School Leadership Successful Principles

Introduction Principals are an important part in the development and maintenance of successful schools. However, there is, surprisingly, less research on the methods that can be used in developing people to get the required knowledge of running schools effectively. This condition is in an environment in which principals are increasingly pressured to make improvements in their leadership regarding teaching and learning.Advertising We will write a custom research paper sample on School Leadership Successful Principles specifically for you for only $16.05 $11/page Learn More The need for an improvement in the leadership skills of principals is also necessitated by the fact that their responsibility spans a lot of specialties and thus it is hard for a principal who is not well trained to be effective in his/her work. Principals are, therefore, expected to be visionaries in educational matters, experts in public relations in order to relate well with parents, children and other stakeholders. They should also be community builders, expert overseers, budget analysts, expert disciplinarians, facility managers and experts in assessment. Principals should also be in a position to act as agents in solving the conflicting interests of various stakeholders, and they should also be dynamic and sensitive enough to attend to the needs of their students (Davis, 2005, pp. 1-5). This paper is an in-depth exploration of the leadership in schools that seeks to establish the best kind of leadership in schools and suggests what can be done to improve leadership in learning environments. Literature review Status quo The state of schools as far as leadership is concerned has attracted a substantially large number of critics, with some being privy to management of schools. Most of these critics have been forced, by the kind of leadership that is currently in our schools, to believe that programs for education qualification in our university are inefficient, or at best mediocre. This is because such programs fail to address the real world challenges that their ex-students face when they assume leadership position in schools. It is alleged that such programs lack effective leadership training, and that the knowledge base is archaic and impractical. Admissions have also been faulted with their alleged lack of rigor in selection leading to certification of unreasonable numbers of graduates. Clear and holistic analysis of the programs for school leadership and the practice of school leadership are therefore critical if any positive changes are to be made (Davis, 2005, pp. 3-5).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Essential elements of good school leadership There is increasingly growing consensus on what good leadership in schools should be. One of the key elements that good school leadership should have is the implementation of pragmat ic approaches for ensuring that the teachers and other workers in the school are as effective as they can be. This will be achieved by provision of incentives and support that can help workers to improve the effectiveness of their work. Additionally, the school leadership should have models of effective practice that will benchmark the performance of its workers (Elmore, 2000, p. 21). This will ensure that workers embrace a culture of responsibility and accountability because performance will be easily measured by comparing actual performance with the benchmarks. These benchmarks should be developed with consideration of a variety of factors. Some of these factors include past performances of the school, the aims and goals of the school, the performances of leading schools in the vicinity of the school, a consideration of the special challenges that the school might be facing etcetera. The leaders should also ensure that they facilitate the development of common goals and values tha t each stakeholder in the organization must embrace. This will lead to a culture of productiveness of all stakeholders in the school. The goals and objectives will also form a platform on which the aforementioned benchmarks for performance can be developed since the school will be working towards the realization of its goals and objectives. It is also important for the school leadership to ensure that communication is effectively promoted, and clear any obstacles to work effectiveness. Lastly, there is need for development of productive partnerships with interest groups that will help in minimizing the problems that the school could face (Hess, 2003, p. 37). Such interest groups could be Non Governmental Institutions offering scholarships and training, governments interested in exchange programs for students, media houses willing to highlight the situation of leadership in schools in the region, and the like. Good school leadership is also characterized by a strong academic backgrou nd. This ensures that the leadership is at ease when solving the problems arising at the school since the leaders have also experienced the same.Advertising We will write a custom research paper sample on School Leadership Successful Principles specifically for you for only $16.05 $11/page Learn More It will also make the development of policies, goals, values and moral easy since the leadership will have had to live under policies and morals of their former schools. Additionally, there are courses that are very crucial for leadership in schools, and which candidates for leadership in schools should have studied. The above elements of good leadership are most likely to be found in principals who have had a chance to attend holistic training programs in college. It is thus of essence that universities design their training programs for teachers well so that they become effective leaders when they are given the chance to lead schools. The following sub-to pic discusses some of the essential features of a good training program for school leaders. Features of effective training programs for principals Research related to the training of principals indicate that there are certain features that must be present in a training program for principals, if effective school leaders are to come out of the program. One such feature is the aspect of research in training programs for principals. The program should thus impart its participants with skills of leadership, instruction, development of schools and management of change within schools. It is thus apparent that universities operating with mediocre training programs should revise the content of their development and preparation programs for school principals. Such changes should be made such that graduates are able to promote effective and successful teaching and learning. They should also be able to develop networks within the school leadership for collaborative decision making, and also ha ve distributed leadership abilities. Also among the required skills is the fact that the principals should be imparted with skills to encourage a culture of community within the school, and be able to steer development of the competence of school management (Jackson, 2002, p. 69). Apart from the professional training which principals should be given, there is also need for development of ethical standards in them so that they will be ethical school leaders. This will ensure that they promote moral values in other stakeholders of the school, and possibly mitigate problems of misconduct, fraud and other vices.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The principals should also be taught the social and cultural principles surrounding the school environment (Jackson, 2002, p. 70). This understanding will help them to have immediate solutions to problems as they arise during their time as school leaders. Also among the features of a good training program for principals is the observance of curricular coherence. The best training programs for principals have well-thought goals and vision, and they are coherent with internal and external values, administrative practices and beliefs of the profession. Programs that exhibit high coherence have a logical flow, have effective links between theory and practice and they are sequentially ordered with an array of courses. The program should also be in conformance with the theories of adult learning in order for them to qualify as coherent (Levine, 2005, p. 91). Such a program gives the principal a potential for success in the practical world of school management. Practical methods for implem enting effective programs There are a number of methods that must be used in order to implement an effective program for training principals. The first is field-based internships, in which the principals are given a chance to gain practical knowledge of school leadership. Additionally, the students should be given problem-based training such as simulations of real-life problems. This prepares the principals by making them aware of when and how to use the theory they learnt in class in solving problems. There is also the need to promote the use of cohort groups in the teaching of principals since these kinds of groups are known to produce good results for adult students (Wilson, 1996, p. 332). The groups are effective because within the group, principals are able to practice how they will be solving real problems in the field since a lot of school problems are solved through consultations and assemblies. The students are also able to socialize in their cohort groups, making them deve lop social skills which are very relevant in school leadership. Lastly, it is important for principals to have mentors within the administration who may guide them in solving personal problems. In this case, the mentor and the student are supposed to work as a team towards the achievement of a development plan for the student. The development plan can be designed by the administration, or it can be developed by the mentor and the student, or even by the student alone (Levine, 2005, p. 77). Other pathways to school leadership In the discussion above, we have identified university programs for principals as one way of developing leadership skills in principals. The discussion was a bit lengthy because this is the main foundation of principals and thus its effectiveness will mean that the students who graduate from the university have the required skills to lead schools effectively. However, as it has been mentioned, the programs offered in universities are mediocre and there is a need to find alternative pathways for further leadership development after graduation of students. This sub-topic seeks to identify these alternative pathways to leadership development in principals. Some reformers have strongly argued that the only solution to the leadership problems we are facing in schools is the recruitment of people who have natural administrative capabilities even if they have not studied education. However, this argument conflict with the requirements for good school leadership because in order for one to be a good school leader, he/she has to have a strong academic background (Davis, 2005, p. 8). This is necessary because, in order to lead an organization, one has to be passionate about, and know, the intricacies of the trade of that organization. In some states, principal credentialing is common. This is a case in which candidates sit for an examination designed by the state, and the candidates who pass the exam are licensed as principals for schools. Thus a pe rson who has not necessarily studied education may end up being a school principal (Davis, 2005, p. 11). This method may pick potential candidates and weak ones depending on the kind of examination that is set by the state. Summary As evidenced in the discussion above, school leadership has not been taken as seriously as it should be. This has had many negative effects on our schools which have been unlucky to get mediocre principals. There is thus the need to review programs for training principals in the universities in order to ensure that effective school leaders are produced from these institutions. All programs for training principals in the universities should thus be reviewed to ensure that they abide by the requirements highlighted in the discussion above. In a nutshell, the requirements are aimed at linking theory with practice during training, developing values and morals in the principals, utilizing the resources offered by a variety of stakeholders and making students e ffective decision makers. As discussed in the above paragraphs, universities should also ensure that they use effective methods of implementing the features leadership development in principals. Such methods should promote practicability of knowledge, consultation, group work and problem-oriented development of knowledge. They should also ensure that the program is implemented in accordance with the findings of existing research about effective adult education. The suggested methods include use of cohort groups and mentors, implementation of problem-based learning and ensuring that students are able to attend internships based in the field so that they get practical knowledge through experience. Care must also be taken to ensure that the use of the aforementioned alternative pathways to school leadership do not contribute to the jeopardy of school leadership. It is thus of essence that graduates are effectively trained instead of picking people who do not have an academic background . All in all, there is hope for our schools if the suggested ideas are implemented in both the universities producing principles and in the schools. Reference List Davis, S. (2005). School Leadership Study: Developing Successful Principals. PDF File. Web. Elmore, R. (2000). Building a New Structure for School Leadership. Washington DC: The Albert Shanker Institute. Hess, F. (2003). A license to lead? A new leadership agenda for American schools  (Policy report). Washington, DC: Progressive Policy Institute. Jackson, B. (2002). Exceptional and innovative programs in educational leadership. New Jersey. Bell Bain. Levine, A. (2005). Educating School Leaders. New York: The Education School Project. Wilson, P. (1996). Preparing school leaders: What works? Journal of School  Leadership. Volume 6, Issue 3, pp. 316-342. This research paper on School Leadership Successful Principles was written and submitted by user L1v1a 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.

The Events Described in Seven Pillars of Wisdom by T. E. Lawrence

The Events Described in Seven Pillars of Wisdom by T. E. Lawrence Introduction Seven Pillars of Wisdom is a historical autobiography written by T. E. Lawrence. During the First World War, British instigated the revolt of Arabs against Turkey while she herself engaged Germany. The plan was for British to win the war from two fronts, though the idea was sold to the Arabs as a freedom campaign which Britain was apparently ready to support.Advertising We will write a custom essay sample on The Events Described in â€Å"Seven Pillars of Wisdom† by T. E. Lawrence specifically for you for only $16.05 $11/page Learn More Lawrence was part of this revolt, fighting alongside Arabs even though he was aware that his government was being dishonest with the Arabs. Chapters 41 through 58 detail Lawrence’s expedition’s imminent arrival at Akaba. Discussion Lawrence wrote that this story ought not to be read as the history of the Arab movement but as the history of him in it (Lawrence). The book therefore comprises of the feelings, experiences and reflections of Lawrence and all the other personalities around him who found themselves caught up in these historical moments. Quite a number of significant players are to be found between chapters 41 and 58 of the book since the Arab revolt involved many people. Foremost, there is Lawrence himself, the Briton charged, on behalf of the British government, to lead the expedition to take Akaba. Lawrence is aware of the insincerity of the British government in its dealings with the Arabs. For this reason, he is guilt ridden and hopes to make the revolt work not only to satisfy British interests but also to ultimately free the Arabs. Then, there are the Arabs, under the leadership of Auda Abu Tayi and Nasri. The Arabs are happy and excited at the prospect of freedom. They are painfully unaware of the immensity of the task they have undertaken and innocently trustful of the good intentions of the Britons. Unseen, but constantly felt, is the presence of the B ritish government and the depth of its insincerity. The chapters describe the passage of Lawrence’s expedition across the deserts and over the ranges of present day Saudi Arabia as it heads for Akaba. The town was deemed strategically important since it could hamper the approach of the British via the Mediterranean Sea as it portended a risk to the operations of the Suez Canal (Lawrence). Akaba, today known as Aqaba, is a strategic port town in present day Jordan, but was at the time under the control of the Turks. These chapters vividly describe the fatigue experienced by the men from riding camels all day; the discomfort of being scorched by the desert sun; the distress of being caught in the sand whirling in the desert wind; the thrill of the constant threat of coming under attack from unknown enemies; and under all this, the knowledge by Lawrence that the whole affair was a lie.Advertising Looking for essay on biography? Let's see if we can help you! Get your firs t paper with 15% OFF Learn More It being an account of individual experiences, the most important occurrence in the chosen chapters is the deep and profound guilt that is felt by Lawrence. Since the Arabs are deemed distrustful of institutions, and could therefore not be prevailed upon under the mere assurance of the British government to go to war, it had fallen upon Lawrence to be the face of the British to the Arabs. He had strived, and succeeded, in gaining their confidence. He however knew that the McMahon pledges and the Sykes-Picot treaty would come to naught once the war was won (Lawrence). In pushing forward with the expedition, he would be taking advantage of the trust the Arabs had in him, and by exploiting their thirst to free Syria and putting the lives of men at risk on the basis of false pretenses. Having assured them that â€Å"England kept her word in letter and spirit† after which the Arabs fell in line behind him, he felt nothing but consist ent and bitter shame (Lawrence). It is for the need to assuage this guilt that he endeavored to steer the Arab Revolt in such a fashion that it would become â€Å"its own success† and in so doing, Britain would be unable to deny the Arabs their moral earned rights (Lawrence). After the liberation of Syria, The General Syrian Congress arrived at the following resolutions detailing the wishes of Syrians: â€Å"that the people of Syria wanted their independence to be recognized; that they rejected the idea of political tutelage; that they rejected any attempts to divide Syria; and that they would be appreciative of foreign assistance for a limited period of time† (Glubb 106-7). France was however given the mandate to occupy Syria by the Supreme Council of Allies and the British army was soon replaced by that of the French. This was in spite of the fact that Syrians were strongly against foreign occupation. Consequently, Amir Feisal, who had fought in the Arab Revolt, rece ived an ultimatum demanding his recognition of the French mandate in Syria (Glubb 109). The contemporary significance of the events described in the chapters chosen arises from their causal relationship with the sequence of occurrences that followed. The areas in Syria that were occupied by the French happened to be the ones that had been promised to the Arabs in the Sykes-Picot Agreement (Glubb 112). The fact that Britain went back on its word on this particular instance, in view of the ensuing political upheaval in Syria for the subsequent decade, ended up in the Arabs being consistently suspicious of the intentions of the British. Even though no such claims had been made by British, it was felt by the Arabs that the original intention behind the British actions was for Syria to be divided up between France and Britain.Advertising We will write a custom essay sample on The Events Described in â€Å"Seven Pillars of Wisdom† by T. E. Lawrence specifically for you fo r only $16.05 $11/page Learn More The French occupation of Syria resulted in the eventual adoption of Western political and cultural concepts. The eventual adoption of democratic institutions of governance, though of a rather primary kind, and the increased imitation of Western culture by young generation Syrians led to the neglect of significant cultural practices. For instance, the apparent gradual loss of the traditional politeness and manners that has previously characterized the Syrian tradition has been attributed to this contact with western culture (Glubb 187). Conclusion The events described in â€Å"Seven Pillars of Wisdom† are of great significance. Through them we get insights behind the complex relationship between Britain and Arabs. It could be argued that in Lawrence is to be found the incarnation of the British sentiment towards Arabs after the events in Syria. The dishonesty of the British in their dealings with Arabs resulted in the French oc cupation of Syria and a deeply ingrained suspicion of Britons by Arabs. The British might not have been able to go against the occupation of Syria by France. What matters however, is that they had conspired to dishonor their promises to the Arabs even prior to the French entry into the equation. This suspicion reinforced by other historical occurrences, still characterizes how Arabs view not only the British but the whole of the Western world. Glubb, John. Britain and the Arabs: A Study of Fifty Years 1908 to 1958. London: J.B.G Ltd, 1959. Print. Lawrence, Thomas. â€Å"Seven Pillars of Wisdom.† 2011. Web. Project Gutenberg.

10 dudas resueltas sobre el ajuste de estatus

10 dudas resueltas sobre el ajuste de estatus El ajuste de estatus es un trmite que permite a los migrantes presentes en Estados Unidos solicitar y obtener la tarjeta de residencia permanente, tambià ©n conocida como green card, sin necesidad de salir del paà ­s. Para completar este trmite del ajuste de estatus ,el migrante deber presentar, un formulario principal, planillas de apoyo, documentacià ³n de evidencia y, dependiendo del tipo de caso, pago de un arancel. Adems, puede ser necesaria una entrevista con un oficial migratorio, presentarse para la toma de datos biomà ©tricos y el envà ­o de documentacià ³n adicional a peticià ³n del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s). El ajuste de estatus se diferencia del proceso consular como procedimiento para la obtencià ³n de la green card en que en este à ºltimo el migrante debe estar fuera de los Estados Unidos y presentarse a una entrevista en una oficina consular estadounidense. Por su importancia migratoria, a continuacià ³n se aclaran las principales dudas sobre el ajuste de estatus. Ajuste de estatus El ajuste de estatus es un proceso que permite a los migrantes obtener la tarjeta de residencia permanente sin salir de EE.UU. No todos los migrantes pueden ajustar su estatus.En la actualidad es un proceso largo –o muy largo– y caro. Una de sus grandes ventajas es que evita las separaciones familiares y que el migrante en proceso de ajuste de estatus puede obtener un permiso de trabajo.  ¿Cules son las ventajas del ajuste de estatus? El ajuste de estatus brinda dos grandes ventajas para los migrantes. En primer lugar, permite que el proceso de adquirir la tarjeta de residencia permanente se desarrolle en su totalidad en Estados Unidos. Como consecuencia, el migrante se ahorra los gastos que generarà ­a la obligacià ³n de salir del paà ­s para completar el proceso y podrà ­a obtener un permiso de trabajo mientras se tramita el ajuste. En segundo lugar, los migrantes indocumentados que cumplen los requisitos para ajustar su estatus evitan tener que salir del paà ­s para arreglar los papeles a travà ©s del proceso consular y asà ­ no activan el castigo de los tres y de los 10 aà ±os.  ¿Cules son los requisitos para el ajuste de estatus? Hay dos grandes requisitos. En primer lugar, calificar para sacar la tarjeta de residencia permanente por uno de los varios motivos establecidos por la ley. Son ejemplos comunes, pero no los à ºnicos, los siguientes: por peticià ³n de familiar por residente o ciudadano.por asilo o refugiadospor visa U (và ­ctima violencia) o T (trfico humano)por visa K-1 de prometido de ciudadanopor patrocinio de una empresaemigrantes especialescubanos, en aplicacià ³n de Ley de Ajuste Cubano, etc. En segundo lugar, es necesario, adems, calificar para beneficiarse del proceso de ajuste de estatus. Y es que no todos los migrantes que califican para la green card pueden beneficiarse del trmite del ajuste de estatus. Por ejemplo, no pueden ajustar su estatus, entre otros, los siguientes migrantes:cà ³nyuges y padres de ciudadanos que ingresaron ilegalmente a Estados Unidosfamiliares de residentes en situacià ³n de indocumentadoscà ³nyuge de ciudadano que ingresà ³ con visa K-1 y se casà ³ con persona distinta a su patrocinadortitulares de visa J-1 o J-2 de intercambio que estn sujetos a la obligacià ³n de residir fuera de EE.UU. por dos aà ±os.Otros casos. Cabe destacar que la ley permite excepciones a la regla general en ciertos casos, por ejemplo, para los migrantes que piden para sà ­ el beneficio de VAWA por violencia domà ©stica. Formulario para solicitar el ajuste de estatus El formulario del USCIS para el ajuste de estatus es el I-485. En los casos excepcionales en los que el migrante puede sacar la green card en aplicacià ³n de la Seccià ³n 245(i) de la Ley de Naturalizacià ³n y Ciudadanà ­a (INA, por sus siglas en inglà ©s), tambià ©n deber completar el formulario I-485 Supplement A. Adems, se debern presentar otros formularios, como la Declaracià ³n de sostenimiento econà ³mico (affidavit of support, en inglà ©s), pero su naturaleza depende de la razà ³n por la que el migrante califica para sacar la green card. Cabe destacar que la mayorà ­a de los migrantes debern presentar una copia del I-94, registro de ingreso y de salida, para acreditar que entraron legalmente a los Estados Unidos. Asimismo, deber realizarse un examen mà ©dico. Conviene presentar tambià ©n al mismo tiempo la solicitud de permiso de trabajo y la solicitud de permiso para viajar, conocido en inglà ©s como advance parole. Si se presentan conjuntamente con la peticià ³n de ajuste de estatus no es necesario pagar una cuota a mayores por estos dos permisos. En otras palabras, la cuota est incluida en la de ajuste de estatus. Todos los documentos adjuntos que se presenten deben traducirse al idioma inglà ©s y certificarlo, si es que estn redactados en otra lengua.  ¿Cundo se presenta formulario I-485 ajuste de estatus? El momento en que se puede enviar el formulario para el ajuste de estatus depende de la razà ³n por la que el migrante saca la green card. En la mayorà ­a de los casos necesitar que exista una visa disponible para su categorà ­a. Por ejemplo, el cà ³nyuge de un residente permanente es categorà ­a F2A. No puede enviar los documentos para solicitar el ajuste mientras el boletà ­n de visas que publica todos los meses el Departamento de Estado no diga que ya hay visa disponible segà ºn la fecha de prioridad de la aplicacià ³n del migrante. Sin embargo, hay casos excepcionales en los que se puede presentar la solicitud de ajuste en el momento en que ya se solicita la green card. Por ejemplo, en el caso de peticià ³n de cà ³nyuge, padres o hijos solteros menores de 21 aà ±os por parte un ciudadano estadounidense.  ¿Cul es el costo del formulario I-485? Pueden darse las siguientes situaciones: Menor de 14 aà ±os que aplica con al menos un progenitor: $750Menor de 14 aà ±os que no aplica con ningà ºn progenitor: $1.140Migrantes entre 14 y 78 aà ±os de edad: $1.225, incluye servicio biomà ©tricoMigrantes de 79 aà ±os o ms: $1.140Migrantes admitidos a EE.UU. como refugiados: $0 Segà ºn las circunstancias, algunos migrantes podrà ­an calificar por un waiver para no pagar la tarifa. Sin embargo, antes de solicitarlo es conveniente asesorarse con un abogado ya que podrà ­a dar lugar al rechazo de la peticià ³n de ajuste de estatus por motivo de carga pà ºblica. Esta cuota se puede pagar mediante money order, cheque personal o cashiers check contra una cuenta en un banco de Estados Unidos o mediante tarjeta de crà ©dito. Para esto à ºltimo debe completarse el formulario G-1450. La tarifa no se regresa si el ajuste de estatus no es aprobado. Huellas digitales para ajuste de estatus Los migrantes entre 14 y 78 aà ±os recibirn una carta para que en un dà ­a y una hora determinada se presenten en un ACS para la toma de huellas digitales, fotografà ­as y para firmar que todo lo que han dicho en su solicitud de ajuste de estatus es verdad. USCIS puede negar el ajuste de estatus si el migrante no firma o si no se presenta en el ACS la fecha indicada y no solicità ³ previamente un cambio de dà ­a y/o hora.  ¿Cunto se demora el ajuste de estatus? En la actualidad, el ajuste de estatus est sufriendo notables retrasos. Por ejemplo, el Centro de California se est demorando entre 8 meses y 43 meses y medio. El Centro de Texas, entre 14 y 41 meses. Entre los factores que explican la diferencia de tiempo en un mismo centro de USCIS pueden estar la necesidad de realizar entrevistas o no o la solicitud de documentacià ³n adicional por parte de USCIS. Es posible verificar los retrasos medios en la pgina oficial de USCIS. En la casilla de Form, seleccionar I-485 y en la de Field Office o Service Center, elegir la del centro que està © gestionando la aplicacià ³n. Adems, existen diversos medios para contactar con USCIS para verificar el estatus del caso.  ¿Se puede trabajar/viajar mientras se espera por ajuste de estatus? Se puede trabajar una vez que se recibe el permiso de trabajo, a menos que se tenga ya uno emitido que continà ºa siendo vlido. No se deberà ­a viajar al extranjero sin tener en mano el advance parole aprobado, ya que el migrante se arriesga a que se le impida regresar a EE.UU. Incluso con ese permiso aprobado los migrantes en situacià ³n de indocumentados deberà ­an consultar con un abogado antes de viajar. USCIS y negacià ³n de ajuste de estatus Una peticià ³n de ajuste de estatus puede ser negada porque se considera al migrante como inadmisible. En la actualidad, es conveniente tener en cuenta las nuevas directrices del gobierno sobre el problema llamado carga pà ºblica. Novios y esposos: consideraciones a tener en cuenta En el caso de relaciones familiares existe la tentacià ³n de que el novio o cà ³nyuge extranjero ingrese a EE.UU. e intentar arreglar la situacià ³n migratoria mediante la solicitud de un ajuste de estatus y asà ­ evitar una separacià ³n larga, que es lo que sucede con las aplicaciones en las que se va a travà ©s del proceso consular. Sin embargo, cabe destacar que sin darse cuenta se està © cometiendo un fraude de ley, cuando el cà ³nyuge extranjero o el novio de un ciudadano estadounidense ingresa como turista con la intencià ³n de quedarse en EE.UU. y solicitar una green card. Para evitar problemas de este tipo es conveniente tenerlo presente y dejar transcurrir un tiempo prudente desde el ingreso del cà ³nyuge o novio extranjero hasta el momento de solicitar el ajuste de estatus o, en el caso de prometidos, de la celebracià ³n del matrimonio. En la actualidad se exige un tiempo mayor que en el pasado. Este artà ­culo no es asesorà ­a legal. Tiene un carcter meramente informativo.

State capitalism Essay Example | Topics and Well Written Essays - 2500 words

State capitalism - Essay Example How counter concept socialism, this tool for fighting is often utilized in political debate. For some, it is very improbable that this period has adequate technical merit. There is no short and so straightforward delineation of the notion is usually acknowledged, for the straightforward cause that communal idea in general, in a sense, this is a try to work out the source, environment and destiny of capitalism (Bremmer 240). Therefore, what should of necessity highly selective representation. Its aim is directed at some centered issue of outlook on capitalism as humanity, as annals and as a presence. Theories State capitalism is a scheme in which the government actions as "the superior financial contestant, and is utilized mostly in markets for political purposes. The last cause is not financial (maximum growth), but the political (the greatest power of the state and the possibilities of survival on the direction)." Presence of the state in the finances, although, does not mechanicall y make the state-capitalist country. In the end, the international economic urgent position that started in 2008 apparently established that even the authorities of the capitalist market, in dire attenuating components, manage not hesitate to attempt a huge intervention in their economies. The distinction between them and the capitalist state, Bremmer said that government intervention will not be glimpsed as "a sequence of provisional assesses to refurbish the shattered finances and revive the finances into recession," but as "long-term strategic principle decisions." To state capitalist markets work â€Å"mainly as a device that assists the nationwide concern, or not less than those of the ruling elite, other than as an motor of opening for the man (Van Kersbergen 82-105)". Patterns have not become recognizable for the fact that the capitalist administrators have accepted free markets and free persons as a reality, but due to the fact that they have accepted that they can hold a r estriction on both. By the time Obama went into the agency, state capitalism was the dignity of the court of Moscow, Beijing and elsewhere. History, Political Idea, Financial Schemes People conceive these organizations through their own activities, but not habitually by alternative or as they glimpse fit. Marx and Marxists concentrated their theoretical and empirical study on the capitalist scheme and the emergence and transformation. Due to the mismatch between the organizations between, for demonstration, "productive forces" (among other things, new information, technologies and technical expansion that assist to the creation of such a force) and the "relations of output (for demonstration, personal ownership of entails of output or administration scheme and control), the capitalist scheme in urgent position, finally premier to transformation. In supplement, up to date capitalism has been making the figures and more items, but such productive fertility is endangered by need of buy er demand (staff) (Galbraith 87-99). Manufacturers are opposite smaller earnings, or some bankruptcy of many. This directs to the consolidation and paves the way for the future are often more international crises. According to Marx, technological advancement and information, expanding the dimensions of output flats, assist to alterations in the way of output and, therefore, to redistribute power between categories over time. And circulation, lead to alterations in political and heritage institutions3 said

Water Fluoridation Issue in Kansas Essay Example | Topics and Well Written Essays - 750 words

Water Fluoridation Issue in Kansas - Essay Example The Kansas area is a leading producer of cattle and agricultural produce such as soybeans and corn (Mortal et al 1). The area relies on rivers, wetlands, and underground rivers as the natural water sources and the water supply is both private and public. Kansas is ideal for agriculture because a significant percentage of its land can support agricultural activities with over sixty thousands running farms. Like many communities, Kansas undertook the water fluoridation concept that many perceive as the way to providing safe water for the population. The idea that supports the fluoridation aspect is that adding fluoride to water for consumption helps in preventing tooth cavity and other dental health concerns. With this, this essay will delve into the presence of fluoride in the water consumed in Kansas and why it is good for the this community. First, consumption of fluoridated is of benefit to the Kansas because it is the most cost effective way of minimizing the occurrence of cavitie s in both adults and children (K.H.I 2). Most of those that are adamant about using fluoridated water because they support the ferocious thinking that intense level of fluoride in water can cause fluorosis in children below the age of eight hence minimizing the level of contact with this water. This ambuscades sensible thinking as the arguments that they present lack substantive evidence to support their claims. However, this is nadir thinking as this only applies to the children of this age and not on those that are past this age hence making this argument to be baseless. The levels of fluoride in domestically consumed water should be at 1.5mg per liter and a plethora of this may cause fluorosis if the level goes up to 4mg per liter. The other available options for preventing cavities is by using toothpaste that contains fluoride as an extract, which is much more expensive. Therefore, water fluoridation has benefits to the Kansas community because it presents an affordable way of p revent cavities and cavity related diseases. Secondly, consumption of fluoridated is of benefit to the Kansas because it helps in minimizing the occurrence of diseases caused by poor oral health. In essence, the Wichita area has registered a great number of tooth decay cases as compared to any other region within this state. Ideally, Wichita does not fluoridate its water because it lacks the necessary policy mechanisms that would influence the adoption of the water fluoridation concept. The area has also registered a high number of oral health challenges that have the potential of influencing other disease apart form the dental health related diseases. However, a significant part of the medical professionals in Wichita have realized the importance of water fluoridation had have taken the initiative to improve the quality of life for those living ion the area. Subsequently, physicians agree that a community that does not consume fluoridated water cannot be as healthy as it should be because of the inane perception that they have about the disease causing organisms. Therefore, water fluoridation is of benefit to the Kansas population especially in the Wichita area because it minimizes the risk of acquiring tooth decay that can create poor oral health. Thirdly, consumption of fluoridated is of benefit to the Kansas because it helps in keeping students in school as it decreases absenteeism caused by seeking treatment. Ideally, studies have also established a relationship between the low grades in school going children and poor dental health that may arise from consuming water does not contain the required fluoride levels. According to the Kansas Dentist Association, a significant pa

Peer Pressure and Teen Sex Essay Example for Free

Peer Pressure and Teen Sex Essay One in five teens reported having sex before they were 15. One in seven sexually active 14-year-olds also said they have been pregnant. The National Campaign to Prevent Teen Pregnancy 2003 It has long been known that teens are heavily influenced by peer pressure, especially when it comes to sex. The question is not if they are influenced, but how they are affected by peer pressure and what decisions they make as a result. This paper will outline the main issues surrounding this controversial subject with the goal of dispelling popular myths while also providing an understanding of how to most effectively educate teens about this phenomenon so that they will make the best and most informed decisions in whatever circumstances they find themselves. The teenage years are full of changes, from biological transitioning into adulthood to social changes occurring at school and beyond. Peer pressure intensifies during this period as teens begin to become sexually interested and active. According to a project done by the University of Michigan, â€Å"The desire to be popular and fit in is so great, that some people will resort to partaking in behaviors deemed outside of their normal comfort zones, possibly disregarding certain morals and values† (Pressures). The pressure to fit in and to stay ahead of the social vanguard places teens in an awkward and challenging environment because they have scarce background knowledge from which to base their decisions and very few people with whom to discuss these changes with, besides their peers. Teens are very hesitant to approach their parents, teachers and counselors for fear of getting in trouble or for fear of embarrassment and discomfort. In our popular media culture, much of the knowledge teens have about peer pressure and sex comes from the movies and television. This presents another complexity to their already hectic lives as they try to weigh their personal character against the stereotypes and myths laid out through these mediums. Hugely popular movies such as American Pie and Dazed and Confused lead students to believe that having sex is just what people do at this age. While this may in fact be true, the message that teens take away is that everybody is already doing it and that if they want to be cool they will too. According to an article published in Psychology Today, 33% of teens ages 15-17 say they feel pressure to have sex, often from male friends. Interestingly, only 23% of teen girls reported feeling pressure to have sex (Allen). That being said, no matter what kind of peer pressure teens are confronted with, they must figure out how to balance the value of going along with the crowd against the importance of making their own decisions. This is the toughest part for teens to handle because they have so many conflicting emotions and perspectives influencing their behavior. For this reason, innovative approaches to sexual education need to be integrated into the traditional abstinence only education that has proven to be ineffective. Today federal spending on abstinence education, with all funding sources combined, exceeds $1. 2 billion (Lew). This program has failed to include other types of sexual education that would be beneficial to teen’s education because it preaches that the only safe method to having sex is to not have sex. This is of course true, but it is not applicable to our contemporary society. Teens have access to all kinds of sexual information on the internet and through television and movies. This is not to say that all of the information they find is true to life, but it tells teens that the education they are getting in schools about sex is limited and outdated. This is not an engaging or for that matter a useful method of instruction because it ignores issues such as contraceptives and safe sexual practices. Peer pressure begins to take hold and gain force at this juncture as the curiosity of teens is not being met through their formal sexual education. Because of this failure, teens turn to their peers for additional knowledge who in turn are facing their own forms of peer pressure. This creates a cycle of myths surrounding sex. Much of the knowledge peers pass on to each other revolves around either second-hand information or from whatever television show or movie they identify with. From here, clusters of teens, or cliques, form around these myths and interests in a process that creates a certain structure of knowledge based around assumptions and stories as opposed to the facts of research and experience. It is not surprising that teens have sex. It is surprising that school systems continue to form short-sided sexual education programs focusing on abstinence only. If our country wants to improve our sexual health and knowledge, sexual education programs need to diversify their teaching lessons to include contraceptives, sexually-safe practices, and the effects of peer pressure. Works Cited Allen, Collin. (2003). Peer Pressure and Teen Sex. Psychology Today. Retrieved December 10, 2008, from http://www. psychologytoday. com/articles/pto-20030522-000002. html Lew, Irene. (2008). Teens Learn to Apply Peer Pressure for Safe Sex. Women’s E-News. Retrieved December 10, 2008, from http://www. womensenews. org/article. cfm/dyn/aid/2988/context/archive Peer Pressure and Emotions. (2008). Cool Kids and Losers: The Psychology of High School Students in Peer Groups and Cliques. The University of Michigan. Retrieved December 10, 2008, from http://sitemaker. umich. edu/356. tran/peer_pressure_and_emotions

Human Trafficking in the United States Essay -- Modern-Day Slavery

In 2010, there were almost 30,000 Latino immigrants in Durham, ninety percent of which were undocumented immigrants (Johnson). Initially, most Latino immigrants arrived in the southwest, but since the turn of the century, more have settled in new destinations, such as Durham, and other parts of the Southeast, due to opportunities to work in low-skilled jobs. Pushing forces that lead people to migrate include better life opportunities, poverty as a result of war, political unrest and injustice, and environmental disasters. Businesses provide pulling factors for Latino migration by attracting immigrants in order to attain cheap labor. The sustained demand for cheap labor in the US gives undocumented immigrants an opportunity to work and stay in a country where they face unwelcoming attitudes. Two different situations can be identified when looking at illegal migration: people immigrating because of human trafficking, and people being smuggled unlawfully in order to find a better life. Labor trafficking is often entangled with illegal immigration and smuggling (Barrick). Traffic...