Gastrointestinal disorders Essay Example | Topics and Well Written Essays - 1000 words

Gastrointestinal disorders - Essay Example Only 30% of the consumers are not the patient. These types of patients have low tolerance of pain and would resort to analgesics for pain relief. These patients have common complain of back ache or hip pain, headache, strains and sprains, osteoarthritis, sinus pain, fever, tendonitis, and tennis elbow. Generally, most of these patients asking for analgesics have no knowledge on the precautions, contraindications, adverse and toxic effects, tolerance, and physical dependence of the medications they requested. All they know about is that analgesics provide acute and chronic pain relief. Patients who came in to the pharmacy requesting for OTC analgesics oftentimes think that it can be used anytime without acquiring the potential side effects of the medications. Other than that, these patients are anticipating that pain relief can be achieved through constant intake of OTC analgesics. These expectations are often not met by the patients. A careful titration of analgesics by the patient is required for an effective management of pain based on valid and reliable pain assessment and pain relief (American Society for Pain Management Nursing, 2009). Over the counter analgesics are much exploited medications. These patients have no knowledge on the potential side effects of the medications they are taking. All they knew is that OTC analgesics provide pain relief. Research study carried on by the researchers in the US presented the potential risks of constant intake of non – prescription analgesics. Pain killers that include aspirin, ibuprofen, and acetaminophen have the capacity to increase high blood pressure and pose a great risk of myocardial disease in men (Reuters, 2007 cited in Harrell, 2007). The pharmacist and pharmacy staff must discuss with the patient the appropriate pain medication that has to be taken, exact dosage of analgesics, and how to avoid exceeding maximum dose and potential drug interaction. To provide

Review of the film The Immortal Beloved Essay Example | Topics and Well Written Essays - 1000 words

Review of the film The Immortal Beloved - Essay Example After this, Ludwig and Casper’s relationship was increasingly strained, and Ludwig continuously referred to Johanna as a whore, even going so far as to attempt to have her arrested. The implication was that the reason why he wanted her arrested was because she was a whore, and he burst into the room when Johanna and Casper were lying naked. The movie also portrayed Ludwig as relentlessly pushing his nephew Karl towards music, even though Karl could not play very well and desired to be a soldier. While there is some truth to these complicated relationships that he had with Casper, Johanna and Karl, there are also many inconsistencies with the historical truth, according to Maynard Solomon (1977). According to Solomon, there was some hostility between Ludwig and Casper, due to Casper’s marriage to Johanna, as he wrote â€Å"my brother’s marriage was as much an indication of his immorality as of his folly† (Solomon, 1977, p. 299). Solomon stated that the reas on why Ludwig was against the marriage was because Casper and Johanna had premarital sex, as Johanna was pregnant with Casper’s child before they got married. ... Solomon stated that Casper did small errands for Ludwig, and that Ludwig actually stated with Casper and Johanna when the French bombarded Vienna in 1809. Solomon also stated that the relationship between the brothers was on and off – â€Å"After 1812, the brothers were in close contact, which, for them, consisted of furious conflicts alternating with passionate reconciliations† (Solomon, 1977, p. 299). Solomon also stated that, in the conflict between the brothers, that Johanna played the part of the peacemaker. This is also in contrast to the film, as Johanna never played the part of the peacemaker, and it appears that her relationship with Ludwig was constantly stormy. In the end, the film stated that Johanna was the immortal beloved in the letter. This is in contrast to Solomon, who stated that, while Beethoven probably did have a secret attraction to Johanna, and theorized that Beethoven took his nephew Karl from Johanna to keep Johanna in his life, there was no in dication that Beethoven and Johanna had an affair. The way that Solomon described Beethoven’s attraction to Johanna was that it was unacknowledged, even to himself - Solomon stated that Beethoven’s hostility and apparent hatred towards Johanna was a form of denial for his actual love and attraction for her – â€Å"Feelings of love that have not yet become manifest express themselves to begin with by hostility and aggressive tendencies† (Solomon, 1977, p. 306). This implies that Beethoven never actually stated, even to himself, that he was in love with Johanna, so she probably was not the immortal beloved. As for Beethoven’s relationship with his nephew, there is no indication in Solomon’s writings that Beethoven tried to push young Karl

Greek Mythology Essay Example for Free

Greek Mythology Essay The Greeks believed that the earth was formed before any of the gods appeared. The gods, as the Greeks knew them, all originated with Father Heaven, and Mother Earth. Father Heaven was known as Uranus, and Mother Earth, as Gaea. Uranus and Gaea raised many children. Among them were the Cyclopes, the Titans, and the Hecatoncheires, or the Hundred- Handed Ones. Uranus let the Titans roam free, but he imprisoned the Cyclopes and the Hundred- handed Ones beneath the earth. Finally, Gaea could not bear  Uranuss unkindness to the Cyclopes and the Hundred-Handed Ones any longer. Gaea joined Cronos, one of the Titans; and together, they overcame Uranus, killed him, and threw his body into the sea. Aphrodite, goddess of love and beauty, later rose from the sea where Uranuss body had been thrown. Now Cronus became king of the universe. Cronos married his sister, Rhea, and they had six children. At the time of Cronoss marriage to Rhea, Gaea prophesied that one of his children would overthrow. Cronos, as he had overthrown Uranus. To protect himself, Cronos swallowed each of his first five children Hestia, Demeter, Hera, Hades, and Poseidon immediately after birth. After the birth of her sixth and last child, Rhea tricked Cronos into swallowing a rock and then hid the child Zeus on earth. Zeus grew up on earth and was brought back to Mount Olympus as a cupbearer to his unsuspecting father. Rhea and Zeus connived against Cronos by mixing a noxious drink for him. Thinking it was wine, Cronos drank the  mixture and promptly regulated his five other children, fully grown. Then Zeus and his brothers waged a mighty battle against Cronos and the other Titans. Cronos and the Titans were defeated when Zeus ambushed them with the help of the Cyclopes and the Hundred-Headed Ones, and they panicked and retreated. Cronos and the Titans were imprisioned in the Earth where their fighting still causes earthquakes from time to time. Zeus and his brothers and sisters went to live on Mount Olympus, where they ruled over the earth.

The Shy Girl Essay -- Personal Narrative Writing

The Shy Girl Ever since I can remember, I was naturally quiet and shy. I constantly repeated myself because people could not hear me the first time. Even then, I seldom made eye contact with others. When I entered high school, nothing changed. Soon afterward, I disliked the way my classmates thought of me. If someone had to make an announcement in class, I was not chosen; my classmates believed I was not vocal enough. If someone threw a party, I was not invited because they thought "Shy girls" would not want to come. Most of my classmates attracted a great deal of attention. No one willingly associated with me. Not only did my classmates see me as quiet and shy, but they made me start believing it, too. Ashamed, I wanted some way out. I wanted my words to stick with people. I wanted them to think, "Louisa said†¦." I tried participating in class more and sharing my opinions, but that did not help. Whenever I made a comment, one of two things happened: I did not get the credit for my comment, or no one took me seriously. I felt helpless. The ninth grade production of The Tempest changed my life. My teacher, Mrs. Massand, gave me a part in the play and I no longer appeared quiet and shy. Although Mrs. Massand assigned the whole class a part in the play, she appointed me as, Stephano, the drunk, a major role. Her choice surprised me and my classmates. Stephano's character seemed so unlike mine; he was loud and silly. My first thought was, "How is a quiet girl like me going to play the part of a boisterous drunk?" Until now my classmates convinced me that I was simply quiet and shy. Now the play required me to show another side of myself. We began the play by reading the text out loud and becoming comfortable with t... ...t scene, I was marching around in a circle shouting, "Ban, ban, Ca-Caliban!" At the end of the performance, the audience was bursting with cheer. Then Mrs. Massand had us individually take a bow. When it was my turn to bow, the audience gave me the standing ovation. I was never more excited. As I exited the stage, almost every classmate stopped me to say, "Wow Louisa, you were the best!" At that moment I realized I could be loud, silly, and talented. My ninth grade performance in The Tempest made my last years in high school a success; acting and reciting the words of Stephano made my growth in confidence possible. What I once thought was an everlasting label of shyness proved removable after all. My classmates saw another side to me, and I was glad that I was not labeled as a quiet and shy girl anymore. That year I came in like a lamb and went out like a lion.

Human Growth And Development Essay

Week One: Themes in Development: Physical: During this stage the child is learning to crawl and walk. Social/Cultural: The child recognizes his/her parents as safe people. Environmental: Improving socials skills, developing friendships, improving self-confidence, and aiding the care giver. Developmental: A central task of adolescence is to develop a sense of oneself as an autonomous individual.  The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Spiritual: It is difficult to identify the infant’s spiritual needs because of their limited ability to communicate on a linguistic level. However, positive experiences of love and affection, and a stimulating environment may foster aspects of spirituality such as hope and security in an infant. Young children encompass the first three stages of Spiritual Development. Intellectual: This stage is essential for determine the learning pattern of the child. This stage the child also learns problem solving skills. Emotional: Growing in a safe and happy environment is also crucial for your child’s long-term development. The more exposure to these activities, the better developed your child’s brain and neural systems will be in coping with what life has to offer. Overall Reflection: A stage is a period of time, perhaps several years, during which a person’s activities (at least in one broad domain) have certain characteristics in common† (Broderick & Blewitt, 2010). This model really says that people develop at different level and stages. Being a teacher I can agree with this theory. I can tell a change with 7th graders that I teach and see some maturity from the beginning of the year to the end of the year. In the incremental model development is seen as a change that is made gradually over time. This is a contrast to the stage model which views change as abrupt. (Broderick & Blewitt, 2010) Both the incremental and the multidimensional model believe that change takes place more gradually and continuously. (Broderick & Blewitt, 2010) I think that the life wheel can help explain how as human throughout our lives we evolve over time throughout our lives. It also can show at different parts of our lives we focus on one or more aspects of the life wheel. Reference: Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professions (3rd ed.).Upper Saddle River, NJ: Pearson Education, Inc. Week Two: The Early Years: Physical: When a child is born they begin developing strength from large muscles to small muscles. When children are young they need to do many activities to strengthen their large and small muscles. Something I realized is that muscle skill development and maintaining healthy body are essential in life later for reading, writing and math. Social/Cultural: In this stage the child develop a sense of self and a sense of belonging to a family. They begin interacting with other children and they also play in stages (playing alone, playing near others but not really playing with them, not wanting to share, playing and sharing, and playing with a purpose). This stage is also were the child also learn to respect the rights and feelings of others. Environmental: A child’s environment plays a big role in their development. Exposure to different forms of activities that exercise the analytical and creative sides of the brain are important. Developmental: (Week 1-3 only: Reflection may i nclude characteristics of this stage) Spiritual: The pre-stage is infancy before & language and conceptual thought. Sometime between two and seven a child enters intuitive/projective faith marked by the rise of imagination, but lacks logic for questioning perceptions or fantasies. Next, children progress into mythic/literal faith. Here the child develops a way of dealing with the world and making meaning that now criticizes and evaluates the previous stage of imagination and fantasy. Intellectual: When a child is the brain is ready to learn and receive information. In essence the brain is like a computer, it has great potential for development. Having a great childhood greatly influences the way the child develops. Emotional: Doing this period the child will realize that the world does not revolve around them. They learn to trust and mistrust others. As toddlers, they become proud of things they accomplish and begin stating their opinions and desires. They also begin to learn to be away from their parents and they will often times participate in the classroom. They also begin to solve issues that may arise with others using words. They often control their angry and they learn that it is okay to make mistakes. Overall Reflection: After reading about development through the early years, I think that emotional and environmental developments are the most vital during this period. When we are first conceived the environment is the number factor influencing us. Piaget believed that the mind creates  its own knowledge. â€Å"This constructivist stance takes the child to be an active participant in the learning process, constantly seeking out and trying to make sense of new information.† (Broderick & Blewitt, 2010) If you look at it from this point of view this is where teachers play an important part in making things catch the attention of students and making it reach them. New research is becoming available often over infant memory and recognition (Broderick & Blewitt, 2010). This is true in the way that the environment plays a major role in the development process; children are a product of their environment. The belief and behaviors of children are passed down from generation to generation. There are several things that I find myself doing that both my mother and father do. I have read research that says expectant mothers that read to their infants while in the womb have smarter children. Erik Erickson believed that the early years of a child’s life were important to their emotional well-being (Broderick & Blewitt, 2010). He had stated that the child should be nurtured, loved, and handled well to grow into an optimistic well rounded person (Broderick & Blewitt, 2010) This is a very true being a teacher I see that the students that have parents that are active and show that they care and support their child they care have the most well rounded students that I teach. While the students that have the parents that are focused on other things those students are not as much well rounded and willing to think outside of the box. Reference: Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd ed.).Upper Saddle River, NJ: Pearson Education, Inc. Week Three: Middle Childhood through Early Adolescence: Physical: During the middle years, the child’s growth rate is somewhat slower than in previous years, and certainly less rapid than the growth anticipated during adolescence. These changes contribute to the child’s growing sense of competence in relation to his physical abilities and enhance his potential for participating in sports, dance, gymnastics, and other physical pursuits. Social/Cultural: A central task of adolescence is to develop a sense of  oneself as an autonomous individual. The drive for such autonomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Compared to children under age 10, teenagers are given new opportunities to experience independence outside of the home. They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At the same time, however, they continue to rely on the support and guidance offered by adults in the family, in school, and in community-based programs or activities. Environmental: The environmental changes that students experience as they move into middle-grade schools are particularly harmful in that they emphasize competition, social comparison, and self-assessment at a time when the adolescent’s focus on himself or herself is at its height. The junior high school’s emphasis on discipline and teacher control, and its limited opportunities for student decision making, come at a time in development when adolescents are beginning to think of themselves as young adults who are becoming more responsible and deserve greater adult respect. A poor â€Å"fit† between the early adolescent and the classroom environment increases the risk of disengagement and school problems, especially for those early adolescents who were having difficulty succeeding in school academically prior to this school transition. Developmental: A central task of adolescence is to develop a sense of oneself as an autonomous individual. The drive for such auto nomy derives from the internal, biological processes marking the transition to a more adult role (puberty and increasing cognitive maturity) and from the shifts in social roles and expectations that accompany these underlying physiological and cognitive changes. Compared to children under age 10, teenagers are given new opportunities to experience independence outside of the home. They spend much more unsupervised time with peers which (compared to adult-child relationships) are relatively equal in terms of interpersonal power and authority. At the same time, however, they continue to rely on the support and guidance offered by adults in the family, in school, and in community-based programs or activities. Spiritual: Part of the child’s development as an individual includes an emerging understanding of the life  cycle—of birth, growth, aging, and death. There is an increasing awareness that life fits into a larger scheme of relationships among individuals, groups of people, other living creatures, and the earth itself. School-age children become keenly interested in these topics, especially when confronted with personal experiences such as the birth of a sibling or the death of a grandparent. As children experience these even ts and learn to view their personal encounters as part of a larger whole, families and communities provide important structure. They define value systems that provide children with basic principles and encourage them to examine their personal actions in light of their impact on those around them. Intellectual: The most important cognitive changes during early adolescence relate to the increasing ability of children to think abstractly, consider the hypothetical as well as the real, consider multiple dimensions of a problem at the same time, and reflect on themselves and on complicated problems. There is also a steady increase in the sophistication of children’s information-processing and learning skills, their knowledge of different subjects, their ability to apply their knowledge to new learning situations, and their awareness of their own strengths and weaknesses as learners. These higher-order cognitive abilities help adolescents regulate their learning and behavior better to accomplish more complicated and elaborate tasks. Emotional: Children in this period need both the freedom of personal expression and the structure of expectations and guidelines that they can understand and accept. Opportunities to interact with other children during this period without excessi ve adult interference is important, although some neighborhoods or living arrangements restrict these chances. At the same time, children need to have positive interactions with adults, reinforcing their sense of self-esteem, self-worth, and belief in their capability of personal success Overall Reflection: Adolescence and middle childhood, although a time for exploration and the excitement of freedom and gaining maturity, is also a time of struggle when teens work endlessly to identify themselves and come to terms with forthcoming adulthood and separation from family (Berger, 2008). Changes in the intensity of peer relationships help the adolescents in self-discovery and surmount the difficulties of their heightened sense of self. Peer pressure supports the adolescent, although the choice of friends can be either a help  or a hindrance depending on the interests of the peers. Adolescence is a time of self-centeredness and self-consciousness when peer pressure can be immense. As teens face social pressures that include experimentation with drugs and other substances, sexuality, and a changing perspective on relationships, their strong social network and the guidance of familial alliances are powerful relationships that mitigate stress during this time. These stages of development include significant changes physically, mentally, and emotionally. The choices made by individuals during these stages have both positive and negative consequences for the individual, his or her peers, and his or her families. Adolescence begins when a flood of hormones triggers pubert y, usually between the age of 10 and 14. The release of sex-specific hormones of androgens and estrogens by the gonads produce physical and psychological changes. Maturation and increased efficiency of organs and muscles follow a major growth spurt (Berger, 2008). Reference: Berger, K. S. (2008). The developing person through the life span (7th ed.). New York: Worth Week Four: Young to Middle Adulthood: Physical: In this stage young adults complete the process of physical maturation, usually attaining full adult height. Secondary sexual characteristics, such as size of penis and breasts, are completed. Your organs and systems are all operating at peak efficiency in young adulthood, roughly ages 21 to 39. Your body has grown, and your physical potential is set. You can take advantage of that by eating correctly and by working out to get stronger. This is the time in life when you can reach your peak physically. The growth spurt that came during puberty set the ground work for what you are capable of becoming as a young adult. Your body will respond to activities such as running, cardio training, weight training and diet more predictably during young adulthood than it could when you were in puberty. Social/Cultural: Some of the social changes include divorce, changes in  employment (either reaching the peak of career or being unemployable for being â€Å"overqualified†), caring for elderly relatives, and difference in parental responsibilities (either taking them on for later life parents or starting over for some empty nest parents). Environmental: The first major group includes young adults who move early into forming their own families and invest little in post-secondary education. Doing this period the young adult moves out of their parents home and begin to start their own home. Leaving the parental home to establish one’s own residence, establishing financial independence, completing school, moving into full-time employment, getting married, and becoming a parent are considered key markers of adulthood (Booth, Crouter, and Shanahan, 1999). Occupational (Week 4 and 5): During this stage young adults move into adult roles and responsibilities and may learn a trade, work, and/or pursue higher education. They identify career goals and prepare to achieve them. Spiritual: Intellectual: In this stage of life adults fully understand abstract concepts and are aware of consequences and personal limitations. Often times they secure their autonomy and build and test their decision making skills. Often they develop new skills, hobbies, and adult interests. Emotional: Doing this stage of life children become adults, they move into adult relationships with their parents. They begin to see their friends as a less important and begin to think for themselves. They are more empathetic and have greater intimacy skills. Carry some feelings of invincibility. Establish lasting self image and begin to feel self-worth. Overall Reflection: Middle adulthood is a complex time period that requires a multidimensional outlook to understand all of the processes and changes that are taking place. The many changes during middle adulthood include physical, cognitive and social differences. During middle adulthood biological and physical changes become apparent. During this time visual perception, hearing and the reproductive system decline. Adults who have never worn glasses or contact lenses may start needing visual correction. During this time adults may also need more light to see than their younger friends. However, the actual time when one is considered an adult varies  from theorists to theorists and can range anywhere from 18 to 25 years of age (Broderick & Blewitt, 2010). There are also cognitive changes during middle adulthood. There is a mixed pattern of positive and negative changes in cognitive abilities. Processing speed starts to decrease during this time period however crystallized thought d oes not decline until older age Working memory begins to decline however semantic memory continues to increase as we learning throughout our older years. Theorists such as Schaie, Erikson, Vaillant, Levinson, Jung, Gould, and soon have all described stages or phases in life- task change (Broderick & Blewitt, 2010). Theorist have shown that all adults seem to go through the same stages of changes in middle adulthood (Broderick & Blewitt, 2010). Reference: Broderick, P.C., & Blewitt, P. (2010). The life span: Human development for helping professionals. (3rd ed.). Upper Saddle River, NJ:Pearson Education, Inc. Week Five: Late Adulthood: Physical: Often times the person become less active and the health begin declining. Sometimes at this age you will find older people that are very active and in better shape than some of the younger adults. Social/Cultural: The person has friends that they spend most of their time with and are very comfortable with the person that they are. Environmental: Often times at this age you will find older parents living at home with their students or either in a personal care home. Occupational (Week 4 and 5): Doing this stage in life the person has either retired from the career or job. Sometimes you will find older adults retired but working part time to remain active in not settle with the end of life. Spiritual: Most older adults often face many losses as they age, so doing the lifetime they often turn to religion and to spirituality as ways to handle their losses. A lot of older adults can often quote spirituals from the bible. Intellectual: Doing this stage the mind gets weaker. They become unable to react quickly, or solve puzzles quickly than they could when they were younger. They don’t think less, just become slower Emotional: Sometimes in this age the older  adult is faced with depression since they often have faced many losses be that from children, spouses, and/or friends. Overall Reflection: Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we’ve made a contribution to life, a feeling Erikson calls integrity. Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. Aging starts during the middle adult stage then it will continue to intensify until the person reaches the end. As aging progress, the body also progress, we slowly die as our neurons in the brain die, and our skins sag. Aging is inevitable it happens to everybody, we suggest that we should be happy up to the last day we live and not live in the stage of Erikson, which is the despair. Maintaining good health becomes more challenging with age, as the immune system becomes progressively less effective†¦and as the cardiovascular, respiratory, and organ systems function less adequately† (Broderick & Blewitt, 2010). On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering â€Å"Was the trip worth it?† Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct. Reference: Broderick, P. C., & Blewitt, P. (2010). The life span: Human development for helping professionals (3rd ed.). Upper Saddle River: Pearson Education, Inc. FINAL COURSE REFLECTION: This course overall was a good course. This course gave me insight to life changes that we all go through over the course of their lives. The course also reflects over the age group I am currently teaching and as to why they are acting the way they do. I like the flow of the course and the things that it emphasized on.

The Impact Of Artificial Intelligence - 1054 Words

As Artificial intelligence (AI) becomes more and more complex, so do the concerns and stigma surrounding it. AI has been defined by Merriam-Webster (n.d.) as the capability of a machine to imitate intelligent human behavior. Between Siri, Spotify auto-play, Amazon suggestions, and spam filters on e-mailing services, AI has already worked itself in our everyday lives. As AI progresses, we can see it used in self-driving vehicles, taking over tedious human jobs, or as a companion in life. The future of AI worries many everyday people and well-educated scientists. Many worry that AI will somehow take over humanity. Often, the medias portrayal of advanced AI only inflames this fear. Many scientists believe that if AI does take over, it†¦show more content†¦Many scientists say that AI will not become malevolent on its own. However, that will not stop someone from programming AI to be evil. Humans item make irrational decisions that can cause harm to others. When humans have acce ss to something as powerful as AI, nothing stand in their way of programming AI to carry out their dirty work (FLT, n.d.). If you do not fear AI suddenly turning evil, worry about your fellow human programming AI to be evil. Having someone program to be malevolent is not the only way that SO could have negative consequences. If AI’s goals are not directly aligned with ours, something could go majorly wrong (Bossmann, 2016). For example, if AI is told to rid the world of cancer, AI could kill the entire human race (Bossmann, 2016). The AI achieved its goal as there would no longer be anyone who has cancer, but that is not what the programmers goal was. AI’s intentions need to be precisely aligned with their programmers, or it could mean a tragedy for humanity. AI could also positively affect society, in fact, it already has. Life assistants such as Siri and Cortana are AI (FLT, n.d.). 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Reasons Behind the Nazis Coming to Power Essay - 1384 Words

Reasons Behind the Nazis Coming to Power In January 1933, Hitler became chancellor of Germany, there are many reasons for him and the Nazis coming into power. They are long term and short-term cause, which can be classed under 3 main headings: weakness of opposition, strengths of Nazis and economic factors. The weaknesses of the opposition helped the Nazis come into power because Hitler took advantage of them. The failure of the Weimar government was a long-term reason. The government had been doomed from the start, when it took over from the Kaiser in 1918, it had many problems to face. Firstly, the Weimar was democratic, it believed the people should have a say in how their country was run.†¦show more content†¦Germany began to get back onto its feet again when a new currency known as the Rentenmark was introduced under Stresemann and deals were negotiated, but the country was still dependant on the US for money which hit them hard after the wall street crash in 1929. However, there were also weaknesses within the constitution itself which helped Hitler. Proportional representation meant that there were lots of small parties within the Reichstag this meant that decisions were difficult and slow to make. Germany lacked a strong government, which is what they needed in order to pull them out of the depression. Small parties were weak and poorly organised, they failed to sort out Germanys problems because they were unprepared to work together. This caused people to have little confidence in the democratic system and as a result turned their support to extremist groups such as the Nazis and Communists for help. The chancellors Hindenburg appointed under him had little support in the Reichstag and as a result they were forced to rule by emergency degree. Support for the Weimar republic began to decreas4 as political uncertainties were created by the failings of Weimar and the short- lived coalition governments, which were not prepared to work together. The Weaknesses of Communism helped the Nazis to come to power indirectly. Landowners, businessmen, big companies and MiddleShow MoreRelatedAdolf Hitler And The Nazi Party889 Words   |  4 Pageslegally named chancellor of Germany by President Paul von Hindenburg. In the following years, Hitler would take power as Fà ¼hrer and the Nazi party would create laws that pretty much allowed them to kill eleven million people. While the anti-semitic laws and the laws against â€Å"undesirables† were horrible, they were still laws. The truth of the matter was that Hitler belonged to the Nazi party and it was a legitimate political party with a substantial following; and their laws were enacted legally.Read MoreNineteen Eighty Four : A Warning For The Future1123 Words   |  5 Pagesthe time when Orwell started writing Nineteen Eighty-Four, WWII was just coming to an end. The late 40’s was also the start of the Cold War. 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