Qué es Alien Registration Number y dónde encontrarlo

Quà © es Alien Registration Number y dà ³nde encontrarlo El Alien Registration Number es un nà ºmero de identificacià ³n asignado por una agencia o autoridad de Estados Unidos a un extranjero presente en el paà ­s. El Alien Registration Number, que tambià ©n se conoce como  A Number, A #  e incluso  green card number  est conformado por la letra A seguido siete, ocho o nueve dà ­gitos. Una vez que un nà ºmero ha sido asignado a una persona, à ©ste no cambia, es decir, siempre es el mismo. Quià ©nes tienen un Alien Registration Number Los extranjeros  que se encuentran en Estados Unidos pueden tener un Alien Registration Number, pero no todos lo tienen. En realidad, solamente los que se encajan en una de las cuatro  categorà ­as siguientes: En primer lugar, los residentes permanentes legales, es decir los que tienen una tarjeta de residencia, tambià ©n conocida como greencard. En segundo lugar, los extranjeros en proceso de ajuste de estatus. En tercer lugar, los extranjeros que tienen un permiso de trabajo por razones distintas a un ajuste de estatus. Y, finalmente y en cuarto lugar, los migrantes que sin pertenecer a ninguna de las tres categorà ­as anteriores  tienen o han tenido algà ºn tipo de procedimiento abierto en una corte migratoria. Por ejemplo, el caso de indocumentados en un proceso de deportacià ³n o un solicitante de asilo en fase defensiva, etc. Cabe destacar que si se est en Estados Unidos con una visa no inmigrante, como la de turista, estudiante, etc. no se tiene un Alien Registration Number, a menos que se haya abierto un procedimiento en corte migratoria o està © en tramitacià ³n para ajuste de estatus. Asimismo, los indocumentados que no han tenido ningà ºn tipo de contacto con las autoridades migratorias tampoco lo tienen. Por à ºltimo, cabe destacar que es posible solicitar a USCIS que notifique cul es el Alien Number de una persona que sabe que lo tiene pero no es capaz de encontrar ningà ºn documento en el que figura y no lo recuerda de memoria. Para estos casos se puede pedir una FOIA mediante el formulario G-639. Tambià ©n es posible solicitar el rà ©cord migratorio a una corte. Dà ³nde un migrante puede verificar cul es su alien registration number Este nà ºmero se puede encontrar en la tarjeta de residencia green card. Los migrantes que ingresaron a EE.UU. con una visa de inmigrante pueden encontrarlo en dicha visa, con el nombre de registration number. Asimismo, puede encontrarse en la carta del USCIS en la que se notifica la aprobacià ³n de la solicitud de ajuste de estatus o en la tarjeta de un permiso de trabajo. Los migrantes que tienen o han tenido un trmite ante la corte migratoria pueden encontrar el nà ºmero de alien en la apertura del expediente. Para quà © se utiliza el alien number El alien number es necesario para completar  formularios  de todo tipo, pero especialmente los migratorios, aunque tiene ms finalidades. Si al llenar una planilla piden un A# de nueve dà ­gitos pero se tiene un alien number de solamente siete u ocho debe aà ±adirse un 0 (cero) o dos ceros a la izquierda del nà ºmero para asà ­ tener un nà ºmero de nueve cifras. Es necesario el nà ºmero de alien, por ejemplo, cuando un residente permanente reclama la tarjeta de residencia para su cà ³nyuge o hijo se le pide su nà ºmero de extranjero. Tambià ©n es necesario para pedir la ciudadanà ­a estadounidense por naturalizacià ³n, solicitar el Nà ºmero del Seguro Social o al completar el formulario I-9 al iniciar un trabajo en una empresa. Tambià ©n se utiliza para declarar y pagar  impuestos  e incluso para solicitar  becas  federales mediante la Aplicacià ³n Gratuita de Ayuda Federal para Estudiantes (FAFSA, por sus siglas en inglà ©s) para quienes puede aplicar desde el punto de vista migratorio y financiero. Tambià ©n se utiliza para comprobar el derecho a ciertos beneficios sociales, como cupones de alimentos o Medicaid. Otro ejemplo para el que se utiliza el A# es para buscar a personas que se cree que han sido detenidas por Inmigracià ³n. El sistema para localizarlas digitalmente creado por el gobierno pide que se introduzca ese nà ºmero, si se tiene uno y se conoce. Por esta razà ³n, si se tiene ese nà ºmero es importante comunicarlo a un familiar cercano o a un amigo confianza porque puede ser muy à ºtil que otra persona lo tenga a la hora de localizar a migrante que ha sido detenido. Tambià ©n se puede utilizar el Alien Registration Number para que un migrante pueda saber si tiene una orden de deportacià ³n en su contra dictada en ausencia. Si existe una duda razonable de que un migrante tiene ese tipo de orden es importante que se informe ya que de ser detenido podrà ­a ser deportado inmediatamente sin pasar por corte migratoria. Quà © hacer si un formulario pregunta el Alien Registration Number y no se tiene Si una planilla pregunta por el nà ºmero de alien y no se tiene se debe dejar el espacio correspondiente en blanco, escribir NONE o N/A. Un ejemplo son los formularios para solicitar los papeles a un familiar en el punto en el que preguntan por el A-number de la persona pedida, si à ©sta no hay tenido jams uno. Lo que nunca se aconseja es escribir un nà ºmero falso, inventado o que corresponda a otra persona ya que eso es un fraude de ley y puede tener en el futuro consecuencias migratorias muy negativas. En ocasiones, ser posible utilizar como nà ºmero de identificacià ³n el del Seguro Social o incluso el ITIN. Pero hay que asegurarse de que es posible. En muchos casos no se admite la sustitucià ³n de un nà ºmero por los otros ya que el nà ºmero del Social o del ITIN no indican, por sà ­ solos, estatus migratorio legal.   Evitar confusiones con el Alien Registration Number No se debe confundir el Alien Registration  Number con el nà ºmero de Seguridad Social. El SS# consta de nueve dà ­gitos y es emitido por la Administracià ³n de la Seguridad Social a los ciudadanos estadounidenses, residentes permanentes legales y a ciertas categorà ­as de extranjeros con visas que permiten solicitar autorizaciones para trabajar. Tampoco confundirlo con el nà ºmero del I-94, registro de entrada y salida de Estados Unidos y que es el nà ºmero que se pide para completar algunos formularios migratorios, como por ejemplo, pedir extensià ³n o cambio de visa, solicitar ajuste de estatus, etc. Puntos Clave: Alien Registration Number El Alien Registration Number es un nà ºmero de 7,8 o 9 dà ­gitos que sirve para identificar a extranjeros en EE.UU. Es siempre el mismo, nunca cambia.No todos los extranjeros tienen un Alien Registration Number. Sà ­ lo tienen: residentes permanentes, personas con ajuste de estatus aprobado, extranjeros con permiso de trabajo y migrantes que han tenido o tienen un expediente en corte migratoria.Llenando el formulario G-639 es posible pedir a USCIS que notifique el nà ºmero de alien de una persona que sabe que lo ha tenido pero no lo recuerda ni guarda ningà ºn documento en el que conste. Tambià ©n se puede pedir una FOIA a una corte migratoria.Llenar un formulario utilizando un alien registration number falso o de otra persona es un fraude de ley. Este es un artà ­culo informativo. No es asesorà ­a migratoria legal para ningà ºn caso concreto.

Inspiring Policy on Disease- and Emergency-Related Issues Essay

Inspiring Policy on Disease- and Emergency-Related Issues - Essay Example cy is on the process of being revised as the policy network grapple with the issue of whether routine mammograms for women starts at the age of 40 or 50. This particular issue is dependent on the movements of the current health care reform being undertaken in America. In examining the trajectory of breast cancer policymaking beginning in the 1980s towards the 1990s, one can identify the glaring fact that a single policy could take years to be made. This is demonstrated in Lillquist’s (2001) study on breast cancer policymaking, which mapped out the timeline of the most important legislative achievement to date, The Breast and Cervical Cancer Mortality Prevention Act. Legislative hearings on this policy began in 1984 and this stage in the process took six years before a bill was finally introduced and passed into law in 1990 (Lillquist, p.20). The period taken by the process was, as a matter of fact, short in comparison with the conventional lawmaking since breast cancer as a health problem is considered a special case with special characteristics. According to Lillquist, the breast cancer issue became an amalgamation of environmental, racial, aging and feminist issues (p.24). These characteristics entailed the political leverage that helped expedite policymaking. It must be noted that during the 1980s, the policymakers are lukewarm to the issue, treating breast cancer as part of a wider health policy. Prior position during this period did not consider services as the government’s responsibility (Lillquist, p.19). Kasper and Ferguson pointed out that even when breast cancer has been identified as a social issue since the 1970s, public policy responses were minimal (p.18). But in the course of the legislative process, this changed because of the advocacies of the National Breast Cancer Coalition (NBCC). This group, which was composed of cancer survivors, worked tirelessly to raise the level of public awareness on the issue and get people involved. By the time a

Oral report Essay Example | Topics and Well Written Essays - 750 words

Oral report - Essay Example Compared to them, now women are more independent and liberated. They can speak, act, and decide things in their own liking with no gender consequences imposed on them. Things are definitely much better. Men have learnt to accept women as their equals in society and life. They have embraced this change and even worked towards enforcing it such as giving equal parliamentary seats for women in various democratic nations. It is said great that things are borne of ideas and thoughts. I thought and wished for this development to once occur and it has. I also tried to acquire education to this effect but due to some reasons was unable to finish. The interviewee seemed very interested. More information was actually being given than what the questions were asked. They seemed to spark some memories and feelings that she wanted heard. It even proved difficult to sometimes be able to steer the interview in the correct direction and relevance to the questions. In her eyes and dedication you could feel that she felt part of history and its unfolding. That she is proud to have experienced that time and the changes that have occurred ever since. Most of what the subject answered was typical of other American women especially African Americans. Their experiences of this period are mainly filled with experiences of racial and gender discrimination. Aspects that greatly surrounded their lives and they all seemed to have wished it away though done nothing active in effect of this. During the periods of 1940’s, Detroit was the leading vehicle manufacturer and boasted of high living standards which rose social issues that later brought its crumbling (Herron 12). It had started a single house policy and living conditions and standards were of a higher class. This was mainly due to the vehicle manufacturing workers good pay. This meant that those earning less such as the subject and most of African American communities had

To Have a Baby Essay Example for Free

To Have a Baby Essay When couples have their own babies, they will experience positive things in life. For one, having a baby can change their life for the better as babies symbolize the miracle of life. Another is that it can also bring joy and happiness into their lives while easing away any of their emotional burdens. Finally, it can also train couples to become more responsible as they grow older. Babies symbolize the miracle of life and for perhaps the best reason. A newly born baby provides people a reminder of the wonders of life. From the baby’s moving arms and legs to the baby’s first cry, all of the things that a baby does are proofs of life and can only assure couples that their child is a symbol for their fruitful existence. Babies can ease any emotional burdens of couples since babies bring joy and happiness into their lives. A simple smile or chuckle from a baby can easily lighten the mood of anyone, especially the parents of the baby. It can be said that the laughter of a baby is infectious; those around a chuckling baby is sure to feel the same way, if not act in almost the same way as the baby. A â€Å"bad† day can easily turn into a bright and happy one when babies begin to smile at their parents. Having a baby is in itself a training process since the tasks involved in rearing a child from birth onwards are crucial. From changing diapers to making the baby fall asleep in one’s arms, all of the things that couples do for the welfare of their baby is a training process that nurtures them into becoming responsible individuals as parents and as members of the society. There are more positive things that babies can bring into the lives of couples, thereby making life happier for these people with fewer reasons, if any, to be disheartened. To raise a child from infancy is a challenging but rewarding experience that can only be compared next to nothing. To have a baby is to essentially have all the reasons in life to be happy and satisfied.

Hedda Gabler Essay -- essays research papers

Hedda from the play, â€Å"Hedda Gabler† by Ibsen is greatly affected due to her background. Hedda’s father being a general led her to control issues later on in life. She felt weak and needed control over the people in her life. Hedda was born to a great, wonderful, highly regarded and respected general, General Gabler. Because she was his daughter people would show great respect and loyalty towards her. She was used to people listening and obeying her; she just loved having power over others. When Hedda and her husband, George Tesman got back from their honeymoon George’s aunt, MissTesman was telling the maid how particular Hedda is after growing up as General Gablers Daughter, â€Å"Well of course. General Gabler’s daughter. What a life she had in the General’s day! Remember seeing her out with her father-how she’d go galloping past in that long black riding outfit, with a feather in her hat." Now that her father is gone she has seemed to lost the power she once had. The only thing she has left is a large portrait of him that hangs over the coach in the inner room and a set of pistols her father left her. Hedda tries time after time to gain the attention and control she on ce had until she shot herself under the stress of this unbeatable battle. At the age of twenty nine Hedda married George Tesman, a scholar with a doctor’s degree and a good friend. She married him because she really had no other one to turn to and she was getting old. She said, â€Å"I had really danced myself ou...

Curriculum Development for Small Group Esl Essay

I. Description of Learners This private tutoring course has been developed for three elementary school girls, ages 8 – 11. They are sisters, recent immigrants from Saudi Arabia, who will be living and attending school in the U.S. for approximately two years. These students have been assigned a private English language tutor by Cartus Intercultural Language Solutions on behalf of Chevron Corporation, as part of their family’s transfer package. The students have a language background in Arabic, which is the primary language spoken in their home. They each attend a small, private, international school, where their teachers allow them certain â€Å"ESL modifications†. Information gathered from these students’ needs assessment evaluations (to be discussed in section three) showed them to be in the early production stage of English language development. They have limited listening and speaking proficiency, a firm grasp of the Latin alphabet, and the ability to read and write at about a kindergarten level. The students were very hesitant to speak English initially, which made assessment difficult. II. Course Rationale Cartus’ language trainers develop individualized programs to meet the needs of each participant, based on the results of the initial needs assessment process. Language trainers design programs for such practical applications as function-specific skills and vocabulary and conversational proficiency in order to increase your participant’s competency and confidence. Every aspect of the training program is customized. Considering this scenario, there is no standardized curriculum. Once students’ needs have been assessed, and reachable goals have been determined, then materials must be purchased in order to meet course objectives. The primary stakeholder is the children’s father, the students themselves are the secondary stakeholders, and their elementary teachers could be considered as tertiary stakeholders. III. Needs Analysis Cartus leaves analysis and evaluation up to the individual language instructor. An interview was conducted with the father over the phone to determine his goals for each child. During this conversation he also provided insight into each child’s personality and individual English proficiency. It was then discovered that a previous trainer had conducted an English language assessment while the children were still in Saudi Arabia. This assessment can be seen in Appendix 1. Considering the results of the previous assessment, the instructor conducted one on one interviews with each child trying to gauge their levels of proficiency in the following areas: listening, speaking, reading, and writing. The instructor sought to identify any gaps between what students are able to do and what they are required to do at school. Low beginning level questions, such as the ones listed below, were asked in order to define both preliteracy and literacy skills the students possessed. These initial questions were asked orally. How many brothers do you have? How many sisters do you have? What is the name of your teacher? What is the name of your baby sister? How many fingers do you have? What is your favorite toy? In addition, during the course of the program, one of the children’s teachers was consulted in order to identify more specific goals. IV. Goals and Objectives The students’ father is the primary determiner of their educational goals. He stated, â€Å"They each need to be able to read passages at a faster rate and be able to speak and conversate.† (sic) In order to achieve these goals, the instructor took into account the students’ needs and abilities and set the following objectives to meet the father’s fairly broad goal: * Know the names and sounds of all the consonants and vowels * Understand phonics concepts such as consonant combinations * Follow along, reading, and summarizing simple stories with pictures * Demonstrate understanding of everyday vocabulary * Follow simple oral instructions * Demonstrate understanding of the most fundamental, specialized vocabulary in content areas (e.g., shapes, colors, alphabet, numerals, animals) * Understand nouns, verbs, and punctuation * Understand singular and plural * Understand common and proper nouns * Understand simple past, present, and future tenses. V. Course content Lessons are conducted in the students’ home for three hours four days a week. The instructor has purchased all study materials and supplies to be used for the program. The materials are kept at the students’ home for them to use on their own over the weekend. Occasionally a student will have a homework assignment that needs to be addressed by the language instructor. In those instances the subject matter is incorporated into the curriculum and each student will learn key aspects of the material in a situational capacity. Although the students are of varying ages, due to their intimacy and language background, lessons are often conducted as a small group. It has been established that they challenge one another to speak English and are competitive when it comes to reading and responding to questions in English. They have a positive effect on one another, so the occasional situational content can be either elaborated upon or simplified as needed. Over the first months of the program, lessons were focused on advancing the students from the silent period to initial stages of speech. The students were introduced to concepts of consonants, vowels, and phonics before additional topics were explored. Once students began to speak and read with increasing frequency, they began reading sentences and discussing stories. Recently they have been able to volunteer information about themselves, their day at school, and other activities. Below are examples of lessons on vowel sounds, consonant blends, rhyming, and reading VI. MaterialsThe instructor has purchased compatible study materials to be used and shared by all of the girls. There is no one overaching core book, rather many workbooks, puzzles, games, and story books are used throughout the lessons. In addition to some of the worksheets shown above, those materials include the following: This book introduces consonant combinations such as â€Å"sl†, â€Å"st†, and â€Å"sk†. Students read the instructions and follow the instructions to fill in the blank, match sentences to corresponding pictures, and fill in crossword puzzles. This book introduces consonant combinations such as â€Å"sl†, â€Å"st†, and â€Å"sk†. Students read the instructions and follow the instructions to fill in the blank, match sentences to corresponding pictures, and fill in crossword puzzles. This phonetic puzzle reinforces students’ understanding of long and short vowel sounds, and is also used to increase vocabulary. This phonetic puzzle reinforces students’ understanding of long and short vowel sounds, and is also used to increase vocabulary. This pack of cards is used to refresh student’s memory of past lessons, and also to make short sentences or phrases. This pack of cards is used to refresh student’s memory of past lessons, and also to make short sentences or phrases. These beginning reading books provide pictoral cues to accompany the sentences. Students are able to recognize animals and food in the books and learn their English names. They are also able to practice phonetic reading skills. These beginning reading books provide pictoral cues to accompany the sentences. Students are able to recognize animals and food in the books and learn their English names. They are also able to practice phonetic reading skills. Magnetic letters are used to create words and fascilitate reading phonetically. Students make rhyming words and create new words by adding â€Å"sneaky silent e† to the ends of short vowel sound words. Magnetic letters are used to create words and fascilitate reading phonetically. Students make rhyming words and create new words by adding â€Å"sneaky silent e† to the ends of short vowel sound words. VII. AssessmentBecause these students are not graded or scored, their knowledge and ability must be assessed in less structured, more organic ways. The students attend English language school every day and have certain anxieties in regard to tests and quizzes. Assessment is performed during every lesson to determine what tools and materials are meeting the students’ needs, as well as how the students respond to the materials. The students’ father, as well as comments from classroom teachers provide vital information that the language instructor uses to assess the students, to inform future lesson content, and to raise the bar for students’ objectives.Students are on a break for the holidays, but during their last lesson they were asked some of the following questions:What is a noun?Can you each name three common nouns?What is a proper n oun? How do you write a proper noun?If one is a â€Å"fox†, what are two called?If one is a â€Å"foot†, what are two called?Can you name three words that rhyme with â€Å"cat†?Can you name three words that start with â€Å"sk† like â€Å"skip†?The word â€Å"dime†, does it have a short or long vowel sound?What gives it that sound?How much is a dime worth?What is the opposite of â€Å"up†?What is the opposite of â€Å"hot†?If your body needs food you are _______If your body needs water you are _______Their answers were used to set homework assignments and to establish new goals once lessons resume in January.Observation and interview results have indicated that the students are progressing well into â€Å"high beginner proficiency† and are beginning to understand language and use it in a limited capacity. Typically, they memorize words and phrases and can comprehend and utilize language that they havebeen taught. The curriculum focuses on applying literacy skills to the development of new knowledge. In second language acquisition, social language usually precedes academic language development.Appendix 1. References Dept. of Education, State of Tennessee. 2005. ESL Curriculum Standards: Proficiency Levels. Retrieved December 22, 2012, from http://www.fentress.k12tn.net/ESL Cartus, 2012 Intercultural and Language Training Worldwide. Retrieved December 22, 2012, from www.cartus.comFerlazzo, L., and K. Hull Sypnieski. 2012. The ESL/ELL Teacher’s Survival Guide. San Francisco: Jossey Bass.FlashKids Editors, 2010. Phonics Blends. U.S. FlashKids Books.Magnetic Letters, 2012, Lakeshore Learning Materials.Richards, J.C. 2001. Curriculum development in language teaching. Cambridge: Cambridge University Press.Sight Words, 2012, Lakeshore Learning MaterialsWho Lives at the Pond? Parents. Minibook. Activities: Science & Nature: Ages 3-6. Retrieved December 22, 2012 from www.scholastic.com Worksheets for Young ESL Learners. Retrieved December 22 from 2012,www.bogglesworldesl.com Vowel Sounds Match Ups,

Analyse The Streingths and Weaknesses Of The Boston...

In this essay I will look at the strengths and weaknesses of using the Boston Matrix to help make decisions in business. I will first briefly explain the Boston Matrix and then analyse its effectiveness as an aid to making a marketing strategy. Like Ansoffs matrix, the Boston Matrix is a well known tool for marketing managers. It was developed by the large US consulting group and is a way that a business can compare all of its products. The two aspects it looks at are market share (relative to that of competitors) and market growth. To use it you would look at all of your products and sort them into 4 categories, stars (products with a high market growth and a high market share), cash cows (high market share in a market with little†¦show more content†¦There are several advantages and disadvantages of using the Boston Matrix to help make decisions like this... Firstly, there is a common assumption that a high market share will automatically mean high profitability of a product. This isnt always the case, as the costs of development of a product must be taken into consideration. For example, when Boeing launch a new jet, yes they have a high market share but they still must cover the extremely high development costs. Although jets are a very specialised product, it is the same for other more simple products as a large chunk of a companies resources go on design and research. Also, at the launch of a new product lots of money must be spent on advertising to ensure that the product does get the market share it wants. The good thing about this is that if this risk is undertaken, the product may in the future become a cash cow and the companies will be able to reap the benefits and the product will be able to support new products. Do you see the cycle that the products follow?, this all links very closely with the product lifecycle. Of course a company should not just assume that a product will follow this cycle, there is no guarantee that a product will follow this cycle and a marketing department would be stupid to assume that a product will. This is another problem with using the Boston Matrix to make decisions (as it is a problem with all other aspects of marketing), that markets just arent that predictable.