Impacts of Rapid Economic Development in Dubai and Abu Dhabi

The rapid rates of economic development and urbanization in Dubai and Abu Dhabi have attracted international attention in the last two decades. The two cities have attained recognition as major hubs for tourism, investment and market for various goods and services.Advertising We will write a custom research paper sample on Impacts of Rapid Economic Development in Dubai and Abu Dhabi specifically for you for only $16.05 $11/page Learn More Their growth in industry and real estate sectors has attracted foreign populations from various parts of the world. Despite this, the two cities face major social and environmental challenges. In this section, some of the major environmental challenges will be outlined. Environmental impacts The process of providing clean and safe water for domestic and industrial use has emerged as the main problem facing Dubai and Abu Dhabi (Kassler 2009). Specifically, Dubai’s situation seems to be worse than that of Abu Dhabi . Dubai’s location on the Persian Gulf provides access to a large mass of water, but lack of desalination plants makes it difficult to purify the seawater (Murad, Al Nuaimi Al Hammadi 2010). The presence of high population and industries makes it difficult to use the seawater because some heated sludge and domestic wastes enter the sea (Saunders, Al Zahed Paterson 2007). This requires a lot of energy to desalinate the seawater, but the competition with industries for electric power has made it difficult to provide adequate and continuous supply of desalinated water (Fox, Mourtada-Sabbah Al Mutawa 2012). For instance, studies have shown that Dubai desalinates about three billion bottles of water per day, but the backup is minimal. Dubai receives about four days of water every weak, which means that the industries and population spend three days without water every week (Kassler 2009). In addition, the rapid growth of population and industries Dubai and Abu Dhabi have caused massive accumulation of waste. In case of Dubai, the location close to the Gulf means that much of the waste is deposited into the sea (Al-Katheeri 2008). Studies have shown that this phenomenon has caused an increase in the Gulf’s salinity levels from 32,000 parts per trillion in 1980 to about 47,000 parts per trillion in 2010 (UNEP 2011).Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Social and economic problems The influx of foreign population in Dubai and Abu Dhabi and the development of these cities into international tourist centres have affected the social system. For instance, foreign workers have taken the largest share of employment opportunities in all industries. Secondly, most firms working in the cities are foreign, which means that they are there to exploit the economic opportunities. In addition, locals have fewer opportunities to start their firms because the competition is too high and the regulations seem to favour large corporations. Noteworthy, these firms are foreign corporate, especially those from developed world such as the US, Europe and South East Asia. Thirdly, the influx of tourists and foreigners in the two cities, especially in Dubai, has a social impact. For instance, Dubai has set aside areas for recreation that are not affected by Islamic culture and traditions. These include areas set aside for alcohol consumption and nightclubs. The Islamic culture and law in the UAE prohibits such behaviour, but the two Emirates have been forced to bend their laws slightly â€Å"to accommodate† tourism for the sake of economic growth and development. As more tourist destinations open up in the two cities, there is some probability that the foreign cultures and behaviours will affect the local culture. References Al-Katheeri, ES, 2008, â€Å"Towards the establishment of water management in Abu Dhabi Emirate. Water Resource s Management†, vol. 22, no. 2, pp. 205-215. Fox, JW, Mourtada-Sabbah, N Al Mutawa, M 2012, Globalization and the Gulf, Routledge, London. Kassler, P, 2009, Environmental issues for the Gulf: oil, water and sustainable development, Royal Institute of International Affairs Middle East Programme in association with Division of Research and Studies, Crown Prince Court, Abu DhabiAdvertising We will write a custom research paper sample on Impacts of Rapid Economic Development in Dubai and Abu Dhabi specifically for you for only $16.05 $11/page Learn More Murad, AA., Al Nuaimi, H Al Hammadi, M, 2010, â€Å"Comprehensive assessment of water resources in the United Arab Emirates (UAE)†, Water Resources Management, vol. 21, no. 9, pp. 1449-1463. Saunders, JE, Al Zahed, KM Paterson, DM, 2007, â€Å"The impact of organic pollution on the macrobenthic fauna of Dubai Creek (UAE),† Marine Pollution Bulletin vol. 54, no. 1, pp. 1715-1723. UNEP, 2 011, The state of the marine environment: regional assessments, UNEP/GPA, Nairobi This research paper on Impacts of Rapid Economic Development in Dubai and Abu Dhabi was written and submitted by user Amel1a to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Brief History of the Clarinet

A Brief History of the Clarinet Most musical instruments evolve into their present form so gradually over many centuries that it is hard to pinpoint a date they were invented. This is not the case with the clarinet, a tube-shaped single-reed instrument with a bell-shaped end.  Although the clarinet has seen a series of improvements over the last few hundred years, its invention in around 1690 by Johann Christoph Denner, of Nuremburg, Germany, produced an instrument very similar to the one we know today. The Invention Although Denner based the clarinet  on an earlier instrument called the chalumeau, his new instrument made such important changes that it really could not be called an evolution. With the help of his son, Jacob, Denner added two finger keys to a chalumeau- which at the time looked much like a modern day recorder, though with a single-reed mouthpiece. The addition of two keys might sound like a small improvement, but it made an enormous difference by increasing the musical range of the instrument more than two octaves. Denner also created a better mouthpiece and improved the bell shape at the end of the instrument.   The name of the new instrument was coined shortly thereafter, and although there are different theories about the name, most likely it was named because its sound from a distance was somewhat similar to an early form of trumpet. (Clarinetto is an Italian word for little trumpet.)   The new clarinet with its improved range and interesting sound quickly replaced the chalumeau in orchestral arrangements. Mozart (d. 1791) wrote several pieces for the clarinet, and by the time of Beethovens prime years (1800 to 1820), the clarinet was a standard instrument in all orchestras.   Further Improvements Over time, the clarinet saw the addition of additional keys that improved the range and airtight pads that improved its playability. In 1812, Iwan Muller created a new type of keypad covered in leather or fish bladder skin. This was a great improvement over felt pads, which leaked air. With this improvement, makers found it possible to increase the number of holes and keys on the instrument.   In 1843, the clarinet was further improved when Klose adapted the Boehm flute key system to the clarinet. The Boehm  system added a series of rings and axles that made fingering easier which greatly helped, given the wide tonal range of the instrument.   The Clarinet Today The soprano clarinet is one of the most versatile instruments in modern musical performance, and parts for it are included in classical orchestra pieces, orchestra band compositions, and jazz pieces. It is made in several different keys, including B-flat, E-flat, and A, and it is not uncommon for large orchestras to have all three. It is even sometimes heard in rock music. Sly and the Family Stone, the Beatles, Pink Floyd, Aerosmith, Tom Waits, and Radiohead are some of the acts that have included the clarinet in recordings.   The modern clarinet entered its most famous period during the big-band jazz era of the 1940s. Eventually, the mellower sound and easier fingering of the saxophone replaced the clarinet in some compositions, but even today, a great many jazz bands feature at least one clarinet. The clarinet has also helped to inspire the invention of other instruments, such as the flutophone. Famous Clarinet Players Some clarinet players are names many of us know, either as professionals or well-known amateurs. Among the names you might recognize:   Benny GoodmanArty ShawWoody HermanBob WilburWoody Allen

The Rise of Fascism and Japanese Imperialism Essay

The Rise of Fascism and Japanese Imperialism - Essay Example The three primary factors were: Japanese militant imperialism, the failure of the League of Nations, and Nazi Germany’s inability to abide by their own treaties. America tried to avoid being directly involved with the military, by assuring its military neutrality at several conferences and through arms deals. Despite America’s proposed neutrality, it did certainly favor its old allies from the days of the First World War, and oppose the spread of fascism. It thus attempted to aid its allies through arms deals such as the lend-lease act, which would provide American made military machinery of various sorts to the British for free in the short term, supposedly expecting repayment in the long term (Brinkley 243). America thus tried to avoid getting directly involved with the conflict while still providing its allies with the materials necessary to win it themselves. America’s attempts to avoid conflict were foiled by several factors, the most notable of which was Ja panese imperialism. The United States and Japan both had significant pacific colonies, with the United States holding Hawaii and the Philippines while Japan had a series of pacific islands. This brought the two nations into conflict, and all but assured that Japan’s imperial aims would eventually come up against American land claims. This conflict led to the proximate cause of America entering the Second World War, the Japanese attack on Pearl Harbor. Because of the alliance between Japan and Germany, the attack had to be considered an act of both parties, and the United States was thus directly thrust into the Second World War. Though Japanese imperialism was a proximate cause that directly led to the United States entering the conflict, there were several other factors that would have all but guaranteed that the United States would have eventually had to get involved regardless. One of these was Germany’s lack of honesty and integrity when dealing at peace conference s, especially the Munich conference. At this conference, a European line in the sand was drawn, indicating that Germany’s actions up to that point, such as annexing Austria or Czechoslovakia would be accepted (in part because those, especially Austria, were already in Germany’s sphere of influence and at least partly culturally German). Germany’s technically illegal expansion of its army was also legitimized, in large part because allies had begun to realize how unreasonably harsh their victory conditions after WWI were. The conference also indicated, however, that Germany would not continue future territorial expansions such as invading France or Poland. Germany agreed to this plan, then relatively quickly afterwards, built up their military and invaded Poland. This indicated that Germany’s peace promises could not be trusted, which means that the United States would never feel assured of its safety. The failure of the League of Nations also guaranteed a n eventually entry into the conflict by the United States. The League of Nations was a group proposed by Woodrow Wilson at the close of the First World War as a mechanism to stop future wars: it would be a place both for diplomatic discussions and have military power to engage in defense actions, forcing an armed truce amongst all

Database Systems Concepts Essay Example | Topics and Well Written Essays - 750 words - 1

Database Systems Concepts - Essay Example An operating system should aim for two things: It should manage input and output devices, and it should control, supervise and empower (which each have separate sub-goals and are sometimes in conflict) users as well as administrators and people connected on the network to use the hardware to run software. Efficiency helps these goals because it reduces lag in input and output and because it reduces the overhead of the OS thus allowing people to run more programs and run them with less slowdown and issues. However, it is unquestionable that DOS would be far more efficient than Windows 7. Assume for a moment that a DOS-like text-only input with no or few visual input systems could run every element of modern software. Most consumers would still prefer not to spend their time mucking about in command prompts unless it's absolutely necessary. Similarly, Linux users often get better machine-specific functionality by compiling their own kernel, but for most users, â€Å"good enough† is better because an OS like Windows designed to run on the lowest common denominator takes more of their time. Very few people like to struggle with computers: They want to quickly install the OS and get to work on what they're doing. Their time is valuable either to them or to their organization, and so it's actually inefficient to waste their time with OS â€Å"efficiency†. User friendliness is one of the keys to the success of Macintosh. Many experienced PS users smart at Macs because they feel that they are being too constrained, but they are often lifetime computer users. Many people don't have the temperament or interest. â€Å"Efficiency† in the form of less graphical displays and overhead is wasteful for these customers because that overhead gives them a better, more pleasurable and more efficient experience. Power consumption is another area where OS overhead could be acceptable. Controlling for power does cost computational time, but it also saves customers money. On laptops in particular, having power management tools, which are an additional process running and thus introduce inefficiencies and bloat as well as risks of system failure in terms of power consumption software errors, are worth it because they allow users more time with their laptops. Allocational tools can also introduce temporary overhead, but if customers are intending to run dozens of programs, as most are, having smart allocation is an investment that pays off. In fact, many OS tools are basically investments with short-term inefficiencies that lead to long-term computational efficiency. Drivers with video cards, for example, clearly cost some degree of computational time and lead to bloat (and anyone who has struggled with failing drivers or Direct X compatibility issues knows that errors in these arenas can be catastrophic), but they allow the usage of additional RAM devoted to graphical elements which is necessary to run most modern games or modeling software. O ne of the more controversial elements of system overhead is security. In essence, many OS designs don't trust their end user to be safe. Firewalls with highly restrictive settings, anti-viruses that are hard to get rid of, built in anti-spyware, permissions management systems... these improve security, with some risk of exploitation (since every security measure can also be a security loophole), for the lowest common denominator user with little skill

Critical paper , essay on a quote Example | Topics and Well Written Essays - 1250 words

Critical paper , on a quote - Essay Example (Adler, P. S. and Winograd, T. A, 55-67) Behrens seems to have influenced Kahn's design for th Ford Highland Park factory. In France, Auguste Choisy, Auguste Perret, and Tony Garnier revolted against th eclecticism of nineteenth-century architectural practice, proposing instead to apply classical geometry and clarity to th new building materials so as to achieve structural coherence. French architects were th world pioneers in th use of reinforced concrete made with cement--a new compound patented in 1824 and industrially produced after 1845. Othr similar ideas, trends, and suggestions to follow th new spirit of technology and engineering were also emerging elsewhere in Europe at this time. One could argue that it was not surprising that thse radical avant-garde modernists would engage in colorful rhetoric so as to liberate thmselves from th chains of tradition, bolster thir creativity, and attract attention, but thre was much more than creative thirst or rhetorical fluff in modernism. Th avant-garde modernists not only gl orified th beauty of industry and th mechanical in thir writings and architectural works but also endorsed and used th new scientific methods of labor management and organization originally developed in th United States at th turn of th century. Th similarities between th techniques used by th scientific managers and by th avant-garde modernists are stunning--and troubling. (Adler, P. S. and Winograd, T. A, 55-67) Explanation European modernism did not arrive at an entirely novel approach to architecture and design until th 1920s, with th Bauhaus in Germany, Constructivism in th Soviet Union, Rationalism in Italy, and Purism in France. It was at this point that European architects made thir revolutionary reinterpretation of scientific management in aesthtic terms. Walter Gropius, th founder of th Bauhaus school of art and architecture in Germany, was a firm believer in scientific management methods and became one of th most influential architects of th twentieth century. He wished to formulate a new thory of architecture and to develop "practical designs for present-day goods" that could be mass-produced. As director, Gropius managed to attract a dream team of artists to th school, including Mies van der Rohe, Kandinsky, and Klee, among othrs. He and his colleagues designed industrial and no industrial buildings, decorated interiors, and collaborated with many German manufacturing firms on product design. (Adler, P. S. and Winograd, T. A, 55-67) As a result of German influence, th Russian arts and crafts movement had been toying with th artistic possibilities of mass production since th turn of th century. While th Bolshevik Revolution spurred a myriad of competing avant-garde artistic movements, Constructivism quickly gained sway over its alternatives, absorbing such important artistic trends as Product ional Art, Projectionist, and Rationalism. Th First Working Group of Constructivists was created in 1921 within th Institute of Artistic Culture. Th institute's role was to study th practical aspects of artistic activity in production. Engineers lectured thre regularly. (Baber, 66-78) Th constructivists proposed th ideals of th "artist-constructor" and th

The Resource Based View Analysis

The Resource Based View Analysis This report reviews empirical studies of the resource-based view (RBV) and examines the benefits and limitations of RBV as the best strategy route in the developing a firms strategy. By having a clear and focused strategic intent, it mobilises an organisation towards achieving the desire position. Through analysing its internal and external environment using the resource based view and Porters industry analysis respectively, firm would be able to achieve sustainable competitive advantage. The key to a resource based view is through an understanding the relationships between resources, capabilities, competitive advantage, and economic rent. The RBV identified characteristics of advantage-creating resources such as value, rarity, imitability and Organisation (Clulow et al, 2007; Barney, 1991). In contrast, porters industry analysis focuses on lower cost and product differentiation in achieving sustainable competitive advantage. Despite the conflicting issues, the resource based view has examined issues and new directions that will help to clarify the value and boundaries of the RBV by integrating with Porters industry analysis. Porters framework and the RBV of the firm basically perceived the primary role of strategy as achieving a unique competitive advantage (Hax A. C. and Wilde II D. L., 2003). Thus, both frameworks can complement each other as they emphasise in different dimensions of strategy (Hax A. C. and Wilde II D. L., 2003). (200 Words) Introduction The resource based view of the firm (RBV) is one of the contemporary strategic management concepts to develop a firms strategy. The primary objective of this report is to accept or reject the contention that resource-based view analysis (RBV) has a strong relationship with firms performance in achieving a sustainable competitive advantage. This report reviews the literature on competitive advantage and firm performance. It is divided into five main components. The first section summarizes the literature on competitive advantage from two viewpoints, the Resource Based View (RBV) and Porters Industry Analysis (IA). The second section discusses on the strengths of the RBV in reviews with the literature on strategic intent, threshold resources, capabilities, competitive advantage, core competencies, sustainable competitive advantage and VRIO. The third section illustrates Porters IA in reviews with cost, differentiation, and market focus. The fourth section deliberates the criticisms of the RBV and illustrates how researchers have or have not overcome some of these boundaries. The fifth section is a review of an integration of the RBV and Porters IA in the proposed model of core competencies, competitive advantage and firm performance (Chabert J. M., 1998) (185 Words) The Resource Based View of the Firm Thompson et Al (2010) point out that RBVÂ  [1]Â  uses a companys VRIOÂ  [2]Â  strengths and competitive capabilities to deliver value to customers in way that rivals find it difficult to match. The RBV emphasises the internal capabilities of the organisation in formulating strategy to achieve a SCAÂ  [3]Â  in its markets and industries (Henry, 2008). It holds that firms can earn sustainable abnormal returns if and only they have superior resources and those resources are protected by some form of isolating mechanism preventing their diffusion throughout industry (Value Based Management.net, 2011). The Resourced Based View Assumptions The RBV of firms is based on two main assumptions involved resource diversity and resource immobility (Barney, 1991; Mata et al, 1995). According to Mata et al. (1995), resource diversity concerns whether different firms possess bundles of different resources and capabilities; while resource immobility refers to a resource is difficult to obtain by competitors because it is inelastic in supply or costly. These two assumptions can be used to determine whether an organisation is able to create a SCA by providing a framework for determining whether a process or technology provides a real advantage over the marketplace (Brown, 2007). Thus, the RBV tends to focus on the types of resources and the characteristics of these resources that make them strategically important, the dynamic capability perspective which focuses on how these resources need to change over time to maintain their market relevance (Powell, 2007). The RBV as the best strategy route in developing a firms strategy Today managers are moving manufacturing offshore to lower costs of labour, rationalising product lines to capture global scale economies, instituting quality circles and just in time production, and adopting Japanese human resource practices. It was believed that the application of concepts like strategic fit (between resources and opportunities), generic strategies (low cost, differentiation and market focus) and the strategy hierarchy (goals, strategies, and tactics) have often aided the process of CAÂ  [4]Â  (Hamel and Prahalad 1989; Andrews, 1971). Most companies have approached competitor analysis that focuses on the existing resources like human, technical and financial of present competitors. Whereas, the only threat those companies aware are those with the resources to erode margins and market share in the future. There are few Japanese companies possessed RBV, manufacturing volume or technical competence of U.S. and European leaders. For instance, Canons first halting step s in reprographics business looked pitifully small compared with the $4 billion Xerox powerhouse (Hamel and Prahalad 1989). Strategic Intent Strategic intent envisions a desired leadership position and establishes the criterion the organisation will use to chart its progress where Komatsu set out to encircle Caterpillar. The concept emphasises an active management process that involved focusing the organisations attention on the essence of winning, motivating people by communicating the value of the target, leaving rooms for individual and team contributions, sustaining enthusiasms by providing new operational definitions as circumstances change and using intent consistently to guide resource allocations (Hamel and Prahalad, 1989). Strategic intent captures the essence of winning. For example, the Apollo program where landing a man on the moon ahead of the Soviets was as competitively focused as Komatsus drive against Caterpillar. It is stable over time, in order to challenge global leadership; one of the most critical tasks is to lengthen the organisations attention span. It provides consistency to short term action, which leaving a room for reinterpretation as new opportunities emerge (Hamel and Prahalad, 1989). A firm is said to have a CA when the firm can produce more economically and higher customer satisfaction, and thus enjoy superior performance relative to its competitors (Barney, 1991; Peteraf, 1993). Whereas, Porter (1985) defined CA as the ability to earn returns on investment consistently above the average for the industry by focusing on the companys external competitive environment and how they position themselves against that structure (Halawi L. A., Aronson J. E, and McCarthy R. V., 2005). In contrast, the RBV of strategy points not to industry structure but to the unique cluster of RCÂ  [5]Â  that each organisation possesses (Henry, 2008; Collis and Montgomery 1995; Stalk et al, 1992). Firms Outperform and Maintain Competitive Advantage The Benefits of RBV RBV is best applied for the kind of assessment of a firms existing resource portfolio discussed by Barney (2001) or when exploiting the firms stock of resources to move into new product markets, as in the tradition of Penrose (1959) (Sheehan and Foss, 2007). There are two fundamental reasons for making the RC of the firm the foundation for its strategy. First, it provides the basic direction for a firms strategy and second, they are the primary source of profit for the firm. The RBV perceives the value derived from management skills, information capabilities, and administrative processes can also be regarded as scarce factors able to generate economic rents (Sheehan and Foss, 2007). The concept of a dynamic capability was developed to explain why some firms have been able to outperform their competitors over long periods of time and despite significant changes in the marketplace (Teece et al, 1997). Firms as bundle of Resources Threshold resources are defined as the unique combination of assets and capabilities within a firm that enable firms to develop and implement strategies to meet customers minimum requirements and to improve its overall performance (Scholes J. G., and Whittington, R., 2008). It can be classified as either tangible or intangible resources. Tangible resources refer to the physical assets that a firm possesses and can be characterised as physical resources. In order to add value, these physical resources must be capable to respond to marketplace changes. Intangible resources comprise of human and organisational capitals. It may be embedded in routines and practices that have developed over time within the organisation (Henry, 2008). It includes knowledge based economy, the tacit knowledge and specialist skills of many employees which are difficult for competitors to imitate (Henry, 2008). Nonaka and Takeuchi (1995) differentiate between knowledge that can be seen as tacit and explicit. An explicit knowledge or knowing about is shown through communication that can be readily transferred therefore it requires some form of protection like copyright. Whereas, tacit knowledge or know how cannot be codified and it is revealed through its application and acquired through practices such as beliefs and perspectives (Henry, 2008). RBV and Organisational learning The RBV stresses the significance of developing and enhancing those resources that are distinctive, in particular, distinctive capabilities (Olavarrieta and Ellinger, 1997). Ten3 Business e-Coach (2001) defined capabilities as the capacity for a set of resources to interactively perform a business process. Capabilities, are the type of resources that is a source to SCA because they are based on organisational routines and processes, which are socially complex, knowledge-based (explicit and tacit) and difficult to observe and imitate. A firm is able to possess dynamic and operational capabilities, where dynamic capabilities are defined as those processes that allowed the firm to change its resource base in some ways to meet the differences in strategic and competitive challenges (Zubac et al, 2010; Helfat et al, 2007). The concept of a dynamic capability was developed to explain why some firms have been able to outperform their competitors over long periods of time and despite significant changes in the marketplace (Teece et al, 1997). It is specific and identifiable processes involved conceptualisation, product development, strategic decision making and alliancing (Eisenhardt and Martin, 2000, p. 1105). Conversely, operational capability is the firms capacity to combine, assemble and deploy the firms assets using pre-determined activities, routines, processes and the skills of its employees to make products and services that are a source of potential profits to the firm available to its customers (Spanos and Lioukas, 2001). However a firm will usually focus on certain capabilities consistent with its strategy such as if a firm is pursuing a differentiation strategy, they would focus on new product development, whereas a firm which adopting low cost strategy would focus on improving manufacturing process efficiency (Henry, 2008). Capabilities, however, are not built in short term basis, they are dependent on a firms personnel, its knowledge and understanding of the marketplace and customers requirements and operations (Olavarrieta and Ellinger, 1997). The Competitive Advantage of RBV Competitive advantages and disadvantages in resources are equivalent to strengths and weaknesses respectively, which stimulate cost and differentiation advantages or disadvantages in competitive product markets (Valentin K. E., 2001). An understanding of industry structure guides managers toward productive possibilities for strategic action, which may include positioning the company to be better cope with the current competitive forces, anticipating and exploiting shifts in the forces, and shaping the balance of forces to create a new industry structure that is more favourable to the company (Porter, 2008). The CA gained by these key intangible assets and capabilities is then reflected in superior performance of the firm in financial terms such as higher profits, increased sales or market share (Clulow et al, 2007; Hunt and Morgan, 1995; Collis and Montgomery, 1995; Fahy, 2002; Wilcox-King and Zeithaml, 2001). The Competencies of an Organisations Henry (2008) evaluated competency as the internal capabilities that firms require in order to be able to compete in the marketplace. In addition, Zubac et al (2010) defined CCÂ  [6]Â  as the collective learning of individual members within the firm and their ability to work across organisational boundaries. Prahalad and Hamel (1990, p. 82) stated that: The skills that together constitute core competence must coalesce around individuals whose efforts are not so narrowly focused that they cannot recognise the opportunities for blending their functional expertise with those of others in new and interesting ways. Thus, a CC or strategic capability can be thought as a collection of features that a firm possesses which enable them to achieve CA. Honda and BMW are examples of the organisations that have achieved CC in a way they configure their value chain respectively (Henry, 2008). RBV and Sources of Sustainable Competitive Advantage (SCA) Barney (1991) suggested that there can be heterogeneity or firm-level differences among firms that allow some of them to SCA. Ten3 Business e-Coach (2001) describes SCA as the continued benefit when an organisation is implementing a value-creating strategy that is not being implemented by current or potential competitors and when these competitors are unable to imitate the benefits of this strategy. Therefore, the RBV emphasises strategic choice, changing the management of the firm with the important task of identifying, developing and deploying key resources to maximise returns (Powell, 2007). Bharadwaj et al. propose a framework of SCA for a firm is derived from the assets and capabilities of the firm. The extent of the service firms SCA is basically determined by the degree of imitability inherent in the firms resources. Kerin et al (1992) presented an integrative framework of the literature on first mover advantage, suggesting that the realisation of SCA, through market pioneering, is contingent on the resources that a firm possesses (Olavarrieta and Ellinger, 1997). Strategic resources and Superior performances As a source of CA, RC must have four attributes which is VRIO in order to outperform others. A resource must be valuable as it enables the firm to conceive or implement strategies that improve its efficiency and effectiveness through lower costs and incline of revenue (Ecofine, 2010). Substitutability refers that there must be no strategically equivalent valuable resources that can be exploited to implement the same strategies (12manage, 2008). For instance, Wal-Mart sells most of the same merchandise as its major competitors, but the effectiveness and innovation of its logistics system ensures that it is the market leader in its field. Wal-Marts valuable and imitability point-of-purchase inventory control systems and cross-docking distribution plants have resulted in competitive advantage relative to its major US competitor, K-Mart (Olavarrieta and Ellinger, 1997; Barney, 1995). Porters Framework Porters Industry Analysis There are three sources that is irreproducible such as market structure that limits entry, a companys history which by definition will require time to replicate and tacitness in relationships refers to the routines and behaviours which cannot be imitate since the organisations themselves are unsure how they work (Henry, A., 2008). Porters mentioned that there are only two generic studies to compete either through low cost or product differentiation that lead to superior performance (Hax A. C. and Wilde II D. L., 2003). To assist managers in understanding, improving, and implementing a low cost or differentiation strategy, Porter (1985) developed the value chain framework; it is a generic activity template that is used to decompose the firm into the individual activities it undertakes to create value for the customer (Sheehan and Foss, 2007). Economies of Scale Cost leadership is achieved through the aggressive pursuit of economies of scale, product and process simplification, and significant product market share that allows companies to exploit experience and learning effects (Hax A. C. and Wilde II D. L., 2003). Dell being one of the organisation are protected by scale economies in their direct-sales method, efficient lean-manufacturing approach, expertise in logistics and supply-chain management. Hence, these capabilities provide it with CA and which its competitive rivals have found difficult to imitate (Henry, 2008). Differentiation and Core Competencies A differentiation demand for creating a product that customer perceives as highly valuable and unique (Hax A. C. and Wilde II D. L., 2003). The first-mover advantage refers to firms which benefit from the learning and experience they acquire as a result of being first in the marketplace like Toyota has achieved CC in the production of petrol-and-electric hybrid cars (Henry, 2008). Hence, a CC should provide access to a wide variety of markets, make significant contribution to perceived customer benefits of the end products and difficult to imitate. Honda is one of the organisations that focuses on the technical excellence of 4-cycle engines, have enabled it to leverage its CC to compete in markets from motorcycles to automobiles to a broad range of gasoline-engine products (Grant, M. R., 2001). Market focus Strategy can be viewed as building defences against the competitive forces or finding a position in the industry where forces are weakest. For instance, Paccar, a firm with heavy-truck market, has chosen to focus on one group of customers that is owner-operators. They have customised every single part of the value chain to work well with the forces in its segment. Thus, Paccar has earned a long-run return on equity above 20 % (Porter, 2008). Criticisms RBV Implications The RBV of the firm is a contemporary theory that provides insights on both strategic and organizational issues. An often-recurring critique on the RBV is that its core logic contains circular reasoning in the specification of the relationship between rents and resources (Truijens, 2003). Foss (2000) argued that the VRIO attributes in the RBV that valuable and rare resources can be sources of SCA is tautological. RBV has little attention on the important issues of how resources can develop and change over time. Likewise, the dynamic role played by individuals within organisations is often assumed to be self-evident and therefore seldom addressed (Henry, 2008). Another critique is that it is not sufficient clear in the RBV on how resources contribute to firm-level value creation and that operationalisation is therefore difficult (Sheehan and Foss, 2007; Priem and Butler, 2001) The RBV emphasises on the role of human capital in the creation of CA, which at the same time caused issues for accountants in terms of total business and intangible asset valuation (Toms, 2010). Accountants similarly are concerned with controls which prevent misappropriation of resources that ultimately are shareholders property. Thus, a theory of value also needs to be one of accountability (Toms, 2010). Conclusion Activity drivers and resources share many similarities, both resources and drivers influence a firms cost and differentiation position, and both need managerial involvement in the sense that drivers must be made controllable, while resources must be organized (Sheehan and Foss, 2007). Although these frameworks have often been presented as conflicting views; they can contribute greatly to the development of a strong business strategy. Since they emphasised different dimensions of strategy, they can complement each other. By integrating these frameworks, it enables activity-based view solves implementation issues that are unresolved when using the RBV (Sheehan and Foss, 2007; Barney and Arikan, 2001). It enhances many of the individual weaknesses of the two views. The activity-based view is weak in its assumptions about factor markets, which would be addressed by the RBV (Sheehan and Foss, 2007; Teng and Cummings, 2002). Thus, Porters industry analysis remains crucial and the choice should not be seen as one of either but rather one of complementarity. (2371 Words)

Cuban Cuisine :: Cuban Food

Cuban Cuisine Cuban cuisine has been influenced by Spanish, French, African, Arabic, Chinese, and Portuguese cultures. Traditional Cuban cooking is primarily peasant cuisine that has little concern with measurements, order and timing. Most of the food is sauteed or slow-cooked over a low flame. Very little is deep-fried and there are no heavy or creamy sauces. Most Cuban cooking relies on a few basic spices, such as garlic, cumin, oregano, and bay laurel leaves. Many dishes use a sofrito as their basis. The sofrito consists of onion, green pepper, garlic, oregano, and ground pepper quick-fried in olive oil. The sofrito is what gives the food its flavor. It is used when cooking black beans, stews, many meat dishes, and tomato-based sauces. Meats and poultry are usually marinated in citrus juices, such as lime or sour orange juices, and then roasted over low heat until the meat is tender and literally falling off the bone. Another common staple to the Cuban diet are root vegetables such as yuca, malanga, and boniato, which are found in most Latin markets. These vegetables are flavored with a marinade, called mojo, which includes hot olive oil, lemon juice, sliced raw onions, garlic, cumin, and little water. A typical Cuban breakfast consists of a tostada and cafe con leche. The tostada is a portion of Cuban bread which is buttered then toasted on an electric grill. The cafe con leche is a combination of strong, espresso coffee with warm milk. Cubans break the tostada into pieces, then dunk them into the cafe con leche, as Americans would dunk their doughnuts into their coffee. Additionally, some may eat ham croquetas, smoky creamed ham shaped in finger rolls, lightly breaded, and then fried. For those on the run, with no time or desire to eat, a shot of cafe cubano, Cuban coffee, will revive the dead. Lunch consists of empanadas, chicken or meat turnovers, or cuban sandwiches. The sandwich could be a media noche (midnight sandwich), consisting of a slice of pork, ham, and swiss cheese and then topped with pickles and mustard on sweetened egg bread. The pan con bistec is a thin slice of palomilla steak on Cuban bread garnished with lettuce, tomatoes, and fried potato sticks. One may also order a side of mariquitas, thinly sliced plantain chips, to accompany their hearty sandwich.

History Of The ECCE Sector In Ireland Essay

Introduction. In this assignment I will outline and discuss the Historical Development of  the ECEC sector in Ireland. ECEC is the Early Childhood Education and Care division in Ireland. I will give a clear explanation of the rights of a child in the context of the ECEC setting. I will also give a detailed accountant of the ECEC sector and its range of occupation. I will give a detailed description of the qualifications and experience needed for work associated with one occupation in the ECEC. Finally, I will give an extensive examination of the employment and career opportunities in the childcare area. History of ECEC provision in Ireland. Pre-school education did not really exist in Ireland until the 1980s and 1990s. This was largely due to the fact that until quite recently the majority of Irish women did not work outside the home. Even if they did, childcare was usually provided by family members or child-minder’s located in the community and known to the family. The marriage bar meant that women working in the public service had to leave their jobs as soon as they got married and become stay-at-home mothers and wives. This ban was lifted in 1957 for primary school teachers, but it was 1973 before the ban was lifted for other women in the public service. The ECEC needs of babies, young children and their families were met instead by a broad range of community, voluntary and private enterprise. ECEC service provision was unregulated until 1997. When the child care regulations 2006 came into effect, no stipulation as made regarding the qualifications necessary to deliver such services beyond the person having their own children, a reference to show appropriate experience in caring for children and/or an appropriate qualification. One important initiative came from the public sector in 1969, with the opening of a state-run pre-school in Rutland street Dublin. The Department of Education worked with the Van Leer Foundation- an organisation that promotes the early education of children living in economically disadvantaged areas. Together, they set up the pre-school in Rutland Street as a template for other such pre-schools around the country. These pre-schools were known as Early Start pre-schools. A total of 40 pre-schools opened nationally- all of which are still open today. In 1992, Ireland ratified the United Nations Convention on the rights of the child. This helped to bring to public consciousness the rights of children. And in 2000,  the Department of Health and Children published the National Children’s strategy. This strategy set out a ten-year plan for the improvement of children’s lives in Ireland. One of the goals of the National Children’s Strategy is that children will receive quality supports and services to promote all aspects of their development. The strategy aims to fulfil this by providing quality childcare services and family-friendly employment measures. There have been many other significant initiatives and decisions in Ireland in recent years in an attempt to respond to the demand for equality in ECEC. In 1989 the National Forum on Early Childhood Education was established. This brought together organisations and individuals with an interest in early childhood education. In 1999 the National Voluntary Childcare Collaborative was established. Today the organisation comprises seven national non-government agencies decimated to the promotion of ECEC in Ireland. Also in 1999 the White Paper on Early Childhood Education, Ready to Learn as established. The purpose of this was to set out government policy on all issues relating to early childhood education. Quality of provision was the key theme of the White Paper. In 2002 the Centre for Early Childhood Development and Education was established. CECDE aimed to achieve the goals set out in the ready to learn (1999). The organisation was disbanded in 2008, when it was seen by the government to have achieved everything it was set up to do. The Child Care (Pre-School) regulations were established in 2006. The regulations clearly list all the requirements that must be met by organisations or individuals providing ECEC services to children aged 0-6. Sà ­olta was established in 2006. The Sà ­olta framework was developed by CECDE in a process that took over three years and involved more than 50 different organisations representing childcare workers, teachers, parents, policymakers and researchers. Sà ­olta aims to define, asses and support the improvement of quality across all aspects of practice in ECEC settings that cater for children ages 0-6. Aistear was established in 2009. In 1999, the NCCA published the Primary School Curriculum, which did direct and regulate the curriculum followed in infant classes. In 2009, the NCCA published Aistear. The ultimate aim of Aistear is the development of the whole child. Free Pre-School Year Programme. In 2010, the Department of Children and Youth Affairs introduced the Free  Pre-School Year in Early Childhood Care and Education Programme. Before this, it was only children in disadvantaged areas who could avail of free or subsidised pre-school education. The Free Pre-School Year Programme recognises that all children benefit from equality pre-school education. The programme recognises that because pre-school education in Ireland usually comes from private providers, it is expensive and therefore not available to all children, e.g. children of parent’s not working outside the home. Under the programme, pre-school provider are paid per child enrolled. The providers must meet certain criteria before entering the scheme, e.g. staff qualifications. This has had the effect of incentivising providers to meet criteria, which in turn has increased the quality of provision. UN Convention on the Rights of the Child (1989). The United Nations Convention on the Rights of the Child (UNCRC) is an internationally binding agreement on the rights of children, adopted by the UN General Assembly in 1989. A child is defined in the UNCRC as a person under the age of 18. Ireland signed the convention on 30th September 1990 and ratified it on 28th September 1992. By ratifying the convention, the irish state committed itself to the promotion, protection and fulfilment of children’s rights as outlined by the convention. The convention incorporates children’s rights under three categories: Civil and political. Social, economic and cultural. Protection. In the ECCE settings children have the right to experience environments which meet their own specific needs. High quality early childhood programmes do not separate care from education or education from care. They provide warm, caring and stimulating environments for children. Children are deeply involved in their own learning, supported by a knowledgeable, observant staff in an environment structured to drive exploration and discovery. Equality refers to the importance of recognising different individual needs and of ensuring equity in terms of access, participation and benefits for all children and their families. Diversity refers to the diverse nature of Irish society for example in terms of social class, gender, returned Irish emigrants, family status, minority groups and the majority group. According  to the National Childcare Strategy 2006-2010 diversity and equality Guidelines for Childcare Providers the term minority group includes but is not limited to; People with a disability The traveller community Economic migrants Black Irish Irish-language speakers Refugees Asylum seekers Children with gay or lesbian parents Families of minority religious faith Under the Equal Status Acts 2000-2004, discrimination is prohibited on nine grounds; Gender Material status Family status Sexual orientation Religious belief Age Disability Race Membership of the Traveller community As a result of the multifaceted population in Ireland, practitioners work with children from minority groups and it is their task to ensure that they are integrated well into education and all children are treated equally. Equality and Diversity is just as important in childhood as the concept is in adulthood and included in many childcare documents to ensure best practice. The National Childcare Strategy gives guidelines on promoting equality and diversity in ECEC setting, as follows. Provides CDs of children’s songs in a number of different languages. The language will focus on English and Irish but educators can also include different languages from different cultures. Children can listen to them in the classroom on a regular basis. It is surprising how quickly children will pick up on new languages. Allow children regular access to art materials with which they  can paint, draw and colour different images that incorporate a range of skin tones. Children can talk about their images when they are finished. Provide toys or images familiar to an individual child so that a sense of belonging is fostered. Items that represent diversity will benefit all children in the ECEC setting. Display pictures of children and their families around the classroom. Pictures should be displayed at the children’s level, so that they can see the images whenever they wish. When the children look at such images, there is an opportunity for them to chat about similarities and differences. Provide a wide range of children’s books that show images of diverse people and their lives. Recent books are unlikely to have stereotypical roles seen in books from previous times. Many books will provide pictures of children from minority groups; children will be curious about pictures with other childr en in them. Pre-school regulations. Early childhood care and education services are regulated by legally binding requirements. These are the Pre-school Regulations, which first appeared in 1996 and have been updated with effect from January 2007. The main purpose of these regulations is to ensure that standards are in place to safeguard the health and welfare of children in pre-school services and to promote their development through the provision of developmentally and culturally appropriate materials, experiences, activities and interactions. The Child Care (Pre-School Services) (No 2) Regulations 2006 and the Child Care (Pre-School Services) (No 2) (Amendment) Regulations 2006 are made under Part VII of the Child Care Act 1991 and prescribe the measures which must be in place to meet the requirements of the Act. The Regulations include an Explanatory Guide to Requirements and Procedures for Notification and Inspection which offers guidance on good practice in relation to areas covered by the Regulations which include the following: Health, welfare and development of the child A person carrying on a pre-school service shall ensure that each child’s learning, development and well-being is facilitated within the daily life of the service through the provision of the appropriate opportunities, experiences, activities, interaction, materials and equipment, having regard  to the age and stage of development of the child and the child’s cultural context. First aid and medical assistance There should be a suitably equipped first-aid box for children and arrangements to call medical assistance in an emergency. Management and staffing The law makes provision that a person carrying out a pre-school service must ensure that a sufficient number of suitable and competent adults are working directly with the children at all times. (â€Å"Suitable and competent†adults are adults aged over 18 with adequate appropriate experience in caring for children under 6 years and/or who have appropriate qualifications to care for these children). There should be appropriate vetting of all staff, students and volunteers who have access to a child by obtaining references and Garda vetting. *When a full day care service also takes children not on a full day basis, sessional service adult numbers apply. Note: The above ratios may not apply if the service is participating in the Early Childhood Care and Education Scheme. The Child and Family Agency can limit the maximum number of pre-school children who may be catered for at the same time. This provision is aimed at preventing over-crowding in pre-school services. If the Child and Family Agency proposes to limit numbers, the provider will be notified and has the opportunity to appeal or make representations about this decision. Behaviour management Anyone providing a pre-school childcare service should ensure that no corporal punishment is inflicted on any child attending the service. There should be written policies and procedures to deal with and to manage a child’s challenging behaviour and to assist the child to manage his or her behaviour. Register of pre-school children A pre-school childcare provider should keep a register with details of each child attending the service including name, date of birth, contact numbers for parents and child’s doctors. Information for parents Parents should be given information about the service including details of the person in charge and other staff, the adult/child ratios, the maximum numbers and age range of the children, the type of care, facilities, opening hours and fees. Premises and facilities Pre-school services (including child-minders, drop-in centres, crà ¨ches, etc.) are obliged to ensure their standards meet certain standards and provide certain facilities. These rules include ensuring that: The premises are of sound and stable structure and are suitable for providing pre-school services Adequate space per child is provided in the premises Fixtures, premises and fittings are kept in a proper state of repair and in a clean and hygienic condition and protected from infestation Furniture, work and play surfaces are clean, suitable, non-toxic and retained in a proper state of repair. There are adequate and suitable facilities for a pre-school child to rest and to play indoors and outdoors during the day Pre-school childcare providers are required to ensure that the building has suitable and adequate heating, ventilation and lighting; sanitary accommodation, waste storage and disposal Safety measures Adequate arrangements must be in place for extinguishing fires. Staff must be trained in use of equipment. Staff and pre-school children should know evacuation and other procedures. All heat-emitting surfaces in the premises have fixed guards or are thermostatically controlled. Gardens and play areas are fenced and doors and gates secured to prevent children straying. Ponds, pits and other hazards are fenced to ensure children’s safety. Food and drink A pre-school service should ensure that suitable, sufficient, nutritious and varied food is available for a pre-school child attending the service and there should be adequate and suitable facilities for the storage, preparation, cooking and serving of food, and adequate and suitable eating utensils. Handwashing, wash-up and sterilising facilities should be provided. The Department of Health’s Food and Nutrition Guidelines for Pre-School Services (pdf) advise that children in day care for more than 5 hours per session (full day care) should be offered at least 2 snacks and 2 meals, including one hot meal. Insurance The provider should ensure that the pre-school children are adequately insured against injury while attending the service. ECEC Services Currently Available in Ireland. The types of ECEC services currently available in Ireland can be organised under these headings; Sessional services – which provide ECEC services for a set period of time during the day. E.g. 9am-1pm. Full time services- which provide ECEC services throughout the day. Part-time services – which provide ECEC services for a total of 3.5 hours and less than 5 hours a day. Sessional services include; Playgroups Montessori schools Naà ­onraà ­ Early start Pre-school for traveller children Pre-schools for children with special needs Parent and toddler groups Full-time services include; Creches Day care centres Nurseries Occupations within the childcare sector. Nursery nurses Playgroup leaders Educational/special needs assistants Childcare manager/supervisor Montessori teacher Child-minder Au pair Nanny Childcare manager. These practitioners ensure that the care and education of the children is being maintained at all times. They take care of any issues that arise and they are in direct contact with parents. They are responsible for the day-to-day running of the childcare facility. This role requires childcare qualifications as well as experience in the area. The role also requires excellent interpersonal and organisation skills and the ability to manage a team of employees. A career plan. Short term goals. My current short term goals are to complete this QQI level 5 childcare  course. I aim to get 8 distinctions so I can go onto third level after in September. I finish this course on the 8th of May. For the summer I hope to get a part-time job somewhere working with children. In September I hope to attend Cork Institute of Technology to study early year’s education. This course is a three year course with a level 7 degree. Between now and September I hope to gain loads of experience with working with children as I feel I learn better by gaining practical experience. Within the next few months, I also hope to have completed a first aid course as it is essential to be trained in first aid when working with children also it looks good on your curriculum vitae. Medium term goals. In September I hope to attend Cork Institute of Technology to begin studying Early year’s education which is a duration of three years and you qualify with a level 7 degree. As this course will take up a lot of my time, I won’t have enough time for a full time job. I will need to fund my way through college though, so every chance I get I will be working, be it baby sitting or working in a restaurant. I would certainly rather it be a job working with children as the more experience I get the better knowledge and understanding of the work in a childcare setting I will have. During these three years in college I hope to do a lot of charity work also, for child line, Barnardos and maybe even the Jack and Jill foundation, again all of this would be a great experience but also it would feel wonderful to be a part of trying to make disadvantaged children’s lives a bit better. Long term goals. Hopefully in 2018 I’ll b graduating from Cork Institute of Technology with my level 7 degree in early year’s education. When I have graduated and have my degree I hope to take a year out and go Au pairing in America, I’m very interested in it and I have done a lot of research on it but I think right now I am a bit too young and I will wait until I have got my degree and I’m that little bit older. My heart is set on Au pairing, I think it would be a fantastic experience and also it would look very good on my Curriculum Vitae. When I come back after my year Au pairing, I would love to do some work with special needs children, be it volunteer work or a Special needs  assistant in a school. So hopefully in five years, I will have that job as a S.N.A. If I don’t find a job to work with special needs I would gladly go and find work in a Montessori. From there on in roughly ten years I would love to have my own Montessori open and running and also be doi ng some volunteer work when I have the time. Challenges to achieving goals. Of course I would love to reach and achieve my goals but with these goals also comes a lot of challenges. For me to be able to move onto third level education in September, a lot of time and study has to go into my assignments and my exams. Trying to achieve distinctions in all modules will be the most challenging. With hard work and dedication I feel I will be able to achieve these goals. Time is a huge challenging factor in achieving some of these goals. As I’ve so much to do and very little time to get it all done. Before I complete this course I hope to have also completed a first aid course, but this will also be difficult as I will have many assignments to do along with study for exams. I will have to have all my assignments handed up on time but also put a lot of effort into them to try and achieve my distinctions. As I want to do a lot of volunteer work, time is also a challenge, as I have a lot of study to do and hopefully a job to be committed to, I really would love to do some volunteer work but again I’ll have to wait and see how I am doing with college and work. Money is also an issue with achieving these goals, as you know college is very expensive and I will be a full time student so it will be quite difficult to fund myself sufficiently. I will have to work twice as hard with every opportunity I get to earn money. I will have to look for a good job with good pay which is quite challenging and also be able to balance college and work will be difficult. For my long term goals, there definitely will be challenges I will meet along the way. A huge challenge will be money. If I want to do some extra course that I may not plan on doing now, it could add up to a lot of money, especially when my dream is to open and run my own Montessori. Even though this is a long term goal and is many years away, I will probably have to start saving for a rainy day which will hopefully end up going towards opening my own Montessori. Education and training needs. For me to become a fully Montessori teacher I need a level 7 qualification. This qualification will allow me to open up my own Montessori. With a level 6 degree it will only allow me to work in the Montessori and be a room leader. Education is essential for wanting to work in a Montessori or any childcare facility for that matter and also to be able to open and run your own care setting. A qualification is your number one priority you need for working in a childcare facility. Also Garda vetting is essential. Without your Garda vetting being cleared there will be no chance you will be allowed work in a childcare setting. There must be a staff member on the premises at all times who is qualified in first aid. So it is vital that when wanting to work in a childcare setting that you are somehow qualified in first aid and that you do a refreshers course every two years. In a lot of childcare settings there is a kitchen for cooking and preparing hot food for the children that are there for long days, so for working in a childcare setting it’s essential to have a H.A.C.C.P (hazard analysis critical control point) course done. This course makes you more aware of food hygiene in the setting and helps you prevent cross contamination and food disease in the childcare setting. Bibliography. Flood, E., 2013, child development, FETAC levels 5&6, Dublin: Gill & Macmillan. http://www.citizensinformation.ie/en/education/pre_school_education_and_childcare/health_safety_and_welfare_of_preschool_childcare_services.html 1st February 2015.

Story of An Hour †English Composition Essay

Story of An Hour – English Composition Essay Free Online Research Papers Story of An Hour English Composition Essay An unknown author once said, †Dont cry because it’s over, and smile because it happened†. This is how Mrs. Mallard looked upon the news of her husband’s death. She did not cry, but rejoiced at her newfound freedom. This was her chance to redo her life and move on. In the short story â€Å"The Story of an Hour† by Kate Chopin, Mrs. Mallard gets the news of her husband’s death in a train accident. There is a pattern in the story of Mrs. Mallards new freedom around her and coming out from the darkness. The imagery in the story describes the vivid picture of an open window and peaks of blue sky to help her realize the potential in this situation. She weeps at first, feeling alone and dark in her house but realizes that this occurrence has given her the freedom she strives for. She moves from the house that is holding her back to a new life. Mrs. Mallard lives in a dull, gray house, which has its comforts but does not satisfy her needs. After hearing of her husband’s death, â€Å"she went away to her room alone. She would have no one to follow her† (45). Her view of the world had changed; she now had a â€Å"dull stare in her eyes† (46). She was trapped in a room slowly encapsulating her. In the room there was only on thing to give her comfort was a â€Å"comfortable, roomy armchair† which faced an open window, a window that would be her escape. Everything seemed to be going wrong until something came to her. â€Å"She felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. This line, full of imagery, is extremely important because after this point Mrs. Mallard realizes her life has begun again. The symbols and images used by Kate Chopin to give the reader a sense of Mrs. Mallard’s new life appearing before her, come through her view of the open window. Mrs. Mallard could see â€Å"the tops of trees that were all aquiver with new spring life [and†¦] The delicious breath of rain was in the air† (45). She could hear â€Å"the notes of a distant song which someone was singing† (45). And â€Å"there were patches of blue sky showing here and there through the clouds† (45). The imagery of blossoming spring life in Chopin’s story is a sign of Mrs. Mallard’s new life as well. She was trapped in darkness all alone but an open window brought her her new sense of freedom. Mrs. Mallard felt overwhelmed by her day’s happenings until she felt a rush come upon her. â€Å"When she abandoned herself a little whispered word escaped through her slightly parted lips. She said it over and over under her breath: ‘free, free, free!’† (46). She felt overjoyed all of a sudden about the news of her husband’s death. â€Å"Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body† (46). She realizes that this event is her chances to get away and live her life the way she wants to. It is not that she did not love her husband it is that â€Å"she loved him – sometimes† (47). Kate Chopin uses these images to show Mrs. Mallard’s surroundings as one with her feelings. Mrs. Mallard feels trapped and alone in her room until she realizes the true potential of what has happened through the open window that showed her the world outside her dull, gray life. â€Å"She was drinking the very elixir of life through that open window† (47). Chopin, Kate. â€Å"The Story of an Hour†. The Seagull Reader: Stories. Ed. Joseph Kelly. New York: W. W. Norton Company, Inc, 2001. 45 – 47. â€Å"Quotes of the Heart: Life Quotes and Proverbs†. HeartMath. 10 Apr 2005. Research Papers on Story of An Hour - English Composition EssayThe Masque of the Red Death Room meaningsMind TravelTrailblazing by Eric AndersonThe Spring and AutumnBook Review on The Autobiography of Malcolm XHip-Hop is ArtHarry Potter and the Deathly Hallows Essay19 Century Society: A Deeply Divided EraCapital PunishmentAnalysis Of A Cosmetics Advertisement

Como borrar record criminal y consecuencias migratorias

Como borrar record criminal y consecuencias migratorias Es posible borrar o sellar el rà ©cord penal de una persona en Estados Unidos si se cumplen una serie de requisitos.   En este artà ­culo se explica en quà © consiste el borrado del rà ©cord penal, que se conoce en inglà ©s como expungement o sealing, cules son los requisitos bsicos, cà ³mo se solicita y cules son los efectos, incluidas las consecuencias migratorias  de limpiar los antecedentes penales. Quà © es el borrado del rà ©cord penal en Estados Unidos Como regla general, el borrado del rà ©cord penal es el equivalente a su desaparicià ³n, es decir, como si nunca hubiera existido. Es decir, si se obtiene se comunicar a la policà ­a y otra autoridades que se debe sellar este rà ©cord y nadie puede tener acceso al mismo. Sin embargo, es fundamental destacar que en este punto cada estado que compone los Estados Unidos sigue sus propias leyes y en algunos de ellos siempre queda constancia del rà ©cord. Es decir, el rà ©cord no desaparece. Lo que pasa es que sà ³lo se tiene en cuenta si la persona a la que se le borrà ³ el rà ©cord vuelve a tener otro problema con la ley. Por ejemplo, los jueces o las prisiones pueden tener esa informacià ³n. No debe confundirse la eliminacià ³n del rà ©cord (expungement o sealing) con un perdà ³n penal (pardon), que solo puede ser acordado por el Presidente de Estados Unidos, el gobernador o un Consejo especial de Perdones. En este à ºltimo caso sà ­ que hay rà ©cord, pero no se le tiene en cuenta. Sin embargo, en el caso del expungement, es como si no lo hubiera habido nunca.   Por otro lado, en los casos en los que una persona ha sido acusada de una felonà ­a o falta pero se la ha declarado inocente es posible solicitar un Certificado de Inocencia (Certificate of Actual Innocence, en inglà ©s). Requisitos para solicitar el borrado o eliminacià ³n del rà ©cord penal Cada estado regula sus propios requisitos, por lo que hay que verificar la ley del estado en el que tuvo lugar el enjuiciamiento y procesamiento del delito. Pero por regla general, se puede decir que son elementos a favor de que pudiera darse un borrado del rà ©cord cuando se dan 1 o varios de  los siguientes elementos: Si la persona era menor de 18 aà ±os en el momento de cometer el delito o falta.Si ya ha pasado mucho tiempo entre la comisià ³n del delito o falta y el momento de solicitud de borrado del rà ©cord.Si el delito o falta no es considerado como grave.Si la persona que cometià ³ del delito o falta tiene, quitando esa mancha, un rà ©cord absolutamente limpio. Por el contrario, con carcter general puede decirse que no ser posible solicitar un borrado del rà ©cord cuando se dan cualquiera de las siguientes situaciones: La và ­ctima del delito o falta sea un menor de 18 aà ±os AsesinatoViolacià ³n o asalto sexualCiertos delitos que involucren armasObscenidades o pornografà ­a cuando intervienen menores. En este punto es interesante conocer la edad de consentimiento sexual en cada estado, porque relaciones à ­ntimas consentidas entre novios puede dar lugar a que exista delito.Y otros delitos o faltas que fijen las leyes del estado Cà ³mo se solicita sellar o eliminar un rà ©cord penal Sà ³lo un juez de corte civil puede sentenciar que un rà ©cord queda sellado, por lo que hay que iniciar un procedimiento ante dicha corte. Como regla general, no se necesita abogado para esta peticià ³n. Verificar las circunstancias de cada estado. Ventajas de borrar el rà ©cord criminal Existen poderosas razones por las que una persona puede desear eliminar su rà ©cord penal. Por ejemplo, es comà ºn en los Estados Unidos que se pregunte por historial delictivo en los formularios de aplicacià ³n para trabajos o incluso para rentar vivienda. Una respuesta en afirmativo puede resultar que no se obtiene el trabajo deseado o no se puede vivir en el lugar elegido. Sin embargo, si se ha obtenido el sellado del problema penal, se puede contestar sin mentir que no se tiene rà ©cord delictivo. Borrado de rà ©cord y su relacià ³n con Inmigracià ³n A diferencia de lo que aplica en solicitudes de trabajo o de alquiler de apartamentos o casas, en asuntos de inmigracià ³n el expungement no aplica. Esto es asà ­ desde 1999 por una decisià ³n del Board of Appeals (BIA, por sus siglas en inglà ©s) que se conoce como Matter of Roldan. En esa sentencia se decidià ³ que los rà ©cord penales borrados siguen existiendo para Inmigracià ³n. Y esto es importante porque en los formularios migratorios o incluso de visas no inmigrante frecuentemente se pregunta si en el pasado el solicitante de un beneficio migratorio ha sido detenido o arrestado, si ha sido juzgado, si ha sido condenado y si ha cumplido pena de prisià ³n. Existe la obligacià ³n legal de decir la verdad en todos  los formularios de Inmigracià ³n y en las entrevistas con agentes migratorios se est obligado a decir la verdad. Y si se tuvo rà ©cord criminal hay que contestar afirmativamente, aunque à ©ste haya sido sellado. Mentir puede dar lugar a una condena por fraude (misrepresentation).Y esto aplica tanto a delitos o faltas cometidos en Estados Unidos como en otro paà ­s. Por lo tanto, en estos casos lo recomendable es asesorarse con un abogado migratorio, si es posible antes de pedir el borrado del rà ©cord. Y tambià ©n guardar una copia de todos los papeles del problema penal cuyo rà ©cord se borra, desde el arresto a la condena, si la hubo. Pueden ser necesarios en los casos en los que la carga de prueba de que se reà ºnen todos los requisitos para un beneficio migratorio recae en el solicitante. Por otro lado, hay que tener en cuenta que los delitos y las faltas pueden ser causa de inadmisibilidad, esto es, razà ³n para que se niegue una visa no inmigrante o una visa inmigrante u otros beneficios migratorios, como por ejemplo un ajuste de estatus, la adquisicià ³n de la ciudadanà ­a por naturalizacià ³n, la aprobacià ³n del estatus de asilado, etc. Asimismo, pueden ser causa de deportacià ³n, incluso para residentes permanentes legales. Por  todo ello, si se tiene un rà ©cord es conveniente asesorarse sobre si influye en lo que se quiere pedir, ya que no todos los delitos o faltas son iguales ni las circunstancias de cada uno ni lo que se pide ni provocan la mismas consecuencias. Y tener en cuenta que en muchos casos en los que los delitos o faltas son causas de inadmisibiliadd para negar la visa o un beneficio migratorio es posible pedir un waiver, tambià ©n conocido como perdà ³n o permiso. Finalmente, destacar que sà ³lo es posible solicitar la eliminacià ³n del un rà ©cord penal, si se dan todos los requisitos legales. Pero nunca es posible solicitar el borrado del rà ©cord migratorio. Ese siempre est disponible para las autoridades y las personas interesadas pueden solicitar una copia del mismo. Este es un artà ­culo informativo. No es asesorà ­a legal.

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