The Great Depression Essay Example | Topics and Well Written Essays - 500 words - 3

The Great Depression - Essay Example As the examination pronounces most ranchers and organizations subsequently started to acquire misfortunes and default on their advances. The circumstance deteriorated after certain pieces of the country were hit by a horrendous dry season. America was likewise working on a free enterprise financial arrangement that didn't force any guidelines on organizations. Most organizations paid low wages to their laborers prompting lopsided riches dispersion. The above elements combined with the way that Europe was additionally experiencing the downturn prompted an expanded decrease in the market for American items. It prompted the conclusion of organizations, increment in obligations, enormous joblessness, and dispossession of banks. The last blow came about because of the breakdown of the New York financial exchange that prompted the loss of billions of dollars of speculator cash. As the report stresses President Hoover attempted to end the monetary emergency by empowering participation among government and business, setting up government organizations, cultivating work amicability and endeavoring to adjust the financial plan. He would not include the national government in controlling the money, fixing costs or controlling organizations. He additionally would not utilize government cash to give direct guide residents henceforth worked on the rule of rough independence. President Franklin Roosevelt, then again, held a significantly more liberal way of thinking as he accepted the national government was required to step in and give direct guide to its kin.

Euthanasia and Christian Beliefs Essay -- Euthanasia Mercy Death Healt

Willful extermination Willful extermination is characterized in the Chamber’s English Dictionary as â€Å" the demonstration or practice of putting somebody effortlessly, or as tenderly as could be expected under the circumstances, to death†. There are different types of Euthanasia, which I should disclose before alluding to the lessons of the diverse Christian categories. The most widely recognized of them is Voluntary Euthanasia, where the patient chooses for themselves, that they would like to be dead. They may choose at that point, or maybe they may have composed a ‘living will’ teaching specialists to slaughter them on the off chance that they are ever in a circumstance where they will never be cognizant again. There is likewise In-willful Euthanasia, were another person rules against the patient’s wishes that would be in an ideal situation dead, and authorizes it in the demonstration of slaughtering them. In this manner it is regularly outflanked as Euthanasia, since it isn't ‘gentle’. Non-intentional Euthanasia happens in a circumstance where the patient can't be asked, or all the more effectively, can't reply. This might be on the grounds that the casualty is a child and canâ€℠¢t talk yet, or maybe the casualty is in a state of extreme lethargy and can't react to individuals around him, yet for this situation a family member or specialist will choose for the individual. It is additionally essential to recognize the distinction between executing somebody (Active), and allowing them to bite the dust (Passive). Slaughtering an individual is communicated in an activity. A case of this, would be a specialist infusing his patient with a toxic substance. Though allowing somebody to kick the bucket, is communicated in not playing out an activity. A case of this would be a specialist not providing his patient with drugs that would spare his life, and thus the patient’s life is abbreviated. I will set, examine, lastly assess a discussion about Voluntary Euthanasia utilizing settings from both the Roman Catholic Church, and the Church of England. A portion of the key impacts I will allude to are Natural Law, Situation Ethics, Doctrine of Double Effect, The Golden Rule, Church archives, and the Bible. Overlooking every single strict view, a contention for Voluntary Euthanasia performed by somebody other than the patient, is that it is basically ‘mercy killing’. This would, under general Christian perspectives, be on the grounds that it was a demonstration of adoration, and after all that is the thing that Christianity rotates around. One inquiry, that must be addressed is, ‘Is there a distinction among slaughtering and allowing somebody to pass on, with regards to an argu... ...f the family would endure because of his demise, at that point he ought not pass on in an unnatural manner. In any case, almost certainly, they will be enduring with him, and will feel the help in the event that he doesn't, and they don't need to watch him, live any more extended in his agonizing condition. If so, at that point they ought to back his sentiments, and give him their help. It has been said that in spite of the fact that the earth doesn't have a place with the individuals, God created people to settle on their own choices on it. Subsequently on account of willful killing, there is no uncertainty that the end choice must be made by the patient, and not the specialist. In the event that the patient is in a diligent vegetative state, at that point the intrigue for his passing, falls into the non-intentional classification, and is of no difficulty to my decision. As I have said as of now, the fifth instruction is tending to the point of killing blameless individuals. Murder is the point at which one individual deliberately slaughters another without lawful legitimization or reason. In the event that willful extermination was authorized, at that point it would not formally be murder. In such a case, a Christian would not be damaging the fifth edict, and there would be no motivation behind why he was unable to be a supporter.

Individual against Society in A Dolls House and Porphyrias Lover - Literature Essay Samples

Browning’s dramatic monologues Porphyria’s Lover and My Last Duchess critique Victorian society’s restrictive patriarchal values which suppressed a female’s endeavors for individualism. Meanwhile, Ibsen’s play A Doll’s House condemns the pretense of an idealistic marriage within a social hierarchy through his female protagonist, Nora. Both composers ultimately demonstrate the implications of their characters’ attempts to subvert society’s expectations. Robert Browning’s dramatic monologue, Porphyria’s Lover, challenges Victorian society’s dominant patriarchal values by critiquing society’s tendency to undermine the role of women. The 1800s in England saw a period of misogynistic values imposed upon women, resulting in the stifling of their autonomy. However, Browning subverts these gender stereotypes through his portrayal of Porphyria, who transgresses social conventions when she visits her lover at night. The pathetic fallacy of ‘The rain set early in to-night/The sullen wind was soon awake’ establishes the persona’s unstable state of mind and foreshadows the consequences of Porphyria’s independence. Furthermore, having â€Å"laid her soil’d gloves by† and â€Å"let the damp hair fall†, Browning characterizes Porphyria as a ‘fallen woman’ who was condemned by Victorian society for being unchaste. Browning asserts Porphyria’s self-determ ination through the use of polysyndeton in â€Å"And made her smooth white shoulder bare†¦And spread, o’er all, her yellow hair†, evoking a sensual atmosphere, which challenges Victorian constraints on women’s behavior. However, the repetition in â€Å"that moment she was mine, mine fair† demonstrates a role reversal, which epitomizes her lover’s objectification of Victorian women and his possessiveness. The consequences of female independence are revealed in â€Å"yellow string I wound†¦And strangled her†, where Porphyria’s hair, initially a symbol of her femininity, eventually silences her, exaggerating the oppression of Victorian women under patriarchal control. Browning ultimately employs the religious allusion, â€Å"And yet God has not said a word!† to ironically underline the acceptability of her lover’s actions, unlike Porphyria’s sexual autonomy which was condemned by the patriarchal society. Th us, Browning condemns the suppression of women’s sexuality in Victorian England through examining Porphyria’s unconventional conduct. Meanwhile, Ibsen’s play A Doll’s House transgresses Victorian expectations of bourgeois women’s subservience towards their husbands through Nora’s failure to adhere to her ascribed domestic role. The male domination that restrained a female’s self-determination is established in Torvald’s patronizing animal imagery, â€Å"my little lark†¦squirrel†, reflecting the preconceived inferiority of Victorian women. This is reinforced in Ibsen’s stage direction of Nora â€Å"playing with buttons, not looking at him†, where her childish frivolity reflects her subservient role in her relationship, and demonstrates the patriarchal dominance of late 19th century society. Furthermore, Torvald’s condescending language towards Nora, â€Å"Just like a woman!you know what I think about that. No debt! No borrowing!† exemplifies society’s presumption of a woman’s fiscal irresponsibility. The assumed dependenc e of women in this era is further epitomized in Nora’s friend Mrs Linde’s generalization, â€Å"A wife can’t borrow without her husband’s permission†. Yet Nora transcends social expectations by â€Å"working and earning money. Almost like a man† to repay the loan, the simile signifying her subversion of traditional gender roles, which mirrors Porphyria in Browning’s poem. The frenetic tarantella dance along with Ibsen’s stage directions â€Å"[Nora’s] hair falls†¦she pays no attention† symbolize growing independence and reflects her desire to liberate herself from societal expectations. Thus, Ibsen condemns the suppression of female conduct and emphasizes the need to overcome restrictive patriarchal values within society. Browning’s dramatic monologue My Last Duchess also critiques society’s constraints by examining the consequences of a female individual’s subversion of social pretenses and hierarchy. The Married Woman’s Property Act in 1882 allowed women to retain their belongings after divorce, subsequently exposing the faà §ade of marriage as women abandoned their marital duties. The diminished importance of women is established through the personal pronoun â€Å"my last duchess painted on the wall†, where the artwork symbolizes the Duke’s objectification of his late wife, undermining her existence to mere aesthetics. Through the parenthetical aside, â€Å"(since none puts by/The curtain I have drawn for you, but I)†, Browning exemplifies the Duke’s excessive hubris towards his envoy when presenting his deceased wife as an object to validate his social status. The Duke’s disapproval of his wife’s metaphorical â€Å"spot of joy †¦too soon made glad, Too easily impressed† epitomizes his patriarchal condemnation of her inherent geniality, which breaches the class boundaries Victorian women were expected to embody. Furthermore, Browning delineates the Duchess’ undermining of the Duke’s social position through the symbolism in â€Å"She liked whate’er she looked on, and her looks went everywhere†, with the negative connotations foreshadowing her downfall. The truncated sentences, â€Å"This grew; I gave commands† reflects the Duke’s autocratic behavior, and alludes to the dire consequences of the Duchess’ failure to fulfill her role within the social hierarchy. Browning concludes the monologue with a mythical allusion, â€Å"Notice Neptune, though,/Taming a sea-horse†, where the Roman god’s dominance over a fragile creature foreshadows the Duke’s authority over his next wife. Therefore, Browning condemns the suppression of women i n a class-conscious society through the repercussions of the Duchess’ unorthodox behavior, and encourages greater female autonomy. However, unlike the submission of the Duchess in Browning’s dramatic monologue, Ibsen denounces the pretense of marriage within social hierarchy which suppresses autonomy and advocates for a woman’s subversion of her domestic duties to strengthen her identity. While Nora’s costuming as a â€Å"little Capri fishergirl† represents youth and sensuality, conventional for 19th century women, the stage direction of â€Å"dancing more and more wildly† symbolizes her desire for liberation from her marriage facade. Nora’s stage directions as she secretively â€Å"puts the macaroons in her pocket and wipes her mouth† demonstrates her forbidden consumption of sweets which signifies her wish for independence within a restrictive marriage. Furthermore, Nora realizes the pretense of her marriage, epitomized in the symbolic â€Å"Changing. No more fancy dress†, where the clothing motif reveals the subversion of social expectations leading to h er empowerment, unlike the Duchess who fails to liberate herself from societal confinements. Nora’s epiphany that â€Å"I’m your dolly-wife, just as I used to be Daddy’s dolly baby† exemplifies her recognition of social hierarchy that objectifies the female individual and restricts her autonomy. Nora ultimately abandons her maternal and marital duties through her use of personal pronouns, â€Å"I think that first I’m a human being, just like you† which delineates her self-determination to strengthen her female identity. The final slamming of the door symbolizes Nora’s emancipation from domestic duties in her confining marriage. Therefore, Ibsen challenges the societal restrictions enforced on females through Nora’s individualistic pursuit of her ideals. Both Browning and Ibsen expose the consequences of their characters’ individualistic attempts to subvert social expectations. While Browning shocks his audience with the unpredictable consequences of his female individuals in their intentions to transgress female propriety and ascribed domestic roles, Ibsen reveals the empowerment that women obtain after abandoning social mores.

Plato Vs. Aristotle on Art Essay - 1997 Words

For over two thousand years, various philosophers have questioned the influence of art in our society. They have used abstract reasoning, human emotions, and logic to go beyond this world in the search for answers about arts existence. For philosophers, art was not viewed for its own beauty, but rather for the question of how art and artists can help make our society more stable for the next generation. Plato, a Greek philosopher who lived during 420-348 B.C. in Athens, and Aristotle, Plato’s student who argued against his beliefs, have no exceptions to the steps they had to take in order to understand the purpose of art and artists. Though these two philosophers made marvelous discoveries about the existence of art, artists, and†¦show more content†¦Here, he is a believer in those who use knowledge to understand nature in reality and is against people who use their senses through art to understand the beauty of nature. In addition, Plato says artists promote the use of our senses over reason through something they do not have an experience of. According to Plato, â€Å"There are philosophers, who form an idea, then a craftsperson, who makes the physical representation of the idea, and then the poor artist who creates a copy of a copy of that idea† (Blocker 5). In this sense, an artist has no clue what he is creating because his works are only imitations of other people’s ideas. Therefore, Plato considered artists to be dangerous in the human society because they are not experts in the representations they create. Plato takes an addition step at making fun of artists when he stresses people’s role in the great society. He despises an artist’s existence in a great society because he believes each individual should master only one skill in life. Plato believes there are three classes that one can belong in. One can be a provider, a guardian, or a ruler. 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In defining beauty, scholars have a divide betweenRead MoreRenaissance Ideals of Humanism Are Expressed in the Italian Art of the Period970 Words   |  4 PagesDiscuss how Renaissance ideals of humanism are expressed in the Italian art of the period, referring to specific works and artists. During the fourteenth century Italy witnessed notable changes, which throughout the next couple of centuries extended towards northern Europe. This was later described as the Renaissance, the cultural achievements through sixteenth centuries; those achievements rest on the economic and political developments of earlier centuries. (Western Society, 413) This was

Why China Is Good For Africa - 1542 Words

Why China is good for Africa Introduction In the ancient history, very little information, if any, is documented about the relationship between Africa and China. In the 21st century, however, the relationship between Africa and China is one that has attracted the attention of many people. The question that lingers in the minds of everyone therefore is, â€Å"how beneficial is the Africa- China relationship beneficial to the African continent?† answering this question may lead an individual in determining why Africa today really needs the involvement of China into its spheres (Meng, Barton, 2011). This paper aims at analyzing the Africa – China relationship through the lens of how this relationship is essential to Africa, thus, â€Å"why China†¦show more content†¦There exist the economic curves of demand and supply, based on the discussion herein. As opposed to most western countries, China has proven vital to Africa economically based on the characteristics of the Africa –China relationship. China’s relationship with Africa is symbiotic in nature. As Africa gains, china gains too (Alden, 2009). Africa provides China with raw materials like minerals, agricultural products, tourist attraction sites and many more. In return, most African nations have been subjected to massive development in infrastructure as well as acquisition of funds to develop other areas of their respective economies. Originally, Africa exported her products to the western countries following the influence that those western nations had over African nations during the colonial era. One would then expect that the western nations would return the favor to Africans and help build their nations. If today an individual compares the fruits of the relationship between Africa and western countries with that of Africa and China, it is clearly evident that Africa benefits more from China than she did on western nations. Probably, the west considered developing their industries more than they did to those of Africans. Today, African exports have gained an advantage in the global market, thanks to the relationship with China. By associating with China, African exports stand a chance of expanding the market and stiffening the demand. Both nations and

Obedience and Conscience Psychological Conflict

Question: Discuss about the Obedience and Conscience for Psychological Conflict. Answer: Introduction: Obedience is recognized as a form of human behavior that makes a person to explicit orders and instructions from an authoritative figure. It is separated from conformity and compliance in the sense that they are either the behavior expressed to match the majority and influenced by the peers. A hierarchy of status and power is involved in obedience that makes an individual obey the authority (Smith, Mackie Claypool, 2014). The individual receiving the order is on a lower status than the individual giving out orders and commands actions that make the obedient individual go against his own conscience. Argumentatively, it can be stated that obedience is a virtue that makes an individual act against his conscience and obeys to the issued orders irrespective of the outcome of the carried out responsibility. This essay will discuss under what circumstances does an individual obeys the authority and go against his conscience with respect to the studies of Stanley Milgram and Philip Zimbardo . The thesis statement for the essay is Obedience wins over conscience under authoritative directives.' Stanley Milgram carried out an experiment in 1963 for studying obedience in psychology by focusing on the conflict between authority to obedience and personal conscience. The experiment consisted of administration of electric shocks by the teacher to the learner for every wrong answer. An experimenter was also present to give out orders to the teachers and compel them to administer electric shocks to the learner against their conscience. It is believed that the individuals are independent enough not to go against their moral code to the extreme, regardless of the pressure exerted on them (Burger, 2014). In the experiment conducted by Milgram, none of the participants were under any violent or physical restraints and in spite of that, they continued to follow the directions of the experimenter and administered the learner severe shock of 450 volts. This was purely out of obedience and demonstrated the fact that ordinary people have the tendency to follow orders as directed by an autho ritative figure even at the cost of the life of a human being who is innocent. It is an ingrained and inherited characteristic that makes them obey orders if they consider their superiors legally correct. This made the participants go along and administer high-voltage shocks without any restraint. Since 65% or 2/3rd of the teachers or participants continued to the maximum level of voltage of 450 volts, it can be stated that obedience was prevalent among the majority of the participants (Milgram, 1963). Milgrams argument of considering obedience as a universal constraint across culture and time was also apparent since all of the participants exerted the electric shock up to the voltage limit of 300 which was damaging enough for the learner. Philip Zimbardo conducted an experiment in 1971 for studying the psychological effects of the power perceived by the participants. It was based on the struggle of power between the prison guards and the prisoners. In the experiment, the good guards readily conformed to the roles of guards in the simulated prison life where they submitted to their social roles out of obedience. It is obvious that the individuals conform to the social roles that they are expected to carry out even if they are stereotyped strongly (Haney, Banks Zimbardo, 1972). It was the environment of the prison that created the brutal behavior of the guards and made them look the other way. This is strongly evident from the fact that none of the participants of the experiment who acted as prison guards had sadistic tendencies prior to the study. This made clear that behavior had a situational explanation and not a dispositional explanation in this study that made the guards behave abnormally out of the prison enviro nment that made them feel committed and involved in their roles (Zimbardo, 2004). Along with the guards, the prisoners started to commit degrading acts against each other on command by the guards as they intended to settle into their new roles. With the torture of the prisoners by the guards, a similar behavior was also infused in their thoughts and they started to adopt the prisoner like behavior (Zimbardo, Maslach Haney, 2000). They sided with the guards against their fellow prisoners who disobeyed the rules and took the prison rules very seriously. Argumentatively, this was all an effect of the environment that caused them to obey their superiors, their guards and carry out their social roles even against their conscience of going against their fellow prisoners. Incorporation of the real world examples into the concept of obedience can never hurt. This is in the sense that the genocidal activities in Rwanda or the Holocaust by the Nazis and the human atrocity in the Abu Ghraib prison would not have been possible unless a large number of obedient followers of orders consented to obey their superiors. These obedient people have been termed as the human agents who, although had conscience, were controlled by the external forces and invariant psychological and trans-historical propensities (Mestrovic, 2016). Several psychologists argued to these examples by stating that obedience of the orders by the superiors can be decisive and supportive in unfolding the operations of torture and murder amidst the factors of dehumanization of the victims and anti-Semitic propaganda (Smyth, 2015). A remarkable reflection of these human atrocities is visible in the experiments by Milgram and Zimbardo where the conscience did not play a role in stopping the subj ects from getting involved in crimes and murderous activities that resulted in willing executioners out of the obedient individuals. Therefore, these two experiments raised the argument and made it stable that obedience can also lead to murderous conversions that make the individual act against his will and gets the mission accomplished under coercion and in an automatic fashion. This argument can be well supported with the real life examples of human atrocities and mass killing movements throughout the world where obedience turned normal human beings into ruthless killers. Different personalities of the individuals make them respond differently to the similar social situations and these accounts for the fact that obedient individuals have a unique personality trait. There are obedient and disobedient individuals who act differently in specific situations and this is evident from the Milgrams paradigm that those who were more obedient applied more electrical shock on the learner compared to the ones who were less obedient (Bgue et al., 2015). Arguably, it can be stated that individuals do have personalities that are capable of expressing stable and unique reactions to the sets of related situations. When it comes to obedience, unique personality traits come to play that makes the individual obey the commands from his superiors. Symbols have a unique role to play in human behavior as it acts as a stimulus that conditions a response. This can be well related to the fact that scientists in the white coat get more attention compared to other human beings. Arguably, if the same white coat belongs to the painting profession, it will receive lesser attention. The cognitive process gets modified with the effect of clothing (Carter, 2013). The coat carries a symbolic meaning that changes the human accordingly when it is worn by a scientist or a painter. Similar examples of such symbols that alter the human behavior are guard with sunglasses and chain on prisoners leg. Zimbardo in his experiment provided the guards with sunglasses to provide them with the attitude and image and provide them with a degree of anonymity. Chain on prisoners leg signifies the dark character of the individual and the associated awful consequences and this cause to develop a negative behavior towards them. Destructive obedience causes harm to an individual because of commands issued by the superiors (Wiltermuth, 2012). However, not all obedience is destructive. While many of the atrocities of the past have demonstrated examples of destructive obedience but there are also acts of obedience that are creative. Arguably, it can be stated that apart from destruction, obedience leads to the creation of discipline. An obedient child follows the directions of his parents and an obedient student follows the teachings of his teacher. Bystander effect is a phenomenon that is socially psychological where the present individuals refuse to offer any help in the presence of other people to a victim. This can be attributed to the psychological fact of disobeying the conscience in the presence of other individuals. Arguably, people who are alone tend to notice a victim who needs assistance much more than when he is in a group (Pltner et al., 2015). Because the individuals tend to behave in a way that is socially acceptable, there occurs a diffusion of responsibility. This causes them to disobey their conscience to help the victims and leads to the bystander effect. From the experiments of Milgram and Zimbardo, it can be stated that obedience defies the personal conscience while following the commands of a superior authority or under social circumstances. Arguments have been raised to show that apart from the destructive obedience, creative acts also take place which is beneficial for the individual. However, bystander effect can defy the conscience of an individual to obey and help an individual in need but fails in the presence of others. In a nutshell, obedience wins over conscience under authoritative directives. References Bgue, L., Beauvois, J. L., Courbet, D., Oberl, D., Lepage, J., Duke, A. A. (2015). Personality predicts obedience in a Milgram paradigm.Journal of Personality,83(3), 299-306. Burger, J. M. (2014). Situational features in Milgram's experiment that kept his participants shocking.Journal of Social Issues,70(3), 489-500. Carter, I. (2013).Human behavior in the social environment. AldineTransaction. Haney, C., Banks, C., Zimbardo, P. (1972).Interpersonal dynamics in a simulated prison(No. ONR-TR-Z-09). STANFORD UNIV CA DEPT OF PSYCHOLOGY. Mestrovic, S. G. (2016).Trials of Abu Ghraib: An Expert Witness Account of Shame and Honor. Routledge. Milgram, S. (1963). Behavioral study of obedience.The Journal of abnormal and social psychology,67(4), 371. Pltner, M., Over, H., Carpenter, M., Tomasello, M. (2015). Young children show the bystander effect in helping situations.Psychological science, 0956797615569579. Smith, E. R., Mackie, D. M., Claypool, H. M. (2014).Social psychology. Psychology Press. Smyth, M. N. (2015).Abu Ghraib and the activation of complicity: deconstructing the frame(Doctoral dissertation). Wiltermuth, S. (2012). Synchrony and destructive obedience.Social Influence,7(2), 78-89. Zimbardo, P. G. (2004). A situationist perspective on the psychology of evil: Understanding how good people are transformed into perpetrators.The social psychology of good and evil, 21-50. Zimbardo, P. G., Maslach, C., Haney, C. (2000). Reflections on the Stanford prison experiment: Genesis, transformations, consequences.Obedience to authority: Current perspectives on the Milgram paradigm, 193-237.

Finding Writing Prompts For The Common Core

Finding Writing Prompts For The Common CoreCommon Core is a set of requirements set forth by the US Department of Education, called the 'Common Core' that outline what students should be learning in their classrooms. When you are choosing the best writing prompts for your next writing assignment, this article will help you find some great ones to follow.To find out about the common core, there are a number of sites that provide information about the topic and how the curriculum work. The primary goal of these sites is to offer a comprehensive guide to the subject matter that will help parents and educators make informed decisions about what they will be teaching and how to teach it. Parents and educators who need more detailed information about the subject can also go through these sites for more background information.To find out about the common core, one can visit the United States Department of Education's website. In addition to providing general information about the subject, t he site has writing prompts listed in order of difficulty and recommended assignments. Each writing prompt covers a particular subject and it will require teachers to include a bit of alliteration in their writing in order to get students interested in writing about it. For example, one prompt might be the following:One can also visit the U.S. Department of Education's website for more information on the subjects covered in the common core. There are also a number of online resources that offer a more detailed explanation of the topics that the writing prompts are addressing. For example, the new math and reading standards cover certain topics that have been written about in the news. As an example, a writing prompt about testing and accountability would contain the following:For those looking for writing prompts for kids in the fifth grade or younger, there are a number of sites on the internet that offer suggestions for writing that you can use to encourage your child's interest i n the common core. These sites usually feature games and activities that can serve as fun writing experiences. For example, some websites allow you to get students to write a letter to the school board to discuss issues that may have affected their lives and to share what their personal views are on these issues.The writing prompts found on most sites that offer information about the common core will be organized into subcategories that include learning how to write, writing strategies, writing for different audiences, writing for different ages, and more. For example, learning how to write requires a great deal of research and thorough planning in order to get the information right. Learning how to write for different audiences will require careful planning to ensure that students have the right knowledge and appropriate skill sets to engage in these writing activities.Finding writing prompts for the common core can be a great way to see what information is required when writing fo r a certain group of students. This helps students learn how to properly prepare their works and it gives teachers and parents a way to learn about the subject without spending hours researching information themselves.