Cambio Numero Seguro Social fraudulento por verdadero

Cuando un inmigrante indocumentado trabaja en Estados Unidos utilizando un nà ºmero del Seguro Social falso o que es verdadero pero pertenece a otra persona surge un problema en los casos en los que puede obtener un nà ºmero verdadero a su nombre. Ejemplos en los que se puede obtener un SS verdadero despuà ©s de haber utilizado uno falso Los casos de la Accià ³n Diferida para muchachos y muchachas que llegaron a Estados Unidos siendo nià ±os (DACA, por sus siglas en inglà ©s).Este caso tambià ©n se darà ­a si el USCIS comenzase a aceptar aplicaciones para el programa que se conoce como DAPA, para padres y madres de ciudadanos americanos o residentes permanentes legales. Por ahora, no aplica.Asimismo, puede darse en casos de inmigrantes indocumentados que pueden encontrar un camino hacia su legalizacià ³n. Cà ³mo està ¡ el USCIS tratando este tema En los casos de DACA, el Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) ha optado por pedir que NO se enumere en la documentacià ³n de aplicacià ³n de utilizacià ³n de nà ºmeros del Seguro Social fraudulentos por falsos, robados o por ser totalmente inventados. Y ha concedido la aprobacià ³n del permiso de trabajo (EAD, por sus siglas en inglà ©s). Y una vez que se tiene este permiso, ya es posible solicitar una tarjeta del Seguro Social autà ©ntica. Hay que resaltar que para DACA hay que listar sà ³lo el nà ºmero del seguro social que se haya emitido legalmente a nombre del aplicante (por ejemplo, si tuvo un permiso de trabajo y ahora ha expirado o era uno que nunca autorizà ³ a trabajar). Es razonable pensar que se van a seguir las mismas pautas cuando empiece a procesar las peticiones por DAPA. Si bien hay que tener siempre muy presente que sigue estando prohibido utilizar un nà ºmero del Seguro Social falso, inventado o que pertenece a otra persona y que si se descubre puede dar lugar a que las autoridades inicien un procedimiento que puede acabar con una multa, prisià ³n, deportacià ³n o que se denieguen beneficios migratorios. En los casos de indocumentados que creen que se pueden legalizar mediante, por ejemplo, un ajuste de estatus, asesorarse con un abogado ANTES de enviar los papeles al USCIS. Trabajar con el nà ºmero del Seguro Social verdadero y de uno Si se ha tenido un nà ºmero falso pero nunca se ha trabajado con à ©l, buscar un trabajo y utilizar sà ³lo el verdadero.   Si se ha trabajado con un nà ºmero fraudulento hay tres posibles escenarios Dejar el trabajo y buscar uno nuevo y comenzar a utilizar el SS#: esta es la mejor opcià ³n.Comunicà ¡rselo al empleador, ya que à ©ste sabà ­a la situacià ³n de que se era indocumentado y los documentos para trabajar eran falsos. Comenzar a trabajar con el nuevo nà ºmero. Esto significa que se deben respetar los salarios mà ­nimos y que hay que pagar todos los impuestos fijados por la ley, tanto el trabajador como el empleador. Antes de hablar con el patrono conviene asesorarse bien con un abogado y tener en cuenta que es posible que la empresa no està © dispuesta al cambio.Comunicà ¡rselo al empleador, que no sabà ­a nada de la situacià ³n. Antes de hacer eso hay que asesorarse con un abogado y considerar todas las posibles cosas que pueden ocurrir, entre otras: Despido al momentoQue le digan que lo mejor es irseQue se avise a las autoridades por haber utilizado documentos fraudulentos Quà © no se puede hacer Nunca jamà ¡s presentarse delante del patrono y decirle que la Seguridad Social te ha dado un nuevo nà ºmero en sustitucià ³n del viejo. Eso es imposible. Cada persona sà ³lo puede tener un mismo nà ºmero a lo largo de toda su vida. No cambia. Si se dice semejante cosa el patrono se da cuenta de que es una mentira y de que posiblemente hay un fraude, y puede denunciarlo. A tener en cuenta Todo lo anterior no es consejo legal para ningà ºn caso concreto. Los temas de utilizacià ³n de documentos falsos o inventados o de otra persona son muy delicados y pueden tener consecuencias extremadamente serias. Lo mejor es asesorarse con un abogado de inmigracià ³n y no comentar con nadie de dà ³nde uno ha sacado su nà ºmero del Seguro Social.

Marketing Sustaining Competitive Advantage Free Essays

The major problem which prevented Callaway Golf Company from achieving its goals is lack of application of change management principles by the management. CGC was very successful in the environment of 80s but the management of the company did not realize that the situation changed in the 90s, and failed to react to the changes appropriately. 2. We will write a custom essay sample on Marketing: Sustaining Competitive Advantage or any similar topic only for you Order Now Situation Analysis. When CGC started operating in the market, the environment was very favorable for the company. There were very many people willing to play golf and the management of the company was efficient in targeting its customers. The company established very high prices in comparison with prices of competitors, but customers were willing to pay extra for a better product. Competitors in the market were not able to offer products of the same high quality with CGC. Besides, the number of competitors was very low. CGC constantly came up with innovations which attracted the attention of consumers while competitors were still too weak to compete with CGC’s innovations. The industry had only a few companies which did not create great danger for CGC. CGC’s sales were constantly increasing due to the increased number of new and retained customers. Consumers preferred their brand because it was much better known than any of the competitors. CGC spent large amounts of money on advertising budget in order to attract even more consumers. All of the factors of external environment were very favorable for CGC in the 80s. Even though CGC was very successful during 10 years of its activity in the market and remained in the top of the industry during all that time, it did not guarantee that the company would always get large profits. The situation in the market changed rapidly in the following years, and CGC’s management failed to react to the changes. First, the interest in golf started fading. It became more difficult for CGC to acquire new consumers. Second, the number of competitors also changed, and CGC was one of the reasons of that. Capital always flows in the direction of profitable industries. If in the past companies did not seek to enter the industry of golf equipment, after CGC started making large profits in it, many investors decided to start the companies produce golf equipment. In the beginning, these companies did not have large sales but eventually they started getting more and more powerful. Third, the nature of consumers changed a lot and the same strategy of high pricing was not always efficient. Fourth, CGC’s relationships with retailers were not very successful. CGC did not pay enough attention to establishing warm contacts with its retailers (for example one of the retailers mentioned that CGC’s terms of payment were not as favorable as the ones of other companies). CGC did not consider it necessary to provide special training for salespeople. Fifth, internet shops became very popular among customers but CGC did not want to increase its online sales, and thus was left far behind in e-commerce. CGC’s had to keep track of the changes which occurred in the market, but it failed to. In order to be successful, the company needed to establish a change management team as soon as the environment started changing. The change management team would be responsible for establishing a new structure of the company, training of employees and constantly fine-tuning the marketing mix of the company according to the changes of the environment. 3.Alternatives. Other alternatives to the establishment of change management team include: making minor changes in the marketing policy of the company in order to meet short-term goals; coming up with radical innovations in order to attract new customers. The first alternative could be useful for the company in the short run because it would allow it to temporarily increase sales and stop having losses. However, changes only in the marketing policy of the company would not be enough to keep the sales at a high level in a long run. Eventually, sales would start dropping again. The second alternative could be perfect in case if the industry was characterized by radical innovations, like computer industry. However, it is simply impossible to come up with some golf product which competitors would never be able to make in the industry of golf equipment production. Even if CGC achieved the increase in sales due to the innovations, competitors would soon start producing a similar product. Golf equipment industry is simply unable to come up with a product similar to Microsoft Windows which dominates the market in the computer industry. 4. Recommendation. The creation of change management team in CGC is therefore the most suitable solution for the company. It will enable CGC to achieve not only short-term but also long-term goals. The company needs to be restructured so that its structure better answers the requirements of the new environment. The new vision of the company also needs to be established. The change management team in the project needs to consist of eight people, five of which belong to senior-level management and three to top management. The main factors which the change managers need to weight to implement the change strategy successfully include: the size of the target market which the company will work on after the changes come into force; addressing immediate concerns which are important for the realization of the company’s goals; choosing priorities concerning centralized and de-centralized structure; the possibility of resistance to changes of certain employees; possible complications in adjusting of employees to the new structure. The program includes a deep analysis of factors which prevent the organization from growing, both internal and external. It requires the identification of the main internal and external factors driving change in the organizations. The change management team needs to achieve the following goals: restructure the company; provide balanced training for employees; improve the marketing mix of the company; increase the percentage of online sales of the company from 1% up to at least 40%. The company will be able to acquire new customers with the help of online shopping. It is also very important for CGC to pay attention to the relationships with retailers because in the competitive environment, the retailers determine the success of the producer in many ways. By providing adequate training of salespeople, CGC will also be able to increase its sales. 5. Implementation Plan. The implementation of change management plan in CGC is recommended to be done on the following steps: Creation of change management team; Identification of the major issues and guidelines which have to be addressed during the change process and establishment of management goals; Encouragement of employees to participate in the research of issues subject to change; Applications of various tools to reduce the resistance of employees to changes; Creation of a new vision in the company; Introduction of a new organization structure; Empowerment of employees and their involvement in the decision-making process in the company. Bibliography. Kotter, J.P. â€Å"Leading Change: Why Transformation Efforts Fall.† Harvard Business Review, 73(2): 59.67. 1995. Mercer D. Marketing. Blackwell Business. 1992. How to cite Marketing: Sustaining Competitive Advantage, Essay examples

The Social Issue and Ethical Values of Euthanasia free essay sample

A current event or contemporary social issue that involves ethical values would be the debate about Euthanasia and weather it is ethically right or wrong. â€Å"The term Euthanasia originated from the Greek word ‘good death’ (Dictionary). † It is the act or practice of ending the life of a person either by lethal injection or the suspension of medical treatment. There are three different types of Euthanasia, voluntary Euthanasia, involuntary Euthanasia, and active Euthanasia. Some of the different types may seem more ethical and socially acceptable than the others. Voluntary Euthanasia is when a competent person makes a voluntary and enduring request to be helped to die. â€Å"I can agree with lots of Professor David Richmond’s assertions about social issues and age but he seems to miss the main point of voluntary euthanasia- it is for terminally ill, or those suffering an irreversible and unbearable condition (SundayStar). † This type of Euthanasia, unlike the other two, seems much more ethical and socially acceptable because the person is actually alert and aware of their disease and aware of their own quality of life. We will write a custom essay sample on The Social Issue and Ethical Values of Euthanasia or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Reasons for an individual to make this decision could be that they are in extreme pain or their quality of life is low. Others beg to differ; some believe that a person should not make these decisions especially most religious individuals because they believe that the decision is solely up to a higher power rather than oneself. Involuntary Euthanasia is to end a person’s life without their knowledge or consent which seems to be rather unethical, and morally wrong. However, in this case, the individual is more than likely unable to make this decision because they are connected to breathing machines and life support keeping them alive. In some cases, these types of individuals could completely turn around and recover without life support keeping them alive, unfortunately that is not always the case for many. So, a decision must be made by the family members and doctors caring for them. Active euthanasia is to end a person’s life by use of drugs, whether by oneself or with the aid of a physician. In this case, the individual may have a terminal illness and makes the decision of a lethal injection since the quality of life is so low. â€Å"A well-known example of active euthanasia was the death of a terminally ill patient in Michigan. Dr. Kevorkian videotaped himself administering a lethal medication to him and was found guilty of second-degree murder and went to prison (Dictionary). † This case caused so much controversy since the man was terminally ill and made the decision to end his pain. In the newspaper article from â€Å"The Gazette,† released information about how there would only be very few doctors willing to assist in active euthanasia. â€Å"Only one in five doctors surveyed by the Canadian Medical Association said they would be willing to perform euthanasia if the practice were legalized in this country. Twice as many -42 percent- said they would refuse to do so (The Gazette). † The social issue and ethical outlook on euthanasia has a lot in common with the ethical theory of Utilitarianism. John Stuart Mill is mainly associated with this theory. â€Å"The theory of Utilitarianism holds that the right action ethically is the one that will go the farthest toward increasing happiness for the community as a whole† (South University). It seems that euthanasia goes hand in hand with this ethical theory because the overall decision is based soley on what makes the individual happier, laying in bed with absolutely no quality of life, or choosing to end the pain and misery. In contrast, the ethical theory of Deontology has no similarities to the topic of euthanasia since Deontology focuses more on the duty of an individual. â€Å"For example, if a person were suicidal, the Golden Rule would tell other people to kill people because that is what the suicidal person would like them to do to him or her. However, the categorical imperative tells us that the maxim of such an action is logically untenable because everyone would end up dead and there would be no moral beings left at all

Free Essays on Emotional And Behavioral Disorders

Emotional and Behavioral Disorders Students with chronic or severe adjustment problems are diagnosed as having emotional or behavioral problems. These problems manifest themselves in a myriad of characteristics. Students with these problems are referred to as heterogeneous. This term refers to the fact that each problem differs from student to student. Each student possesses unique strengths, weaknesses, and needs. The five most common disorders are as follows; anxiety disorders, conduct disorders, and schizophrenia. Anxiety disorders are the most prevalent among students. These disorders are characterized by excessive fear, worry, or uneasiness and include obsessive compulsive disorders (ocd), eating disorders and post traumatic stress disorders. Mood disorders are characterized by extreme mood deviations. The student may also experience both at different times. Students with major depression may experience variations in emotion, motivation, physical well being, and thoughts. Also classified as a mood disorder is manic depressive illness or a bipolar disorder. This condition is characterized by extreme mood swings. At times they experience excited or â€Å"manic† phases. (nich) The third most common disorder is oppositional defiant disorder. This disorder is characterized by hostile and defiant behaviors. Some of the symptoms are loss of temper, irritability, vindictiveness, swearing, and misbehavior. These students may abuse drugs or alcohol. The goal in intervening is to prevent the escalation of oppositional defiant behaviors. (nich) The fourth is conduct disorder. Conduct disorder is defined as a persistent pattern of antisocial behavior that significantly interferes with school, family and social functioning. Some of the antisocial behaviors associated with conduct disorder include; fighting, stealing, sulking, using drugs or alcohol and lying just to name a few. (nich) The last disorder discussed is schi... Free Essays on Emotional And Behavioral Disorders Free Essays on Emotional And Behavioral Disorders Emotional and Behavioral Disorders Students with chronic or severe adjustment problems are diagnosed as having emotional or behavioral problems. These problems manifest themselves in a myriad of characteristics. Students with these problems are referred to as heterogeneous. This term refers to the fact that each problem differs from student to student. Each student possesses unique strengths, weaknesses, and needs. The five most common disorders are as follows; anxiety disorders, conduct disorders, and schizophrenia. Anxiety disorders are the most prevalent among students. These disorders are characterized by excessive fear, worry, or uneasiness and include obsessive compulsive disorders (ocd), eating disorders and post traumatic stress disorders. Mood disorders are characterized by extreme mood deviations. The student may also experience both at different times. Students with major depression may experience variations in emotion, motivation, physical well being, and thoughts. Also classified as a mood disorder is manic depressive illness or a bipolar disorder. This condition is characterized by extreme mood swings. At times they experience excited or â€Å"manic† phases. (nich) The third most common disorder is oppositional defiant disorder. This disorder is characterized by hostile and defiant behaviors. Some of the symptoms are loss of temper, irritability, vindictiveness, swearing, and misbehavior. These students may abuse drugs or alcohol. The goal in intervening is to prevent the escalation of oppositional defiant behaviors. (nich) The fourth is conduct disorder. Conduct disorder is defined as a persistent pattern of antisocial behavior that significantly interferes with school, family and social functioning. Some of the antisocial behaviors associated with conduct disorder include; fighting, stealing, sulking, using drugs or alcohol and lying just to name a few. (nich) The last disorder discussed is schi...

Dwecks Growth Mindset to Close the Achievement Gap

Dweck's Growth Mindset to Close the Achievement Gap Teachers often use words of praise to motivate their students. But saying â€Å"Great job!† or â€Å"You must be smart at this!† may not have the positive effect that teachers hope to communicate. Research shows that there are forms of praise that may reinforce a student’s belief that he or she is either â€Å"smart† or â€Å"dumb†. That belief in a fixed or static intelligence may prevent a student from trying or persisting at a task. A student may either think â€Å"If I am already smart, I don’t need to work hard,† or â€Å"If I am dumb, I won’t be able to learn.† So, how can teachers intentionally change the ways students think about their own intelligence? Teachers can encourage students, even low-performing, high-needs students, to engage and achieve by helping them to develop a growth mindset. Carol Dwecks Growth Mindset Research The concept of a growth mindset was first suggested by Carol Dweck, a  Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her book, Mindset: The New Psychology of Success  (2007) is based on her research with students that suggests that teachers can help develop what is called a growth mindset in order to improve student academic performance. In multiple studies, Dweck noticed the difference in a students performance when they believed that their intelligence was static versus students who believed that their intelligence could be developed. If students believed in a static intelligence, they exhibited such a strong desire to look smart that they tried to avoid challenges. They would give up easily, and they ignored helpful criticism. These students also tended not to expend efforts on tasks they saw as fruitless. Finally, these students felt threatened by the success of other students. In contrast, students who felt that intelligence can be developed exhibited a desire to embrace challenges and to demonstrate persistence. These students accepted helpful criticism and learned from advice. They also were inspired by the success of others. Praising Students Dwecks research saw teachers as agents of change in having students move from fixed to growth mindsets. She advocated that teachers work intentionally to move students from a belief that they are â€Å"smart† or â€Å"dumb† to being motivated instead to â€Å"work hard† and â€Å"show effort. As simple as it sounds, the way teachers praise students can be critical in helping students make this transition.   Before Dweck, for example, standard phrases of praise that teachers might use with their students would sound like, I told you that you were smart, or You are such a good student! With Dwecks research, teachers who want students to develop a growth mindset should praise student efforts using a variety of different phrases or questions. These are suggested phrases or questions that can allow students to feel accomplished at any point in a task or assignment: You kept working and concentratedHow did you do that?You studied and your improvement shows this!What do you plan to do next?Are you pleased with what you did? Teachers can contact parents to provide them information to support a students growth mindset. This communication (report cards, notes home, e-mail, etc.) can give parents a better understanding of the attitudes that students should have  as they develop a growth mindset. This information can alert a parent to a students curiosity, optimism, persistence, or social intelligence as it relates to academic performance. For example, teachers can update parents using statements such as: Student completed what she began Student tried very hard despite some initial failure Student stayed motivated, even when things didn’t go wellStudent approached new tasks with excitement and energyStudent asked questions that showed he or she had a desire to learn  Student adapted to changing social situations Growth Mindsets and the Achievement Gap Improving academic performance of high needs students is a common goal for schools and districts. The U.S. Department of Education defines high needs students as those who are at risk of educational failure or otherwise in need of special assistance and support. The criteria for high needs (any one or combination of the following) include students who: Are living in povertyAttend high-minority schools (as defined in the Race to the Top application)Are far below grade levelHave left school before receiving a regular high school diplomaAre at risk of not graduating with a diploma on timeAre homelessAre in foster careHave been incarceratedHave disabilitiesAre English learners High-needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students. Standardized tests used by states and districts can measure  the differences in the performance between a high needs subgroup within a school and the statewide average performance or a states highest achieving subgroups, especially in the subject areas of reading/language arts and mathematics. The standardized assessments required by each state are used to evaluate school and district performance. Any difference in the average score between student groups, such as regular education students and high needs students, measured by standardized assessments is used to identify what is called the achievement gap in a school or district. Comparing the data on student performance for regular education and subgroups allows schools and districts a way to determine if they are meeting the needs of all students. In meeting these needs, a targeted strategy of helping students to develop a growth mindset  may minimize the achievement gap. Growth Mindset in Secondary Schools Starting to develop a students growth mindset early in a students academic career, during pre-school, kindergarten, and the elementary school grades ​can have long-lasting effects. But using the growth mindset approach within the structure of secondary schools (grades 7-12) may be more complicated. Many secondary schools are structured in ways that may isolate students into different academic levels. For already high performing students, many middle and high schools may offer  pre-advanced placement, honors, and advanced placement (AP) courses. There may be international  baccalaureate (IB) courses or other early college credit experiences. These offerings may inadvertently contribute to what Dweck discovered in her research, that students have already adopted a fixed mindset - the belief that they are either â€Å"smart† and able to take high-level coursework or they are â€Å"dumb† and there is no way to change their academic path. There are also some secondary schools that may engage in tracking, a practice that intentionally separates students by academic ability. In tracking students may be separated in all subjects or in a few classes using classifications such as above average, normal, or below average. High needs students may fall disproportionately in the lower ability classes. To counter the effects of tracking, teachers can try employing growth mindset strategies to motivate all students, including high needs students, to take on challenges and persist in what may seem difficult tasks. Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.   Manipulating Ideas on Intelligence Teachers who encourage students to take academic risks may find themselves listening to students more as students express their frustrations and their successes in meeting academic challenges. Questions such as Tell me about it or Show me more and Let’s see what you did can be used to encourage students to see efforts as a path to achievement and also give them a sense of control.   Developing a growth mindset can happen at any grade level, as Dweck’s research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.

Presidential Commission in 1991 and the Uniform Determination of Death Research Paper

Presidential Commission in 1991 and the Uniform Determination of Death Act - Research Paper Example The Presidential Commission and the UDDA came up with two concepts related to the definition of death. On one hand, the first whole-brain concept asserts that death occurs when the lungs, heart and the brain undergo an irremediable functional breakdown (Ascension Health, 2012). These organs are closely correlated to each other. Therefore, if one of the organs stops functioning, the others cannot function. On the other hand, the second whole-brain definition of death points out that the functioning of the entire brain is the hallmark of existence. This is because the brain is the regulator of bodily activities. Therefore, when the brain does not function an individual is considered dead (Cohen, Rubenstein, & Jackson, 2006). The President’s Commission highlighted that the brain-death criterion was not a new way of defining death (Cohen, Rubenstein, & Jackson, 2006). This commission involved a group of medical consultants who came up with the brain-death concept. Furthermore, the criterion of brain death can be confused with various conditions including metabolic intoxication, hypothermia and drug intoxication. Therefore, the medical unit is usually advised to be extremely cautious when dealing with the young children and individuals in shock. Contrarily, the Presidential Commission did not include the Uniform Determination of Death Act in the diagnosis of brain death. Recent studies prove that most states around the world have already adopted the brain death concept and criterion. However, the determination of brain death varies in most countries, based on certain cultural and religious views. In the past, human beings usually died from apnea after severe head injuries. However, emergency health care can allow them to be placed on lifesaving machines in order to reverse the action (Ascension Health, 2012). In this context, the criteria used for brain death includes the absence of motor responses, corneal reflexes,

Discovery Of The World Essay Example | Topics and Well Written Essays - 250 words - 109

Discovery Of The World - Essay Example Initial education on world tours captures the role of Columbus as a first explorer, which is not accurate because of the existence of data suggesting there were other voyagers before him who explored the world and discovered most of the places he is credited for. The involvement of Columbus in Hispaniola indicates the cruel nature of his approach. The killing of the inhabitants of the area was a genocide event because it led to suffering to the people of Hispaniola. The direct involvement of his men in the death of the locals indicates criminal liability of Columbus. In addition, the action taken by Columbus and his voyages in the area can be charged in the modern world as the violation of human rights. Columbus is a villain and not a hero because he is credited for what he did not achieve. Likewise, he is involved in actions and events that are not related to heroism. The involvement in battles in order to claim the lands and wealth of others is an indication of the challenge of res pect for humans.