6 Traits of Writing - Using the Model in the Classroom

The six traits of writing model provides a recipe for successful prose writing. This approach defines the ingredients of effective writing for students to practice and teachers to assess, equipping both parties with tools for strategically analyzing written work. Students can become self-sufficient and methodical writers when they learn to develop the following characteristics in their writing. To take advantage of this revolutionary model, learn what the six traits are and how to teach them. What are the Six Traits of Writing? The six key characteristics that define high-quality writing are: IdeasOrganizationVoiceWord ChoiceSentence FluencyConventions Please note that while this method is often called the 6 1 Trait Model, the plus one presentation trait is largely optional as it is a characteristic of the overall product and not the writing itself. This trait will not be described further here. Ideas This writing component captures the main idea of a piece through detail. Only details that are relevant and informative of the main topic should be included. Strong writers have an awareness of how to use just the right amount of detail, using ideas that make the overall message more clear and leaving anything out that takes away from it. How to Teach: Do an exercise with students where you tell a story using no detail while they close their eyes. Could they picture it? Ask them how to improve your story and introduce the concept that ideas need to be supported to be effective.Ask students to describe what is happening in a photograph. Have them do this in partnerships where only one partner can see the picture at a time and the other must convey the message of the photo in front of them.Have students compose a paragraph packed with as much supporting detail as possible. Tell them to choose a specific (true) event that happened to them and use their senses to describe it. Organization This trait describes how all ideas in a piece of writing must fit together within a larger message. The organizational structure of a written work needs to follow a clear pattern such as chronological order for narratives or logical order for informational writing. The writer needs to make strong connections from one point to another so that a reader can easily follow along. A sense of sequence is necessary for organizing. How to Teach Take a piece of writing and cut it into chunks, having students piece the writing back together as best as they can.Jumble a list of directions and have students arrange the steps in order.Read two short informational books whose organization structures vary. Ask your students what is different about the organization of the books. Voice This trait describes the unique style of each writer. Through voice, a writers personality permeates a piece but does not detract from the genre or message. Strong writers are not afraid to express their individuality and show readers their point of view. Good writing sounds like its writers. How to Teach Discuss the personality traits of a few childrens book authors, then read a variety of literature and have students try to identify the author by voice.Compare and contrast the voice in select fiction and nonfiction books.Have students write a letter to a grandparent about their favorite school subject. When they are finished, discuss how they cultivated their voice in the letter and whether they feel that their thoughts and emotions came through. Word Choice Word choice describes the effectiveness of each word in a piece of writing. Strong words enlighten readers and clarify ideas but too many large or misplaced words can muddle the message. Great writing is never verbose. Writers should be economical with their words and choose only the best ones because every word is important. Linguistic awareness and a robust vocabulary are necessary for effective writing. How to Teach Keep a word wall, adding to and discussing it frequently.Show students a paragraph with words missing. Offer options for words to put in the blanks and explain why some of them are better than others.Introduce students to thesauruses. Teach that a well-rounded vocabulary is useful but caution against overdoing it by having them first replace as many words as they can in a paragraph and then only words that make sense to replace. Sentence Fluency This trait describes the smoothness that sentences contribute to a piece. Fluent writing is rhythmic and forward-moving because its sentences are easy to read. Even more important to sentence fluency that correctness and grammar are meaning and variety. The best writers make sure that each of their sentences says precisely what it is supposed to say and vary their sentence structures so that they dont all resemble each other. How to Teach Write a story where every single sentence begins and ends in the exact same way. Talk with your class about why this is problematic and have them help add variety to the sentence structures.Rearrange the sentences in a popular piece of writing. Have the students fix it and talk about why it matters that sentences flow easily into each other.Have students take a sentence in a piece of informational writing and flip the words around. Does it make more or less sense? Is their way better or worse? Conventions This trait focuses on the correctness of a piece in terms of spelling, grammar, punctuation, and other rules. Writing can only be great if it is technically correct. Great writers are proficient punctuators, capable spellers, and grammar savants. Conventions require time and patience to master but are easy to practice. How to Teach Give your students a word to correctly work into a sentence. Begin with simple sentence parts such as subjects and verbs and progressively get more difficult with adverbs, adjectives, and more.Teach students to peer review each others work for correctness. They do not need to correct every tiny detail. Rather, focus on one skill at a time (punctuation, capitalization, etc.).Use  curriculum materials such as handouts and mini-lessons  to teach conventions. Sources Nast, Phil. â€Å"6 1 Trait Writing.†Ã‚  National Education Association.â€Å"What Are the Traits?†Ã‚  Education Northwest, Dec. 2012.

Carbon Trading Prices and Taxes Example

Essays on Carbon Trading: Prices and Taxes Assignment ï » ¿Carbon Trading Part 1: The supply curve shifts left from S1 to S2. Price increases from P1 to P2. Quantity decreases from Q1 to Q2. Part 2: Carbon Tax A carbon tax approach to reducing emissions has three advantages over cap and trade. It is simpler to implement, has predictable costs and raises revenue. A carbon tax can be put into place with the few producers of fuel rather than having to tax the many emitters of greenhouse gases. A tax has a predictable effect on prices, so firms can plan for the increase in price. Lastly a tax raises revenue that can then be used for investment in new efficient technology. Cap and Trade A cap and trade system has three advantages over a tax. It caps emissions at certain levels, allows the market to price those emissions, and gives all firms a profit incentive to reduce emissions. A cap sets a clear level of emissions, thus emissions targets can be met. Finally, firms can profit by investing in efficiency and selling the credits on the market. This creates an incentive to find cost effective technology for emissions reduction. Analysis A carbon tax and cap and trade seek to do two things. Put a cost on emissions and reduce them. Both plans increase costs for firms but only one directly addresses the externality of emissions. I think cap and trade is a better solution. It directly reduces the externality and then lets the market set a price on that externality. This creates an incentive to create new technology and avoids firms cutting costs in other areas while continuing to produce emissions. Problem The firm is emitting 1000 tons more greenhouse gasses than it has credits for. The cost to reduce emissions by 100 tons is $250,000. Calculate reduction cost per ton of emissions: $250,000/1000 tons = $250/ton. Each ton of emissions has a cost of $250. If credits on the market sell for less than $250, then the firm should buy credits. If they sell for more than $250, the firm ought to invest in efficiency. References â€Å"Putting a Price on Carbon: An Emissions Cap or a Tax?† Yale Environment 360. Web. May 7, 2009.

Skills Assignment Learning Skills Services

Question: Discuss about the case study Skills Assignment for Learning Skills Services. Answer: Introduction This assignment explores the process of note taking, reading skills as well as provides tips for studying during exams. Note-taking is a process in which an individual record understanding of the ideas and concepts that were discussed in the class. The process of note taking is useful in essay writing, for reading, and preparing for exams and tests (Boud et al., 2013). The rationale of the study is to create a good idea of the lecture and to be acquainted with it irrespective of its characteristics. Summary Note-taking in lectures and tutorials is defined is the process where individual record can understand the ideas and concepts that discussed in class. The process of note-taking is useful in essay writing, for reading and preparing for exams and tests. Developing the skills to use the notes and lectures is very much important and crucial rather than challenging. There are some characteristics that a listener requires for using the lectures effectively. Some characteristics need to perform in order to be a good listener such as listen with a purpose, learning present instructor style, use of verbal and visual clues, etc. Active listening is very much important because listening without thinking is useless (Note Taking at University | Learning Skills Services, 2016). In order to use the lecture for future use, one should have to improve the situation by avoiding the obstacles. After listening, the second step is to understand the lecture. This is helpful in reviewing and comparing what is said and what is found in the text, figuring out what is ignored, reserving judgment while something controversial is discussed and to shift attention between lectures and notes (Segal et al., 2014). Lecturers have different characteristics. The main important thing is to create a good idea of the lecture and to get acquainted with it irrespective of its characteristics. The main feature in assisting the lecture is to divide it into important structural divisions (Boud, Keogh Walker, 2013). The structural parts include introduction and conclusion, repetition, expression linking, rephrasing and elaboration of ideas. In addition to learning, the most important thing is how to listen effectively in order to develop, record the notes and most importantly how to summarize them. Two common formats named Cornell Note-taking system and Mind maps are used for structuring notes. Cornell note taking system is suggested for those students who want to improve their organization of notes. By using this system, an individual will require a minimum time for preparation and adjustment (Segal, Chipman Glaser, 2014). Additionally, it helps in developing notes very quickly after taking help from the notebooks and original lecture (How to Study Effectively: 8 Advanced Tips - College Info Geek, 2016). One of the most important things is that they link the activity of note taking in a very practical way. According to Boud et al. (2013), a mind map is a linear way of organizing notes. Mind maps are a diagrammatic process of organizing data from the lectures. It is done for providing interconnection of concepts and for illustrating details, ideas, main concepts, etc Reviewing notes is one of the most important techniques as it helps in saving time. One of the most important difficulties that an individual faces while collecting information from the notes is that the individual realizes that 60% of the information is not important. Therefore constructing an outline of the note will be helpful in avoiding collection of unnecessary information (How to Study Effectively: 8 Advanced Tips - College Info Geek, 2016) Apart from managing time and making effective notes, one of the most important tasks is reading at universities. Reading is a central role in learning. Therefore, it is very much important to read effectively and learn independently. Setting goals and objectives for reading is one of the most important features of reading actively (Preparing for Tests and Exams | Learning Skills Services, 2016). It helps in creating awareness. Active reading is defined as a process in which reading is done to understand the topic and for relating it to some other ideas or concepts of lecture (Preparing for Tests and Exams | Learning Skills Services) Setting a purpose after reading a chapter helps in creating awareness about the selective reading of the notes. During a survey of a chapter, it is always advised to spend less time. After setting a purpose, the first thing that an individual requires to do is questioning. The questioning phase helps in creating a sharp knowledge about the concept of the topic and helps in increasing our level of concentration (Reading Skills for University | Learning Skills Services, 2016). After the phase of questioning, the most important one is guiding oneself through reading. According to Segal et al. (2014), reading helps in monitoring and constructing the meaning of the text. Other important feature includes classification, description, factual statement, problem solving problem and experiment induction problem (Reading Skills for University | Learning Skills Services, 2016) Grade matters a lot to the student. Students want to score well in their examination. Students who are successful in scoring well apply a series of strategies that are productive in nature (Study Less Study Smart: A 6-Minute Summary of Marty Lobdell's Lecture - College Info Geek, 2016). This is done to attain identified learning goals throughout the academic session. Sometimes, students face difficulty in preparing effectively for exams. The problems include time management, reading for comprehension, etc. Many students use the concept of cramming while studying (Study Skills - Preparing for exams, 2016). The concept of cramming sometimes fails at the last minute. This is because the time is very short for assimilating and integrating a vast quantity of information (Study Less Study Smart: A 6-Minute Summary of Marty Lobdell's Lecture - College Info Geek, 2016). There are few steps, which is helpful in effective studying. The steps include: Complete reading all information from different sources and compilation of that information in the form of notes. Review of all past notes that will be helpful in knowing the type of question It must be ensured that the time, date focus, location, and weight of each test must be known Setting a goal and according to which a fixed amount of study is necessary Balancing study and daily work or activities Locating study notes, course aids from the library will be helpful Determining the important sections of the lecture Settling down to study with all the information and notes Creation of long-term motivation for studying is very much effective. It helps in turning the anxiety of examination into a built-in motivator. The most important step is to fascinate the study with the subject matter by going over truly interesting sections of the study (Study Less Study Smart: A 6-Minute Summary of Marty Lobdell's Lecture - College Info Geek, 2016) The study can be managed by using three important steps: Materials must be grouped in a meaning full way Active reading must be he done after the 1st step The condensed summary should be written based on the reading. Go through the notes and say aloud the things that an individual remembered. Conclusion From the above analysis, it is concluded that preparing notes, active listening, reading, managing time and motivation are very much important for a student. It helps as well as guides a student to score well in an examination. The most important step to do well in an examination is to fascinate the study with the help of subject matter by going through the important sections of the study. Neither of the steps assures a student that following these steps would help them in scoring good marks, but the steps are helpful in increasing the confidence of the student. The above steps help in applying a series of strategies that are productive in nature. This is done to attain identified learning goals throughout the academic session. References Boud, D., Keogh, R., Walker, D. (2013).Reflection: Turning experience into learning. Routledge. How to Study Effectively: 8 Advanced Tips - College Info Geek. (2016).YouTube. Retrieved 2 July 2016, from https://www.youtube.com/watch?v=5ad6grll-ak Note Taking at University | Learning Skills Services. (2016).Lss.info.yorku.ca. Retrieved 2 July 2016, from https://lss.info.yorku.ca/resources/note-taking-at-university/ Preparing for Tests and Exams | Learning Skills Services. (2016).Lss.info.yorku.ca. Retrieved 2 July 2016, from https://lss.info.yorku.ca/resources/preparing-for-tests-and-exams/ Reading Skills for University | Learning Skills Services. (2016).Lss.info.yorku.ca. Retrieved 2 July 2016, from https://lss.info.yorku.ca/resources/reading-skills-for-university/ Segal, J. W., Chipman, S. F., Glaser, R. (2014).Thinking and Learning Skills: Volume 1: Relating Instruction To Research. Routledge. Study Less Study Smart: A 6-Minute Summary of Marty Lobdell's Lecture - College Info Geek. (2016).YouTube. Retrieved 2 July 2016, from https://www.youtube.com/watch?v=23Xqu0jXlfs Study Skills - Preparing for exams. (2016).YouTube. Retrieved 2 July 2016, from https://www.youtube.com/watch?v=khhjXkzXaZA

Lady Macbeth Essay Example The relationship and power struggle

The relationship and power struggle between Macbeth and Lady Macbeth The quest for power has been the reason behind man’s selfish and self interested behavior. Power corrupts one’s mind and actions. It denies one the will to uphold moral integrity and rationalism. For the love of power, men are willing to kill, betray and destroy. For power’s sake, men are willing to use anything and everyone. It is one thing to obtain power. It is another to maintain it. Shakespeare portrays man’s struggle for power in the Tragic Story of Macbeth. The quest for power and Lady Macbeth’s influence on her husband are the main factors that contributed to the tragic life that both husband and wife suffered. At the beginning of the play, Macbeth goes to battle where he meets three witches. The three witches prophesy to him that he will be king. The thought of the power he would hold if he became king excites him. It also creates great internal unrest in him. When he returns home, he shares the news with his wife. He tells her that he confides in her as she is his â€Å"partner in greatness†. Lady Macbeth genuinely shares her husband’s excitement. She depicts her genuine love for her husband and the two seem to enjoy a warm affectionate relationship. Macbeth’s quest for power increases, and so does his wife’s. Lady Macbeth seems more ambitious and she uses the influence she has on him to get him to the throne. She hatches a plan to kill the king to enable Macbeth ascend the throne. Knowing Macbeth too well, she knows exactly where to hit to get Macbeth to carry out her wishes. Act 1 scene 5 shows how she manipulates her husband using the thorough knowledge she has of him. She provokes him by calling him a coward and dares him to prove his manliness. She is more ruthless and cruel than Macbeth. At some point, she wishes that she was a man so she could carry out the plan herself. Macbeth lacks strength of character, which his wife possesses. When Macbeth is hesitant to kill King Duncan, she persistently questions his manhood and makes him eager to prove his bravery. After killing the king, Lady Macbeth’s strength deteriorates. She is psychologically affected by the inhumane acts she pushed Macbeth into. She becomes insane. Her guilt overpowers her seemingly strong character and she commits suicide. Macbeth remains solitary and full of self doubt. He is left with no one to justify his evil actions. The death of the King Duncan marks a point of no return. Macbeth realizes that he has to keep killing to retain power. His suspicions and insecurities lead him to kill Banquo. He believes Banquo’s intelligence is a threat to his kingdom. His knowledge of prophesy that Banquo would have a line of kings gives him more reason to kill Banquo. Macbeths’ continued cruelty leads him to lose popularity among his people. The nobles cease to support him on realizing his association with the king’s death. An army rises against him and a long term fight between him and Macduff ensues. Macduff’s opposition against him intensifies and he kills Macbeth, bringing Macbeth’s head to Malcolm. In the end, Macbeth loses everything. He lost the wife he loved so much. He lost his partner in greatness, who had manipulated him into doing whatever it took to acquire power. He also lost the power he had done everything to acquire.   His quest for power drove him to kill even his best friend. That same quest for power led to his tragic demise. Works Cited William Shakespeare. The Tragedy of Macbeth. John Heminges and Henry Condell. 1623. So What Is Your Assignment About? Have you got your instructions ready? If not, you instantly should. You can only allow an assignment helper to produce what you want by clearly telling them what you need. Place an order.

Why did the Weimar Republic fail Essay Example

Why did the Weimar Republic fail Essay Example Why did the Weimar Republic fail Paper Why did the Weimar Republic fail Paper Essay Topic: The Republic It is often difficult to analyse the Weimar Republic and decide whether it was doomed from the start due to constitutional defects, or if prevailing circumstances initiated its collapse. This has been a source of argument for many historians, as they all have different ideas as to why the Republic did not survive. Edgar Feuchtwanger fiercely argues that economic problems were the main reason for the Republic not succeeding, because people could no longer be supportive of the constitution in times of hardship and desperation. As massive unemployment and spiralling inflation spread through battered Germany, another solution was sought, and people found salvation in Hitler. However, Dick Geary argues, The Weimar Republic was not overthrown by Nazism, it had already failed. The main reasons why the Republic failed were problems with the constitution and the way the political system worked; lack of support for Weimar; problems the Republic faced between 1920 1928 and the Wall Street Crash in 1929, which caused severe world depression. However, it needs to be decided if Weimar was inevitably going to fail due to the way the constitution worked, or if its never ending uphill struggle from 1919 caused its disintegration. By 1918, it was certain that Germany would be defeated after four years of intensive battle with Britain and France. Due to the possibility of allied invasion and internal problems, the Kaiser, who had been Germanys dictator, set up a constitutional monarchy, which was to be the most democratic system in the world. It was thought that a new democratic system would stop the allies treating Germany harshly, and pave the way for a fairer peace settlement. The Weimar constitution was a very modern one, perhaps even more so than its contemporary counterparts in Britain and France. It is also very similar to modern day systems, not least to the current system of Democracy in Germany. Therefore, it might be argued that the Weimar Republic did not fail due to constitutional problems, as Germany is certainly not failing now. The constitution was well thought out and there were many good points. It was a democracy and the general public were allowed to vote for who they wanted in the Reichstag. Proportional representation was used, which meant there was a mixture of people with different ideas representing the whole of Germany. The President could not make decisions without consulting and gaining approval from the Chancellor first, which was the constitutions way of controlling Presidential powers. However, as Professor Geary argues, Article 48 gave a substitute for the emperor because the President could restore law and order in times of emergencies without consulting the Reichstag. Although proportional representation appeared to be very democratic, it provided weak coalitions who did not agree on everything. Therefore when Germany needed to act quickly in times of crisis, decisions could not be made effectively, for each party had their own ideas on how the country should be run. Proportional representation also allowed extremist parties such as the KPD and NSDAP to gain seats in the Reichstag, which later led to the overthrowing of the Weimar Republic by the Nazis. The initial setting up of the constitution later allowed Hitler to come to power, which destroyed the Republic and, in a way the Weimar Republic was doomed from the very beginning due to the way in which it ran. Nonetheless, it is hard to say that Hitler would have had the chance to abuse the system if other problems in Germany had not existed. From the Republics preliminary introduction, it was faced with problems occurring from the aftermath of the First World War, which was to scar Germany for years to come. Germanys buildings and large cities had been ruined and German morale was very low. The Army, who believed Germany was still strong and had a chance of winning the War, were horrified to learn that their beloved country had surrendered and signed a humiliating Treaty, which blamed Germany for the war. The November Criminalsi who signed the Treaty of Versailles went on to run the country, and the Stab in the Back Myth i left the public with a sense of betrayal and a bitter resentment towards the Republic itself. Before the War, Germany had been a great and powerful country with colonies, lots of land, a strong Army and a challenging Navy. Now, the Treaty had reduced Germany to a wreck, with massive reparations to pay, less land, no colonies, and German people stripped of their pride. There was little hope for a new constitution run by people who had caused all this misery and resentment. As well as ordinary people hating Weimar, political parties from both the left and the right were against the constitution. The spartakists (an extreme left wing party) looked to the Soviet Union, liked the Russian political system and wanted a communist Germany. In January 1919, they started an uprising, but were crushed by the Freikorps, who also didnt support the Republic. However, the Freikorps were anti-socialist, and would have supported the Republic before they supported the Bolsheviks. The Right were next to revolt, and in 1920 the Kapp Putch revolt occurred. Monarchists seized government buildings in Berlin, but surrendered on March 17th. The Weimar government had had another close escape. The early major activities of Hitler included his Beer Hall Putch in 1923, where he tried to seize control of The Bavarian government. Hitlers revolt was crushed like the others, but clear opposition to the republic had been established. The Weimar Republic lacked support from people commencing the day it was set up, and so seemed doomed from the start. The situation in which it was built, and the circumstances surrounding the new constitution did not present the opportunity for it to subsist and flourish, despite other problems Germany may have faced later on. However, the Republic did manage to crush most of these uprisings and didnt fall to pieces. This shows some strength in the constitutional monarchy, so it possibly did stand a chance of survival. The political instability was intensified by the financial implications of the Treaty of Versailles. By 1921, the level of reparations had been fixed to 132,000,000 gold marks. It was clearly evident that the weakened Germany would not be able to pay. Not only did Germany have to pay the reparations, they also had massive war debts and needed to rebuild their damaged country. Nonetheless, a reparations program of payment was imposed on the Germans. When they were not able to pay, the French occupied the Ruhr in January 1923, which led to the total collapse of the Germany currency. The Republic had mainly survived the 1920s because of economic stability. However, by November 1923 Germanys economy was caught in a spiral of hyperinflation, and money was becoming more and more worthless by the day. The middle classes had their savings devalued considerably and pension funds were wiped out. They decided to blame the Weimar Republic because the people who had set it up had agreed to pay the reparations. Before this economic crisis, there were many people who did not really agree or disagree with the principles of the Republic. However, the time had come where people had no one to blame but the government, the majority of the country were angry, and it could be considered that with universal criticism, and perhaps some hatred, the new Republic was predestined to fail. Profiteering, crime and prostitution also increased markedly at that time. Such behavioural trends contributed significantly to the lack of faith in the Republican system. The evidence given so far suggests that the Republic did not stand a chance, despite everything that happened later. The general population had no faith, and without such support, a constitution going through times of much hardship stood no chance at all. However, it would not be fair to dismiss the Republic as a total failure, as from the years 1924 to 1929, there was relative stability in Germany. In 1923 Stresemann was appointed as Chancellor. His foreign policy was shaped by the domestic and international situation, and his main aims were the liberation of Germany and its restoration as a great power. He accepted that Germany had been militarily defeated and not simply stabbed in the back. He realised that France had legitimate security interests and played on Germanys vital importance to World Trade. He realised the sympathy of the USA was important to attract American capital, and as Chancellor, he called off passive resistance and agreed to carry on paying the reparations. This led to the Dawes Plan in 1924, which aided economic recovery and the French promised to evacuate the Ruhr in 1925. The years 1924 to 1929 have traditionally been regarded as the high point of the Weimar Republic a glorious short-lived interlude between the early years of the crisis and its eventual decline and collapse during the depression. An American Journalist in 1924 commented on the wonderful feeling of living in Germany and that things seemed to be much more free and modern. Kolb also described the years as ones of relative stabilisation. It is often agreed that the introduction of the Rentenmark, which stabilised the German currency and the Dawes Plan is a massive contrast to the inflationary chaos of 1922-1923. Had Germany picked herself up? Maybe the Weimar Republic had started to become stable and had a chance of survival. It certainly seemed like Germany had made a remarkable recovery. Heavy Industry, regardless of the loss of resources from the Treaty of Versailles, was able to recover reasonably quickly. By 1928, production levels were generally better than they had been before the War! This was due to more efficient production techniques, particularly in the coal and steel industry. Foreign investors were also attracted to Germany because they knew she was being supervised financially by the allies and had relatively high interest rates. The years 1924-29 held a great amount of hope for Germany. They had an effective Chancellor who was helping Germany to recover. There were many social benefits, and for the first time since the end of the War, people seemed to be living normally again. National border anxieties were settled in 1925, when the Locarno treaties were signed in London. A greater feeling of security began to embrace Germany for the first time in over ten years. By 1926, Germany had joined The League of Nations, and had a voice at an international level, and by 1929 even the withdrawal of the allies from the Rhineland seemed a possibility. Germany was beginning to get back on its feet after a hard war, and relations with the allies and the people were improving. The extremist Nazis had only 12 seats in 1928, and had little or no voice in national government. The socialists were in control with 153 seats and had a steady recovery in progress with no radical changes planned. The government its self had progressed from an imperial autocracy into a democratic Republic. If everything was going so well for Germany, then why did it fail? The Weimar Republic, although a little ambiguous in the first instance, seemed to be doing well. It had its faults, but these seemed to have been overcome in the years 1924-29. Therefore the Republic was perhaps not a lost cause from the start. It had a shaky beginning, but it wasnt definitely going to fail as Germany did eventually recover under the Weimar Republic. If the Wall Street Stock Market had not crashed in October 1929, the Weimar Republic may have survived for many more years than it did, and may even have existed today. In October 1929, all German optimism was dashed by world depression and the Wall Street Stock Market crash. The crisis was felt throughout the world but hit Germany most harshly. Loans and investments dried up and the USA demanded repayment of these loans. This caused unemployment to reach 2 million, a decline in the prices of food, a collapse in trade and a subside in demand. Bri ning became Chancellor in 1929, and his response to the economic crises was to increase taxes and make substantial cuts in government expenditure. His Budget had been rejected by the Reichstag, but because of the way the constitution had been set up, he was able to put the unpopular proposals into effect, by means of the emergency decree in Article 48. Arthur Rosenberg described the formation of Bri ningi s government as the beginning of the end of German democracyi. All classes of people suffered psychologically and lost pride in their country. In such a situation, it is not surprising that people lost faith in the Weimar Republic and saw salvation in the solutions offered by political extremism. People began to turn to Hitler, who preached employment and greatness; this is reflected by the Nazis gaining 107 seats in the 1930 election. The depression created the very situation that Hitler had been waiting for. The Nazis stirred up opposition to the government and Republic, by linking the government to Versailles, and linking Versailles to all of Germanys problems. Hitler had a very wide appeal because he was offering solutions to all of Germanys problems. He promised employment and a powerful Germany. People had been through a lot and thought Hitler seemed like he had a lot to offer. However, it is unlikely that he caused the Republic to fail, as the historian Bessell argues Hitler was a consequence of the failure of the Republic not a cause. He may have been there at the time when things were going wrong, but he alone could not have caused the Republics collapse without the other factors. There are many factors which contributed to the malfunction of the Weimar Republic. It could be argued that if certain things, such as worldwide depression had not occurred, the Republic would have survived, considering the relative stability beforehand. From the very beginning, the Republic faced opposition from both sides of the political spectrum. The public blamed their problems on the Treaty of Versailles, and in turn, blamed the government that signed it. The new government had inherited a difficult situation and it was inevitable that it would face technical hitches from the start. Nevertheless, to say the Republic was doomed from the beginning is hasty. The Republic was beginning to overcome its difficulties during the mid 1920s as economic, political, and cultural improvements were occurring. If it hadnt been for events like the Wall Street Crash, the Republic may have prospered for many years. In agreement with Professor Geary, The depression and crisis led to the rise in the Nazi vote, which led to the collapse of the Republic. The Republic had many faults within its constitutional set-up, which caused problems along the way, and lacked support, but these things had been overcome to a certain extent so the Republic had an opportunity. If it had not been for the additional prevailing circumstances, the Republic may have survived.

torture and puishment in elizabethan engalnd essays

torture and puishment in elizabethan engalnd essays Torture and Punishment in Elizabethan England A notable time during the late middle ages was when Queen Elizabeth was in power, from 1558-1603. She was a dictating, powerful, and cruel monarch. She also believed in extreme punishment for crime, in order to run a peaceful country. The death penalty could be prescribed for any offense, even some as minor theft, or highway robbery. During this time, a person of higher social standing could accuse a peasant of a crime without any evidence. Chances are the peasant would be tortured until they admit to the crime. Frequently, the accused would be tortured to death. If he or she admitted to the crime, the punishment would be death, probably by hanging. During this era, many devices were invented to dehumanize, humiliate, or simply to be uncomfortable to the victim. For a severe crime, the devices used were often just to inflict the most amount of pain possible onto the victim. One punishment for women who gossiped or spoke too freely was called the brank. It was a large iron framework that enclosed the womans head. It had a metal strip that fit into the mouth that was either sharpened to a point or covered with spikes, so that any attempt to speak would lead to severe injuries to the mouth. The woman was then led on a chain by a city official through the town, and tied to a whipping post or pillory to endure the cruel and verbally abusive public. Another more severe punishment for women who gossiped or spoke too freely was the ducking stool. The ducking stool was a wooden or iron chair that was attached to a large lever system. The lever allowed the chair to be raised or lowered without tipping the chair, making it parallel to the ground at all times. It was always placed at the waters edge so that it could be dunked repeatedly underwater with the woman strapped to it. Based on the level of the offense and cruelty of the deciding party, t...

Ethnic Groups and Multiracial Identity Essay Example | Topics and Well Written Essays - 1500 words

Ethnic Groups and Multiracial Identity - Essay Example Racial stereotyping and crime in the society is partly attributed to the poverty levels in the society among people from a particular race. The Senator should address the issue of education and in particular the low enrollment levels and high drop out rates from school by children from particular races. The ability to attain good jobs can only be related to the ability to secure good education and training hence members of the African American community have been segregated in employment due to lack of enough education. High unemployment rates among the youth are the leading causes of crime like drug peddling and violent robberies hence the Senator should ensure youth receive property education. The Senator should also increase the rehabilitation facilities for drug patients and the correctional facilities for petty offenders. Lack of counseling and support services have increased the crime levels in the neighborhood. The Senator should work towards racial integration by establishing cultural centers and community centers where each racial group can celebrate and preserve their unique culture and traditions. The Senator should consider increasing the welfare benefits to the poor citizens. The Senator should consider the issue of taxation where he can advocate for reduction in the tax rates for the people whose income is not adequate for housing and other basic needs. The Senator should increase the housing provision facilities. Question 3 people of power: law, Supreme Court and congress Dr Friedman asserts that people lobby and assert pressure on their government for many social changes. He continues by saying the legal justice system is the product of people demand. The society shapes the legal framework and must live within the framework. The legal system reflects the power structure and authority in the society. He believes that the wealth and power influence the making and execution of the laws where big corporations and rich people run the country. He beli eves the middle class can be powerful but its keeps being divided and fragmented. He believes the minorities and civil rights are protected by the law but our ideals affect the policies which we pursue. Laws are made by legislatures enacted through popular vote and rulings are given by the Supreme Court hence want counts are the strength of the pillars holding the systems. The Supreme Court was established by Article 3 of the US constitution which did not explain the clear duties and powers of the Court. American Constitution denied African Americans citizenship. In 1865, the Thirteenth Amendment and Civil Rights Act of 1866 gave all citizens equal rights and ended slavery. Citizenships were granted to Non-white Americas in 1868 where no State was required to make laws that deprive any person of life, property without due law process being followed. African Americans were granted the right to vote in 1870 but on criteria that they could read the Constitution provisions fluently with out any error. In 1854, the Supreme Court in the case of Scott V. Sandford, ruled that Dred Scott was still a slave despite having lived in â€Å"free states† for several years hence he was the property of the owner. In the same case, Justice Taney ruled that Scott had no the capacity to bring the case to court since he was not a U.S citizen. The most historic Supreme Court ruling on race was delivered by Justice Thurgood Marshall who was the first