Conflict Of Interest And Discrimination In Diversity Social Work Essay

Conflict Of Interest And Discrimination In Diversity Social Work Essay          Basically, is a pointer to the sensitivity nature of the profession and the methods that is required to proffer acceptable and correct care service to accommodate and embrace individuals beliefs, values and culture and of course practitioners among other things must take cognisance of individual background to facilitate anti discriminatory practice in service delivery. When implementing prevention programs to curb any form of discriminatory attitude ,some of the cogent factors that should be considered as sub set of cultural diversity are, ethnicity, socioeconomic status, sexuality, spirituality, and some other areas. Both the internal and external parts of human life can be considered as the understanding of culture. Among diverse of lots of ways to define culture, it can be viewed from the angle of experience, values, knowledge, attitudes, skills, ideas, tastes, and techniques which are transfer from one experienced person in the community to others. Transmitters of culture are now families both immediate and nuclear, religious group, peer groups social groups, neighbours and professional organisations. Essentially it should be noted that element of culture and diversity are numerous, some cultural experiences could be are biological related factors, like physical stature and colour of skin, whereas others could be sociological related factors, like socioeconomic status and religious connection. Based on these variables it will be wrong and illogical to draw a conclusion regarding people based on the way they appear externally. It has become imperative for social care practitioners to be very competent cultural, apart from the fact that this could improve the service delivery standard it will help immensely to help in the quest for anti discriminatory practice in this profession. Some of the importance of this anti discriminatory practice in this regards is that it will help to facilitate a serene atmosphere whereby social workers will be able to see it as a matter of responsibility to engage in proper conduct, effective ethical services and decision making. This will enable them to be more conscious about the value base of their service users and of course it will help to maintain an ethical standard that could ultimately serve as a platform on which a professional relationship that can facilitate and improve service delivery can be attained in the long run. Civilization according to Obama can be described as equal respect for everybody without exception and a way of living a method of living. Obama B. (2006). In a similar vein, in a speech that was delivered by M. Martin in Dublin (2001) in regards to solving the problems of cultural diversity facing the health care sector in republic of Ireland. Martin stated in his speech that, diversity gives social care practitioners the privilege to develop their knowledge, mental know-how and the understanding of the problems associated with health sector diversity from two angles of both the clients and the staffs. He also identify awareness and sensitivity training workshop for staff as a bench mark to resolving issues related to diversity in population. He suggested that such training should be projected towards enhancement of knowledge based development and skills in other to render effective services that are sensitive to cultural disparities. Diversity according to Thompson, (2001: 34), is a term hugely being used to lay emphasis on the disparities between people, set of group or individuals, and the fact that such disparities can be viewed as a valuable asset that can be exploited rather than a challenge to be surmounted. Such disparities if not properly managed could result to discrimination and thus oppression can take place. Moreover, social care workers do confront with lots of difficulties and barriers in the course of engaging with the young, aged, and the physically challenged as well. Ireland as a country is fast becoming a much more multi-cultural society where people are coming from diverse cultural and ethnical background obviously peoples ideas thought and expectations based on service delivery will definitely be conflicted , but it is expected that social care practitioners will manage all these issues as a matter of cultural competency. In recent times, it is now not unusual for a practitioner to work with a black or coloured people or somebody from eastern bloc. Nor is it unusual to work with a child from an ethnic minority in residential care. Another important of anti discriminatory practice is that it will enable practitioners to have an insight to how human life and experience is characterise by diversity and how is germane to identity formations. Diversity as it may, can be viewed from intersectionality of different dimensions, these factors consist of gender, age, colour, religion, sexual orientation, class differences, culture, sex, physically challenged, immigration status, ethnic background, political ideology and national origin.    Social workers need to understand and placed ultimate premium of the fact that as a result of individual differences, somebody somehow might have experience or suffered from exploitation, marginalisation, oppression, poverty, exclusion and stigmatisation. Understanding this fact will not only help a practitioner to manage and deliver good service but will greatly assist to be able to deal effectively in handling individuals need individually. According to Worman, (2005) diversity can best be described as, the disparities that exist between people that ranges from both visible and non-visible. He identifies three different types of diversity: Social diversity which includes age, race, ethnicity and gender, Value diversity such as psychological differences based on personality and attitudes and Informational diversity which includes organisational differences in education, tenure and function. Rather than seeing this as the beginning and end of one the greatest challenges been faced by this profession it should be seen as a means to an end towards achieving a better service delivery. Perhaps, one of the possible fruits of the challenges of cultural diversity is that it could chrysalises to discrimination talking about the client and the service deliverer. According to Laird, (2008) concerns with racism first emerged in the social-work profession back in the 1970s and during the 1980s major social-work texts emerged to regulate practice (Payne, 2005: 277). Thereafter, a new Diploma was introduced as a prerequisite which include antiracism practice a core module to be part of the prospectus. Thompsons advanced work on the PCS analysis, (1998, 2006) refers to the personal, cultural and structural levels at which discrimination can occur, as a means of identifying and combating oppression against ethnic service users. As a result of his research Thompson would say that the combination of personal and cultural predispositions can create an ethnocentric outlook. Ethnocentrism results in judging other distinctive groups of people according to the norms of ones own group. This of course can create more problems rather than solution that ought to be the central major target of the carer and invariably it can lead to frustration on the part of the carer. Practically, over time it has been proven that problems that arises from discrimination in service delivery if properly addressed and managed will ultimately enhance performance and this to a large extent will help to improve the lives of the clients. Some the discriminatory acts from recent research have their source from language and culture. Ireland for instance is now a cross multicultural country whereby we have huge number of people from Africa and Eastern bloc. This factor can make or mar service delivery effectiveness depending on how is applied. As observed by Share (2009), that practitioners and service users be aware that language and cultural barriers can mar the provision of effective and meaningful social care. Also, anti discriminatory practice can necessitate the quest for knowledge and information to improve learning. To be effective at their job, Social Care Workers need to acquire the skills in dealing with culturally different co-workers, subordinates peers and clients. Powell (2004) points out that organisation are now very conscious of the pressing need to understand and respond to demographic trends in the modern employment force. Carer need to gain an awareness and understanding of the environment around them in order to provide effective supports to service users based on individual needs. Discrimination could be as a result of inability to understand or insufficient knowledge. In sufficiency of knowledge is as good as being ignorance or lack of awareness of the needs and choices of an individual this can lead to complications and frustration on parties. This information may include dietary requirements and religious practices, cultural differences and language barriers or personal rituals. Thomas (1991), observed that workplace diversity transcend beyond gender and race. It cut across people lifestyle, age, sexual preference, functional speciality and geographical location. The diverse nature and the methods to manage challenges that are coming from it has become a major priority for communities and organisations generally. Wilson (1997) observed that the new workforce is the changing workforce. For instance, todays workforce comprise of more dual family earners, an older work force, more people of colour and ethnic minorities, more people with disabilities and more homosexual practitioners. These set of new workers that falls within the groups earlier mentioned are more demanding and their expectation about the employees involvement is so great, Provision has to be made for better work and balance family and making information more accessible, legal frameworks should be in force in order to encourage the Irish workforce to acknowledge and appreciate diversity. The Employment Equality Act 2004 and the Equal Status Act 2000forbid by law on different nine grounds the act of discrimination including race and membership of the travelling community. Section 24 of the Employment Equality Act 2004, states that it is projected towards the implementation of the principle that embrace treating people equally treatment irrespective of race and ethnic background, establishing a general framework for equal employment and occupation and equal treatment for men and women in regards to employment, vocational training and promotion. As a social care worker, working in a diversity workforce, it becomes paramount to take cognisance of and respect such differences. Cultural diversity and ethnicity are not a new occurrence in Ireland. The Irish Travelling Community is synonymous with a long history of a strong cultural background and unified identity group that is peculiar to their clan. Only when these differences are acknowledged in a respectable manners and informing ourselves with regard to them can we be rest assured that these differences has been addressed. Basically, understanding and valuing of differences are what equality and diversity are all about. It is about the creation of a suitable working atmosphere that acknowledges respects and harnesses difference. A fair environment allows everyone to contribute and gives the opportunity to all to fulfil their potential. Practitioners face many challenges in their everyday work environment. In stressful situations it is important to have support, for example, from the team a carer work with, the supervisor or even an individual co-worker. Consistency is an important tool for any practitioner so as to provide the best service for the people that they work with. Powell (2004) explains that ignoring diversity may limit a team in its work to reach a required goal. According to Powell, practitioners benefit from working in a multicultural environment as it teaches them a culture of inclusion and they can benefit from the range of skills and values that are present in wherever section they find themselves. This will eventually result to an environment that is devoid of discrimination and prejudice and ultimately both client and staff relationship will be greatly strengthened. In the present times of highly increasingly mobile and diverse modernised society the key requirement for social work practice to be effective is to imbibe the culture of adequate educational training and practice code of conduct that includes an understanding of minority ethnic cultures and sensitivity to inter-cultural perspectives. The National Association of Social Workers (N.A.S.W) describes the responsibilities of social workers as to act to expand choice and opportunity for all persons, with special regard for vulnerable, disadvantaged, oppressed and exploited people and groups. These standards heighten the acceptance and respect for diversity as a fundamental social work value. Share et al (2009) points out that many third level institutions providing social care courses integrate inter-cultural training as part of the prospectus. Many organisations adopt diversity programmes to combat exclusion in the work place. Social workers have a professional mandate to identify and challenge organisational systems and individual practices that compromise client service, choice and general well-being. (Maidment et al, 2002: 399). Constant rising in Ethnicity and social heterogeneity has been identified as one of the greatest and essential challenges militating against modern societies, and in the same way, one of the most significant opportunities in almost all the advanced countries of the world. One thing that is very certain that can be said about virtually all the modern societies is that is generations are going to be more diverse than ever in a foreseeable future. According to Putnam (2007). He described in the theoretical tool kit of social science two diametrically opposed perspectives about the effects of diversity on social connections. One of those, he labelled the contact hypotheses which argues that diversity fosters interethnic tolerance and social solidarity. The more we associate and make more contact with people who are different from us, it will enable us to overcome our initial hesitation and ignorance and come to trust them more. This is true in social care an example can be that the first time a service user would have had a black worker as a carer there could or would have being name calling because they did not know any better. In some cases this has improved as the client and carer have gotten to know each other and come to realise that the only difference is their culture and not what colour they are. CONCLUSION This essay has been able to observe and established that in order for social care work to be effective and fair, social care workers need to acknowledge differences and embrace them so as to reap the benefits of a diverse workforce. Racism has no place for the social care worker in the work place. Working with clients who have diverse needs can only serve to further teach a social care worker and enrich their practice, which in turn promotes their standard of professionalism and experience. What is recommendable is that there are two sides to a coin, diversity as it may, in totality could be a blessing in disguise because it can propel a society towards achieving or providing the best and the most effective service delivery in the context of social care practice through all the possible learning and training processes that ranges from competency to ethical conducts for all the social care workers. This essay has shown just what diversity is and what types of diversity challenge social care workers could encounter on a daily basis. It has also emphasised how important training and development is in order to give potential social care workers a prepared insight into how diversity can be managed and respected. The world is a small place and social care workers need to recognise and embrace all cultures and their respective differences in order to further enhance their ability to help all service users in multicultural society like ours. Emphasis has been laid on some the importance of anti discriminatory practice in the context of this profession like better service delivery, enhancing good relationship, improve professionalism and help to facilitate cultural competence and ethical standard amongst others. All this factors put together will ultimately underpinned the future and best practice for this profession.

Discussing Business and Communications

When someone mentions the word communication, one†s thoughts turn to a newspaper, the radio, television, or another more common means of mass-type communication. One does not usually make the connection between communication and other institutions such as business. Good business, however, goes hand in hand with good communication. Good managers and professionals realize that the ability to communicate is not a silly frill; it†s a necessity that helps all accomplish their work (Murphy 2). Therefore the question is often posed: Are these problems of poor communications that face managers and professionals becoming more and more critical? The evidence suggests the answer to be yes- these problems are serious and are growing more and more serious everyday. John O. Morris, a Management Communications Consultant consolidates this problem into a single statement called the Morris Maxim. It states that â€Å"Communications problems grow much faster in any organization than the organization itself grows† (Morris 3). This maxim emphasizes the need for better communication in organizations such as big business through the implication of what would happen if that organization did not fix it†s structure to better handle increasing communication needs. However, before dealing with a solution to the problem of communication in business, (frequently dubbed business speak) it is important to understand how big business operates. Big business was created in the mid-1800†³s to organize corporations such as the railroad, oil and steel industries. At that time, the only other organizations that had a similar size and structure were the Roman Catholic Church and the United States Army. These organizations are extremely authoritative in nature, and use a system of hierarchical communication. This translates into a business organization/communication style which is basically condescending in nature and is based primarily on status . Business speak is often straight, to the point, and beneficial to the individual speaking first, and to others second. This shows its hierarchical origins in that very often, the speaker is one who will use one or more power strategies, mostly the perception that someone can inflict negative consequences. Other issues in business communications include lack of responsibility in the upper ranks of the hierarchy, lack of training in good communications for the majority of employees, and lack of honest, direct conversation between business and it†s customers. These problems need to be fixed for a business to truly succeed, and can be fixed if managers and high-ranking officials take the initiative and implement a few simple and straightforward techniques into their business styles. Current problems facing business communications deal mainly with the apparent lack of functional inter-level communication. That is, communication employees as well as customers can understand. One of the main reasons behind this lack of understandable communication is that there are some many ways to avoid good communication and maintain the status quo for the short term. These mostly pertain to issues brought to a company from outside sources. These include letters of complaint, inquiries from government bodies such as the Federal Trade Commission, and published evaluations (i. e. editorials, product reviews). Instead of addressing these issues head-on and dealing with them, companies are more likely to dodge responsibility. There are 2 main ways to dodge accountability: denial and evasion of responsibility (Benoit, 90). In using denial, a corporation or employee refuses any wrong-doing, and usually transfers blame to another company or employee, often one that is lower on the â€Å"corporate ladder†. This is similar to evasion of responsibility, which often names scapegoats. In addition to that, evasion tactics often claim that any wrong-doing was an accident, or that the intentions behind their actions were good. These tactics allow for excuses to be made and for responsibility to be forgotten. Lastly, some companies will refuse to accept any wrongdoing, and simply fix the problem. This was the case when Tylenol was accused of allowing their merchandise to be tampered by not putting a safety seal on their product†s bottle. This prompted Tylenol†s executives to start sealing their bottles, but they never accepted responsibility for not sealing them in the first place (Benoit 92). This is just one example of a company distancing itself from blame. In order for there to be good communication, corporations must begin accepting responsibility for their actions, and begin making sound business decisions based on what the customer wants and needs. This would be most advantageously served with clear communication between a company and it†s customers. On the whole, communications between companies and customers are based on a â€Å"need to know† basis. There are exceptions to this rule, however. One company has done an increasingly good job in maintaining good communications lines with it†s customers. Intel, Inc. s a computer micro-processor firm that controls over 90% of the computer chip-set industry (Yahoo Tech Headlines). In their annual report, Intel†s top executives announced the creation of a â€Å"sort of R&D lab and strategic think tank to the industry† in which â€Å"we (will) work with PC makers, software developers and PC users to understand their future needs and wishes, and work intensely with industry leaders to develop products or specifications that meet those needs†. In doing so, Intel has opened a direct link to it†s customers, allowing for direct customer impact on some of Intel†s management and directional decisions. However, even the most open and direct company is not without it†s business speak. The following was taken from the same annual report, under the heading â€Å"Taking responsibility for our own growth†: We know we can't wait for growth to come to us. We are responsible for our own future and work to make it as successful as possible by removing roadblocks to PC platform growth, developing preference for the Intel Inside(R) brand among PC users and supporting emerging PC markets around the world. Together, these strategies build value for our stockholders, which is, after all, our most important goal. While this may look like a positive, non-aggressive statement, one finds a different meaning when looking at it from a business speak point of view. The most obvious example of business speak is the phrase â€Å"removing roadblocks to PC platform growth†. Basically stated, Intel wants to buyout or take-over any companies that might stand in the way of allowing Intel to control the industry. If Intel were to come right out and say this, there would be massive investigations from government and consumer groups that would plague Intel for years. Therefore, by tailoring what they tell their customers and stockholders, they are dodging a bullet and enforcing a hierarchical position over it†s customers and stockholders. However, customers are not the only one†s often left in the dark on business decisions. Sometimes, even high ranking officials are not consulted and are left to adapt to a change they had no say in. Such was the case with James Bennett, CEO of Picadilly Cafeterias, Inc. In 1986, then chief financial officer Bennett sat in a meeting and listened as Picadilly†s CEO announced plans to change the recipes of some of their most popular items. These changes were to be unannounced and were never tested or approved internally. There was no communication between the CEO and the company. James Bennett quit later that week and Picadilly†s sales plummeted from $11 a share to $6 (Forbes, 63). In 1992, Bennett was back in action, this time as CEO. He began a comprehensive overhaul that brought back the â€Å"good home cooking† that was the Picadilly tradition. â€Å"I†m just going back to ways that have always worked† (Forbes, 63). Those ways included clear communication between customer and company, as well as between employer and employee. That difference has translated into profit: shares in Picadilly are now worth $14 a piece (Forbes 64). He proved that a business can not be run on a spreadsheet alone. Knowledge in the area of communication, even if at the most elementary level is one of the key factors in a successful employment history. In a survey of 13,586 of its college graduates, General Electric Company found that the great majority of its employees cited written and verbal communication as the college training that had contributed most to their success in business (Zelko 7). It for this reason that many colleges have reported an increase in enrollment in communications classes. In addition to college courses, companies are now beginning to take the initiative and teach their current employees communications skills. This in-service of sorts can be accomplished very efficiently if a few guidelines are met. These include the establishment of an informal and permissive climate, the establishment of the value and importance of the training, and general across-the-board participation- that is, contributions to the group from all of it†s members (Zelko, 8). These guidelines ensure that the environment will be right to help educate the employee that is not versed in communication. This training can be a catalyst in the growth of a business, as well as helping to create a work-friendly environment that encourages productivity (Murphy 9). The American Management Association calls the ability to communicate a â€Å"vital skill of management†, and declare that â€Å"progressive companies now recognize (this ability)†. It is important to improve not only downward communication , but upward communication as well. Values of good downward communication include the ability to help a manager†s authority to be accepted, an evocation of cooperation that helps to solve problems, and a general expression of a more friendly atmosphere that builds morale everywhere (Murphy 281). Values of enhanced upward communication include the ability to forewarn top management of employees† reaction to policies, clarification of directives, and ability to offer valuable ideas to supervisors (Murphy 281). These values can help improve business exponentially, mostly due to the combined efforts of employees and their supervisors. When upward and downward communication has been established, the major problems dealing with communications in business will be eliminated. The hierarchy that is big business will become less prominent, and the business will function much better. A basic analogy that sums up hierarchical structure in business is this- when times are rough, a car that uses both the front and rear tires to move will make out better than a car that uses just the front wheels. Business should be considered a vehicle that has four-wheel drive, not a vehicle with front-wheel drive. In conclusion, communicating in business is one of the leading restraints that a corporation has to deal with in it†s advancement up the ladder of success. However, if a business chooses to hone it†s ability to communicate and increase the level of productivity due to the sharing of ideas all across the corporate ladder, employee and consumer alike will share the increase in quality of a business products, be it computer microprocessors, or cafeteria food. In short, good communication makes good business.

Student Learning Outcomes Research Paper

Student Learning Outcomes Research Paper The student learning outcome I chose to research is the relationship between the development of oral language and the development of literacy. These are in the InTASC standards 1,2,4,5, and 8. Oral Language is the listening and speaking part of communication and is a process that develops naturally. The roots of oral language are listening, speaking, opportunities for conversation, and vocabulary development. Oral language development and vocabulary are directly linked to reading comprehension.As a teacher it will be your job to provide opportunities and support for students to develop their oral language. Oral Language lays the foundation for reading comprehension. Students have to be able to understand language at the oral level in order to be expected to understand it at the text level. If a student can only understand a 6 word sentence orally then they will only be able to understand those 6 words they read in a book. Oral language begins very early. Even before babies can say words they begin to coo and make sounds that develop into words. Parents should talk to babies and tell them the names of objects.Encouraging babies to say syllabus and repetitive sounds like â€Å"mama† and â€Å"dada† are great ways to begin oral development. If I child never hears any words or language spoken to them then how can they ever be expected to speak that language. As a teacher you should incorporate the following into your classroom to encourage oral language development; engage children in extended conversations, encourage children to tell and retell stories and events, discuss a wide range of topics and word meanings, use new and unusual words, ask open-ended questions, encourage language play.Some things for students to do to develop their oral language are; explore and experiment with language, name and describe objects in the classroom, ask and answer why, who, what, when, where and how questions, hear good mode ls of language use, and discuss topics of interest. Oral vocabulary is key when a beginning reader makes the transition from oral to written forms. Between grades 1 and 3, it is estimated that economically disadvantaged students' vocabularies increase by about 3,000 words per year and middle-class students' vocabularies increase by about 5,000 words per year.As a teacher you should recognize which of your students have a less environmentally rich home life and compensate for that. Also you should be aware of students that are not from English speaking homes. If the only place a student hears and reads English is at school, they are going to develop their vocabulary slower than a student who hears the language both at home and school. (Kieffer 146-157) Oral language and the development of literacy are interconnected and inextricably linked.Students need an environment which engages them in the literary practices of their community in which they live, interact and learn. The relations hip, then, is between everyday talk and literary language. For example, small children will mimic its parents gesturing. I can not state enough that oral language and literacy greatly compliment each other as a child develops their communication skills. In our schools teachers teach children to read and write by listening for the sounds in words and predicting the letters that are used to make those sounds.Sound-symbol relationship and phonemic awareness are very important developments for young children to be successful with the literacy curriculum. Children learn to understand and verbally express language at a very rapid pace, beginning with their first moments of life. Literacy development is obviously not expected from children until they enter school. Like oral language, there is a wide range of â€Å"normalcy† when it comes to the age a child will reach each milestone. Basically, each domain supports the other.Children whose articulation is poor often improve greatly w hen they are able to read, as the letters help them learn to produce the correct sounds and to sequence them appropriately. Likewise, children who have a good vocabulary and are good at spoken language will often become very successful readers. According to an article I found â€Å"key principles that were applied in the study to enable the development of a community of practice focused on information literacy integration. These principles can be summarized as: 1. nowledge is socially constructed and the social nature of cognitive development serves as a powerful dialogic model for understanding how IL could be integrated into the curriculum in a community of practice; 2. tools play an important role in these social interactions in curriculum integration; 3. internalization can serve as a powerful model when data is generated and analyzed using this research approach. † (Dawkins , and O'Neill 294-307) Reading comprehension depends on language abilities that have been developi ng since birth.Basic vocabulary and grammar are clearly essential to comprehension because each enables understanding of words and their interrelationships in and across individual sentences in a text. However, children who comprehend well go beyond word and sentence comprehension to construct a representation of the situation or state of affairs described by the text. In some theories, this is referred to as a mental model and it involves organizing a text’s multiple ideas into an integrated whole, using both information from the text and the reader’s own world knowledge.To do this, successful comprehend draw upon a set of higher-level cognitive and linguistic skills, including inferencing, monitoring comprehension, and using text structure knowledge. Take the following story for example: â€Å"Johnny carried a jug of water. He tripped on a step. Mom grabbed the mop. † The literal representation of the individual words and sentences does not enable the reader t o integrate their meanings and construct a mental model. Successful comprehenders understand narrative structure and couple it with their knowledge to infer that Johnny spilled the water.They then understand why Mom grabbed a mop. They also monitor their comprehension of stories-either written or spoken-and realize the need to make an inference that Johnny spilled the water to make sense of Mom’s response. (Justice, Guo, Kaderavek, and Dobbs-Oates 420-429) Literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word. So lets think about this situation as an example of how oral language and literacy are connected. A student who is born in Mexico moves to the United States during 1st grade.Would you expect this student to read or write English? Of course not! So if this student came to your school never even having heard English would you just give them a book with only English words and no pictures and expect them to read it? Defiantly not! Would you give them a piece of paper and pen and expect them to write what they want in English? No way! Would you talk in normal sentences and expect a correct English reply? I hope not! So what would you do? Well having done research I would first find a student who also knows Spanish so that they can communicate and the new student wont feel alone.Students need to feel safe and comfortable in able to learn. Learning the letters is one of the next steps I would take in teaching the student to read, write and speak English. Saying the sound and pointing to the written letter then having the student trace the letter and say the sound. See how the oral and written process work together? They are both a process that are always developing. As humans we are always learning new words and vocabulary. I hope this paper has taught you a little bit about what I have learned about oral language and literacy development.This is a big point that I have learned a lot about thi s semester. I never really thought about how much the two are related until I started to research it and found so many different articles. I don’t think anyone can really argue that the two are not related. Just look at your own life and how you first learned to talk and read. Look at things in this class for example. We have learned vocabulary words not familiar to us. We were shown these words and told how they are pronounced so that now you can recognize the word in text and also pronounce the word when talking. Student Learning Outcomes Research Paper

Requisitos del acta de nacimiento para Inmigracin

Si le han pedido un acta  de nacimiento o debe presentarlo durante la tramitacià ³n de una peticià ³n o solicitud migratoria para Estados Unidos, es posible que sienta inquietud porque desconoce los requisitos que debe cumplir el documento. No se preocupe, este artà ­culo resuelve todas las dudas. Se aclara quà © informacià ³n debe contener el acta de nacimiento para ser admitido por las autoridades migratorias. Tambià ©n si debe estar traducido y/o notarizado y quà © hacer cuando es  imposible conseguir uno. Y es que si se saben las reglas no es complicado seguir sin problemas con la tramitacià ³n que se està ¡ gestionando. Antes de empezar, comentar que un acta de nacimiento se puede llamar en algunos paà ­ses certificado  o partida de nacimiento. En todo caso, es lo mismo y aquà ­ los tres nombres se utilizan indiferentemente. Situaciones para las que se pide un acta de nacimiento Lo cierto es que pueden ser muy variadas pero por lo general tiene lugar en tres tipos de trà ¡mites: cuando un ciudadano americano debe acreditar su nacionalidad es uno de los documentos admitidos cuando se ha nacido en Estados Unidos. Asà ­ se solicita una copia.para los trà ¡mites para obtener una visa de inmigrante (tambià ©n conocida como green card o tarjeta de residencia). Este requisito se pide tanto en los ajustes de estatus (I-485) como en los procedimientos consulares.Y, por à ºltimo, en la tramitacià ³n del I-9, para verificar que se es elegible para trabajar. Aunque puede suceder que se solicite un acta de nacimiento para trà ¡mites relacionados con las visas no inmigrantes, estos casos no son frecuentes. Requisitos del acta de nacimiento extranjero para Inmigracià ³n Es frecuente que las autoridades migratorias o consulares soliciten un acta de nacimiento a personas extranjeras como parte de la tramitacià ³n de peticiones o solicitudes. En estos casos, es  preciso presentar una copia del certificado emitido por otro paà ­s que debe incluir todos los siguientes requisitos: Nombre y apellidos completos, sin incluir inicialesFecha y lugar de nacimientoNombre de los padresSello de la autoridad que emite el documento como, por ejemplo, el Registro CivilAnotacià ³n de la autoridad que lo emite en el que se especifica que es una copia del original No se admite un acta de nacimiento emitido por el consulado o la embajada de un paà ­s en los Estados Unidos.  ¿Tiene que estar notarizado? Para casos relacionados con la obtencià ³n de la tarjeta de residencia (green card) el certificado de nacimiento no tiene que estar notarizado, ni certificado ni apostillado.  Ademà ¡s, no es necesario el original, basta con una simple copia (el sello y la firma tienen que ser orginales). Para otro tipo de trà ¡mites, seguir fielmente las instrucciones sobre requerimientos, ya que pueden ser diferentes.  ¿Tiene que estar traducido al inglà ©s? Por à ºltimo, si el documento no està ¡ en inglà ©s hay que traducirlo. No es necesario que la traduccià ³n la realice un traductor certificado. Basta que la realice una persona con buenos conocimientos del inglà ©s y del espaà ±ol y que asà ­ lo afirme y se identifique en una declaracià ³n jurada (affidavit). Se puede seguir este modelo de carta. Lo que sà ­ es imprescindible es que dicha traduccià ³n la realice una persona distinta al beneficiario de la peticià ³n migratoria. Tampoco puede realizarla el patrocinador de una  green card.  ¿Quà © hacer cuando no hay acta de nacimiento o contiene errores? En casos muy concretos y extraordinarios no serà ¡ posible presentar el acta de nacimiento porque o bien nunca existià ³ o bien los archivos en los que se encontraba se han destruido o no es posible encontrar la anotacià ³n original. Incluso porque el registro del nacimiento no se realizà ³ durante el primer aà ±o de vida. Cuando asà ­ suceda las autoridades de inmigracià ³n permiten presentar documentacià ³n secundaria para probar el nacimiento. En primer lugar, hay que dirigirse al Registro Civil o a la oficina oficial que en la actualidad lleve este asunto en el lugar donde la persona nacià ³ y solicitar que se emita un certificado de falta de registro en el que se seà ±ale claramente que se ha buscado la documentacià ³n solicitada y que no se ha encontrado. Y a continuacià ³n se puede acompaà ±ar tal certificado de falta de registro con evidencias adicionales, siendo la preferida una declaracià ³n jurada de una persona - puede ser un familiar- que hubiera tenido conocimiento directo del nacimiento. Si no es posible, pueden admitirse rà ©cords como el de bautismo o incluso informes mà ©dicos o escolares. El Departamento de Estado publica una lista de documentos que pueden presentarse como evidencia secundaria de nacimiento y que puede cambiar de paà ­s a paà ­s, por lo que de darse el caso es recomendable consultar directamente con la oficina consular cuya jurisdiccià ³n se extienda al lugar en el que tuvo lugar en nacimiento. Informacià ³n especà ­fica para mexicanos en Estados Unidos Algunos estados mexicanos permiten solicitar el acta de nacimiento por internet. Estos son los pasos a seguir. La vida que espera como residente permanente Ya que muchos de los trà ¡mites para los que se solicita un certificado de nacimiento està ¡n relacionados con una peticià ³n de green card es conveniente recordar que el  estatus de residente no es igual al de un ciudadano. Y que la residencia es, sin duda, un privilegio y, como tal, va acompaà ±ada de una serie de obligaciones que hay que cumplir.   Una gran forma de conocer los derechos y las obligaciones y asegurarse de que se conoce todo lo imprescindible para conservar la tarjeta de residencia es completar con à ©xito este test de respuestas mà ºltiples. Un modo fà ¡cil y rà ¡pido de adquirir informacià ³n fundamental.