Chromosome replication Essay example -- essays research papers

Exact chromosomal DNA replication during S period of the phone cycle is a significant factor in the correct upkeep of the genome from age to age. The current â€Å"once-per-cell-cycle† model of eukaryotic chromosome duplication portrays a profoundly organized procedure by which transiently managed replicon groups are consecutively actuated and therefore joined to frame two semi-moderated duplicates of the genome. Replicon groups, or replication spaces, are included individual replication units that are simultaneously enacted at foreordained focuses during S stage. Bi-directional replication inside each replicon is started at intermittent AT-rich sources along every chromosome. Starting points are not portrayed by a particular nucleotide succession, yet rather the spatial course of action of cause replication edifices (ORCs). Given the term of the S stage and replication fork rate, contiguous roots must be fittingly divided to guarantee the total replication of each replicon. C hromatin game plan by the atomic network might be the supporting variable answerable for ORC situating. The six subunit ORC ties to starting points of replication in an ATP-subordinate way during late telophase and early G1. In yeast, every replication space basically contains a solitary ORC restricting site. Be that as it may, increasingly complex starting points are portrayed by a commencement zone where DNA union may start at various areas. A solitary round of DNA combination at each initiated beginning is accomplished by â€Å"lic...

Personal Case Study Paper Example | Topics and Well Written Essays - 1250 words

Individual Paper - Case Study Example Job strife can come in different structures. Job struggle typically comes as status, job, and desire. There are various scholastic analysts that have been done as to job struggle. This paper targets talking about how scholastic research identifies with job struggle. There is constantly a fluctuation in conclusions with regards to how job clashes ought to be taken care of. In any case, what is sure is that the way wherein you oversee job struggle decides how it will influence your association. Despite the jobs played or the people associated with a contention the two sides are in every case contrarily influenced by the contention. Berko, Aitken and Wolvin affirms that when reliant people or gatherings happen to have sees, sentiments, qualities, and objectives that are clashing it will be difficult for them to work for a typical course (Berko, Aitken and Wolvin, 2010). Individuals who overlook job clashes have a higher chance of bombing when contrasted with the individuals who recognize their reality and work towards comprehending them. To ensure that job clashes are put leveled out jobs of the different people and gatherings that are reliant ought to be characterized. This will assist everybody with understanding the limits of their jobs and the significance of their job to the basic reason. While picking or designating jobs you should ensure that individuals or gatherings are given the jobs that they are best in. This will be in the offered of ensuring that everybody is alright with the jobs that they should play (Settles, Sellers and Damas Jr, 2002). This will imply that before the day's over everybody would have assumed their jobs and since the normal course is subject to the individual jobs the regular course will be accomplished. Nonetheless, Beaucham and whinny affirms that letting individuals and gatherings assume the jobs that they are best in will lessen the chance of there being grievances from the others or gatherings engaged with the course (Beauchamp and

Characteristics of Addicted Gamers

Characteristics of Addicted Gamers Addiction Addictive Behaviors Internet Print Characteristics of Addicted Gamers By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Updated on December 08, 2019 Hero Images / Getty Images More in Addiction Addictive Behaviors Internet Caffeine Shopping Sex Alcohol Use Drug Use Nicotine Use Coping and Recovery When most people think of video game addiction, they probably see the typical addictive gamer as a teenage boy who spends countless hours in front of a TV with fingers flying around the controller in his hands. That was probably accurate back when. But not today. The market of people who game (play video games) has grown. So has gaming addiction, as video game addiction and Internet ?and computer addiction have ensnared more and more demographic groups.? An estimated 155 million Americans play video games.Of that number, 42% play 3 hours or longer each week.The average length of time Americans have been playing video games is 13 years. Who Are Todays Video Gamers? These days, theres no one type of gamer. Here are some of the characteristics identified by research. Kids While most American youth do play video games, only 26% of gamers are under age 18. However, it appears that the younger the child, the more vulnerable he or she is to the negative effects of gaming and to video game addiction. Children under age 10 are particularly vulnerable to developing  aggressive behaviors they learn from  video games. Adults Research shows that the average gamer is age 35, and 67% of heads of U.S. households play video games. Males Gaming is not an exclusively male activity, although 56% of gamers are male with an average age of 35. Only 15% of gamers fit the stereotype of boys under age 17. Females What you may consider a surprising 44% of gamers are now female, a third of the adult women with an average age of 43. In addition, as many women as men play online puzzle and cellphone games. And some online multi-user video games are also attracting more women. Do women tend to play less aggressive video games than men? It may appear that way, but research has identified a sub-group of young female gamers who play the kind of aggressive games traditionally thought attractive only to males. Who Commonly Becomes Addicted to Video Games? Studies show that up to 15% of video game players meet the criteria for addiction. This may seem to indicate only a small number of people until you consider gamings huge and growing popularity: Its actually a lot of people.   More research is needed, but, at present, the group most likely to become addicted to playing video games are those known as Massive Multiplayer Online Role-Playing Game (MMORPG) players, also known as the persistent multiplayer gaming universe. They form 9.1% of video game players, and they play their video games  addictively  on the internet. Video game addiction, computer addiction, and Internet addiction can form a powerful lure, particularly when combined and especially for young children. And then you need to consider the negative effects of excessive video game playing. If you have a child who plays video games or may want to start playing them, youre encouraged to follow the guidelines for preventing harmful video game effects.

PIctures and Profiles of Plesiosaurs and Pliosaurs

similarities and differences between greece and ancient...

An application of Abraham Maslow s Hierarchy of Needs to Carl Rogers 10 Principles of Learning An Application of Abraham Maslow s Hierarchy of Needs to Carl Roger’s 10 Principles of Learning Colin W Lambert Regent’s College School of Psychotherapy Counselling Psychology This paper was produced as part of the Foundation Course of RCSPCP Summer Intensive 2011 All correspondence concerning this paper should be addressed to Colin Lambert 34 South Molton Street London W1K5RG E-mail: colin@tlgconsulting.co.uk Page 1 of 11 An application of Abraham Maslow s Hierarchy of Needs to Carl Rogers 10 Principles of Learning Introduction The objective of this paper is to explore the relevance of applying Maslow’s†¦show more content†¦Ã¢â‚¬ËœOn the other hand, the practical person who does not understand theory is also handicapped’(Goble,1970). It is clear Maslow supports Rogers view of experiential learning. Our Basic Needs Maslow perceived the human as driven, motivated and propelled by potent forces and called these forces human needs: ‘Human needs arrange themselves in hierarchies of pre-potency, that is to say the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need. Man is a perpetually wanting animal’ (Maslow,1943). He also added that no need or drive could be treated as if it were isolated or discrete and that every drive was related to the state of satisfaction or dissatisfaction of the other drives. Maslow presented his theory of motivation as a pyramid-like structure covering five levels of need; psychological, safety, love and belonging, esteem and – at the pinnacle - self-actualisation. The psychological needs are somatic (i.e. they relate to the body not the mind) and as such are not strictly motivated actions. Maslow defines the somatic drives as: air, food, water, sex and secretion. Once the somatic drives are met, motivated drives will follow. Significantly, Maslow was the first to expound the premise that learning can only commence once the psychological needs have been satisfied and that at least part of each stage of learning must be achieved before

Assessment Methods 3 Free Essays

Assessment Methods Assessment is the means of obtaining information or can be defined as a method of evaluating learning (The starting point for this is the curriculum along with the process of learning and teaching). This helps to know when a concept is understood or not, whether you have re-teach a topic or can move on, allowing teachers, pupils, and parents to make judgments about the pupil progression. (Wilson 2009) When choosing assessment items, it is useful to focus on the immediate task of assessing student learning in that particular unit of study. We will write a custom essay sample on Assessment Methods 3 or any similar topic only for you Order Now The primary goal is to choose a method, which effectively assesses the objectives of the unit. Choice of assessment methods should be aligned with the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of competencies (such as particular communication or team skills. ) (Wilson 2009) When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners. It is also important not to seem discriminating in any way and supportive to any learners who may have additional needs, giving the best opportunity to demonstrate their ability in respect to the course. There are wide ranges of assessment methods used to measure learning some I will touch briefly, two of these methods would be used for my subject area, which I will elaborate on. Assessment methods can be: †¢ Formative – the purpose is to indicate the effectiveness of teaching and learning. Formative assessment and the way it is used, is crucial to effective learning and teaching. It can identify areas of learning forgotten or misunderstood by the pupil, reveal unsuspected knowledge of skills, identify possible barriers and provide information on relevance, pace and interest of teaching for a learning group. †¢ Diagnostic – to indicate strengths and weaknesses of the learner †¢ Summative – for recording and reporting purposes at the end of the curriculum †¢ Informal – on-going for teacher and pupil information †¢ Self and peer assessment †¢ Verbal/oral- questions are asked in efforts to establish depth of knowledge and are useful assessment tool to complement observation in order to check understanding. Observation – this is used in practical situation when a learner demonstrates their competence or natural ability while being observed by the assessor. You can also observe group work, encouraging †¢ Simulation – this is similar to observation, but uses a simulated activity rather than a task or n atural performance. While this method is not generally supported by National Vocational Qualifications it can be appropriate when using high cost materials or in dangerous situations. Project and Assignments If assessment is to be seen as a valuable tool and respected by learners it must be seen to work effectively. For my subject area I would concentrate on Formative assessment and Initial /Diagnostic assessment. Formative Assessments Formative assessment is an interim judgment also known as ‘continuous assessment’ this mean it is ongoing, this give the learner the opportunity to know how they are progressing, giving them the opportunity to improve (Wilson 2009, Gravells 2008). This type of assessment is very motivational as it is seen as a review rather than an assessment, helping learners to progress and maximize their potential. Theorist David Kolb (1984) is used frequently to explain learning processes he describes how individuals learn from their experiences by trial and error. Reflective practice builds upon things that happen (concrete experience) and develop through understanding, like having another go at it, this Kolb suggest is a logical development, which constantly (through repetition) leads to better practice. Formative assessment method helps the student to constructively identify achievement and areas for further improvement. The teacher is able to evaluate the effectiveness of his own teaching to date, and to centre future plans based upon that evaluation During a Formative assessment (Minton 2009). Because of the flexibility of its application formative assessment is a great way for teachers gauge how effective their teaching is as it shows up areas of strengths and weakness in time for corrections to be made sooner than later. Formative assessment can be seen as a measure of the teacher’s ability to teach effective lessons by the results of student performance (Gould 2009, Minton 2009). Initial/Diagnostic assessment Initial assessment is a term given to that part of the learning process that aims to combine the learner, the teacher and the curriculum. Carrying out an initial assessment helps to plan appropriate sessions for learners, this is to identify the specific needs of learners and to devise the best teaching strategy. Wilson 2009, Petty2009) Initial assessment is really the first stage in a process designed to create an interesting and relevant program of study for learners, Looking at how Achievable and relevant the proposed course is the potential learner (Gould 2009). This type of assessment immediately gives credibility to the fact that assessment is very influential throughout the process of learning; it measures attainment, potential and identifies skill gaps, aspirations, support neede d and the level of ability of learners. A good initial assessment of learners’ suitability for a course can positively affect continual attendance and successful completion of a course (Minton 2005). Initial assessment sets out to do quite a lot and depending on the individuals. Individual differences will have impact upon teaching and it is important to recognize that as much as the individual is affected so also is the style and manner in which teaching is delivered, therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is very important the learner is well informed about the course before starting so a decision can be made about the suitability of the course for the learner. Diagnostic assessment is additional information, which is linked to information gather from the initial assessment. Together they help both teacher and the learner build a clear picture of the individual, based on the skills and knowledge already achieved. In order to begin the process of personalizing learning, developing an individual learning plan and begin the process of assessment for learning that will continue throughout the learner’s program make links to progression routes and prepare for the next steps (Gould 2009, Petty 2009). Individual differences will have impact upon teaching, so it is important to recognise that as much as an individual is affected so also is the style and manner in which teaching is delivered. Therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is important that teaching strategies are seen to be, and treated as strategies. These are always changing and it is important to make it a point of duty to be conversant with the all strategies that may be appropriate for the individual and collective needs of students as needs as well as pupils vary. Learning is cumulative that is to say that as a result of continuous and varying experiences human beings gain knowledge, form concepts, increase in skills and attitudes and thus are able to apply understanding and grow. During this process feelings are discovered about environmental factors and intrinsic values, learning can be viewed as a combination of cognitive, social and affective elements (Pollard 2008). The true focus of assessment is learning and how we learn. Adversely when intelligence and ability has become the focus, many authors have shown in their research that it is a nebulous concept to focus on measuring pupils’ intelligence or ability. Learning is crucial to the way in which human beings deal with different stages of life and determines whether or not good or bad experiences re-occur (Minton 2009). Over the course of time it has been realised that knowledge, understanding and learning is crucial and should be the focus of any form of assessment. Learning is constant and takes different shapes whether academically or socially it is a part of our lives whether you realize it or not life. Everyday we learn something new, how important it is to us, only an individual will know, this is determine through assessment whether self or secondary. . Bibliography 1. Practical Teaching A Guide to PTLLS DTLLS: Linda Wilson 2009. 2. Reflective Teaching: Andrew Pollard 2008 3. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009 4. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009. 5. http://www. brookes. ac. uk/services/ocsld/resources/methods. html. 6. Preparing to Teach in the Lifelong Learning Sector: Ann Gravells 2008. 7. Reflective Practice in the Lifelong Learning Sector: Jodi Roffey-Barentse and Richard Malthouse 2009 How to cite Assessment Methods 3, Papers

Venom(2015) by Bullet For My Valentine free essay sample

After the flop that is Temper Temper in 2013, this Welsh Metalcore decided to try to redeem themselves by going back to what made them good in the first place: Thrash metal inspired melodic metalcore music. This is a band that I have been listening to since their debut album in 2006 The Poison and they still have left me to listen to them today. Although Venom may not be a good explamation why I like these guys, it is part of the reason why. If this is the first time hearing of this band, I highly recommend you check them out sometime. Venom is the bands fifth full length album going back to their thrash inspired roots when compared to their more softer approach on Temper Temper. From the singles you may have gotten before this like No Way Out or You Want a Battle(Heres a War), you can tell theyre not pulling any punches from here on out. We will write a custom essay sample on Venom(2015) by Bullet For My Valentine or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Matt Tuck, the lead singer, has a very iconic voiceat least with his clean vocals but whatever. That can translate to what you hear from this album with the mostly ballad-like style of metalcore which was also done by other bands like Killswitch Engage and All That Remains. The instrumentation, while fairly typical for metalcore, is surprisingly fast and heavy at times that this could rival stuff from their first two albums(The Poison and Scream Aim Fire), as shown in songs like the previously mentioned No Way Out and Broken. The solos are decent at worst and can even rival the likes of massive shredders like Micheal Romeo, Marty Friedman and John Petrucci, somehow. While not the most diverse album Ive seen, that probably be The Poison, you should expect a ballad of any sort in here somewhere. The first of which being track #7, Venom. Not entirely speed heavy and relies mostly on Matts clean vocals which can work really well for ballads and always has as far as Im aware. For a metal core album, there are a surpising lack of breakdowns that I can at least make out to be as such. Yeah sure, they had many songs with no breakdowns like Tears Dont Fall, All These Things I Hate, Bittersweet Memories, etc. although they were still highly prominent in their music, this is not really much of a complaint though, just something I noticed. I can say I like this album quite alot here. You may not but I will consider this their comeback album. I give this an 8.5/10, I am the Grim Reaper, signing off.

How to Make a Storm Glass to Predict the Weather

How to Make a Storm Glass to Predict the Weather You may not feel the approach of impending storms, but the weather causes changes in the atmosphere that affect chemical reactions. You can use your command of chemistry to make a storm glass to help predict the weather. Storm Glass Materials 2.5 g potassium nitrate2.5 g ammonium chloride33 mL distilled water40 mL ethanol10 g natural camphor How to Make the Storm Glass Dissolve the potassium nitrate and ammonium chloride in the water.Dissolve the camphor in the ethanol.Add the potassium nitrate and ammonium chloride solution to the camphor solution. You may need to warm the solutions to get them to mix.Either place the mixture in a corked test tube or seal it within glass. To seal glass, apply heat to the top of the tube until it softens, and tilt the tube so the glass edges melt together. If you use a cork, wrap it with parafilm or coat it with wax to ensure a good seal. A properly prepared storm glass should contain colorless, transparent liquid that will cloud or form crystals or other structures in response to the external environment. However, impurities in the ingredients may result in a colored liquid. Its impossible to predict whether or not these impurities will prevent the storm glass from working. A slight tint (amber, for example) may not be cause for concern. If the solution is always cloudy, its likely the glass wont function as intended. How to Interpret the Storm Glass A storm glass may present the following appearance: Clear liquid: bright and clear weatherCloudy liquid: cloudy weather, perhaps with precipitationSmall dots in the liquid: potentially humid or foggy weatherCloudy liquid with small stars: thunderstorms or snow, depending on the temperatureLarge flakes scattered throughout the liquid: overcast skies, possibly with rain or snowCrystals at the bottom: frostThreads near the top: wind The best way to associate the appearance of the storm glass with the weather is to keep a log. Record your observations about the glass and the weather. In addition to the characteristics of the liquid (clear, cloudy, stars, threads, flakes, crystals, and the location of crystals), record as much data as possible about the weather. If possible, include temperature, barometer readings (pressure), and relative humidity. Over time, youll be able to predict the weather based on how your glass behaves. Keep in mind, a storm glass is more of a curiosity than a scientific instrument. Its better to allow the weather service to make predictions. How the Storm Glass Works The premise of the functioning of the storm glass is that temperature and pressure affect solubility, sometimes resulting in a clear liquid and other times causing precipitants to form. In similar barometers, the liquid level moves up or down a tube in response to atmospheric pressure. Sealed glasses are not exposed to the pressure changes that would account for much of the observed behavior. Some people have proposed that surface interactions between the glass wall of the barometer and the liquid contents account for the crystals. Explanations sometimes include effects of electricity or quantum tunneling across the glass. History of the Storm Glass This type of storm glass was used by Robert FitzRoy, the captain of the HMS Beagle during Charles Darwins voyage. FitzRoy acted as meteorologist and hydrologist for the journey. FitzRoy stated storm glasses had been made in England for at least a century before his 1863 publication of The Weather Book. He had started to study the glasses in 1825. FitzRoy described their properties and noted there was a wide variation in the functioning of the glasses, depending on the formula and method used to create them. The basic formula of the liquid of a good storm glass consisted of camphor, partially dissolved in alcohol; along with water; ethanol; and a bit of air space. FitzRoy emphasized the glass needed to be hermetically sealed, not open to the outside environment. Modern storm glasses are widely available as curiosities. The reader may expect variation in their appearance and function, as the formula for making the glass is as much an art as a science.

Western Carolina University GPA, SAT ACT Requirements

Western Carolina University GPA, SAT ACT Requirements Western Carolina University GPA, SAT and ACT Graph Western Carolina University GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at Western Carolina University? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of WCUs  Admissions Standards Western Carolina University has moderately selective admissions. The admission bar is not overly high, but the acceptance rate was just 40% in 2015.   Successful applicants will need solid grades and standardized test scores as you can see in the graph above. The blue and green dots represent students who were admitted. Most had SAT scores of 950 or higher, an ACT composite of 18 or higher, and a high school average in the B range or better. Note that there are a few red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Some students with grades and test scores that were on target for Western Carolina University did not get get in. Note also that a few students were accepted with test scores and grades a bit below the norm. This is because Western Carolina University has an admissions process that is at least partly holistic for many students, the university will look at more than grades and test scores. The rigor of your high school courses matters, and success in honors, AP, and IB classes is factored into the admissions decision. Also, although not required, WCU will consider  a personal essay and letters of recommendation. Finally, realize that some programs at WCU have additional admission requirements such as a portfolio, audition, or minimum GPA. To learn more about Western Carolina University, high school GPAs, SAT scores and ACT scores, these articles can help: Western Carolina University Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring Western Carolina University Southern ConferenceSouthern Conference SAT Score ComparisonSouthern Conference ACT Score Comparison If You Like Western Carolina University, You May Also Like These Schools Appalachian State University:  Profile  |  GPA-SAT-ACT GraphWingate University:  Profile  North Carolina State University:  Profile  |  GPA-SAT-ACT GraphGardner-Webb University:  Profile  Campbell University:  Profile  |  GPA-SAT-ACT GraphElon University:  Profile  |  GPA-SAT-ACT GraphUNC - Wilmington:  Profile  |  GPA-SAT-ACT GraphCoastal Carolina University:  Profile  |  GPA-SAT-ACT GraphMars Hill University:  Profile  Clemson University:  Profile  |  GPA-SAT-ACT GraphWake Forest University:  Profile  |  GPA-SAT-ACT Graph

Management and Leadership Essay Example | Topics and Well Written Essays - 1750 words

Management and Leadership - Essay Example Most organizations would only hire those individuals suitable for a particular position and the one they are mostly suited. Further, workers must be trained in their respective positions to ensure that there is improved productivity as well as personal career development. The training would be on how to perform the job and the best standards to be applied (Koestenbaun, 2002). Early Approach to Classical Administration The scientific approach to management focuses on the overall productivity of employees. However, classical administration approach to administration places much importance on the total organization. The most important aspect is on the development of good management practices rather than the development of work methods. In any organization, for effective management, there has to be effective flow of information from the top managers to the subordinates. Effective communication reduces the amount of time spent in unproductive duties. Communicating effectively ensures that employees are able to spend most of their time doing constructive and beneficial duties to the organization. Further, effective communication fosters unity between the management and the employees. This can eliminate problems of industrial actions that result due to lack of understanding between the management and the employees. In classical administration, most companies were managed on a personal family like basis. The employees in the organization were expected to be submissive to their managers rather than to the organization (Lussier & Achua, 2009). Tesco Management Model Tesco management model states that employees must be given a chance to meet their full potential. In carrying out their duties, they should not be discriminated against due to age, gender, disability, ethnicity or sexual operation. Due to these factors, Tesco has been able to rise from a small retail supermarket to the world’s fourth largest retail market. Good leaders and managers must ensure that the ir employees are given a chance to contribute to the wellbeing of the organization. This can only be achieved through effective communication. The diversity approach to management at Tesco ensures that all levels of the society are represented in the organization. Tesco aims at employing local people as well as developing them to become effective leaders in the development of the business. Further, Tesco does not discriminate on the basis of ethnic origin. Understanding among various ethnic groups is the basic priority of Tesco. This ensures that corporation among employees is ensures. Lloyds TSB's Management Model Lloyds TSB is major banking and insurance group in the UK with several other branches in more than 30 countries across the world. Their main aim is to be the best bank in the world. Measures of performance at Lloyds TSB are geared towards the faster completion of task completion. This is the best example of accompany that employs bureaucratic form of governance. Measureme nt of performance is not towards goal accomplishments but task completion, and the process revolved around the bureaucratic process of form filling. Most employees are required to sign up to some common agreed upon goals (Lloyds TSB,2012). The first goal is finance. Employees at the organization are expected to maximize income and optimize cost so as to bring about increased revenues. Secondly, employees must be able to maximize the number of new customers, products and services which are sold in the organizat

Workplace behaviors and the role of motivation in the work environment Essay

Workplace behaviors and the role of motivation in the work environment - Essay Example Work psychology can be generally described as the study of human behavior in work environments. Following World War II, work psychology was explained simply as â€Å"fitting the person to the job† and â€Å"fitting the job to the person† (Furnham, 2005). Over the years, this has evolved to become vocational/occupational psychology, organizational psychology, management and ergonomics. This is a study of how people behave individually and in groups, how leaders emerge and how â€Å"the thoughts, feelings and behaviour† of the employees are affected by the â€Å"actual, imagined or implied behaviour of others in the organization† (Furnham, 2005).The Classic Styles of Behavior Dalton (2007) identifies seven classic styles of behavior of individuals in any workplace: Commander, Drifter, Attacker, Pleaser, Performer, Avoider and Analytical. Commanders are domineering and matter of fact to the point of rudeness. Their initiative and drive might be viewed as a threat by others in the organization. They, however, have the extraordinary ability â€Å"to overcome obstacles, to implement and to achieve results† (Dalton 2007). Drifters are easygoing and impulsive. Disorganized as they are, they cannot conform to rules and routines. To make the most out of them, they have to be given short assignments on flexible schedules. They are innovative and creative and can improvise at short notice. Attackers are cynical and have a demoralizing effect on the others in the organization. This category of workers should be assigned jobs that require minimum interaction with others. However, attackers are adept at tackling unpleasant assignments and making decisions unemo tionally. Pleasers are pleasant and helpful, and incapable of saying "no" to others. Hence they are unable to face conflicts and try to escape having to tackle them. They protect people, often concealing critical information, which could be detrimental to the organization. Performers are entertainers who are often the center of attraction. They have great conversational skills. Performers are ready to falsify facts to project their own importance; however, they shy from accepting any kind of serious responsibility. They have immense ability to strike new relationships. Avoiders are quiet introverts who are reluctant to take initiative and are comfortable working by themselves. They fear criticism, responsibility and accountability. They cling to the security of status quo at the cost of their own betterment. Avoiders, on the other hand, are highly reliable in that they give attention to instructions and get their jobs done "the first time, every time" (Dalton, 2007). Analyticals are cautious, hard-working and obsessed with detail. They are great sources of information; however, they always come up with a valid reason why any new idea cannot work. This hinders the efficiency of a team, especially in times of emergency. They are, however, dependable for their commitment, knowledge and farsightedness. Though human behaviors cannot be strictly categorized under these classic styles, as there can be combinations of two or more of these traits in an individual, understanding these traits can help in smoothing relationships and ensuring positive results. Perception and Conflict The individuals in a workplace, besides in their behavior, could differ in their physical appearance, their social and educational backgrounds, their skills, etc. But the most important difference that has a telling impact in any workplace could be the difference in perceptions. Perception may be defined as "the process by which an individual selects, organizes and interprets stimuli into a meaningful and coherent picture of the environment in which he lives" (Organizational Behavior, 2004). Perceptions vary even while exposed to the same stimuli depending on the needs, values and expectations of every individual.

Analysing the Plot and Sub Plot of A Dolls House by Henrik Ibsen Essay

Analysing the Plot and Sub Plot of A Dolls House by Henrik Ibsen As another year goes by I am now writing a piece of coursework for AS drama, this particular piece will be about a not so well known play called ‘A dolls house, written by Henrik Ibsen. In particular I will by studying carefully and analysing the plot and subplot of the play. The play was wrote in the 1800’s and was first performed in Copenhagen during the winter of 1879. Most of Ibsens plays were based around the issues during that era, as was a dolls house covering forgery, feminism, freedom, independence, love?, stereotypes, and duty all in the main plot. The subplot covered issues like; loneliness, widowed, manipulation, deception/secrets and the new woman. To convey the issues there where two characters in the main plot, these were Nora and Torvald (the husband and wife living in the â€Å"dolls house†. As the story unravels we discover many different things but we also find out that Nora is in every scene to show how she has adapted to living her lifestyle and how she is slowly moving out of it and into another. Torvald is also in most scenes but always seems to be in his office hard at work trying to earn money for Nora and the family, as most families would be in this century. Then there are two other characters running the subplot these are Mrs Linde and Krogstad both of these convey how Nora’s life could be if she were to separate from he husband, Torvald, showing how hard it is to be a part of society. Mrs Linde feels that Nora leads the perfect lifestyle with a happy family where as Nora feels that Mrs Linde has the better lifestyle, being free. The features of the subplot are shown via the main plot, this is to show a variety o... ...bsen had to re-write the play with an alternate ending, as they did not want to show that women can be more powerful than men. The ending was that Nora broke down in tears and stayed after Torvald forcing her to see her children. The normal ending was described as an act of barbarous violence. Through researching and thoroughly studying the play act by act I have learnt that not only was the subplot just as important as the main plot but how they were run through each other and the impact it had. I also gathered more information on what life was like during the 1800’s and how controlling the male was over the female during them times. The play also gave a great insight to how widowed and/or single adults were treated back in them days. So if you ever read the play I hope you enjoy it as much as I did and get a good understanding of all the key issues.

The Return: Shadow Souls Chapter 33

To her surprise, Elena felt no anger, only a determination to protect Stefan if she could. And then she saw that in the cell she'd assumed was empty, there was a kitsune. The kitsune looked nothing like Shinichi or Misao. He had long, long hair as white as snow – but his face was young. He was wearing all white, too, tunic and breeches out of some flowing, silky material and his tail practically filled the small cell, it was so fluffy. He also had fox ears which twitched this way and that. His eyes were the gold of fireworks. He was gorgeous. The kitsune coughed again. Then he produced – from his long hair, Elena thought, a very, very small and thin-skinned leather bag. Like, Elena thought, the perfect bag for one perfect jewel. Now the kitsune took a pretend bottle of Black Magic (it was heavy and a pretend drink was delicious), and filled the little bag with it. Then he took a pretend syringe (he held it as Dr. Meggar had and tapped it to get the bubbles out) and filled it from the little bag. Finally, he stuck the pretend syringe through his own bars and depressed his thumb, emptying it. â€Å"I can feed you Black Magic wine,† Elena translated. â€Å"With his little pouch I can hold it and fill the syringe. Dr. Meggar could fill the syringe, too. But there's no time, so I'm going to do it.† â€Å"I – † began Stefan. â€Å"You are going to drink as fast as you can.† Elena loved Stefan, wanted to hear his voice, wanted to fill her eyes with him, but there was a life to be saved, and the life was his. She took the little pouch with a bow of thanks to the kitsune and left her cloak on the floor. She was too intent on Stefan to even remember how she was dressed. Her hands wanted to shake but she wouldn't let them. She had three bottles of Black Magic here: her own, in her cloak, Dr. Meggar's, and somewhere, in his cloak, Damon's. So with the delicate efficiency of a machine, she repeated what the kitsune had shown her over and over. Dip, pull up lever, push through bars, squirt. Over and over and over. After about a dozen of these Elena developed a new technique, the catapult. Filling the tiny bag with wine and holding it by the top until Stefan got his mouth positioned, and then, all in one motion, smashing the bag with her palm and squirting a fair amount straight into Stefan's mouth. It got the bars sticky, it got Stefan sticky; it would never have worked if the steel had been razor-sharp for him, but it actually forced a surprising amount down his throat. The other bottle of Black Magic wine she put in the kitsune's cell, which had regular bars. She didn't quite know how to thank him, but when she could spare a second, she turned to him and smiled. He was chugging the Black Magic straight from the bottle, and his face was set in an expression of cool, appreciative pleasure. The end came too quickly. Elena heard Sage's voice booming, â€Å"It is no fair! Elena will not be ready! Elena has not had enough time with him!† Elena didn't need an anvil dropped on her head. She shoved the last bottle of Black Magic wine into the kitsune's cell, she bowed for the last time and gave him back his tiny pouch – but with the canary diamond from her navel in it. It was the largest piece of jewelry she had left and she saw him turn it over precisely in long-nailed fingers and then rise to his feet and make a tiny bow to her. There was a moment for a mutual smile and then Elena was cleaning up Dr. Meggar's bag, and pulling on her red cloak. Then she was turning to Stefan, jelly inside once more, gasping: â€Å"I'm so sorry. I didn't mean to make it a medical visit.† â€Å"But you saw the chance to save my life and just couldn't pass it up.† Sometimes the brothers were very much alike. â€Å"Stefan, don't! Oh, I love you!† â€Å"Elena.† He kissed her fingers, pressed to the bars. Then, to the guards: â€Å"No, please, please, don't take her away! For pity's sake, give us one more minute! Just one!† But Elena had to let go of his fingers to hold her cloak together. The last she saw of Stefan, he was pounding on the bars with his fists and calling, â€Å"Elena, I love you! Elena!† Then Elena was dragged out of the hallway and a door shut between them. She sagged. Arms went around her, helped her to walk. Elena got angry! If Stefan was being put back in his old lice-ridden cell – as she supposed he was, right about now – he was being made to walk. And these demons did nothing gently, she knew that. He was probably being driven like an animal with sharp instruments of wood. Elena could walk, too. As they reached the front of the Shi no Shi lobby Elena looked around. â€Å"Where's Damon?† â€Å"In the coach,† Sage answered in his gentlest voice. â€Å"He needed some time.† Part of Elena said, â€Å"I'll give him time! Time to scream once before I rip his throat out!† But the rest of her was just sad. â€Å"I didn't get to say anything I wanted to say. I wanted to tell him how sorry Damon is; and how Damon's changed. He didn't even remember that Damon had been there – â€Å" â€Å"He talked to you?† Sage seemed astonished. The two of them, Sage and Elena, walked out of the final marble doors of the building of the Gods of Death. That was the name Elena had chosen for it in her own mind. The carriage was at the curb in front of them, but no one got in. Instead, Sage gently steered Elena a little distance from the others. There he put his large hands on her shoulders and spoke, still in that very soft voice, â€Å"Mon Dieu, my child, but I do not want to say this to you. It is that I must. I fear that even if we get your Stefan out of jail by the day of Lady Bloddeuwedd's party that – that it will be too late. In three days he will already be†¦Ã¢â‚¬  â€Å"Is that your medical opinion?† Elena said sharply, looking up at him. She knew her face was pinched and white and that he pitied her greatly, but what she wanted was an answer. â€Å"I am not a medical man,† he said slowly. â€Å"I am just another vampire.† â€Å"Just another Old One?† Sage's eyebrows went up. â€Å"Now, what gave you that little idea?† â€Å"Nothing. I'm sorry if I'm wrong. But will you please get Dr. Meggar?† Sage looked at her for a long minute more, then departed to get the doctor. Both men came back. Elena was ready for them. â€Å"Dr. Meggar, Sage only saw Stefan at the beginning, before you gave him that injection. It was Sage's opinion that Stefan would be dead in three days. Given the effects of the injection, do you agree?† Dr. Meggar peered at her and she could see the shine of tears in his short-sighted eyes. â€Å"It is – possible – just possible that if he has enough willpower, he could still be alive by then. But most likely†¦Ã¢â‚¬  â€Å"Would it make any difference to your opinion if I said that he drank maybe a third of a bottle of Black Magic wine tonight?† Both men stared at her. â€Å"Are you saying – â€Å" â€Å"Is this just a plan you have now?† â€Å"Please!† Forgetting about her cape, forgetting everything, Elena grasped Dr. Meggar's hands. â€Å"I found a way to get him to drink about that much. Does it make a difference?† She squeezed the elderly hands until she could feel bone. â€Å"It certainly should.† Dr. Meggar looked bewildered and afraid to hope. â€Å"If you really got that much into his system, he would be almost certain to live until the night of Bloddeuwedd's party. That's what you want, isn't it?† Elena sank back, unable to resist giving his hands a little kiss as she let go. â€Å"And now let's go tell Damon the good news,† she said. In the carriage, Damon was sitting bolt upright, his profile outlined against a blood-red sky. Elena got in and shut the door behind her. With no expression at all, he said, â€Å"Is it over?† â€Å"Over?† Elena wasn't really this dense, but she figured it was important that Damon be clear in his own mind as to what he was asking. â€Å"Is he – dead?† Damon said wearily, pinching the bridge of his nose with his fingers. Elena allowed the silence to go on for a few beats longer. Damon must know Stefan was not likely to actually die in the next half hour. Now that he wasn't getting instant confirmation of this his head snapped up. â€Å"Elena, tell me! What happened?† he demanded, urgency in his voice. â€Å"Is my brother dead?† â€Å"No,† Elena said quietly. â€Å"But he's likely to die in a few days. He was coherent this time, Damon. Why didn't you speak to him?† There was an almost palpable drawing-in on Damon's part. â€Å"What do I have to say to him that matters?† he asked harshly. â€Å"‘Oh, I'm sorry I almost killed you'? ‘Oh, I hope you make it another few days'?† â€Å"Things like that, maybe, if you lose the sarcasm.† â€Å"When I die,† Damon said cuttingly, â€Å"I'm going to be standing on my own two feet and fighting.† Elena slapped him across the mouth. There wasn't room to get much leverage here, but she put as much Power behind the motion as she dared without risking breaking the carriage. Afterward, there was a long silence. Damon was touching his bleeding lip, accelerating the healing, swallowing his own blood. Finally he said, â€Å"It never even occurred to you that you are my slave, did it? That I'm your master?† â€Å"If you're going to retreat into fantasy, that's your affair,† Elena said. â€Å"Myself, I have to deal with the real world. And, by the way, soon after you ran away, Stefan was not only standing but laughing.† â€Å"Elena† – on a quick rising note. â€Å"You found a way to give him blood?† He grasped her arm so hard it hurt. â€Å"Not blood. A little Black Magic. With two of us there, it would have gone twice as fast.† â€Å"There were three of you there.† â€Å"Sage and Dr. Meggar had to distract the guards.† Damon took his hand away. â€Å"I see,† he said, expressionlessly. â€Å"So I failed him yet again.† Elena looked at him with sympathy. â€Å"You're completely inside the stone ball now, aren't you?† â€Å"I don't know what you're talking about.† â€Å"The stone ball you stick anything that might hurt you inside. You even draw yourself inside it, although it must be very cramped in there. Katherine must be in there, I suppose, walled off in her own little chamber.† She remembered the night at the hotel. â€Å"And your mother, of course. I should say, Stefan's mother. She was the mother you knew.† â€Å"Don't†¦my mother†¦Ã¢â‚¬  Damon couldn't even form a coherent sentence. Elena knew what he wanted. He wanted to be held and soothed and told it was all right – just the two of them, under her cloak with her warm arms holding him. But he wasn't going to get it. This time she was saying no. She had promised Stefan that this was for him, alone. And, she thought, she would keep to the spirit of that promise, if she hadn't kept to the letter, forever. As the week progressed, Elena was able to recover from the pain of seeing Stefan. Although none of them could speak about it except in choked, brief exclamations, they listened when Elena said that there was still a job to be done, and that if they managed to complete it well they would be able to go home soon – while if they did not complete it, Elena didn't care whether she went home or stayed here in the Dark Dimension. Home! It had the sound of a haven, even though Bonnie and Meredith knew firsthand what kind of hell was lurking in Fell's Church for them. But somehow anything would be preferable to this land of bloody light. With hope kindling interest in their surroundings, they were once again able to feel pleasure at the dresses Lady Ulma was having made for them. Designing was the one pursuit that the lady could still enjoy during her official bed rest, and Lady Ulma had been hard at work with her sketchbook. Since Bloddeuwedd's party would be an indoor/outdoor affair, all three dresses had to be carefully designed to be attractive both under candlelight and under the giant red sun's crimson rays. Meredith's gown was deep metallic blue, violet in the sunlight, and it showed an entirely different side of the girl from the siren in the skin-tight mermaid dress who had attended Fazina's gala. It reminded Elena somehow of something an Egyptian princess would wear. Once again, it left Meredith's arms and shoulders bare, but the modest narrow skirt that fell in straight lines to her sandals, and the delicacy of the sapphire beads that adorned the shoulder straps served to give Meredith an unassuming look. That look was emphasized by Meredith's hair, which Lady Ulma dictated be worn down, and her face, which was bare of makeup except kohl around the eyes. At her throat, a necklace made of the very largest oval-cut sapphires formed an elaborate collar. She also had matching blue gems on her wrists and slender fingers. Bonnie's dress was a little clever invention: it was made of a silvery material which took on a pastel tinge of the color of the ambient lighting. Moonlight-colored indoors, it shone a soft shimmering pink, almost exactly the color of Bonnie's strawberry hair, when she was outside. It sported a belt, necklace, bracelets, earrings, and rings all of matching cabochon-cut white opals. Bonnie's curls were to be carefully pinned up and away from her face, in a daringly mussed-up mass, leaving her translucent skin to shine softly rose in the sunlight, and ethereally pale inside. Once again, Elena's dress was the simplest and the most striking. Her gown was scarlet, the same color under blood-red sun or indoor gas lamp. It was rather low cut, giving her creamy skin a chance to shine golden in the sunlight. Clinging close to her figure, it was slashed up one side to give her room to walk or dance. On the afternoon of the party Lady Ulma had Elena's hair carefully brushed into a tangled cloud that shimmered Titian outdoors, golden indoors. Her jewelry ranged from an inset of diamonds at the bottom of the neckline, to diamonds on her fingers, wrists and one upper arm, plus a diamond choker that fit over Stefan's necklace. All these would blaze as red as rubies in the sunlight, but would occasionally glint another startling color, like a burst of mini-fireworks. Onlookers, Lady Ulma promised, would be dazzled. â€Å"But I can't wear these,† Elena had protested to Lady Ulma. â€Å"I might not get to see you again before we get Stefan – and from that moment we're on the run!† â€Å"It's the same for all of us,† Meredith had added quietly, looking at each of the girls in their â€Å"indoor† colors of silvery-blue, scarlet, and opal. â€Å"We're all wearing the most jewelry we've ever worn indoors or out – but you might lose it all!† â€Å"And you might need it all,† Lucen had said quietly. â€Å"All the more reason for you each to have jewelry that you can trade for carriages, safety, food, whatever. It's simply designed, too – you can wrench out a stone and use it as payment, and the jewels are not in an elaborate setting that might not be to some collector's taste.† â€Å"In addition to which, they are all of the highest quality,† Lady Ulma had added. â€Å"They are the most flawless examples of their kind we could get on such short notice.† At that point, all three girls had reached their limit, and rushed the couple – Lady Ulma on her enormous bed, sketchbook always beside her, and Lucen standing nearby – and cried and kissed and generally undid the beautiful jobs that had been done on their faces. â€Å"You're like angels to us, do you know that?† Elena sobbed. â€Å"Just like fairy godparents or angels! I don't know how I can say good-bye!† â€Å"Like angels,† Lady Ulma had said then, wiping a tear from Elena's cheek. Then she grasped Elena, saying â€Å"Look!† and gestured to herself comfortably in bed, with a couple of blooming, dewy-eyed young women ready to attend to her wishes. Lady Ulma had then nodded at the window, out of which a small mill stream could be seen, and some plum trees, with ripe fruit blazing like jewels on the branches, and then with a sweep of her hand indicated the gardens, orchards, fields, and forests on the estate. Then she had taken Elena's hand and smoothed it over her own softly curving abdomen. â€Å"You see?† she had spoken almost in a whisper. â€Å"Do you see all of this – and can you remember how you found me? Which of us is an angel now?† At the words â€Å"how you found me† Elena's hands had flown up to cover her face – as if she'd been unable to bear what memory showed her at that moment. Then she was hugging and kissing Lady Ulma again, and a whole new round of cosmetic-destroying embraces had begun. â€Å"Master Damon was even kind enough to buy Lucen,† Lady Ulma had said, â€Å"and you may not be able to picture it, but† – here she had looked at the quiet, bearded jeweler with eyes full of tears – â€Å"I feel for him as you feel for your Stefan.† And then she had blushed and hidden her face in her hands. â€Å"He's freeing Lucen today,† Elena had said, dropping to her knees to rest her head against Lady Ulma's pillow. â€Å"And giving the estate to you irrevocably. He's had a lawyer – an advocate, you'd say – working on the papers all week with a Guardian. They're done now, and even if that hideous general should come back, he couldn't touch you. You have your home forever.† More crying. More kissing. Sage, who had been innocently walking down the hallway, whistling, after a romp with his dog, Saber, had passed Lady Ulma's room and had been drawn in. â€Å"We'll all miss you, too!† Elena had wept. â€Å"Oh, thank you!† Later that day, Damon had made good on all of Elena's promises, besides giving a large bonus to each member of the staff. The air had been full of metallic confetti, rose petals, music, and cries of farewell as Damon, Elena, Bonnie, and Meredith had been carried to Bloddeuwedd's party – and away forever. â€Å"Come to think of it, why didn't Damon free us?† Bonnie asked Meredith as they rode in litters toward Bloddeuwedd's mansion. â€Å"I can understand that we needed to be slaves to get into this world, but we're in now. Why not make honest girls of us?† â€Å"Bonnie, we're honest girls already,† Meredith reminded her. â€Å"And I think the point is that we were never real slaves at all.† â€Å"Well, I meant: Why doesn't he free us so that everyone knows we're honest girls, Meredith, and you know it.† â€Å"Because you can't free somebody who's free already, that's why.† â€Å"But he could have gone through the ceremony,† Bonnie persisted. â€Å"Or is it really hard to free a slave here?† â€Å"I don't know,† Meredith said, breaking at last under this tireless inquisition. â€Å"But I'll tell you why I think he doesn't do it. I think that it's because this way he's responsible for us. I mean, it's not that slaves can't be punished – we saw that with Elena.† Meredith paused while they both shuddered at the memory. â€Å"But, ultimately, it's the slave owner that can lose their life over it. Remember, they wanted to stake Damon for what Elena did.† â€Å"So he's doing it for us? To protect us?† â€Å"I don't know. I†¦suppose so,† Meredith said slowly. â€Å"Then – I guess we've been wrong about him in the past?† Bonnie generously said â€Å"we've† instead of â€Å"you've.† Meredith had always been the one of Elena's group most resistant to Damon's charm. â€Å"I†¦suppose so,† Meredith said again. â€Å"Although it seems that everyone is forgetting that until recently Damon helped the kitsune twins to put Stefan here! And Stefan definitely hadn't done anything to deserve it.† â€Å"Well, of course that's true,† Bonnie said, sounding relieved not to have been too wrong, and at the same time strangely wistful. â€Å"All Stefan ever wanted from Damon was peace and quiet,† Meredith continued, as if on more steady ground there. â€Å"And Elena,† Bonnie added automatically. â€Å"Yes, yes – and Elena. But all Elena wanted was Stefan! I mean – all Elena wants†¦Ã¢â‚¬  Meredith's voice trailed off. The sentence didn't seem to work properly in the present tense anymore. She tried again. â€Å"All Elena wants now is†¦Ã¢â‚¬  Bonnie just watched her speechlessly. â€Å"Well, whatever she wants,† Meredith concluded, rather shaken, â€Å"she wants Stefan to be a part of it. And she doesn't want any of us to have to stay here – in this†¦this hellhole.† In another litter just beside them things were very quiet. Bonnie and Meredith were so used by now to traveling in closed litters that they hadn't even realized that another palanquin had drawn abreast of them and that their voices carried clearly in the hot, still afternoon air. In the second litter, Damon and Elena both looked very hard at the silken curtains fluttering open. Now, Elena, with an almost mad air of needing something to do, hurriedly unwound a cord and the curtains dropped into place. It was a mistake. It closed Elena and Damon into a surreal glowing red oblong, in which only the words that they had just heard seemed to have validity. Elena felt her breath coming too quickly. Her aura was slipping. Everything was slipping sideways. They don't believe that I only want to be with Stefan! â€Å"Steady on,† Damon said. â€Å"This is the last night. By tomorrow – â€Å" Elena held up a hand to keep him from saying it. â€Å"By tomorrow we'll have found the key and gotten Stefan and we'll be out of here,† Damon said anyway. Jinx, thought Elena. And sent up a prayer after it. They rode in silence up toward Bloddeuwedd's grand mansion. For a surprisingly long time Elena didn't realize that Damon was trembling. It was a quick, involuntary shaken breath that alerted her. â€Å"Damon! Dear – dear heaven!† Elena was stricken, at a loss, not for words, but for the right words. â€Å"Damon, look at me! Why?† Why? Damon replied in the only voice he could trust not to tremble or crack or break. Because – do you ever think of what's happening to Stefan while you're going to a party wearing splendid clothes, being carried along, to drink the finest wine and to dance – while he – while he – The thought remained unfinished. This is just what I needed right before being seen in public, Elena thought, as they reached the long driveway to Bloddeuwedd's home. She tried to call on all of her resources before the curtains were drawn and they were free to step out at the location of the second half of the key.

The Swiss Education System - 902 Words

The Swiss education system is federally structured, with the entire school system responsibility lying within 26 cantons or educational systems. Swiss cantons are the member states of the federal state of Switzerland. (Criblez, 2007a). Federal law as it relates to Swiss education is very limited and mainly refers to vocational education. These cantons vary according to size and number of schools. Some have 20 schools, others have more than 400 schools (educa, 2010). Each canton establishes their own laws and public school system. Many of the cantons choose to not establish and maintain kindergarten schools; but have chosen to give this responsibility to local municipalities. In these cases, the municipalities have total freedom in the decision making. In some cases, however, this freedom is limited by financial and legal stipulations, because there is not one government. The 26 cantonal ministers of education make up the political body that carries out the work. The canton-run school system is administered by the canton parliament with the government. Some of the cantons have councils of education, which are elected by the canton parliament, to perform more specific responsibilities. All cantons, however, have an education authority with various offices for different school types. In most cantons, school inspection is being established. At the meso-level, the municipality, it is the governing body (Schulpflege or Schulkommission or Schulrat), comprising localShow MoreRelatedSwitzerland Is A Federalist State, Where The Power Is Divided1467 Words   |  6 Pagesand voice their opinions to each of the individual parts of the political systems. The confederation, the highest of the three political systems, handles duties relating to foreign and security policy, customs and monetary policy, national legislation, and defence. The cantons, the middle of the three political systems, handles matters relating to health, education, and culture. 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According to the CIA World Factbook, the average life expectancy at birth was estimated in 2016 for Swiss people to be 82.6 years. While women enjoy a slightly higher life expectancy at 85 years, men sit a bit lower at 80.3 years (â€Å"Switzerland,† 2017). Switzerland possessRead MoreComparison Between United States Government And Switzerland1714 Words   |  7 Pagessignificant way that is different in comparison to the Swiss government. In the United States, our government can be described as a Representative, Federal Republic, and a Constitutional government. These types of governments mean that the people elect office members, the government is operated through a document that creates a government with limited powers, and the federal government s powers are separated between the states powers. 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