Road Rage Reactions in Drivers Essay Example

Road Rage Reactions in Drivers Essay Example Road Rage Reactions in Drivers Paper Road Rage Reactions in Drivers Paper This experiment aimed to investigate road rage reactions in drivers. It used a 22 independent groups factorial design. The independent variables were vehicle status and participant gender. The dependent variables were the duration of any verbal road rage reactions made by participants, participants questionnaire scores on the Propensity to Angry Driving Scale and participants heart rates before and after the experiment. The main hypothesis is that duration of verbal road rage reactions will be affected as a result of participant gender and/or the status of the confederates vehicle. A 2-way ANOVA for independent groups was conducted to determine the effect of gender and vehicle status on the duration of ps road rage responses. Levenes test of equality of error variances was first carried out on the data, as this was not significant we can assume that the variances of the different conditions are similar and thus the subsequent ANOVA output may be used. The status main effect indicates that when the confederate drove a high status vehicle, males spent longer in their road rage reactions than when the confederate drove a low status vehicle. The differences for females depending on the status of the vehicle are shown only to be small. Overall the high status vehicle induces a longer duration of road rage. The gender main effect shows that females spend less time making verbal road rage reactions compared to males, when the vehicle was of high status; there was no major difference for low status vehicles. Interaction effects: represent the extent to which the dependent variable is influenced by the combined effect of two or more of the independent variables.

About the Legislative Branch of U.S. Government

About the Legislative Branch of U.S. Government Every society needs laws. In the United States, the power to make laws is given to Congress, which represents the legislative branch of government. The Source of Laws The legislative branch is one of three branches of the U.S. government- the executive and judicial are the other two- and it is the one charged with creating the laws that hold our society together. Article I of the Constitution established Congress, the collective legislative body made up of the Senate and the House. The primary function of these two bodies is to write, debate and pass bills and to send them on to the president for his approval or veto. If the president gives his approval to a bill, it immediately becomes law. However, if the president vetoes the bill, Congress is not without recourse. With a two-thirds majority in both houses, Congress may override the presidential veto. Congress may also rewrite a bill in order to win presidential approval; vetoed legislation is sent back to the chamber where it originated for reworking. Conversely, if a president receives a bill and does nothing within 10 days while Congress is in session, the bill automatically becomes law. Investigative Duties Congress can also investigate pressing national issues and it is charged with supervising and providing a balance to  the presidential and judicial branches as well. It has the authority to declare war; in addition, it has the power to coin money and is charged with regulating interstate and foreign commerce and trade. Congress also is responsible for maintaining the military, though the president serves as its commander in chief. Why Two Houses of Congress? In order to balance the concerns of smaller but more populated states against those of larger but more sparsely populated ones, the framers of the Constitution formed two disparate chambers.   The House of Representatives The House of Representatives is made up of 435 elected members, divided among the 50 states in proportion to their total population according to the system of apportionment based on the latest U.S. Census. The House also has 6 non-voting members, or â€Å"delegates,† representing the District of Columbia, the Commonwealth of Puerto Rico, and four other territories of the United States. The Speaker of the House, elected by the members, presides over meetings of the House and is third in the line of presidential succession. Members of the House, referred to a U.S. Representatives, are elected for 2-year terms, must be at least 25 years old, U.S. citizens for at least 7 years, and residents of the state from which they are elected to represent. The Senate The Senate is made up of 100 Senators, two  from each state. Before the ratification of the 17th Amendment in 1913, the Senators were chosen by the state legislatures, rather than the people. Today, Senators are elected to by the people of each state to 6-year terms. The terms of the Senators are staggered so that about one-third of the Senators must run for reelection every two years. Senators must be 30 years old, U.S. citizens for at least nine years, and residents of the state they represent. The Vice President of the United States presides over the Senate and has the right to vote on bills in the event of a tie.    Unique Duties and Powers Each house has some specific duties as well. The House can initiate laws that require people to pay taxes and can decide whether public officials should be tried if accused of a crime. Representatives are elected to two-year terms. The Senate can confirm or reject any treaties the president establishes with other nations and is also responsible for confirming presidential appointments of Cabinet members, federal judges, and foreign ambassadors. The Senate also tries any federal official accused of a crime after the House votes to impeach that official.  The House also has the power  elect the president in the case of an electoral college tie. Phaedra Trethan is a freelance writer who also works as a copy editor for the Camden Courier-Post. She formerly worked for the Philadelphia Inquirer, where she wrote about books, religion, sports, music, films, and restaurants. Edited by Robert Longley

Personal Science Overview Essay Example | Topics and Well Written Essays - 750 words

Personal Science Overview - Essay Example Science has different meanings to it and is vast. Keeping it general and not making it very complex, the things we observe with our ears relates to science; science describes how sound waves strike your eardrum and then the process gets complex. Science describes it all, and if there are answers to our everyday questions, science stands the only capable subject to fulfill the blank answer spaces. A conceptual subject always helps on attaining success and going high as compared to other relatively easier subjects that seem to be nice for the short span of time but have limited advantages in the future compared to the vast advantages of conceptual subjects like Science. When we talk about studying this subject, it opens a wide horizon for various different aspects and opportunities that we can avail due to the knowledge gifted to us as a result of this subject. Such an important subject obviously needs to be given greater importance and hence making that possible would require one to s pare more, even extra if needed, time in order to attain success in life. For a student with the inclination of opting for this essential subject, he/she should spare extra time working for it. At an initial level, the presence of ATLEAST two classes a day related to science would be essential for the student to develop the basic ideas and concept for his/her future to follow. One learns with experience. Teaching is an experience that grows with practice and a teacher always grasps the maximum knowledge only with due course of time, as then the teacher can come up with new ideas and extra knowledge for him/her to pass on to the young generation. Science is a subject that's related to our everyday life, and a master in this subject is given a high moral and ethical regard in the society. A person teaching science would consider himself/herself lucky to have been given this privilege or opportunity to learn more about the subject and not only be selfish enough to keep the knowledge just within himself/herself. Similarly like everyone else, same would be the case with me; I would feel privileged and take the opportunity to gain more knowledge about this amazing factual subject and to pass it on to my fellow beings. Pre-service courses are designed to provide initial teacher education to school leavers and others without tertiary qualifications in education who wish to qualify for appointment to the teaching service. These courses were certainly of great help to me to teach science, because of these courses my analytical mind became stronger and it became easier for me to understand the concepts of science myself and then to explain it to my fellow beings. These courses gave me an initial start to my teaching career in science. In today's modern world, as the use of science and technology is increasing at a massive rate it becomes more essential to include science in our everyday life more than mathematics reading or writing. The simplest of the tasks performed by us rely on the efficiency of science. Getting into too much detail would make the subject complex and difficult for a normal being to understand, but keeping it general the answer is transparent, science stands the subject capable of handling and answering more questions of everyday life than compared to mathematics readi

Development of sport Essay Example | Topics and Well Written Essays - 1500 words

Development of sport - Essay Example 2001) It is amazing, that despite the enormous influence of sports on society, the theoretical development in this flied is underdeveloped. Before taking a deeper glance at social stratification and organizational context of sports, it is worth noting, that in this world there is nothing black and white and even though sports in general has a positive impact on society; drawbacks should and must be emphasized in order to eliminate the possibility of future mistakes. Despite the fact, that sports is widely considered to be a sphere free from prejudice and discrimination, this issue can hardly be taken for granted: "As the 20th century began, American girls and women who wished to participate in sport found themselves in a race that would prove to be more grueling than the actual marathons that females are running and setting records in today." (Motley, M., Lavine, M. 2001) Women were kept from participating in sports and in case if they were allowed, novelty and sex appeal were highlighted rather then athletic skills. This is evident from the names that were given to women's teams in the late 80th: "Balian Ice Cream Beauties", "Slapsie Maxie's Curvacious Cuties" (Motley, M., Lavine, M. 2001). ... ), in accordance with Kay Morgan (1999) the NAGWS "began in 1899 and continues today as one of six associations within the American Alliance for Health, Physical Education, Recreation and Dance," did and do contribute to the improvement of the situation, however, even in the new millennium female population still only will be celebrating the true equality of opportunities in sports. In accordance with Feminist Majority Foundation and New Media Publishing, female population enjoys only 41% of athletic opportunities, 36% of athletic budget, and 32% of the recruitment budget (2005).Why is it so, that sports contributes to inequality between men and women If in this case the issue can be partially attributed to the very essence of sports and, maybe, the inborn, rather then acquired, difference in psychological traits and role models of the two genders, then why does the situation remain unchanged when it comes speaking about racial minorities In the 19th and 20-th centuries sports often took a shaped by social conflict: "early boxing epitomized a lower-class cultural style of raucous play that affirmed working-class virtues of prowess, bravery, honor, and physical culture--all of which brought condemnation from middle-class critics." (Pope, S. 2002) Communities, socialists, labor groups that were formed during at those times transformed sports into politically-charged picnics. Eventually, evolution of sports during the 20th century unified the group majorities and contributed to further segmentation of subordinate ones. White patriarchate determined the Where, When and How cultural minorities and women will participate in sports. Alice Coachman's victory in the high jump during the Olympiad of 1948 was the first time a black woman to win a gold medal and is considered

Intertextual Relations Between Pride and Prejudice and Bridget Jones Diary Essay Example for Free

Intertextual Relations Between Pride and Prejudice and Bridget Jones Diary Essay Each text is not the effort of one person; theme and plot derived from existing texts are present in newer texts through repetition and similarity. Authors compile from pre-existing texts known as intertextuality, the use of prior texts in current texts. Julia Kristeva, a psychoanalyst is the first to introduce the term ‘intertextuality’. She redefines the theories established by Ferdinand de Saussure and Mikhail Bakhtin and suggests a text is not simply interpreted by its words, instead it is a study based on the works it has adapted (lecture). Kristeva mentions that although a writer usually talks to a specific audience, a text exists in time, and it is reprinted and translated with addressing the language of the current time period known as parole and langue. The novel Pride and Prejudice was first published in 1813, but another novel based on the same plot called Bridget Jones Diary, a modern version of Pride and Prejudice was published in 1996. Every text is the absorption and transformation of another, with similar themes and conditions considering the lifestyle in that time period, known as a mimetic orientation. Intertextuality, the relationship to other prior texts is present among Pride and Prejudice, Bridget Jones Diary, and A Dog’s Head through the overarching similarity of characters, value of class and synchronic language. The common element of character development is interacting between Pride and Prejudice, Bridget Jones Diary, and A Dog’s Head. During the 1800’s, the value of high culture and wealth was outstandingly important to the people of that decade. Jane Austen’s Pride and Prejudice is a plot consisting of high culture, and is strongly referenced in connection to Helen Fielding’s Bridget Jones Diary. Fielding’s borrows the plot from Austen and also has some of the same characters and events in her novel. The character of Elizabeth Bennett and Bridget Jones is similarly constructed with the hardships and love crisis they suffer from. First of all, both protagonists fall in love with a man whose last name is Darcy. Both Mr. Darcy are respected and wealthy men. Furthermore, both protagonists share similar feelings, for example, at the ball event Elizabeth is hurt to hear that Mr. Darcy thinks of her to be â€Å"‘tolerable but not handsome enough to tempt’† him (Austen 13). Similarly, Mr. Darcy in Pride and Prejudice hurts Bridget by saying she is ill mannered and does not know how to talk (45). At this time both the protagonists dislike both Mr. Darcy and have severe hatred for him. Secondly, Mr. Wickam in Pride and Prejudice is the same as Daniel Cleaver in Bridget Jones Diary. Both Mr. Wickam and Daniel Cleaver are despised by Mr. Darcy but admired by the heroine at first. Bridget’s mother is a bit like Mrs. Bennett, as they both insist their daughters get married to wealthy men. Bridget believes she is unattractive because she is fat. When things do not work out with Daniel Cleaver, she questions, â€Å"Why does nothing ever work out? It is because I am too fat† (Fielding 181). Bridget is unhappy about her appearance all the time, which is similar to the character of Edmond in A Dog’s Head. The novel A Dog’s Head introduces the unrealistic character of Edmond who is born with the head of a dog, a spaniel in particular. Ovid establishes the theory of metamorphosis emphasizing the transformation of a human to an animal feature in his poem â€Å"metamorphosis†. This theory is present in A Dog’s Head as Edmond is a human but has a dog’s head. Edmond is always troubled in life because people criticize him for having the head of a dog, and to add to that, â€Å"the head of the most ridiculous dog to be found (2). He has a series of unsuccessful relationships, for which he blames his appearance to be the reason, somewhat like Bridget who also blames her weight for her breakup with Daniel. Although the author does not provide a description of Bridget, we know a bit about her through the writings in her diary. Bridget’s negative image of herself results in a lower self-esteem, as well as Edmond who also has a low self-esteem when he remembers he has the head of a spaniel. At one point, losing his virginity to a prostitute becomes hard because no one wants to sleep with an animal (125). His personal relations with his parents are negative from the day he is born. His parents are happier to be alone so his dad gives him money, â€Å"Edmond stuffed the notes into his pocket, kissed his papa and mama and went away, never to return† (47). This further notifies us that although there are minor matches from Edmond’s personality with Elizabeth and Bridget, there is a similarity between the characters through physical appearance and their lives. The theme of class relates to reputation, the value of money being an ever-long requirement in society. People have been classified into hierarchical sectors according to their financial circumstances. In Pride and Prejudice, Elizabeth Bennett’s mother Mrs. Bennett is astonished at the fact that Mr. Bingley is a wealthy and handsome young man visiting their town. She immediately informs her husband and desires one of her daughters marry him. Mrs. Bennett is portrayed as a shallow and self-centered woman as she constantly persists her daughters marry the richest men. This is evident when Elizabeth announces her engagement to Mr. Darcy and Mrs. Bennett replies â€Å"Mr. Darcy! Who would have thought it†¦Oh! My sweetest Lizzy! How rich and great you will be! What pin-money, what jewels, what carriages you will have! † (Austen 357). Similarly, in Bridget Jones Diary, Bridget’s mother introduces her to a recently divorced, wealthy man. Bridget is certain on her mother’s motives and she claims, â€Å"I don’t know why she didn’t just come out with it and say ‘Darling, do shag Mark Darcy over the turkey curry, won’t you? He’s very rich. † (Fielding 12). Comparatively, Edmond from A Dog’s Head lives in a shallow society, where money can overpower anything, even a man with a dog’s head. Edmond invests some money in the stock market and realizes it is more valuable than anything. â€Å"Wealth brought Edmond great enjoyment. First, it canceled out his head. [ ] Oh, the sublime effect of bank notes! Overnight that hideous or ridiculous object became just anybodys head. † (85) He makes a lot of money and realizes that money has always been there and supported him more than anything else. A hierarchy of social classes has created the boundaries between families and people historically. The importance of class depicts a social value and worth in society. Lower class people are treated as inferiors while upper class people gain more respect and value. As evident in A Dog’s Head, Edmond is treated better when he has more money and class, and Mrs. Bennett and Mrs. Jones want their daughters to be married to rich men. The language and text of Pride and Prejudice is a lot different from Bridget Jones Diary and A Dog’s Head. In order to understand â€Å"one text as an intertextual representation of another† (Salber) the individual composition of values and attitudes needs to be understood in different contexts. With this said, Pride and Prejudice is a realist text composed in the nineteenth century. What is happening in the real world at the time the author writes the text is incorporated into the text, known as mimetic orientation. The author associates a mimetic version of the reality of everyday life set in the Regency period of England, a time when â€Å"power and marriage within one’s own class was essential† (Salber). The novel Pride and Prejudice also reveals â€Å"aspects of gender, class, identity and marriage as political institution† s a presentation of English history (Art). Language as it exists at any moment of time is referred to as the synchronic system of language (lecture 4). The power of language, synchronically applied suggests that the language in Pride and Prejudice slightly differs from the 20th century language used in Bridget Jones Diary. For example, the word ‘simpleton’ used in Austen’s novel indicates the life of a simple, unmarried girl, whereas in Fielding’s novel, the word ‘singleton’ is used to categorize the career oriented women in search for a perfect male companion. This supports Kristeva’s statement that â€Å"language is read as at least double†, and that the structures of language exist within a certain time period (Salber). As mentioned earlier, Bridget Jones Diary is a modification of Pride and Prejudice and is a more modern approach to the same story. The means of communication are different; for example, Daniel Cleaver and Bridget initiate romance through computer messaging, whereas in Pride and Prejudice communication took the form of letters. The langue, a language viewed as an abstract system used by speech community, is different for every person. In Pride and Prejudice the vocabulary Austen uses is archaic and demonstrates the time period in which it was written. For example, a conversation between Elizabeth and Mrs. Gardiner,â€Å"It was first broken by Mrs. Annesley, a genteel, agreeable looking woman† (Austen 226). The word ‘genteel’ may not be used in today’s novels and speech and represents its time period. Likewise, the words ‘singleton’, ‘smug marrieds† and ‘emotional fuckwittage’ became a part of the British popular culture when used in Bridget Jones Diary. The plot of Pride and Prejudice is the same as Bridget Jones Diary since Bridget Jones Diary is a modification of Pride and Prejudice and is a more modern approach to the same story. The female protagonists both worry about the relationships in their lives. The plot begins with the life of the female protagonists, and continues to their developing lives as the plot moves on. Both Pride and Prejudice and Bridget Jones Diary are the same story, where the first event, the ball in Pride and Prejudice is held with the attempt to find a suitor for Mr.  Bingley who is a young and wealthy man, and similarly a Christmas party is held by Bridget’s mother to introduce Bridget to Mr. Darcy. The events that occur further on in the texts lead to the same conclusion in both novels. The value of class and reputation is an overarching theme similarly applied in the three novels proving money has the value to make anyone happy. Lastly, the use of language and difference in word choice is what makes the novels acceptable in their time periods. These intertextual relations combine the three novels with many similarities.

Political Correctness Essay -- essays research papers

Political Correctness Political correctness is a political ideology, nothing more. I believe political correctness is a political ideology and it cannot be correct unless it is linked to genuine transformation. First, I will examine the origins of political correctness to try to get a clear understanding of what this movement is. Second, I will show you that political correctness is political and how it became a political ideology. Lastly, I shall discuss why this ideology does not work. Political correctness is cultural Marxism. Marx, as cited in Introduction to Social Science course guide, believed that if people were left to work on their own they would be more efficient. He had an ideological belief that laborers could actually want to work hard without being forced to. Political correctness as noted by Lind (www.university.org) is just Marxism converted from economic into cultural terms. This is how far back one has to look in order to understand how political correctness came about. Political correctness goes back further than just twenty years ago as Cameron (1995) stated. I believe it started even before the nineteen sixties. As Lind noted it probably can be traced back to World War one. Lind noted the Marxist theory that when the First World War came the working class would over throw the bourgeoisie government. However, this did not happen. In 1923 as Lind further notes, a â€Å"think-tank† was established in Germany and took on the role of translating Marxism from economic into cultural terms, which created political correctness, as we know it today. An institute for Marxism was formed however the people who started this institute decided it was better not to openly identify it as a Marxist institute. The last thing political correctness wants is for people to figure out it is a form of Marxism. As Cameron stated, † The people who are characterized as adherents of the ‘political correctness movement’ strenuously deny that any such movement exist†. So instead, they decided to name it The Institute for Social Research. And so the question of â€Å"Critical theory â€Å"began. This theory is simply about criticizing. As Lind states, it calls for â€Å"the most destructive criticism possible, in every possible way, designed to bring current order down†. How does this â€Å"critical theory† get to the rest of the world? Well, in 1933, the Nazis come into power and not surp... ...e that? That is how political correctness is. It does not work unless people’s ideas change. In conclusion, it is clear that Political correctness dates back to World War one and was formed by ideological beliefs. Political Correctness’s true meaning has been forgotten. It has become a political movement, which limits thoughts. Ideologies are political beliefs and Political correctness is exactly that. An ideology, which cannot be correct unless attitudes change. Political correctness is therefore political and genuine transformation needs to take place before it can ever be correct. References:  · Cameron D. (1995)’Civility and its discontents: language and political correctness†Ã¢â‚¬â„¢ in Verbal Hygiene London, Routledge, 116-211  · Clark I (1997)†Writing about Diversity†, 369-404  · Freud B, Hughes H, Moore D,†Introduction to Social Science Course Guide 2†, University of Natal, 1-48  · Mackenzie I (1994)†Introduction’ on Eccleshall R et al Political Ideologies: an introduction London Routledge  · Molyneux J. (1993)†The ‘politically correct’ controversy† in International Socialism, Socialist Workers Party, 45-71  · Orwell G, (1948) â€Å"The Principles of Newspeak† An appendix to 1984

Asses the Significance of the Treaty of Versailles

The Treaty of Versailles did not dismantle Germany from its ability to wage war; it neither made the people grateful towards the allies. As the Italian political philosopher Niccolo Machiavelli of the 1500’s stated â€Å"___________†. The Treaty imposed many demands of the war weary country, these demands did not have an immediate effect on the country, and it instead gave a long-term legacy of bitterness and humiliation. The defeat of the German military was a shock to most Germans, as they were made to believe that they would be the victors in the â€Å"Great War†. The Treaty came as an equal shock, as it gave the government no chance to negotiate the terms. The terms included military provisions to be changed, territories to be given away and reparations to be paid. The military of Germany was to be reduced to 100,000 and Germany was not allowed to produce any guns, poisonous gas or tanks. These terms affected many Germans especially wealthy industrialists who made large profits from the business. Those thousands employed into factories to build weapons also lost their jobs. The German military was at a time four million strong before the war with the reduced military this put thousands of trained men onto the streets without employment, these men would prove later to be enemies of the new republic. The German General Staff was dismantled, therefore putting influential generals such as Ludendorff and Hindenburg unemployed but most importantly there loyalty was to nobody since the Kaiser abdicated. This allowed ambitious politicians to take advantage of the famed generals as they persuaded them to join their political parties. An example of this is Hitler having Ludendorff join him in his 1924 failed Munich Beerhall Putsch, he was used as a symbolic figure supporting Hitler’s regime. The powerful navy that German had, was to be reduced to a mere few ships, and the U-boats were strictly forbidden. This had the same affect as it did with the army; it put hundreds of sailors on the streets unemployed and angry. Since it was not the Military that decided to sign the armistice they felt a sense of betrayal from the new government. This was to be called the â€Å"Stab in the back† theory, which was used by the military to explain why they were defeated and recalled. This theory was made to preserve the unscathed honor of the German military. The territories that the Treaty demanded were immense. The long held provinces of Alsace and Lorraine were taken by France. These provinces had been held by Germany since 1871, the people were a generation of Germans and the immediate change came as a shock. The Allies also claimed economic control over the rich coal-producing area of the Saar basin, its workers were German but the production was to go to France. This had a dramatic effect on the amount of coal German was producing, before the war Germany war producing 277 million tonnes and 14 million tonnes of steel. Because of the economic control of the Saar basin both of these vast industries were badly disabled, this therefore effected Germany producing an effective income from these industries that it prospered. The large region of Posen was created into a new country called Poland, but the allies determined that the new nation needed access to the sea. Therefore part of West Prussia was given to Poland, this area was called the Polish Corridor where many Germans lived, now under the new country Poland. The large city of Danzig was also taken from Germany and taken by the control of the new-formed League of Nations. Schleswig a region farthest north of Germany and south of Denmark was to be given to the government of Denmark, as the regions of Eupen and Malemdy was given to Belgium. The large area of the Rhine land, which lied on the border of Belgium and France, was to be demilitarized effectively stopping any further motivations to invade France. Germany had ten colonies based in Africa and Asia; these colonies had an overall population of fifteen million, adding trade and tax income to Germany’s government. But the Allies stated in the Treaty that Germany was â€Å"Colonially Unworthy† and as a result lost control of all her colonies. These colonies were controlled and administrated by the League of Nations. All these territorial demands from the Treaty of Versailles not only had an economic impact to the German country but it had a morale effect of humiliation to the German populace. Many articles in German Newspapers such as the Deutsche Zeitung stated, â€Å"German honor is being carried into its grave†¦. The German people will with unceasing labor press forward to reconquer the place among nations to which it is entitled. † and as well politicians used this as propaganda promising that their party will reclaim German honor. The Treaty also forced Germany to take full responsibility of the war. The Allies made them accept that it was their fault and that the countries all suffered because of Germanys selfishness. Because they were blamed for the war the Allies saw fit that they were to pay for the reparations of the war. This amount concluded to 32 billion American dollars, this was but a mere partial cost to the war but Germany still tried to resist paying the total amount. The reparations were not paid until 1921 a full three years after the signing of the Treaty. The initial German reaction the terms of the treaty was shock and anger. Since the Kaiser abdicated it fell upon the new government to sign the treaty, because of this the Weimar Republic was always held accountable for disgracing Germany. There were many in Germany, who urged a rejection of the treaty like Hindenburg, but many more had a realistic perspective and insisted that the government sign it; these people were General Groener and other members of the Reichstag. The initial anger and outbursts the treaty invoked on the people was of hopelessness, the reality was that Germany had little choice other than to accept the treaty. If the Government did not sign the Treaty the country would have been dismantled like it was after World War 2. The Treaty of Versailles importance is clearly exemplified in its determined effect of Germany. The country lost about thirteen percent of its territory, 12 percent of its population and a combined 64 percent of its iron and coal industries. But Germany still remained one of the strongest countries on the continent. As the Treaty effected the country on an emotionally level, the Germans of all classes were disgraced and angry at the Weimar Republic for signing the treaty. The Treaty obviously did not destroy Germanys ability to create an army (WW2) nor did it encourage them to not go to war. The effect of the Treaty forced a generation of Germans to swear vengeance on the Allies.