Estadísticas y Datos Migratorios en Estados Unidos

Para finales del aà ±o 2018 habà ­a en Estados Unidos alrededor de 44 millones de inmigrantes, entre legales e ilegales. Esta cifra supone que el 13.5 por ciento de la poblacià ³n proviene de otros lugares del mundo, y que uno de cada cinco inmigrantes elige a Estados Unidos como su destino final. Los Paà ­ses con Mayor Nà ºmero de Inmigrantes De acuerdo a estudios del Pew Research Center, en el aà ±o 2016 los porcentajes de inmigrantes por paà ­s se distribuà ­an de la siguiente manera: Mà ©xico con el 11.6 por cientoIndia con el 2.4 por cientoChina, Taiwan y Hong Kong con el 2.7 por cientoFilipinas con el 1.9 por cientoEl Salvador con el 1.4 por ciento Para el aà ±o 2018, Mexico, Cuba, China, India, Repà ºblica Dominicana, y las Filipinas eran los paà ­ses de origen del mayor nà ºmero de nuevos residentes permanentes legales. Inmigracià ³n Legal de Acuerdo al Departamento de Seguridad Nacional (DHS) De acuerdo al informe del aà ±o 2018 del Departamento de Seguridad Nacional, 264.000 inmigrantes obtuvieron su residencia legal durante el primer semestre del aà ±o. El nà ºmero de inmigrantes nuevos en llegar al paà ­s cayà ³ en un 18 por ciento respecto al aà ±o 2017, con un total de nuevas llegadas de 124.000 personas. La mayorà ­a de nuevos residentes permanentes legales se hizo a su tarjeta de residencia a travà ©s de un familiar inmediato ciudadano de Estados Unidos (casi el 44 por ciento); otro 18 por ciento se hizo a su tarjeta de residencia por pertenecer a una categorà ­a de preferencia familiar. Otra manera de acceder a un estatus legal de residencia fue a travà ©s de la peticià ³n de refugio y asilo. Para el aà ±o 2018 los paà ­ses de origen con mayor nà ºmero de refugiados eran Bhutan, la Repà ºblica Democrà ¡tica del Congo, Burma, Ucrania, Eritrea, y Rusia. Los ciudadanos de Bhutan y los del Congo componen el 29 y el 22 por ciento de las admisiones por asilo. Para el aà ±o 2018 el presidente Trump habà ­a disminuido el nà ºmero de admitidos por asilo a 45.000, con restricciones para ciudadanos de Chad, Irà ¡n, Libia, Corea del Norte, Somalia, Yemen y Venezuela. La caracterà ­stica principal del  asilo es que se puede solicitar en la frontera o en el interior del paà ­s. Otros caminos para hacerse a una residencia legal fueron a travà ©s de una peticià ³n realizada por una empresa o institucià ³n por razà ³n de empleo; la loterà ­a de visas de la diversidad, la visa U para và ­ctimas de violencia, y los programas VAWA, para mujeres và ­ctimas de violencia domà ©stica. Para octubre del 2018 se habà ­an recibido en total al rededor de 5.668.000 peticiones para adquirir estatus legal, con una aprobacià ³n de 4.901.000. Para mà ¡s detalles de divisià ³n por categorà ­a se puede consultar el formato en la pà ¡gina del Departamento de Seguridad Nacional del perà ­odo fiscal FY18. Ingresos legales temporales La mayorà ­a de ingresos a Estados Unidos que no son relativos a inmigracià ³n, suceden por turismo, trabajo, deporte, inversià ³n, entretenimiento, y estudios. En el à ¡rea de turismo hay 38 paà ­ses con una autorizacià ³n para viajar sin visa (ademà ¡s de los ciudadanos de Canadà ¡). Para el resto, se exige la visa B2 o la combinada B1/B2. Ademà ¡s, para los mexicanos que residen a lo largo de la frontera con EE.UU. es posible utilizar una tarjeta especial de acceso. La segunda manera de ingreso mà ¡s popular, con el diez por ciento, es la de negocios, para la que se utiliza la visa B1. En tercer lugar està ¡n las visas de trabajo temporal, como la la TN para mexicanos y canadienses, la L-1 para transferencia dentro de una multinacional y la H-1B para profesionales. En à ºltimo lugar, està ¡n las visas de estudiante F-1 y F-3.   Ingresos Ilegales, Detenciones y Remociones Se estima que hay once millones de migrantes indocumentados en Estados Unidos, de los cuales 800.000 se beneficiaban del programa DACA creado por Obama, que impedà ­a su deportacià ³n y les permità ­a obtener permiso de trabajo.   Para regularizar la situacià ³n de los indocumentados hay procesos muy complejos, y hay que analizar cada caso dependiendo de las circunstancias particulares. Desde enero del 2017, cuando el presidente Trump entrà ³ al cargo, la detencià ³n de ilegales indocumentados ha aumentado en un 42 por ciento, especialmente en Florida, el norte de Texas y Oklahoma. En el mismo sentido se ha producido una disminucià ³n en el nà ºmero de arrestos en la frontera con Mà ©xico de migrantes que cruzan ilegalmente la frontera ya que cada vez lo intentan menos. Asà ­, en los primeros tres meses del FY2018 (octubre a diciembre de 2017), fueron expulsados en la frontera sur un total de 109.544 migrantes. El muro y la frontera Mà ¡s de 3.000km de frontera separa EE.UU. y Mà ©xico, en un tercio de la misma hay vaya separadora. La construccià ³n del muro a lo largo de toda la frontera es una de las promesas electorales de Trump pero que no tiene, al menos por ahora, financiacià ³n y està ¡ siendo fuertemente contestada por las organizaciones defensoras de migrantes y tambià ©n por los efectos medioambientales, por los efectos perjudiciales que se estima que tendrà ­a. Este artà ­culo es meramente informativo. No pretende ser asesorà ­a legal para ningà ºn caso en particular.

The No Child Left Behind Act - 1321 Words

Part 1 Informative The No Child Left Behind Act (Public Law 107-110, 115), is a Congressional Act signed into law by George W. Bush in January 2002. The Bill was a bi-partisan initiative, supported by Senator Edward Kennedy, and authorized a number of federal programs designed to improve standards for educational accountability across all States, districts, and increase the focus on reading. Much of the NCLB focus is based on the view that American students are falling behind in educational basis when scored are compared globally. The Act does not establish a national achievement standard; each State must confirm its own set of standards, but in order to receive funding, the States must meet a basic criterion of performance (Abernathy, 2007). Ironically, this comes after five decades of debate on how to improve our nations school systems. The idea of educational reform, though, is certainly not new. In the 18th century, philosopher Jean-Jacques Rousseau wrote a novel called Emile that described a view of education that included self-actualization, relevant curriculum, and hands on learning (Rousseau, 2003). John Dewey, born just prior to the Civil War, was a staunch proponent of educational reform education being a continual process for every child so that they could reach their potential through adequate stimuli. This was to be done by understanding the childs interests, capacity, and habits (Henson, 2003). And, in the 20th century the ideas of Maria Montessori,Show MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw t he results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. 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At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could

My Great Aunt Grew Up From An Era - 954 Words

My Great Aunt grew up in an era where women could not be whatever they wanted. They had to stay home, take care of children, and clean house; it was their duty. When she rebelled against this and majored in science, something thought to be solely for men, she was harassed daily in an attempt to get her to drop out or switch to something â€Å"more appropriate for a woman.† While she would be working in the laboratory, men from other departments walked in and ripped open her lab coat to see her breasts. Then they would remind her that they were the reason she did not belong there; they said that her body was meant for having babies- not conducting experiments. It was nearly an everyday battle to do what she loved with all the humiliation and degradation she experienced. Her own husband thought it was an embarrassment to have his wife working outside of the home. She was forced to walk a block from the facility just to be picked up since he did not want to be seen picking up a w oman from work. When I hear her talk about it, I cannot believe what all she had to go through. If somebody experienced that in a workplace nowadays, there would be a complete uproar. Most of us could not even imagine it the status of women being like they were then with the shift in attention towards gender equality, otherwise known as feminism. With this recent surge in support towards the feminist movement, international policy makers profess they have taken considerable actions; nonetheless, noShow MoreRelatedEssay on Phillis Wheatley1643 Words   |  7 Pagesmost renown writers, Wheatley, said to be the mother of African American Literature, is best known for her sympathetic portrayals of African American thought. Wheatley’s literary contributions are vast in nature and distinguish her apart from most writers of her era. 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The musical periods we have discussed in this course have influenced and show a strong relation to jazz music and alsoRead MoreAnalysis Of The Writing Style Of Octavia Butler1432 Words   |  6 Pagesnarratives, exaggerated tales, cultural rituals, fantasy, folklore, science fiction, and spirituality. Butler uses science fiction and fantasy as a means of exploiting racism, suffering, and the black female narrative of isolation and disconnectedness from society in many of her novels, namely, Kindred. Though her intent was not to be a science fiction writer, her writing succeeded both in the genre and time period that was dominated by white males. In the early 20th century, Jim Crow laws were establishedRead MoreEssay on Kurt Cobain1034 Words   |  5 Pages Troubled by depression, chronic stomach problems, and an addiction to heroin, his ailments in his personal life showed through in his music. 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Critical Reflection on Concept of Cultural Safety †Free Samples

Question: Discuss about the Critical Reflection on Concept of Cultural Safety. Answer: Introduction: Old age care plan has a central goal to provide the elders of the society a healthy body and mind through medical interventions so that their rest of the life becomes easier and happier. However, cultural diversity becomes a barrier to this system as depending on their diversity, patients requires several special interventions which should be managed by the healthcare facility (Cottrell, 2017). While going through this concept in the session 3a, I was able to understand other concepts such as critical thinking and reasoning, interpersonal relationships and its role in culturally competent healthcare practice. In this assignment I will be reflecting on these learnings in a form of reflective journal and will cover all aspects of it. Cultural safety is an important aspect in nursing as it is the responsibility of the professionals to care and respect the religion, food, personal thinking, family and religion related customs and lifestyle related resources (Truong, Paradies Priest, 2014). This is also important as these facts are important to nourish and maintain the health and wellbeing of associated people. Hence, it has the biggest impact on my practice as this concept is important for me to understand to care immigrants of patients having different preferences. While studying this lesson, the four aspects of cultural safety was an aha moment for me, as I was unaware of these concepts before. Hence, after learning the lesson I totally agree to the fact that to become nonjudgmental towards others choices, we should develop personal and professional self-awareness as well as should possess organizational and community related awareness so that while treating a patient of different culture, we are able to maintai n the cross cultural relations (Patankar, 2012). I would not support any alternative perspective to this as these four aspects are able to manifest cultural competency within healthcare professionals. Hence, while mentioning my thoughts and opinions about todays study, I would like to state the cultural competency is an important aspect of patient and healthcare experts relationship that triggers the speedy recovery of patients. This is because interpersonal communication without being judgmental increases the trust of patients upon healthcare professionals hence, they receive all the interventions without any hesitation to attain recovery. To understand more about cultural competency, I read the book written by Cottrell (2017), which states that cultural competency treats a minor patient equally and removes all of his doubt regarding his cultural safety while receiving care in the healthcare facility. Hence, the cultural competency should be meaningful and sensitive (Gerlach, 2012) . Therefore, this topic has huge implication in my future, as while conducting my professional career I want to treat each of my patients equally despite their different origin, culture, community and society. Finally, this practice has critical role in communication, as depending on cultural safety, patients will be motivated to convey their preferences to the healthcare professionals, depending on which, proper intervention will be applied to the patients (Pauly et al., 2012). While concluding this reflective journal, it should be mentioned that cultural safety is an important aspect of senior healthcare nowadays and therefore, it is the duty of healthcare professionals to learn about concept clearly to manage such situation in future. References Cottrell, S. (2017).Critical thinking skills, 1st edn, pp. 123-145, Macmillan Education. Gerlach, A. J. (2012). A critical reflection on the concept of cultural safety.Canadian Journal of Occupational Therapy,79(3), 151-158. Patankar, M. S. (2012).Safety culture: Building and sustaining a cultural change in aviation and healthcare., 2nd edn, pp. 67-89, Ashgate Publishing, Ltd.. Pauly, B. B., McCall, J., Browne, A. J., Parker, J., Mollison, A. (2015). Toward cultural safety: nurse and patient perceptions of illicit substance use in a hospitalized setting.Advances in nursing science,38(2), 121-135. Truong, M., Paradies, Y., Priest, N. (2014). Interventions to improve cultural competency in healthcare: a systematic review of reviews.BMC health services research,14(1), 99.