Economic Analysis on Attributes of Workers and Method to Take Annual Paid Vacation
This paper focuses on what type of laborers chooses which of the six types of uses of paid vacations. In this paper, we conduct a multinomial logistic regression analysis with the “six types of uses of paid vacations” which are “share method”, “progressive method”, “regressive method”, “self-pay method (advance)”, “self-pay method (arrears)”, and “self-pay method (work at home)” as object variables. As a result, many of the independent variables did not influence which type was chosen, but interesting variables “information is not shared” and “those around me take paid vacation” were influential, revealing that different types of choices are made depending on how participants work.
Verification of Hypothesis of “Six Patterns of Paid Vacation Use”: An Exploration of Six Patterns of Paid Vacation Usage and Number of Days Taken
In this study a survey using questionnaires was conducted to understand the actual condition of the relationship between methods for taking paid vacation and its usage rate; to focus on verifying the relationship quantitatively by empirical analysis; and to present a plan to promote paid vacation usage. The simple tabulation did not reveal a distinct difference in the number of days taken as paid vacation among the usage methods; however, by making the other conditions constant, the number of days taken as paid vacation by those adopting a share method was significantly high. In other words, by recommending the share method at a workplace, it is possible that the paid vacation usage condition improves considerably. In order for this method to operate effectively, the paper proposed that “efforts to utilize human resources” is necessary so that personnel who can replace the work of employees taking paid vacation are prepared.
Religion and school
The report presents and argues in favor of the thesis that the secular school offers no alternative in modern society. Simultaneously, the author displays the basic contours of spiritual physiognomy of such a modern school which in many ways differs from the, school we know in this country. The school the author pleads for does not decide among various contents that influence forming of the young, within which the line is established between theism - atheism, but, on the contrary, pleads for the principle of humanistic education. The predominant here is the notion of methodological skepticism which marks the principle by which the process of education should be realized as though there were no God, or - which is on the same level - as though there were God. Out of this basic principle any others upon which the concept of modern secular school the author pleads for is established can be drawn. It ought not to neglect the rich, scientifically confirmed knowledge on the phenomenon of religion and atheism, which should be, presented in all school subjects where the contents allow for it as well as the Religious Culture should be introduced as a compulsory subject. By introducing this subject as a collection of knowledge on the phenomenon of the, religious, we would avoid imposing a particular religious culture as an attitude, behavior, belief and evaluation.