Universalism Versus Cultural Relativism

One of the most pertinent issues of the past twenty years has been the conflict between two different ideologies of human rights on a national scale, universalism, and cultural relativism. Universalism holds that more â€Å"primitive† cultures will eventually evolve to have the same system of law and rights as Western cultures. Cultural relativists hold an opposite, but similarly rigid viewpoint, that a traditional culture is unchangeable. In universalism, an individual is a social unit, possessing inalienable rights, and driven by the pursuit of self interest. In the cultural relativist model, a community is the basic social unit. Concepts such as individualism, freedom of choice, and equality are absent. It is recognized that the community always comes first. This doctrine has been exploited by many states, which decry any impositions of western rights as cultural imperialism. These states ignore that they have adopted the western nation state, and the goal of modernization and economic prosperity. Cultural relativism is in itself a very arbitrary idea, cultures are rarely unified in their viewpoints on different issues, it is always those â€Å"who hold the microphone [that] do not agree†(http://www. aasianst. rg/Viewpoints/Nathan. htm). Whenever one group denies rights to another group within a culture, it is usually for their own benefit. Therefore human rights cannot be truly universal unless they are not bound to cultural decisions that are often not made unanimously, and thus cannot represent every individual that these rights apply to. Even though cultural relativism has great problems and a potential for abuse, universalism in its current state is not the ideal solution. Universalism is used by many Western states to negate the validity of more ‘traditional’ systems of law. For example, if a tribe in Africa is ruled by a chieftain and advised by the twelve most senior villagers, is this system any less representative than the supposedly more liberal societies of the West?. It is not possible to impose a universal system of human rights if the effects of social change stemming from modernization are not understood or worse yet, ignored. In non-Western societies, industrialization, capitalism, and democracy might not have been the eventual outcome of the process of cultural evolution. These ideologies have been shaped and created by Western imperialism, the slave trade, colonialism, modernization, and consumerism. Today’s world shows signs of positive progress towards the universal system of human rights. The declaration of human rights occurred immediately after the atrocities committed during WWII. The globalization of human rights began when the world was awakened to the crimes committed under one government (Hitler), and the need for a more universal system of accountability and responsibility. Through a forum such as the United Nations, cultural differences are better able to be resolved, thereby paving the way for universalism while at the same time recognizing and compromising on the needs of certain cultures. The recent adoption of the International criminal court in June 1998 is an important step in enforcing and promoting the values agreed upon by the member nations. As the world becomes a smaller place with the advent of globalization, universalism makes more sense as a philosophy of human rights. In a world where many people might not be governed by national borders, having fundamental human rights instead of ones bound to certain cultures provides the best solution.

The Canadian Government should Offer Additional Support for Homeless People

The Canadian Government should Offer Additional Support for Homeless People Homelessness in Canada is a real challenge despite the little attention and poor documentation accorded to it. It has been reported that close to 32,000 Canadians in Toronto city lived in emergency tents in 2002. Since then, this figure has been steadily increasing (Gaetz et al., 2006); consequently presenting a challenge to the Canadian government and non-governmental stakeholders.Advertising We will write a custom essay sample on The Canadian Government should Offer Additional Support for Homeless People specifically for you for only $16.05 $11/page Learn More Historically speaking, homelessness in Canada was restricted to urban areas. This trend appears to be changing with time since the crisis has become evident in virtually all regions. The issue of homelessness seems to elicit one critical question whenever it is brought up: what is the correct and most acceptable definition of a homeless person? This question has been the source of contention for many years. Although there is general consensus that a homeless individual suffers socially and needs urgent help, the search and implementation of appropriate solutions often leads to disagreement with regard to â€Å"who really is homeless†. Disagreements about the definition of homelessness originate from the fact that the funding and resources meant to be allocated to homeless individual are limited. These complications have meant that caution should be exercised in trying to craft the definition of a homeless person. As a measure to circumvent this challenge, a rather abstract and generalized definition has been suggested: â€Å"A homeless person is an individual who lacks access to adequate housing facilities† (Gabbard et al., 2007, p. 90). Being bogged in to details of definitions is, however, not important. Emphasis should be placed more on generating ideas which will in turn form the basis for sustainable remedies for the problem. This essay emphasizes the need fo r the Canadian government to offer special support for the homeless community. The government’s laxity in implementing recommendations and the implications of homelessness are also discussed.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More A critical examination in to the causes of homelessness in Canada raises a myriad of questions as to what the Canadian government is doing to contain the situation. Statistical evidence shows that 53% of all cases of homelessness in Canada are caused by inability of individuals to foot rental bills. The government can fix this situation by availing low-cost housing facilities. Although the government made an attempt to this effect in 1998 by putting up over 30,000 low-income houses, this number has drastically reduced year by year since then. For instance, only 16 new houses were constructed in Calgary city in 1996. About 40% of homeless individua ls are mentally ill. This situation has been attributed to the international policy to deinstitutionalize mental patients. This move saw the release of the mentally ill from asylums. There were no efforts by the government to structure a follow-up strategy for ensuring clinical care for the patients. While some of the discharged patients integrated quite well with the public, many of them (75%) worsened. This significantly contributed to the ever growing number of homeless Canadians. But what saddens any descent Canadian is that no substantial remedial measures have been adopted by the government to reverse the situation. According to the United Nations Organization (2009), Canada is the only nation that lacks a national housing strategy. Most of the federal governments draw budgets that give little attention, if any, to the homeless. The United Nations reports show that the government’s laxity in solving this problem is the major contributor to its perpetuation. During the i ntroduction of the housing legislation in 1973, the then minister in charge of Urban affairs (a ministry which no longer exists), Ron Basford, delivered a speech which clearly demonstrated the importance of adequately housing all people: When we talk †¦ about the subject of housing, we are talking about an elemental human need – the need for shelter, for physical and emotional comfort in that shelter. When we talk about people’s basic needs – the requirements for survival – society and the government obviously have an obligation to assure that these basic needs of shelter are met.Advertising We will write a custom essay sample on The Canadian Government should Offer Additional Support for Homeless People specifically for you for only $16.05 $11/page Learn More I have already acknowledged this obligation in stating that good housing at reasonable cost is a social right of every citizen of this country. †¦ [This] must be our objective, our obligation, and our goal. The legislation which I am proposing to the House today is an expression of the government’s policy, part of a broad plan, to try to make this right and this objective a reality. (Basford, 1973, p. 2257). Had the government moved on with this kind of enthusiasm, the social dilemma of homelessness would have been adequately resolved. There is also need to for the federal governments to have a provision for a ministry in charge of urban housing. The government views the issue of homelessness as an urban problem. The resulting consequence is that the responsibility has been shifted to municipalities, which lack a comprehensive policy implementation framework. Homelessness should be an issue of national interest and therefore calls for concerted efforts of all government organs. During the national IYSH conference in 1987, a document proposed by the conference, named â€Å"Canadian Agenda for Action on Housing and Homelessness through the Year 2000† was presented. The agenda stated in clear terms how the federal government had not only failed to take appropriate action but also ignored the plight of the homeless. The following is an extract from the document: A significant component of the homelessness problem is that housing has not been a high priority for governments at any level†¦. [O]nly a small proportion of government resources are directed to improving housing conditions†¦. In all regions of the country, the demand for housing that is adequate and affordable to low-income persons and the willingness of local organizations ready to build greatly exceed the availability of government funds to carry out effective social housing programs. (Canadian Association of Housing and Renewal Officials, 1988, p.92). This attitude by the government is a key factor that has led to housing problems in Canada. This is evident from the rejection of Social Housing Agenda in 1987. In 1993, all federal governm ents terminated fund allocation towards building of new social units and in 1996, there was no longer any federal involvement in the provision of low-cost housing.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Homelessness can have tremendous effects on societal values. It tends to strengthen vices such as drug and substance addiction, sexual abuse, violence, incidences of school drop-out and teenage pregnancy. However, the most important consequence of homelessness is the loss of available manpower to drive the economy. This is true because a homeless individual cannot be productive, taking in to account the social burden associated with the condition. Another consequence with direct economic implications relates to the health risk the homeless are often exposed to. Their out-door lifestyles greatly predispose them to many infections. This again reduces the labor force available to drive industry. In addition, it is costly for the government to foot medical bills for all these individuals. People empowerment would be a critical but long-term step towards resolving the crisis of homelessness. The government must invest in the youth of today in terms of education and relevant training. Thi s will guarantee self reliance and nurture independent individuals. This move needs to be reinforced further by construction of affordable units. Similarly, appropriate social support programs should be initiated throughout the country with the idea of reaching out to drug addicts and other social misfits. Such programs need also address the dilemma of the homeless mentally ill individuals. Research-based responses are equally imperative. Well organized data systems for the homeless community can be instrumental during the study of trends such as the growth rate of the homeless population, predominant age group, and average level of education. These data forms the foundation upon which appropriate remedial measures can be based and should be collected as frequently as possible. The actual task for the government is not to look for solutions. Solutions already exist. The housing policies are superb. What lacks is the drive and enthusiasm to implement the policies. If the government c an impress upon the relevant departments the gravity of the matter, and if it can be in the interest of every Canadian to support this worthwhile course, homelessness in Canada will only exist in our memories. References Basford, R. (Minister of State for Urban Affairs). (1973). National Housing Agenda (NHA) Amendments. Canada: House of Commons. Canadian Association of Housing and Renewal Officials. (1988). New Partnerships – Building for the Future: Proceedings of the Canadian Conference to Observe the International Year of Shelter for the Homeless. Ottawa: Canadian Association of Housing and Renewal Officials. Gabbard, W.J., Snyder, C.S., Lin, M.B., Chadha, J.H., May, J. D., Jaggers, J. (2007). Methodological issues in enumerating homeless individuals. Journal of Social Distress and the Homeless, 16(2), 90-103. Gaetz, S., Tarasuk, V., Dackner, N., Kirkpatrick, S. (2006). â€Å"Managing Homeless Youth in Toronto: Mismanaging Food Access Nutritional Well-being. Canadian R eview of Social Policy, 58(43), 1-19. United Nations Organization. (2009). Report of the Special Rapporteur on adequate housing as a component of the right to an adequate standard of living, and on the right to non-discrimination in this context. Canada: Miloon Kothari.

The Experts Guide to the AP Psychology Exam

The Expert's Guide to the AP Psychology Exam SAT / ACT Prep Online Guides and Tips Taking AP Exams can be stressful, but if you know what to expect on test day, you can eliminate a lot of that anxiety. The AP Psychology exam is one of the more popular AP tests, and it has a pretty straightforward format and scoring system. In this article, I'll tell you what's on the AP Psychology test, how it's graded, and which prep methods you should use to get a great score. How Is the AP Psychology Exam Structured? The AP Psych test consists of two sections: a multiple-choice section and a free-response section. Section 1: Multiple Choice Here is a quick rundown of the multiple-choice section format: Number of Questions: 100 Time: 70 minutes Scoring: Worth two-thirds of your final AP Psych score Questions on the multiple-choice section will typically ask you to do the following: Use psychological terms to label specific scenarios Show that you understand concepts from psychological theories Understand the scientific and physiological basis of psychological theories and disorders, and give appropriate explanations Show that you understand the scientific method and how to interpret findings from research studies Section 2: Free Response Here is an overview of the free-response section on the AP Psychology test: Number of Questions: 2 Time: 50 minutes Scoring: Worth one-third of your final AP Psych score Free-response AP Psych questions will ask you to do the following: Relate different content areas within the realm of psychology Evaluate and analyze theoretical perspectives and psychological concepts Answer in complete sentences and follow the directions of the prompt Overview of AP Psychology Test Overall, AP Psychology is one of the shorter AP exams, clocking in at just two hours in total. The exam will take place on Thursday, May 9, 2019, at noon. Ah, May. The flowers are blooming, the birds are chirping- and the rustle of freshly opened AP test booklets fills the air. How Is the AP Psychology Exam Scored? Now that you understand the structure of the AP Psychology exam, it's time to learn how your final AP score is calculated. As I mentioned, the multiple-choice section is worth two-thirds (66.6%) of your score, and the free-response section is worth one-third (33.3%) of your score. For multiple choice, scoring is relatively simple. You get a point for every question you answer correctly. No points are deducted for incorrect answers or questions you left blank. You can earn a maximum of 100 points on the multiple-choice section. Free-response questions are reviewed by AP graders. You’ll get a score out of 7 or 8 for each of the two questions. Each of these scores is then multiplied by 3.125 so that together they make up one-third of your total raw score. Your raw score is then compared with the curve calculated by the College Board to see what score you’ll get on the final 1-5 AP scale. The following table offers estimated raw-to-AP-score conversions for the AP Psychology test. Keep in mind that each year the curve is slightly different, so this will lead to a rough estimate of your score, not an exact prediction. Raw Composite Score AP Score Percentage of Students Earning Each Score (2018) 113-150 5 21.2% 93-112 4 26.3% 77-92 3 18.1% 65-76 2 14.5% 0-64 1 19.9% Source: The College Board For example, let’s say you got 55 questions right on the multiple-choice section and scored a four on one free-response question and a five on the other. This would add up to a raw score of 83 because 55 + (4*3.125) + (5*3.125)= 83.125. Based on the chart above, this score would then translate to a 3 for a final AP score. Topics and Example Questions on the AP Psychology Test In this section, I’ll give you some real-life examples of test questions so you can get a better idea of what the AP Psychology test is actually like. As a preface to the questions, here are the topics you’ll see on AP Psych, ordered from most to least common. You should consult this list to make sure that you've fully reviewed the content for the test and aren't missing anything important (especially in the most common topic areas). Topic % of Questions Research Methods (how experiments are conducted, statistics, ethics) 8-10% Biological Bases of Behavior (anatomy, genetics, medical techniques) 8-10% Cognition (memory, language, problem-solving) 8-10% Social Psychology (group dynamics, attribution processes, conformity/compliance/obedience, cultural influences, antisocial behavior, attitudes) 8-10% Abnormal Psychology (disorders, theories of origin, diagnoses) 7-9% Developmental Psychology (nature-nurture psychological dynamics, general theories of development, research methods) 7-9% Learning (types of conditioning, social learning, cognitive processes) 7-9% Sensation and Perception (perceptual processes, sensory mechanisms, attention, Signal Detection Theory) 6-8% Motivation and Emotion (theories and biological bases of motivation and emotion, stress, social motives) 6-8% Personality (personality theories, assessment techniques, growth and adjustment) 5-7% Testing and Individual Differences (standardization and norms, validity of testing models, measuring intelligence, ethics in testing) 5-7% Treatment of Psychological Disorders (types of therapy and treatment approaches) 5-7% States of Consciousness (sleep and dreaming, hypnosis, psychoactive drug effects) 2-4% History and Approaches (history of psychology, different fields of psychology) 2-4% Source: The College Board Multiple Here is a sample question from the official AP Psychology course description: Which of the following behaviors is most clearly associated with Jean Piaget’s concrete operational stage? A. Sally thinks everyone’s favorite color is blue because it is her favorite color.B. Tom received the highest grade in his philosophy course.C. Gracie forgets about her toy because it is under her blanket.D. Nikos can consider both the height and width of a container.E. Ava does not like being around unfamiliar people. To answer this question, you need to be familiar with Piaget’s psychological theory and the behaviors that correspond with each of his proposed stages. Piaget’s theory of development has four stages: sensorimotor, preoperational, concrete operational, and formal operations. The concrete operational stage typically happens between the ages of 7 and 11. This stage is when a child becomes capable of applying logical and operational thought to physical objects but isn’t quite capable of abstract logic yet. Let’s go through the possibilities! Choice A doesn’t have anything to do with the concrete operational stage, so we can eliminate that answer. Choice B seems as though it’s beyond the concrete operational stage. Philosophy involves a lot of abstract reasoning! This choice can be eliminated as well. The child in Choice C is too underdeveloped. Kids in the concrete operational stage have spatial awareness, so we can get rid of this one. Choice D seems to make sense! This is the stage at which kids start to understand logically that a tall, skinny glass might hold the same amount of water as a short, wide glass. Choice E appears to be unrelated to the concrete operational stage, so we can eliminate it. Therefore, we can conclude that Choice D is the correct answer. "I ga ga, therefore I goo goo." Tom, please stop. Free The following free-response question was on the 2012 AP Psychology exam: 1a. Annabelle is planning to apply to college but has not yet decided where she will apply. Describe how the following psychological concepts and terms relate to her choice. Availability heuristic Compliance Prefrontal cortex Prospective memory 1b. Explain how the following psychological concepts could relate to how well Annabelle adapts when she begins her college career. Agoraphobia Crystallized intelligence Ethnocentrism For this free-response question, you must understand what each of the terms mean and how they relate to this specific situation. To earn your first point on part a, you have to explain how the availability heuristic might have affected Annabelle’s college decision. The scoring guidelines state, "Students must establish that Annabelle’s decision-making processes or her choices about college, or both, are influenced by information that comes most readily to mind." For example, you might say that Annabelle decided to apply to UCLA because her parents had gone there and talk to her about it frequently, so this option was at the forefront of her mind in the decision-making process. You would then go on to relate the three remaining terms to Annabelle's college-search process. You could earn a maximum of four points in part a of this question (one point for each description). Part b asks you to explain how certain psychological concepts might relate to Annabelle's adaptation to her new college environment. For agoraphobia, the scoring guidelines say, "Students must explain how Annabelle’s fear inhibits her from engaging in college life." This could be something like describing how Annabelle’s fear of crowds caused her to skip orientation activities and miss out on the chance to make new friends. You'd need to do the same for the other two terms to earn the full three points for part b. For a more detailed description of how responses to this question were scored, you can review the scoring guidelines here. "Does free will exist, or am I just a made-up person who exists solely to provide context for a question on an exam taken by beings in an alternate universe?" Oh, Annabelle, save it for college. What’s the Best Way to Prep for the AP Psychology Exam? If you’re aware of the structure and content of the AP Psychology exam, you can use specific prep methods to help you succeed on it. Here are five tips guaranteed to give you a higher chance of earning a great AP Psych score. #1: Take Practice Tests The best way to prepare for standardized tests like this one is to take practice tests so that you have a good idea of where your weaknesses lie. Practice tests will also help you get used to the format of the AP Psych test, as well as the types of questions it asks. The College Board offers practice free-response questions from previous years (up to 2017). You can also access three full-length official AP Psychology practice tests as free PDFS: 2012 AP Psychology Exam 1999 AP Psychology Exam 1994 AP Psychology Exam To simulate the real testing experience, I recommend printing out the test and writing/bubbling in your answers to the questions rather than doing them on the computer. You should also time yourself accurately so you can be sure you don't run out of time on the actual exam. After you take a practice test or two, review your answers to see which content areas gave you the most trouble. Focus on going over the topics for which you had the highest concentration of incorrect answers. #2: Use the Topic Breakdown Information For AP Psychology, we know exactly which topics will be covered and how frequently we can expect to see them on the test. This is valuable information you can use to your advantage when studying. Specifically, spend more time reviewing unfamiliar topics that are especially common on the exam. It's better to know the ins and outs of a high-frequency topic super well than to have only a rudimentary knowledge of two low-frequency topics. Prioritize wisely! A topic breakdown sounds almost like a topic breakdance! Am I relating to the youth yet? #3: Learn to Budget Your Time Appropriately This is something you can do in conjunction with taking practice tests. On the AP Psychology test, you only have about 40 seconds for each multiple-choice question. This means you have to be smart about skipping questions that are taking up too much of your time. If you take a practice test and find that you’re often running out of time, you might need to push yourself to work faster or move on from difficult questions more quickly. You’ll also have just 25 minutes for each free-response question on the test. The good news is that free-response questions on AP Psychology are scored based on the information you provide and not on your mastery of essay format. In short, you don’t have to write an introduction and a conclusion, which will save you a lot of time. #4: Go Over Important Terms On the AP Psych exam, it’s crucial for you to know the meanings of key terms related to the course. Questions often ask you to explain how a scenario relates to a certain psychological concept. But if you don’t remember what the concept means, you won’t be able to answer the question. There are lots of confusing terms in AP Psychology, which is why it’s so important that you take the time to compile them and go through them methodically when you study. This is especially true of terms you learned at the beginning of the school year, as they'll be less fresh in your mind when the time comes to take the test. #5: Avoid Cramming There’s a lot to remember for AP Psychology, and you aren’t going to be able to stuff it all in your brain in one night. For courses like this that are memorization-heavy, it’s best to get in the habit of studying as you go along and taking the time to review old material periodically. If you can gradually build up your knowledge throughout the school year and avoid completely forgetting what you learned at the beginning of class, the exam will feel much less stressful for you. Every one or two months, do a comprehensive review of everything you’ve learned so far to refresh your memory. You might be surprised by how little you have to study for the AP Psych test at the end of the school year when everyone else is freaking out! And remember, ladies, you're never too busy to throw on a little eye glitter between study sessions. Recap: What to Know About the AP Psychology Test The AP Psychology exam is a relatively short AP test. However, because it encompasses a variety of content areas, it's important to know all the key terms and psychological theories that are covered in the course. In order to succeed on this test, you must be able to connect specific psychological terminology to a wide range of different scenarios. Overall, AP Psychology is probably one of the easier AP exams, but that doesn't mean you should skip studying. Make sure you take official practice tests and are fully aware of the exam's format and content so you won't be caught off-guard on test day! What's Next? Still not sure if AP Psychology is the right choice for you? Learn more about AP classes and tests to see whether it's worth it to take them. You can also dip your toe in the AP Psych pool with this article about Stockholm Syndrome (something you'll likely learn about in AP Psych). What do AP scores mean for your future? Find out more about how AP credit works at colleges. Trying to plan out your schedule? Read this article to get a better idea of how many AP classes you should take based on your college goals. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Confronting and Affronting

Confronting and Affronting Confronting and Affronting Confronting and Affronting By Maeve Maddox The verbs confront and affront both derive from Latin frontem, forehead. Confront combines frontem with Latin com, together. To confront someone is literally to go forehead to forehead with. The English verb came into the language in the 1560s from French confronter and originally meant to stand in front of, The word confront usually implies a sense of boldness or hostility. A defendant confronts his accuser. A dishonest employee is confronted with proof of guilt. A courageous explorer confronts the elements. The noun for confront is confrontation. Gaza aid flotilla to set sail for confrontation with Israel As Confrontation Deepens, Irans Path Is Unclear Thai military seeks to avoid confrontation with protesters Confrontation is one of the hardest aspects of being a leader. Affront combines frontem with Latin ad, against. The English verb affront came into the language in the early 14th century, from Old French afronter, to face. Late Latin affrontare meant to strike on the forehead. To affront someone is to treat the person with indignity. To be affronted is to feel shame or humiliation. Examples: Politicians often go out of their way to affront their opponents. The six year old was affronted when his mother forced him to put on a bib. The noun for affront is affront. Police raid at JMU is an affront to the First Amendment An affront to British justice: How the dice were loaded against Gary McKinnon The MTA’s big bollards are an affront to Brooklyn New Arizona immigration law an affront to decency WBs reality shows an affront to female viewers Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Idioms About TalkingHow to Pronounce MobileStarting a Business Letter with Dear Mr.

How valid is the view that the German state which emerged between 1867 Coursework

How valid is the view that the German state which emerged between 1867 and 1871 was essentially autocratic, conservative and mil - Coursework Example Bismarck, on the other hand was the government’s chancellor (Turk, 1999). Their designations were in accordance with the Confederation’s constitution. Bismarck was actually the one who drafted the said constitution. He made it possible for the newly constituted state to have an emperor and a chancellor. He designed the constitution in such a way that he would be designated to a high position. The new constitution was observed to be the revised version of the Prussian constitution (â€Å"World,† n.d.). The main difference was the inclusion of the chancellor position. The addition of such designation in the constitution was of course with a purpose. It was designed by Bismarck so that he will have a greater role in the affairs of the Confederation. Significantly, the constitution accorded great powers to Bismarck, the chancellor (â€Å"North,† 2009). Although the constitution made Bismark responsible to the Reichstag, he was not accountable to them (â€Å"N orth,† 2009). This means that Bismark had power and control over the Reichstag. Nevertheless, the Reichstag did not have power over the chancellor. The grant of authority was one sided. Stated in another sense, there was no balance of power between them. The distribution of power under the Confederation’s constitution was unfair. It granted more power to the chancellor and less to the legislature. It could have been fine if the legislature was also accorded with the power to check the works of the chancellor, some sort of limitation. Nonetheless, the Reichstag did not have the authority to check the works of Bismarck. In other words, there was no check and balance between the two offices of the government. The legislature, instead of being the defender of the rights of the German people, became Bismark’s shield as to any expulsion attempt. Bismark then had the confidence to do anything he wanted to do. He was assured of the fact that the legislature does not have the power to evict him from his office. The constitution granted Bismarck an unlimited power to rule. Thus, in its essence, the new government was autocratic. Bismark was able to effectively control the internal affairs of the government. The set-up allowed him to become the direct intermediary between the people and the emperor (â€Å"North,† 2009). In a sense, the Reichstag was like a puppet to the government. It was part of the Confederation but it was absent in the minds of the people. In other words, it was a useless legislature. It was only there by its name and not by action. Bismark could have envisioned for such kind of legislature in his chancellorship. He could have aimed to be exercising some of the powers of the legislature. As a consequence, he was able to retain the power over the budget for German military (â€Å"North,† 2009). The ultimate decision with regard to the said budget depended on him. The Reichstag could not object or whatsoever to the deci sion that Bismark would declare. Its ability to reject any bill was only a theory (â€Å"World,† n.d.). In practice, the Reichstag was only restricted in the areas of foreign and military policy (â€Å"World,† n.d.). Moreover, Bismarck was also able to prevent some civil servants from becoming part of the Reichstag. These civil servants were the ones who opposed Bismarck’s political ideals in the year 1860 (â€Å"North,† 2009). In this sense, Bismarck had used his political power to advance his selfish desires and personal interests. He

Why I want to be a Cardiovascular Technologist Essay

Why I want to be a Cardiovascular Technologist - Essay Example Nutrients, waste, and other cells are carried by the blood pumped by the heart. The heart is so important and strong, first aid courses teach individuals to apply pressure in order to stop bleeding as the first action to be undertaken at an accident scene. Humans cannot survive without a heart. I have the ability to become a Cardiovascular Technologist. I am prepared to study to work under a physicians directions in order to diagnose heart (cardiac) and blood vessel (peripheral vascular) problems. I feel that being a Cardiovascular Technologist will allow me to have a chance for greater interaction with patients. I have not yet decided which of the three Cardiovascular Technologist specialties, cardiology, enchocardiography, or vascular technology, to focus on. I know that I would make an excellent Cardiovascular Technologist. Cardiovascular medicine fascinates me. Since the heart interest me, helping people with heart problems will come naturally to me. I am very personable and compassionate. Oral instructions are not a problem for me. I am also inquisitive and a fast thinker. All of these traits will help me become a Cardiovascular Technologist. The last reason I want to become a Cardiovascular Technologist is financial and job security. Since medicine relating to the heart will always be necessary, a Cardiovascular Technologist will always be in demand. This is especially true for one that has the correct training and education. With job security comes financial security. Cardiovascular Technologist make a good living, the average being $38,000 a year. This is better than minimum wage. It would be a dream come true to work at a job I love and get paid for it. I find the heart interesting and fascinating. The need to further my education is important to me, especially education in the cardiovascular field. I am determined to become a Cardiovascular Technologist. My determination, eagerness, compassion, intelligence, and interest

Economy of Germany Nowadays Assignment Example | Topics and Well Written Essays - 3000 words

Economy of Germany Nowadays - Assignment Example Germany is one such country whose economy was largely affected by the economic recession leading to inflations and a drop in currency value. The economy has since stabilized as it continues to invest in its economy. The value of the euro has since stabilized and the trend is approaching upward exponential growth. The current biggest hurdle facing the country is an ever-increasing rate of unemployment facing young youths who are joining the job market. This has been cited to arise from the high number of foreign labor infiltrating the market due to the competitive, lucrative industrial wage rate that attracts labor from all over the world to the disadvantage of its native labor force (Wall, 2010). Germany has since maintained its competitive labor market as compared to its neighboring states owing to a well-crafted wage rate with a competent and productive pool of labor. The economy of the country has been slowed down by post-German wars that incapacitated the state and brought down the economy to ground level as everything came to a halt. It took time for Germany to recover but even then, they could not restore their resources and degraded infrastructure to their previous state. Such setbacks are what impacted the economy. The other factor affecting the economy is the high rate of unemployment as earlier mentioned. The country has no setbacks absorb its labor force into developing the economy due to the increased growth rates and frequent infiltration of labor forces from the neighboring states.