Older Than America Essay Example for Free

Older Than America Essay 1. Film Information: The title of film we watched this week is Older than America. The lead actors and actresses are Adam Beach, Tantoo Cardinal, Bradley Cooper Georgina Lightning, Bradley Cooper, and Tantoo Cardinal. movie was released Oct 12, 2010 by the IFC Films studio. The length of the film is about one hundred minutes. The film genre is trying to expose the history with horror atmosphere. The director of the film is Georgina Lightning . 2. Brief summary: A womans haunting visions reveal a Catholic priests sinister plot to silence Rain’s mother from speaking the truth about the atrocities that took place at her Native American boarding school. The story along with her daughter, Rain haunted by visions that led to her own mothers forced institutionalization. The film mixes the true story of the USs forced boarding of Native American children, subjecting them to a wide variety of abuses. The film is not that easy to follow up because it started with some suspension and wired dreams at the beginning. As the story goes along, more and more clues reveal. It is hard to believe what the boarding school did to Native American kids based on my perception to boarding school. The film has enough twists and turns to keep my attentions while watching it. 3. Identify the main problem(s) or issue(s) addressed in the film: The problem is mainly addressed in boarding school. They remove children from the influence of their families and culture and assimilate them into the dominant Canadian culture. Father Bartoli paralyzed Rain’s mother in order to hide the truth about atrocities in boarding school. The Native American kids were beaten, whipped, raped and killed in the school. Later on, Father Bartoli also tried to convince Auntie Apple to keep Rain in captivity in order to stop memorizing the truth from the past. Rain was somehow rescued from tying up her hands by a spiritual guy who is her classmate in boarding school. She intellectually escaped from the room when the cleaner opened the door. Rain and Jonny decided to discover the truth in the mysterious cellar. After Father Bartoli knew Rain had escaped, he decided to go to cellar to kill her. Finally, Rain collected all the clues and memorized all the things happened in boarding school. Father Batoli was tangled up with all the lost soul who were abused and died under his hands. He got punished. 4. Main characters review: The main characters are Jonny, Rain, Luke, and Father Batoli. Director and co-writer Lightning also plays Rain, the lead role in Older Than America. Rain lives with her police officer boyfriend Johnny (Adam Beach) in snowy, rural Minnesota. Adom Beach plays her boyfriend. Luke (Bradley Cooper) is a government geologist investigating reports of a recent earthquake on his own time; Steve Klamath (Glen Gould) has returned home to run for mayor on an anti-development platform, opposing the incumbent, developer Paul Gunderson (Chris Mulkey). I think the actors are good in these roles especially Johnny because I can feel his love to Rain. They play believable roles, but I was confused about those spiritual figures. They are not quite believable, though. Those children in the board school make me sympathetic. There is no â€Å"Hollywood stereotypes†. 5. Portrayal of authority: Father Bartoli is a typical guy who has authority in religious figures. He is a priest minister who controls all the regulations in boarding school. Auntie Apple (Tantoo Cardinal), who raised Rain, leans heavily upon local Catholic priest Father Bartoli (Steve Yoakum). The two of them shake their heads disapprovingly when Rain and Johnny do not immediately agree to having a Catholic marriage ceremony. The boarding school is a nightmare to Native American children. Priests tried to remove their identity and assimilated them into American culture. I dislike Father Bartoli. He did not only a lot of bad things to the Native American children but also silenced Rain and her mother to erase the past crimes. 6. Discuss the role of gender in the film: The major players are not predominantly of one sex. Johnny has the subordinate role. I think Women and men are not drawn as variations of stereotypes. Rain plays a kindergarten teacher. She is portrayed as a perceptual and strong Native American woman. She cares about her mother very much. The matriarchal female roles are not recognized in the film. Jonny is her husband. He loves Rain very much, too. He cares about everything regarding Rain including family. He behaved anxious and crazy when Rain is disappeared. 7. Discuss the role of class and nation: I did not see any characters do anything for living. Jonny works in police office and Rain works in kindergarten. They seem pretty knowledgeable about their work, and they valued for what they do. There is no very obvious class hierarchy in the film. They are all kind of middle class people in modern society. The film did not spend a lot of attention to portray the poor. 8. Discuss the identity of the Native/tribal/ethnic groups portrayed in the film: I did not really often hear the Native American characters mention something about their identity, but I can feel the sense of strong ethnic tie between real physical characters and those spiritual characters. The souls are the things make this film so special to us. Those souls imply some sort of spiritual culture to Native American. Although they are already died, they still got together and help their companions or ethic group to get through the obstacles. They are likely to be seen in Native Americans’ perspective. The relationship between them is really subtle but meaningful. The live characters try to expose the truth hidden in the boarding school whereas the spiritual characters keep helping them get through the crises. They somehow interact with each other and make the whole story looks reasonable. It is pretty interesting and makes audience want to watch it. The movie really empathizes with the identity issues although the ethnic characters are not actually from the portrayed ethnic group because basically the film tells the repulsive atrocities and assimilation behind the boarding school back 1900s. It wants to remind Native American audiences to recognize the history and do not lose the cultural identity no matter what. 9. How are social and familial relationships portrayed: Throughout the film, Native Americans always have a strong family tie and hold together. In the film, I can feel Rain really loves his mother. She takes care of her a lot even she has got some mental issues. She is also really respecting her mother because she comes to her mother and tells her mother every decision she is going to make. In modern days, she still inherits a lot of traditional Native American woman’s traits. Those spiritual figures also give us a strong background of ethnic sense. They have a connection with Rain to keep reminding her past, and they help her to find the clues of the truth and get her through crisis. Jonny is a good and reliable boyfriend, too. He also really loves Rain. He is sharing of confidences with her and giving care to her when Rain faced up difficulties. I am able to relate to the familial roles and experiences in the film because film makes it really touch my heart. 10. Language: There are few scenes that other language other than English spoken in the film. It is used effectively. The boy spoke Native American language when the teacher forced them to declare to be Americans in the classroom. He did not want to lose his own culture identity. The use of another language bears a lot value to the film. It exposed the atrocities in boarding school. You would be beaten to death even if you say an Indian word. It set off the inhuman behaviors they did to every Native American child in boarding school. It is ironic that person who actually behaves a savage wants to civilize Native Americans, they called â€Å"savage†. 11. Personal likes and dislikes: This movie really is not a view of life in boarding schools, per se. I dont believe it was intended to be. It is a metaphor for the effects still felt today by nearly all Native Americans here in the U. S. The movie is a period place. All of the issues that the story touches base on are those that Natives all over Indian Country are dealing with today. It is not the direct reflection of one single reason why Natives today face the afflictions of poverty, alcoholism, abuse, unemployment, illiteracy, and loss of identity as a culture, but the culmination of many. Forced attendance into an institution specifically designed to strip away everything it means to be Indian just so happens to be the primary area of focus in this film. The sub-plots add depth to the characters as well as much needed comic relief. Even though this film is classified as a drama, it should be shown in every history class across the United States. 12. Research connection: The story of American Indian boarding schools needs to be told. In the past Indian children were taken from their parents, often forcibly, and put into highly- regimented schools designed to eradicate all signs of their savagery. Use of Indian languages in these schools was forbidden and harshly punished. This movie probably should have been a period place showing the experiences of an Indian child thrust into the soul-killing world of the boarding school. Perhaps it was feared this approach would limit the size of the audience. In any case we get a modern-day story, set in northern Minnesota, in which a boarding school is glimpsed only occasionally in brief flashbacks. Surrounding these flashbacks lie a plot cluttered with a bewildering number of elements: the arrogance of the Catholic Church, shock treatments, commercial development of sacred Indian lands, an election for mayor pitting a white man against a red man, gambling casinos, a love story, hallucinations and visions, family secrets leading to tensions.

Women in the STEM Fields Essay -- Career Women Essays

In early American history, society believed that women did not have a place in education and high-level learning. They were told not to bother their brains with such advanced thinking. Middle and upper class women learned to read and write, but their education ended there. A woman’s place was said to be in the home, cooking, sewing, and taking care of the children. In the case of upper class women, their â€Å"to-do† list was cut even shorter with the servants present to do the work. However, women desired a higher education. Elizabeth Blackwell is a prime example of women’s fight for a medical degree, one of the first STEM environments available to women. In order to kick-start her education she wrote to all of the doctors that she knew, requesting advice and help. However, most of the doctors replied that they thought it impossible, that a woman would not be able to endure the rigors of a medical education, and that they feared the competition that women doctors would bring. Elizabeth persisted, finally making her way to Philadelphia, a city famous for its study in medicine, to stay with Dr. Elder, one of the few supporters of her education. Once here she continued writing letters and actually found many friends who agreed to support her cause, but unfortunately universities were not included in this list of friends. Elizabeth then pursued an education at the University of Geneva in New York where the Medical Faculty and students agreed to accept her. Wh ile at first the university cared about the press coverage that Elizabeth’s spot would bring, she eventually established her rightful place as a student there. Although she encountered some resentment among the wives of doctors and other people living in the small town, Elizabeth ... ...cLeer, Anne. â€Å"Practical Perfection? The Nanny Negotiates Gender, Class, and Family Contradictions in 1960s Popular Culture.† NWSA Journal 14.2 (2002): 80-83. JSTOR. Web. 09 Feb. 2014. Pollack, Eileen. â€Å"Why Are There Still So Few Women in Science?† The New York Times. The New York Times, 05 Oct. 2013. Web. 05 Mar. 2014. Rosch, Amelia. â€Å"WISP Increases Female Participation in the Sciences.† The Dartmouth. The Dartmouth, 07 Nov. 2013. Web. 05 Mar. 2014. Rupp, Leila J. â€Å"Eleanor Flexner’s â€Å"Century of Struggle†: Women’s History and the Women’s Movement.† NWSA Journal 4.2 (1992): 157-69. JSTOR. Web. 09 Feb. 2014. â€Å"Scientists Not Immune from Gender Bias, Yale Study Shows.† Yale News. Yale University, 24 Sept. 2012. Web. 05 Mar. 2014. Smith, Michelle R. â€Å"Giving Female Scientists Their Due.† Philly.com. The Philadelphia Inquirer, 17 Oct. 2013. Web. 05 Mar. 2014.

Breaking the Disney Spell Essay

Jack Zipes, in his essay â€Å"Breaking the Disney Spell†, directly addresses the issue of what happens when a story is taken from its original oral form and written down. Zipes discusses in depth what Walt Disney has done to fairy tales and the consequences of Disney’s actions. Zipes addresses many issues, including those of context, society, and alteration of plot. He accuses Walt Disney of attacking â€Å"the literary tradition of the fairy tale† (344). While many scholars disagree with Zipes’ accusations, his essay makes very solid and well-presented points that he promptly backs with fact. Regardless of what the scholars say, Zipes was right: Oral tradition is important, and Disney’s representations of historical folktales damaged fairy tales as we know them. When Walt Disney began his cartoon and film career in 1927, he might have been unaware of how the American public would rush to purchase his â€Å"original† creations. His first cartoon, a re-creation of Lewis Carroll’s Alice’s Adventures in Wonderland that added a comedic spin, began his career in the cartoon industry and eventually spun his company into a billion dollar enterprise (Funding Universe). As Disney’s popularity grew, he continued to expand his film creations, but generally by copying or â€Å"re-creating† fairy tales or other historical literature. Many Americans believe that Walt Disney was the first person to create fairy tales, and Disney failed to recognize the original creators of the stories that made him so popular: the folk. Historically, fairy tales were told amongst people that historians and folklorists refer to as â€Å"the folk. † That is, the stories were shared orally, in what is commonly referred to as â€Å"sacred space† (Curry). Fairy tales were not intended to be read alone, in silence. Rather, they were created to be shared in a group of people, and, while fairy tales were saturated with meaning, that meaning could vary based on the storyteller. Fairy Tales were also often the holders of a warning or admonition that could be adjusted depending on the listener. One mother might have told her daughter one version of â€Å"Cinderella† in order to make a statement about her daughter’s life, whereas another mother might have told a completely different version of the same story. This, Zipes argues, is what made fairy tales unique and important. He comments, â€Å"A narrator or narrators told tales to bring members of a group or tribe closer together and to provide them with a sense of mission† (332). Fairy tales were told from an older generation to a younger generation. As mentioned previously, they were not shared in private, by oneself, alone with a book or videotape. Zipes comments, â€Å"This privatization violated the communal aspects of the folk tale† (335). The stories were a collective form of communication that occurred in a group setting, in a safe place, in a sacred space. Fairy tales, besides communicating moral and social messages, were a rite of passage. Martha C. Sims and Martine Stephens, both revered folklorists, make a statement about the importance of storytelling and teaching in their book Living Folklore. â€Å"Rites of passage mark notable dates or stages in a person’s life. Most rites of passage occur at times of change or transition: birth, puberty, entering adulthood or coming-of-age, marriage, and death, for example† (110). Fairy tales were used in rites of passage as a way to communicate with the younger generation about the changes that take place during puberty, adolescence, and marriage. Even in the written versions of Fairy Tales produced by the Brothers Grimm, Perrault, and other respected folklorists, scholars are able to grasp and to understand the importance of various elements that are present in the stories that show valuable truth about life adjustments and growing up. Many folklorists, however, consider Disney’s version of historical fairy tales to have stripped them of their meaning. Zipes is one of them. Zipes uses the example of Disney’s recreation of Puss in Boots to show that Disney altered the story to â€Å"use it as a self-figuration that would mark the genre for years to come† (343). Zipes argues that Disney changes the protagonist of the story from Puss to the â€Å"young king. † In the original version of the tale, the cat was the hero and the young boy he was friends with played a minor role in the tale. The boy in the original tale was not royalty at all: he was a commoner. Disney changed both the importance of the boy’s role in the story, as well as his social status. By adjusting the story, Zipes declares that Disney projected his own self into the story and presented it in a sort of auto-biographical fashion. Disney saw himself as the young king and projected that into the story. Disney did not see himself as simply an ordinary commoner: he was far above the peasant class, at least in his own mind. While many of Disney’s fans and viewers may argue that his recreation of fairy tales made little to no impact on the original meaning, Zipes believes otherwise. â€Å"Disney’s film is also an attack on the literary tradition of the fairy tale. He robs the literary tale of its voice and changes its form and meaning† (344). Disney not only adjusts the main elements of a story, but he also alters the point of view and the narrator, as we see in Puss in Boots. Instead of the story being told from Puss’ point of view, the â€Å"hero† of the story is the young boy. In Disney’s other fairy tale recreations, he often adds characters and makes them the hero or savior of the story. Often, instead of being told by a female point of view and being about women, as many fairy tales are historically represented, Disney projects a patriarchal view on the story and makes it obvious to his viewers that a woman’s life is meaningless without a man to guide her. Disney’s characters all understand the importance of waiting around for their prince to arrive and â€Å"save them† from the life that they so torturously endure. Instead of the bright, intelligent, and witty women that are evidenced in such tales as Italo Calvino’s The False Grandmother and Lasair Gheug, the King of Ireland’s Daughter, Disney’s heroines appear to be lacking not only spine, but brains as well. Many American children have grown up completely unaware that the concept of a prince saving a princess is a distinctly Disney idea. The classic fairy tales often involve feminine strength and an urging of women to be able to outsmart her predators. If a girl is not able to outsmart her attacker, she is simply killed. This is evidenced quite well in Perrault’s Little Red Riding Hood and the Brothers Grimm tale of Little Red Cap. A comparison of the two stories will bring to light the idea that if a young girl is smart enough, she can outwit any predator – even a hungry wolf. The girl in Little Red Cap is able to do just that, and escapes with her life. Contrarily, the heroine of Little Red Riding Hood is not quite clever enough, and she is â€Å"gobbled up† (Perrault 13). The concept of women needing a savior is quite obvious in the Disney version of Snow White. Zipes notes, â€Å"Snow White was his story that he had taken from the Grimm Brothers and changed completely to suit his tastes and beliefs. He cast a spell over this German tale and transformed it into something peculiarly American† (346). Maria Tatar also notes the impact of Disney’s version on the American public as she comments, â€Å"Walt Disney’s Snow White and the Seven Dwarfs has so eclipsed other versions of the story that it is easy to forget that hundreds of variants have been collected over the past century in Europe, Asia, Africa, and the Americas† (74). In the oldest versions of Snow White, the heroine of the story does not need to be â€Å"saved† by a prince. The Brothers Grimm depict Snow White coming back to life by her coffin being jarred, which dislodged the apple in her throat (Grimm 89). Similarly, in the Lasair Gheug version of this tale, it is the king’s new wife who saves Snow White by picking the ice out of her forehead and palms (94). Disney, however, shows Snow White as a weak female who must be rescued by her â€Å"prince Charming. † She is saved, not by accident or by a minor character, but â€Å"when the prince, who has searched far and wife for her, arrives and bestows a kiss on her lips. His kiss of love is the only antidote to the queen’s poison† (Zipes 348). Disney’s portrayal of princesses or young girls as weak and frail leads Zipes to believe that Disney â€Å"perpetuated a male myth† which is, subconsciously, a celebration of his own destiny and success (348). Disney, although his primary characters are nearly always female, depicts them as weak and needy. It is only the secondary male character and the antagonist female in Disney’s stories who appear to have spines. By keeping his primary female characters weak, Disney is sending the message that women are helpless without men. Zipes, in accordance with this idea, notices that not only are the primary females in Disney’s stories kept weak, but that the male â€Å"heroes† of his tales are overly masculine and are the saviors of the stories. â€Å"In this regard,† notes Zipes, â€Å"the prince can be interpreted as Disney†¦ Snow White cannot be fulfilled until he arrives to kiss her†¦ † (349). Zipes argues that Disney, in his creation of weak females and strong male heroes, is making a statement that he, Disney, is a hero. Disney’s re-telling of these fairy tales is not simply adding his own perspective to the issue at hand. Rather, Disney completely rewrites fairy tales to mean what he wants them to mean. Most historical fairy tales have a common theme and moral in them, regardless of the story teller. From Perrault to the Brothers Grimm, much retelling is similar, with only slight variances. Disney, however, with his addition of â€Å"him† to the story, alters the story not only by point of view, but also in it’s moral and its core message. Some folklorists argue that a recreation and revision of historical folklore is necessary to ensure that the current generations retain their interest in the past. Many might argue that Disney’s retelling of fairy tales has not harmed the historical value of the stories. Benjamin Filene makes this argument in his work Romancing the Folk. â€Å"†¦ the backward glance can be more than nostalgic — that memory can create American culture anew† (236). While Filene may truly believe that it is important to incite interest in folklore amongst the youth of the current generation, Zipes disagrees. His research leads him to believe that this alteration, whether for personal gain or simply for popularizing any type of folklore, permanently hinders the message that is inherently present in the original version. Disney, in his new representations of fairy tales, loses sight of the original messages and completely removed the moral and meaning from the stories. Zipes, in Breaking the Disney Spell, provides clear evidence that Disney has violated the sanctity of fairy tales by rewriting them for his own personal pleasure and gain. By projecting himself into the fairy tales, Disney not only removes the moral message of the story, but also replaces the matriarchal values with patriarchal ones. Disney molds women to meet his standards of how women should behave, rather than portraying the strong and clever females that are visible in the original tales. While fairy tales were altered when they became a written tradition rather than an oral one, most stories still maintained their original moral values. Disney, however, strips the stories even of that in lieu of something â€Å"better†: his own pleasure and fame. After Disney, fairy tales will never be the same. Now, society is stuck with his egotistical creations that are beneficial to no one but himself. Instead of the stories being meaningful and a rite of passage, they are reduced to simply a meaningless tale of Disney’s life and goals. Zipes was right: Disney has damaged fairy tales and they will never be quite the same

Cultural Competency Essay

Cultural competency is defined a set of personal and academic skills required for increasing understanding and appreciation of cultural differences. Actually, becoming culturally competent is a developmental process taking lots of time. Cultural competence helps to shape behavioral patents as well as it affects health care delivery. Culturally competent pharmaceutical providers should appreciate family ties and realize that family and behavioral values are determined by peculiarities of culture. Apparently, cultural competence relates to pharmacy, because it suggests pharmaceutical provider-customer relations meaning that health care providers should find individual approach to every patient requiring treatment. The goals of cultural competence are to increase cultural awareness, cultural knowledge, cultural skills and cultural encounters. Cultural differences should be appreciated and accepted and, therefore, it is necessary to seek out new world views of diseases and medicines. Cultural knowledge helps pharmacy to promote better understanding between cultural groups. Cultural competence promotes assessing patient without relying only on written facts. It means that there is a need to find another perspective, to reduce resistance and defensiveness and to acknowledge interactive mistakes. Pharmacy suggests meeting and working directly with people of different cultures and, thus, developing cultural competency helps to dispel stereotypes and to contradict academic knowledge. Pharmacy requires gathering cultural knowledge which is often neglected. Cultural competency welcomes cooperation and collaboration instead of insulting other culture’s perspectives. For example, physicians belong to cultural group possessing their own beliefs, customs, practices and rituals. This includes definitions of illness and health, systematic approaches, compliance, prevention through annual exams, the superiority of technology, etc. Therefore, cultural competency plays crucial role in medicine. Works Cited Spector, R. Cultural Diversity in Health and Illness. Stamford, CT: Appleton & Lange, 1996.

Becoming A Man essays

Becoming A Man essays A Day No Pigs Would Die is a story that Robert Peck wrote to show the reader his adolescent life, fate, and the journey from boyhood to manhood. Peck leads the reader through the intricate web of his youth, almost as though he were a stitching needle. The author makes sure not to miss a single stomach pumping detail, leaving the reader, well, not quite wanting more. As a young Shaker boy, Robert lived with his mother Lucy, father Haven, and his aunt carrie. The novel begins with a vivid scene in which he helps bring a calf into the world up on the ridge above their farm. The mother seemed to have been posessed by some force of the underworld, causing her, her calf, and Rob a great deal of pain. Robert learns at an early age the value of a simple life, hard work, and a strict moral code. While other boys his age spend their time playing, Robert helps his father on the farm and does his own daily chores, while raising a pig in hopes of supplementing the family income. The role fate plays in this story is Robert's future, and how he will make a living. He is destined to become a farmer just like his father, on the same land he grew up on. He knows that when his father dies, he will become the man of the house, and he will be in charge of his mother and his aunt. Robert would like very much to become famous, but he is resticted in that it is against his religion. Robert grows up feeling this constant sense of predestination, with his whole life planned out before his eyes only making him feel even more the urge to break free and live free. Robert's father becomes ill with a lung disease, and does all he can to help his son be ready to be the head of their household. Haven develops a cough, and eventually has to start sleeping out in the barn with the animals since it is warmer there, and he is worried about his wife becoming ill aswell. After a few years of preparation and rigorous teaching, Haven does not wake up one morning o...

Leyes que afectan a indocumentados en estado de Utah

Leyes que afectan a indocumentados en estado de Utah Las leyes migratorias que afectan a indocumentados en Utah son importantes porque aplican  a 1 de cada 20 trabajadores. Y es que en este viven ms de 100,000 migrantes en situacià ³n irregular. Su presencia es muy visible en sectores como la agricultura, donde son 1 de cada 5 trabajadores, en el construccià ³n, donde son 1 de cada 7 y en el sector de los servicios donde son 1 de cada 9.   Para estos migrantes es muy  importante conocer sus derechos en el estado de Utah y distinguir entre las leyes que aplican y aquà ©llas que no estn en vigor. 1. Situacià ³n actual de la dura ley HB495 La ley HB497 no aplica por decisià ³n de una Corte. Esta normativa del aà ±o 2011 que requerà ­a que la policà ­a comprobase el estatus migratorio de cualquier persona arrestada por un delito (felony) o por una falta de categorà ­a A, B o C. Asimismo tambià ©n exigà ­a que se verificase el estatus de cualquier persona que se considerase que podà ­a estar ilegalmente en los Estados Unidos.   Sin embargo sà ­ que es de aplicacià ³n el programa Comunidades Seguras, que ha sido reestablecido por orden ejecutiva del presidente Donald Trump. Si bien algunas ciudades en todo Estados Unidos han desafiado esa normativa convirtià ©ndose en lo que se conoce como ciudades santuario, en Utah no hay ninguna en la actualidad con esa calificacià ³n. En otras palabras, todas las ciudades en ese estado cumplen con Comunidades Seguras. 2. Cà ³mo aplica E-verify en Utah E-verify  es un programa para verificar que los trabajadores cumplen los requisitos migratorios para ser empleados. En Utah es  obligatorio su utilizacià ³n para: empleados pà ºblicosempresas privadas  que contratan con los organismos pà ºblicos y tambià ©n para las subcontratistasY todas las empresas privadas con ms de 15 empleados   3.  Programa huà ©sped Ley HB116 para migrantes indocumentados   En el aà ±o 2011 Utah aprobà ³ la Ley HB116 que creaba un programa de trabajador huà ©sped para migrantes indocumentados para permitirles trabajar legalmente dentro del estado, si se cumplà ­an una serie de condiciones: Comenzarà ­a  a aplicarse a partir de 2013, despuà ©s se retrasà ³ su inicio a 2017, pero lo cierto es que nunca ha entrado en vigor ni se cree que llegue a aplicarse.  Se beneficiarà ­an  los indocumentados que pudieran probar que residen y trabajan en Utah en el sector agrà ­cola y tambià ©n sus familiares inmediatos: cà ³nyuges e hijos solteros menores de 21 aà ±os.Se establecà ­a  el pago de una multa de hasta $2,500 por persona para optar al programaSe tendrà ­an menos derechos laborales que los disfrutados por ciudadanos americanos y residentes permanentes legales.Para favorecerse de esta medida, era  requisito imprescindible no tener rà ©cord criminalSe concederà ­an permisos de trabajo por un periodo de dos aà ±os.Crearà ­a un sistema paralelo para recaudar impuestos Pero esta ley nunca entrà ³ en vigor porque necesitaba un permiso del gobierno federal que jams fue concedido. Es muy probable que la propia asamblea legislativa de Utah que en 2011 aprobà ³ la ley vote para derogarla. Lo que sà ­ parece claro es que jams entrar en vigor. Tampoco han tenido aplicacià ³n las leyes HB466 que preveà ­a un acuerdo con el estado mexicano de Nuevo Leà ³n para emitir visas federales de trabajo ni la ley HB469 que permitirà ­a que ciudadanos americanos en el estado de Utah patrocinasen a personas extranjeras sin seguir los procedimientos establecidos en las leyes federales de inmigracià ³n. 5. Licencia de manejar para indocumentados En la actualidad, Utah es uno de los  estados de la Unià ³n Americana que emite licencias de manejar a indocumentados. En este estado se conoce como Driving Privilege Card, pero no puede ser utilizada como I.D. con foto para otros fines. 6. Beneficios para estudiantes universitarios indocumentados   Utah permite a los estudiantes indocumentados acceder a las universidades pà ºblicas de ese estado pagando  matrà ­cula in-state si cumplen una serie de requisitos, entre los que destacan: Haber estudiado por al menos 3 aà ±os en una high school de UtahHaberse graduado de High School o un equivalente, como por ejemplo el GEDHaber llenado una aplicacià ³n para regularizar la situacià ³n migratoria o estar dispuesto a hacerlo tan pronto como se califique para ello.Llenar el formulario HB144 Tuition Waiver Request Adems, en aplicacià ³n de la ley SB253, los estudiantes universitarios indocumentados pueden beneficiarse de becas privadas que son administradas por las universidades pà ºblicas. 7. Beneficios pà ºblicos Los migrantes indocumentados no pueden recibir beneficios pà ºblicos, excepto aquellos que se brindan en situacià ³n extrema, como por ejemplo asistencia mà ©dica en casos de riesgo para la vida o ayuda nutricional a mujeres embarazadas o infantes por aplicacià ³n del programa WIC. 8. Derechos de los migrantes indocumentados Se calcula que en los Estados Unidos pueden residir en la actualidad entre 10 y 11 millones de migrantes en situacià ³n irregular. A pesar de ello, tienen una serie de derechos como por ejemplo:   No permitir a la policà ­a o a la migra la entrada en sus viviendas, a menos que muestren una orden judicial (warrant).No incriminarse y por lo tanto se tiene derecho a no hablar y a no mostrar documentos. En este punto es fundamental no mostrar jams documentos falsos.no firmar ningà ºn documento sin consultar previamente con un abogado. Es importante no firmar una salida voluntaria sin entender bien en quà © consiste y cules son las consecuencias. Para los migrantes indocumentados interesados en conocer ms a fondo sus derechos se recomienda que lean detenidamentela lista preparada en espaà ±ol por el Immigration Legal Resource Center. Este es un artà ­culo informativo. No es asesorà ­a legal.

Business plan brief Research Paper Example | Topics and Well Written Essays - 500 words

Business plan brief - Research Paper Example In other circumstances, sun block is also incorporated in moisturizers. Hawaiian Tropics aims to provide a new sun block makeup line which incorporates the sun protection offered by typical sun block together with the physical enhancements of makeup. The new product is aimed to be a fusion of these two typically separate products. In so doing, the line will be addressing the need of women on the go as this requires lesser application time. The two-in-one product will allow women to retouch their makeup and put on sun block anytime they need them. After looking at the market, Hawaiian Tropics' decision is to target transitioners who are either A or C. In terms of age, these markets are seen to be often seeking for beauty products in order to enhance their physical appearance and have confidence in themselves. Being in the stage of transitioning from teens to adulthood, this age group desires to have products which will enable them gain confidence when dealing with other people and are more likely using both makeup and sun block. The choice of going after customers using makeup and sun block together or separately is justified by the fact that these are the most profitable market.