People & Organisations Essay Example | Topics and Well Written Essays - 500 words

People & Organisations - Essay Example Maslows Hierarchy of Needs can be viewed in a pyramid form. From bottom to top the needs are as follows: These can relate to an organisation as well as the individual. Physiology for an organisation can be the basic necessities of a company. For example, a hotel must have a building capable of holding multiple rooms, electricity, heat, beds, and other basics. Security could be resources needed to continue the hotel business, such as employees, customers, and other resources. Loving and friendship could mean the employees relationships with each other, but even more importantly with the customer. Esteem could be an example of pride in ones work. Hotel employees coming to work and actually having pride in their job. Self actualisation is achieved with a successful company. For example, the Hilton hotels could claim self actualisation. 2) Apollo Culture (`Role Culture): ordered and structured organisation, operating within clearly defined and well-known rules and hierarchies; classic bureaucracy or public service organisation. 3) Athena Culture (`Task Culture): very different approach to the concept of management: emphasis is on achieving the task in hand through a problem-solving culture, with little concern about the organisational structure or rules; power and influence depends on expertise and achievement, and successful participation in team-work, not status in the organisation. 4) Dionysus (`Existential Culture): emphasis is on individualism, not on the organisation at all; the organisation exists only to enable the individual to achieve, not the other way round; typical organisational culture of professional practices such as a medical partnership or barristers chambers; no `boss at all in the normal sense, though for practical purposes one of the professionals will probably be elected or appointed by the group. (Handy, 13-36) Instead of directly describing all of these points

I Search Paper Essay Example for Free

I Search Paper Essay â€Å"Falling in love is like being thrown from a horse; if you let yourself go it doesn’t hurt as badly as if you try to save yourself.† This quote, quoted by Edwin Blanchard, gives you a little taste on the meaning of love. Love doesn’t have just one definition like many people believe, it has many definitions. Love is very complex and is needed by every human being. It doesn’t mean one has to be romantically involved with another person; love comes from people and things not realized by others. Friends, family, spouses, pets, and belongings are just some examples of love. This brings me to my most interesting discovery of the word â€Å"love†. Love is very important to everyone and is all around us. Even if you are a 40 year old man who has never been in a romantic relationship with anyone doesn’t mean you have never experienced love or the feeling of it because you can love anything. By researching this word I have realized that I need love and I know that I will always have some sort of love in my life. Whether it’s my family, friends, pets, or my favorite heels. There is an endless amount of love in this world we live in and there is plenty to go around. The biggest difficulty with this word was defining it. There are many thoughts and opinions on the definition of love. I don’t agree with all but I found one that I believe to be very true. To me love is seeing someone at his or her worst and their best and still loving them with all their heart. It is accepting the person for who they are and not changing them. Love also includes attraction, physical and mental, but most importantly it involves commitment, respect, loyalty, and trust. You can not force these things upon people, it is a natural thing. Love has a lot to do with fate, which I believe in. The only reason why love cannot be forced is because fate will always lead you to your true love. When you find that person, you will discover that the love you have for that them is like some kind of attachment. They become a part of you and your life. Everything you do, you consider that one person. Love is all about caring for others. When you love someone you will do anything to make him or her happy, even if it’s just the little things. You will try to reach out to them every way that you can because you know it will make them feel some type of joy. Why would you want to do that for just one person to feel happy? You do it because you care about them and love them. Care and love are perfect synonyms for each other. You love someone because you care about them and you care about someone because you love them. Those feelings cannot be controlled. It might sound great to be in love but there are also many negatives to being in love. There are many things in this world that are mistaken for love, and manipulated as the actual thing. One person can love another person more than the other person could love that person. Obstacles can often get in the way of love. They can sometimes kill a relationship and the love you had for one another. It’s all about fate; what’s meant to be, will be. And what’s not meant to be will only lead you one step closer to the fate that was chosen for you. But just remember that everyone will eventually find their one and true love and will live happily ever after.

Vouchers and School Choice - No Need to Separate Church and State Essay

School Choice: No Need to Separate Church and State Imagine that the fire department decided not to put out fires at synagogues and churches. Or imagine that the police decided not to answer calls from synagogues and churches. "So sorry," they say, "there's a wall of separation around your church, and we can't cross it to help you. Hire your own fire protection and your own security guards." This would rightly be seen as outrageous discrimination. Sure, the government shouldn't specially favor religious institutions, but the government shouldn't discriminate against them, either. The government should separate itself from religion by not caring whether a person or institution is religious -- by treating everyone equally regardless of their religious affiliation. The same is true of education, which is for many people the most valuable benefit that the state provides. The government shouldn't give more benefits to religious school students than it gives to students at secular schools, whether government-run or private. But why must it give anything less? The First Amendment doesn't require such discrimination against religion; it simply bars laws "respecting an establishment of religion." Equal treatment of everyone, without regard to religion, is not an establishment of religion. This is why the GI Bill, which let soldiers choose either a religious education or a secular one, was perfectly constitutional. It's why the government may give scholarships or student loans to al... ... voters can decide to help all children, without discriminating against those whose parents choose a religious education. My parents sent me to secular schools. If I have children, I'll probably send them to secular schools, too. But I know others have a different preference. They pay their taxes just like I do. The government may provide services for these people's kids on the same terms as it provides services for my kids. That's the true meaning of the Constitution, whether we're talking about police services, the fire department, the GI Bill, or elementary schools. Equality for all. Special benefits for none. Discrimination against none.

A Career In The Culinary Arts Essay

The culinary arts provide many career opportunities within the food service industry. As this industry has grown and prospered, a career in this field has become highly visible and offers the flexibility to work anywhere. Although a career in culinary arts requires extensive professional training and discipline, it offers a combination of challenging and creative work and can provide real job satisfaction. The culinary arts are open to anyone who loves food, cooking, and a challenge. Although the majority of chefs are men, women are gaining master chef status, which is the highest level they can achieve in culinary arts according to the American Culinary Federation (Donovan 1 and 18). This achievement comes after meeting strict requirements for experience, education, competition, and passing an exam. A chef must be skilled in cooking, baking, presentation, cold foods, and nutrition while working in various conditions (Donovan 18). Many kitchens have modern equipment, convenient work areas, and air conditioning. Older places may have marginally equipped and ventilated kitchens. Working conditions also depend on the type and quantity of food being prepared and local laws governing food operations (Donovan 18). see more:moose tobe A chef requires stamina as he must stand, lift heavy pots, pans, and kettles, and work near hot ovens and ranges (Chmelynski 47). Many chefs have earned fame for themselves and the places where they work due to their skills, but how did they get there? Cooking is a profession that emphasizes continuous learning. An increasing number of chefs are obtaining initial training through high school or post high school programs. Although a high school diploma is not required for beginning jobs in the culinary arts, it is highly recommended for a career as a chef (Chmelynski 25). Many two and four year colleges offer programs in the culinary arts. Many of the leading chefs agree that formal schooling is the best way to begin a career in the culinary arts (Peterson 15). Schools offer an opportunity to quickly gain fundamental knowledge of cooking techniques, nutrition and sanitation theory, and various foods. The type of training a chef receives is not exactly similar to other careers. Instead of all  classroom education, the trainee incorporates hands-on, practical work as an apprentice (Donovan 29). An apprenticeship is an on-the-job training program. â€Å"Typical apprenticeship programs entail completion of specific term (typically, three years or 6,000 hours) of full time employment for wages in a kitchen under a qulified chef† (Peterson 26). Besides a quality education, a career in the culinary arts demands dedication, perseverance, and hard work. A chef’s career usually starts at the bottom of the kitchen staff. Some trainees are surprised to find so much repetitive and boring work. The hours are long and demanding and the work is exhausting and highly stressful (Chmelynski VII). The chef must be able to work in a team setting while preparing food in all stages of production, possess a keen sense of taste and smell, be in good physical health, and have good personal hygiene. Most states require health certificates indicating that kitchen workers are free from contagious diseases (Chmelynski 26). The chef must learn how to handle stress and develop people skills, as he will have to coordinate kitchen operations with management and consistently satisfy customers. If a chef is comfortable with other people passing judgment on his work, then the rewards are numerous. â€Å"Pay rates of chefs vary depending on the part of the country and the type of establishment in which they work. Wages are generally higher in the west and in well-known places and hotels. Chefs in famous restaurants earn much more than the minimum rate of $40,000 a year with the additional benefits of health, dental, and life insurance and a profit sharing plan† (Donovan 51). The best benefits are satisfaction as a respected, skilled professional and the opportunity to travel and work in a variety of settings. Plenty of employment opportunities exist in the culinary arts. â€Å"There is a strong demand for talented, well-trained personnel within the food service industry. Approximately, 3.4 million chefs, cooks, and other kitchen workers were employed in 1996† (Chmelynski 48). Usually the kitchen staff is set up in the Traditional Brigade system with three levels- the entry, mid, and chef (Donovan 17). Entry-level positions are the kitchen apprentice and prep  person. They generally clean, trim, and prepare vegetables for stocks, soups, and salads (Donovan 25). Mid-level positions are line cooks working on the food line. The line chef’s titles are sautÃÆ' ©, broiler, vegetable, pantry, and pastry (Donovan 21). The top level is the head chef and sous chef (Donovan 17). The head chef is the authority in the kitchen and is responsible for all kitchen operations (Donovan 16). The sous chef is in charge of the kitchen when the head chef is away (Donovan 20). The size of kitchen staff depends on the type of establishment, variety of food items prepared, and the number of customers served (Donovan 20). However, no matter the size of the operation, advancement opportunities for chefs are better than other culinary art positions. Many chefs acquire higher paying positions and new cooking skills by moving from one job to another. Others advance to executive chef positions in hotels, clubs, and elegant restaurants (Chmelynski 27). A review of highly respected master chefs indicates there is no substitute for experience or education. Julia Child, master chef and author, trained at the famous Cordon Bleu School under the master chef Max Bugnard (Child 19). Paul Bocuse, a famous master chef, apprenticed to legendary French Chef Fernand Point (Bocuse 9). Emeril Lagasse, Commander’s Palace head chef in New Orleans, graduated from Johnson and Wales University in Denver with a degree in culinary arts (Lagasse xi). These chefs show the different ways to obtain a career in the culinary arts. In conclusion, a career in the culinary arts requires a foundation of basic skills and knowledge. It also requires extensive formal education with â€Å"hands-on† training, a desire to be the very best, discipline, and a creative imagination. This is an exciting time to be starting a career in the culinary arts. Not only does it provide a competitive salary, job security, and numerous benefits; it gives you the flexibility to work at national resorts, fine hotels, and exclusive restaurants. Throughout the country there is a strong demand for chefs that are well trained, talented, and creative. It might be interesting to explore the employment opportunities at the 2002 Winter Olympics at Salt Lake City, Utah.

Renaissance humanism

I naively assumed that none of this would be controversial, and I was quite unprepared for the hostility it provoked among some legates to the congress, chiefly from Northern Europe, who represented what I came to perceive as the Lutheran Establishment. This group was concerned to insist on the total originality of Luther and the uniquely German Origins of the Reformation. The paper would, I think, be more generally accepted today . It was first published in Luther and the Dawn of the Modern Era: Papers for the Fourth International Congress for Luther Research, De.H. A. Barman, Studies in the History of Christian Thought, Volvo. 8 (Elided: E. J. Brills, 1974), up. 127-149. It is reprinted here by permission of the publisher . Since the peculiar mixture of responsibility and presumption in the title of my paper will scarcely have escaped the notice of this distinguished audience, I feel some need to explain at the outset that it represents an assignment on the part of those who planne d our meeting.The significance of the problems to which it points is suggested by the great historians who have grappled with it in the past, albeit (a fact that should constitute something of a warning) with somewhat contrary results, among them Michelle, Diluted, and Throttles. [l] Its practical importance lies in the need of most of us to place our more limited inclusions in some broader historical framework; we must therefore reconsider, from ? 226 ? time to time, the relationship between Renaissance and Reformation.In spite of this, the subject has recently received little systematic attention, and many of us are still likely to rely, when we approach it, on unexamined and obsolete stereotypes. Obviously I cannot hope to remedy this state of affairs in a brief paper. Yet the progress of Renaissance studies in recent decades invites a reassessment of this classic problem, and I offer these remarks as an essay intended to stimulate further concussion. What has chiefly inhibited l arger generalization has been the extension and refinement of our knowledge, and with it a growth both in specialization and in humility.Thus we are increasingly reluctant to make broad pronouncements about either the Renaissance or the Reformation, much less about both at once. For as scholars we are divided not only between Renaissance and Reformation, or between Italy and Northern Europe; even within these categories most of us are specialists who would claim competence only in a particular aspect of Renaissance Florence or Venice, in one phase or another of Renaissance humanism, in Machiavelli or Erasmus, in later scholasticism or the history of piety, in Luther or Calvin or the sects.Under these conditions few students of the Renaissance have cared to look as far as the Reformation; and although Reformation scholars have been somewhat bolder, they have rarely pursued the question of Renaissance antecedents farther than northern humanism. Humanism is, indeed, the one subject tha t has recently encouraged forays into the problem of this paper; but although Barren, Devour, Spits, Libeling, and especially Charles Trinkets, among others, have made valuable intrusions to discussion,[2] the problem is still with us, primarily, I think, because we have not fully made up our minds about the meaning of Renaissance humanism.A result of this difficulty has been a tendency to focus special attention on Erasmus as a touchstone for the Renaissance, a role for which?for reasons that will emerge later in this paper?I think he is not altogether suited. It is, however, one measure of the complexity of our subject that we cannot approach the question of the relationship between Renaissance and Reformation without somehow first coming to terms with the implications of humanism. I should like to do so, however, obliquely rather than directly.It seems to me that although humanism, which assumed a variety of forms as it passed through successive stages and was influenced by diffe ring local conditions, was not identical with the more profound tendencies of Renaissance culture, it was nevertheless often likely to give them notable expression, and for reasons that were not accidental but directly related to the rhetorical tradition; whatever their ?227 ? differences in other respects, most recent interpretations of Renaissance humanism have at least identified it with a revival of rhetoric. ] What has been less generally recognized is the deeper significance of this revival. The major reason is, I think, that in our time the term rhetoric has become largely pejorative; we are inclined to couple it with the adjective mere. But for the Renaissance there was nothing shallow about rhetoric. Based on a set of profound assumptions about the nature, competence, and destiny of man, rhetoric gave expression to the deepest tendencies of Renaissance culture, tendencies by no meaner confined to men clearly identifiable as humanists, nor always fully expressed by men who h ave generally been considered humanists.I shall try in this paper to describe these tendencies, which seem to me to have exerted intolerable pressures on central elements in the medieval understanding of Christianity. And I will suggest that similar tendencies underlay the thought of the great Protestant Reformers. Thus the significance of Protestantism in the development of European culture lies in the fact that it accepted the religious consequences of these Renaissance tendencies and was prepared to apply them to the understanding of the Gospel.From this standpoint the Reformation was the theological fulfillment of the Renaissance. I Fundamental to the cultural movements of the Renaissance was a gradual accumulation of social and political changes: an economy increasingly dependent on commerce rather than agriculture; a political structure composed of assertive particular powers; and a society dominated by educated laymen who were increasingly restive under clerical direction and increasingly aggressive in pressing their own claims to dignity and self-determination.A commercial economy and the more and more openly uncoordinated conduct of politics supplied the social base for a new vision of man's place in the world, and of the world itself. Social experience rooted in the land had perhaps encouraged a sense of broad, natural regularities ultimately responsive to cosmic forces and inhibiting to a sense of the significance of change; but the life of a merchant community and the ambitious operations of independent rulers made all experience contingent on the interaction between unpredictable forces and the practical ingenuity and energies of men.Under these conditions the possibility of cosmic order seemed remote, but in any case of little relevance to human affairs; and the obvious rule of change in the empirical world encouraged efforts at its comprehension and eventually ? 228 ? stimulated the awareness of history, that peculiarly Hebraic and Christian?as opposed to Hellenic or Hellenic?contribution to the Western consciousness.Meanwhile new political realities and the claims of laymen undermined the hierarchical conceptions that had defined the internal structure of the old unified order of the cosmos, within which the affairs of this world had been assigned their proper place. [4] It will also be useful to observe at this point that these developments were by no meaner confined to Italy; I will touch briefly at a later point on the implications of this fact for the Renaissance problem.It is not altogether wrong to emphasize the positive consequences of these developments which, by freeing human activity from any connection with ultimate patterns of order, liberated an exuberance that found expression in the various dimensions of Renaissance creativity. Bureaucrat's insight that the autonomy of politics converted the prince into an artist of sorts may require modification; yet the new situation made all human arrangements potentiall y creative in a sense hardly possible so long as the basic principles of every activity were deduced from universal principles.The notion of the state as a work of art points to the general process of colonization and reminds us that the culture of the Renaissance extended far beyond its brilliant art and literature, and was perhaps even more significant in its implications than in its accomplishments. It had, however, another and darker side. It rested on the destruction of the sense of a definable relationship between man and ultimate realities. It severed his connection with absolute principles of order, not so much by denying their existence as by rejecting their accessibility to the human understanding.It deprived him of a traditional conception of himself as a being with distinct and organized faculties attuned to the similarly organized structure of an unchanging, and in this sense dependable, universe. Above all, therefore, it left him both alone in a mysterious world of unp redictable and often hostile forces, and at the same time personally responsible in the most radical sense for his own ultimate destiny. For he was now left without reliable principles and? because the directive claims of the church also depended heavily on the old conceptions?reliable agencies of guidance.These darker aspects of Renaissance culture eventually squired, therefore, a reformulation of Christian belief, and we shall now examine them a bit more closely. Renaissance thought has sometimes been represented as a reassertion of ancient rationalism against the supernaturalism of the Middle Ages. The formulation is, of course, both inaccurate and misleading. In the thirteenth century some intellectual leaders had been notably hospitable to Greek philosophy, and had tried to coordinate it with revelation.But ? 229 ? it was precisely the possibility of such coordination that Renaissance culture?insofar as it differed from what had preceded it?characteristically denied; in this se nse Renaissance thought was less rationalistic (if not necessarily less rational) than that of the Middle Ages. In fact it was inclined to distinguish between realms, between ultimate truths altogether inaccessible to man's intellect, and the knowledge man needed to get along in this world, which turned out to be sufficient for his purposes.Thus the Renaissance attack on scholasticism had a larger implication as well as a specific target; it implied, and occasionally led to, the rejection of all systematic philosophy. From Patriarch, through Salutation and Villa, to Machiavelli, Pompano, ND the Venetians of the later Renaissance, the leaders of Renaissance thought rejected any effort to ground human reflection or action on metaphysics: and at the same time they insisted on the autonomy of the various dimensions of human concern and the relativity of truth to the practical requirements of the human condition.In this sense, although truth was robbed of some grandeur, it was also made more human; and if Aristotle was less and less respected as a vehicle of eternal wisdom, he could be all the more admired as a man. [5] Under such conditions philosophy could evidently contribute nothing to theology; indeed, its virtual effects were likely to be adverse since it encouraged malice and pride. Related to the attack on metaphysical speculation was an attack on hierarchy, which rested ultimately on metaphysically based conceptions of the internal structure of all reality.The repudiation of hierarchy was most profoundly expressed in Nicholas of Cuss's conception of the infinite, which made every entity equally distant from?and thus equally near to?God;[6] a similar impulse perhaps lurks behind Villa's rejection of Pseudo-Dionysus. [7] But partly because the formulations of Susan smacked too such of metaphysics, partly because the problem of hierarchy was peculiarly related to social change, the attack on hierarchy was likely to receive more overtly social expression.It to ok a general form in the effort to substitute a dynamic conception of nobility through virtue for the static nobility of birth,[8] a specific form in the impulse (often expressed in legislation and the practical policies of states)[9] to consider the clergy in no way superior to other men but, on the contrary, as equal in the obligations of citizenship (if generally less competent in practical affairs), at least as alienable to sin, and in as desperate a need for salvation as other men, whom it was their obligation to serve rather than to command.This suggested at least that social order was unrelated to cosmic order, but it also raised the possibility that order per SE was of a kind quite different from what had been supposed. For the age of the Renaissance was by no meaner oblivious to the ? 230 ? need for order, which indeed historical disasters had converted into the most urgent of problems. But its very urgency intensified the necessity of regarding order as a practical rather than a metaphysical issue. Bitter experience seemed to demonstrate that order had to be brought down to earth, where it could be defined in limited and manageable ways.And, as the occasional intrusions of the clergy into politics appeared periodically to demonstrate, the attempt to apply ultimate principles to concrete problems was likely only to interfere with their practical solution. This was a central point not only for Machiavelli and his polities successors; it also molded the numerous constitutional experiments of the Renaissance, with their repudiation of hierarchically defined lines of authority in favor of order through a balance of interests and their appeal to immediate local needs and the right of local self- determination.The best arrangements, in these terms, were not those that most accurately reflected some absolute pattern but those that best served the specific and limited human purposes for which they were instituted. But although a sense of the limitation of the human intellect was basic to the thought of the Renaissance, this negation had a positive corollary in a new conception of the human personality which also seemed to correspond better to the experience supplied by a new social environment.Men whose lives consisted in the broad range of experiences, ontogenesis, and human relationships that characterized existence in the bustling and complicated modern world could no longer find plausible an abstract conception of man as a hierarchy of faculties properly subject to reason; instead the personality presented itself as a complex and ambiguous unity in which the will, primarily responsive to the passions, occupied a position at the center.One result of this conception was to undermine the contemplative ideal; if man's reason was weak but his will strong, he could only realize himself in this world through action, indeed he was meant for a life of action. Another was to reduce suspicion of the body; in the absence of the old psychologica l hierarchy, the body could no longer be held merely base and contemptible. Action required its use, and the new integrity of the personality reduced the possibility of attributing the human propensity to evil primarily to the physical or sensual aspect of man's nature.Human passions now also acquired a positive value, as the source of action. [10] This new anthropology, articulated by Patriarch, Salutation, and Villa, required a reconsideration of the problem of immortality and led eventually to the ardent discussions of the soul in which Pompano figured. It also pointed to the political and historical conceptions of Machiavelli and Caricaturing, who emphasized the primacy of will and passion, as well as to the psychological interests of a host of Renaissance writers. 11] ? 231 ? In addition man was defined as a social being; if he lost one kind of participation in a larger reality, namely his abstract position as a member of the human species in the cosmic hierarchy of being, he, obtained another with, perhaps, more tangible satisfactions: his membership as a concrete individual in the particular human community in which he lived, now an essential rather than an accidental condition of is existence. Thus the values of human community now achieved full recognition.Human virtue was defined not as an abstraction but as a function of relationship with other men; man's active nature was understood to achieve full expression only in a life of social responsibility, and indeed his happiness was seen as dependent on human community. Furthermore, since effective participation in society required some wealth, the conception struck another blow at medieval asceticism. On the other hand the demands of life in society also stimulated a vision of human existence very different from that implicit in the contemplative ideal.For life in society was patently marked by a conflict of opposing interests that could rarely (if men were honest) be identified with absolute good or e vil; and to incessant struggle with other men was added, in social existence, the temptations that inevitably beset anyone who chooses to engage with rather than to withdraw from the world. The life appropriate to men in this world was thus not repose (however desperately one might long for it) [12] but a constant and morally ambiguous warfare, with the outcome ever in doubt. By the same token earthly life had also to be seen as dynamic, as subject to change in all its aspects.Human communities could be seen to rise, flourish, and decay; and the philological investigations of Renaissance humanists supplemented common experience by revealing the general outlines of ancient civilization and thus demonstrating how much had changed during the intervening centuries. [13] They also wrote histories that communicated not only this perspective on the past, with its implication that human culture is not an absolute but relative to its times, but in addition other aspects of the Renaissance vi sion of life: the active and social nature of man, the values of community, the incapability of conflict and change.This vision found its fullest expression in the rhetorical culture of the Renaissance. Humanist oratory was based on the conception of man as a social being motivated by a will whose energies stemmed from the passions. This conception led in turn to a distinctive concern with communication as the essential bond of life in society, as well as to a new human ideal of the well-rounded, eloquent, and thus socially effective man of affairs.The purpose of communication, in this view, could not be the transmission of an absolute wisdom, which the human mind was incompetent to reach, but the attainment of concrete and practical ends. Ђ? 232 ? Such communication had above all to be persuasive; it had to affect the will by swaying the passions, rather than merely to convince the mind; in short it needed to penetrate to the center of the personality in order to achieve result s in visible acts. And the significance of the need for persuasion should also be remarked.It implied a life in society that could not be controlled by authority and coercion through a hierarchical chain of command but depended instead on the inward assent of individuals. It was therefore no accident that the rhetorical culture of Italian humanism achieved its fullest development in republics. In addition the needs of broad communication pointed eventually to the development and use of vernacular languages, a more important concern of Renaissance humanism than has sometimes been recognized. 14] II It should be immediately apparent that this set of attitudes imposed great strains on traditional Catholicism. [1 5] It undermined the effort to base earthly existence on abstract principles identified with divine wisdom, and to relate the visible and changing world of ordinary experience to the invisible and immutable realm of the spirit. Both the comforts in this relationship and its imp lications for the guidance and intro of lower things by higher were seriously threatened.From a Renaissance perspective the arguments by which it was supported seemed at best frivolous, at worst a specious rationalization of claims to power in this world on behalf of a group of men whose attention should be directed exclusively to the next. And behind such suspicions we may also discern the perception of man as primarily a creature of will and passion. In this light intellectual claims were likely to be construed as masks for motives that could not bear inspection; dogma itself might be no more than an instrument of tyranny.In addition, since a contemplative repose now seemed inappropriate to the actual nature of man, as well as a breach of responsibility for the welfare of others, the ideal form of the Christian life required redefinition. Finally, the problem of salvation was transformed. Alone in an ultimately unintelligible universe, and with the more fundamental conception of s in and the problems of its control opened up by the new anthropology, man could no longer count on the mediation either of reason or of other men in closer contact with the divine than himself.His salvation depended on an immediate and personal relation with God. Here it is necessary to pause for a more searching look at one of the key terms of our title: Renaissance . The conceptions I have so far reviewed ? 233 ? have been based largely on developments in Italy, and this would suggest a vision of the Renaissance, or of Renaissance culture, as initially and perhaps primarily an Italian affair.But this audience is well aware that the tendencies I have described were also present in a variety of movements outside Italy, if in somewhat different forms. It is obvious, for example, that later medieval piety exhibited similar impulses; ND that, in spite of the antipathy of humanists to scholastic speculation (though here we need to be more precise about what was actually under attack), t he later schoolmate played a major if largely independent part in bringing underlying assumptions to the surface and in attempting to accommodate theology to them. 16] Perhaps, therefore, the time has come to expand, as well as to make more specific, our conception of what was central to the age of the Renaissance, and also to abandon the traditional contrast between Italy and the North, which seems to me to eve been in some measure the result of a failure to get beneath surface differences.If I have concentrated on Italian thought in this sketch, I have done so partly to bring out the fundamental unity of European spiritual development, partly because the affinities between Protestantism and later Scholasticism have been more regularly a concern of Reformation scholarship than the parallels with the Renaissance in Italy. What is nevertheless increasingly clear is that the process of redefining Christianity to bring it into correspondence with the new assumptions about man and the w orld as gradual, and that it was taking place simultaneously throughout Europe.Largely because of the recent profound book of Charles Trinkets, it is unnecessary to review in detail the process by which the pressures for religious change implicit in the assumptions of Renaissance culture operated among the humanists of Italy. They are already discernible in Patriarch, and they seem to have reached a climax in Lorenz Villa. In a general sense they may be attributed to the special loneliness and despair of men who could no longer regard religious truth as a body of knowledge of the name order as other knowledge that was communicable through similar kinds of intelligible discourse.Nor could the institutional fiddles encouraged by ecclesiastical authority as an alternative to rational theology provide a satisfactory solution to the problem. Not only did the idea of implicit faith clash with the growing sense of individual spiritual dignity among pious laymen; in addition, discredited by its impotence, its worldliness, the presumed irrelevance of its abstract theology, and a sacramental and disciplinary externalities increasingly inadequate to assuage the secularly intense guilt of the age, the church could no longer be regarded as a dependable guarantor of truth. Ђ? 234 ? Thus, driven by a profound yearning for immediate contact with the eternal,[17] the humanists of the early Italian Renaissance moved perceptibly toward a simple religion of grace based on the Scriptures and apprehended by the individual through faith. Patriarch typically began with insights into his own inner conflicts and the discovery that these could only be resolved by throwing himself on God's mercy in a faith that was at once the highest form of knowledge and at the same time different n kind from all other knowledge; confusion on this point seemed to him the most dangerous error.Salutation, concerned as a sterner moralist to protect human freedom and responsibility within a religion of grace, wrestled with the problem of predestination. And with Villa Justification by faith received an even fuller exploration, the role of priest and sacrament in the economy of salvation was correspondingly reduced, and that of Scripture, the Word whose authenticity could be established by philology and which spoke directly to the individual, was enlarged. 18] Corresponding to the distinction between philosophy and faith was the demand or a sharper distinction between the church and the world; the separation of realms in one area seemed to lead naturally to separation in others. In its demands for a spiritual church, the new historicism of the Renaissance collaborated with the insistence of the Italian states on freedom from clerical interference and with their grievances against Rome as a political force. [19] The study of the historical church revealed the spiritual costs of the confusion of realms. 20] At the very least, as men of the Renaissance with some political experience were in a position to know, the effective use of power in the world was always morally ambiguous;[21] and meanwhile the growing participation of popes and prelates in secular politics had been accompanied by an increasing neglect of the spiritual mission of the church. Thus, if reform required a return to the past, the reason was above all that the early church had been true to its spiritual characters. [22] Only a spiritual church, devoted to that which does not change, could stand above history and thus resist decay.Villa's attack on the Donation of Constantine was not an isolated document;[23] it fleets a concern with the church, its earthly role and its spiritual mission, that runs through much of Renaissance historiography, from Muscat at the beginning of the fourteenth century to Machiavelli, Caricaturing, and Far Paolo Carpi. [24] The rediscovery of grace was closely related to the new vision of man; philosophy, as Patriarch recognized, was incapable of converting man at the crucial center of his being. â€Å"It is one thing to know,† he declared, â€Å"another to love; one thing to understand, another to will. What was required was a transformation not merely of the intellect but of the ? 235 ? hole personality, so that Christian conversion would find appropriate expression in a life of love and active responsibility for the welfare of others. And, as in the world, the essential meaner for such a transformation was not rational appeal to the intellect but rhetorical appeal to those deeper levels in man that alone could move the will. Thus Patriarch argued for the superiority over rational philosophers of moral teachers who could sow the love of virtue in the very hearts of men. 25] For Villa rhetoric was thus the only branch of secular learning (except for philology) applicable to theology. 26] The implications of this position for the importance and character of preaching seem clear. A new conception of man was also reflected in a changed conc eption of God, in accordance, perhaps, not only with Renaissance emphasis on man's creation in God's likeness and image but also with Calling's recognition of the reciprocal relationship between man's understanding of himself and his knowledge of God. 27] Like man, God could no longer be perceived as a contemplative being, as Aristotle unmoved mover, operating in the universe not directly but through a research of intermediate powers. [28] Laymen active in the world required a God who was also active, who exercised a direct and vigilant control over all things, like that to which they aspired for themselves.God too had therefore to be perceived as primarily will, intellectually beyond man's grasp yet revealing something of himself? all, at any rate, that man needed to know?in his actions, above all as recorded in Holy Scripture. And from Patriarch's sense of the free, mysterious, and incalculable nature of God,[29] Salutation went on to defend the anthropomorphic representations f G od in the Bible as a form of communication appropriate to men's capacities. [30] Villa was, as one might expect, even clearer that the God of philosophy could not be the God of faith. 31] In spite of all this, it is nevertheless undeniable that the culture of the Italian Renaissance did not culminate in Protestantism, although even on this point our old sense of the immunity of Italy to the impulses of the Reformation is no longer altogether tenable. [32] Yet it remains true that the religious thought of Renaissance Italy remained no more than an incoherent bundle of monumental insights, and it was unable to rid itself of fundamental contradictions; again, however, the contrast with Northern Europe seems hardly absolute.Above all it failed to complete its conviction of man's intellectual limitations, which pushed him only part of the way into the realm of grace, with full conviction of his moral impotence. Even here its vision of man suggests a deepening in the understanding of sin and the human obstacles to salvation; and there is abundant evidence of a pessimistic estimate of the human condition in Patriarch, Salutation, Pogo, Villa, and later, in a different form, in Machiavelli andCaricaturing. Yet Renaissance emphasis on the central importance of the will frequently served chiefly to nourish the moralist that so deeply permeated later medieval piety,[33] contributing both to the notion of Christianity as the pursuit of moral perfection and of the church as essentially a system of government; [34] Renaissance humanism remained, in Lather's sense, Appealing.The consequence was, however, that Renaissance culture in Italy, like Scholastic theology in the north, helped to intensify, from both directions at once, the unbearable tension between he moral obligations and the moral capacities of the Christian that could at last find relief only in either a repudiation of Renaissance attitudes or the theology of the Reformation. But it could not resolve the problem itself, and we must ask why this was so. Part of the explanation is connected with the fact that some among the figures we have cited were lacking in theological interests, while the rest were amateurs whose major activity lay elsewhere.The result was an inability to develop the full implications of their assumptions, which was supplemented by prejudice against intellectual labor too closely resembling the Scholasticism they despised. In addition, closely attached to particular societies in which, traditionally, no distinction was made between Christianity and citizenship, they were unable to ach

buy custom Impact of the Environment Factors on the Requirements Elicitation essay

buy custom Impact of the Environment Factors on the Requirements Elicitation essay Introduction Software development is a process that greatly relies on various stakeholders such as the end-users, software suppliers and software engineers. The needs of the customers lay the foundation for software development platform. These needs of the end-users often define the type and structure of software to be developed. It is important to identify and be able to assess the value that a newly developed software will bring to the organization. Additionally, it is worth noting that this value addition will greatly depend on the performance, structure, design and maintenance of the developed software (Wiegers, 2003). Any drawback encountered during the software design, systems bulding and testing should provide stepping stones for successful development of high performing software. Software developers should take into account environmental changes that may impact the software development process. They should be able to recognize the different types of requirements of software development that are needed at various levels of the process. Description of the Problem This thesis proposal will look at the most common factors to be considered during software development and the various impacts of environmental changes on software development process. Moreover, it entails evaluation and analysis of such major environmental factoors that influence software development. First, there shall be a partial study of the new software, after which it shall be tested and run in different environments. Keen observations shall be made to identify various problems that may rise during implementation and usage stages of the developed software. Testing and running the software in different environment will ensure its adaptability and usage in varied atmospheres and circumstances (Lauesen, 2002). Finally, there shall be development of a methodology that defines a range of software development requirements and effects of environmental changes on the same. In my view, this will help save time and other related costs that might be incurred during the development cycle. Buy custom Impact of the Environment Factors on the Requirements Elicitation essay

Its an essay on Hamlets delay in killing Claudius. Its a good paper. I got an A on it.

Its an essay on Hamlets delay in killing Claudius. Its a good paper. I got an A on it. Hamlet's DelayIn Shakespeare's Hamlet, the main character continually delays acting out his duty of avenging his father's murder. This essay will discuss how Hamlet's nature and morals (which are intensified by difficult events) prevent him from carrying out the task.In the opening scenes of the play, the Ghost of Hamlet's late father reveals to him the true means by which King Hamlet died. The Ghost tells Hamlet that Claudius pouring poison into his ear caused his father's death. He exhorts Hamlet to avenge the murder. Hamlet's initial response is to act on the Ghost's exhortation quickly. Hamlet says; "Haste me to know't that I with wings as swift...May sweep to my revenge, (Roberts, pg. 1370)." Yet by the end of the same scene, his reluctance to murder King Claudius is evident. Hamlet says; "This time is out of joint, O cursed spite, that I was ever born to set it right, (Roberts, pg.English: Henry Fuseli - Hamlet and his father's Gh...1374)." Hamlet is like a soldier that is thro wn into a war where he has to do some things he rather would avoid doing, but under the given circumstances he bites his teeth and carries himself well (Stratford, 128). In this war, the circumstances brought on by Claudius's murdering of King Hamlet are Hamlet's enemy. His dead father is the destroyed country, painful truth that leaves so much hatred and resentment in his heart. Being a loyal prince and son, and one whom entire kingdom respected, he should seek revenge and bring justice back in the royal court.Many theories have been put forward as to the reasons for Hamlet's delay in avenging the King from hereon in. One theory suggests that Hamlet wished to determine the nature of the Ghost before acting, for he says in Act II: Scene 2 that "The spirit I...

The 19 Best Colleges for Students With Learning Disabilities

The 19 Best Colleges for Students With Learning Disabilities SAT / ACT Prep Online Guides and Tips Figuring out which colleges you’re interested in is arguably the most difficult part of the college application process. There’s so much information to sift through- how could brief campus visits and informational brochures really tell you where you’ll be most successful? This process is even harder for students with learning disabilities. You want to make sure there are programs in place to help you be the best you can be no matter where you go to school. If you want to apply to colleges for students with learning disabilities, this article is a great place to start your college search. I'll start off by talking about what these specialtyprograms have to offer before getting to the rankings. Afterward, I'll discuss the next steps to take if you decide a learning disability program is right for you. What Makes a College Good for Students With Learning Disabilities? All colleges in the US are required to have a disabilities office, which helps accommodate students with different needs. While disability offices can be helpful for logistical concerns, some students need more of a supportive structure in place in order for them to feel comfortable. All the schools listed below go above and beyond what's required of them when it comes to supporting students with learning disabilities. They offer an array of supportive programs, often operated by learning specialists who are trained in working with students with different needs. Examples of supportive services, programs, and procedures include the following: Weekly meetings with a counselor Reduced course load Extra tutoring support Specialcurricula On-campus learning specialists Individual meetings with educators Transitional summer programs Specialty workshops The schools below offer different combinations of these support services and in different levels of structure. Not all the schools listed will be appropriate for all students with learning disabilities- some offer very high levels of structure and support, whereas others only offer more basic check-ins to make sure you're on track.It might be helpful to think about how much support is ideal for you before you begin your college search. Learning Disability Programs: What These College Rankings Mean Because many of the schools on this list are very different from one another (even though they all offer specialized programs), there aren’t reliable rankings lists available. Each student will have to consider her own unique needs when thinking about which specialized programs would be best for her. To compile this list of schools,I researched the best learning disability programs according to aggregated lists and opinions from the learning disability community. Instead of assigning an arbitrary rank to each school, I organized the colleges by type, which should be more useful. Here, you can learn about programsat schools solely for students for learning disabilities. Or if you want to be part of a learning disability program that’s embedded within a school, you can compare programs at smaller communities with some larger, more well-known ones. Note that most of these learning disability programs come with an additional fee on top of tuition if they're embedded within a college or university. If information about the program cost was available, I included it in the program description. Read on to see the best programs for students with learning disabilities at large and small colleges. Later, I'll go over some schools notable for cateringonlyto students with learning disabilities. Like Goldilocks, you should focus on the right fit for you. Unlike Goldilocks, you won't end up chased from a house by angry bears. Larger Colleges for Students With Learning Disabilities The following learning disability programs are generally found at medium to large colleges. If you want more of a typical college experience but still want the additional support and attention that comes with a specialized program, these might be good options for you. Keep in mind that you'll likely to have to apply to both the college and the learning disability program. American University (Learning Services Program) Washington, DC Based in the Academic Support and Access Center (ASAC), the Learning Services Program (LSP) offers several quality support systems for qualifying students. Enrollees have weekly individual meetings with a program coordinator or counselor and consult with a program coordinator during the summer to discuss registration and course selection. Other benefits include the following: Enrollment in a reserved section of the freshman writing class Weekly meetings with a writing tutor for the freshman writing class Individualized course advising Upperclass student mentor The LSP is a one-year program and has a one-time fee of $4,850. Bellevue College(OLS Degree) Bellevue, WA Bellevue College offers an associate degree in Occupational and Life Skills (OLS) for adult students with learning disabilities. Students in the OLS program spend 10-14 hours per week in the classroom, taking classes in subjects such as workplace problem-solving, healthy relationships, and personal finance. They also complete a 200-hour internship at a local business as part of their graduation requirement. 85% of their graduates are employed. Tuition is $455 per credit. DePaul University (Center for Students with Disabilities) Chicago, IL DePaul University is home to the Center for Students with Disabilities (CSD), a department that specializes inspecifically meeting the needs of students with learning disabilities and attention deficit disorders. More than a dozen accommodations are offered depending on the student's particular needs. CSD students also have access to a Learning Specialist Clinician for additional academic guidance. East Carolina University (STEPP Program) Greenville, NC The STEPP (Supporting Transition and Education Through Planning and Partnernships) Program offers academic, social, and life-skills help to students with learning disabilities at ECU. It begins with monthly newsletters and a pre-college bootcamp to help students prepare for college before they even begin their first day. Once they start school, participants receive mentoring and advising, a housing assignment within a designated residence hall, independent study courses and a required study hall to help structure their schedule, and guidance developing a professional portfolio to help with getting a job after graduation. Only 10 students are accepted into the program per year, but for those that are, there are no additional fees for being in STEPP. Northeastern University (Learning Disabilities Program) Boston, MA Northeastern is a relatively large university that offers many on-campus resources to its students. Those who are part of the Learning Disabilities Program (LDP) meet twice every week with an LDP specialist to work on their academic and general life skills. This specialist also directs students to other resources that are available on campus, such as subject-specific tutoring. The fee for the LDP is $2,900 per semester. University of Arizona (SALT Center) Tucson, AZ The University of Arizona's Strategic Alternative Learning Techniques (SALT) Center offers fairly comprehensive support to students and is ideal for those who want the atmosphere of a large school. SALT enrollees have weekly meetings with a strategic learning specialist and access to many other services, including the following: Content-specific tutoring Educational tech support Life skills and academic strategies workshops Psychological services Life and ADHD coaching (this is separate from the SALT fee) Lower-division students pay $2,800 per semester, which includes tutoring. Upper-division students pay $1,200 per semester, with tutoring costing an additional $21 an hour. University of Connecticut (Beyond Access Program) Storrs, CT The University of Connecticut offers a few different options for students with learning disabilities. The major support program is the Beyond Access Program (BAP), in which students meet weekly with a trained Strategy Instructor (SI) to develop important skills. The SI focuses on several skill sets, including the following: Time management and organization Study skills Stress management Self-advocacy Memory and concentration Social skills Career prep Health and wellness Reading and writing strategies There are two different program levels: the BAP fee is $1,800 per semester for one SI meeting a week, or $3,600 per semester for three SI meetings a week. University of Denver (Learning Effectiveness Program) Denver, CO The University of Denver's Learning Effectiveness Program (LCP) offers students with learning disabilities academic counseling, subject-specific tutoring, time and organizational management assistance, and special student events. The program fee is $1,350 per quarter. University of Iowa (REACH Program) Iowa City, IA The University of Iowa's Realizing Educational and Career Hopes (REACH) program is a solid option for students who need extra support or who aren’t ready to jump into the college experience just yet. REACH isan educational program in its own right, specialized specifically for students with intellectual, cognitive, and/or learning disabilities. Thistwo-year transition certificate program provides students with a "big 10" university experience and ensures they're supported throughout the educational process. Services offered by the REACH program include the following: Small group instruction Real world opportunities for hands-on learning Special events and support staff Opportunities to participate in UI courses with the assistance of REACH staff Tuition, fees, and expenses for the REACH program come to $28,859 for Iowa residents and $46,069 for non-residents. Smaller Colleges for Students With Learning Disabilities Not everyone gets excited at the prospect of joining a big college campus. If you prefer a more intimate academic environment, these schools might be good fits for you. Classes at small colleges can be really stimulating, intimate experiences (as long as you don't forget to do the reading). Augsburg College (CLASS) Minneapolis, MN CLASS stands for the Center of Learning and Accessible Student Services. Located at Augsburg College, this center is staffed with disability specialists who are trained to provide the following services to students who might need them: Individual support Instruction of learning strategies and compensatory techniques Help with time management and organizational skills Academic advising Housing assistance There doesn't seem to be a fee for these services. Curry College (Program for Advancement of Learning) Milton, MA Curry College's Program for Advancement of Learning (PAL) offers a specialized curriculum for students with learning disabilities and attention deficit disorders. This curriculum mainly focuses on learning strategies and the learning process in general. Students in the program also receive referrals to specialized advisers and technical support. To apply,you have to submit a separate application in addition to Curry's regular college app. The cost is $1,825 a semester for PAL1220, $3,390 a semester for PAL1210, and $3,470 a semester for PAL1190 and PAL1200. Fairleigh Dickinson University (Regional Center for Learning Disabilities) Teaneck, NJ At Fairleigh Dickinson's Regional Center for Learning Disabilities, students can schedule weekly meetings with learning specialists, participate in counseling sessions, get technologicalsupport, and receive priority registration. Best of all, these services are offered at no extra cost to students. Lesley University (Threshold Program) Cambridge, MA Similar to REACH at the University of Iowa, Lesley University's Threshold is a specialty certificate program meant for those who would struggle in a traditional college environment,even with some structured support. Students can choose to study Business Services and/or Early Childhood Development. After completing the program, students have the opportunity to participate in post-grad programs through Lesley University. Tuition fees amount to $22,125 per semester; room and board expenses are an additional $5,430 a semester. Lynn University (Institute for Achievement and Learning) Boca Raton, FL Students who are part of the Institute for Achievement and Learning (IAL) have access to a variety of specialty services, including the following: Academic coaching Assistive technology Diagnostic assessments Tutoring Alternative testing environments All Lynn University students have access to the IAL. Marist College (Learning Support Program) Poughkeepsie, NY Students enrolled in the Learning Support Program work one-on-one with a learning specialist. In meeting with these specialists, students focus on honing the following skills: Writing skills Note-taking skills Organization skills Test-taking strategies Time management There are fees for meeting with learning specialists,but that information isn't publicized on the program's official website. Mercyhurst University (Learning Differences Program) Erie, PA There are two parts to the Learning Differences Program (LDP): the Summer PASS Program, which helps students ease into college life, and the more intensive Academic Advantage Program (AAP), which is designed to provide structured academic support to students throughout the year. The AAP includes the following features: Weekly meetings with an academic counselor Academic advising Subject-specific tutoring Assigned note-takers Priority class registration The AAP costs $2,590 for one academic year, while the Summer PASS Program costs $995. Mitchell College (Bentsen Learning Center) New London, CT Through the Bentsen Learning Center (BLC), students get access to an academic support program meant specifically for students with learning disabilities and attention deficit disorders. There are three tiers of support, allowing the program to be tailored to each student's individual needs. The center offers the following services: Learning strategy instruction Career readiness skill building Content strategy workshops Designated student study areas Referrals to additional campus resources Program fees vary by level of support, ranging from $820 to $3,700 per semester. Schools Dedicated to Students With Learning Disabilities There are a few schools out there that only accept students with learning disabilities. These tend to be smaller colleges and typically offer customizable levels of support and structure. If you're interested in schools that cater exclusively to students with language-based learning disabilities, check out the following colleges. These schools are experienced in helping students with learning disabilities balance their academic, professional, and personal lives. Beacon College Leesburg, FL Beacon College offers associate and bachelor's degrees exclusively to students with learning disabilities and attention deficit disorders. Itson-time graduation rate is 70%, which surpasses the national average graduation rate for students with learning disabilities. The college's support services include a Center for Student Success (with trained learning specialists and tutors), a math lab, and a writing center. Landmark College Putney, VT All of Landmark College isdedicated to helping students who learn differently (i.e., students with learning disabilities, attention deficit disorders, and/or dyslexia). Support services offered here include the following: Academic advising and coaching Centers for academic support Counseling Specialty summer programs, to ease the transition into college What to Do If You're Interested in a Program for Students With Learning Disabilities Think you'd benefit from a supportive program meant for students with learning disabilities? The following tips will help you successfully navigate admissions and beyond. #1: Get More Information Just like anycollege applicant, you should get as much information about these programs as possible to get a better idea of fit and compatibility. Visit campuses, talk to current students, and consider if program offerings would give you the appropriate level of support. #2: Make Note of Additional Applications Many of these schools require students to submit an application to the learning disabilities program in addition to the regular college application. You might also have to submit further documentation, such as diagnostic tests, psychological evaluations, or letters from educators. As a result, it's best to give yourself extra time to complete these applications. #3: Account for Extra Expenses in Your College Budget You can still apply and be eligible forfinancial aid and scholarships, but be aware that enrolling in one of these programs for students with learning disabilities has the potential to add thousands of dollars to your overall college costs each year. What's Next? If you're still thinking through your college budget (and the extra costs that come with learning disability programs), get informed with our guide to college expenses. Don't forget that federal grants and loans can help make up some of the costs of these specialtyprograms. Learn more aboutPellGrants,DirectUnsubsidizedloans, andDirect Subsidized loans. Worried about choosing a major on your college applications? Learn how to navigate the process and make an informed decision. 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:

Compares the significance of the dominant conservative parties and Essay

Compares the significance of the dominant conservative parties and their opponents on the left (and in the center, as in the case of the DPJ) in France and Japan - Essay Example Due to this unity, the Japan Democratic Party won the next elections, held this power for over almost five decades, but lost the power in 1993. The party strategies came from its strong ties with the United Nation and the USSR. However, Criminal Intelligence Agency in US was not happy with the Socialist and the Communist party and therefore spent millions of dollars influencing Japans elections in the favor of the Liberal Democratic Party. Many analysts argue that the influence was due to the second world war that really affected the Japanese hence the CIA were worried of their counter reaction. The influence of the US CIA was a deep kept secret and was only revealed later in the 1990 thanks to The New York Times. In the 1960’s LDP managed to host 1964 Olympics and neutralize the Vietnam War (Fackler, Osaka Mayors Radical Message Has Broad Appeal in a Weary Japan). Their success continued as the Party managed to improve the country’s economy. However, the Party did not have it smooth all the way. The Party encountered resistance from the Socialist Party and Japan Community party. LDP also encountered many scandals including some of young members breaking away from the government and joining their opponents. Despite this, the government managed to consolidate and move forward. The Party made policies from all specters of the economy that managed to hold the party into leadership until 1993 when it lost. The party lost due to lack of power to influence voters in addition to many scandals in the government. Despite the loss the LDP was able to gunner its power back and after three years it was back to leadership. In 1998, Democratic Party of Japan was formed. The party challenged LDP mostly in 2003 and 2004 in parliamentary elections (Sieg). France political interest began hundreds of year ago with philosophers such as Locke challenging the government in its governance role.

Brown vs board of Education Research Paper Example | Topics and Well Written Essays - 500 words

Brown vs board of Education - Research Paper Example As such, the paper seeks to critically discuss the impact of racial segregation especially on students in public schools. The case of Brown v. Board of Education (1954, 1955) marked a major victory for blacks in the US who were major victims of racial segregation in schools. Though the Supreme Court judges in this particular case were deeply divided over the case, they realized that racial segregation in public schools was unconstitutional. in delivering the judgement in this case, they stated that, "We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. . ." (USCourts, n.d). Indeed, this judgement in the case of Brown v. Board of Education (1954, 1955) is plausible since it is a victory to those people who are segregated on the basis of their race. Racial segregation has negative impacts especially on the victims particularly the people belonging to an â€Å"inferior race.† Racial segregation is dehumanising since the segregated groups are relegated to lower levels of society and they are often treated as inferior. Under law, this practice should not be permitted since it impacts negatively on other people who may be deprived the opportunity to live happier lives through their hard work. People who are looked down upon often view themselves as inferior and they are not capable of doing anything meaningful that can improve their welfare. They also end up failing to get opportunities to pursue courses and careers that can improve their welfare. The aspect of racial segregation is inhumane since it is believed that all people are created equal by God. According to the Universal Declaration of Human Rights (1948), human beings are born with inalienable rights and these should not be violated by other people. Article 7 of the UDHR (1948) states that, â€Å"All are equal before the law and are entitled without any discrimination to equal

Why do women have facial hair or body hair. What is causing this Research Paper

Why do women have facial hair or body hair. What is causing this phenomena. Can it be cured or changed - Research Paper Example All people have hormones in their bodies that stimulate growth of their bodies and facial hair. It hence depends on the level of hormones secreted, the number of the hair follicles in an individual’s body, and how sensitive they are to be stimulated for growth. Any other conditions or substances introduced into the body that trigger overproduction of the hormones could contribute to excess body and facial hair. This is normally associated to the male gender for its masculine effect. However, women also produce the sex hormone in their adrenal glands and ovaries. Androgen aids in production of oestrogen that serves a greater role in female sexual desires, emotions and satisfaction. Testosterone and adrenal androgens are the main types of the hormone in women; they are released into the blood stream and also produced at the body tissues (body fats and skin) after conversion of dehydroepiandrosterone (DHEA) and androstenedione (A) into androgens at the cells, skin, and hair follicles (Monash University, 2010, p.1). Male bodies produce more of the androgen hormone than women, which is necessary for development of their masculine features (muscles, deep voice, body hair on their chest, inner thighs, arms and lower abdomen and facial hair like mustache and beards among others). Similarly, a high level production of androgen (testosterone) hormone in excess would stimulate excess facial and body hair production in women among other masculine features, a condition termed Hirsutism (Jacoby and Youngson, 2005, p. 2196). As a result, the highly sensitive parts to androgen in women’s bodies have stimulated thick and darker hair growth. This is because the hair follicles in those parts are more sensitive and the higher the number of the follicles, the more the excessive hair on their bodies. Certain diets affect the production of testosterone hormone in a woman’s body. Diets that contain zinc minerals can help to activate testosterone production,

PHYLOSOPHY FINAL ESSAY Example | Topics and Well Written Essays - 1750 words

PHYLOSOPHY FINAL - Essay Example to as â€Å"zombies† will eventually crumble and fall, in addition to that never at one time shall an artificial creation equal or even outdo human thinking and cognitive ability. In addition, the essay will evaluate the two arguments and give a personal supported opinion that is against computationalism, the reason being the impossibility of scientists to create systems similar to humans’, thus the weakness of Dennett’s argument. Dennett (1994) argues that someday, robots will be made that will be able to function just like humans do. To him, human beings are â€Å"†¦a sort of robot ourselves†¦with extraordinarily complex self-controlling, self-sustaining physical mechanisms, designed by natural selection†¦Ã¢â‚¬  He admits that it is a wild ambition to imagine that a human replication can succeed in triumphing over nature by creating an artificial human, but it is not unachievable. The main point of his argument is based on his perspective that a consciousness machine is in no way different from a perpetual one in that both can be programmed to execute specific functions by use of physical processes. The only constriction that [his] project would encounter are the expensive costs of assembling billions of minute mechanisms to direct the robots’ actions. First of all, a robot is a material thing, whereas it is common sense that consciousness requires materialism to exist, a theory of dualism. What this means is that what a man can create will only utilize materials such as metals, plastic, wires, chips and so on, but these are never going to make anything with the ability to think on its own. The reason for that is because there is more to the human being than just the material part; the mind which is not physical, and that is what controls intelligence. Dennett counters this perspective as follows; he defines the notion of immaterial stuff as â€Å"mere superstition since all body processes are today defined and explained and understood through today’s

University of Miami Essay Example | Topics and Well Written Essays - 2000 words

University of Miami - Essay Example As a function of this, UAVs operating in various places throughout the world, namely Iraq and Afghanistan, began to suffer a high attrition rate due to the icing of the wings that invariably occurs at high attitudes. As such, this represented a primary design flaw in that the UAV manufacturers had not foreseen the fact that due to the pilotless nature of the aircraft, it would be nearly impossible for a UAV pilot to notice and infer that icing was taking place; let alone seeks to counteract such an eventuality by employing countermeasures. Moreover, the analysis will look at the use of FEA as a means of solving the complex problems that the engineers were faced. In order to rapidly and cost effectively integrate such a level of changes, the engineers went back to the proverbial drawing board and utilized CAD (Computer Assisted Design) to seek to draw a further level of inference upon the issue at hand. Mainly, these tools were used by the analysts to seek to determine the CFD properties that the wings exhibited. The CFD, or Computational Fluid Dynamics, was a way that the engineers could seek to provide the wings and surface areas of the associated aircraft with the highest level of protection against the accumulation of ice without having the cover the entire aircraft in costly, heavy, and ultimately ineffective de-icing mechanisms. The overall importance of seeking to maximize the level of â€Å"bang for the buck† with relation to where the de-icing systems were ultimately installed centered upon the fact that the sheer nature of the jobs which the UAV’s perform and support require that they remain aloft for extraordinarily long periods of time. As a function of this, it is necessary for these aircraft to be as light, and as fuel efficient as possible. Likewise, seeking to utilize CAD and CFD to determine what aspects of the aircraft lay at the greatest degree of risk with

PHYLOSOPHY FINAL ESSAY Example | Topics and Well Written Essays - 1750 words

PHYLOSOPHY FINAL - Essay Example to as â€Å"zombies† will eventually crumble and fall, in addition to that never at one time shall an artificial creation equal or even outdo human thinking and cognitive ability. In addition, the essay will evaluate the two arguments and give a personal supported opinion that is against computationalism, the reason being the impossibility of scientists to create systems similar to humans’, thus the weakness of Dennett’s argument. Dennett (1994) argues that someday, robots will be made that will be able to function just like humans do. To him, human beings are â€Å"†¦a sort of robot ourselves†¦with extraordinarily complex self-controlling, self-sustaining physical mechanisms, designed by natural selection†¦Ã¢â‚¬  He admits that it is a wild ambition to imagine that a human replication can succeed in triumphing over nature by creating an artificial human, but it is not unachievable. The main point of his argument is based on his perspective that a consciousness machine is in no way different from a perpetual one in that both can be programmed to execute specific functions by use of physical processes. The only constriction that [his] project would encounter are the expensive costs of assembling billions of minute mechanisms to direct the robots’ actions. First of all, a robot is a material thing, whereas it is common sense that consciousness requires materialism to exist, a theory of dualism. What this means is that what a man can create will only utilize materials such as metals, plastic, wires, chips and so on, but these are never going to make anything with the ability to think on its own. The reason for that is because there is more to the human being than just the material part; the mind which is not physical, and that is what controls intelligence. Dennett counters this perspective as follows; he defines the notion of immaterial stuff as â€Å"mere superstition since all body processes are today defined and explained and understood through today’s

Arab-Israeli Conflict Essay Example | Topics and Well Written Essays - 1000 words

Arab-Israeli Conflict - Essay Example The first conflict between the two nations, known as the first Arab-Israeli War, started on May 15, 1948, when five Arab armies invaded the one-day- old Jewish state. "The war was fought along the entire, long border of the country: against Lebanon and Syria in the north; Iraq and Transjordan - renamed Jordan during the war - in the east; Egypt, assisted by contingents from the Sudan - in the south; and Palestinians and volunteers from Arab countries in the interior of the country. It was the bloodiest of Israel's wars. It cost 6,373 killed in action (from pre-state days until 20 July 1949) almost 1% of the yishuv (the Jewish community)" (Lorch 2003). Therefore, the War of Independence in 1948 was the most destructive wars that the two nations ever fought and it did not mark the end of the Arab-Israeli conflict, although the war came to an end with the 1949 Armistice Agreements. The 1948 Arab-Israeli War, which was fought between the newly declared State of Israel and its Arab neighbours, has been known in different names, and the Israelis call it as the War of Independence or War of Liberation while the Arabs name it as the Catastrophe. The United Nations made an important decision to partition Palestine into an Arab state and a Jewish state on Nov. 29, 1947, and the war broke out following the withdrawal of the British force from the region. "Mounting violence leads to the first Arab-Israeli war in early 1948, when the British withdraw from the region. Jewish forces hold their ground and declare Israeli statehood on May 14, 1948. Neighbouring Arab nations, including Syria, Lebanon, Iraq, Egypt and then-Transjordan, lend support to the Palestinians. The Egyptians are the last to seek an end to hostilities; an armistice is reached in January 1949." (The Arab-Israeli conflict, 1947-present). Therefore, various nations such as Israel, Palestine, and other nei ghbouring Arab nations, including Syria, Lebanon, Iraq, Egypt etc took part in the war of 1947. In fact, the fighting had started long before long before the actual date of the war between local Jews and local Arabs who were supported by volunteers from neighbouring states such as Syria, Lebanon, Iraq, and Egypt. Significantly, it was the bloodiest of the seven wars that the Israelis had fought in the region and around 6,000 Jews were killed in the war, which is almost 1 per cent of the country's Jewish population at the time. "It was also the last time Israel found itself facing an opposing force that did not overwhelmingly outnumber its own. Between 35,000 to 45,000 Israel soldiers were pitted against 42,000 to 54,0000 troops from the Arab countries." (Background: The 1947 - 1949 Arab-Israeli War). Therefore, the 1948 Arab-Israeli War was the most destructive war among the various wars belonging to the Arab-Israeli conflict. The war which was fought in four phases came to an end o n February 24, 1949, when the Israel troop and Egypt signed an armistice agreement that was followed by similar agreements with Lebanon on March 23, 1949, with Jordan on April 3, 1949 and with Syria on July 20, 1949. Thus, the 1948 Arab-Israeli War ended without great lose to the Israeli side which was established as a sovereign state in 1948. Another

Manliness, Hostility, Aggression Essay Example for Free

Manliness, Hostility, Aggression Essay How are these ideas connected? A View from the Bridge was written in 1955 and is set in the 1940s in Red Hook Brooklyn, a poor suburb of New York populated by a large Italo-American Community. There are lots of illegal immigrants living in this community, all pursuing the American Dream. Arthur Miller had spent time living there with the longshoremen and working for a short time on the docks with them. This gave him an insight into the difficult conditions of their lives, the way they lived and how poor their lives were. He had also been to Sicily and was shocked by the poverty and amazed by the strict and violent code of honour which the people there were suspected to abide by. The plot of his play originated from a story he heard about in America where someone informed the authorities about illegal immigrants because he was of jealousy of them. This man had then been disowned by the community because of it he had lost his name. Poverty, jealousy, codes of conduct and ideas of what it is to be manly all combine to create the dramatic tension in this play and contribute to its effect. Eddie Carbone is the main character in the play. It is around him, his ideas about what it means to be manly and also his attraction to his niece Catherine that the action centres. We follow him as the certainties of his world are challenged and he reacts in the only way he knows how by defending what he sees as the most important thing for a man, his good name. It is a violent place that they live in and one where betrayal of family to the authorities is seen as just about the worst thing that you can do. Eddie and Beatrice tell a story at the beginning of the play which illustrates this. A boy who had informed on some illegal immigrants had been disowned by his family and thrown out of the community. He had been thrown downstairs and his head was bouncin like a coconut. Eddie makes it clear that, even though its a sad situation for a 14 year old boy to be beaten up and thrown out, it was inevitable once hed lost his honour and good name, Youll never see him no more, a guy do a thing like that? Hows he gonna show his face? The problem for Eddie is that he needs to be seen as a real man with a good name who is respected but because of his attraction to his niece, Catherine, he allows himself to feel jealous of her lover, Rodolfo, and is ready to risk everything to stop them being together. Eddie has a clear and simple vision of what it means to be a man and he reacts with hostility and aggression to any other character in the play that either challenges him and his ideas or who does not show any signs of what he considers to be manly. Eddie considers a man to be someone who looks after and is the leader of the family. At the very beginning of the play we get an idea of the position of the three members of the family and the relationships between them. The women stay at home and Eddie goes out to work. When he comes home from work the women are waiting for him. Beatrice, for example, is in the kitchen preparing food and Catherine almost straightaway goes to get him a beer. He likes to see himself as the head of the house and whatever he says goes. He tells Beatrice off when she tries to stand up to him when they are talking about Catherines new job, You lived in a house all your life, what do you know about it. You never worked in your life. It is important to Eddie that he sees himself as the protector of the family. For example, he is very proud of the way he has brought up Catherine when her mother died. Even though he disapproves of Rodolfo and is jealous of him he defends him against Mike and Louies jokes because he has taken him into his house and his protection, Hes a kid yet, yknow? Hes just a kid thats all. Later in the play when Beatrice is complaining that they dont sleep together anymore Eddie tells her, I do what I feel like doin or what I dont feel like doin'. He even uses his idea of how a family should be when he is trying to make out that he didnt inform on Marco and Eddie. When Beatrice does not believe what he is saying about why the immigration men came he says to her, a wifes supposed to believe her husband. All of these quotes by Eddie show that he is constantly trying to reinforce his role as the dominant figure in the family. In spite of Eddie wanting to be the head of the house and the man of the family, it gets more and more obvious during the play that things are not quite right. Early on in the play Beatrice, his wife, looks at him, into his eyes and says, Im just worried about you, thats all Im worried. Later on she asks him, When am I goin to be a wife again, Eddie? He is not fulfilling his obligations as a man and husband to Beatrice. The reason she is worried is that he seems to be more interested in Catherine than in her. He comments on everything Catherine does and wants to control it. He wants to tell her what to wear and even how to walk. He hates to think that she might be attractive to other men.

Compensating Wages for Dangerous Job Workers

Compensating Wages for Dangerous Job Workers Explain why workers with dangerous jobs are paid more than workers with less dangerous jobs The competition in the job market has shown an upward turn, when we talk about the opportunities for the job seekers. There are diversified fields for the job seekers based on their qualifications and experience. But another factor is also very vital when a person seeks a job; his / her own choice regarding environment and the workplace safety is equally important. Some people like to work in offices due to the peaceful, neat and clean environment but the same â€Å"paradise† may be â€Å"hell† for others just because they cannot handle the mental stress attached with the office jobs e.g. Accounting, Finance etc. On the other hand some people enjoy the jobs in the field of marketing, which would not be accepted by those who like to work in isolation. But there are some jobs, which are considered dangerous due to the nature of the workplace, or the work that needs to be carried out. Although none of the workers may like to work in dangerous conditions the compensation of fered attracts individuals to come into this field. So, keeping in view all these factors the compensation package of the employee can be assessed (Roberts, Burton Bodah, 2005). Normally the jobs, which require higher skilled individuals is highly compensated when compared to jobs that require only lower or lesser skills. It is considered that the differential amount paid to the higher educated persons, is in compensation for the additional sacrifices and payment made by the person to obtain the skills and education necessary (Dumond, Hirsch MacPherson, 1999). The workplace area and the safety at workplace catches the attention of the employees to demand extra wages. Smith used the words ‘hardship, ‘disagreeable and ‘dirtiness for the work of colliers in Newcastle to explain why they earned two or three times more than common laborers in Scotland (1976). The statistics have been collected by the Bureau of Labour Statistics These statistics have been published on CNN referring to an 18 year old logger who was killed on December 3, 2002. It clearly depicts that the risk factor involved in these jobs classifies them in the category of additional compensatory jobs. The Timber Cutters are facing a high risk and the rate of mortality has been the highest for them when compared to other jobs. People involved in fisheries are at second with fatality rate of 71.1. Pilots and navigators are at third with the mortality rate of 69.8. All these people work out of doors except the structural metal workers. People involved in driving, sailing, and even flying in the list given below as high risk workers. These are outdoor jobs, which are considered the most dangerous jobs. Therefore people in these jobs need the security and compensation as an attraction to continue doing the job. Employers, therefore offer special allowances and compensation along with medical facility, insurance, housing etc. It is not only the risk that is involved in the job that increases compensation for these workers but many other factors. However the discussion of those factors is outside the scope of this paper and therefore will not be mentioned here. Some salient factors have been given below which shows why workers with dangerous jobs are paid more. One is that there is a direct threat to a workers health and life in a dangerous profession. If a worker is hurt due to the nature of job, he may loose a part of his body and sometimes even his life (Schumacher, Hirsch, 1997). This could happen even though there are many workplace health and safety regulations in place and even though the supervisors and the employees themselves are trained on how to maximize safety in the work area. Further a direct threat to the life of a worker is also a threat to the stability and security for his or her dependants. This is because if the worker looses his life or his ability to work (due to injury or disability) the dependents would loose their safety net and can be made destitute (McDuff, 1999). Different jobs have different health hazards Different jobs have different health hazards and by implication different life expectancies. Workers in dangerous jobs are assumed to get a higher wages to compensate for the lower life expectancy and by measuring the size of that premium you can get a rough measure of the value of an extra year (Schumacher, Hirsch, 1997). It turns out that this calculation gives a strong effect: the benchmark calculation assumes that a ten percent increase in life expectancy will generate a 0.24 percentage points increase in adjusted GDP growth (Osburn, 2000). Workers may also need compensation for the stress and anxiety they have to face due to the dangers they are exposed to in the workplace (Mcgoldrick, 1995). For example armed forces stationed in high altitude locations are awarded extra allowance for the isolation at glaciers. The dangerous jobs also need a high level of hard work and physical efforts, which is normally more than the efforts required in normal physical labour. Therefore the extra physical effort of the workers must be compensated by the employer, and this is another reason why employees in dangerous of physically demanding professions get higher wages (Miller, Mulvey Norris, 1997). Concluding the discussion above, it is evident that the dangerous jobs are facing high risk increasing the life uncertainty of the workers. They need life insurance for their life for their families and dependents. Critically appraise the findings of empirical studies that have estimated compensating wage differentials. In labour economics the term Compensation differential is use to describe and analyze the relationship between wage rate and the corresponding risk, unpleasantness and any dangerous attitudes that are entailed in the job. The term compensation differential is also known as â€Å"equalizing difference† or even â€Å"compensating wage differential†. A compensating wage differential refers to the additional compensation that is paid to a worker or an employee in order to motivate the individual to take on a job that is considered undesirable or even a dangerous in comparison to other jobs that are available in the market (Schettkat, 1993). However it is noteworthy that â€Å"compensating differentials† does not apply only to dangerous and undesirable jobs, but also to extremely desirable jobs with special benefits. In the case of the latter, instead of being paid a higher compensation, the individuals concerned will be willing to accept a lower pay as the job entails benefits that are special and cannot be found elsewhere or with any other jobs. The difference here is however that instead of the compensation differential being positive it will be negative in the case of the latter example (Schettkat, 1993). A lot of models have been presented by different authors around the globe regarding compensating wage differentials and many studies have been undertaken in this area. Based on these studies, surveys and analyses, findings have been published in the journals, newspapers and websites. These publications stressed the compensating wage differentials not only for the workers exposed to death due to accidents but for other reasons as well. The term ‘Risk Premium is also used as an alternative to the compensating wage differentials for the workers doing dangerous jobs. Marin and Psacharopoulos (1982), in the first paper using British data from the Office of Population Censuses and Surveys (OPCS) Occupational Mortality Decennial Supplement 1970-72, find evidence of a wage premium for exposure to fatal risk. Sandy and Elliott (1996) and Arabsheibani and Marin (2000) using similar data over the period 1979 to 1983, and Siebert and Wei (1994) using Health and Safety Executive (HSE) data for 1986 to 1988, all find evidence of a fatal risk premium. Another study has been carried out in the Hong Kong regarding compensating wage differentials laying special emphasis on the risk associated with the workplace fatality. The data has been collected from the 1991 census and then it has been merged with the accident data provided by the Labour Department. A theory has been presented by Thaler and Rosen in 1976. The estimation of compensating wage differentials has been carried out with the following formula W = a0 + a1X + a2p + e Where w is the wage rate, X a vector of individual and job characteristics, including the usual human capital variables; p is a measure of job risk and e is an error term. Over the past two decades studies have estimated compensating wage differentials by using this equation. The result normally suggests that a positive and significant compensating wage differential for the jobs with mortality risk is found mostly in the United States, the United Kingdom, Canada, Australia and Japan. Another important factor the compensating wage differentials has been identified as; child penalty. The fact that mothers tend to earn less than women without children seems to be well established in the economic literature and is called child penalty or family gap. Several researchers found raw wage gaps of almost 20% for the US, 13% for the UK and up to 20% for Germany. In order to investigate the impact of motherhood on the choice between pecuniary and non-pecuniary job characteristics the German Socio-Economic Panel (GSOEP; 1984-2003) was used by Felfe in 2006. The sample of interest consists of women during their fertile years, defined as the age from 16 to 46. The dataset provides detailed information about personal and job characteristics, about pecuniary and in particular non-pecuniary ones. Besides it reports satisfaction with the job what is used as a proxy for utility and allows testing if both pecuniary and non-pecuniary job characteristics determine jointly the satisfaction of a mother. The longitudinal nature of the data allows observing mothers around first birth. Th e dataset used is the German Socioeconomic Panel (GSOEP), which is a yearly repeated survey of Germans and Foreigners in West and East Germany (1984-2003). Since 1984 the GSOEP follows the members of the panel. In 2003 the GSOEP provided information about more than 12000 households consisting of more than 24000 people In order to test the hypothesis of the child penalty as a compensating wage differential, the following methodology, divided in three parts, has been conducted. A first step was to investigate if motherhood really affects the job characteristics, i.e. if not only the pecuniary but also the non-pecuniary job characteristics change after motherhood and thus the loss of wage might be compensated with an increase in amenities. In order to estimate changes in job characteristics around and after motherhood, an event study analysis has been used which studies the effects of first birth on a variety of job characteristics. A second necessary step was to show if and how certain job features enter the utility of mothers. According to theory of compensating wage differentials both pecuniary and non-pecuniary characteristics determine jointly the utility of a worker. In case a mother is willing to give up part of her income in order to have a more family friendly job, certain job characteristics have to compensate for this loss in wage and thus raise the utility of a mother. In order to test this empirically, satisfaction regressions has been used. In a last step the actual compensating wage differential has been measured, i.e. how much of their wage mothers are willing to give up for having a job with more amenities (less disamenities). Therefore as a last step a hedonic wage regression has been run including certain (dis-) amenities as control variables. Conclusion The conclusion of the above discussion reveals that the compensating wage differentials have been studied by many of the analysts around the globe using different methodologies and statistics. These studies helped the users understanding the trend regarding compensating wage differentials and the impact on workers. REFERENCES Abraham, J, Lluis, S. (2008) â€Å"Compensating Differentials and Fringe Benefits: Evidence from the Medical Expenditure Panel Survey 1997-2004†, retrieved on July 28th, 2009 from Christie, L. (2003) â€Å"Americas most dangerous jobs The top ten most dangerous jobs in America†, CNN Money, retrieved on 28th July, 2009 from Dumond, J. M., Hirsch, B. T., MacPherson, D. A. (1999). â€Å"Wage Differentials Across Labor Markets and Workers: Does Cost of Living Matter?†. Economic Inquiry, 37(4), pp. 577-608. Dupuy, A. Smits, W. (2009), â€Å"How Large is the Compensating Wage Differential for RD Workers?† Retrieved on July 28th, 2009 from Felfe, C. (2006), â€Å"The child penalty A compensating wage differential†, retrieved on July 28th, 2009 from Lanfranchi, J., Ohlsson, H., Skalli, A (2009) â€Å"Compensating Wage Differentials And Shift Work Preferences* Evidence from France†, retrieved on July 28th, 2009 from McDuff, E. M. (1999). â€Å"Social Support and Compensating Differentials in the Ministry: Gender Differences in Two Protestant Denominations†. Review of Religious Research, 40(4), pp. 307-330. Mcgoldrick, K. (1995). â€Å"Do Women Receive Compensating Wages for Earnings Uncertainty?†. Southern Economic Journal, 62(1), pp. 210. Miller, P., Mulvey, C., Norris, K. (1997). â€Å"Compensating Differentials for Risk of Death in Australia†. Economic Record, 73(223), pp. 363. Osburn, J. (2000). â€Å"Interindustry Wage Differentials: Patterns and Possible Sources†. Monthly Labor Review, 123(2), pp. 34. Polachek, S. W. Siebert, S. W. (1993) Economics of Earnings. Cambridge University Press. Roberts, K., Burton, J. F., Bodah, M. M. (Eds.). (2005). Workplace Injuries and Diseases: Prevention and Compensation : Essays in Honor of Terry Thomason. Kalamazoo, MI: W.E. Upjohn Institute for Employment Research. Schettkat, R. (1993). â€Å"Compensating Differentials? Wage Differentials and Employment Stability in the U.S. and German Economies†. Journal of Economic Issues, 27(1), pp. 153. Schumacher, E. J., Hirsch, B. T. (1997). â€Å"Compensating Differentials and Unmeasured Ability in the Labor Market for Nurses: Why do Hospitals Pay More?†. Industrial Labor Relations Review, 50(4), pp. 557-579. Siebert, W. S. Wei, X (1998), â€Å"Wage Compensation for Job Risks: The Case of Hong Kong†, Asian Economic Journal, Vol 12 No. 2, retrieved on July 28th, 2009 from â€Å"The Human Development Index. A better way of measuring welfare? Notes on Nick Crafts, ‘The human development index and changes in standard of living: some historical comparisons†. European Review of Economic History, Vol 1, (1997), retrieved on July 28th, 2009 from REFERENCES The Bureau of Labour Statistics, retrieved on 28th July, 2009 from