demand for money is harvest time in the 1th century America, when farmers would have to borrow money to pay temporary workers. This was, however, less of a problem in older times. Then, times of war were the times of increasing demand for money.

The availability of credit also enabled more speculative businesses than before. Foreign trade, something that was often very risky, is the perfect example. At certain times in history, credit financed trade expeditions would flourish. At other times, when credit was not readily available, foreign trade was effectively monopolized by established trading houses.

In most cases the paper money, fractional reserve system has eventually been monopolized by the government, as it has been a very lucrative business. Once the government has control over the bank notes, it usually does not take long before the monetary system evolves into the next stage.

Fiat Money

In a fiat money system, the money is not backed by a physical commodity. Instead, the only thing that gives the money value is its relative scarcity, and the fact that people seem to want it. Why people want fiat currency has been the subject of much debate. If you were an alien, visiting the earth for the first time, you would certainly be amazed at how the earthlings seem to prize little pieces of paper with paint on them.

One idea to explain the value of fiat money is debt. If you are in debt, you have no alternative but to try to obtain the pieces of paper in order to repay your debt, and if the paper is scarce, you have to compete for it. Interestingly, indebtedness seem to go hand in hand with fiat money, but that is no conclusive evidence for this theory.

Another way to explain the want for money is that people got used to paper money in the fractional reserve system. Once the metallic backing was removed, people continued to use money as they had become accustomed to. One argument for this thesis is that the fiat money systems that have worked best historically, are the ones where the physical backing was removed slowly and secretly.

A third way to explain the value of fiat money is that it is valuable because the government says so. This theory has often been tested in practice, and it can be rejected with confidence. Nevertheless, governments from time to time still try to inject value into paper by law and price control. This never works in the long run, and usually lead quickly to the next step, hyperinflation.

Although a fiat monetary system often evolves out of a fractional reserve system, this is not always the case. Sometimes the fractional reserve period has been skipped altogether. The most well known example is probably the Roman empire, where the silver based metallic system gradually evolved into a fiat monetary system based on token coins. The silver content in coins was slowly lowered, until coins consisted almost entirely of tin. This took place over a period of centuries, and that is probably the longest lasting fiat monetary system in the history of the world.

In a fractional reserve system, the amount of money that can be created is still limited by the amount of metal available, but in a fiat monetary system, there is no such physical restrain on the amount of money that can be created. This also allows unlimited credit creation. Initially, a rapid growth in the availability of credit is often mistaken for economic growth, as spending and business profits grow and frequently there is a rapid growth in equity prices. In the long run, however, the economy tends to suffer much more by the following contraction than it gained from the expansion in credit.

In most cases, a fiat monetary system comes into existence as a result of excessive public debt. When the government is unable to repay all its debt in gold or silver, the temptation to remove pysical backing rather than to default becomes irresistible. This was the case in 18th century France during the Law scheme, as well as in the 70s in the US, when Nixon removed the last link between the dollar and gold.

Hyperinflation

Hyperinflation is more or less by definition the terminal stage of any fiat currency. In hyperinflation money loses most of its value practically overnight. Hyperinflation is often the result of increasing regular inflation to the point where all confidence in money is lost, but there can also be other immediate causes. It is important to understand that in a fiat monetary system, the value of money is based on confidence, and once that confidence is gone, money irreversibly becomes worthless, regardless of its scarcity.

It is often argued that all fiat money eventually will become worthless. This has certainly been the case in the past. On the other hand it could also be argued that the current fiat monetary systems have not led to hyperinflation, and it seems unlikely that they will. It is not a very convincing argument, though, as hyperinflation never seems likely until it is well underway. Looking at the past, there is certainly a lot of evidence that all fiat money will eventually lose its value.

Please note that this sample paper on Money is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Money, we are here to assist you. Your persuasive essay on Money will be written from scratch, so you do not have to worry about its originality.

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Steroids

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Anabolic steroids are the synthetic derivatives of the naturally occurring male anabolic hormone testosterone. Steroids contain anabolic properties and androgenic properties. Anabolic means "to build" and androgenic means "masculine" Testosterones natural androgenic effects trigger the maturing of the male reproductive system in puberty, including the growth of body hair and the deepening of the voice. The hormones anabolic effect helps the body retain dietary protein, which aids in the development of muscles.

Steroids are used to enhance a person's physical attributes becoming bigger, stronger, faster and leaner. Although the results of using steroids are ideal for a person involve in competition, there are a lot risks involved in the short-term and long-term phases of using steroids. Although anabolic steroids are derived from a male sex hormone, men who take them may actually experience a feminine effect along with a decrease in normal male sexual function. Some possible effects include Reduced sperm count, impotence, development of breasts, shrinking of the testicles, and difficulty or pain while urinating

Some of the short-term effects include high blood pressure, water retention, testicular atrophy and a loss of equilibrium between estrogen and testosterone levels. Long-term effects of steroid abuse can be fatal. Stokes, signs of baldness, and the growing of the breast are associated with the long-term effects of using steroids.

Steroids can be delivered to body using a variety of methods orally, muscular injection, or transdermal, which is transporting the steroid substance through the skin.Order custom research paper on Steroids

Most athletes use the muscular injection method or oral method when taking steroids. Transdermal methods are mostly used by older men that are experiencing hormonal declination.

Steroid drug testing can become a complication because some people naturally have high levels of testosterone. To make the testing more precise the steroid cycle must be accurately timed. Most doctors make the patient take a urinalysis to determine the amount of steroid metabolites.

Steroids abuse is most commonly found among athletes. Besides athletes, people in general need to be aware of the painful and harmful effects of using steroids.

Please note that this sample paper on Steroids is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Steroids, we are here to assist you. Your persuasive essay on Steroids will be written from scratch, so you do not have to worry about its originality.

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One World, Two Different Styles

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Living in a world of more than one culture can be very overwhelming. For it can create cultural clashes or feelings of isolation, in the sense of not belonging to a particular place. However, learning about a world opposed to our own can be very beneficial. As a result a lot is learned and experienced through interaction with that particular culture. Two of Jhumpa Lahiri's stories that demonstrate the ideas above are "This Blessed House," and "Sexy." These short stories explore how relationships between two people, each of the same or of different backgrounds, can have either negative or positive effects on their partnership.

For many, having another religion or culture interfere with his/her own can be very be very overwhelming. In every culture or religion there are beliefs and customs already set. In the story of "The Blessed House," it is seen how two different religions were coming in between of the marriage of Twinkle and Sanjeev. Even though they were both Hindus, the shadows of Christianity were interfering with their relationship. Twinkle loved the idea of learning about a different religion like Christianity, while her husband totally disliked it. This is shown especially when Sanjeev constantly reminds his wife that they "We're not Christian"(17).

There are different reasons why people turn to other cultures. The main reason is

experience. They want to know how it feels like to learn about the different customs and beliefs of other people. Twinkle's interest for Christianity started when she and her husband moved into their new home. They started discovering sacred Christian objects that were hidden all over the house. Twinkle felt that there was a reason why they found those objects. She mainly felt that the objects "…could be worth something" (16). Now were they worth something in a materialistic or spiritual way? Twinkle asks Sanjeev, "Do you think the previous owners were born-agains?"(17). Perhaps Twinkle asked this question because she probably wondered how it would feel to convert into another religion. Sajeev felt that his wife was already converting herself into a Christian, this is seen when he says, "Clearly the scheme has succeeded in your case"(18). The scheme being the possibility that the previous owners purposely left Christian objects around the house to convert the next owners into Christians. Also, Twinkle might of felt that if they threw these objects and figures away, "It would be back luck…"(146). Bad luck in the sense that life would punish them for getting rid of them.Custom Essays on One World, Two Different Styles

This story shows how some people can easily adapt while others find it difficult to get use to a change in environment. Through the character of Twinkle, it is seen how easy she adapts to the American world even though she is of a Indian background. This shows that she is more open-minded than her husband. On the other hand, Sanjeev finds it difficult to understand why his wife is interested in Christianity. Perhaps his lonesome personality lead him to be this way or the fact that his parents still lived in India and hers lived in America.

The opposing views of each partner in this short story run the risk of jeopardizing

their relationship. Throughout the whole story, Twinkle and Sanjeev argue about the Christian objects and figures inside and outside their home. Twinkle insists on having them around while her husband would rather trash them. The main reason he wanted to get rid of the "treasures" they found was because "All the neighbors would see. They'll think we are insane"(146). He says this when Twinkle insists on placing the statue of the Virgin Mary outside the house. The statue was even the cause for Twinkle's tears, something that Sanjeev had never seen coming from her. Even though these arguments are stupid, they can lead to a big fight. A fight that they might not be able to get over, causing a break in their relationship.

Even though cultural clashes can have bad affects on relationships, it can also have positive ones. Maybe this wasn't the case in this story, but in some way it helped Sanjeev learn a lot about his wife. He learned that even though they come from the same background, they still have opposing views on different aspects of life. Just because Sanjeev had once told his wife that "…yes, he loved her…"(147), it didn't really mean he did. Sometimes a few months is not enough time to know someone. You can't just assume that because both of you grew up with the same beliefs, that your meant to be. For Sanjeev, he was just beginning to learn the meaning of love and how it applied to his marriage with Twinkle. Now they were both living together in a different continent; in a new world.

Relationships between two people, each of different backgrounds, can have either negative or positive effects on their partnership. This is demonstrated throughout the story "Sexy," in the characters of Miranda and Dev.

Miranda and Dev first met each other in a department store. They engaged in a conversation soon after Dev had heard the sales lady say her name out loud. Initially he thought that Miranda was of Indian descent because of her name, he says to her, "Part of your name is Indian"(87). Throughout their first conversation, Dev is honest with her and tells Miranda that he is married. He admitted that the items he bought at Filene's were for his wife, "They're for my wife"(88). Even though he was married, that didn't stop Miranda from spending time with Dev after they met each other at the store.

The reasons why Miranda might of gotten herself into a relationship with Dev; a married man, could have been due to her loneliness or her desire to explore a different world opposed to hers. Miranda being of an American background felt immediate attraction towards Dev who was Bengali. She found him to be interesting because he was different. At first she had thought that he looked either Spanish or Lebanese, but she later learned that he was from Bangladesh. He was from a place that she had thought to be a religion rather than a country.

The story of "Sexy" shows how a relationship between two people of different backgrounds, had both positive and negative affects on their partnership. Positive because Miranda learned a lot about a world different from hers. She learned the customs, tasted the food and tried to learn the language of Bengali people. She went to Indian Restaurants were she tasted "…tandoori chicken"(6) and to a bookstore where she tried to learn the Bengali alphabet. She was even able to learn how …"to transcribe the Indian part of her name"(7). Through her relationship with Dev, Miranda finally understood something she didn't as a child. She finally understood why the children of her neighborhood had

stayed away from the Dixits. The Dixits were an Indian family that everyone kept away from because they were considered different. Miranda being a child, was afraid of this family because of the way they looked and smelled, "…she'd been too frightened to walk on the same side of the street as the Dixit's house"(6). Through Dev, she understood that even if people are of a different background then she is, it doesn't make them inferior. She was able to gain a lot of knowledge about the Indian culture and experience an adventure with a Bengali man.

The negative side of this relationship was infidelity. What Dev was doing to his wife wasn't right and what Miranda was doing to herself was wrong. Dev was taking advantage of his wife's absence by sleeping around with another woman. Miranda knew how it felt to have a cheating husband because she listened to Laxmi's conversations about her cousin's husband's infidelity everyday. Maybe she didn't realize that what was being done to the cousin was the same thing she was doing to Dev's wife. Miranda's loneliness might of blinded her from doing the right thing. She found in Dev the guy that she hoped to have a relationship like that of Laxmi and her husband. This is seen every time she looks at the picture of Laxmi and her husband on the cubicle(8). Once Miranda understood what she was doing, she put an end to her relationship with Dev.

Miranda felt that she belonged with Dev. The reason why Dev might of involved himself with her might have been because she was different than his wife. Dev and his wife were of the same Indian background, while Miranda was American. The absence of his wife might of made Dev lonely, it also gave him the opportunity to enrich his life with an American adventure (his affair with Miranda).

The stories "This Blessed House" and "Sexy," explore how relationships between two people, each of the same or of different backgrounds, had both negative and positive effects on their partnership. Even though in the relationship of Twinkle and Sanjeev, Christianity was coming in between them, they were able to learn a lot about each other. In the relationship between Miranda and Dev, she was able to learn about a new culture even though her relationship with Dev didn't last forever.

Please note that this sample paper on One World, Two Different Styles is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on One World, Two Different Styles, we are here to assist you. Your persuasive essay on One World, Two Different Styles will be written from scratch, so you do not have to worry about its originality.

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Accident

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Accident

I had obtained my driving license some five months ago. I was only 1. Young, naive, careless, and inexperienced. Having never been involved in any kind of traffic accident or citation, I had full confidence in my driving skills and abilities. When one lacks experience, he does not really understand what he is getting into; until its too late.

My worst nightmare came true on that evening. It was a busy Friday evening. The traffic on Memorial street was heavy. And I was late, once again, from work. I had received a pretty lengthy confrontation with my manager just a day earlier about not being on time for work. And I did not need another one. So here I was , driving in rough traffic conditions, at 60 mph, cutting lanes, carelessly over taking other cars, avoiding the scoldings of my manager was my goal; and just trying to get to my job place as soon as possible.

While I was already thinking about how I'd face my manager when I get to work, I suddenly saw the traffic light right ahead of me turn from green to orange. In a rush of blood to the head, pressed the gas pedal when I should have actually applied the brakes. The vehicle ahead of me seemed to be trying to pass the signal before the light turned red. But at the last moment, the driver in that vehicle seemed to have a change of heart. He applied sudden brakes. I tried to my apply brakes, but I was driving way too fast, and I realized that my car wouldn't actually stop without colliding with the vehicle right ahead of me.

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The next 5 seconds were the worst time of my life. My car hit the vehicle right in front of me. The airbag was released on the driver side of my car. All I could see was smoke inside. .The car that I hit, swirled and fell into a ditch on the roadside. Not being able to control my car I was also forced into the ditch by the shifting momentum of the automobile. I was sitting scared inside my car, not knowing the fate of the passengers in the car that I had collided with. I had all these weird thoughts going through my mind. What have I done? What if I had killed someone in the other car? What if there were kids in that car, and were seriously injured. If there was anyone else involved, the thought of my car being poorly damaged also crossed my mind. Instead of thinking about what consequences I would suffer came to my mind the terrible situation that the other driver may be in and if there were any fatal injuries attached to this accident. I couldn't actually imagine forgiving myself if I had done something of such high magnitude.

With all these thoughts running through my head, I opened the door and stepped out of my vehicle. My heart was racing, and I could almost hear it was almost pounding out of my chest as I walked towards the other car. Suddenly someone opened the door from that vehicle, the door opened to a splash of the window shatter and out came this man with a few cuts. I was relieved to see that he was walking on his own feet and not complaining of any major injuries. I asked him if he was okay, and fortunately he wasn't nearly as hurt as I thought he was. As I looked in his car for any others passengers I took a big sigh of relief as I discovered that he was the sole person in the car. I expected him to start screaming at me coming at me with "what the hell were you thinking, kd" , but he was patient. He did not even show a slightest of the hint that he was mad at me.

With the quickness the tow trucks arrived fighting over who saw us first and who was going to tow the cars. The ambulance arrived shortly along with the cops. I was still in a state of disbelief, and shock. I couldn't just get over it. It seemed so unreal. I had never even imagined to ever be in such a situation. I received a couple of citations, and had totaled my car. I was so careless, and to top it off at the time I didn't have proof of insurance. So a rush of blood to the head costed me around $5000 in fixing my car, and the other vehicle. This was in addition to the endless round of court hearings.

I was really angry at myself for a long time after this incident. Everybody around me had told me to drive carefully, but I never really took that advice very seriously. I thought that I wasn't like the other kids who got into such accidents. I thought that I was a much better driver. But I guess time is the greatest teacher. This incident taught me many valuable lessons. It actually helped in many ways. It helped me in becoming more careful about everything. It taught me to not take life for granted. And it taught me how an adrenaline rush can cost u all of your savings.

Please note that this sample paper on accident is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on accident, we are here to assist you. Your cheap custom college paper on accident will be written from scratch, so you do not have to worry about its originality.

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