Immigration in the United States, information on the National Term Paper

Immigration in the United States, information on the National Immigration Policy and will need tocreate a new policy proposal fo - Term Paper Example Illegal immigration to the US A. Magnitude, composition and dispersal B. Conflicting public views about illegal immigrants C. Economic views about illegal immigrants IV. Illegal immigrants and the American Economy A. Type of immigrants required by the US 1. Immigrants with low schooling 2. Highly skilled immigrants B. How illegal immigrants serve the interests of the national economy V. Recommended Policy Proposal A. Provisions for immigrants with varied terms of stay in the US B. How to evaluate the recommended policy proposal VI. Expected outcomes and benefits of the recommended policy proposal VII. Conclusion National Immigration Policy and Illegal Immigration Introduction Illegal immigration in the United States of America is an issue that has evolved into a source of prime concern for the policy makers throughout the nation. Varied monitoring agencies and concerned institutions are of the opinion that in the last three decades there has been a gargantuan rise in the number and p roportion of illegal immigrants in the country (Haerens 11). In 2006, the Congress authorized and put in place several measures with the intention to tighten the enforcement mechanisms and procedures on the US borders, and especially along the US-Mexico border (Haerens 36). There is a broad consensus in the country pertaining to the benefits and advantages of legal immigration. However, there exists also a gradually building up opinion amongst the varied strata of the American political and civic life that the nation could enhance its economic welfare and growth by controlling and reducing the number of illegal immigrants sneaking in through its borders. However, nobody has ever bothered to pragmatically analyze and weigh the relative benefits and disadvantages associated with legal and illegal immigration. In an economic context, it would be beneficial for the country to allow for immigrants whose skills are in a short supply and whose contribution in terms of taxes to the national exchequer is considerable. This would not only include the highly educated and skilled professionals like IT experts and technology related engineers, but would also include low skilled workers that could serve the labor starved economic sectors like food processing, construction industry and cleaning services. It would be surprising to realize that the flow of illegal immigration is more in consonance with the nation’s market trends and economic cycles (Mills 42). Common sense has proven time and again that the levels of illegal immigration in the US do always rise during the boom times and the flow of illegal immigrants is mostly directed at the places where there is a strong demand for labor (Mills 34). In contrast, legal immigration is determined and controlled by varied time consuming bureaucratic and legal hassles, which to a great extent dissociate the flow and composition of the legal immigration from the national markets trends and requirements. Besides, the selecti on of more than half of the legal immigrants is linked to the fact that they already have close relatives residing in the US. So irrespective of the need for coordination between the US economic requirements and the national immigration policy, there exist grave discrepancies between the education and skill composition of the legal immigrants and the needs of the local employment trends and preferences (Mills 53). Even those legal immigrants who come to the US on the invitation of some specific employer are subject to time consuming visa

Reasons for the Fall of the Western Roman Empire Essay Example for Free

Reasons for the Fall of the Western Roman Empire Essay There are many pieces of writing containing facts and inferences about the reasons of the fall of the Western Roman Empire. After reading selections from a number of writings on this topic, it is somewhat clear what the main reasons for the fall of the Roman Empire were. The vast majority of the people in those times believed that the old civilization was not worth saving, and that contributed to the fall of the empire, according to Gatzke from what he wrote in a textbook. Another more arguable reason for the fall of the empire is that it was simply too big. Because of its vast size, it was difficult to control and maintain order. Christianity was legalized when Constantine converted to it when he was the Roman Emperor. The introduction of Christianity was another heavy blow to the empire, because Christianity discouraged the active virtues of the society at that time, killed off military spirit, and some public and private wealth was consecrated to Charity. The Roman Empire was so vast because of how many battles it fought in and won. When the empire was out for expansion, they gained conquered territory and used the new resources (such as plundered wealth and markets) to fuel the prosperity, but when the empire ceased to expand, economic progress also ceased. The Roman Empire could not afford to slow economic progress however, because the government had very large expenses, most of which were created by the army and the bureaucracy. The army had its own internal problems rather than just economic. Another factor that contributes to the fall of the Western Roman Empire is that there was a shortage of children, and foreigners began to pour in to be apart of Romes army, soon the Roman empire was composed mostly of Germans. This was internal decay. In an attempt to pay the large expenses owed, the government raised taxes on the people, and this only made matters worse. The effects of high taxation on the people were pretty disastrous, people lost hope and left their responsibilities, tenants fled from farms and businessmen fled from their occupations, private enterprise was crushed, and the state was forced to  take over many kinds of business to keep things going. Welfare was introduced, and although it seems good to society today, back then it made things worse for the empire. People stopped being so self-reliant, and they expected something for doing nothing, basically they were made lazy.

Influence of Culture in Nursing Curriculum | Research

Influence of Culture in Nursing Curriculum | Research Amber Hussain Abstract: The aim of this study is to identify the influence of culture in nursing curriculum. 30 nursing instructors participated in the study. A questionnaire was distributed, which included five thematic categories. Findings revealed that teachers view definition of culture differently and they are aware of its importance in nursing in order to provide cultural sensitive patient care, but they view student diversity as challenging in classroom setting. Introduction: Development of curriculum plays a vital role in creating educational change. In order to improve classroom practices and students learning, large-scale curriculum reforms are instigated but these often fall short. There can be variety of reasons for these shortfalls, among which cultural influence is one. To develop and implement a high quality curriculum, a culture-sensitive approach to curriculum development is necessary (Nijhuis, Pieters Voogt, 2013). This approach have equal or even more importance in the field of nursing, as nurses are the one who are confronted with patients who belong to different cultural backgrounds. According to Spritzer et al. (1996), in order to improve nurse’s cross-cultural awareness, major efforts have been made to develop culturally sensitive theoretical knowledge. To develop this awareness, teacher has to play a major role as; teachers’ multicultural competency is becoming an increasingly vital element in educational curriculum (Malta, 2012). Therefore, a teacher’s role is to be aware of their own culture, student’s culture and make students sensitive to cultural diverse patient care, which can be implemented by using varied teaching strategies in classroom setting. According to Maltby (2008), there are a variety of teaching techniques that can be used to engage students in the process of becoming culturally competent such as role plays, using exemplars and web-based interactions. Methodology Using convenience sampling, 30 nursing instructors of more than 1 year experience, participated in study. The participants teach at different teaching institutions of nursing i.e. Ziauddin college of Nursing, Baqai College of Nursing and Aga Khan University School of Nursing. A survey questionnaire was given to rate responses according to five broad aspects: definition of culture, cultural content, students’ diversity, teachers own cultural values and classroom pedagogies on 3 point likert scale (refer Appendix A). Results The study found that the definition of culture is perceived differently by different teachers. 83% view it as lifestyle of people, 33% believe that it is transformed from one generation to another and 37% perceive it as identity of people. 77% teachers disagree that cultural diverse patient care is incorporated in nursing curriculum taught in Pakistan and almost the same percentile (80%) of teachers agreed with the consensus that the curriculum is adapting from west and it diverts students from own culture. 73% stated that diversity among students creates conflict and it arise difficulty in students learning.100% teachers perceive that they are aware of their own culture, 93% knew that it is their responsibility to know about student’s culture and therefore 83% believe that it is important to train teachers regarding cultural diversity. 80% believe that they also face challenge to teach multicultural class. Majority of teachers use different teaching pedagogies like ice breake r (90%), case studies (77%), internet/videos (70%), reflections (67%) and group work (86%), still there are few who are not using these pedagogies. Discussion To investigate what teachers think about the role of culture in teaching and learning in nursing curriculum, questions were asked from them. Results are presented in appendix B and C. The results suggest that teachers in nursing schools perceive the understanding of culture differently. Majority view it as life style of people and few perceive it as identity of people and few believe that it is transformed from one generation to another .There are various understandings regarding culture. According to Stephens (2007, as cited in Nijhuisetal., 2013), culture gives meaning to beliefs and actions of individual and societies. It is an ideational tool which can be used to describe and evaluate that action. Nijhuis, Pieters and Pieters (2013) view culture as static or fixed phenomena. For nursing content part, results show that 77% of the teachers disagree with the opinion that the curriculum present in local context provides enough cultural information. These finding indicated that the kind of information available on the textbooks is not sufficient to teach the culture, which indentifies a gap in the curriculum content that expose students to foreign culture. Maltby (2008) also questioned the depth of cultural content taught in nursing curriculum. Moreover 80% agree that, nursing curriculum is adapted from western culture and it diverts students from their local culture. The idea emphases that, as most of the textbooks of nursing are adapted from foreign culture, they may cause learners to lose their own cultural identity. According to Thomas (1997) Poor contextual curriculum leads to cultural mismatches on the level of local context. In relation to the cultural diversity in students, majority of instructors reported that their classroom students are culturally diverse, and they believe that this creates challenge for both students and teachers, for example for teachers it would be difficult to respect and inculcate each individual student’s cultural needs and use teaching strategies accordingly, whereas, for students, diversity creates difficulty in reaching to a consensus. According to Phuntsog (2001) diversity in student directs teachers to provide equal opportunities to all students irrespective of their culture, caste and learning style. On the other hand, according to Marshall (1995) many institutions value cultural diversity but find it as challenging in a group work because there is a probability of developing a false consensus, as one think differently than other. Moreover, Majority of teachers have reported that they are familiar with their own cultural values and responsible towards knowing student cultural values. This brings forward the idea of culturally responsive teachers who takes the cultural identities of the students in the classroom into account. This would help teachers to teach in a way that recognizes that each learner is an individual, with a particular cultural inheritance, who may rely on a different ways of knowing. According to Malta (2012) by recognizing student diversity it would be possible for teachers to become aware of cultural barriers and learn to teach from a culturally sensitive perspective. Apart from this, majority of teachers had consensus on importance of receiving cultural training, since course trainings would help them to handle cultural themes and topics in more ease due to gaining proficiency in the subject area. Lastly, the study shed light on what kind of activities teachers practice in their Classrooms. Majority of teachers agree that they use different teaching methodologies i.e. icebreakers, case studies, videos, internets, reflection writing and group work, in order make students understand their own culture, be socially comfortable and understand aspects of foreign culture. These findings are parallel to that of Gonen and Saglam (2012) whereby teachers use different channels of information which expose students to foreign culture. Therefore, teachers develop a critical view towards foreign culture and these various sources of information a use to foster understanding of diverse culture. Conclusion In conclusion, culture has an influence in nursing curriculum in the area of content, teaching and learning. In the field of nursing, there is a lack of in depth content regarding culturally diverse patient care and that limited knowledge is mainly adapted from foreign culture due to which we tend to neglect the aspect of native culture. Moreover, students and teachers’ diverse cultural background and values are also affecting the learning outcome in classroom setting. Therefore, it is important for teachers to incorporate those teaching pedagogies which foster the concept of cultural sensitive patient care and respect among each other. References Davidhizar, R., Giger, J.N. (2002). Teaching culture within nursing curriculum using the GigerDavidhizar model of transcultural nursing assessment. Journal of Nursing Education, 40 (6), 282-284. Flintoff, V.J., Rivers, S. (2012). A reshaping of counseling curriculum: responding to the changingcultural context. British Journal of Guidance and Counseling, 40 (3), 235-246. Malta, B.V. (2012). Am I culturally competent? A study on multicultural teaching competencies among school teachers in Malta. The Journal of Multiculturalism in Education, 8 (1), 1-43. Maltby, H.J. (2008). A reflection on culture over time by baccularte nursing students.Contemporary Nurse, 28 (1), 111-118. Marshall, S.P. (2006).Cultural competence in nursing curricula: How are we doing 20years later? Guest Editorial, 45(7), 243-244. Nijhuis, C.G., Pieters, J.M., Voogt, J.M. (2013). Influence of culture on curriculum development in Ghana: an undervalued factor? Curriculum Studies, 45(2), 225-250. Phuntsog, N. (2001). Culturally responsive teaching: what do selected United States elementary School teachers think? Intercultural Education, 12, 51-64. Ruth, L.A. (2003). A critical way of knowing in a multi cultural nursing curriculum. Intuition a Way of Knowing, 24 (3), 129-134. Sairanen, R., Richardson, E., Kelly, L., Bergknut, E., Koskinen, L., Lundberg, P., Muir, N., Olt, H., Vlieger, L. (2013). Putting culture in the curriculum: A European project. Nurse Education in Practice.13, 118-124. Simunovi, V.J., Hren, D., Ivanis, A., Dorup, J., Krivokuca, Z., Ristic, S., verhaaren, H., Sonntag, H., Ribaric, S., Tomic, S., Vojnikovic, B., Selescovic, H., Dahl, M., Marusic, A., Marisic, M. (2007). Survey of attitudes towards curriculum reforms among medical teachers in different socio-economic and cultural environments. Curriculum Reforms among Medical Teachers, 29, 833-835. Spitzer, A., Kesselring, A., Ravid, C., Tamir, B., Granot, M., Noam, R. (1996). Learning about another culture: project and curricular reflections. Journal of Nursing Education, 35 (7), 322-328. Thomas, E. (1997). Developing a culture-sensitive pedagogy: tackling a problem of melding ‘global culture’ within existing cultural contexts. International Journal of Educational Development, 17(1), 13–26. Vikers, D. (2010). Social justice: A concept for undergraduate nursing curricula. Southern Online Journalof Nursing Research, 8(1). Appendix A: Questionnaire used for data collection along with consent form: Purpose: The purpose of this project study is to identify the influence of culture on nursing curriculum. In this study, culture refers to values, beliefs, language and customs of a particular people that impact the area of nursing education and practice. The project basically analyze the presence of cultural content in nursing curriculum and its significance, effects of students diverse cultural characteristic in classroom learning and teachers competency in relation to culture. Consent: This is a project being conducted by Amber Hussain MSCN student in a course of Curriculum, Teaching and Learning at IED (institute of Educational Development). You are invited to participate in this project because you are associated with teaching in nursing profession. Your participation in this study is voluntary. The procedure involves filling a questionnaire. Your responses will be kept confidential and the results of this study will be used for research purpose. Participant Signature: ______________________ Appendix B: Compilation of the responses received by respondents on a 3 point likert scale: Appendix C: Graphical representation of the responses based on 5 broad categories: Graph 1: The above graph depicts that 83% of the teacher’s view culture as a lifestyle of people and about one third of the respondents view it as people identity and a permanent phenomena which is transformed from one generation to another. Graph 2: The above graph shows that 77% of the teachers believe that nursing curriculum taught in Pakistan does not provide opportunities for culturally diverse patient care but 77% of the respondents agreed that the nursing curriculum reflect patient’s values and beliefs. Around 80% of the respondent’s view that nursing curriculum is adopted from western culture and it alienates students from native culture. Graph 3: The above graph depicts that more than 77% of the teacher’s agreed that the student body in classroom is culturally diverse. Around 70% of the respondents also agreed that the language barriers create difficulty in learning and diversity creates conflicts in classroom. Graph 3: Graph 5: The above graph depicts that more than 70% of the teacher’s use the above teaching methodologies frequently in order to achieve different learning objectives.

Lets Get Dirty - Our Future Is Compost ::

Let's Get Dirty - Our Future Is Compost Have you ever wondered what happens to your trash after you put it in the garbage can? Most people do not, after all, sanitation workers remove the garbage and it is never seen again. Martin V. Melosi called this "out-of-site, out-of-mind mentality†¦ as long as someone removed wastes from the immediate range of the senses, the problem was solved."1 As a result, garbage disposal is a service that many take for granted. Yet, waste does not just disappear. It must be stored, buried, or burned somewhere. This disposal process has gone on for hundreds of years since populations produced huge amounts of waste. The continued use of landfills and dumps has caused the perception that there is a garbage crisis. Consequently, new techniques to deal with garbage have been attempted.. Recycling is but one example of a solution. Through recycling, old products like aluminum cans and glass bottles would be made into new products. While recycling has enjoyed success in the United States, many question its efficiency. Other suggestions range from shipping garbage to other areas to incineration. All these proposals to the garbage problem go under such scrutiny and examination in an effort to achieve some perfect solution to the disposal problem. One practice enjoying success today is the process of composting. Originally utilized by farmers and in backyards, composting is the natural breaking down of organic materials into soil. The popularity of composting seems reflect people's attitudes and desires to be closer to nature. Compost can occur from levels as small as backyard piles to the heights of corporate composting facilities. When done properly, composting can provide cost benefits and greatly reduce amounts of garbage. Either way, composting is a growing practice that's efficiency grows over time and may become as widespread as garbage collection today. The Garbage Crisis The first question you may be asking yourself is, is there really a garbage crisis? Many would argue there is, and it is easy to see why. The population of the world is always growing; this growth results in increasing consumption. Whether it is food, energy, natural resources, material goods, or property, everyone is involved. Mass consumption leads to an increase in garbage and pollution. The production of cheaper goods that are available to most economic groups has also increased this trend. These factors lead many to believe "that we produce too much garbage.

Ehtical and legal perspectives Essay

When policemen take their Oath of Office, it signifies a transformation of their status from being civilians into full pledged members of the law enforcement. Part of this transition is to observe some strict ethical standards that could undermine or strengthen their roles in an investigation. Among the ethical standards that must be observed is the ethics of lying during an interrogation of a suspect. An officer may use a small piece of evidence and would convince the suspect that such piece of evidence would link the suspect to the crime he is accused of. How far can an officer go such as lie to a suspect in order to elicit a response during an interrogation process? The results in the long run of continuous deception of police officers to suspects during the interrogation process can be detrimental to our society as these tears out the social fabric that binds our law enforcement with civil society. As a result, juries tend to become skeptical of police testimonies even on the instances that the police are telling the truth. In the United States, there are about six thousand false convictions for felonies every year (Huff et al, â€Å"Guilty Until Proven Innocent,† Crime & Delinquency, vol. 32, pages 518-44, 1986) and that police deceptions are one of the major causes of the rise of conviction of innocent persons. Moreover, under the McDade Law passed on October of 1998, federal prosecutors are required to comply with state ethics law in order to force federal law enforcement agencies to use deceptive tactics and forcing suspects to confess or elicit responses from their questions. The issues involved when the officer lies to the suspect during interrogation lies in the core values of justice system which expects the observance of ethical behaviors such as honesty and justice as well as equality. There’s also a large difference between ethical and legal issues. Ethical issues may be considered legal but unethical whereas legal actions may not also be always ethical.

Sharpie Pen Tie Dye - Use Science to Create Wearable Art

Sharpie Pen Tie Dye - Use Science to Create Wearable Art Normal tie dye can be messy and time-consuming. You can get a really cool tie-dye effect using colored Sharpie pens on a t-shirt. This is a fun project that even young kids can try. Youll get wearable art and may learn something about diffusion and solvents. Lets get started! Sharpie Pen Tie Dye Materials colored Sharpie pens (permanent ink pens)rubbing alcohol (e.g., 70% or 90% isopropyl alcohol)white or light-colored cotton t-shirtplastic cup Let's Do Tie Dye! ... except you dont have to tie anything. Smooth a section of the shirt over your plastic cup. You can secure it with a rubber band if you want.Dot a Sharpie to form a circle in the center of the area formed by the cup. You are aiming for a dotted ring about 1 in diameter. You can use more than one color.Drip rubbing alcohol on the blank center of the circle. I used the extremely low-tech method of dipping a pencil in the alcohol and dotting it on the shirt. After a few drops, you will see the alcohol spread outward from the center of the ring, taking the Sharpie ink with it.Continue adding drops of alcohol until you are satisfied with the size of the pattern.Allow a couple of minutes for the alcohol to evaporate before moving on to a clean section of the shirt.It doesnt have to be a circle. You can make stars, triangles, squares, lines... be creative!After your shirt is completely dry (alcohol is flammable, so dont use heat on a damp shirt), set the colors by tumbling the shirt in a hot clothes dryer for ~15 minutes.You can wear and wash your new shirt like other clothes now. How It Works The ink in a Sharpie pen dissolves in alcohol but not in water. As the shirt absorbs the alcohol, the alcohol picks up the ink. You can get new colors when different colors of ink mix together. The wet ink will diffuse, or move from areas of higher concentration to lower concentration. When the alcohol evaporates, the ink dries. Sharpie pen ink doesnt dissolve in water, so the shirt can be washed. You can use other types of permanent markers, but dont expect great success using washable markers. Theyll dissolve in the alcohol to make the tie-dye pattern, but theyll also lose color as soon as you wash them.