Venus :: essays research papers

Venus is the second planet from the sun and the sixth largest. Venus’ orbit is the most circular of any planet, with an eccentricy of less than 1%. Venus, perhaps because it is the brightest of planets known to the ancients, Is named after the Greek goddess of love and beauty. The planet of Venus has been known since prehistoric times and is the brightest object in the sky with the exception of the sun and the moon. Venus’ rotation is somewhat unusual in that it is both very slow ( 243 Earth days per Venus day) and retrograde. In addition, the periods of Venus’ rotation and of its orbit are synchronized such that it always presents the same face toward Earth when the two planets are at their closest approach. The pressure of the planet’s atmosphere at the surface is 90 atmospheres and is composed mostly of carbon dioxide. There are several layers of clouds which are many kilometers thick and composed of sulfuric acid. This dense atmosphere produces a run-away greenhouse effect that raises Venus’ surface temperature by about 400 degrees to over 740 K. The planet of Venus is often regarded as Earth’s sister planet, in some ways they are very similar. For example, Venus is only slightly smaller than Earth (95% of Earth’s diameter, 80% of Earth’s mass.) Both have few craters indicating relatively young surfaces. Their densities and chemical compositions are also similar. Because of these similarities, it was once thought that below it’s dense clouds, Venus might be very earthlike, perhaps to the point of containing life. However, a more detailed study of Venus revealed that many aspects of Venus’ atmosphere was much different from that of Earth. There are no small craters on Venus. It appears that small meteoroids burn up in Venus’ dense atmosphere before reaching the surface. Craters on Venus seem to come in bunches indicating that the large meteoroids that do reach the surface usually break up in the atmosphere. The oldest terrains on Venus seem to be about 800 million years old. Extensive volcanisms at the time wiped out the earlier surface including any large craters from early Venus’ history. The interior of Venus is probably very similar to that of Earth. It consists of an iron core about 3000 km in radius, a molten rocky mantle comprising the majority of the planet. Venus probably once had large

Language Development multi-disciplinary

Language development is a multi-disciplinary field containing inputs from psychology, academics, behavioral science, neurology and speech development. It’s marked by the culmination of a series of processes, which begin early in human life where an infant goes through imbibing primary language skills from the environment surrounding him, starts remembering words and phrases without the need for understanding their meaning, slowly build connections and visual imagery to understand patterns in language, and finally, as the child grows older, new meanings and new associations are created and his vocabulary increases as more words are learned.Language development as a term, should not be confused with â€Å"language acquisition† of which it is only a subset. The latter also deals with second language learning ability. Linguists and researchers like Noam Chomsky, Elizabeth Bates and Catherine Snow have developed hypotheses, that recognize and measure the specific learning re sults from general cognitive abilities and the interactions between learners, and their surrounding language environments.Language development contains several discussion points. In this paper, we shall look into the following points, based on past research done in relevant area. The main objective of our research is to infer the importance of each and every building block, in facilitating the language learning ability of children. Understanding these concepts have special significance to the case studies of dyslexics (slow learners), auditory and visually challenged kids, children with a stammering problem and kids of immigrant parents for whom English is not a spoken language at home. The articles selected for this purpose have one theme in common: they offer tips and suggestions, and also the roadmap for applications within a children learning environment.Transduction: Having worked in the field of cognitive development among children, Jean Piaget, a famous Swiss development psyc hologist, has described â€Å"transduction† as the first logic of reference in the primary form of reasoning used by children during the preoperational stages of development (2-7 years). The logic here is: if A causes B today, then A always causes B.The basic definition of transduction is â€Å"reasoning† without the reversible nestings of a hierarchy of classes and relations (Mathcs.edu, p.12). Accordingly, the first verbal reasoning is identified as practical and somewhat, based on perception or imagination. It is one step advancement of something known as â€Å"preconcepts†, identified by early language specialists wherein a child merely learns to associate certain â€Å"semi-concepts† which fit into the notion of what the child observes from surroundings (p.10). An example might be, â€Å"Is worm an animal?† It basically means that at the preconceptual level, the child identifies words with â€Å"shapes† and â€Å"patterns† (p.11) , rather than actual denominators of valid reasoning.In contrast, Piaget identified transduction as an advanced stage of cognitive learning, because the child’s thinking pattern carries less of an egocentric point-of-view, and it is more oriented toward finding the meaning to a desired end (p.12). However, even at this stage, the child doesn’t think of representation based on logic at most times, and can distort reality to suit his own â€Å"perception† about the world (p.12). Transduction, has been identified as the â€Å"discovery of lying†, and also the â€Å"dawn of reasoning† (p.12). The essential prerequisites of a study on transduction in language development for children, would consist of   in the preconceptual stage: 1)a symbolic thought, 2)representations derived from motivation, individual perception, daydreaming, and logical reasoning. In the transduction stage, it matures into a vivid construction of the image, and this constitutes t he child’s first grasp with reasoning, and intellect (p.12).Concept   formation:   There is a close relationship between language and concept forming ability   (Xu, p.2). Fei Xu, at the University of British Columbia contends in her research on cross-linguistic behavior patterns, that concept forming abilities reflect certain correlations between aspects of language, and the guiding blocks of reasoning that present a state-of-the-fact reality for the child, slowly whetting his appetite for gaining knowledge on words, based on situations (p.3).The first feature of this concept forming ability starting with infants began, in â€Å"count nouns† and categorization. Quoting from relevant research, Xu points out that children first learn to differentiate between countable and uncountable nouns, as the object is displayed before them. A familiarization tone might be: â€Å"a rabbit†, â€Å"a pig†, and also â€Å"wheat†, â€Å"sugar† (p.5). Th ere is a natural propensity to learn â€Å"novel nouns† (p.6), which are basically words, that are amusing and pleasant to hear. Studies have shown kids can be unusually brilliant in their intuitive ability to grasp new words, to attach their meaning with words they already know. E.g. â€Å"engineer†, â€Å"medicine† and â€Å"President† (p.7).Once the foundation for nouns are clear, Xu offers examples in which children learned differences between adjectives and nouns, which come â€Å"immediately† after learning nouns. E.g. â€Å"good† boy, â€Å"red† apple (p.7). For infants, conceptual ability at an early stage is not a complete process by itself, as they lack understanding of other signposts of intelligence (p.11). In an experiment suggested in the article, small children faced trouble in counting objects of similar shape. To them, articles of different shapes and sizes offers more intrigue and curiosity into counting. Also, many couldn’t tell if a toy train moving in a circular path was indeed â€Å"one† train (p.12). However, the start of concept-forming ability is the dawn of wisdom for infants.Imagery: Imagery refers to any word that creates a â€Å"picture† in the head of children. For older kids (3-4 years and above), imagery using similes, metaphors, personifications (mainly) and other audio-visual tools are a crucial ingredient in learning language (Savich, 1984). Not only do these methods facilitate an increase in handy vocabulary, but they also develop spatial learning abilities in children. Imagery is recommended for older children, because by then their brain cells in the cerebral hemisphere, are divided enough to allow such functions (Savich, 1984).Some of the methods used are: â€Å"the Big, Black barn†, â€Å"Snow White with pink feathers and velvet hands†. For children, the intuitive ability to render strong associations with these image vocabulary, is so po werful that many of them are able to visualize elements that many adults might ignore; e.g. the differences in colors in mosaic tiles; any object (and that includes human beings) readily start getting associated with the child’s cultivated imagination. Also, unlike the early concept-forming stage, this time children have lesser tendency to   face problems in identifying different words and expressions for similar shapes.Patricia Savich, at the University of Los Angeles, in her research on language-disabled children, has contended that they are facing problems in retaining a strong anticipatory imagery ability (Savich, 1984), compared to other children. In an experiment described, she assigned five spatial tasks to two groups of children based on age, sex, native language and background. In all assignments specified, language-disabled children lagged behind their counterparts in identifying words, from the assortment of visual imagery at their disposition (Savich, 1984).Memo ry: Memory has several study areas in the field of language development: recall memory, visual recognition memory (VRM), social communication, and the emergence of language skills. According to Heimann et al (2006), recall memory involves the technique called â€Å"deferred imitation† or DI as the most scientific method of enabling words, to stick in the memory of children. A lot of research in this field, has successfully established the cosmopolitan reach of the method to enable children to learn new words, sentence structures and also intonations of language. DI basically involves showing a picture to the child, make him repeat the word after the instructor, pursue a delay for 10 to 24 minutes, and come back with the picture again, to retain the word in the child’s sphere of imagination, â€Å"permanently†. There is plenty of flexibility, in how and why DI must be conditioned, for specific child-learning initiatives.VRM is applied to children, 3 years and abo ve, and deals with providing close attention for familiar pools of information. VRM is a close indicator of receptive language skills, and along with imagery, helps the child associate connections between different visual stimulus to form an idea of the world where he’s living in. Social communications consist of two aspects: 1)Joint Attention (JA) where the child learns words by studying the gaze patterns of other children in the creche or play group, and 2)Turn-taking skills (TT), which is the beginning of the first steady â€Å"conversation† between the child and the instructor/parent. The parent familiarizes the child with a situation, and it is his responsibility to come back with an answer. Heimann et al (2006), have contended that the onset of a steady conversation, even though in incorrect grammar, is the fist milestone for children’s language development program.Environmental influence: Finally, apart from the four techniques discussed in our framework, the most pivotal influence kids could derive for learning language programs, lies in the influence laid out by the environment in which they live. According to a cognitive behavior study, by Janellen Huttenlocher, a William S Gray Professor in psychology at the University of Chicago, the language environment in which children live, influences considerably their command over individual differences in syntax acquisition (Harms, 2002). There are dramatic differences between 3- and 4- year olds speech and comprehension, depending upon the â€Å"way† teachers and parents spoke to them.The study was based on 305 children across 40 classrooms in 17 preschool areas comprising people of all income-levels. Sentences used for testing were very descriptive, livid and tested all aspects of grammar retention ability: â€Å"the boy is looking for the girl behind a chair, but she is sitting under the table†, and â€Å"the baby is holding the big block and a small ball†. Natura lly, in classrooms that were extremely exposed to complicated sentences, children were more easily capable of using the correct â€Å"syntax† in language tests, compared to under-privileged downtown Chicago neighborhood schools, that are often under-staffed and children come from much less-privileged backgrounds. Even for lower-income background children, those who came to classrooms with qualified language instructors, the curiosity to learn the proper syntax of conversations, was much higher (Harms, 2002).According to Huttenlocher, the foundations of speech due to environment in childhood sticks for life. Children who grow up listening to â€Å"full† sentence syntaxes, are much more likely to use them comfortably when they grow up, compared to many American adults who really enjoy â€Å"skipping† words and have limited vocabulary for use, even though they might know the meaning of several words (Harms, 2002).SourcesHarms, W. (Nov 21, 2002). Researchers discove r environment influences children’s ability toform, comprehend complex sentences. The University of Chicago Chronicle. Vol.22,No.5Heimann, M., Strid, K., Smith, L., Tjus, T., Ulvund, S.E., Meltzoff, A.N. (Aug 1, 2006).Exploring the relation between memory, gestural communication and the emergence oflanguage in Infancy: a longitudinal study. Public Medical Central. 15(3): 233-249.Mathcs.edu. (Date unknown). Cognitive precursors to language. Accessed :www.mathcs.duq.edu/~packer/Courses/Psy598/Precursors,%20Cognitive.pdf [Dec 16, 2006]Savich, P.A. (December 1984). Anticipatory imagery ability in Normal and Language-disabledchildren. Journal of Speech and Hearing Research. Vol. 27: 494-501.Xu, F. (in press). Concept formation and language development: count nouns and object kinds.University of British Columbia, Oxford handbook of psycholinguists. Oxford UniversityPress (OUP). 2-12.

Alzheimer’s disease

Alzheimer's disease (AD) is a fatal and progressive brain disorder named after the German physician Alois Alzheimer who was the first person to describe it. This is an age-related and irreversible brain disorder which develops and progresses over time. It affects the part of the brain that controls the memory, language, and speech of a person. Early symptoms include forgetting things that just happened, and the symptoms will get worse as time passes by. For instance, people with this disorder may forget their loved ones and may have difficulty writing and reading.They may not know how to do their mundane routines such as brushing their teeth and combing their hair. In the end, this disease will lead to severe and serious loss of mental function because of the breaking down and death of the brain neurons. This is a form of dementia that affects usually people 65 years of age and older. There are approximately five million Americans suffering from Alzheimer’s, and according to s urveys, this disease ranks number seven when it comes to the leading causes of death in the United States.The cure for Alzheimer's has yet to be discovered, but there are treatments and medications that will enable to control, minimize, and slow down its advancement. Medicines for depression and hallucination that may occur as a result of the deterrence of an individual’s mental faculties are also made available. The Food and Drug Administration (FDA) has approved four types of drugs that will help regulate the signs and delay its progression as much as possible. People with Alzheimer’s suffer from a deficiency of acetylcholine, which is a chemical involved in the communication of nerve cells.Cholinesterase is an inhibitor which functions to slow down the breakdown and destruction acetylcholine. It also produces more of these chemicals for cellular communication. Regular treatment will slow down the process impairment of a person's cognitive functions, and this is prov en effective for individuals who have early symptoms of this disease. BIBLIOGRAPHY American Health Assistance Foundation. â€Å"Common Alzheimer's Treatments. Alzheimer's Disease Research. 2009. http://www. ahaf. org/alzheimers/treatment/common/ (accessed July 31, 2009).Alzheimer's Association. â€Å"What is Alzheimer's? † Alzheimer's Association. 2009. http://www. alz. org/alzheimers_disease_what_is_alzheimers. asp (accessed (July 31, 2009). National Institute on Aging. â€Å"Alzheimer's Disease. † Medline Plus. July 31, 2009. http://www. nlm. nih. gov/medlineplus/alzheimersdisease. html (accessed July 31, 2009). â€Å"What is Alzheimer's Disease? †. National Institute of Neurological Disorders and Stroke. 2009. http://www. ninds. nih. gov/disorders/alzheimersdisease/alzheimersdisease. htm (accessed July 31, 2009)

Compare and Contrast Puritan Life With Todays Society Essay

Compare and Contrast Puritan Life With Todays Society Essay Free Online Research Papers Compare and Contrast Puritan Life With Todays Society Essay The English Reformation had an origin in its roots which was puritanism. When King Henry VIII stoped being with Roman Catholicism, his daughter, Elizabeth I formed the Anglican church. The Anglican Church was a chuch free of Catholicism and there was no Catholicism control over it, but many members of the Church felt that it had kept too much of the Catholic ritual and tradition. Anyone that believed that there was still much Catholicism was a purtian, beacase a puritan was someone that wated to purify the Anglican church by getting rid of all Catholicism . Puritans believed that everyone should experience God directly through faith, prayer, and studying the Bible. A new group was made as certain puritans wanted to reform the Anglican church but many puritans didnt think that would have been possible, so they formed an independent congegration with their own minister known as Seperatists. When puritans were able to establish a new conolony in Massachusetts Bay, they were unsuccessfull of creating a social equality or political democracy. Most puritans didnt even try to work on democracy, the puritans were satisfied enough of having to vote every year for members to make laws, which eventually turned out to be the government. While this system of government was running, the government and church became tight friends. Both the church and the government have made laws that drunkenness, swearing, theft, and idlenss were terrible sins. Puritans were very strict about having a family, families were almost always being observed by other people, to make sure everything was going allright. If parents didnt discipline their children properly then their childrens would go to â€Å"God-fearing† homes which was absolutely horrible. Whenever there would be too much quarrel between a wife and a husband, then most of the time the communtiy would take action against them and take them to court for their wrong actions. Puritans always made sure that their environment was going well, and that their community was â€Å"perfect† in a sense that everyone worked hard, disciplined, did what they were suppose to do. Puritans were into working hard, and when a family would get a child they wouldnt really care about the action of the kid untill it became 7 years old. Once a child reaches age 7, he/she had to be disciplined very strict. Puritans always held religous sermons and had large plantations were they grew the ir food. Today in modern’s society, life is totally different. Depending what country in the world a person lives in or how rich or poor a person is, is a big effect on modern society. In Austria, when children are born, their respective parents take care of them from the time they are born to the time they are left alone, or when they are dead. Children also have the freedom to go outside and play with others, no matter what age they are, they dont always have to work everyday hard, or they dont have to have a religion. Parents will usually give their children the freedom to choose what they think is the right way, and they will always love their kids, no matter what they do. They will also punish their children if he/she does anything bad, but they wont convict their own child to the public that he/she is a sinner. When they get punished, parents would ground them for a specific time, or have them do some small job, compared to the puritans, they would have to work on the field all day or do some kind of an extreme job. Parents in the modern society, usually work about 8 hours a day and most likely 5 days a week. They get a pay check and they can take any job that would best fit them and that they most enjoy to work. Puritans had to work on the field the whole day, and possibly 7 days a week with no break. Modern society has made the life for humans a lot easier, by having technology advace, increasing life styles, having people be able to entertain them anytime they want. The people can also feel safe, since there are a lot of laws that protect them from crimes, and in case of a crime, there are securities, cops, some one provided by the government to help anyone that is in need. Puritans would rely on the bible, and have faith in everyone that they wouldnt commit a crime, and be as â€Å"perfect† as possible, which in modern society is not the case. People have different religions and think different ways, they also come from different countries and are taught differently than other, which means that most people cant rely on others being â€Å"perfect†. Modern society is also very different from the early purtian life by technology. Technology makes almost any society unique, providing people with homes, electricity, a clean city, warming, entertainment, etc Technology has made the life of many people easier, machines would do almost all the hardwork while humans would do easy jobs. Puritans had to work all day in the hot sun farming, and had to continously do loads of other hard work which made their lives hard and tough, while machines for modern society made lives simple. Life in modern society is a lot easier than the puritan life, but there isnt as much â€Å"love†, or respect, discipline, etc as there was in the puritan life. Puritans were all well trained and strictly followed their religion, while most others dont really bother about what religion they have in modern society. Life in modern society can vary from country to country, it can either be good or bad, and depending on how hard you work, life can be miserable or happy. Similar to the puritan society, the harder a person works the more fulfilled the persons life is, but in modern society it usually is that the harder a person works, the more money he/she would get which a person can live more luxury and will be happier. Life between puritan and modern society is mostly different in many ways, but there are also similarities. Modern society has also accepted a few life styles from the puritans and also have changed a lot of that life style. Every person also has their own thoughts about how modern society is lived by, because it is lived in so many different ways, compared to the puritans, which they basically did only the same thing everyday. 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Send Information Between Delphi Apps With WM_COPYDATA

Send Information Between Delphi Apps With WM_COPYDATA There are many situation when you need to allow for two applications to communicate. If you do not want to mess with TCP and sockets communication (because both applications are running on the same machine), you can *simply* send (and properly receive) a special Windows message: WM_COPYDATA. Since handling Windows messages in Delphi is simple, issuing a SendMessage API call along with the WM_CopyData filled with the data to be sent is quite straight forward. WM_CopyData and TCopyDataStruct The WM_COPYDATA message enables you to send data from one application to another. The receiving application receives the data in a TCopyDataStruct record. The TCopyDataStruct is defined in the Windows.pas unit and wraps the COPYDATASTRUCT structure that contains the data to be passed. Heres the declaration and the description of the TCopyDataStruct record: type TCopyDataStruct packed record dwData: DWORD; //up to 32 bits of data to be passed to the receiving application cbData: DWORD; //the size, in bytes, of the data pointed to by the lpData member lpData: Pointer; //Points to data to be passed to the receiving application. This member can be nil. end; Send a String over WM_CopyData For a Sender application to send data to Receiver the CopyDataStruct must be filled and passed using the SendMessage function. Heres how to send a string value over WM_CopyData: procedure TSenderMainForm.SendString() ; var stringToSend : string; copyDataStruct : TCopyDataStruct; begin stringToSend : About Delphi Programming; copyDataStruct.dwData : 0; //use it to identify the message contents copyDataStruct.cbData : 1 Length(stringToSend) ; copyDataStruct.lpData : PChar(stringToSend) ; SendData(copyDataStruct) ; end; The SendData custom function locates the receiver using the FindWindow API call: procedure TSenderMainForm.SendData(const copyDataStruct: TCopyDataStruct) ; var   Ã‚  receiverHandle : THandle;   Ã‚  res : integer; begin   Ã‚  receiverHandle : FindWindow(PChar(TReceiverMainForm),PChar(ReceiverMainForm)) ;   Ã‚  if receiverHandle 0 then   Ã‚  begin   Ã‚  Ã‚  Ã‚  ShowMessage(CopyData Receiver NOT found!) ;   Ã‚  Ã‚  Ã‚  Exit;   Ã‚  end;   Ã‚  res : SendMessage(receiverHandle, WM_COPYDATA, Integer(Handle), Integer(copyDataStruct)) ; end; In the code above, the Receiver application was found using the FindWindow API call by passing the class name of the main form (TReceiverMainForm) and the caption of the window (ReceiverMainForm). Note: The SendMessage returns an integer value assigned by the code that handled the WM_CopyData message. Handling WM_CopyData - Receiving a String The Receiver application handles the WM_CopyData mesage as in: type TReceiverMainForm class(TForm) private procedure WMCopyData(var Msg : TWMCopyData) ; message WM_COPYDATA; ... implementation ... procedure TReceiverMainForm.WMCopyData(var Msg: TWMCopyData) ; var s : string; begin s : PChar(Msg.CopyDataStruct.lpData) ; //Send something back msg.Result : 2006; end; The TWMCopyData record is declared as: TWMCopyData packed record Msg: Cardinal; From: HWND;//Handle of the Window that passed the data CopyDataStruct: PCopyDataStruct; //data passed Result: Longint;//Use it to send a value back to the Sender end; Sending String, Custom Record or an Image? The accompanying source code demonstrates how to send a string, record (complex data type) and even graphics (bitmap) to another application. If you cannot wait the download, heres how to send a TBitmap graphics: procedure TSenderMainForm.SendImage() ; var ms : TMemoryStream; bmp : TBitmap; copyDataStruct : TCopyDataStruct; begin ms : TMemoryStream.Create; try bmp : self.GetFormImage; try bmp.SaveToStream(ms) ; finally bmp.Free; end; copyDataStruct.dwData : Integer(cdtImage) ; // identify the data copyDataStruct.cbData : ms.Size; copyDataStruct.lpData : ms.Memory; SendData(copyDataStruct) ; finally ms.Free; end; end; And how to receive it: procedure TReceiverMainForm.HandleCopyDataImage( copyDataStruct: PCopyDataStruct) ; var ms: TMemoryStream; begin ms : TMemoryStream.Create; try ms.Write(copyDataStruct.lpData^, copyDataStruct.cbData) ; ms.Position : 0; receivedImage.Picture.Bitmap.LoadFromStream(ms) ; finally ms.Free; end; end;

Nutrition and kids Essay Example | Topics and Well Written Essays - 750 words

Nutrition and kids - Essay Example It is relevant to admit that obesity epidemic in USA grows rapidly. The statistic data shows that in the 1970s only 5-7 % of children have been obese (Johnson, n.p.). Whereas the evidences from 2012 year demonstrates that 17 % of U.S. children are considered to have serious problems with weight (Johnson, n.p.). Such situation state the idea that question under consideration becomes even more important and represents higher rates in present-day society. The process of determining obesity in children can be rather difficult as kids grow with different rates and in various periods of time (Smith and Robinson, n.p.). In such a case body mass index (BMI) may perform an important role (Smith and Robinson, n.p.). The matter is that this indicator shows the amount of fat in the child’s body. Still, body mass index can be regarded as inappropriate as the process of growth is unstable and variable (Smith and Robinson, n.p.). In such a situation the consultation with health care provider is remained to be relevant. The question of obesity causes is considered to be highly relevant concerning this problem. The obesity rates grow with the development of society, the environment and surrounding is changed (Johnson, n.p.). As a result the nutrition changes are also become relevant. People are used to eat in a fast food restaurant where a huge amount of junk food can be found. Parents usually are busy and not always able to keep up what their children eat (Smith and Robinson, n.p.). Children with low self-esteem or some medical illness are also prone to obesity in children (AACAP, n.p.). In addition, the lack of exercises are one of the important factors that cause obesity (AACAP, n.p.). Those children who do not go in for sports can easily become overweight. It is relevant to mention that the question of genes in the dimension of child’s obesity is contradictory. On one hand, kind with overweight parents are more disposed to experience obesity (AACAP, n.p.). On the

Increase of wages and market performance in Chinese factories Essay

Increase of wages and market performance in Chinese factories - Essay Example The level of wages is usually considered as a criterion for evaluating the potential of a market to face local and global pressures. Indeed, in economies where economic instability is continuous, the decrease in wages is often used for controlling inflation. It is derived that increased wages denote the strength of an economy and its future prospects. Lipsey and Chrystal (2007) note that the increase of wages is feasible only in markets that are characterized by long relationships, meaning those markets where employees tend ‘to work for the same firm for many years’ (Lipsey and Chrystal 2007, p.576). In other words, the increase of wages reveals the market stability as it is reflected in the establishment of long-term employment contracts. The increase of wages has been often criticized as negatively affecting the performance of firms or industries involved. However, in practice, no such issue seems to exist. According to Trivedi (2002) the claim that the increase of wag es can lead to a series of problems for industrial relations and industrial performance should be rejected (p.640). It is explained that it is not the increase of wages that results to such phenomena but the decrease in performance (Trivedi 2002, p.640). It is also noted that the increase of wages can boost organizational performance since it can lead to the increase of employee satisfaction, i.e. to the increase also of employee performance which has a critical impact on organizational performance (Trivedi 2002, p.640).... In other words, the increase of wages reveals the market stability as it is reflected in the establishment of long-term employment contracts. The increase of wages has been often criticized as negatively affecting the performance of firms or industries involved. However, in practice no such issue seems to exist. According to Trivedi (2002) the claim that the increase of wages can lead to a series of problems for industrial relations and industrial performance should be rejected (p.640). It is explained that it is not the increase of wages that results to such phenomena but the decrease in performance (Trivedi 2002, p.640). It is also noted that the increase of wages can boost organizational performance since it can lead to the increase of employee satisfaction, i.e. to the increase also of employee performance which has a critical impact on organizational performance (Trivedi 2002, p.640). According to Taylor and Weerapana (2011) the decisions of countries in regard to the prices of the products imported can highly affect the potentials of the firms operating in the industry involved to keep the prices of their products at standard levels (Taylor and Weerapana 2011, p.58). Reference is made to the case of USA that ‘decided in 2002 to introduce trade restrictions related to the steel’ (Taylor and Weerapana 2011, p.58). This decision led to the increase of the price of steel as a material used in production. As a result, manufacturing firms producing goods based on steel had to increase the prices of their products, not being able ‘to produce the same number of products at the same price’ (Taylor and Weerapana 2011, p.58). The prices of goods based on steel had to be increased since the cost of the