Violencia domstica - Recursos para inmigrantes

En Estados Unidos, la violencia domà ©stica es un delito. Y la ley protege, ampara y ofrece recursos para los inmigrantes que son và ­ctimas de este crimen, cualquiera que sea su estatus legal: residentes permanentes, personas con visas temporales, visitantes e indocumentados. Al mismo tiempo, castiga a las personas condenadas por este tipo de conducta. Aunque la mayorà ­a de las và ­ctimas son mujeres y nià ±os, tambià ©n pueden serlo los hombres. En el caso de violencia domà ©stica en el seno de una pareja, no es necesario que està © legalmente casada para considerar que existe este delito: basta con compartir vivienda o que tengan una relacià ³n sentimental. Quà © es la violencia domà ©stica Si la và ­ctima es una persona adulta, para que exista este delito en el à ¡mbito familiar debe producirse una situacià ³n en la que uno de los miembros de la pareja causa repetidamente daà ±o fà ­sico o emocional a su compaà ±ero o compaà ±era. Ademà ¡s, es suficiente para que se considere que hay delito si hay un patrà ³n de comportamiento de amenazar a la otra persona con causarle daà ±o. Asà ­, es violencia domà ©stica pegar a la pareja, obligarla a tener relaciones sexuales de cualquier tipo, humillarla, intimidarla o manipularla emocionalmente, aislarla de su familia o amigos y amenazarla con perjudicarla econà ³micamente o causarle daà ±o por razà ³n de su estatus migratorio. Es importante recordar que, a diferencia de lo que puede ocurrir en otros paà ­ses, en Estados Unidos es un delito obligar a otra persona a realizar cualquier acto de naturaleza sexual sin su consentimiento, incluso cuando esa situacià ³n sucede entre esposos. Se considera como un asalto sexual y, por lo tanto, es un crimen.   Los nià ±os tambià ©n pueden ser và ­ctimas de violencia domà ©stica. Esto ocurre cuando se les causa un daà ±o fà ­sico sin ser accidentalmente. Tambià ©n se comete este delito cuando se abusa sexualmente de un menor o cuando las personas responsables de su bienestar no le dan alimento, cuidados mà ©dicos o cobijo. Incluso cuando no se les cuida y supervisa adecuadamente, se abusa psicolà ³gicamente de ellos mediante amenazas y, tambià ©n, cuando se les niega un mà ­nimo de carià ±o. Quà © hacer si se sufre violencia domà ©stica Los Estados Unidos protege civil y criminalmente a las và ­ctimas de violencia domà ©stica cualquiera que sea su raza, religià ³n, grupo à ©tnico, nacionalidad e, incluso, estatus migratorio. Si alguien està ¡ en peligro o cree que puede estarlo, la primera media a tomar es llamar a la policà ­a al 911. Los agentes acudirà ¡n y tomarà ¡n las medidas inmediatas que consideren oportunas. Hay que recordar que cualquier persona puede poner una denuncia con la policà ­a. No hay que ser ciudadano ni residente. Pero es muy importante contar desde el principio con asesorà ­a legal. Tambià ©n cualquier persona puede buscar proteccià ³n ante la Corte para pedir una orden de alejamiento contra el abusador. Si à ©ste a su vez hace una acusacià ³n contra la và ­ctima, à ©sta tiene derecho a un abogado y a no realizar ninguna declaracià ³n que, con el tiempo, pudiera perjudicarle. Si este es el caso conviene hablar con un abogado especialista en criminal y tambià ©n es buena idea hablar con un abogado de inmigracià ³n. Ayuda disponible para TODAS las và ­ctimas de violencia Todas las personas que viven en EEUU, cualquiera que sea su estatus legal, pueden marcar a los siguientes nà ºmeros de telà ©fonos gratuitos a cualquier hora del dà ­a o de la noche y cualquier dà ­a de la semana, incluyendo sà ¡bados y domingos a: Là ­nea abierta nacional contra la violencia domà ©stica: 1-800-799-7233Là ­nea abierta de la red nacional contra el asalto sexual, violacià ³n, abuso e incesto (RAINN, por sus siglas en inglà ©s): 1-800-656-4673Centro nacional de nià ±os desaparecidos y explotados: 1-800-843-5678Centro nacional para và ­ctimas de crà ­menes: 1-800-394-2255Los mexicanos pueden marcar gratuitamente al telà ©fono del CIAM donde recibirà ¡n informacià ³n y ayuda. Estas organizaciones cuentan con intà ©rpretes en varios idiomas y pueden ofrecer informacià ³n y dar un contacto local para que las và ­ctimas puedan recibir ayuda. Las và ­ctimas pueden ser mujeres pero tambià ©n varones. Y la situacià ³n de violencia domà ©stica puede darse en una situacià ³n de parejas heterosexuales o tambià ©n entre dos hombres o dos mujeres. Esto no importa. Es tambià ©n un delito. Los servicios gratuitos que se pueden llegar a ofrecer a las và ­ctimas incluyen atencià ³n mà ©dica, vivienda de emergencia, apoyo psicolà ³gico, servicio de intà ©rpretes, asistencia legal, incluso abogado gratuito o pagando una cantidad reducida de dinero y, si fuera necesario, ayuda econà ³mica. Violencia domà ©stica e inmigracià ³n Las và ­ctimas de violencia domà ©stica pueden solicitar la legalizacià ³n migratoria para sà ­ mismas y para sus hijos solicitando la cancelacià ³n de la deportacià ³n: Pidiendo acogerse a los beneficios de la Ley de Violencia contra las Mujeres (VAWA)o solicitando una visa U  o una visa T, si se ha sido và ­ctima de trà ¡fico de blancas.El programa SIJS para menores de 21 aà ±os và ­ctimas de abusos, maltratos y negligencias. Todas las peticiones son confidenciales. Ademà ¡s,   mà ¡s allà ¡ de la violencia domà ©stica es conveniente saber quà © es el asalto sexual. Quà © sucede con los victimarios Las personas condenadas por violencia domà ©stica pueden pueden ser castigadas de distintas maneras, incluido el envà ­o a prisià ³n. Ademà ¡s, si el culpable no es ciudadano puede arruinar sus posibilidades de obtener beneficios migratorios e incluso puede ser deportado. Este artà ­culo es meramente informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Personal Reflections of My Experience as Operational Manager

Introduction Executive Summary This journal is an insight on my thoughts and experiences and my own reflection of operations management and the topics in which we have looked at in both lectures and my interactive workshops. In this journal I will cover the following: †¢ My own experiences in relation to operations management †¢ A reflection on what I have learned in both lectures and tutorials †¢ A reflection on the extra material that we had access to from moodle. Week 1: 30th January Lecture: During the lectures in week 1 lecture 1 we started our first topic which was Supply Chain Management. We started off by watching a video clip explaining what supply chain management is. We saw in this video that there are many chains of supply that†¦show more content†¦Own Experience: In my experience I have not really noticed that amount of work that is spent on the SCM as I am a waitress and don’t work in that part of the company. But by studying this topic I now realize the amount of work that is involved with the restaurant in order for them to provide the services that are required whether it be ordering in food and drinks to buying new equipment for the kitchen or new furniture for the restaurant itself. Tutorial: As this was our first week back after the Christmas break we did not have a tutorial. Figure 2 Week 2: 4th – 6th February Lecture: During the lectures this week we continued to look at the Six SCM Strategies but during these lectures we went into more detail about what they meant and why they are important in the SCM. We looked at the Vertical Integration which is also known as the forward backward method. This strategy is developing the ability to produce goods or services previously purchased. It may be forward towards the customers or backwards towards the suppliers. Vertical integration can improve costs, quality and inventory but requires capital, managerial skills, and demand. 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Overcoming Adversity Free Essays

Overcoming adversity means overcoming a hard time or circumstance and moving forward in a positive way. The novel, Parvana’s Journey was written by Deborah Ellis and published in 2002 and the film, Rabbit Proof Fence was directed by Phillip Noyce and released in 2002. Parvana’s Journey is fiction yet based in reality and it’s about a young Afghani girl who walks across war torn Afghanistan searching for her family. We will write a custom essay sample on Overcoming Adversity or any similar topic only for you Order Now Rabbit Proof Fence is non-fiction and it’s about three young half caste girls who escaped from a settlement camp and walk over 2000km to go back to their home. In both texts, children face many adversities but they overcome adversities through determination and the sheer will to survive to meet their family. Parvana’s Journey, is set at war time in Afghanistan where a group of children wander through the country trying to survive the horror of their situation and they overcome huge difficulties to reach the end of their journey. The war in Afghanistan is between Taliban and U. S. A and this war affects civilians and children . Afghan people live with the fear of death and there is not enough food and other necessaries that they need. Children can’t go to school during the war so they can’t be educated and the Taliban is constantly on the search for boys to make them fight for the Taliban. Parvana’s Journey focuses on the protagonist, and her search for her family. In her quest for shelter and food as she makes her way across the Afghan countryside, she meets other children who are displaced due to war. Parvana continues her trip with three others; Asif Hassan and Leila. Parvana is very clever but still a child. 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They walk over 2000km to go back to their home. They can’t speak their own language in the settlement camp . They also struggle to find food to eat and water to drink. Furthermore, there is always the possibility of being caught by tracker. These girls are part of the Stolen Generations. The Stolen Generation is a dark part of Australian history. Half caste children, (most under the age of 18) were taken from their families because the government believed that the children would be better if raised by white families. Because of this policy, aborigines lost their culture, language, spirituality and self- esteem. In this film, there are three aboriginal protagonists, Molly, Daisy and Gracie. Molly is a mature girl who is very clever and has the leadership skills to lead her sister and cousin. Graice is a naive girl, she believes other people very easily and doesn’t want to do difficult tasks. Daisy is just a young girl and does whatever Molly says. You haven’t developed your ideas – what adversities do they face? What are the difficulties? Use quotes Bo, check your notes Both texts are about overcoming adversity but quite different in their subject matter, time and place. There are some similarities between Parvana’s Journey and Rabbit Proof Fence. In both stories, children determined to survive to see their family. In Rabbit Proof Fence, an adult tricks Daisy and she gets caught by the police In Parvana’s Journey, an adult tries to sell Parvana to the Taliban to get money. Both stories’ protagonists have no food, water and nowhere to sleep during the journey. Some differences between the texts are, In Parvana’s Journey the children are threatened by bombs; however, , in Rabbit Proof Fence the children are threatened by capture by police. Parvana’s Journey is fictitious but based on reality. Rabbit Proof Fence is a true story. Both stories happened in different time and place. In the film, Rabbit Proof Fence, the children choose to run away from the settlement camp but in Parvana’s Journey the children have no choice. In conclusion, the main characters in both Rabbit Proof Fence and Parvana’s Journey face lots of adversities however they don’t give up, they overcome the adversities and achieve their goals. Facing adversity might be initially difficult but when people overcome them, they are ofent stronger than previously. If you know yourself and your enemy, you win hundred battles out of 100 a hundred. How to cite Overcoming Adversity, Papers

Administration for the Recreation Industry- MyAssignmenthelp.com

Question: Discuss about theAdministration for the Sport and Recreation Industry. Answer: Introduction The four different organizations, whose administrative operations as well as decisions made their direct contribution to the disaster, were SYP, SWFC, Sheffield City Council as well as Eastwood Partners. As the major area of accountability was pointed towards SYP, there could not occur the establishment of any legal case relating to manslaughter or any other criminal offence. After the legal action that took place by SYP, other establishments made their agreement for making their contribution regarding the compensation payment for the victims that faced injury. There was the appointment of Lord Justice Taylor for leading a legal investigation by the Government. For a period of 11-year, there occurred varied approaches as well as inspection levels, which included LJ Taylors Interim and Final Reports, civil litigation, criminal and disciplinary inquiries, the enquires into the victims death, judicial reviews. Overview of the Background and Impact of the Disaster On 15th April, 1989 more than fifty thousand men, women as well as children reached Hillsborough Stadium by travelling via train, coach as well as car for watching the FA Cup Semi-Final that will be played amongst Liverpool as well as Nottingham Forest. On that day the morning was bright and sunny, that was considered to be the perfect conditions required for the football season in England. As a matter of fact, the small area where the crush took place consisted of two pens. Fans made their entrance through a tunnel below the West Stand, into the third and fourth central pens. There occurred segregation of each pen with the help of lateral fences as well as a tall, suspended fence amongst the terrace as well as the perimeter track that surrounded the pitch (Tempany, 2016). There existed a tiny locked gate before every pen. As a result, the crush got intolerable as well as fans collapsed underfoot. A safety barrier broke in front of pen 3, which created huge number of individuals gasping for breath. Irrespective of transmitting the distressing images by the CCTV cameras of the crowd from Ground Control Room as well as to the Police Control Box, as well as availability of officers having their duty on perimeter track, it took some moment for realising the seriousness of what occurred and for rescue attempts to occur (Griffith, 2014). After stopping the match, there occurr ed the pulling of the fans from the terrace via the contracted gates to the pitch, and the tragedys terrible nature was strongly visible. In this context, 96 women, men as well as children faced a tragic death as a result, of the crush, while injury happened to almost hundreds and trauma occurred to thousands. There was the appointment of Lord Justice Taylor for leading a legal investigation by the Government. For a period of 11-year, there occurred varied approaches as well as inspection levels, which included LJ Taylors Interim and Final Reports, civil litigation, criminal and disciplinary inquiries, the enquires into the victims death, judicial reviews (Bray, 2016). In addition, the inspection of the new proof that Lord Justice Stuart-Smith had conducted, as well as the private trial of the two senior officers of the police department that were giving duty. Identification of Four Different Organizations that Contributed to the Disaster The main culprits were the organizations like SYP, SWFC, Sheffield City Council and Eastwood Partners that directly contributed to the disaster through their flawed administrative operations and callous decision making. For reaching a decision relating to criminal trials, the Director of Public Prosecutions was given the advice regarding the accountability relating to the tragedy laid with SWFC, Sheffield City Council, Eastwood Partners engineers as well as SYP (Fitzpatrick, 2016). Although, SYP was mainly held responsible for the mishap, no legal case was established on the first place concerning the deaths that had occurred. But, after the legal action occurred regarding SYP, the other organizations agreed to make their contribution for compensating the victims that were faced with injuries. (Ilett, 2015). This is as under, Sheffield Wednesday Football Club - 1.5 million Sheffield City Council - 1 million The Clubs Engineers Eastwood Partners - 1.5 million The estimation was made regarding a possibility for the overall compensation to the injured as well as bereaved towards reaching 12 million, which suggested that SYP did the acceptance of two-thirds of the liability and the other establishments made the acceptance of one-third of the liability. Finally, the compensation expense grew to 19.8 million. There occurred the limiting of the insurance cover relating to public liability of SYP, which was 8.5 million. (Davis, 2013). Payment relating to the remainder regarding the overall amount was done from the fiscal reserves of the Police Authority as well as with the help of special payments from the Home Office. In this context, it needs to be stated that the crowd was highly mismanaged by the South Yorkshire Police (SYP) that was commanded by a naive Chief Superintendent named David Duckenfield, considered being the major reason for the tragedy. (Squires, 2016). Outside the ground, the police failed to control, where the funnelling of 24 ,000 Liverpool fans was done through just 23 turnstiles. Therefore, Duckenfield did the ordering of the opening of a large exit gate and a huge number of individuals were given the permission to come inside. The biggest mistake committed by the inexperienced Chief Superintendent was his failure in closing the tunnel that resulted in the already overcrowded central pens (Swan, 2015). Moreover, the Sheffield City Council had its share of failure in its duty for overseeing the football grounds safety. Sheffield City Council had a statutory duty of issuing, monitoring as well as revising the safety certificate of the stadium. It was found out that, SWFC as well as the Council could not achieve success in their individual duty since the certificate of safety did not take into consideration the 1981 as well as 1985 changes to the ground. There was also the lack of any FA process to check the validity of the stadiums safety certificate. The City Councils performance regarding its duties towards the Safety Certificate was considered having inefficiency as well as negligent (James, 2014). Recommendation for Each Organization Sheffield Wednesday Football Club (SWFC) There is the requirement of reviewing the maximum terrace capacities having an immediate reduction of 15% There is the need to monitor the densities of the pen There is the requirement to paint as well as open the perimeter fence gates There should be better first-aid as well as emergency provisions at grounds South Yorkshire Police (SYP) There is the requirement for reviewing the safety certificates There should be the introduction of new offence for restricting ticket touts There should be the establishment of local advisory groups There should be increased use of attendance centre orders in respect of older offenders as well as considering the aspect of tagging hooligan offenders (Korstanje, 2013) Conclusion To conclude it can be stated, the Sheffield City Council had its share of failure in its duty for overseeing the football grounds safety. Sheffield City Council had a statutory duty of issuing, monitoring as well as revising the safety certificate of the stadium. It was found out that, SWFC as well as the Council could not achieve success in their individual duty since the certificate of safety did not take into consideration the 1981 as well as 1985 changes to the ground. There was also the lack of any FA process to check the validity of the stadiums safety certificate. The City Councils performance regarding its duties towards the Safety Certificate was considered having inefficiency as well as negligent. Reference Bray, R. S., Martin, G. (2016). Exploring fatal facts: current issues in coronial law, policy and practice.International Journal of Law in Context,12(02), 115-140. Davis, H. (2013). Making Sense Of Disaster Towards a Contextual, Phase-Based Understanding of Organizationally Based Acute Civilian Disasters.British Journal of Criminology, azt003. Fitzpatrick, D. (2016). The Participatory Tradition: Football and the Crisis of Self-Regulation. InThe Politics of Regulation in the UK(pp. 177-208). Palgrave Macmillan UK. Griffith, R. (2014). Hillsborough part 2: advance decisions and futile treatment.British journal of nursing,23(12). Ilett, R. (2015). Football Hooliganism, Fan Behaviour and Crime. Contemporary Issues. Edited by Matt Hopkins and James Treadwell (Palgrave Macmillan, 2014, 312pp. 65.00). James, M., Pearson, G. (2014). Regulating Anti-Social Behaviour and Disorder among Football Spectators. InAnti-social Behaviour in Britain(pp. 296-307). Palgrave Macmillan UK. Korstanje, M. E. (2013). Sports and safety management. Squires, P. (2016). The coalition and criminal justice.The Coalition Government and Social Policy: Restructuring the Welfare State, 285. Swan, L., Waring, S., Alison, L., Beer, M. (2015). Communicating risk in major incidents: the public's perception. Tempany, A. (2016).And the sun shines now: How Hillsborough and the premier league changed Britain. Faber Faber.

12 Crude But Funny South Park Quotes

12 Crude But Funny South Park Quotes South Park is not for the faint-hearted. It could offend the sensibilities of those who cant handle in-your-face, raucous humor. South Park humor is racist, sexist, chauvinistic, and offensive. Despite the vulgarity, South Park scores high with fans. What Makes South Park Such a Popular Series In the words of some die-hard South Park fans, it is the only intelligent show that takes jabs at hypocrisy and the pretentious world we live in. Be it politics, social structures, or family values, the animated series has something to say about everything. When you look at the world through the eyes of social misfits like Eric Cartman, you see how our beliefs are based on a bunch of misplaced values. South Park Characters Take for instance South Parks most loved (and most obnoxious) character, Eric Cartman. He resembles that kid at school whom everyone loves to hate. He is a narcissistic, foul-mouthed, devious kid who has little regard for society or people. Yet, Eric Cartman is known for his biting truth. Stan and Kyle are best friends, though they often disagree. Stan is a knowledgeable friend, and he often ponders life issues. Kyle is a Jewish boy, who, though proud of his roots, often displays self-doubt. Eric Cartmans anti-Semitic views are targeted to make Kyles life miserable. The whole TV series has profanity galore, with crude language, abusive words, and politically incorrect jokes that are projected as humor. Despite its negative energy, South Park has managed to create waves in viewership. South Parks debauched satire has won many awards, including five Primetime Emmy Awards and a Peabody Award. In 2013, TV Guide ranked South Park the 10th greatest TV cartoon of all time. Crude But Funny South Park Quotes   The humor is bizarre and often repugnant, but if you dont mind the politically incorrect language, you will have a wild time. Season 1, Episode 4: Big Gay Als Big Gay Boat Ride:Sportscaster Frank:  I havent seen an Englishman take a blow like that since Hugh Grant!Season 1, Episode 7: Pinkeye:Eric Cartman:  Kenny’s family is so poor that yesterday, they had to put their cardboard box up for a second mortgage.Season 1, Episode 2: Weight Gain 4000:Wendy: Dude, dolphins are intelligent and friendly!Eric Cartman: Intelligent and friendly on rye bread, with some mayonnaise.Season 5, Episode 11: The Entity:Jewish Kid: Is anyone else having problems concentrating on this? I just cant seem to concentrate.Eric Cartman: Maybe we should send you to a concentration camp.Season 10, Episode 7: Tsst!:Eric Cartman:  Ive lost almost 10 pounds now. You see what I mean? I totally know what its like to be a Jew in the Holocaust now.Season 4, Episode 6: Cherokee Hair Tampons:Eric Cartman:  Hippies. Theyre everywhere. They wanna save Earth, but all they do is smoke pot and smell bad.Bigger, Longer Uncut:Satan:  Without evil there could be no good, so it must be good to be evil sometimes. Season 17, Episode 10: The Hobbit:Stan:  There have been malicious rumors started at this elementary school that my beautiful fiancà ©e is a Hobbit. That is not funny and it is not true. Yes, she is heavier than most of her pictures show her to be. Yes, she gets her hair lasered off her body and yes, she has a friend named Gandalf, who happens to be a wizard.Season 16, Episode 12: A Nightmare on FaceTime:Eric Cartman:  Its Stans stupid Captain America costume, thats what throwing everybody off! Hows people supposed to get that Im the Hulk when Captain America is on freaking FaceTime?Season 1, Episode 4: Big Gay Als Big Gay Boat Ride:Chef:  You know what they say: You cant teach a gay dog straight tricks.Season 16, Episode 11: Going Native:Butters:  Youre all fake and stuck up, and none of you have the courage to tell Jimmy his jokes arent funny! The only kid here with a sense of dignity is Kenny, and the rest of you have heads up your butts!Season 4, Episode 3: Timmy 2000:MT V Announcer:  Youre watching MTV, the cool, brainwashing, 12-year-old-and-younger station that hides behind a slick image. Were so cool that we decide whats cool. And now MTV News. The news that is single-handedly dumbing-down our country, which is cool.

9 Steps to a 1st Grade Lesson Plan for Telling Time

9 Steps to a 1st Grade Lesson Plan for Telling Time For students, learning to tell time can be difficult. But you can teach students to tell time in hours and half-hours by following this step-by-step procedure. Depending on when you teach math during the day, it would be helpful to have a digital clock sound an alarm when math class begins. If your math class begins on the hour or the half hour, even better! Step-by-Step Procedure If you know your students are shaky on time concepts, it’s best to start this lesson with a discussion of morning, afternoon, and night. When do you get up? When do you brush your teeth? When do you get on the bus for school? When do we do our reading lessons? Have students put these into the appropriate categories of morning, afternoon, and night.Tell students that we are going to get a little more specific. There are special times of day that we do things, and the clock shows us when. Show them the analog clock (the toy or the classroom clock) and the digital clock.Set the time on the analog clock for 3:00. First, draw their attention to the digital clock. The number(s) before the : describe the hours, and the numbers after the : describe the minutes. So for 3:00, we are exactly at 3 o’clock and no extra minutes.Then draw their attention to the analog clock. Tell them that this clock can also show the time. The short hand shows the same thing as the number(s) before t he : on the digital clock - the hours. Show them how the long hand on the analog clock moves faster than the short hand - it is moving by minutes. When it is at 0 minutes, it will be right up at the top, by the 12. (This is hard for kids to understand.) Have students come up and make the long hand move quickly around the circle to reach the 12 and zero minutes several times.Have students stand up. Have them use one arm to show where the long clock hand will be when it is at zero minutes. Their hands should be straight up above their heads. Just like they did in Step 5, have them move this hand rapidly around an imaginary circle to represent what the minute hand does.Then have them imitate the 3:00 short hand. Using their unused arm, have them put this out to the side so that they are imitating the hands of the clock. Repeat with 6:00 (do the analog clock first) then 9:00, then 12:00. Both arms should be straight above their heads for 12:00.Change the digital clock to be 3:30. Show what this looks like on the analog clock. Have students use their bodies to imitate 3:30, then 6:30, then 9:30. For the remainder of the class period, or at the introduction of the next class period, ask for volunteers to come up to the front of the class and make a time with their bodies for other students to guess. Homework/Assessment Have students go home and discuss with their parents the times (to the nearest hour and half hour) that they do at least three important things during the day. They should write these down on paper in the correct digital format. Parents should sign the paper indicating that they have had these discussions with their child. Evaluation Take anecdotal notes on students as they complete Step 9 of the lesson. Those students who are still struggling with the representation of hours and half hours can receive some extra practice with another student or with you. Duration Two class periods, each 30-45 minutes long. Materials toy analog clockdigital clock

EU Integration and Citizenship Law Dissertation

EU Integration and Citizenship Law - Dissertation Example EU is, however, a work in progress and while it is done with such tasks as border control and economic integration, the Union has to move on to the more difficult areas – home affairs, immigration, defense, among others – which have strong social dimensions. As more and more states aspire for EU membership to partake of this umbrella of protection, its further enlargement poses new challenges to European integration. For one, the nature and histories of the possible candidates for new membership are unlike any of the existing member states. The problem becomes even more complicated after EU approved the Maastricht Treaty establishing the Citizenship-of-the-Union law, which many perceive as an attempt to reconfigure and supersede the national citizenship and identities of member states. This EU-wide citizenship statute has stimulated an acrimonious debate about the social, political and citizenship structure of an enlarged Union. In essence, the debate centers on whether it is wise for EU to make forward steps to strengthen European citizenship or keep it as a largely theoretical proposition. Should people under EU be called European citizens and in the process forget their original British, French, or Turkish citizenships, as the case may be? Or should they be allowed to assume a new EuroEuropean citizenship on top of their respective national identities? This paper examines the relationship between EU integration and the implementation of the new citizenship law for Europeans. Special attention will be given to the causes and effects, the pros and cons, and the conceptual basis of identity formation on the community, national and regional levels. The objective of the treatise is three-fold: 1) illumine the reasons for the enactment of the EU citizenship law and its relevance to the integration process; 2) assess the validity of the objections to the idea of European citizenship; and 3) determine what form and characteristics of European citizenship would find greater acceptance. 2. Enlargement and Integration Further enlargement is a necessity for EU because it would serve to strengthen the Union's capability to maintain the balance of peace in the continent1. As the Union counts more member states, it becomes stronger in the process. The earliest nucleus of EU was composed of Belgium, Denmark, France, Italy, Ireland, UK, Luxembourg and Netherlands. They were joined by Greece in 1981 and Portugal and Spain in 1986. Austria, Finland and Sweden followed in 1995. The year 2003 saw the accession of a group consisting of Cypress, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia, while