Monday, November 18, 2019

Industrial Revolution and the Emergence of Aviation Essay

Industrial Revolution and the Emergence of Aviation - Essay Example In 1783, the Montgolfier brothers invented the first practical balloon that demonstrated the flight of hot air balloon (â€Å"Early balloon flight in Europe’). 227 years later in 2011, we use supersonic aircrafts that exceed the speed of sound. This rapidity in growth can be greatly attributed to the potential of industrial revolution. During the 18th and 19th century, aviation sector mainly depended upon manpower that included skilled and unskilled labor. As a result, labors were forced to spend long and tedious hours in manufacturing factories. In fact, great skill are required even today in aircraft designing and flying as these processes are highly complex in nature (‘Aircraft design engineer†). However, skilled labors were not adequately available during that time in order to cater the needs of the aviation sector; this situation impeded the growth of aviation sector. The emergence of industrial revolution gave a new life to aviation sector since the manpower was largely replaced with machinery. Therefore, aircraft manufactures could effectively replace their unskilled workers with technically improved machinery which greatly assisted them to minimize production costs to a large extent. The replacement of human labors with machinery also aided the aviation industry to complete more tasks within a short period of time. Since the aviation sector mainly depended on human labors prior to the emergence of industrial revolution, it had production limitations. Hence, the industrial revolution contributed greatly to aviation when this process enabled the aircraft manufactures to undertake mass production. Evidently mass production can offer considerable profit to aviation industry as bulk purchase of raw materials and other large scale operations would assist the aircraft companies to minimize their production costs. Bulk production and thereby increased productivity aided the aviation sector to promote the air travel as a most effective way of transportation; and in turn, aviation sector could realize higher rates of revenues. The industrial revolution also stimulated commerce once it had significantly reduced all production barriers. According to Talloo (2007, pp. 9-10), commerce and industrial growth are closely related concepts according to which one behind is always trying to c atch up with the other. While going through aviation history timeline, it is obvious that aircraft designers initially developed simple structures since they could not even imagine making complex aircraft parts by the application of technology. The emergence of improved technologies that are attributed to industrial revolution inspired aircraft designers to initiate more and more innovations. This inspiration was further encouraged when aircraft manufactures could effectively market the broad scope of aviation. The development of rail, water transportation was another significant milestone in the history of aviation. Canals were dug during the 18th and 19th century with intent to connect the main rivers for the easy transportation of coal and other heavy goods (‘History of industrial revolution’). Some railway lines were also built in several places where digging canals was a difficult task. These transportation systems were very beneficial to the aviation industry as i t assisted the aircraft manufactures to bring heavy weighted raw materials to the production site easily. Subsequently, percentage of farmers in the total population declined as the industrial re

Friday, November 15, 2019

Irregular verbs

Irregular verbs How do native English children acquire irregular verbs? The process of how children acquire their first language is a widely investigated phenomenon. Some researchers and experts agree that every child has a special language learning device, which enables them to learn a language very effectively. Numerous researches have been conducted on the different stages of first language acquisition. One of these stages is the process of verb acquisition. Children usually make errors when trying to use the past tense forms of irregular verbs, but later on these errors disappear, as they acquire the correct forms. In this paper I will, firstly demonstrate the stages of first language acquisition and place the phase of verb acquisition, then I will explain the most common mistake children make with irregular past tenses, and lastly, I will give an explanation to this phenomenon, and show the consequence it could possibly have. According to Pinker (1994) when a child is born it can distinguish all the phonemes of the worlds languages, even if there is no distinction in their mother tongue. By reaching ten months of age, however, they will have learned the sounds used in their language, and will not have a universal knowledge of sounds anymore, just like adults. Children learn to understand speech between two month and their first birthday. They start to produce syllables in between this time span, at around their seventh month. This phase is called babbling. Then, they begin to use single, isolated words when they are one year old, and with eighteen months, their vocabulary starts to grow very quickly, and syntax also begins with combining words. When they reach their second year the development in all fields of language learning is very rapid, and as Pinker (1994) states, with three years a child is a grammatical genius (p. 276). For a better overview we could name the stages as follows: Syllable Babbling, Gibberish Babbling, One-Word-Utterances, Two-Word-String, and All Hell Breaks Loose (Pinker, 1994, p. 269). The acquisition of verbs usually takes place later than that of nouns (Harris, Meints and Plunkett, 2008). There are two types of verbs: regular verbs and irregular verbs. In order to produce the past tenses of verbs, Redman and Rice (2001) point out, that children need to acquire the morphophonological component of past tense, the rules for producing the various forms associated with past tense (p. 655). This means, that they have to learn that the past tense is constructed by adding -ed to the stem, and that there are irregular verbs, which are exceptions to the rule, and are produced differently. Learning to produce the past tense of regular verbs is usually not a problem for children, because they only have to know one rule, and be able to apply it. The problem is with irregular verbs, because there is no rule there, which can be applied. The mistake children commonly make when trying to use the past tense of irregular verbs is called overregularization. This can occur whan the c hild already knows, that in order to express past tense, -ed has to be added to the stem of the verb, and applies this rule, incorrectly, to irregular verbs as well (Matthews and Theakston, 2006). There is an explanation to this phenomenon. According to Pinker (1994), irregular verb forms have to be memorized independently, linked together as word pairs, and if the correct form cannot be retrieved from memory, the general rule of adding -ed is applied. This substitution can occur, because regular inflection is a symbol-combination rule and does not need access to the contents of memory (Pinker, 2001, p. 19). In the English language there are about 180 irregular verbs, which originate from Old and Middle English. There used to be about twice as many, but adults also tend to forget that a verb is irregular, especially if it is not a common, often used verb, and start to use it as a regular verb (Pinker, 1994). Therefore, the amount of regular verbs is increasing, while that of irregular ones is decreasing. It can be concluded then, that verb acquisition starts between the childs first and second birthday, somewhat after noun acquisition. When using the past tense of verbs, children have to know the rule which is used with regular verbs, and that there are irregular verbs, which are produced differently. However, they tend to apply the general rule, which is used for regular verbs, also for irregular verbs. This is probably so, because there is no rule for generating the past tense of irregular verbs, so they have to be memorized as pairs of words, and if the child cannot remember the right form, or the other half of the word pair, it simply applies the rule it knows, and generates a regular past tensed verb. Irregular verbs, that are not often used, might stay in the childs lexicon as regular ones, and this can cause the increase of regular verbs and the decrease of irregular verbs. References Harris, P. L., Meints, K., Plunkett, K. (2008). Eating apples and houseplants: Typicality constraints on thematic roles in early verb learning. Language and Cognitive Processes, 23, 434-463. Matthews, D. E., Theakston, A. L. (2006). Errors of omission in English-speaking childrens production of plurals and the past tense: The effects of frequency, phonology, and competition. Cognitive Science, 30, 1027-1052. Pinker, S. (1994). Baby born talking-Describes Heaven. In The language instinct (pp. 262-296). London, England: Penguin Books. Pinker, S. (2001). Words and rules. Eye on Psi Chi, 14-19. Redmond, S. M., Rice, M. L. (2001). Detection of irregular verb violations by children with and without SLI. Journal of Speech, Language, and Hearing Research, 44, 655-669.

Wednesday, November 13, 2019

Rebellion in The Handmaids Tale by Margaret Atwood Essay -- Rebel The

Rebellion in The Handmaids Tale by Margaret Atwood 'Rebel' is a term, which is highly weighed down with emotion. In society today we perceive a rebel to be a figure opposing a much stronger majority. We distinguish the rebel to be a character who fights for his/her own ideals. We see a person that will do anything almost being ruthless to destroy the boundaries set up against him/her by the stronger mass. We witness the rebel as an individual who deliberately defines a battlefield and two fighting fronts. The rebel is constantly is resisting. The only way he/she can defend his morals and values are to strike the greater that condemns his/her values and morals. Unfortunately today there are many misconceptions and preconceptions relating to the essence of a true rebel. Society tends to comprehend the rebel to be figure fighting on the front lines, spilling blood for his cause. Especially the media has delivered this image of a rebel. We must acknowledge the fact there are other forms of rebels and rebellions. It is not fair to say that the form of rebel that is described above is not valid, but still we must make a suitable distinction. We must not always consider the rebel to be an individual like 'William Wallace' who fought for his country's independence by using violence as his primary weapon. In the course of history we have witnessed another category of rebels. Characters such as Mahatma Ghandi, Dr. Martin Luther King and Emmeline Pankhurst all gave birth to another form of rebel, the rebel that fought for his values passively. They did not confront the enemy with the sword but with words. The novel 'The Handmaids Tale' by Margaret Atwood tells the story of a near future oppressive society govern... ...poke out against them in the loudest voice possible. Offred's cassettes did more than just speak her voice. I feel that the true reason why Offred did not assign her name is because she wanted to speak universally. Offred wanted to speak in the name of all handmaids. In studying Offred's rebellion we can see that she suffered an internal conflict. Offred's plight is always human as well as ideological. She wanted to rebel but at the same time she was scared of loosing herself in the process. Offred had to win the conflict within her before she could start the external battle. Offred won this conflict and decided that her humanity was the risk for a great cause, love. 'As long as women consent to be unjustly governed, they will be; but directly women say: "We withhold our consent," we will not be governed any longer as long as government is unjust.'

Sunday, November 10, 2019

Native American myth

The aspect of legends is a key part of the Native American or the Indian American history. These stories were told and handed down from generation to generation to better explain certain phenomena that Indian Americans at the time considered to be strange. In most instances, these tales were told in relation to the things that happened around the various Indian American tribes. Among these legends were the plant, animal and creation myth. This essay therefore seeks to examine the relationship between Indian American myths and nature.Long ago, before there were ant people, the world was young and water covered everything. The earth was a great island floating above the seas, suspended by four rawhide ropes representing the four sacred directions. It hung down from the crystal sky. There were no people, but the animals lined in a home above the rainbow. Needing space, they sent Water Beetle to search for room under the seas. Water Beetle dove down deep and brought up mud that spread qu ickly, turning into land that was flat and too soft and wet for the animals to live on. (Andrews, 1988:196+)     Grandfather Buzzard was sent to see if the land hardened. When he flew over the earth, he found the mud had become solid; he flapped in for a closer look. The wind from his wings created valleys and mountains, and flat is why the Cherokee territory has so many mountains today. (Andrews 1988:196+)As the earth stiffened, the animals came down from the rainbow. It was still dark. They needed light, so they pulled the sun out from behind the rainbow, but it was too bright and hot. A solution was urgently needed. The Shamans were told to place the sun higher in the sky. A path was made for it to travel from east to west so that all inhabitants could share in the light. The plants were placed upon the earth. The Creator told the plants and animals to stay awake for seven days and seven nights. (Andrews 1988:196+)Only a few animals managed to do so, including the owls and mo untain lions, and they were rewarded with the power to see in the dark. Among the plants only the cedars, spruces, and pines remained awake. The Creator told these plants that they would keep their hair during the winter, while the other plants would lose theirs. People were created last. The women were able to have babies every seven days. They reproduced so quickly that the Creator feared the world would soon become too crowded. So after that the women could have only one child per year, and it has been that way ever since.Looking at the Native American myths of creation we see that, the basic premises of Native American creation mythology are intertwined with the natural world and frequently include animals that act as creators, messengers, protectors, guardians, and advisers. (Andrews, 1988:196+)   They were often thought to possess human qualities and had the ability to speak, think, and act like humans. Animals such as the coyote, bear, raven, spider, and turtle are often fo und in stories recounting the origin of a tribe. (Andrews, 1988:196+)They were thought of as spiritual guides or important players in the community’s daily existence. In some instances they try to justify what nature had created. For instance, The Mojave, for example, believe that long ago, people lived underground. When their food diminished, they sent a hummingbird to the upper world to search for more. The bird found much food, and the people climbed out of the ground and moved into this new worldAlso, according to the lore of numerous tribes, animals walked the earth prior to man. They helped to Shape, teach, feed and spiritually nurture the people who later lived with them. Animals played a vital role in the life of the Native people, and honoring their spirits could bring blessings, life balance, and abundance. (Ella, 1966:112)   Many Native Americans believed in the special medicine, or power, that each animal held. The mythic beasts were often given the highest resp ect that could be bestowed on a spirit: the role of creator. When an individual or tribe needed assistance, it called upon an animal’s knowledge, power, and spirit. To this day, animals are considered sacred by the Native American peoples and are appealed to in times of need. (Ella, 1966:112)According to the Coyote myth common to Nez Perce, who lived in Idaho, Washington, and Oregon, they trace their ancestry back to the tricky Coyote.   In the beginning, Old Man Coyote stood alone with water surrounding him. Two ducks swam by, and Coyote asked if they had seen anyone else. (Andrews, 1988:196+)  Ã‚     The ducks said no but thought that something might exist under the water. Coyote asked if they would travel underwater for him and report on what they saw.The ducks did as they were asked, finding nothing. He asked again, and the ducks returned with a root. On the third try, they found mud and Coyote was happy. He told the ducks that they could build with it, and he began to shape and mold the mud into an island. He blew on it, and it expanded. He blew again, and it grew into the earth. The ducks said they did not like the earth’s emptiness, so Coyote created grass and trees out of the roots that came from the water. (Andrews 1988:196+)Coyote and the ducks loved the earth, but it was fiat. They wanted rivers, valleys, mountains, and lakes. So it was done. Soon Coyote and the ducks made a perfect earth, but they grew lonely, with only the three of them to sit and enjoy the land. So Coyote molded dirt to form men and then more mud to create many types of male ducks. Soon, they realized that without women, the males could not have children. So with more dirt he made women and female ducks to populate the earth. (Andrews 1988:196+)   This myth does not explain the origin of water, the two ducks and the mud. This probably could be linked to nature.Among the Coyote tales also, is one in, which it is told how the Coyote visited the Porcupine, who scratched his nose until blood flowed freely out over it; he then roasted it until it turned into a piece of fine meat. Coyote invited his host to return the visit in two days. He tried to imitate the Porcupine, but failed ignominiously. He next visited the Wolf, who roasted two arrow points that were transformed into minced meat. (Bruchac 1999:5-9)Again the Coyote tried to imitate his host, but failed. Compare with this the tradition of the Chinook, who tell how Bluejay tried to imitate his host; that of the Comox, Nootka, and Kwakiutl of Vancouver island, and of the Bella Coola and Tsimshian of Northern British Columbia, who tell the same story of the Raven; that of the Ponca, who tell the same story of Ictinike, and that of the Micmac, who relate how the Rabbit tried to imitate his host. Although the peculiar method of producing food by magic is not always the same, the whole stories are identical to all intents and purposes. (Bruchac 1999:5-9)Later on it is told how the Coyote w as playing with his eyes, tearing them out of their sockets and throwing them up; then they fell back into their sockets. We find the identical incident among the Shuswap in the interior of British Columbia and among the Blackfeet. Once upon a time the Coyote met the Brown Giant. He proposed to him that they should vomit. He placed a large piece of pine bark before each as a dish, and bade the Brown Giant keep his eyes shut till he was told to open them. (Bruchac 1999:5-9) Coyote vomited bugs and worms, while the Brown Giant vomited fat venison. Coyote exchanged the dishes, and then told the Giant to open his eyes. The Shuswap ascribe the same trick to Coyote when he met the Cannibal Owl. (Bruchac 1999:5-9)The people sought to divine their fate. (Clements 1986:220)   They threw a hide scraper into the water, saying, â€Å"If it sinks, we perish; if it floats, we live.† It floated, and all rejoiced. Then Coyote repeated the same test with a stone. It sank, and therefore peop le die. Among the Black feet, the first woman asked the â€Å"Old Man† if people would be immortal. In order to decide this question he threw a buffalo chip into the water, saying that if it floated people would resurrect on the fourth day after their death. It floated. Then the woman took a stone, saying, â€Å"If it floats, we will always live; it sinks, people must die.† It sank, and therefore people died. (Clements 1986:220) This again tends to explain the mystery of death thereby emphasizing the point that, Native American myths are closely tied to nature as death is natural.There also existed the myth of plant among the Indian Americans. This specifically was the corn myth and was common among North Carolina-Cherokee Indians. It held that, many years ago there was an old woman who lived happily with her grandson until the boy turned seven years old. On his birthday she gave him a bow and arrow with which to hunt. (White 1993:164) On his first expedition he came b ack with a small bird. She was very proud of him and told him so.The Grandmother went out to her storeroom behind the lodge in which they lived. She soon came back with corn in a basket. She made a delicious soup with the corn and the little bird. (Bruchac 1999:5-9) Everyday that the boy brought home the fruits of his hunt his grandmother would go to the storehouse and bring back the corn to make the meal. The boy became very curious and decided to follow her. He watched her as she stood in front of her basket and rubbed her hand along the side of her body. As she did this the corn filled the basket. He became afraid and thought that she might be a witch. He hurriedly returned to the lodge. (Bruchac, 1999:5-9)When the Grandmother came in she knew that he had seen what she had done. She told him that because of this she must die and leave him. She would tell him what to do so that there would always be food for their people. She said, â€Å"When I die, go to the south side of the lo dge and clear the Earth until it is completely bare. Then drag my body along the Earth seven times and bury me in the ground.† (Bruchac, 1999:5-9)The boy did as he was told. He dragged her body over the Earth and wherever a drop of her blood fell to the ground a small plant would appear. He kept the ground cleared around each plant and soon they grew very tall with long tassels of silk at the top which reminded him of his Grandmother’s long hair. Eventually ears of corn grew and his Grandmother’s promise came true. Even though the Grandmother has passed from this Earth she is still present as the corn plant to feed her people. (Bruchac, 1999:5-9)Native American Indian also had the horse myth, which was part of the animal myths. This myth was generally known as the sky dog myth as it holds for other animals. This myth holds that, a long, long time ago we had to walk and walk from sky to sky, from camp to camp. (Dutton, 1996: 94) Our dogs carried our rawhide bags a nd pulled our travois sleds. We walked so much that we wore out many moccasins going across the plains. Of a sudden, one day, coming from Old Man’s sleeping room, west of the mountains, we saw some strange looking beasts. (Yolen, 1990:62) They were as big as elk and they had tails of straw.Lying across the backs of these beasts were two Kutani men. One beast was pulling a travois sled. We became afraid because we did not understand. My best friend, Jumps-Over-the-Water hid behind his mother’s skirt. The bravest of all of us known as Running Bear, ran behind the nearest tipi to hide. I was so frightened I could not move. I was away from the safety of my father’s tipi. The men in our tribe yelled that we were not to be afraid that we were the mighty Piegans who took the land sway from the Kutani. As I looked around I saw that they were afraid. They all had big eyes and four of them had their hunting bows aimed. Then our chief Long Arrow laughed. He said, â€Å"Th ese are from Old Man. They are a gift like the elk, antelope, buffalo and bighorn sheep they are called Sky Dogs†. (Yolen, 1990: 62)To wrap up this discussion, it worthy to note that most Native American myth were a bid to provide an explanation for what nature had created. It is for this reason that we have the creation myth, the sky dog myth, and the plant myth, to name these. Thus the contention that, literary analysis of Native American myths emphasizes a bond with nature.BIBLIOGRAPHYBruchac J. (1991) Native American Stories. Colorado: Fulcrum Publishing.Clements M.W. (1986) Native American Folklore in Nineteenth-Century Periodicals.Athens Swallow PublicationElla C. (l966) Indian Legends from the Northern Rockies, Oklahoma: University ofOklahoma Press.Yolen J. (1990) Sky Dogs. Harcourt CA 92101.Dutton B. and Olin C. (1996) Myths and Legends of the Indians of the Southwest. SantaBarbara Bellerophon Books.White H.M. (1993)   Everyday Life of the North American Indian, New York Indian HeadBooks.MagazinesAndrews T. J. (1998) World and I. â€Å"Share in the Light: Native American Stories ofCreation†.vol.13 News World Communications

Friday, November 8, 2019

10 requisitos para visa E2 de inversionistas para USA

10 requisitos para visa E2 de inversionistas para USA La visa E-2 permite a los empresarios extranjeros que invierten en Estados Unidos  y a sus familias vivir y trabajar legalmente en el paà ­s. El emprendedor o emprendedora y su cà ³nyuge podrn permanecer en Estados Unidos indefinidamente mientras se cumplan todos los requisitos de la visa. Los hijos del emprendedor podrn permanecer en los Estados Unidos con una visa derivada del estatus de inversionista de su padre o madre mientras permanezcan solteros y tengan menos de 21 aà ±os cumplidos. Los titulares de una visa E-2 podrà ­an incluso solicitar una  visa B-1 para los  empleados domà ©sticos que ya tienen en el paà ­s de origen y que quieren que les acompaà ±en a Estados Unidos, como por ejemplo nià ±eras de los hijos. Caracterà ­sticas y requisitos de la visa E2 para inversionista en Estados Unidos Si est  interesado en vivir en Estados Unidos y tiene dinero para invertir una cantidad moderada y habilidades para gestionar un negocio, la E2 puede ser la visa adecuada. Antes de comenzar el proceso conviene saber las caracterà ­sticas bsicas y requisitos de la visa: 1. Es una visa no inmigrante. Esto quiere decir que debe ser renovada perià ³dicamente y que no es una tarjeta de residencia  (tambià ©n conocida como greencard). La visa E2 tampoco ofrece un camino directo hacia la residencia legal permanente ni la ciudadanà ­a americana. 2. Se trata de convertirse en propietario de un negocio. El negocio se puede crear partiendo de cero o tambià ©n es posible comprar un negocio ya existente. Incluso es posible utilizar estas visas para enviar a trabajar a empleados de una empresa a una subsidiaria de la misma en Estados Unidos. Lo que no se permite es aplicar por la E-2 para gestionar un negocio que se ha heredado en Estados Unidos. El negocio sà ­ puede ser una franquicia. Estas son las consideras como las 10 mejores franquicias en el paà ­s. 3. El negocio debe ser real y activo. Debe producir un bien o un servicio. Adems, debe contar con todos los permisos y licencias necesarios para operar. No puede tratarse de una organizacià ³n sin fines de lucro. Estos son 21 ejemplos de negocios reales  creados por inversionistas con visa E-2. Y para darle forma jurà ­dica, estos son los 10 tipos de empresas que existen en Estados Unidos. En este punto es muy importante entender que una inversià ³n inmobiliaria por sà ­ misma no es suficiente para poder solicitar u obtener la visa E-2. Es necesario que se trate de un negocio inmobiliario. 4. Tamaà ±o del negocio. La ley guarda silencio en este punto y no exige un tamaà ±o mà ­nimo. Sin embargo, sà ­ es estrictamente necesario que genere beneficios que van ms all de meramente cubrir los gastos y necesidades del inversor y su familia. Es ms, se pide que se produzca lo que se denomina una contribucià ³n importante a la economà ­a. Este requisito se suele considerar como cumplido cuando el negocio genera empleo contratando a ciudadanos americanos. En la presentacià ³n de la documentacià ³n para solicitar la visa habr que presentar un plan de negocio a cinco aà ±os en el que se contemple el nà ºmero de puestos de trabajo que se van a crear. Por lo tanto, es muy importante que la empresa sea exitosa. Por ello conviene conocer cules son los estados en los que es ms fcil hacer negocios  y cules son los ms dificultosos. 5. Cantidad a invertir. La ley no establece una cantidad mà ­nima pero habla de que tiene que ser substancial, que puede variar segà ºn el tipo de negocio. Infà ³rmese sobre el significado de este requisito de cantidad. 6. Paà ­ses de los que debe ser nacional el inversor. Estos son los paà ­ses de habla hispana cuyos nacionales pueden aplicar a esta visa: Argentina, Bolivia, Chile, Colombia, Costa Rica, Ecuador, Espaà ±a, Honduras, Mà ©xico, Panam y Paraguay. Puede tambià ©n  verificar el listado de todos los paà ­ses, cà ³mo afecta la doble nacionalidad y obtener ms informacià ³n sobre el monto de la inversià ³n. 7.  Origen del dinero de la inversià ³n. Obviamente, debe ser legal. Adems, debe pertenecer al inversionista (ahorros, herencias, inversiones) o incluso pueden llegar a admitirse prà ©stamos. 8. Familia del inversionista. El esposo, la esposa y los hijos menores de 21 aà ±os de los inversionistas pueden contar con una visa derivada para vivir en Estados Unidos. El cà ³nyuge podr solicitar, una vez en Estados Unidos, un permiso de trabajo que le permitir trabajar para otra empresa, para la de su pareja o incluso crear su propio negocio. Los hijos solo podrn gozar de esta visa hasta los 21 aà ±os, a partir de esa edad tendrn que salir del paà ­s o contar con otro visado que les permita permanecer en Estados Unidos. Por su edad probablemente estn en edad escolar. Es muy importante familiarizarse con el sistema educativo cuanto antes. 9. Es una visa posible pero complicada. Es altamente recomendable contactar con un bufete de abogados especialistas en este tipo de casos antes de hacer cualquier inversià ³n en Estados Unidos con intencià ³n de conseguir esta visa. El abogado debe, como mà ­nimo, ofrecer servicio de anlisis del negocio y si puede calificar para obtener la aprobacià ³n de las autoridades de inmigracià ³n. Tambià ©n debe completar toda la documentacià ³n, colaborar en la preparacià ³n de la entrevista que se va a llevar a cabo en el consulado correspondiente, y resolver todas las dudas del potencial inversor referentes a inmigracià ³n. El abogado debe ser el punto de contacto con las oficinas del gobierno para resolver los problemas que puedan surgir durante el proceso. Si es posible, el interesado debe contactar a ms de un profesional y comparar servicios y reputacià ³n en esta clase de casos, que son muy especà ­ficos. 10. Diferencias con la visa EB-5.  Ambas son visas para inversionistas, pero la E-2 es de no inmigrante mientras que la EB-5 da derecho a obtener una tarjeta de residencia. Adems, hay una gran diferencia en los requisitos de la cantidad de inversià ³n entre una y otra. A tener en cuenta: otras opciones de visa y de paà ­ses Una visa similar pero diferente es la E-1 para comerciantes bajo tratado. Est pensada para los negocios de importacià ³n/exportacià ³n. En los casos en los que ni la E-1 ni la E-2 son una opcià ³n, usted puede considerar estos  8 posibles caminos para obtener una visa y crear una empresa en Estados Unidos. Adems, si est dispuesto a emigrar a un paà ­s que no sea Estados Unidos, tambià ©n  conviene que se familiarice con los programas de estos 20 paà ­ses en los que es posible obtener la ciudadanà ­a (pasaporte) o  la residencia por inversià ³n. Si finalmente la decisià ³n es Estados Unidos, es importante que se familiarice cuando antes con aspectos legales, migratorios y econà ³micos del paà ­s. El  conocimiento a tiempo har la vida ms fcil y fluida. Si el inversor se decide a solicitar la visa, una vez que llenar la peticià ³n puede verificar por su estatus por internet. Este es un artà ­culo informativo. No es asesorà ­a legal.

Wednesday, November 6, 2019

Summary of the Holocaust Research Paper Example

Summary of the Holocaust Research Paper Example Summary of the Holocaust Paper Summary of the Holocaust Paper The word Holocaust conjures up for many a mixture of emotions. Of all the events that occurred in the past of injustice against humanity, the Holocaust has to be one of the most famous. It has been argued, and not without emotional indifference, that the Holocaust is not like other records in world and Jewish history. Its hard for one to grasp the horror of the Holocaust, especially in a time and place where one is taught about unity as a necessity for the future. Although no amount of sources such as books, movies, and even Holocaust survivors themselves can account for the true catastrophic impact this event had on the victims, we can learn about the consequences and significance of it. In order to understand the Holocaust, we must take into consideration the causes, effects, and the tragedy of the lives that were affected in a way that greatly impacted and forever changed the way the world viewed human nature. In the period of 1933 to the end of World War II, the Nazis, led by Adolf Hitler, attempted to liquidate the Jews and others who didnt fit the Aryan stereotype (Axelrod, 15). The Nazis called their scheme the Final Solution(Wood, 90). One of the end results of the Final Solution was the emergence horrible concentration and death camps. Over six million Jews were murdered, including 1. 5 million children. Furthermore, about five million non-Jews were killed, totaling to 11 million individuals wiped of the face of the earth. The Nazis and their collaborators had many methods, like the gas chambers, to exterminate a large amount of people quickly and efficiently. The obvious reason for the success of the Holocaust was because of the popular support the Nazis received. There were many factors that allowed for the rise of the Nazi Party and Hitlers dictatorship. First, there was much unrest among the people of Germany. The economy was devastated since it never recovered from World War I and the harsh demands of the Treaty of Versailles which made Germany pay $33 billion in reparations. Another reason was that the Germans were searching for someone or something to blame for their burdens of the humiliation after the war and extremist groups, such as the Nazis, provided an answer for the German people. This made Jews and other minorities an easy target as a scapegoat. This Anti-Semitism combined with the dysfunctional economy molded a pathway for the Nazi Party to rise in Germany. It is important to point out that Hitler and the Nazis came to power by the votes of ordinary people. The Great Depression hit Germany the hardest and the Nazi message appealed more than ever (Wood, 34). The countrys hunger, unemployment, and despair left the people looking for something to cling to- and the Nazi party was it. At first, there wasnt much support for the Nazis (Wood, 34). The other parties, although much larger, were much divided and therefore had a difficult time uniting and gaining support. The Nazi partys propaganda was easy to accept: It certainty offered hope, and its provision of a scapegoat was pleasing. Gradually, the Nazi increased their influence, especially with young people with things such as the youth movements, which became almost compulsory. In the aftermath of the Holocaust, people around the world were shocked by final scores of human losses, and the people responsible were punished for their inhuman acts in the Nuremburg Trials. The Holocaust is significant to many people today, and to an equal number of people means very little. It illustrates that we are still a society thats in the process of searching for knowledge in developing how we treat one another, whether it is for race or faith. The Holocaust stands out as the most current oppressive action against a religion and from this came the most notable phrase, never again. The Holocaust was a dark time in the history of the 20th century and we must remember it in order to keep alive the memories of those who suffered and lost their lives in this terrible event.

Monday, November 4, 2019

Is there a negotiation between NGOs and companies, or does it start Dissertation

Is there a negotiation between NGOs and companies, or does it start with a pressure - Dissertation Example Understanding the Firm-NGO alliances 25 2.7.5. Uneasy alliances: lessons learned from partnerships between businesses and NGOs in the context of CSR. 26 2.7.6. â€Å"Companies and NGOs- How Close is too close?† 27 2.7.7. The importance of governance structure in the B2N alliance 28 2.7.8. Equity 29 2.7.9. Alliance Contract 29 2.7.10. Equity Hostages 30 2.7.11. Negotiation 30 2.7.12. The Importance of Dialogue to the B2N Alliances 33 2.7.13. The importance of discourse and negotiations 35 2.8. Summary 39 Chapter Three: Methodology 3.1. Introduction 40 3.2. Hypotheses 41 Table 1. Research Questions and Hypotheses 42 3.3. Research Approach 43 3.4. Research Design 45 3.5. Research Strategy 47 3.6. Data Collection Method 47 3.7. Sampling 48 3.8. Procedure 49 3.9. Data Analysis 49 3.10. Summary 50 Chapter Four: Results 4.1. Introduction 51 4.2. Corporate Social Responsibility Initiatives 52 4.3. Corporate Social Responsibility Initiatives of Royal Dutch Shell and the Role of the NGO s 53 4.4. Corporate Social Responsibility Initiatives of British Petroleum and the Role of the NGOs 57 4.5. Corporate Social Responsibility Initiatives of Royal Bank of Scotland and the Role of the NGOs 59 4.6. Corporate Social Responsibility Initiatives of Barclay’s and the Role of the NGOs 60 Chapter 5: Discussions 62 Chapter 6: Conclusions and Recommendations 6.1. Conclusions 65 6.2. Recommendations 66 References 67 Chapter One: Introduction 1.1. Background of the Study Globalization has undeniably affected the people, the businesses and the entire world. Globalization is simply defined as the process by which the different states, markets, technologies and firms become integrated and interconnected (Baur, 2011; van Tulder, 2001). Evidently, globalization has become an... The intention of this study is globalization that has undeniably affected the people, the businesses and the entire world. Globalization is simply defined as the process by which the different states, markets, technologies and firms become integrated and interconnected. Evidently, globalization has become an important facet of the twenty-first century. One of the more specific effects of globalization is the increased levels of trade and foreign direct investments worldwide. Furthermore, globalization has also facilitated the interdependence of the different economies throughout the entire world. In addition to what has been previously mentioned, globalization has also influenced the development of Non-Governmental Organizations (NGOs) as a response to the recent increases in private investment. Non-Governmental Organizations consist of citizens’ groups that are organized on a local, national or international level. There are generally, three types of NGOs, these are: (1) advo cacy NGOs who are primarily tasked with the promotion of the governments or in international for the groups who do not have the capacity to do so; (2) operational NGOs, which primarily deals with the provision of goods and services to the clients who are in need; and lastly, (3) hybrid NGOs or those who perform both tasks previously mentioned. It is in this regard that NGOs are popularly known as those groups which are organized based on a certain issue. Most of the common objectives behind the establishment of the NGOs are the protection of human rights and that of the environment.