State of the Union 2011 Essay Example For Students

State of the Union 2011 Essay The State of the Union address is the speech the President makes to a join session of Congress at the beginning of the legislative session. This address is in accordance with the Constitution, which provides that the President shall ?from time to time give to Congress information of the State of the Union?. For 221 years, our leaders have fulfilled this duty. On January 25, 2011, President Obama delivered the annual address to a join session of Congress from the House Chamber at the U.S. Capital. He gave a report on the financial condition of our Nation under the new divided government. Since the Republicans won back control of the House and increased their number in the Senate last November, getting support from them will be a big challenge for the President of the United States. He was talking about the past two years being as that as anything the Nation has been threw since the Great Depression. But we are in a different condition today. The economy is growing, there was more than million jobs created last year, stock market is going up, and Corporate Profits are healthy. Even though President Obama stresses that there is so much more to do, there are so many Americans still struggling every day when the costs of living are still going up. Obama accentuates that as a Nation we need to make sure we are competitive and that we are consistently growing. He proposed five ?pillars?:?Innovation?Education?Infrastructure?Deficit Reduction?Reforming GovernmentBarak Obama?s principle focus is on creating more jobs and thereby strengthening the economy. His focus is on making sure that the economy is working for everybody, for the entire American family, making sure that people have decent jobs and benefits. We will write a custom essay on State of the Union 2011 specifically for you for only $16.38 $13.9/page Order now Obama is also proposing on cutting expenses for the next five years. He understands that dealing with deficits and debts needs to be done in a responsible way. He emphasizes on reforming the government and finely making sure to keep America safe. In conclusion, President Obama is promising to work hard to make sure that the American Dream is obtainable to anyone who wants to work for it. He understands that this will take a lot of work and a lot of challenges, but he believes that anything is possible as long as we will come together as people, Republicans, Democrats and Independents. ?As long as we focus on what binds us together as people, as long as we want to find common ground, that what its going to take to built the future ?.

Problem of Childhood Bullying in Modern Society

Problem of Childhood Bullying in Modern Society Introduction Bullying is a form of scurrilous treatment which mainly entails emotional, physical or verbal harassment directed towards people of certain levels, gender, race and religion just to mention but a few. It mainly occurs when there is imbalance in power such that those deemed to be on the lower physical or social levels are bullied by those in the higher levels of power and social status.Advertising We will write a custom essay sample on Problem of Childhood Bullying in Modern Society specifically for you for only $16.05 $11/page Learn More Bullying can occur in many contexts especially where human beings interact with each other such as in the work places, learning institutions, family, churches among others. When bullying occurs, it causes oppression to the affected parties thus affecting their social life and studies in the case of students (Loseke, 37). Childhood bullying on the other hand is the repetitive, harmful acts carried by one or a gro up of children against other children. Bullying takes various forms like being restrained and emotional for instance spreading gossips, influencing friendships or excluding other children; verbal like being intimidated and threatened or humiliating; or physical such as hitting, crashing against a hard surface, leaving some children out of activities kicking, punching ,taunting and most recently cyber-bullying. Inherent in this characterization is a disparity in real or supposed authority involving the bully and victim (Reid, 150). The dominance of bullying and its consequent harm is taken too slightly by both children and their parents or adults in general despite the fact that there is a huge connection between bullying and other aggressive behaviors (Reid, 150). Bullying entails harassment by influential children against children having not as much of power which is different from a conflict arising between peers of fairly equivalent status and thus intervention methods should be specific. This paper is therefore an exploration of the issue of childhood bullying by looking at the effect of social structures and institutions on childhood bullying. Past and present research with regard to childhood bullying will also be discussed. Past and current research on childhood bullying An earlier study on the impact of childhood bullying and young adult self esteem ad loneliness showed that victims of bullies tend to be shy and lonely especially in their youth. It also showed that bullies tend to have a low self esteem as their main way of making friends and gaining popularity is through violence (Tritt Duncan, 3). Both children who bullied and their victims are more probable to be engaged in violence or violent behaviors in their youth than those who did not. However this is more common to those who bullied others (Reid, 152). For instance among boys who admitted to bullying others 43.1 percent carried a weapon to school compared to 36.4 percent of those who had bee n bullied. 38.7 percent of the bullies wee engrossed in numerous fighting compared to 22.6 percent bully victims (Tritt Duncan, 3).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More A study carried out in a miniature town from Midwest using 207 junior high and high school children as sample indicated that 88% percent of the students had witnessed bullying, with 77 percent of them being victims of bullying during their school life (Limber Maury 1). School and particularly classroom bullies are predisposed to have distressed relationships amid their parents as well as friends and could persist being troublesome all through their adolescence if their troubles will not be resolved on time, according to researchers at Canadas lbrk University and Queens University. They also recorded that bullying taking place outside the school surroundings could be more brutal than at school where adult managem ent and additional security against violence is present (Crothers Levinson, 498). Effects of social structures and institutions on childhood bullying Various social institutions like family, school, peers, surrounding and media play a very important role in shaping the direction of childhood bullying. To begin with, the family which is the basic and the most important unit in the society as well as the primary socializing agent plays a major role in shaping behavior of children include bullying. According to a research, children who come from families that have cases of domestic violence, will most likely be bullies in school. The first departure point is the role of parents in the sense o their personality. Interestingly, some parents look at bullying as a natural occurrence in the development cycle and usually not addressed as a problem (Limber Maury 4). Elizabeth Sweeney carried out a study that involved children aged between nine and sixteen for the 103rd presentation of Ameri can Sociological Foundation. According to Sweeney her literature review established that children brought up by authoritarian parents as well as demanding, insensitive and directive were more predisposed to carrying out bullying activities (Reid 167). Children who go through aggression, violence, physical discipline and other hostile behaviors by their parents are prone to assimilating such behavior amongst their peers. Children borrow a lot from their parents on behavior and interaction with other children. If children are exposed to aggressive and livid words at home, they will probably employ these bad attributes as survival machinery in interacting with other children (Reid 169). Similarly children who are borne in middle-income family units recorded lower cases of bullying compared to children from the high and low family status. Bullying runs equally between boys and girls although boys tend to act on it more than girls (Crothers Levinson 498).Advertising We will writ e a custom essay sample on Problem of Childhood Bullying in Modern Society specifically for you for only $16.05 $11/page Learn More Bullying is also popular with families whose members do not treat one another with respect or not teaching the children the essence of respecting other people’s rights. Intergenerational effect can be a factor in this regard where children with antisocial parents as well as grandparents are more likely to behave the same in teenage. The school is an institution that both favors and shapes the concept of childhood bullying. According to a national survey in 2001 indicates that children as young as eight to nine years are becoming victims and perpetrators of childhood bullying (Crothers Levinson 499). Approximately, 74% of children aged between eight and eleven attested that bullying and teasing was frequently taking place in their school, whereas fifty percent of the parents did not look at bullying as a trouble for their childr en, however, bullying is most prevalent between students of age 11 to adolescence (Crothers Levinson 500 ). He school becomes an avenue of bullying because it brings convergence of children from different backgrounds, religions races, health situations as well as personalities. Bullying is also more prevalent in schools because of the higher probability of emergence of inappropriate relationships between students and also between the students and the staff since teachers are also involved in bullying (Limber Maury 2). However, the school is best placed in dealing with childhood bullying by; employing staff that is skilled in responding to signs of violence, a higher employee accountable for child protection, careful examination of staff before permitting them to work with children as well as implementing a policy on child protection clearly stating disciplinary cases for abuse. Peer groups change their role in a great deal when children get adolescence because of the need to be ac cepted and recognized and attaining autonomy from parents. This often leads to increased pressure to get a social status and thus stratification is pegged on toughness and aggressiveness among boys and appearance among girls (Tritt Duncan 2). This ultimately leads to teasing, bullying, ridiculing and name-calling. The environment where a child lives or is brought up affects their involvement in bullying for instance violent streets and ghettos (Loseke 43).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Relationship of childhood bullying and sociological theories Edwin Sutherland put forward differential association theory in 1974 which explained human behavior as being learned and the younger the learner the grater the relationship. A child’s behavior is adopted by interacting with other in a social setting through norms and values through the process of communication. He also explained that behavior is leant in primary groups like family, peers, friends and close companions. This theory helps understand the role of family, peers and other relatives in childhood bullying. It justifies that most bullies have adopted violent behavior from families and peers in school in search of social status. Parents’ and caregivers’ involvement and participation in development greatly shapes their behavior according to Urie Bronfenbrenner in his theory of social ecological model. The better and nurturing the involvement is the better the child is going to be. Childs treatment in the micro-system determines how people treat her on the other hand since their unique genetic and biological make up influence how others treat them. In his exo-system level he explains how people and other places that a child does not directly associate with like parents’ workplace or neighborhood affect their behavior (Reid 168). This can be centralized to how the caregiver meets the needs of the child, if they are well met then this tends to have a good behavior and is less likely to bully out of frustrations (Reid 168). Other aspects like freedom, cultural values, economy and wars also shape the behavior of the child. Conclusion More often than not children play together and in the process one might accidentally kick or step on their peer or harmlessly utter some teasing words. Out of these petty events one may get a nickname or a label that castigates his or her behavior. For instance, a child is nicknamed â€Å"tiger† in his boxing club by peers may tend to b ullying to fit into the context of that label. According to Cooley, human beings especially children see themselves in the eyes of others to a point of incorporating those perceptions into our lives. Teenagers will go to a great extend to look like or behave according to self-image that fits those views (Reid 170). If a boy is perceived as a strong boy they will incline towards bullying to fit into this perceived strength. This can also be explained by Freud’s developmental stages where the child fixates in any of these stages. Fixation in the phallic stage and latency stage can lead to violent behaviors in children and thus parents should ensure smooth transitions in these stages. Crothers, L. Levinson, E. â€Å"Assessment of Bullying: A Review of Methods and Instruments.† Journal of Counseling Development 82. 4 (2004): 496-503. Print. Limber, S. Maury M. Nation Bullying Among Children and Youth. 1997. Web. Loseke, D. Through a Sociological Lens: The Complexities of Family Violence. p35-48. Web. Reid, T. Sociological Theories of Criminal Behavior II: The Social-Process Approach-2008 p142-188. Web. Tritt, C. Duncan, R. â€Å"The Relationship between Childhood Bullying and Young Adult Self-Esteem and Loneliness.† Journal of Humanistic Education Development  36.1 (1997):1-4. Print.

American Women in World War II

At the beginning of the Second World War, American citizens had a sense of unity. Men choose to enter the forefront off work and family, but women leave home for the first time and inherit the work left by their husbands. In 1943, many magazines chose to draw women's diligence. These articles concentrate their story on working women and make their non-traditional work better. If they make these small and hardworking jobs exciting and noble, they may think that more women will start participating in the work. Prior to World War II, Hispanic women were reluctant to work at home and were more irritated than other American women. During World War II, the widespread change in the role of women as a result of the necessity of family labor affected the role of Spanish women who served as secretary and nurse, Isabel Solis-Thomas and Elvia Solis was born in Veracruz, Veracruz, Mexico. The Solis family moved to the United States and moved to Brownsville, Texas. When World War II broke out, the two sisters voluntarily became roses from women of all races across the country, welded the pipes, and repaired the cargo ship. Mrs. Thomas Solis said recruiters wanted to climb a dangerous place on the ship to short skin, short skin women. She stated that he worked 9 hours a day, 6 days a week, beating and sealing the steel bar accurately and intentionally. An American woman of Asian Americans entered the military service for the first time during the Second World War. The Women Army (WAC) recruited fifty Japanese American women and Chinese American women, sent them to the military information service language school in Snellingburg, Minnesota, and received military translation training. In 1943, the Women Army recruited a Chinese-American woman to serve as aerial WAC. Air Force WAC provides various tasks such as interpretation of aerial photography, air traffic control, weather forecast.

Relationship between Stock Market Prices and Macroeconomic Variables Essay

Relationship between Stock Market Prices and Macroeconomic Variables - Essay Example This is an indication that the indexes will rely majorly on the stock prices of the major companies in the capital market. Therefore most financial experts like relying on this index as it is closer to representing the real market. According to Madura (2008, pg 347), the index is calculated by considering the stock price of five hundred biggest companies in the market. It explains that the companies are selected based on their market capitalization. To understand this dynamic relation the relation between the stock price and the variables in the macro economy, a clear and incisive analysis of the effects of these variables on the financial markets is required. This paper examines some of the relationships between the stock prices and market indices and the variables of the macroeconomic environment within economies of countries like the United States and England. Â  The GDP of a nation covers all the products and services produced in a single financial year. In Berezina (2012) opinion, it covers the entire products, from the smallest item to the largest possible item and services purchased by the consumers in this economy. It notes that investors pay keen attention to indicators of sustainable growth in the GDP of an economy to make decisions on investment. When the report shows that there is growth in GDP, many investors will be attracted to the economy. This translates to higher stock prices as investors rush to acquire stakes in companies within these economies. In the absence of growth, the investor confidence is low and the stock prices are likely to slump. This is usually reflected in the performance of the index of the market. Analysts believe that the performance of a market over a financial year will reflect the overall performance in GDP. For instance, Madura (2008) explains that economic factors that affect the stock prices includ e indicators like GDP (Madura 2008, pg 270).

Critique of Article About Primate Behavior Essay

Critique of Article About Primate Behavior - Essay Example Much of the researches about chimpanzees have been utilized to provide clues to human behavior. This is not a surprise as chimpanzees are the closest living relatives of humans; hence, share a number of traits such as the sense of self and community, the capacity use tools in building their nests and in hunting. Chimpanzees have high intellectual capacity, one that is â€Å"familiar to human beings†¦a type of behavior which counts as specifically human† (Goodall). By looking at the various factors of meat consumption among chimpanzees, the researchers hope to gain an insight into the diet and behavior of the last common ancestors of humans and apes and perhaps, understand the costs and benefits of human consumption of meat. The researches reviewed available literature on chimpanzee diet and hunting behavior in order to determine the costs and benefits of acquiring and consuming various forms of animal matter. They utilized the meat scrap hypothesis which states that â€Å"there is a net benefit to obtaining a mere scrap of meat, even when there is a net energetic cost† (Tennie, O’Malley, and Gilby 2) as a guide for their research. Results of the research showed that the chimpanzees preys on atleast 32 species of smaller mammals, lizards, amphibians and birds which are often found in undergrowths or in a tree hollow. It was also discovered that nutritional yield, acquisition cost, yield per minute, local abundance and availability of prey were the major factors that affect chimpanzee consumption of vertebrate and invertebrate prey. Of all its prey, the termite soldiers, termite alates, dorylus ants and the red colobus monkey are the chimpanzees’ favorite.

Analysis of three sun articles on the execution of Robert Harris Essay Example for Free

Analysis of three sun articles on the execution of Robert Harris Essay These three articles printed in the sun newspaper in 1992,approach the execution of Robert Harris in very different ways . The articles have chosen to cover different parts of the Robert Harris case. Article 1 is focused on the way Robert Harris died and the T. V reporter Michael tuck giving a graphic description of the execution and the build up to it . The second article is about he nuns including Mother Teresa who tried to turn the decision around so Harriss life could be spared. Article three gives a description of where and how the victims were murdered and what how the parents felt and thought of Harriss execution. The first article explains and describes what happened to Robert Harris. It starts with a detailed description of Harriss execution. Gurgled and gasped as cyanide gas choked the life from him. This has been written as the second sentence to give an immediate impact of disgust and it plays with your emotions and it makes you more interested and you want to read on. Once the writer has got the readers attention, he then goes to the lead up to the execution. The first article is very against the death penalty as when it talks about the execution was reprieved twice before he was finally gassed, the article tries to make you feel sorry for Harris. Michael Tuck describes the execution as grisly and not a humane way to die and in this he is confirming that he is against the anti-death penalty. Alternatively, article three is not against the anti-death penalty. It starts off with Harriss victims parents, giving there opinion on Harriss execution. One of the victims farther said I have no time for do-gooders who says that he should be spared look what he did to my son. Am I supposed to erase the memory, the pain of that. This is trying to make you feel sorry for the parents of the victims and it is trying to persuade the reader that capital punishment is good. Article two is set out in a bold headline, which reads NUNS MERCY BID and under the headline is a small paragraph. It mentions Mother Teresa Name to give a sort of good feeling to the article because Mother Teresa well know personality of being warm, nice and a gentle person and it says that she appealed to a California governor Pete Wilson to spare Harriss life this sort of makes you feel that if Mother Teresa is trying to safe his life then she must be doing the right thing and Harriss life should be spared. It says in the article that there were loads of anti-death sentence campaigners who urged for the killer not to be killed. This is a fact that many people wanted Harris to live and theres evidence of Mother Teresa point of view. Theres a couple of lines in this article that say that Harris had alcoholic parents and he was fifth of nine children terrorised by there farther. His lawyers said that he may have been brain damaged by a beating at the age of two. This could make the reader feel sorry for Harris and its not fair for Harris to be killed in this way but there no evidence that the article is true. The visual presentation in the articles plays a very important role. In article one, theres a big picture above the article of two chairs where Harris was probably killed I think that this picture is trying to make you feel sorry for Harris as the picture makes you feel a sort of horrific sense of dying and displays a horrible looking setting in where people are chained to chairs and then are choked with gas and then killed. Beside the picture is TV man watches Harris in gas chamber. This is very emotive language and makes the article more dramatic. In article two there is a photo of a man I think its Harris but it could be a different number of people maybe Michael Tuck watching the execution or is it Harris himself its good as it lets the reader speculate. All three articles are made up of fact an opinion. Article one is mainly made up of opinion it is nearly all Michael Tuck telling the readers what he thought. He said But IF you ask me this is not a clean and humane way to die This is Michael Tuck expressing his opinions on the execution. Article two has got a bit of opinion He said he may have been brain damaged by a beating at the age of two The words may have means that not necessarily true. The only fact in this article is that Mother Teresa fought with other campaigners to spare Harriss life. Article three appears to be a balance of fact and opinion. The first half of the article is mainly opinion. Theres the victims parents saying what they think about Harriss execution. They were out for a fun day fishing when they were executed by this beast. It is the parents opinion that Harris is a Beast. The second half of the article seems to tell more fact, it says how the victims were killed, for the first time across the three articles. But after telling the story theres still opinions added. The grinning Harris calmly ate the boys hamburgers. There is know way that anyone could of none this so this must be opinion. In conclusion all articles have different stories, which all connect together, but as you can see Harris was an evil man as he shot two innocent boys dead for no reason at all. Language used in these articles is effective and ahs been used well to give you a clear picture of how Harris died and how he killed two innocent teenagers. People tried to save him but it didnt work. When all three articles are read separately they create a biased opinion on Harris execution, but when read together you have a balanced account of Harris case.

A&P Queenie perspective Essay -- essays research papers

A&P-Queenie   Ã‚  Ã‚  Ã‚  Ã‚  Every summer my family and I go to our house in the cape just north of Boston. One hot summer morning, I was leaving the house to meet my family at the beach, suddenly I remembered my mother asked me to pick up a jar of â€Å"Kingfish Herring† for her and her friend to snack on at the beach.   Ã‚  Ã‚  Ã‚  Ã‚  I started to walk across the street to my friend Lacey’s house. Lacey lives just outside Detroit, but like my family, her family comes to the cape for the summer. Our families’ have been friends for about 10 years, but we normally don’t see or talk to each other during the year, only summertime seems to bring us together. Traditionally Lacey and I leave for the beach together, even at age 7 we walked with our mothers, so I knew I had to tell her about this errand before I left for town.   Ã‚  Ã‚  Ã‚  Ã‚  Arriving at Lacey’s house I walk to the backdoor letting myself into the house. Lacey was putting on tanning lotion in the kitchen, â€Å"Lacey,† I called to her, â€Å"my mom wants me to pick up snacks for the beach, do you want to go into town with me?†, â€Å"Sure,† she replied, â€Å"do you mind if my cousin comes with us?†, â€Å"Of course I don’t mind,â€Å" I answered, â€Å"but we have to get moving, my dad only left me the car to use ‘til noon.†   Ã‚  Ã‚  Ã‚  Ã‚  While driving, Lacey and I laughed while reminiscing, over old stories of love and trouble that we seemed to get into over the past decade at the cape, Lacey’s cousin Mary was quite, she seemed shy.   Ã‚  Ã‚  Ã‚  Ã‚  We arrived at the A&P and I realized that the store was almost devoid of any human life, but it was mid Tuesday morning most towns people were either working, or at the beach.   Ã‚  Ã‚  Ã‚  Ã‚  Two men were working the front end, the cashier at register 3 was helping an older looking woman with a sun hat, Capri pants ,and far too much make up on, the other cashier was leaning on the bag rack behind him, enjoying a break in a slow day . Both of the clerks looked as if they were in their early twenties, definently townies, the townies hated summer vacationers. Townies never said a word to vacationers, and you could tell in their attitude; they all longed for Labor Day to roll around so everyone would go home, bringing peace to their little town again. My observations of the store and town politics were... ...u decently dressed when you come in here.† this man was entirely strict and conservative, as much was to be expected of a man around these part, he was most likely an avid church goer, Sunday school teacher, Boy Scout troop leader name your clichà ©. I started again â€Å"We are decent,† and before I could continue Lengel interrupted me, â€Å"Girls, I don’t want to argue with you. After this come in here with your shoulders covered. It’s our policy.† and then he walked toward the clerk with a disappointed look and asks â€Å"Sammy, have you rung up this purchase?† with an astonished expression caused by the event that just occurred before his eyes, Sammy simply replies â€Å"No† and rings me up with a great deal of haste, as to get my friends and I out of this self-righteous store before we disgrace it any further. He hands me the change then we hurry out of the store rushing to the car.   Ã‚  Ã‚  Ã‚  Ã‚  Driving out of the parking lot the car was silent, until Lacey started doing a bad imitation of the manager, â€Å"After this come in here with your shoulders covered. Its our policy.† laughing and returning to her normal voice â€Å"Even at 17 you still get us into trouble, will you ever change?†

Price for education Essay

The observation of the university official is incomplete. While she might be correct in her assertion that demand for admission may be completely price inelastic, basing such a conclusion on the fact that the number or quality of the students applying over the last 15 years has not decreased despite the doubling of the tuition fees over the same period of time is not the only consideration that should be examined. In finding out if the demand for admission is completely price inelastic, it is important to not only examine the figures from a single university but also the figures from other universities. Education and therefore admission is a good that is not easy to quantify. The continued influx of students despite the doubling of tuition fees could merely be a function of the improved performance of the university over the same period of time. Given that this is the case, it cannot be said that the demand for admission is completely price inelastic. Another factor that must be examined is the number of students who are applying for all universities. According to the law of supply and demand, the price of a good can continually increase without a noticeable change in demand if the supply is limited. Applying this theory to the case at hand, it can safely be argued that the demand for admission is not completely price inelastic but is rather explained by the fact that there is a lack of universities to begin with. Given the limited supply, students will still enroll at the said university despite the doubling of the tuition rates because of a lack of universities. Price elasticity or lack thereof can be explained by many factors. The presence of alternatives or lack thereof would be one possible explanation. Another perspective would be to consider the fact that even if the price for education has increased, there has also been a corresponding increase in the wages/income of people and improvement in the standard of living. Basing the assumption on a single observation is not enough such as the assertion of the university official in this case.

Interpersonal communications improvement plan Essay

Problem: I have developed a bad habit of not having confidence in myself at college, in my study habits, and expressing myself. Goal: To improve my self-confidence, I will keep a good self-image. I will imagine myself as a strong, confident and decisive person. I will think and act positively. I plan to learn new study habits. I will be able to speak with my teachers and advisors about my problems. Procedure: First, I will have the confidence to ask for help. Next, I will not waste time, energy and effort by worrying about my weakness and deficits. I will seek help and ask more questions to better myself. I will be more open about my problems. Finally, I will stop worrying about problems and work through them. Test of Achieving Goal: I will know I have achieved this goal, when I become more comfortable asking for help to develop better study habits. The proof will be seen in my test scores and research papers, which will show me that I can improve my grades in college through perseverance. Journal Entry 1 Date: Oct. 4, 2006 Results: I talked to my English teacher about my research paper that is due next week. She helped me with my mistakes. She said it was a good paper overall. Journal Entry 2 Date: Oct. 4, 2006 Results: I talked to my baseball coach and explained my problems with my grades. He wants to help me in any way possible. Journal Entry 3 Date: Oct. 5, 2006 Results: I talked with my advisor. I opened up to him by explaining that I can’t believe my tests scores, after doing so much studying. He led me in directions that should increase the effectiveness of my study habits. He knows that I can do it. Journal Entry 4 Date: Oct. 6, 2006 Results: I emailed all of my teachers. I asked them how to improve my grades. I also requested study tips from them. Journal Entry 5 Date: Oct 7, 2006 Results: I put to use the study tips from Dr. Bommarito. I didn’t get frustrated with all of the information that I needed to learn for my history test. I had to do it, so I did. Journal Entry 6 Date Oct. 8, 2006 Results: I asked my parents to see how my studying was coming along. They asked me questions from flash cards that I made. They were very supportive. They were very happy to see the new methods I have been using. They could see how I was not getting as frustrated while studying and writing research papers. Interpersonal Communications Improvement Summary My original intention was to use confident behavior to improve my study skills, so that I may get better grades. I feel that I accomplished this, even in such a short time. Emailing my teachers was a small step, but I believe it will pay off in the long run. Each time I talked to one of my teachers and coaches, it gave me more confidence to try again. They were all receptive to my needs, and gave me good advice to help improve my grades and my study habits. I would have to say that my biggest concern was asking for help from my parents. However, by the time I talked to my parents, my confidence level was up from my interactions with my teachers and coaches. I do not get as frustrated as I have in the past. I also felt concern over how my coach would view me after I opened up to him. His reaction was very supportive, as were my parents. I now feel a lot of encouragement from the people who are most important to me. It means so much to me that they were all willing to sit down and go over assignments with me and give me many good study tips. I am now more comfortable talking to them because I know they believe in me. I was surprised about how much easier studying has become since applying the tips I have received, especially from Dr. Bommarito. I am anxious to see the results in my improved test scores and research papers. My self-concept has greatly improved. I feel confident that I can get the help I need by just asking for it. I feel confident in my new study skills. I feel confident that I can continue to learn more study skills, and that I can improve my grades by applying what I have learned. This has been a good experience for me overall.

Centros de detención de migrantes en Texas

Centros de detencià ³n de migrantes en Texas En el estado de Texas, el segundo ms poblado de Estados Unidos y uno de los ms grandes, estn ubicados decenas de centros de detencià ³n de migrantes, que pueden tener estatus migratorio legal o indocumentados. Asimismo, en dicho estado se encuentran varios centros de procesamiento –processing facilities, en inglà ©s– de migrantes que han sido agarrados cruzando ilegalmente la frontera o que han solicitado asilo en un control migratorio de los Estados Unidos. En este artà ­culo se explica cul es la diferencia entre centros de procesamiento y de detencià ³n. A continuacià ³n, quà © migrantes deben esperar en un centro de detencià ³n mientras se espera a que se resuelva su caso. Para estos casos, se especifica cules son las direcciones de los centros de detencià ³n en Texas una vez que se determina en cul est el  migrante est detenido que se desea encontrar o visitar, asà ­ como los nà ºmeros de telà ©fonos para comunicarse, cà ³mo enviar dinero y, finalmente, cà ³mo averiguar si se ha fijado una fianza y el monto de la misma. Centros de procesamiento y centros de detencià ³n de migrantes en Texas Los migrantes agarrados cruzando ilegalmente la frontera o los que solicitan asilo en un de control migratorio de los Estados Unidos son enviados, inicialmente, a un centro de procesamiento. Existen diversos tipos de centros de procesamiento. Asà ­, los hay para menores donde se encuentran desde bebà ©s de meses a muchachos de 17 aà ±os, familias e individuos adultos. Cabe destacar que por familias solo se consideran a los nià ±os y a su padre y su madre, pero no a grupos de hermanos, sobrinos y tà ­os, abuelos y nietos, etc. En general, puede decirse que las condiciones son difà ­ciles. Por ley, los menores solo pueden permanecer en ellos un mximo de 72 horas aunque en casi un tercio de los casos su estancia se alarga por ms tiempo. En todo caso, la estancia de menores y adultos en los centros de procesamiento suele no ser larga ya que las autoridades toman una serie de decisiones que implican el traslado de los migrantes. En el caso de adultos, pueden darse las siguientes situaciones: regresan a su paà ­sson enviados a Mà ©xico a esperar a que llegue su turno para que solicitar asilo. Los enfermos fà ­sicos o mentales no pueden ser enviados a Mà ©xico.son puestos en libertad pero se les cita para que comparezcan en Corte migratoriadeben esperar a que se resuelva su caso en un centro de detencià ³n de migrantes En el caso de menores, son enviados a un centro de acogimiento –shelter, en inglà ©s– bajo la guarda de la Office of Refugee Resettlement, quien se har cargo de ellos mientras no los colocan a cargo de un familiar o adultos que los aceptar en foster care. Por aplicacià ³n de lo que se conoce como el Acuerdo Flores, los nià ±os no podrà ­an estar retenidos por ms de 20 dà ­as, esto incluye tanto a los que han llegados solos a EE.UU. como los que estn acompaà ±ados por sus padres. Quà © migrantes esperan detenidos a que se resuelva su caso Los migrantes, tanto legales como indocumentados, pueden ser enviados a un centro de detencià ³n por diversas causas, por ejemplo: haber cometido un delito (felonà ­a)ha llegado sin visa a un puesto migratorioha cruzado ilegalmente la fronteratiene una orden de deportacià ³n, etc En muchos casos los migrantes pueden ser liberados mediante el pago de una fianza, fijada por ICE o por un juez migratorio. Sin embargo, en otros casos los migrantes debern esperan detenidos a que se resuelva su caso, asà ­ se demore semanas, meses o, incluso aà ±os. Entre estos casos se encuentran: delitos relacionados con terrorismo o lavado de dinerotrfico o consumo de drogascondenas por delitos que sumen ms de 5 aà ±os de prisià ³ncasos de delitos inmorales, si bien se admiten excepcionescasos de trfico humano serio Informacià ³n bsica sobre cà ³mo llamar por telà ©fono o enviar dinero a un centro de detencià ³n migrantes en Texas Los migrantes detenidos pueden tener derecho a hacer dos llamados telefà ³nicos a un familiar, amigo o abogado. Es importante que la persona que recibe uno de eoas llamados anote informacià ³n bsica como, por ejemplo, nombre del centro de detencià ³n y un nà ºmero que se conoce como A-Number, que es necesario para muchas gestiones. Si se quiere hablar por telà ©fono con un detenido, llamar al centro y dejar un mensaje en inglà ©s con el nombre completo del detenido con el que se desea platicar, su nà ºmero de identificacià ³n (A-Number) y las horas en las que el migrante detenido  puede regresar la llamada, para evitar tener que estar pendiente del telà ©fono las 24 horas del dà ­a. Tener en cuenta que el mensaje puede demorarse varias horas en llegar al destinatario y tambià ©n no elegir como horas para que se regrese la llamada aquellas en las que no es posible segà ºn el horario del centro de detencià ³n. Para que un detenido pueda regresar la llamada es necesario que tenga dinero para cubrir ese costo, que se  puede depositar previamente. Cada centro de detencià ³n tiene su propio sistema que se especifican ms abajo cuando se habla de cada crcel. Sin embargo, ya aquà ­ se dan los nombres de tres empresas que a menudo son las opciones (fijarse bien cul es la que aplica en cada caso). Inmate Calling Solutions, con nà ºmero de  telà ©fono 888-506-8407  Telmate, que es la ms comà ºntouchpaymentdirect Tambià ©n es posible enviar dinero para que el detenido compre alimentos o ropa. Las reglas especà ­ficas de cada centro se explican ms abajo. Tambià ©n es posible visitar personalmente a un detenido para lo que  es imprescindible mostrar un I.D. Para evitar problemas serios los migrantes indocumentados o con estatus dudosos no deben presentarse en una prisià ³n de inmigracià ³n para visitar a un detenido, aunque  sea un familiar muy cercano. En cuanto a las gestiones para informarse sobre monto de la fianza en los casos en los que se fija una para dejar al detenido en libertad, se puede llamar a la oficina del ICE ms cercana al centro de detencià ³n, a veces incluso en la propia crcel. Sin embargo hay que tener en cuenta que frecuentemente no quieren dar la informacià ³n a un familiar del detenido siendo la solucià ³n en estos casos que marque un abogado o el propio detenido. Adems recordar que aunque en muchos casos el ICE se niega a fijar una fianza, podrà ­a conseguirse si reà ºnen los requisitos para solicitar una audiencia de fianza (bond hearing, en inglà ©s) ante un juez de inmigracià ³n. Tambià ©n se puede acudir a un juez cuando se considera que la fianza fijada por el ICE es muy alta, para solicitar una rebaja de la misma. A continuacià ³n, informacià ³n particular sobre los principales centros de detencià ³n de migrantes en el estado de Texas Centros de procesamiento y de detencià ³n de migrantes Texas Los siguientes son centros de procesamiento o de detencià ³n de migrantes en el estado de Texas, con nà ºmeros de telà ©fono para comunicarse y explicacià ³n de cà ³mo enviar dinero. Dallas Es un centro de procesamiento temporal y a las pocas horas o dà ­as los detenidos son enviados a otra prisià ³n, generalmente a Rolling Planes o a Johnson Country. Para visitar a los detenidos la direccià ³n es: 8101 North Stemmos FreewayDallas, TX  75247 Para informarse sobre el horario de visitar, marcar al 214-424-7800. Se debe utilizar para dejar mensaje para que un detenido regrese la llamada.   Centro de Don Hutto Esta prisià ³n, a unos 50 km de Austin, acoge a mujeres y nià ±os migrantes, principalmente acaban de cruzar la frontera  y han pedido asilo. Para visitar a un detenido la direccià ³n es: 1001 Welch StreetTaylor, TX 76574 El horario de visitas es de lunes a domingo de 8 de la maà ±ana a 8 de la noche. Para hablar con un detenido, marcar al 512-218-2400 y dejar mensaje identificando a la persona con la que se quiere hablar. Para que el detenido pueda regresar la llamada es necesario que tenga dinero en su cuenta. Para ello, se le puede enviar utilizando una money order a nombre de la persona detenida y que se puede comprar en un banco o en una oficina de correos de Estados Unidos. La money order debe enviarse a la persona destinataria incluyendo su nombre completo y A-Number al: P.O. Box 1063Taylor, TX  76574 Con ese dinero los detenidos no sà ³lo pueden llamar sino tambià ©n comprar comida e incluso ropa. Centro de El Paso Es un centro de procesamiento donde los detenidos estn esperando o bien para ser expulsados inmediatamente de Estados Unidos o bien a presentarse ante la corte de inmigracià ³n de El Paso y ver cules son las opciones, incluida la posibilidad de un alivio de la deportacià ³n. Para visitar a un detenido la direccià ³n es: El Paso Processing Center8915 Montana AvenueEl Paso, TX  79925 Los horarios son de 6 pm a 9 pm de lunes a viernes y los fines de semana de 11 am a 3 pm y de 6 pm a 9 pm. Para llamar a un detenido, marcar al 915-225-0700. Para asegurarse de que tiene dinero depositado a su nombre y asà ­ poder regresar la llamada envirselo mediante el sistema telmate, asegurndose de elegir como centro de detencià ³n El Paso SPC. Ese mismo nà ºmero de telà ©fono se puede utilizar para contactar con un representante de ICE para informarse sobre una posible fianza para el detenido y su monto. Centro de detencià ³n de Houston Los migrantes detenidos en este centro estn en proceso de expulsià ³n o deportacià ³n y son convictos que han cumplido su pena en crceles cercanas a Houston o procedentes de centros de detencià ³n en la Costa Este de los Estados Unidos o migrantes agarrados cuando acababan de cruzar ilegalmente la frontera. Para visitarlos en persona los horarios son los siguientes: para mujeres detenidas, de domingo a mià ©rcoles de 2 a 5 de la tarde y de jueves a sbado de 8 a 10 de la maà ±ana. En el caso de visitar a un varà ³n, el horario es de 7 de la maà ±ana a 2 de la tarde de domingo a mià ©rcoles y de 10 de la maà ±ana a 5 de la tarde los jueves, viernes y sbados. La direccià ³n del centro es: Houston Immigration Detention Center15850 Export Plaza DriveHouston, TX  77032 A esa misma direccià ³n se pueden escribir cartas especificando claramente el nombre completo del detenido y su A-Number. Para recibir una llamada del detenido, marcar al 281-449-1481 siguiendo las instrucciones especificadas en este mismo artà ­culo en el primer apartado. Adems, para enviar dinero para que el detenido pueda regresar la llamada se debe utilizar el sistema telmate, bien online o bien marcando al 886-516-0115. Por à ºltimo, para averiguar si el ICE ha fijado una fianza y el monto se puede marcar al 281-985-8400. Centro de detencià ³n del condado de Johnson Esta es una prisià ³n que pertenece a un condado pero tiene un acuerdo con el ICE para alojar a migrantes detenidos, la mayorà ­a de los cuales ya han sido deportados con anterioridad y estn cumpliendo sus condenas antes de ser deportados  de nuevo. Para visitarlos, el horario es de 8 a 10.30 de la maà ±ana los sbados y los domingos y la direccià ³n es: Johnson County Detention Center1800 Ridgemar DriveCleburne, TX  76031 En cuanto a las llamadas, marcar al 817-645-2918. A partir de ahà ­ hay dos mà ©todos para que el detenido regrese el llamado. En primer lugar puede marcar a cargo del que recibe la llamada, que debe abonar con su tarjeta de crà ©dito o dà ©bito y es caro o bien la persona que desea recibir la llamada debe enviar antes dinero a nombre del detenido mediante una transferencia de un banco estadounidense o una money order. Enviar este dinero a la direccià ³n de la prisià ³n especificando en el sobre claramente nombre y apellidos del detenido y su A-Number. La transferencia no puede superar los $300 y ese dinero puede ser utilizado para comprar tarjetas para llamar por telà ©fono, comidas, bebidas e incluso ropa. Los migrantes detenidos que previamente han sido deportados no van a poder salir de prisià ³n mediante el pago de una fianza. Pero los que estn por otra razà ³n puede que califiquen para ello. En este caso se puede hablar con el oficial en la oficia central de Dallas que est a cargo de su deportacià ³n. El telà ©fono es el 2140424-7811. Centro de detencià ³n en Laredo El gobierno federal es la propietaria de esta prisià ³n que, sin embargo, est gestionada por una empresa privada. Acoge a detenidos varones y mujeres y tiene un alto grado de cambio de detenidos, ya que se considera como un lugar de paso para enviarlos a otros centros o para expulsarlos inmediatamente de Estados Unidos. Para hablar con un detenido, marcar al 956-727-4118. Para visitarlo en prisià ³n, los dà ­as disponibles son lunes de 1 a 3 pm, viernes en el mismo horario y fines de semana de 9 a 11 am y de 1 a 3 pm. La direccià ³n es: Laredo Detention Center4702 Sanders StreetLaredo, TX  78401 Esa misma direccià ³n debe utilizarse para enviar cartas a un detenido, incluyendo su nombre completo y A-Number. Si fuera necesario platicar con el oficial de ICE a cargo de deportaciones en esa zona, como por ejemplo informarse sobre el monto de la fianza que se le pide al migrante que deposite para salir en libertad, marcar al 956-729-9620. Centro de detencià ³n de Polk Puede visitarse a los migrantes en este centro los jueves y viernes de 6 am a 6 pm y los sbados y domingos de 6 am a 9 pm. La direccià ³n es: Polk Country Detention Center3400FM 350 SouthLivingston, TX  77351 Los detenidos pueden llamar a una persona fuera de la crcel utilizando dos sistemas. En primer lugar, mediante pago a cobro revertido (collect call, en inglà ©s), lo cual es caro. En segundo lugar, comprando una tarjeta de llamadas para lo cual deben tener dinero, que se les puede enviar mediante una transferencia bancaria desde una cuenta en Estados Unidos o mediante una money order que se puede enviar por correo a la direccià ³n de la crcel especificando el destinatario o entregndola en mano si se visita al detenido. Un buen nà ºmero de los migrantes detenidos en el centro de Polk califican para una fianza. El telà ©fono de los oficiales del ICE a cargo es el 936-967-1700. Centro de detencià ³n de Port Isabel Este es uno  de los centros de detencià ³n ms grandes en el estado de Texas. La direccià ³n para visitar a los detenidos es: Port Isabel Detention Center27991 Buena Vista BoulevardLos Fresnos, TX  78566 Los horarios de visita estn divididos por orden alfabà ©tico de los apellidos  de la siguiente manera: Comienzan por las letras A-F: sbados de 8 am a 12 pmComienzan por las letras G-L: sbados de 12 pm a 4 pmComienzan por M-R: domingos de 8 am a 12 pmComienzan por S-Z: domingos de 12 pm a 4 pm Para dejar mensaje a un detenido para que regrese la llamada, marcar al 956-547-1700. Depositar dinero para que pueda llamar utilizando el sistema telmate o marcando al 866-516-0115. Para enviar dinero a un detenido con otro propà ³sito, por ejemplo, para que compre comida o ropa, se puede hacer una transferencia por Western Union a la cuenta 95720041797 a nombre de E.P. Services en Harlingen, Texas 78550, especificando quià ©n es el beneficiario. Tambià ©n es posible enviando por fax al nà ºmero 956 428 3544 una copia de una money order en la que conste el nombre del detenido, su nacionalidad, el A-number, el nombre de la persona que envà ­a el dinero y su nà ºmero de telà ©fono. Adems, si se sabe, es de utilidad incluir el nà ºmero de dormitorio y cama del detenido. Para enviar una carta a un detenido, enviarla especificando el nombre completo y A-Number a la siguiente direccià ³n: Port Isabel Detention Center566 Veterans Drive en Pearshall, Texas, 78061 Por à ºltimo, el nà ºmero del ICE donde se puede preguntar sobre si se ha fijado una fianza y el monto es el 956-547-1800. Centro de detencià ³n de Rollins Plains Esta prisià ³n alberga principalmente a migrantes varones en alguna de las siguientes categorà ­as: detenidos en Dallas o condados limà ­trofes que tienen cargos criminalesmigrantes que acabaron de cumplir sentencia en una prisià ³n penal cercana y estn a la espera de decisià ³n sobre su futuro migratoriodetenidos que han sido transferidos desde prisiones en otros estados La direccià ³n para visitar a los detenidos en Rollins Plains es: 118 County Road 206Haskell, TX  79521 El horario de visitas es el siguiente: Mujeres detenidas: sbados de 3 a 7 pmVarones detenidos con apellido que comienza entre A y M: sbados de 7.30 am a 3 pmVarones detenidos con apellido que comienza entre N y Z: domingos de 7.3- am a 3 pm Para marcar y dejar recado para que el detenido regrese la llamada, el nà ºmero de telà ©fono es el 940-864-5694. Para depositar dinero a nombre del detenido, utilizar el sistema de touchpaymentdirect. La primera vez que se utiliza hay que crear una cuenta. Para comunicarse con el ICE para saber si se ha fijado una fianza y el monto de la misma, marcar a la oficina de Dallas, marcando al 214-424-7811. Centro de detencià ³n de South Texas En este centro se encuentran detenidos una mezcla de migrantes recià ©n agarrados cruzando ilegalmente la frontera y migrantes con muchos aà ±os de presencia en los Estados Unidos. Para visitarlos el horario es sbados y domingos de 7 am a 6 pm en la siguiente direccià ³n: South Texas Detention Center566 Veterans DrivePearsall, TX  78061 Se puede dejar recado a un detenido para que regrese la llamada marcando al 830-334-2939. Utilizar el sistema telmate para depositar dinero para que pueda comprar una tarjeta para llamar. Finalmente, el telà ©fono de la oficina del ICE donde pueden informar si se ha fijado una fianza es el 210-231-4505 Centro de detencià ³n West Texas Es una prisià ³n grande ubicada que aloja a migrantes detenidos por el ICE o por los Marshalls. Est ubicado en: 401 S. Vaquero AvenueSierra Blanca, TX  79851 El horario de visitas se divide por sexos. Se puede visitar a varones los viernes y los sbados de 8 am a 5 pm y a mujeres los domingos y lunes a las mismas horas. Sin embargo, es necesario estar incluido en una lista para poder visitar. Es el propio detenido el que debe incluir los nombres de las personas autorizadas. Para dejar recado a un detenido para que llame, marcar al 915-369-2270. Enviarle dinero utilizando el sistema touchpaydirect.com para que pueda comprar la tarjeta de llamadas o enviar una money order especificando el beneficiario a: West Texas Detention FacilityP.O. Box 430Sierra Blanca, 79851 Esa direccià ³n tambià ©n es la que debe utilizarse para enviar cartas a los detenidos.Finalmente  para averiguar sobre si hay fijada una fianza, se puede llamar a la oficina del ICE al 915-225-1940. La importancia de buena asesorà ­a legal para los detenidos por inmigracià ³n Cuando un migrante est detenido, se juega su futuro y el de su familia. Por ello, es de vital importancia que cuente con el mejor consejo legal.   La AILA es la asociacià ³n de abogados de inmigracià ³n pueden informar sobre letrados especialistas en lugares cercanos a los centros de detencià ³n. Asimismo las grandes organizaciones de apoyo a migrantes pueden referir a asociaciones locales, algunas de las cuales brindan trabajo legal a bajo costo o incluso pro bono, es decir, gratuitamente.   Finalmente  en el caso de los mexicanos tambià ©n es una opcià ³n a considerar buscar ayuda en el telà ©fono gratuito de apoyo a migrantes en los Estados Unidos. Este es un artà ­culo informativo. No es asesorà ­a legal.

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